AP U.S. HISTORY
Syllabus: 2012-2013
Mr. Jonathan Parker
[email protected]
(623)-915-8900
Overview:
Welcome! Thank you for accepting the challenge of Advanced Placement United States
History. The AP course is designed to provide students with a broad overview of central concepts and
topics in American history. The readings and assignments are geared toward assisting students in
developing a deeper understanding of the broad themes in the development of the nation as well as the
influence and contributions felt by key people, groups, and events.
Classroom Rules & Procedures:
1. Attendance:

Attendance and tardy policies are consistent with those listed in the THS handbook.
2. Preparation and Classroom Behavior:


Due to the rigorous curriculum and demands of the course, diligent and consistent preparation by
the student is absolutely necessary for success. The class will operate as a seminar, with heavy
emphasis on discussion, analysis, critical thinking and thoughtful writing. As a result, students
will be expected to complete readings in advance in order to be prepared for classroom discussion.
I reserve the right to quiz students over any reading material and I will exercise this right
frequently.
Disruptions of the learning environment are unacceptable and will not be tolerated. The course is
taught as a college course, and I expect adult behavior and acceptance of responsibility from my
students.
3. Grading:

A student’s grade will reflect his/her success in a variety of different areas. Assignment categories
are weighted to reflect the significance of a given skill or assignment. The semester grade will be
determined as follows:
A= 100%-89.5%
B= 89.49%- 79.5%
C= 79.49%- 69.5%
D= 69.49%- 59.5%
F= 59.49% or less
To eliminate a potential question in advance – NO, grades will not be rounded. Also, any student who
receives lower than a “3” at the semester will be asked to consider moving to a regular history class.
4. Assignments:

Listed below are the assignment categories and their relative weight on the student’s first semester
grade :
1st semester
Homework/Student Projects =
Quizzes =
Tests =
Essays =
Final Exam =
20%
10%
30%
30%
10%
2nd semester
Homework/Student Projects =
Quizzes =
Tests =
Essays =
Final Exam =
Review Project
20%
10%
25%
25%
10%
10%
(For second semester, these categories are slightly altered in order to reflect the addition of a review
component as the AP Exam approaches near the end of the school year).
5.



Late Work/Make-up Work:
Credit will only be given to assignments received on time. If a student is absent when an
assignment is given, the student will have 5 school days to complete the assignment. Even if a
student is absent, long term assignments (defined here as anything given more than 5 school days
before the due date) are due on the assigned date since they are given in advance. It is the
responsibility of the student who has been absent to arrange a time for make-up tests or work to
be done. If you are aware of a day where you will be absent, please alert me in order to make
arrangements prior to your absence.
Consistently missed test dates will be looked upon as a request to leave the class for non-advanced
placement curriculum. Make up tests will cover the same content, but will not be the same test
administered to the students who take the test on the assigned date.
Extra Credit cannot be used in lieu of completing an assignment. Extra credit is rarely given, and
opportunities for extra credit will be offered by the teacher, not suggested or requested by the
student.
6.

Plagiarism:
Plagiarism is a serious offense and will not be tolerated in this class. Simply stated, plagiarism is
considered to be any attempt by a student to steal the work or ideas of another and pass it off as
his/her own work. Plagiarism includes, but is not limited to, copying the homework of another
student, looking off the paper of a student during a test or quiz, or reproducing information from
the internet. If a student is guilty of plagiarism on any assignment, the student (or students) will
receive a “0” for the assignment and a “U” in citizenship.
7.

Expanded Opportunity Period:
Every Wednesday morning, from 8:20-9:00, THS provides students with additional time for
make-up work or enrichment opportunities known as EOP. For AP History, students are
encouraged to utilize EOP to review model essays, read additional texts, review previous exams
and keys, or refine writing skills with additional practice questions. Moreover, students who miss
a test, quiz, or essay are expected to meet these course requirements at the first available EOP
session.
8.

9.

Electronic Devices:
Due to the disruptive nature of electronic devices such as cell phones, ipods, MP3 players, etc.,
use of these devices will be prohibited in class.
Conferences:
You are welcome to arrange an appointment to talk with me at any time outside of class. I am
typically available before school starts from 7:15-8:00, but it is best to arrange a specific meeting
time with me in advance. Parents may also reach me at 915-8900. Please feel free to call, and I
will return your call as quickly as I can.
AP U.S. History Exam: May 2013
(Preparation begins today!)
I have read and understood this overview of AP U.S. History.
_________________________
(Student signature)
_________________________
(Parent signature)
Course Readings: The following is an outline of the course content and readings that
will be covered during the each semester of this class. Although the schedule provided is
subject to change, the syllabus nonetheless allows the students to become familiar with
the major units and sub-units and the readings which correspond to the subject matter.
Although not all of the readings for each unit are required readings, the students who will
be most successful on the AP exam in the spring will be those who prepare thoroughly.
All of the books listed will be available for students in my classroom:
1) Brinkley, Alan. American History: A Survey (11th Edition) McGraw Hill
Publishers (2003). This is the standard textbook that will be used in the course. In
any survey course, a textbook is absolutely necessary. Students will be given a
copy of this book for use at home. Careful reading of this text will help insure
success in the course.
2) Davis, Kenneth. Don’t Know Much About History. While many students may
find the textbook a bit dry, Mr. Davis may be more accessible to students as a
result of his wit and insight. Mr. Davis is brief but to the point in his discussion
of key events in American history. While copies of the book will be available in
the classroom, it is highly recommended that students purchase a copy for their
own use. The page numbers listed below correspond with the 2003 edition of the
book.
3) AP U.S. History.(8th edition). Research & Education Association, Inc (2009):
Provides an outstanding overview of units as well as practice tests for preparation
and review.
4) Zinn, Howard. A People’s History of the United States. Harper Collins
Publishers (1995): While most texts are strong in political history, Zinn’s book is
exceptional for its examination of social history in the U.S.
5) Krieger, Larry. AP U.S. History Crash Course Research and Education,
Inc.(2010). The single most outstanding resource for review on the AP History
test. While the benefits of the book throughout the year are marginal, as the test
approaches, this is an extraordinary resource. HIGHLY Recommended.
MCCCD Official Course Competencies
Dual Enrollment American History and Government/Political Science Courses
(HIS103, HIS104, POS110, and POS130)
HIS103: United States History to 1865
1.
Describe the Pre-Columbian world on four continents, the Americas, Europe, and Africa.
2.
Explain the factors behind European exploration in the 15th and 16th Centuries.
3.
Describe the early colonization of North America by the English, French, and Dutch.
4.
Describe and compare the permanent English settlements in North America, their relationship to
Native Americans, and early slavery in the colonies.
5.
Analyze the growing political and economic differences between Britain and the colonies, the role
of the French and Indian War, and Imperial decrees that led to the American Revolution.
6.
Describe the major political and military events of the American Revolution leading to the
collapse of British military forces at Yorktown, Virginia.
7.
Explain the events leading to the Constitutional Convention, the early Administrations, and the
development of Hamiltonian federalism and Jeffersonian democracy.
8.
Explain the rise of nationalism and expansion following the War of 1812.
9.
Describe the meaning of Jacksonian Democracy and the Age of Jackson.
10.
Analyze the economic expansion of the U.S. between 1820-60, in agriculture, transportation,
manufacturing, population growth, and immigration.
11.
Review social changes in the nation between 1820-60, including the emergence of a middle class,
the reform movements, and a national literary renaissance.
12.
Analyze slavery and the Ante-Bellum South, the plantation culture, and the Abolitionist/antislavery movement in the North.
13.
Describe the doctrine of Manifest Destiny, the Oregon acquisition, Texas annexation, the
Compromise of 1850, and the Kansas-Nebraska Act.
14.
Review the increasing sectional tensions leading to Lincoln’s election, the secession of southern
states, and the formation of the Confederacy.
15.
Explain the demographic and industrial advantages of the North.
16.
Describe the salient features of the Civil War and the turning points at Antietam, Shiloh,
Gettysburg, and Vicksburg, leading to the surrender at Appomattox in 1865.
17.
Explain the impact of the assassination of Lincoln, and review the outcome of the War on the
nation and its future.
HIS104: United States History 1865 to Present
1.
Describe the problems of re-uniting the Union and Reconstructing the nation after the end of the
Civil War, including differences between Presidential and Congressional Reconstruction.
2.
Explain the failed promise of Reconstruction, the political and economic revival of the
“Redeemed” white South, and the Compromise of 1877.
3.
Describe the national shift of interest to westward expansion and development of the nation’s
potential in agriculture, cattle, and minerals.
4.
Describe the nation’s growing human resources resulting from industrialization, immigration and
urbanization.
5.
Explain the creation of a climate for political and financial development, promoting the growth of
enormous corporations and capital formations.
6.
Describe social reform during the Gilded Age leading to organized labor, populist agrarianism,
and legislation to control big business and restrain political corruption.
7.
Review American foreign policy, including reaching outward for trade, expansion, and empire.
8.
Explain the Progressive Era, and the social, economic, and political reforms of Presidents T.
Roosevelt, Taft and Wilson.
9.
Describe the initial stance of American neutrality in World War I, the nation’s early role in the
war, and why the U.S. eventually joined the war in 1917.
10.
Explain the defeat of the Central Powers, the Fourteen Points, and the Treaty of Versailles.
11.
Explain the clash of values in the 1920s as reflected in the Red Scare, prohibition, speakeasies,
evolution, and revival of the KKK.
12.
Describe the economics of the Roaring Twenties as reflected by the automobile, the booming
stock market, and the development of the consumer market, leading to the Great Crash of 1929.
13.
Explain the causes of the Great Depression, and the effects of unemployment, loss of income,
homelessness, and bank closures.
14.
Describe the election of 1932, FDR and the New Deal, and their effect on the nation.
15.
Explain American isolationism pre-World War II, the U.S. reaction to war, and eventual
involvement in the War.
16.
Assess American participation in the war in Europe and the Pacific.
17.
Describe the factors creating the Cold War following World War II, and the nation’s response to it
in Europe and Asia.
18.
Review domestic policy during the late 1940s and 1950s, including McCarthyism, and the
consumer culture during the Eisenhower years.
19.
Explain the background and struggle of the Civil Rights movement, desegregation of schools, the
Civil Rights and Voting Rights Acts, and African-American activism.
20.
Describe the Cold War at home and abroad during the presidencies of John Kennedy, Lyndon
Johnson, and Richard Nixon, including the Vietnam War and its aftermath.
21.
Explain the counter-culture and reform activism of the 1960s, economic problems of the 1970s,
and the presidency of Ronald Reagan.
22.
Describe the collapse of communism in Eastern Europe and the demise of the Soviet Union,
ending the Cold War.
23.
Review post Cold War politics, the Persian Gulf War, and the presidency of Bill Clinton.
24.
Explain the controversy over the 2000 presidential election, the post 9/11 global response, and
wars in Iraq and Afghanistan.
25.
Review the election of the first African-American president, and the global challenges the nation
faces in the future, including global warming and economic recession.
Week #
1-2
American Colonial Period
 American History: Chaps. 2-3, 33-96
 Don’t Know Much About History: 2-59
 A People’s History of the United States: 23-38; 39-58
 REA: 11-27
3-4
The American Revolution
A) Growing Tension between Britain and her colonies
 American History: Chap. 4, 99-123
 Don’t Know Much About History: 60-105
 A People’s History of the United States: 59-75
 REA: 31-43
B) The Revolutionary War
 American History: Chap. 5, 125-149
 Don’t Know Much About History : 60-105
 REA : 31-43
5-6
Critical Period/Constitutional Period
A) Articles of Confederation
 American History: Chap. 5, 149-155
 Don’t Know Much About History : 109-112
 REA : 43-47
B)




7-8
Establishing the Constitution
American History: Chap.6, 159-168
Don’t Know Much About History: 112-135
A People’s History of the United States: 76-101
REA: 49-56
The New Nation
A) Administrations of Washington and Adams
 American History: Chap. 6, 168-178
 Don’t Know Much About History: 135-143
 REA: 59-65
B)



The Age of Jefferson (1800-1816)
American History: Chap. 7, 181-213
Don’t Know Much About History: 143-160
REA: 65-72
C) The Era of Good Feelings, the Monroe Doctrine and the “Corrupt
Bargain”
 American History: 217-233
 Don’t Know Much About History: 160-165
 REA: 73-84
9-11
Jacksonian Democracy & The Era of the Common Man
A) The rule of “King Andrew”
 American History: Chap.9, 235-258
 Don’t Know Much About History: 165-177
 A People’s History of the United States :124-146
 REA; 87-95
B) Different economies between North & South/ Slavery in the South
 American History: Chap. 10 & 11; 261-316
 DoREA: 101-112
C)




Reforms of the 1840’s
American History: Chap. 12, 319-341
Don’t Know Much About History : 194-199
A People’s History of the United States : 102-123
REA: 95-101
12
Manifest Destiny
 American History: Chap.13, 343-355
 Don’t Know Much About History: 177-194
 A People’s History of the United States: 147-166
 REA: 112-123
13
Sectionalism: Road to conflict in the 1850’s
 American History: Chap. 13, 355-368
 Don’t Know Much About History: 199-215
 A People’s History of the United States: 167-205
 REA: 125-140
14-16
Division and Uneasy Reunion
A) The Civil War: Advantages & disadvantages, competing strategies,
significant battles, and government action.
 American History: Chap. 14, 371-403
 Don’t Know Much About History: 215-243
 REA: 143-154
B)



17
18
Reconstruction
American History: Chap. 15, 407-437
Don’t Know Much About History: 244-251; 280-283
REA: 154-164
Farmers, the New South, and the West
 American History: Chap. 16, 441-470
 Don’t Know Much About History: 253-263
 REA:
Final exams
END OF FIRST SEMESTER
AP U.S. HISTORY
Syllabus: 2nd Semester – Spring 2013
1
Industrialism and the rise of Labor
 American History: Chap. 17, 473-496
 Don’t Know Much About History: 264-280
 A People’s History of the United States: 247-289
 REA: 167-188
2
Immigration, the growth of cities, reform, the “Gilded Age”, and the
Populists
 The American People: Chap. 18, 499-528, Chap. 19 531-550
3-4
Imperialism, Empire, and Foreign Policy (1865-1914)
 American History: Chap. 20, 553-572
 Don’t Know Much About History: 283-296
 A People’s History of the United States: 290-313
 REA: 187-196; 210-212
5
Progressive Period
 American History: Chap. 21, 575-599, Chap. 22, 601-618
 Don’t Know Much About History: 296-302
 A People’s History of the United States: 314-349
 REA: 197-210
6
World War I
 American History: Chap. 23, 621-646
 Don’t Know Much About History: 303-318
 A People’s History of the United States: 350-367
 REA: 221-236
7
The “Roaring ‘20’s”
 American History: Chap. 24, 649-672
 Don’t Know Much About History: 319-344
 REA: 236-238; 241-263
8-9
Great Depression and New Deal
 American History: Chap. 25, 675-699; Chap. 26, 703-725
 Don’t Know Much About History: 344358
 A People’s History of the United States : 368-397
 REA: 265-286
10-11
World War II
 American History: Chap. 27, 729-745, Chap. 28, 749-774
 Don’t Know Much About History: 358-396
 REA: 286-297; 301-308
12
Postwar Foreign Policy/ The Cold War
 American History: Chap. 29, 777-796
 Don’t Know Much About History: 397-422
 A People’s History of the United States: 398-434
 REA: 308-314
13
Postwar domestic policy and the 1950’s
 American History: Chap. 30, 799-829
 Don’t Know Much About History: 430-436
 A People’s History of the United States: 435-459
 REA: 314- 326
14
The Civil Rights Movement
 American History: Chap. 31, 836-841, 865-874
 Don’t Know Much About History: 422-430;
 A People’s History of the United States: 435-459
 REA: 320-322, 329-331, 334-336
15
Kennedy, Johnson and Vietnam
 American History: Chap. 31, 843-857
 Don’t Know Much About History: 440-490
 A People’s History of the United States: 460-492
 REA: 321-326, 329-340
16
Johnson, 1968, Nixon & Watergate
 American History: Chap. 32 859-891
 Don’t Know Much About History: 490-507
 A People’s History of the United States: 493-550
 REA: 340-344, 347-350
17
Post ’74 America: Ford, Carter, Reagan, Bush, Clinton
 American History: Chapters 33-34, 893-950
 Don’t Know Much About History 507-545
 A People’s History of the United States: 551-588
 REA: 350-373
AP HISTORY 2010
AMERICAN COLONIAL PERIOD: U.S. HISTORY
(Assignment for 8/13-8/24)
Directions: Throughout the week, you will read sections from Chapters 2 & 3 of your textbook
and answer questions from each section in order to help you understand important events and
themes during the American colonial period. The answers to the questions are due Friday, 8/24,
at the start of class. However, I have broken the assignment into suggested work, so that you
don’t find yourself overwhelmed at 9:00 p.m. on Thursday evening. In other words, you won’t be
turning in the work until Friday, but following this schedule should help you tremendously.
1-2
American Colonial Period
 American History: Chaps. 2-3, 33-96 (note: 12th edition of Brinkley
book noted in parentheses below)
 Don’t Know Much About History: 2-59
 A People’s History of the United States: 23-38; 39-58
 REA: 11-27
Primary sources and document analysis:
 Colonial map study
 Impact of geography on development of colonial economies
 “Sinners in the Hands of an Angry God” Jonathan Edwards
 Chart: Growth of slavery in colonial America
 1993 DBQ (first activity for interpreting, categorizing, incorporating documents) (Please see
document at end of colonial period unit titled :Introduction to the DBQ)
Monday (8/13):




In class: Introduction to course
In class: discuss reasons to study history (answer to popular student questions – “Why do I
need to know this?” and “When am I ever going to use this?”)
Distributed: syllabus (course timeline), course outline (from AP Board), Colonial Period
study guide
HW: read 28-30, 33-40 in textbook (27-30; 33-40), bring 3 ring binder
Tuesday (8/14):



In class: “Mickey Mouse lied to you”; “Immigration: always a hot topic (even in the 1600’s)”;
(Motivations for settlement: Greed, Gold, and God); Settlement of Jamestown)
Distributed: American History writing guide, 9 pt. Rubric, Steps in writing a DBQ
HW: read 40-49 in textbook (40-48 in 12th edition)
Wednesday (8/15):


In class: Building a “City Upon a hill”: Settlement of New England
HW: read 49-54; (48-52) bring textbook to class on Thursday
Thursday (8/16);
 In class: Your most valuable piece of paper from the colonial period. Distinguishing New
England from the Chesapeake region.
 Distributed: colony placement sheet, colonies T-chart (worked on in class)
 HW: read 54-62; (52-61) review Chap. 2 for QUIZ on Friday
Friday (8/17):
 Quiz on Chap.2
 In class: America’s enduring scar: Emergence of the institution of slavery
 HW: Read 65-77 in textbook; (65-77 in 12th edition) read 23-39 in Zinn
Monday (8/20):
 In class: How to write an historical essay
 Activity: 30 minute essay; (You will not have any idea what the topic of the essay will be.
Sorry.)
 Distributed: model essay packet
 HW: read 77-83; (78-83) model essays and evaluate them according to the 9 pt. rubric
Tuesday (8/21):
 In class: discuss potential structures of essay and potential topics, concepts, people, and
events to be included in the essay completed in class on Monday; evaluate model essays
HW: read 83-89; (83-89) in text
Wednesday (8/22):
 In class: “Dreaded words in U.S. History”: mercantilism, triangle trade, and salutary neglect;
the origins of American political and economic independence. Economic development in the
colonies.
 HW: read 90- 96; (90-97) in text (end of chap.3)
Thursday (8/23):
 In class: “Uprisings, witches, and Hellfire:” Accusations of witchcraft and the Great
Awakening; the early role of religion in American life and government.
 HW: STUDY GUIDE DUE! TEST TOMORROW!!!!!!!!!!!
Friday (8/24):
 Test & :30 minute essay on the American Colonial Period
 HW: read 99-111; (101-113)
COLONIAL PERIOD
Directions: The purpose of this document is to highlight key terms, people, events, and themes from the
American colonial period. Students will be expected to be familiar with all of the terms, people, and events
listed here. For Friday, students must answer all of the questions provided. These questions measure
student understanding of the main topics and themes from the American colonial period. As part of the
assignment due on Friday, students DO NOT need to identify all of the terms provided below.
Metacom
James Oglethorpe
Jamestown
Quakers
Salem
John Rolfe
House of Burgesses
Zenger case
Lord Baltimore
William Bradford
Mercantilism
Pueblo Revolt
Great Awakening
Anne Hutchinson
Pilgrims
St. Augustine
John Smith
Jonathan Edwards
Benjamin Franklin
Halfway Covenant
Pequot War
John Winthrop
navigation Acts
Roger Williams
Puritans
Sir Walter Raleigh
William Penn
Enlightenment
Navigation Acts
Cotton Mather
Act of Toleration
King Phillip’s War
New lights & Old Lights
Harvard
Pueblo Revolt
“City Upon a hill”
Roanoke
George Whitefield
Nathaniel Bacon
Powhatan
Mayflower Compact
“Starving time”
Indentured servants
Glorious Revolution
Stono Rebellion
Short Answer: Answer each of the following thoroughly. If the question has more than one part, be sure
to answer all parts of the question.
1) Distinguish the Jamestown colony from the Plymouth colony in terms of objectives, types of settlers,
early difficulties, relationships with Native Americans and reasons for success. (A T chart would work
well here).
2) What was Bacon’s Rebellion and why was it significant?
3) Discuss the relationship between Native Americans and settlers in both New England and the
Chesapeake regions. Include specific vocabulary and cite specific conflicts.
4) Why did the original 13 colonies develop distinct economies and how might this affect their
relationship with each other in the future?
5) Discuss the evolution of labor in the colonies from a dependence on indentured servants to a
dependence on African slaves? Why did slavery take hold in the southern colonies?
6) How did the original motivation for settlement in New York and Pennsylvania subsequently shape the
development of these regions?
7) Why were the issues of religion and education so closely intertwined in colonial Massachusetts?
8) Explain the major events and message of the Great Awakening, including its comparative impact on
New England and the southern colonies and its effects on colonial political life.
Past AP essay questions: The following questions have appeared on previous AP tests and relate to the
era we have studied. Throughout this unit, we will use these questions as vehicles for studying the content,
but also to introduce analytical skills and essay responses. At the end of this unit, two of these questions
will appear on the test, from which you will choose one for a response. As the year continues and as your
analytical skills improve, fewer and fewer questions will appear on the study guide, allowing you to train
for responding to the unexpected questions you will receive on the AP exam.
1) In what ways did the ideas and values held by Puritans influence the political, economic, and social
development of the New England colonies from 1630 through the 1660s? (2010 DBQ).
2) Analyze the cultural and economic responses of two of the following groups to the Indians in North
America before 1750.
 British
 French
 Spanish (2000 AP Test)
3) How did economic, geographic, and social factors encourage the growth of slavery as an important
part of the economy of the southern colonies between 1607 and 1775? (2001 AP Test)
4) Analyze the ways in which two of the following influenced the development of American society:
 Puritanism during the seventeenth century
 The Great Awakening during the eighteenth century
 The Second Great Awakening during the nineteenth century (1994 AP Test).
5) For the period before 1750, analyze the ways in which Britain’s policy of salutary neglect influenced
the development of American society as illustrated in the following:
 Legislative assemblies
 Commerce
 Religion (1995 AP Test).
6) Analyze the extent to which religious freedom existed in British North American colonies prior to
1700. (1998).
7) Compare the ways in which religion shaped the development of colonial society (to 1740) in TWO of
the following regions:
New England
Chesapeake
Middle Atlantic (2002 AP Test )
8) Compare the ways in which TWO of the following reflected tensions in colonial society:
Bacon’s Rebellion (1676)
Pueblo Revolt (1680)
Salem Witchcraft trials (1692)
Stono Rebellion (1739) (2003 AP Test)
9) “Geography was the primary factor in shaping the development of the British colonies in North
America.” Assess the validity of this statement for the 1600’s. (2005B AP Test).
10) Compare and contrast the ways in which the economic development affected politics in Massachusetts
and Virginia in the period from 1607 to 1750. (2005 AP Test).
11) Analyze the differences between Spanish settlements in the Southwest and the English colonies in New
England in the seventeenth century in terms of TWO of the following:
Politics
Religion
Economic development (2006 AP test).
12) Early encounters between American Indians and European colonists led to a variety of relationships
among the different cultures.
14) Analyze how the actions taken by BOTH American Indians and European colonists shaped those
relationships in TWO of the following regions. Confine your answer to the 1600s.
 New England
 Chesapeake
 Spanish Southwest
 New York and New France
THE AMERICAN REVOLUTION
(8/27-9/7)
Readings




American History: Chap. 4, 99-123; Chap. 5 125-149
Don’t Know Much About History: 60-105
A People’s History of the United States: 59-75
REA: 31-43
Primary sources and document analysis:
 Declaration of Independence
 Reading: Thomas Paine’s Common Sense
 Interpreting Documents: Paul Revere’s woodcut of the Boston Massacre
 1999 DBQ: Identity vs. Unity
Noteworthy assignment:
 Students craft their own Declarations of Independence from their teacher
Monday (8/27)

In class: Discuss causes and consequences of the Seven Years’ War

Distributed: American Revolution Study Guide, DKM packet, British v. Colonist worksheet

HW: read 111-123 (113-125); worksheet to be completed for discussion on Wednesday
Tuesday (8/28):
 In class: work on British v. colonist worksheet (events leading to the Revolution)
 HW: review 111-123; (113-125)complete worksheet for class discussion on Weds.
Wednesday (8/29):
 In class: Discuss events leading to war. Was this actually a Revolution? What constitutes a
revolution?
 HW: read 125-131 (127-133)
Thursday (8/30):
 Finish discussion of events leading to war
 In class: “Don’t believe what those rock bands tell you – Anarchy is bad, and a long dead
English philosopher will tell us why.” John Locke, social contract theory and the Declaration
of Independence.
 HW: begin preparing to Declare Independence (students will create their own
Declaration of Independence – resembling the original in both form and spirit – from Mr.
Parker’s class.
 HW: read 131-141; (133-143) Bring textbooks for Friday
Friday (8/31):
 Finish discussion of Locke, Jefferson, and Declaration of Independence
 HW: (unless of course you really believe you are actually now independent) prepare to
discuss key people, events, and battles from the War for Independence
 Distributed: list of topics to be discussed on Tuesday
 HW: read 141-148 (143-149) (NOTE: The assigned reading ends before the conclusion of
the chapter; this is intentional).
Monday (9/3):
LABOR DAY – NO SCHOOL
 HW: finish Declarations
Tuesday (9/4)
 Submit Declarations of Independence
 In class: “The Shadow of Shame”; Discussion of key people and events during the war,
advantages and disadvantages of each side during the war, and factors that contributed to
colonial success.
 HW: complete study guide
Wednesday (9/5):
 Study guides due
 Multiple Choice test on the American Revolution
Thursday (9/6):
 In class: How to do a DBQ (1999 DBQ)
 HW: read 149-156; (149-156)
Friday (9/7):
 In class: read, evaluate, edit, and discuss DBQ responses in groups (1999 DBQ)
 HW: 159-168; (159-168) Answer related questions on Study Guide; complete page 1 of
constitutional packet
AP U.S. HISTORY: AMERICAN REVOLUTION
Identification Understand the significance of the following terms, people, or events.
Stamp Act
Intolerable Acts
Social Contract theory
Lexington
Battle of Saratoga
Battle of Yorktown
Benjamin Franklin
Boston Tea Party
Crispus Atticus
Patrick Henry
John Paul Jones
Second Continental Congress
Proclamation of 1763
Currency Act
Declaratory Act
Patriots
General Thomas Gage
Thomas Hutchinson
Gaspee incident
Thomas Jefferson
Thomas Paine
Townshend duties
Battle of Bunker Hill
George Washington
Battle of Trenton
Benedict Arnold
Fort Duquesne
George Rogers Clark
William Pitt
First Continental Congress
Treaty of Paris
Quartering Act
Sons of Liberty
Quebec Act
Ethan Allen
Pontiac’s Rebellion
Committees of Correspondence
Stamp Act Congress
John Locke
mercantilism
Dec. of Independence
Nathaniel Greene
Lafayette
Valley Forge
Boston Massacre
Sugar Act
Lord Cornwallis
John Hancock
King George III
Writs of Assistance
George Grenville
Samuel Adams
Tories/Loyalists
Baron von Steuben
Short Answer: Answer each of the following thoroughly and thoughtfully, providing sufficient and
appropriate detail. If the question has more than one part, be sure to answer all parts of the question.
1.
What effect did the French & Indian War have on the relationship between the British and the
colonists?
2. To the best of your ability explain the concept of “salutary neglect”. Why were the colonists upset by
a change in this policy?
3. What roles did Common Sense and the Declaration of Independence play in the War for Independence?
To whom did each appeal?
4. What role, if any, did the French play in determining the outcome of the war? Where and how did the
War for Independence end?
5. Outline the steps in the crisis with England between 1763 and 1776 leading to the War for American
Independence.
6. Identify the American leaders and organizations most significant in converting popular discontent into
action from 1765 to 1775. Analyze their motives as well as their degrees of success.
7. From the outset, Massachusetts was a leader of anti-British protest. What was it in the economic,
political, and intellectual climate of this colony that made it such a hotbed for revolution? What part
did Puritanism play in creating this climate?
8. How did Americans justify their revolution? Discuss the sources and the development of the
philosophy of revolt.
9. Compare and contrast the British and American conduct of the war. How did each side propose to
“win”, how realistic was its assessment of the situation, and how did the pre-war assessment influence
the outcome of the war?
10. Was the American Revolution a social as well as a political revolution? What effects did the
Revolution have on the nature of the American economy and society?
Essay: Listed below are essays which have appeared on past AP tests and have shown up in AP study
books. Chances are, if you can build outlines to answer these questions successfully, you have learned the
material of the unit very well.
1.
Evaluate the relative importance of the following as factors prompting Americans to rebel in 1776:
 Parliamentary taxation
 Restriction of civil liberties
 British military measures
 The legacy of colonial religious and political ideas
2.
Analyze the extent to which the American Revolution represented a radical alteration in American
political ideas and institutions. Confine your answer to the period 1775-1800. (1997).
3.
To what extent had the colonists developed a sense of their identity and unity as Americans by the
eve of the Revolution?
Use the documents and your knowledge of the period 1750-1776 to answer the question. (1999
DBQ).
4.
Analyze the impact of the American Revolution on both slavery and the status of women in the
period from 1775-1800. (2004).
5.
To what extent did the American Revolution fundamentally change American society? In your
answer, be sure to address political, social, and economic effects of the Revolution from 1775 to
1800. (DBQ 2005).
6.
The French and Indian War (1754-1763) altered the relationship between Britain and its North
American colonies. Assess this change with regard to TWO of the following in the period
between 1763 and 1775. (2007B).
7.
Analyze the political, diplomatic, and military reasons for the United States victory in the
Revolutionary War. Confine your answer to the period 1775-1783. (2010).
CRITICAL PERIOD/CONSTITUTIONAL PERIOD
(9/12-9/23)
Critical Period/Constitutional Period
A) Articles of Confederation
 American History: Chap. 5, 149-155
 Pocket History of the U.S.: 97-103
 Don’t Know Much About History : 76-77, 82-84
 REA : 43-47
B)





Establishing the Constitution
American History: Chap.6, 159-178
Pocket History of the U.S.: 103-133
Don’t Know Much About History: 84-100
A People’s History of the United States: 76-101
REA: 49-65
Primary sources and document analysis:





Readings: excerpts from Federalist #10, Federalist #51
Preamble to the Constitution: How does the Preamble empower the national government and
address the weaknesses of the Articles as displayed by Shays. Rebellion?
Assignment on the Constitution: using the Constitution to identify specific powers provided to the
various branches, method of election (direct v. indirect), and powers to check other branches
Bill of Rights: examining initial intent of the Bill or Rights and discussing limits of First
Amendment freedoms
Introduction to the Beard thesis from An Economic Interpretation of the Constitution
Friday (9/7):
 In class: read, evaluate, edit, and discuss DBQ responses in groups (1999 DBQ)
 HW: 159-168; Answer related questions on Study Guide; complete page 1 of constitutional
packet
Monday (9/10):
 In class: Notes on weaknesses of the Articles of Confederation
 Essay Bombardment – Articles of Confederation essay
 HW: Complete pages 9 & 10 of constitutional packet
Tuesday (9/11):
 In class: Study Rotation. Complete pages 11-13 in Constitution Packet
Wednesday (9/12):

“Who were the ‘Founding Fathers’? Did they embrace democracy or fear it?” Constitutional
Compromises, separation of powers, checks and balances.
Thursday (9/13):
 Review Checks and Balances, Terms & Constituencies
Friday (9/14):
 Quiz on checks and balances
 In class: finish checks and balances, terms and constituencies
Monday (9/17):
 Discussion of Rights guaranteed by the Bill of Rights
 HW: 168-178
Tuesday (9/18):
 In class: notes on first political parties & controversial issues of 1790’s
 HW: read Washington’s Farewell Address
Wednesday (9/19):
 Continue discussion – Washington Administration and Federalists vs. Anti-Federalists
Thursday (9/20):
 In class: “Shadow of Shame” Key events from the Adams administration (Hints: election of 1796,
XYZ Affair, Alien & Sedition Acts, Kentucky & Virginia Resolutions, nullification,
“revolution of 1800”)
 HW: Finish Study guide
Friday (9/21):
 :30 minute essay
 MC test
 HW: 181-193
AP U.S. HISTORY: CONSTITUTIONAL PERIOD.
Identification: Recognize the significance of the following terms, people, or events.
Articles of Confederation
U.S. Constitution
Thomas Jefferson
Alexander Hamilton
John Adams
Virginia Plan
Northwest Ordinance
Land Ordinances of 1784-87
Anti-federalists
Edmund Randolph
ex post facto laws
XYZ Affair
John Jay
George Washington
Marbury v. Madison
Washington’s Farewell address
KY & VA Resolutions
New Jersey Plan
Great Compromise
Three-Fifths Compromise
Bill of Rights
Electoral College
Elastic Clause
John Jay
Nationalists
The Federalist Papers
Preamble
habeas corpus
Alien & Sedition Acts
James Madison
Pinckney’s Treaty
Whiskey Rebellion
Election of 1796
“Citizen Genet”
Judicial review
Cabinet
James Madison
George Washington
Shays’ Rebellion
Administration
Newburgh Conspiracy
Federalists
federalism
Annapolis Convention
Society of Cincinnati
Alexander Hamilton
Thomas Jefferson
Jay Treaty
Federalists
Election of 1800
Quasi-war w/ France
Key concepts:
 Strengths and weaknesses of Articles of Confederation
 Purpose of Constitutional Convention
 Compromises when writing the Constitution
 Ratification issues
 Powers held by the three branches (separation of powers)
 Checks and balances
 Reasons for the inclusion of a Bill of Rights
 Key components of the Bill of Rights
 Other “Founding Fathers”: Gouvernour Morris, Robert Morris, George Mason
Short Answer: Answer each of the following thoughtfully. If the question has more than one part, be sure
to answer all parts of the question.
1. What were the provisions of the land laws of 1785 and 1787 and why were they significant?
2. What were the causes and what was the significance of Shays’ Rebellion?
3. What were some of the fundamental differences between the Articles of Confederation and the original
U.S. Constitution?
4. In Federalist 51, James Madison argues that “ambition must be made to counteract ambition.”
What does Madison mean? What structures exist in the Constitution so that ambition might counteract
ambition?
5. Explain the reasons for the success of the Federalists in writing and securing the ratification of the
Constitution.
6. Name one power each of the three branches has to check the other two branches.
Executive  Legislative
Executive  Judicial
Judicial  Legislative
Judicial  Executive
Legislative  Executive
Legislative  Judicial
7.
Name three rights guaranteed by three different Amendments in the Bill of Rights and in which
Amendment these rights can be found. (Complete sentences not necessary).
8.
9.
How did Jefferson and Hamilton differ in their views about the proper role of government?
What were the main differences between the Federalists and the Jeffersonian Republicans? Highlight
political, economic, and social philosophies and explain the nation each sought to create.
10. How did the government’s response to the Whiskey Rebellion differ from the response to Shays’
Rebellion? What accounts for this difference?
11. What were the most important international problems facing the U.S. in the 1790’s? How well did the
Federalists handle them?
Essays:
 Analyze the degree to which the Articles of Confederation provided an effective form of government
with respect to any two of the following:
1. Foreign relations
2. Economic conditions
3. Western lands (1996).

Analyze the extent to which the American Revolution represented a radical alteration in American
political ideas and institutions. Confine your answers to the period 1775-1800. (1997)

Evaluate the need to balance liberty and order. What happens if there is too much liberty or too
much order? How did the Articles of Confederation, the Constitution, and the Bill of Rights affect
the balance between liberty & order?

Evaluate the extent to which the Articles of Confederation were effective in solving the problems
that confronted the new nation. (2003)

.To what extent was the U.S. Constitution a radical departure from the Articles of Confederation?
(2005B)

“The United States Constitution of 1787 represented an economic and ideological victory for the
traditional American political elite.” Assess the validity of this statement from 1781-1789.
(2006B)

Each one of the following individuals expressed strong opinions concerning the policies of the new
nation. What opinions were expressed by two of the following? Of the two, whose opinions had the
greatest impact on the new nation?
A) George Washington
B) Alexander Hamilton
C) Thomas Jefferson
D) John Marshall

Evaluate the relative importance of domestic and foreign affairs in shaping American politics in the
1790’s. (1994).
AP U.S HISTORY:
FIRST POLITICAL PARTIES & THE AGE OF JEFFERSON:
The New Nation
A) The Age of Jefferson (1800-1816)
 American History: Chap. 7, 181-213
 Don’t Know Much About History: 100-116
 REA: 65-72
B) The Era of Good Feelings, the Monroe Doctrine and the “Corrupt
Bargain”
 American History: 217-233
 REA: 73-84
Primary sources and document analysis:




Tables: Election results of 1796, 1800, 1824 – Corrupt Bargain
Maps: Election results of 1796, 1800; America before & after Louisiana Purchase; America
following the Missouri Compromise
Readings: Washington’s Farewell Address, Jefferson’s Inaugural Address
Readings: excerpts from Marbury v. Madison, McCulloch v. Maryland
Noteworthy assignments:
 War of 1812 Children’s book
 Illustrated timeline: U.S. Foreign Policy 1789-1825
 “Era of Good Feelings” DBQ (2003B)
Monday (9/24):
 :30 minute essay
 MC test
 HW: 181-193; (181-193) bring textbook to class Tuesday & Wednesday
Tuesday (9/25):
 In class: Read & Discuss Marbury v. Madison and election of 1800
 HW: read 194-204 (193-204) in textbook HW: read 204-214;
Wednesday (9/26):
 Presidency of Thomas Jefferson (1801-1808)
 HW: Read 204-214; (204-213) SEE WAR of 1812 Assignment (due Wednesday 10/5)
Thursday (9/27):
 In class: Essay practice - Presidency of Thomas Jefferson
 HW: 217-225; (215-222)
Friday (9/28):
 In class: work on assignment on War of 1812
 HW: War of 1812 assignment
 HW: read 225-233; (222-230)
Monday (10/1):
 ).In class: “Era of Good Feelings?” American System, Panic of 1819, Missouri Compromise, John
Quincy Adams, the Monroe Doctrine, and Andrew Jackson
Tuesday (10/2)

In class: The supreme Court under John Marshall: McCulloch v. Maryland, Gibbons v.
Ogden, Fletcher v. Peck
 Distributed: McCulloch v. Maryland
 Finish Study Guide; War of 1812 assignment
Wednesday (10/3):
 Foreign Policy Assignment 1789-1825
 Turn in War of 1812 assignment
 HW: Finish Study Guide
Thursday (10/4)
 Catch-up Day
Friday (10/5):
 STUDY GUIDE DUE
 TEST
 Read 235-244; (233-242)
FALL BREAK
WAR OF 1812
You are responsible for telling the story of the War of 1812 in an upcoming children’s
book. Using the key terms provided below, construct a captivating and engaging account
of the key people, moments, and events from the War of 1812.
WRITE WELL! As you know, there are few things as awful as a
boring history book or a boring history teacher! Utilize your skills
and creativity to create a captivating account of the War and its
significance. Let children everywhere know the story!!!!!!!!!!!
Terms:














Causes of the War
Invasion of Canada
Tecumseh
Daniel Webster
Andrew Jackson
William Henry Harrison
Hawks and doves
James Madison
John C. Calhoun
Henry Clay
Burning of D.C.
New Orleans
Hartford Convention
Treaty of Ghent
The New Nation
Terms:
Jeffersonian- Republicans
Barbary Pirates
Treaty of Ghent
War Hawks
Star Spangled Banner
American System
John Marshall
national supremacy
Eli Whitney
Washington Irving
Missouri Compromise
Virginia Dynasty
Tariff of Abominations
Aaron Burr
Louisiana Purchase
William Clark
Meriwether Lewis
Hartford Convention
Battle of New Orleans
Dolly Madison
Tecumseh & the prophet
Francis Scott Key
Erie Canal
National Road
Henry Clay
Marbury v. Madison
midnight judges
Dartmouth College V. Woodward
interchangeable parts
Robert Fulton
Deism
Noah Webster
Protective Tariff of 1816 Panic of 1819
Era of Good Feelings
Second Party System
“Corrupt Bargain”
Rush Bagot Agreement
Embargo of 1807
Andrew Jackson
John C. Calhoun
McCulloch v. Maryland
Gibbons v. Ogden
Samuel Slater
Monroe Doctrine
Adams-Onis Treaty
Toussaint L’Overture
Key concepts:
 Reasons for the rise of two parties
 Importance of precedents established by Washington’s administration
 Controversy over the establishment of a national bank
 Foreign policy and significant events in the presidency of John Adams
 Key events in the presidency of Thomas Jefferson
 Causes, events and results of the War of 1812
 Foreign policy in the early republic and introduction of the Monroe Doctrine
Short Answer: Provide thoughtful and thorough responses to each of the following questions.
How did American cultural life in the early nineteenth century reflect the Republican vision of the
nation’s future?
2. How was war with England and France avoided in the years 1798-1810?
3. What constitutional issues emerged during the period 1800-1820 and what was the role of John
Marshall on the Supreme Court?
4. Jefferson called his election as President the “Revolution of 1800”. Assess the impact of this
Revolution on domestic and foreign affairs.
5. Many historians have suggested that Jefferson the philosopher behaved differently than Jefferson the
President. Assess the validity of this statement.
6. What were the causes and effects of the Second Great Awakening? In what ways did renewed
religious enthusiasm mesh with the cultural and political optimism of the Jeffersonian era?
7. What happened to the Federalists? During the Critical Period, they held the nation together and
established precedents still used today, yet 20 years later, they had disappeared as a viable political
party. Why? What caused the fall of this powerful party?
8. What were the social, political, and economic causes of the War of 1812? What were the advantages
and disadvantages of the Americans against the British in 1812?
9. What were the social, political, and economic results of the War of 1812? How did the War reveal
sectionalism?
10. What sectional crisis threatened to destroy the unity of the U.S. during the so-called era of good
feelings? Was the issue resolved or merely postponed?
1.
Essays: Consider thoughtful and thorough responses for each of the following essay questions.
 Why were political parties formed in the new nation and what were the major differences among
political parties in the years 1791-1820?

Analyze the ways in which TWO of the following influenced the development of American society:
1. Puritanism during the seventeenth century
2. The Great Awakening during the eighteenth century
3. The Second Great Awakening during the nineteenth century

Analyze the contributions of TWO of the following in helping establish a stable government after
the adoption of the Constitution:
John Adams
George Washington
Thomas Jefferson (2002)

Analyze the impact of the American Revolution on both slavery and the status of women in the
period from 1775-1800. (2004)

To what extent was the election of 1800 aptly named the “Revolution of 1800?” Respond with
reference to TWO of the following areas:
Economics
Foreign Policy
Judiciary
Politics (2004B)

Although the power of the national government increased during the early republic, this
development often faced serious opposition. Consider the motives and effectiveness of those
opposed to the growing power of the national government in TWO of the following:
Whiskey Rebellion, 1794
Virginia & Kentucky Resolutions, 1798-1799
Hartford Convention, 1814-1815
Nullification Crisis 1832-1833
ERA OF JACKSON & REFORMS OF THE 1830’S AND 1840’S
U.S. HISTORY (Assignment 10/4-10/28)
Primary sources and document analysis:



Election results of 1824
Readings: Frederick Douglass’ Independence Day Address (1852) – contrasted with excerpts from
Dr. Martin Luther King, Jr.’s “Letter from a Birmingham City Jail” (1963)
Declaration of Rights and Sentiments (Seneca Falls) – contrast with Declaration of Independence
and Declarations written by students during American Revolution unit
Noteworthy assignments


Reforms and Reformers of the 1840’s
Essay Review – one prompt per chapter
Monday (10/15):
 Overview of Jacksoniain Era or the era of the common man
 Corrupt Bargain, Alexis de Tocqueville, Spolis system, universal white male suffrage, kitchen cabinet,
The Dorr Rebellion, and the Second Party system
 HW: read 244-251 (242-249 in 12th edition)
Tuesday (10/16)
 In class: Crises of the Jackson Administration:
 Webster-Hayne debate, Tariff of Abominations, nullification crisis, Transplanting the Tribes
and the Trail of Tears
 HW: read 251-258; (249-256 in 12th edition)
Wednesday (10/17):
PSAT

HW: read chap. 11, 299-306; (293-303 in 12th edition)
Thursday (10/18):
 In class: Jackson and the Bank War
 Nicholas Biddle, pet banks, specie circular, and the Panic of 1837
 Quiz on Chapter 9
 HW: Finish Chapter 11: 306-316; (303-312 in 12th edition)
Friday (10/19):
 Review Chap. 9 and Study guide notes on Andrew Jackson
 HW: READ Chapter 10 over break 261-295; (259-290 in 12th edition) (approx. 4 pages a
day)
Monday (10/22):
 Early industrialization in America (Chap. 10)
 HW: read 320-334; (315-330 in 12th edition) Use note sheet in packet while reading
Tuesday (10/23):
 In Class: Finish Discussion of Chapter 10
 Open Note quiz on Chapter 10
 HW: read 334-341; (330-336 in 12th edition)Use note sheet in packet while reading
Wednesday (10/24):
 Essay Practice from Chap. 10/Chap.9
Thursday (10/25)
 Essay practice from Chap. 11
Friday (10/26):
 Reform movements of the 1840’s (see assignment)
Note: Throughout the week 0f 10/22- 10/26, many students will embrace the opportunity to improve their
AIMS scores. In an effort to accommodate and encourage this endeavor, I have chosen to manipulate the
schedule for the week, recognizing that the class population will vary significantly from day to day.
Monday (10/29):
 Finish discussion of Reform movements of the 1840’s
 Douglass’ Independence Day Address
Tuesday (10/30):
 Open Note quiz on Chapter 12
 HW: Finish and Study your Study Guides
Wednesday (10/31):
 Essay Practice from Chap. 12
Thursday (11/1):
 :30 minute essay
 MC test
 Read 344-355 (339-351)
Friday (11/2):
 Retention strategies & Peg Words
 Read 355-359 (351-355)
Jacksonian Democracy
Identification:
Election of 1824
John Quincy Adams
Andrew Jackson
“Corrupt Bargain”
“South Carolina Exposition and Protest”
Spoils system
nullification
Trail of Tears
Daniel Webster
Bank controversy
Panic of 1837
John Tyler
Two-party system
Dorthea Dix
Elizabeth Cady Stanton
Sojourner Truth
Seneca Falls Convention
James Fenimore Cooper Walt Whitman
Henry Wadsworth Longfellow
Henry David Thoreau
Nicholas Biddle
“King Mob”
Peggy Eaton Affair
Maysville Road veto
“Know-Nothings”
Mercantile economy
agrarian economy
Charles Goodyear
Elias Howe
“cult of domesticity”
Gabriel Prosser
“peculiar institution”
“King Cotton”
William Lloyd Garrison The Liberator
Brook Farm
New Harmony
Phrenology
Horace Mann
“American System”
Henry Clay
Tariff of Abominations antebellum
Election of 1828
Kitchen Cabinet
secession
Worcester v. Georgia
Whigs
Martin Van Buren
Robert Hayne
William Henry Harrison
Alexis de Tocqueville
transcendentalism
Webster-Ashburton Treaty
Sarah Grimke
Lucretia Mott
Edgar Allen Poe
Ralph Waldo Emerson
Herman Melville
Nathaniel Hawthorne
John C. Calhoun
Specie Circular
Pet banks
Log Cabin Campaign
Samuel Morse
Nativism
Erie Canal
Horace Greeley
Isaac Singer
Lowell system
Denmark Vessey
Nat Turner
Deep South
abolitionists
Oneida Community
Mormons
Shakers
Second Great Awakening
Underground Railroad
Harriet Tubman
(See also assignment on reform of 1830’s and 1840’s for additional terms, people, and events)
Key Concepts:
 Emergence of a two-party system
 Growth of democratic participation
 Different philosophies of different political parties
 Emerging strength of the executive as a result of Jackson
 Removal of Native Americans
 Jackson’s conflicts with the Supreme Court
 Push towards states’ rights
 Reform movements of the 1830’s & 1840’s
Short answer: Answer each of the following questions thoughtfully and completely.
1. What is the “spoils system” and what role did it play in Jackson’s administration.
2. List and explain the leaders, principles, programs, and sources of support of the two major parties, the
Democrats and the Whigs.
3. Explain the development of the second American party system, showing how it evolved from and
differed from the first.
4. Why did Jackson oppose the Bank of the U.S. and what effects did this struggle have on the nation?
5. What were the major issues in the Webster-Hayne debate?
6. What were the causes of the Panic of 1837?
7. Why were the Cherokees removed from Georgia and what was Jackson’s role in their removal?
8. What was the nullification crisis in South Carolina and what were the respective roles played by
Jackson and Calhoun in this conflict?
9. Given the fact that three-fourths of southern whites did not own slaves, why did virtually all of them
support slavery as an institution.
10. List several evils that Americans wanted to reform in the 1830s and 1840s and the major influences
that contributed to the reform impulse.
11. Describe the major goals, tactics, and problems in the antebellum reform movements for temperance,
abolitionism, and women’s rights
Free Response: Consider thoughtful and solid thesis statements to guide an essay for each of the following
potential essay questions
Analyze the extent to which TWO of the following influenced the development of democracy between
1820 and 1840:
1. Jacksonian economic policy
2. Changes in electoral politics
3. Second Great Awakening
4. Westward movement (1996)
How did TWO of the following contribute to the reemergence of a two party system in the period 1820 to
1840?
1. Major political personalities
2. States’ rights
3. Economic issues (1999).
The Jacksonian Period (1824-1848) has been celebrated as the era of the “common man”. To what extent
did the period live up to its characterization? Consider TWO of the following in your response:
1. Economic development
2. Politics
3. Reform movements (2001)
In what ways and to what extent was industrial development from 1800 to 1860 a factor in the relationship
between the northern and southern states?(2006B).
Compare the experiences of TWO of the following groups of immigrants during the period 1830 to 1860.
(2007B).
 English
 Irish
 German
In what ways did the Second Great Awakening in the North influence TWO of the following:
 Abolitionism
 Temperance
 The cult of domesticity
 Utopian communities (2007)
Analyze the impact of the market revolution (1815-1860) on the economies of TWO of the following
regions:
 The Northeast
 The Midwest
 The South (2008)
Use two of the following categories to analyze the ways in which African Americans created a distinctive
culture in slavery.
 Family
 Music
 Oral traditions
 Religions (2008 B)
From 1775 to 1830, many African Americans gained freedom from slavery, yet during the same period the
institution of slavery expanded. Explain why BOTH of those changes took place. Analyze the ways that
BOTH free African Americans and enslaved African Americans responded to the challenges confronting
them. (2009 DBQ)
Compare and contrast the experience of slaves on tobacco plantations in the early seventeenth-century
Chesapeake region with that of slaves on nineteenth-century cotton plantations in the Deep South. What
forces transformed the institution of slavery from the early seventeenth century to the nineteenth century?
(2010B)
To what extent did political parties contribute to the development of national unity in the United
States between 1790 and 1840 ? (2011)
AP U.S. History
October 25th, 2011
Agenda:
1. Allow teacher to take attendance (2 minutes)
2. With a partner (I realize classes may be sparse. Move to the nearest neighbor to discuss.
Do not move across the room to discuss with a friend…..), discuss the following prompt
(4 minutes):
Analyze the impact of the market revolution 1815-1860) on the economies
of TWO of the following regions:
 The Northeast
 The Midwest
 The South
draft
3. Quietly and independently outline
of a response (Compose argument paragraph,
Craft topic sentences, and brainstorm appropriate vocabulary). (8 minutes)
4. Teacher will distribute Rubric and model essay. Quietly & independently read rubric
(pages 1-5) of packet. Highlight ideas/vocabulary that you included in your draft. Also
highlight ideas/vocabulary that you had not included in your draft, but would benefit your
argument. Add to your draft as appropriate. (8 minutes).
5. Read model essay (pages 6-8 of packet). Highlight vocabulary and note analysis with a
capital “A” in the margins. (8 minutes).
6. With the final 25 minutes in class, compose a thoughtful, thorough response to the
prompt. Feel free to use the packet to enhance the quality of support and your draft as an
outline. But with only 25 minutes to work,
Write like the wind, Bullseye!





Manifest Destiny
American History: Chap.13, 343-355
Pocket History of the U.S.: 175-194
Don’t Know Much About History: 121-133, 136-144
A People’s History of the United States: 147-166
REA: 112-123
Primary sources and document analysis

Map work: border dispute over Texas (Nueces and Rio Grande); consequences of Mexican
Cession with respect to Missouri Compromise
Noteworthy assignments

Illustrated timeline: Key events in American Westward expansion from Louisiana Purchase
through the Gadsden Purchase
Identification:
John Tyler
James Polk
Winfield Scott
Stephen Austin
Oregon Trail
Alamo
Goliad
Sam Houston
Santa Anna
San Jacinto
John C. Fremont
Stephen Kearney
Election of 1844
annexation
Joseph Smith
Mexican Cession
Rio Grande
Nueces River
John Slidell
Zachary Taylor
Wilmot Proviso
“Civil Disobedience”
Sutter’s Mill
Gadsden Purchase
“Fifty-four forty or fight!” Webster-Ashburton Treaty
Treaty of Guadalupe-Hidalgo
Short Answer: Answer each of the following questions thoroughly and thoughtfully.(Note: Due to the
brevity of this particular unit, I will not collect responses to this study guide. However, preparing
thoughtful responses will not only enhance your understanding of the material, it will also serve you
well for preparations in May).
1.
2.
3.
4.
5.
6.
How did the expansion of U.S. territory lead to an increase in sectionalism?
What was the concept of “manifest destiny”? How and why was such a slogan used to justify the
expansionist urge of the American people in the 1840s? What impact did this concept have on Native
Americans? How did efforts to put this concept into action make the United States a more culturally
diverse nation?
If you had been a member of Congress in 1846, how would you have voted on the issue of war with
Mexico? Explain the most important factors influencing your vote.
How did the presidential election of 1844 influence relations with Mexico?
Why was the U.S government hesitant to annex Texas?
Why was there controversy over claims to Oregon? What countries were involved and what were their
claims?
Free Response:
 Compare the expansionist foreign policies of Presidents Thomas Jefferson and James K. Polk. To
what extent did their policies strengthen the United States? (1993)
 Discuss the impact of territorial expansion on national unity between 1800 and 1850. (1997).
 The issue of territorial expansion sparked considerable debate in the period 1800–1855.
Analyze this debate and evaluate the influence of both supporters and opponents of
territorial expansion in shaping federal government policy. Use the documents and your
knowledge of the years 1800–1855 in your answer. (2010B DBQ)
Manifest Destiny Unit Schedule:
Monday (11/5):
 In class: Introduction to “Manifest Destiny; notes on annexation of Texas, Bear Flag Republic,
elections of 1840 & 1844, disputes in Oregon and tensions with Mexico
 HW: Complete Illustrated timeline assignment with a partner for Thursday (11/10)
Tuesday (11/6):
 In class: Students work on Illustrated timeline assignment
 HW: Complete Illustrated timeline assignment with a partner for Thursday (11/10)
Wednesday (11/7):
 In class: continue discussion – Texas annexation, War with Mexico
 HW: Complete Illustrated timeline assignment with a partner for Thursday (11/10)
Thursday (11/8):
 Quiz: Manifest Destiny (Chap. 13 344-355, with review AP questions added….)
 HW: read 359-368 (355-364 in 12th edition)
Friday (11/11):
Veterans’ Day
A day of thanks and reflection for those who served, and for the
sacrifices made by their families.
Illustrated Timeline
Directions: Create a timeline that places all of the events listed below in the
correct chronological order. Using artistic abilities (which may even
outshine the considerable talents of Mr. Parker, whose board drawings are
legendary….), illustrate the timeline to provide a visual depiction of the
event. Finally, answer the questions listed which deal with the consequences
of American westward expansion and Manifest Destiny.
PowerPoint presentations are welcome. You may work in groups no larger
than three people.
To review:
1. Create timeline
2. Illustrate Timeline
3. Answer questions
Events:
War of 1812
Tariff of Abominations
Missouri Compromise
Trail of Tears
Monroe Doctrine
The Alamo
Gadsden Purchase
Annexation of Texas
Wilmot Proviso
Louisiana Purchase
Treaty of Guadalupe-Hidalgo
Election of 1844
Adams-Onis Treaty
Webster-Ashburton Treaty
Questions:
1. Define Nationalism & sectionalism
2. How did Manifest Destiny serve to fuel both the growth of nationalism and
sectionalism?
THE CIVIL WAR
Sectionalism: Road to conflict in the 1850’s
 American History: Chap. 13, 355-368
 Don’t Know Much About History: 199-215
 A People’s History of the United States: 167-205
 REA: 125-140
Division and Uneasy Reunion
The Civil War: Advantages & disadvantages, competing strategies, significant battles,
and government action.
 American History: Chap. 14, 371-403
 Don’t Know Much About History: 215-243
 REA: 143-154
Monday (11/14):
• In class: Introduction to Civil War unit; Begin 1850’s assignment
• HW: 371-375 (367-371)
Tuesday (11/15)
 In class: Discussion of 1850’s assignment
 HW: 375-383; (371-379)
Wednesday (11/16):
 In class: Finish 1850’s discussion; Complete Map
 HW: 383-392; (379-388)
Thursday (11/17):
 In class: strategies, tactics, weaponry, casualties, medicine, & leadership In class: government
action during the Civil War
 Complete Map T-chart on advantages of each side entering the war; Ft. Sumter
 HW: 392-398; (388-393)
Friday (11/18):
 In class: 1861-1862 Bloodshed & Stalemate: Early Battles- Bull Run, Shiloh, Antietam
 HW: 398-403; (393-398)
Monday (11/21):
 In class: Turning points: 1863 – Emancipation Proclamation, Vicksburg, Gettysburg, & the
Gettysburg Address
Tuesday (11/22):
 In class: Endgame (1864-1865): Sherman’s March, surrender, Lincoln’s assassination
 HW: complete study guides and study for test
Wednesday (11/23):
 TEST ON CIVIL WAR (Chapters 13 & 14)
 HW: Read 407-420; (402-414)
Thursday (11/24) - Sunday (11/27):
Celebrate a wonderful Thanksgiving Holiday with friends and loved
ones!
THE CIVIL WAR
Identification:
Joseph Smith
Harriet Beecher Stowe
Underground Railroad
Compromise of 1850
Stephen Douglas
“King Cotton”
Free Soil Party
Ostend Manifesto
Jefferson Davis
Vicksburg
William T. Sherman
George McClellan
John Wilkes Booth
Battle of the Seven Days
Morrill Land Grant Act
Ambrose Burnside
Millard Fillmore
“fire-eaters”
ex parte Milligan
Brigham Young
Uncle Tom’s Cabin
Dred Scott v. Sandford
Henry Clay
Election of 1848
John Brown
Republican Party
George Fitzhugh
writ of habeas corpus
Manassas or Bull Run
Thomas J. Jackson
Ulysses S. Grant
P.G.T. Beauregard
U.S.S. Monitor
Radical Republicans
Pickett’s charge
“positive good” thesis
Freeport Doctrine
Trent Affair
William Lloyd Garrison Frederick Douglass
Harriet Tubman
abolitionist
Roger Taney
Nat Turner
Fugitive Slave Act
Wilmot proviso
Election of 1860
popular sovereignty
Harper’s Ferry
“Seward’s folly”
“Bleeding Kansas”
“Bleeding Sumner”
“Know Nothing Party”
Preston Brooks
Fort Sumter
Gettysburg
Robert E. Lee
Appomattox Court House john C. Calhoun
Shiloh
Antietam
Irvin McDowell
Anaconda Plan
Homestead Act
Daniel Webster
Copperheads
Joseph Hooker
Emancipation Proclamation
James Buchanan
Thaddeus Stevens
Lecompton Constitution Conscription Act
Short Answer: Answer each of the following thoroughly and thoughtfully. If the question has more than
one part, be sure to answer all parts of the question.
1) Identify & discuss events in the 1850’s that highlighted the growth of sectional division (A Table
would be fine here)
2) Why did the Whigs lose steam as a political party?
3) Why did the feelings of northerners about the Missouri Compromise change after the War with
Mexico?
4) How did the conflict in Kansas foreshadow the coming of the war?
5) Why did northern whites who opposed slavery and southern whites who supported slavery both feel
they were fighting to defend liberty?
6) How did the Gettysburg Address redefine the concept of freedom in America?
7) What did the early years of the Civil War teach generals on both sides about the use of old war tactics?
8) How did the Emancipation Proclamation give the Union a new moral purpose in the War?
9) In what ways did the federal government increase its power during the Civil War under Lincoln?
10) Identify key battles and their significance in the Civil War (Again, a table is fine here…)
RECONSTRUCTION, THE NEW SOUTH AND THE OLD WEST
Reconstruction
 American History: Chap. 15, 407-437
 Pocket History of the U.S.: 228-235, 238-255
 Don’t Know Much About History: 183-189
 REA: 154-164
Farmers, the New South, and the Old West
 American History: Chap. 16, 441-470
 Pocket History of the U.S.: 297-312
 Don’t Know Much About History: 193-198, 210-213
Primary sources and document analysis:





Reconstruction Readings: a literacy test; excerpts from Plessy v. Ferguson, including Harlan’s
dissent
Old West readings: e. e. Cummings’ “Buffalo Bill”, Chief Joseph “I Shall fight no more forever”
Maps: southern plantation under slavery and tenant farming, Military Reconstruction of 1867
Reconstruction DBQ
End of semester practice DBQs: 1998 strict construction under Jefferson and Madison; 2004 impact of French and Indian war on relations between colonists and British
Monday (11/28)
 DBQ practice #1 (Reform Movements)
 Introduction to Reconstruction
 HW: read 420-427; (414-421)
Tuesday (11/29):
 Discuss Outside information and essay structure for DBQ #1
 Political Reconstruction – Presidential v. Congressional Reconstruction
 HW: read 427-437; (421-431)
Wednesday (11/30):
 Examine document usage and rubric for DBQ practice #1
 Radical Republicans and Reconstruction
 HW: read 441-450; (433-442)
Thursday (12/1):
 2 highlighter pens exercise with models of student responses for DBQ practice #1
 Segregation, Jim Crow, and Failure of Reconstruction
Friday (12/2):
 Legacy of Reconstruction – Grant Administration, Panic of 1873, and Election of 1876
 HW:450-461; (442-452)
 Complete DBQ practice #1
Monday (12/5):

Go west, young person!
 HW: 461-470; (453-461)
Tuesday (12/6):
 Mythology of the American West
 HW: Finish & Study Reconstruction & West Study Guide
Wednesday (12/7):
 Review of Reconstruction and the West
Freedman’s Bureau
Thaddeus Stevens
John Wilkes Booth
Black Codes
Civil Rights Act of 1866
“40 acres and a mule”
tenant farmer
“Indian Ring”
Greenbacks
Compromise of 1877
Literacy test
Radical Republicans
Plains Indians
“Long drives”
Chisholm Trail
Wounded Knee
Little Big Horn
Assimilation
Joseph Glidden
Reconstruction and Settlement of the West
13th Amendment
14th Amendment
15th Amendment
Charles Sumner
Lincoln’s Plan
Wade-Davis Bill
Andrew Johnson
Presidential reconstruction
Tenure of Office Act
Congressional Reconstruction
Scalawags
Carpetbaggers
Civil Rights Act of 1875
crop lien system
Civil Rights Cases 1883
sharecroppers
Credit Mobilier
“Whiskey Ring”
Booker T. Washington
Tuskegee Institute
Panic of 1873
Seward’s Folly
redeemers
Ku Klux Klan
“Jim Crow”
Plessy v. Ferguson
Poll tax
grandfather clause
lynchings
Ida B. Wells
Samuel J. Tilden
Military Reconstruction
Homestead Act
Comstock Load
Boom towns
“Cattle Kingdom”
Frederick Jackson Turner
Crazy Horse
George Armstrong Custer
Dawes Severalty Act
Bureau of Indian Affairs
Chief Joseph
Geronimo
“Ghost Dance”
“Buffalo Bill”
Helen Hunt Jackson
the Grange
Sioux Wars
transcontinental railroad
Short Answer: Answer each of the following thoroughly and thoughtfully. If the question has more than
one part, be sure to answer all parts of the question
Reconstruction
1. Describe the social and economic conditions of the South in the aftermath of the war. Discuss the
political, economic, and emotional issues facing Northern leaders in devising a plan of
Reconstruction.
2.
Compare and contrast Lincoln’s plan for Reconstruction, the Wade-Davis bill, Johnson’s plan,
and Radical Reconstruction. Consider provisions, motives, goals, and results.
3.
Evaluate the successes and failures of Reconstruction. What decisions could have been made to
avoid the failures? What groundwork was laid for future change?
4.
Explain the ways in which the southern white establishment was able to evade the spirit of the
14th and 15th Amendments. What alternative paths of accommodation and resistance did black
leaders propose to the rise of Jim Crow?
5.
What was the significance of Plessy v. Ferguson? How was it received by whites in the South?
Where does it fit in the creation of the system known as “Jim Crow”?
West
1.
What factors prompted settlement of the West? Why did the unsettled West hold a particularly
strong romantic appeal for Americans? How has the romantic vision of the frontier been
perpetuated in American culture.
2.
Describe the development of the cattle industry in the West and the Southwest, beginning in the
1860’s. Why was the period of the “open range” relatively short?
3.
Explain what finally happened to the Plains Indians and the role of the Dawes Act in this
outcome.
4.
Describe the conditions for farming on the Great Plains. What special grievances contributed to
an “agrarian malaise” in the latter nineteenth century?
AP essays:

Analyze the economic consequences of the Civil War with respect to any TWO of the following in
the United States between 1865 and 1880.
1. Agriculture
2. Labor
3. Industrialization
4. Transportation (1997)

Discuss the political, social, and economic reforms introduced in the South between 1864 and
1877. To what extent did these reforms survive the Compromise of 1877? (1992)

In what ways and to what extent did constitutional and social developments between 1860 and
1877 amount to a revolution?
Use the documents and your knowledge of the period 1860 to 1877 to construct your response.
(1996 DBQ)

How were the lives of the Plains Indians in the second half of the nineteenth century affected by
technological developments and government actions? (1999)

“Although the economic development of the trans-Mississippi West is popularly associated with
hardy individualism, it was in fact largely dependent on the federal government.” Assess the
validity of this statement with specific reference to western economic activity in the nineteenth
century.

Explain why and how the role of the federal government changed as a result of the Civil War with
respect to TWO of the following during the period 1861-1877:
1. Race relations
2. Economic development
3. Westward expansion

Following Reconstruction, many southern leaders promoted the ideas of a “New South.” To what
extent was this “New South” a reality by the time of the First World War? In your answer be sure
to address TWO of the following:
1. Economic development
2. Politics
3. Race relations

For whom and to what extent was the American West a land of opportunity from 1865 to 1900?
(2006B).

Analyze the ways in which technology, government policy, and economic conditions changed
American agriculture in the period 1865-1900.
In your answer, be sure to evaluate farmers’ responses to these changes. (2007 DBQ).
Industrialism Unit
Note: Though we will discuss chapter 17 prior to Winter Break, the unit test dealing with industrialization
in America will not be given until after the holiday. Though this may seem disruptive, a series of
scheduling conflicts at the start of second semester suggests that teaching Chapter 17 before the break may
be the more prudent course of action.
Students seeking success should adhere to this schedule for Chapter 17. And students wishing to start
second semester on a positive path would be wise to read Chapters 18 & 19 over the winter holiday.
Thursday (12/8):
 Quest: Reconstruction & the West
 HW: 473-483 (463-473 in 12th edition)
Friday (12/9):
 Introduction to Industrialism
 Answer 7 questions on industrialism in the 1800’s
 HW: 483-488 (472-477)
Monday (12/12):
 Bell Ringer: Identify Rockefeller, Carnegie, Vanderbilt, vertical & horizontal consolidation
 Lecture: discuss 7 questions – Are Social Darwinism and the Gospel of Wealth alive today?
 HW: 488-496; (477-486) End of reading for the semester!
Tuesday (12/13):
 Bell Ringer: Identify AFL, Knights of Labor, “yellow Dog contract”, Molly Maguires
 In class: complete assignment on Labor unions and significant strikes
Wednesday (12/14):
 Legacy of Industrialism (Industrialism DBQ practice)
Thursday (12/15):
 Quiz on Chapter 17
 MC Practice & Review for final exam
Friday (12/16):
 MC Practice & Review for final exam
Monday (12/19):
 MC Practice & Review for final exam
Tuesday (12/20):
 MC Practice & Review for final exam
Wednesday (12/21)
First Semester Final Exam
Colonial America (Chap.2) –
The American West (Chap.16)
INDUSTRIALIZATION and POLITICS IN THE GILDED AGE
Industrialism and the rise of Labor
 American History: Chap. 17, 473-496
 Pocket History of the U.S.: 255-292
 Don’t Know Much About History: 199-210
 A People’s History of the United States: 247-289
 REA: 167-188
Immigration, the growth of cities, reform, the “Gilded Age”, and the Populists
 The American People: Chap. 18, 499-528, Chap. 19 531-550
 Pocket History of the U.S.: 313-335
Primary sources and document analysis:




Interpreting charts and graphs: Immigration in the 1840’s vs. “New” immigration of the 1890’s,
deflation, inflation and the impact on farmers in the late 1800’s
Copy of a “Yellow Dog” contract
Readings: excerpts from Carnegie & Alger re: Social Darwinism and the Gospel of Wealth,
Bryan’s “Cross of Gold” speech
Interpreting political cartoons: evaluating the meaning and impact of Thomas Nast
Noteworthy Assignments:
 Chart distinguishing between main unions and labor leader of the era
 Chart distinguishing between key strikes of the era
 Labor and industrialism DBQ -2000
NOTE: Students will read Chapter 18 (473-496) over Winter Break. Students should identify key terms
and answer appropriate questions on the study guide. Advanced preparation & familiarity with Chapter 18
will help reduce stress and homework when students return. Our discussions during the first week back use
Chapter 18 as a foundation.
Tuesday (1/10):
 Review of Industrialism (Chap.17)
 America in the Age of the City
 Superfreakenomics
 HW: 531-537 (521-527 in 12th edition)
Wednesday (1/11):
 Bell Ringer: Identify William Marcy Tweed, Thomas Nast, Tammany Hall, political machine
 Immigration and Boss Rule
 HW: read 537-542; (527-533)
Thursday (1/12):
 Bell Ringer: Identify Pendleton Act, Interstate Commerce Act, Sherman Anti-trust Act
 Politics in the Gilded Age
 HW: 542-550; (533-540)
Friday (1/13) :
 Visit from the Counseling Office
Monday (1/16):
Thank you, Dr. King
Tuesday (1/17):
 Bell Ringer: Identify: The Grangers, The Farmers’ Alliances, The Populists
 Overproduction and the crisis facing farmers
Wednesday (1/18):
 Counseling Office
Thursday (1/19):
 Bell Ringer: Identify “Cross of Gold” speech, Panic of 1893, Coxey’s Army, William Jennings Bryan,
Election of 1896
 Shadow of shame: and the rise of the Populists
 The Populists and the Wizard of Oz
Friday (1/20):
 Practice essay review
 HW: complete study guide for Tuesday
Monday (1/23)
 Practice Multiple Choice review
Tuesday (1/24):
 STUDY GUIDES DUE AND TEST
 HW: read 553-559 (543-549)
INDUSTRIALIZATION and POLITICS IN THE GILDED AGE
Key Terms (Chapter 17);
Trust
laissez-faire
Andrew Carnegie
Thomas Edison
Cornelius Vanderbilt
Holding company
Gospel of Wealth
National Labor Union
“Molly Maguires”
Haymarket Square
Terence Powderly
Bessemer process
yellow dog contract
Monopoly
Horizontal consolidation
Social Darwinism
Standard Oil
Henry Ford
Edward Bellamy
Progress and Poverty
Knights of Labor
Great Railroad strike
Pullman strike
Eugene V. Debs
economy of scale
“new” immigrants
Key Terms (Chapters 18 &19)
Interstate Commerce Act
steerage
Interstate Commerce Commission
Political machines
“Bloody shirt” tactic
Social Gospel movement
Chinese Exclusion Act
Jacob Riis
Suburbs
Carlisle school
Helen Hunt Jackson
“Free silver”
Panic of 1893
William Jennings Bryan
Vertical consolidation
John D. Rockefeller
Alexander Graham Bell
Horatio Alger
J.P. Morgan
Henry George
Looking Backward
American Federation of Labor
Homestead strike
Samuel Gompers
Booker T. Washington
Frederick Taylor
Sherman Anti-Trust Act
Munn v. Illinois
William McKinley
William Marcy Tweed
Mugwumps
Ellis Island
Sherman Anti-trust Act
How the other half Lives
tenement
“kill the Indian, save the man”
The Grange
Omaha Platform of 1892
Coxey’s Army
Mark Hanna
Pendleton Act
Tammany Hall
Brooklyn Bridge
political boss
Patronage
Chester A. Arthur
James A.Garfield
Joseph Glidden
Mary Baker Eddy
Election of 1896
Short Answer: Thoroughly and thoughtfully answer each of the following questions.
1) How did a half dozen main factors combine to produce America’s impressive rise to industrial
supremacy?
2) Which inventions of the late nineteenth century had the greatest impact on American industry and
urban life?
3) Describe the various attempts made during the late nineteenth century to create a national labor
organization. Analyze the successes and failures of these individual organizations, as well as the
overall weaknesses of the American labor movement of this time.
4) What factors combined to attract the great masses of people to the cities of America? What were the
characteristics of these migrants?
5) Describe the problems created by the stunning pace at which American cities were growing. How well
did the institutions of urban life respond to these problems?
6) How did traditional patterns of immigration to the U.S. change in the latter nineteenth century? What
problems were created by these changes, and how were they handled, both by the immigrant groups
and by the larger American society?
7) Explain the rise and persistence of political machines and boss rule in American cities. Offer specific
examples in your discussion.
8) Analyze the impact of industrialization and urbanization on shifting trends in American art, literature,
and education in the latter nineteenth century.
9) Compare and contrast the three major farm groups: the Grange, the Farmers’ Alliances, and the
Populists.
10) Discuss the reasons for the emergence of an agrarian revolt in the latter nineteenth century. Analyze
the successes and failures of Populism.
Essay questions: The following are free-response questions that have appeared on past AP U.S. History
tests.
1. Compare and contrast the attitudes of three of the following toward the wealth that was created in the
United States during the late nineteenth century:
 Andrew Carnegie
 Eugene V. Debs
 Horatio Alger
 Booker T. Washington
 Ida M. Tarbell (1994)
2.
Analyze the impact of any two of the following on the American industrial worker between 1865 and
1900:
 Government actions
 Immigration
 Labor unions
 Technological changes (1998).
3. Analyze the reasons for the emergence of the Populist movement in the late nineteenth century. (1995).
4. How and why did transportation developments spark economic growth during the period 1860 to 1900
in the United States?
5. Identify and analyze the factors that changed the American city in the second half of the nineteenth
century. (2002B)
6. Analyze the ways in which farmers and industrial workers responded to industrialization in the Gilded
Age (1865-1900). (2003B).
7. Evaluate the impact of the Civil War on political and economic developments in TWO of the following
regions:
 The South
 The North
 The West
Focus your answer on the period between 1865 and 1900.
8. Analyze the primary causes for a population shift from a rural to an urban environment in the United
States between 1875 and 1925. (2004B).
9. Describe the patterns of immigration in TWO of the periods listed below. Compare and contrast the
responses of Americans to immigrants in these periods.



1820 to 1860
1880 to 1924
1965 to 2000
11. For whom and to what extent was the American West a land of opportunity from 1865 to 1900?
(2006B).
12. Analyze the ways in which technology, government policy, and economic conditions changed
American agriculture in the period 1865-1900.
In your answer, be sure to evaluate farmers’ responses to these changes. (2007 DBQ).
Chapter 19 Reading Practice
The Politics of Equilibrium (p. 532/522)
Step 1: Read section aloud with a partner. (“The
Party system”). Take turns, alternating reading and
listening.
Step 2: Summarize section with a partner aloud and
identify key terms.
Step 3: Independently write a summary of no more
than 3 sentences on this section. List any key
vocabulary words found in the section.
Step 4: When instructed, rotate to a new partner.
Take turns sharing the summaries constructed with
your previous partner.
Step 5: Repeat steps 1-3 for “The National
Government.”
Step 6: Complete 3 additional rotations until you
have reached the next large sub-heading. (The
Agrarian Revolt).
Step 7: Re-read overview at the start of the section
(“The Politics of Equilibrium”).
The Party System:
 3 sentence summary
 List of vocab. Words from section
The National Government
 3 sentence summary
 List of vocab. Words from section
Presidents and Patronage
 3 sentence summary
 List of vocab. Words from section
Cleveland, Harrison, and the Tariff
 3 sentence summary
 List of vocab. Words from section
New Public issues
 3 sentence summary
 List of vocab. Words from section
IMPERIALISM AND ERA OF PROGRESSIVE REFORM
Primary sources and document analysis:




Interpreting documents: editorial cartoons & yellow press of Pulitzer and Hearst
Interpreting documents: Nast cartoons, cartoons critical of Robber Barons, trusts, and government
inaction during the era, political cartoons for Elections of 1908 and 1912
Interpreting data: election of 1912 – causes and consequences
Readings: excerpts from The Jungle, by Upton Sinclair
Noteworthy assignments:
 1994 DBQ – Imperialism
 Muckraker Magazine- students create a magazine with articles, editorials, cartoons,
advertisements and other material similar in both style and substance to the magazines of the
Progressive Era
Tuesday (1/24):
 Industrial America, Immigration, & Politics of the Gilded Age Test & Essay
 HW: 553-559 (543-549) in 12th edition
Wednesday (1/25):
 Introduction to Imperialism
 Causes of American imperialism in the late 1800’s
 HW: 559-568; (549-558);
Thursday (1/26):
 Spanish-American War – Causes and consequences
 HW: read 568-572; (558-562) BRING TEXTBOOK TO CLASS for Friday
Friday (1/27):
 Imperialism Study Rotation
 Imperialism Quiz (6 minute window to use textbook)
 HW: 575-583; (566-572)
Monday (1/30):
 Imperialism DBQ (Group activity)
 HW: 583-591; (572-581)
Tuesday (1/31):
 Introduction to Progressive movement
 Muckrakers, goals and Strategies
 HW: 591-599; (581589)
Wednesday (2/1):
 Introduction to Muckraker Magazine assignment (due 2/9)
 Readings from The Jungle
 HW: 601-608; (593-598)
Thursday (2/2):
 In class: Finish Discussion of Progressive Movement
 Work on Muckraker Magazines
 HW: 608-613; (598-604)
Friday (2/3):
 In class: Muckraker Magazines
 The Presidency under Teddy Roosevelt
 HW: read 613-619; (604-609)
Monday (2/6):
 In class:: Muckraker Magazines
 Progressivism under Roosevelt, Taft, and Wilson
Tuesday (2/7)
 Known v. Unknown: Review of Progressive Vocabulary
Wednesday (2/8):
 MC test on Chapters 20-22
 Finishing touches on Muckraker Magazines
Thursday (2/9):
 Progressive Era DBQ practice
 Read 621-629; (614-621 in 12th edition)
 Muckraker Magazines Due tomorrow
IMPERIALISM OR SECOND MANIFEST DESTINY
Identification:
Second Manifest Destiny John Fiske
Alfred Thayer Mayhan
“Butcher Wegler”
De Lome lletter
William Seward
Josiah Strong
Anti-Imperialist League Emilio Aquinando
Platt Amendment
Boxer Rebellion
Russo-Japanese War
John Hay
Panama Canal
Pancho Villa
William Seward
Josiah Strong
Anti-Imperialist League
Platt Amendment
Boxer Rebellion
Russo-Japanese War
Great White Fleet
“White man’s burden”
yellow journalism
imperialism
annexation
most-favored nation
banana republic
Alfred T. Mahan
Henry Cabot Lodge
Albert J. Beveridge
Hawaii
sphere of influence
Open Door policy
Joseph Pulitzer
William Randolph Hearst
Cuba
Philippine Islands
San Juan Hill
U. S. S. Maine
Rough Riders
jingoism
Roosevelt Corollary
dollar diplomacy
Theodore Roosevelt
William Howard Taft
Short Answer: Provide thoughtful and thorough responses to each of the following questions.
1. Explain how U.S. foreign policy at the turn of the century reaffirmed the aims of the Monroe
Doctrine.
2. Summarize the key arguments of the anti-imperialists.
3. How did overproduction and the closing of the western frontier help initiate American
imperialism?
4. How was imperialism inconsistent with basic American principles such as the belief in natural
rights and popular sovereignty?
5. Compare and Contrast the old and new concepts of Manifest Destiny. Look especially at the
economic, philosophical and racial motives for overseas expansion.
6. .What impact did the Yellow Press have on American opinion on expansionism in the 1890’s?
What criticism was leveled against the Yellow Press?
7. The Filipino insurrection against the United States is one of the least remembered of all American
wars. Discuss why this is so, as well as the causes and consequences of this war.
Imperialism:
1) To what extent was late nineteenth century and early twentieth century United States
expansionism a continuation of past United States expansionism and to what extent was it a
departure?
Use the documents and your knowledge of Unites States history to 1914 to construct your response. (1994
DBQ)
2) Analyze the extent to which the Spanish-American War was a turning point in American foreign policy
(2008B)
Progressive Period
Identification:
Social Gospel
Sixteenth Amendment
Pure Food and Drug Act
Eighteenth Amendment
Nineteenth Amendment
Bull Moose Party
NAACP
Upton Sinclair
Lincoln Steffens
William Jennings Bryan
Progressives
Referendum
Triangle Shirtwaist Fire
Louis Brandeis
Pinchot-Ballinger Affair
Payne-Aldrich Tariff
Elizabeth Cady Stanton
Thomas Nast
Federal Reserve Act
Meat Inspection Act
Hepburn Act
Eugene Debs
Alice Paul
Ida Tarbell
Booker T.Washington
William Marcy Tweed
William McKinley
Recall
Industrial Workers of the World
United Mine workers’ strike
City Manager form of govt.
Mann-Elkins Act
Seventeenth Amendment
Theodore Roosevelt
William Taft
Robert La Follette
Edward Bellamy
W.E.B. Du Bois
Niagara Movement
Populists
Initiative
Direct Primary
“Wobblies”
square deal
Clayton Anti-Trust Act
Sherman Anti-Trust Act
Short Answer: Consider each of the following questions when preparing for the test.
1. Who were the muckrakers? What was their critique of American society? How did they
publicize what was wrong with American society?
2. There were many social critics in the late 19th century. What were their major criticisms of
American society, and what solutions did they offer?
3. Discuss the Progressives’ inheritance form the Populists, the socialists, social critics, and the
muckrakers. Why were the progressives able to succeed where others had failed?
4. Explain why the Sherman Anti-Trust Act proved to be inadequate. What other measures and
means were employed to break up monopolies by both the courts and legislatures?
5. How did the federal government involve itself in the food and drug industries? Why was the
government interested in these two industries, and what effect did the legislation have on the
industries and American life?
6. What impact did the massive industrialization occurring after the Civil War have on
America’s natural resources? What remedies did the Progressives propose?
7. How did Roosevelt’s decisions influence the elections of 1908 and 1912?
8. Compare the work of the Progressives at the local and state levels with their accomplishments
at the national level.
9. In what ways did Theodore Roosevelt transform the role of the presidency and the national
government?
Progressive Movement (1890-1920)
1) To what extent did economic and political developments as well as assumptions about the nature
of women affect the position of American women during the period 1890-1925?
Use the documents and your knowledge of the years 1890 – 1925 to construct your response.
(1997 DBQ)
2) Evaluate the effectiveness of Progressive Era reformers and the federal government in bringing
about reform at the national level. In your answer be sure to analyze the successes and limitations
of these efforts in period 1900-1920. (2003 B DBQ).
3) How successful were progressive reforms during the period 1890-1915 with respect to TWO of
the following:
 Industrial conditions
 Urban life
 Politics
4) Contrast the suggested approaches of W.E.B. DuBois and Booker T. Washington to the problems
facing black Americans in the late 1800’s
5) Historians have argued that Progressive reform lost momentum in the 1920’s. Evaluate this
statement with respect to TWO of the following
 Regulation of business
 Labor
 Immigrants (2006)
6) To what extent did the role of the federal government change under President Theodore Roosevelt
with regard to TWO of the following:
 Labor
 Trusts
 Conservation
 World Affairs
7) Explain how TWO of the following individuals responded to the economic and social problems
created by industrialization during the late nineteenth and early twentieth centuries:




Jane Addams
Andrew Carnegie
Samuel Gompers
Upton Sinclair
8) Analyze the effectiveness of Progressive Era reformers in addressing problems of the late
nineteenth and early twentieth centuries. In your answer, focus on reform efforts in TWO of the
following areas.
 State and federal government
 The workplace
 Living conditions in cities (2010B)
WORLD WAR I AGENDA
World War I





American History: Chap. 23, 621-646
Pocket History of the U.S.: 386-402
Don’t Know Much About History: 236-249
A People’s History of the United States: 350-367
REA: 221-236
Primary Sources and document analysis:



Interpreting tables: U.S. exports to belligerents 1914-1916 (evidence undermining U.S. claims of
neutrality)
World War I propaganda: Anti-Germanic propaganda, support for Liberty Bonds
Readings: “Dulce et Decorum est”, excerpts from Schenck v. U.S.
Friday (2/10):
 In class: Causes of World War I, nature of the fighting in World War I, “All Quiet”, and “Dulce Et
Decorum Est”
 HW: read 629-636; (621-628)
Monday (2/13):
 In class: U.S. entry in WW I, U.S. at home
Tuesday (2/14):
Happy Valentine’s Day! Much love to everyone taking a moment to read this!


U.S. at home During World War I
HW: 636-646; (628-639)
Wednesday (2/15):
 In class video: “Influenza Epidemic of 1918”
Thursday (2/16)
 Wilson’s struggle: 14 Points vs. Treaty of Versailles
Friday (2/17):
 Turn in Study Guides
 Multiple Choice Quest: World War I
 HW: 649-655; (641-647 in 12th edition)
AP U.S. HISTORY: WORLD WAR I & AFTERMATH
Central Powers
Allied Powers
Zimmerman Note
Unrestricted sub warfare
Herbert Hoover
Fourteen Points
Treaty of Versailles
U-boats
trench warfare
Lusitania
General Pershing
American Expeditionary Force
Archduke Francis Ferdinand
Kaiser Wilhelm
Western front
Vladimir Lenin
Bolshevik
League of Nations
Sedition Act of 1918
Woodrow Wilson
Schenck v. United States
Abrams v. United States
Sussex pledge
“peace without victory”
Charles Evans Hughes
Selective Service Act
Espionage Act of 1917
Sabotage Act of 1918
George Creel
“Great Migration”
Committee on Public Information
Liberty Bonds
David Lloyd George
Georges Clemenceau
Henry Cabot Lodge
Lodge Reservations
“Liberty Cabbage”
Marcus Garvey
East St. Louis riots
National War Labor Board
War Industries Board
Civilian Advisory Commission
Council of National Defense
Ludlow Massacre
Eugene V. Debs
Big Bill Haywood
The Irreconcilables
Short answer: Answer each of the following questions thoroughly and thoughtfully.
1. To what extent was American involvement in World War I a natural outcome of the imperial
expansion that began in the 1890s? What other factors pulled America into the war?
2.
The war effort demanded certain changes in the role of the federal government. What were these
changes, and how effective and efficient were they?
3.
What happened to individual rights during this period, and what was the Supreme Court’s
response?
4.
What impact did the election of 1918 have on the United States role at Versailles and its reaction
to the Versailles Treaty?
5.
Discuss the military and economic impact of America’s entry into World War I on the Allies side.
What impact did military involvement have on the American domestic economy during and
immediately after the war?
6.
Government sought to unify public opinion in support of American involvement in World War I.
Describe its efforts and analyze the consequences.
7.
Compare Wilson’s Fourteen Points with the Treaty of Versailles. Determine if they proposed fair
and adequate plans for a new world order following World War I.
8.
Why did the United States Senate reject the Treaty of Versailles and, thus, membership in the
League of Nations?
STUDY GUIDE: FROM BOOM TO BUST
(Prosperity in the 1920’s to Depression in the 1930’s)
Identification: Familiarity with the following terms will lead to success on the multiple choice portion of
the test.
Sacco & Vanzetti
Charles Lindbergh
Red Scare
Henry Ford
Scopes trial
Vladimir Lenin
Installment buying
18th Amendment
Herbert Hoover
New Revivalism
The Jazz Singer
Langston Hughes
Al Smith
A. Mitchell Palmer
Prohibition
Dawes & Young Plans
Nativism
Reparations
Scotsboro case
Mae West
“Hoovervilles”
Emergency Banking Act
Schecter decision
National Labor Relations Act
Franklin Delano Roosevelt
Social Security Act
Social Security Act
First New Deal
Tennessee Valley Authority
Wagner Act
Agricultural Adjustment Act
Warren G. Harding
Babe Ruth
Teapot Dome scandal
National Origins Act of 1924
Harlem Renaissance
“Lost Generation”
buying on the margin
19th Amendment
Marcus Garvey
fundamentalist
Margaret Sanger
“Noble Experiment”
Volstead Act
John Steinbeck
T.S. Eliot
Kellogg-Briand Pact
Al Jolson
bread lines
Frank Capra
American Communist Party
Douglas MacArthur
Public Works Administration
Natl. Industrial Recovery Act
Civilian Conservation Corps
Fair Labor Standards Act
Relief, Recovery, & Reform
first 100 days
Second New Deal
Father Coughlin
Works Progress Administration
John Lewis
Calvin Coolidge
Ruldolph Valentino
“Rugged individualism”
Al Capone
Influenza Epidemic
the Charleston
consumerism
advertising
“return to normalcy”
Billy Sunday
John Dewey
Birth of a Nation
“Black Tuesday”
Ernest Hemingway
F. Scott Fitzgerald
isolationism
Andrew Mellon
dust bowl
Walt Disney
The Grapes of Wrath
Bank Holiday
priming the pump
John Maynard Keynes
sit down strike
Bonus Army
Hawley-Smoot tariff
Dr. Townsend
“court packing” plan
Huey Long
FDIC
Glass-Stegall Act
Short Answer questions: Please answer each of the following thoroughly and thoughtfully.
1.
2.
3.
4.
5.
6.
7.
8.
What were some indications that the economy of the 1920’s was not as healthy as it might have
appeared?
What factors contributed to the emergence of a truly national culture in the 1920’s?
In what ways did the position of women change during the 1920’s and how was this change
received by many Americans? Identify the events and innovations that made this revolution
possible.
Discuss the causes and consequences of nativism in the 1920’s.
How were the presidents of the 1920’s similar to their late nineteenth century counterparts? How
were they different from FDR?
Compare art in the 1920’s and the 1930’s. How is art from each era reflective of that particular
period?
To what extent did the United States adopt and maintain an isolationist foreign policy in the
1920’s and 1930’s?
Discuss Hoover’s response to the Great Depression and analyze the extent to which this response
was successful in dealing with the problems the nation faced.
9.
10.
11.
12.
13.
14.
Why did the Stock Market Crash in the United States have such a profound impact on the
economy of the world?
What factors were chiefly responsible for the economic crisis known as the Great Depression?
What was the significance of the first 100 days of Roosevelt’s presidential term following the
Election of 1932?
What were the basic purposes of the first New Deal programs and to what extent were they
successful?
Who were some of the opponents of the New Deal and what was the basis for their opposition?
How did the New Deal fundamentally alter America’s expectations of the president and national
government?
Boom to Bust (1920’s – Great Depression and New Deal)
1) Analyze the ways in which the Great Depression altered the American social fabric in the 1930’s.
(1996).
2) To what extent and why did the United States adopt an isolationist foreign policy in the 1920’s
and 1930’s? (1998).
3) In what ways did economic conditions and developments in the arts and entertainment help create
the reputation of the 1920’s as the Roaring Twenties? (1999).
4) Describe and account for the rise of nativism in American society from 1900 to 1930. (2001).
5) How successful were the programs of the New Deal in solving the problems of the Great
Depression? Assess with respect to TWO of the following
 Relief
 Recovery
 Reform (2002 B)
6) Analyze the responses of Franklin D. Roosevelt’s administration to the problems of the Great
Depression. How effective were these responses? How did they change the role of the federal
government?
Use the documents and your knowledge of the period 1929-1941 to construct your essay. (2003
DBQ).
7) Compare and contrast the programs and policies designed by the reformers of the Progressive era
to those designed by reformers of the New Deal period. Confine your answer to programs and
policies that addressed the needs of those living in poverty. (2004).
8) How and for what reasons did United States foreign policy change between 1920 and 1941? Use
the documents and your knowledge of the period 1920-1941 to construct your response. (2004B
DBQ).
9) Historians have argued that Progressive reform lost momentum in the 1920’s. Evaluate this
statement with respect to TWO of the following:
 Regulation of business
 Labor
 Immigrants (2006)
10) How did TWO of the following help shape American national culture in the 1920’s?
 Advertising
 Entertainment
 Mass production (2006B)
BOOM TO BUST AGENDA '12 (2/14- 3/2)
The “Roaring ‘20’s”
 American History: Chap. 24, 649-672
 Pocket History of the U.S.: 403-413
 Don’t Know Much About History: 251-267
 REA: 236-238; 241-263
Great Depression and New Deal
 American History: Chap. 25, 675-699; Chap. 26, 703-725
 Pocket History of the U.S.: 403-426
 Don’t Know Much About History: 267-286
 A People’s History of the United States : 368-397
 REA: 265-286
Primary Sources and Document analysis:






Interpreting graphs: unequal distribution of wealth in the 1920’s
Interpreting charts: Impact of Dawes & Young plans on international economy and ramifications
of depression in the U.S. on global economy
Interpreting graphs: Impact of the National Origins Act of 1924
Interpreting graphs: Unemployment in United States from 1929-1941
Readings: FDR’s Inaugural Address, FDR’s “Four Freedoms” speech
Interpreting cartoons: Hoover, critics and supporters of the New Deal
Noteworthy assignments:
 1920’s radio program
 2003 DBQ- FDR and the impact of New Deal
Friday (2/17):
 Turn in Study Guides
 Multiple Choice Quest: World War I
 HW: 649-655 (642-647 in 12th edition)
Monday(2/20):
Presidents’ Day
No School. Thank you George, Abe, Thomas and Teddy…..
Tuesday (2/21):
 Introduction, overview of unit
 "The American Century": the 1920's
 HW: 655-665; ( 647-657 in 12th edition)
Wednesday (2/22):
 America in the 1920’s assignment (emergence of a common culture)
 HW: 665-672; (657-664 in 12th edition)
Thursday (2/23):
 America in the 1920's: The growth of Nativism
 collision of cultures: traditional America vs. modern America
 HW: 676-687; (667-678 in 12th edition)
Friday (2/24):
 Foreign and Domestic policy of the 1920's
 HW: 687-694 and 730-733; ( 678-685 and 720-723 in 12th edition)
Monday (2/27):
 Quiz on 1920’s
 Economic instability and causes of the Great Depression
 HW: 694-699; (685-689 in 12th edition)
Tuesday (2/28) & Wednesday (2/29):
AIMS testing.
Good Luck! We’re all counting on you!
Thursday (3/1):
 Impact of the Great Depression
 HW: 703-709; (693-699 in 12th edition)
Friday (3/2)::
 FDR and the New Deal
 Relief, Recovery & reform, Election of 1932, First 100 days
 HW: 709-717; (699-707 in 12th edition)
Monday (3/5)
 FDR and the Second New Deal
 FDR and Court Packing
 HW: 717-725; (707-715 in 12th edition)
Tuesday (3/6):
 Legacy of the New Deal
 Complete Study Guides
Wednesday (3/7):
 Catch Up day
Thursday (3/8):
 STUDY GUIDES DUE
 Boom to Bust test
 HW: 729-739; (719-728 in 12th edition)
WORLD WAR II AGENDA (3/8-3/16)
World War II




American History: Chap. 27, 729-745, Chap. 28, 749-774
Pocket History of the U.S.: 426-443, 443-468
Don’t Know Much About History: 286-294, 310-318
REA: 286-297; 301-308
Primary sources and Document analysis:
 Interpreting graphs: U.S. production of automobiles vs. U.S. production of military aircraft 19361945
 Interpreting Maps: Fascist expansion 1936-1941
 Readings: excerpts from Korematsu v. U.S.
 World War II propaganda: Rosie the Riveter, Anti-Japanese propaganda, support the war efforts
Noteworthy assignments:
 World War II illustrated timeline
 Analyzing Truman’s decision to drop the bombs
Thursday (3/8):
 STUDY GUIDES DUE
 Boom to Bust test
 Distribute WW II SG and Timeline assignment (due Tuesday 3/13)
 HW: 729-739; (719-728 in 12th edition)
Friday (3/9):
 Distribute & discuss review assignment/ (groups must submit their priorities on Friday.; lottery
results to be announced on Monday)
 In class: notes - the road to World War II
 Read 739-746; (728-736)
Monday (3/12):
 groups submit requests for review project
 Finish notes on road to World War II
 Read 749-754; (739-743) finish timeline assignment
Tuesday (3/13):
 Distribute Review assignments
 Pearl Harbor and American entry to WW II
 Key battles in World War II
 Distribute battles notes and complete battles assignment
 Read 754-766; (742-756)
Wednesday (3/14):
 U.S. at home: mobilization of industry, women, segregation
 Japanese-American internment and minorities in World War II
 Read 766-775; (756-764)
Thursday (3/15):
Catch-up Day
Friday (3/16):
 STUDY GUIDE DUE & TEST ON WW II
 Read 778-785; (767-775)
SPRING BREAK: BEGIN REVIEW ASSIGNMENT; BEGIN REVIEWING FOR AP TEST
WORLD WAR II
Identification: for each of the following, identify the significance of the person, event, or concept.
General Douglas MacArthur
Admiral Chester Nimitz
Midway Island
General George C. Marshall
General George S. Patton
Stalingrad
The Holocaust
St. Louis
“No-Strike Pledge”
Smith-Connaly Act
Office of Price Administration
War Production Board
A. Philip Randolph
Isolationism
(War Labor Disputes Act)
Kellogg-Briand Pact
Henry Stimson
Good Neighbor Policy
Geneva Conference
Neutrality Acts 1936-1937
Cash-and-Carry
Munich Conference
Non-Aggression Pact
Blitzkrieg
Vichy
Dunkirk
Wendell Willkie
Lend-Lease
Adolf Hitler
Benito Mussolini
Winston Churchill
Franklin D. Roosevelt
Josef Stalin
Harry S. Truman
Rhineland
Sudetenland
Pearl Harbor
Battle of Midway
Normandy
Dwight D. Eisenhower
Battle of the Bulge
Mein Kampf
Hiroshima
Nagasaki
internment camps
Manhattan Project
Rosie the Riveter
Yalta Conference
Robert J. Oppenheimer
Korematsu v. U.S.
Teheran Conference
North Africa Campaign
Short Answer: Thoroughly and thoughtfully answer each of the following questions using information
obtained both from your readings and class discussions.
1) How did the U.S. support the Allies with economic aid while staying out of the fighting?
2) Describe and explain the process by which American public opinion gradually shifted from a
policy of neutrality in 1935 to one of interventionism in 1941.
3) How did World War II end the Great Depression in America?
4) What fears and prejudices led to the internment of Japanese Americans during World War II?
5) Identify the significance of each of the major wartime conferences and evaluate their implications
for the postwar world. (Tehran, Yalta, Potsdam).
6) How did World War II increase the role of government in American society and the nation’s
economy?
7) United States-Soviet relationships were tense throughout World War II, despite the fact that
the Soviets were on the Allied side. What issues caused the tensions? How important was the
eastern front to the outcome of the war in Europe?
8) Briefly describe how the war changed everyday life for minorities in America.
9) Evaluate President Truman’s decision to drop the bomb
10) Describe the popular reaction to Orson Welles’ radio broadcast of “The War of the Worlds”
and explain what that response revealed about America at that time.
AP U.S. HISTORY
April-May 2012
Course schedule & review preparation
Postwar Foreign Policy/ The Cold War
 American History: Chap. 29, 777-796
 Pocket History of the U.S.: 468-495; Korea : 506-518
 Don’t Know Much About History: 320-325, 328-336
 A People’s History of the United States: 398-434
 REA: 308-314
Postwar domestic policy and the 1950’s
 American History: Chap. 30, 799-829
 Pocket History of the U.S.: 495-506
 Don’t Know Much About History: 325-328
 A People’s History of the United States: 435-459
 REA: 314- 326
The Civil Rights Movement
 American History: Chap. 31, 836-841, 865-874
 Pocket History of the U.S.: 518-542
 Don’t Know Much About History: 336-347
 A People’s History of the United States: 435-459
 REA: 320-322, 329-331, 334-336
Kennedy, Johnson and Vietnam
 American History: Chap. 31, 843-857
 Pocket History of the U.S.: 542-575
 Don’t Know Much About History: 351-360, 364-372, 389-391
 A People’s History of the United States: 460-492
 REA: 321-326, 329-340
Johnson, 1968, Nixon & Watergate
 American History: Chap. 32 859-891
 Pocket History of the U.S.: 575-583; 583-594
 Don’t Know Much About History: 392-405
 A People’s History of the United States: 493-550
 REA: 340-344, 347-350
Post ’74 America: Ford, Carter, Reagan, Bush, Clinton
 American History: Chapters 33-34, 893-950
 Pocket History of the U.S.: 600-635
 Don’t Know Much About History 405-421
 A People’s History of the United States: 551-588
 REA: 350-373
Primary sources and document analysis:
 Civil Rights readings: excerpts from Brown v. Board of Education, “Letter from a Birmingham
City Jail”, Dr. King’s “I have a dream” speech, JFK’s Inaugural Address
 Interpreting tables: Impact of Voting Rights Act of 1965 on African-American voter registration
 Impact of video footage: Emmett Till, Birmingham, Selma (from “Eyes on the Prize”)
 Public opinion polls for support of U.S. efforts in Vietnam, before and after Tet
 Lyrics to anti-war protest songs during war in Vietnam
Noteworthy assignments:
 Review project (attached below)
 Eisenhower’s response to Communism/Containment – DBQ 2001
 Civil Rights DBQ 1995
AP U.S. HISTORY
April-May 2012
Course schedule & review preparation
Monday (3/26):
 Discussion of review essay assignment
 Distribute Containment assignment (due Friday 3/30)
 HW: read 785-792; (775-782)
Tuesday (3/27):
 DBQuesday! – Topic: Great Depression and New Deal
 HW: read 792-796; 825-829 (782-786; 813-817)
Wednesday (3/28):
 Topic: Truman & the Fair Deal; Post War Foreign Policy (PWFP)
 HW: study for Containment quiz; 799-808 (789-798)
Thursday (3/29):
 Finish Containment discussion
 Containment quiz
 HW: 808-818; (798-807)
Friday (3/30):
 Turn in Containment assignment

“The Century”: America in the 1950’s
 HW: Review essay #1 due Monday, 4/2; Read 818-825; (807-813)
Monday (4/2):
 REVIEW ESSAY #1 DUE
 America at home in the 1950’s: The 3 C’s: Containment, Civil Rights & Conformity (?!)
 HW: grade 1 essay each night - have 3 essays graded/edited by Thursday
Tuesday (4/3):
 DBQuesday! Topic: U.S. in the Cold War & the 1950’s
 Distribute “Letter from a Birmingham Jail” (to be read by 4/6)
Wednesday (4/4):
 Introduction to the Civil Rights movement: Reconstruction, Plessy, Jim Crow Laws, and
Brown v. Board of Education
Thursday (4/5):



REVIEW PROJECTS DUE
Civil Rights in the 1950’s: Emmett Till, Montgomery Bus Boycott, Little Rock 9
HW: Civil Rights photo journal/ Civil Rights PowerPoint (due 4/13)
Friday (4/6):
 Discuss “Letter from a Birmingham Jail” and cornerstones of non-violent resistance
 HW: complete review essay #2
Monday (4/9):
 Review essay #2 due
 “Eyes on the Prize”: Birmingham and “I Have a Dream”; Civil Rights Act of 1964, Stokely
Carmichael, SNCC, Black Panthers and Malcolm X
 Submit review project presentation requests
 HW: Read 831-843; (821-832)
Tuesday (4/10):
AIMS MATH
Wednesday (4/11):
 Civil Rights for other groups in the 1960’s
 HW: Read 843-852; (832-843)
Thursday (4/12):
 Finish Discussion of Civil Rights movement in the 1960’s
 Election of 1960 & Presidency of John F. Kennedy
Friday (4/13):
 Multiple Choice Practice test #1;
 Review essay #3 for Monday HW: read 852-857; (843-848)
Monday (4/16): BEGIN REVIEW PRESENTATION SCHEDULE
 review essay #3 due
 Lyndon Johnson and the Great Society
 Read 860-871; (851-857)
Tuesday (4/17)
 DBQuesday! Topic: Civil Rights
 Read 871-883; (857-869)
Wednesday (4/18):
 Vietnam
 Read 883-887; (869-873)
Thursday (4/19):
 LBJ, escalation in Vietnam, and the pivotal year 1968
 Music and the counterculture
 HW: Review essay #5 for Monday; Read 887-891; (873-881)
Friday (4/20):
 Multiple Choice Practice test #2;
Monday (4/23)
 Review essay #4 due
 1960’s quiz
 Presidency of Richard Nixon
 HW: Read 894-903; ((885- 895)
Tuesday (4/24)
 DBQuesday! Topic: Vietnam
 HW: read 903-915; (895-907)
Wednesday (4/25):
 Discuss: Ford, Carter & the 1970’s
 HW: Reagan Reading
Thursday (4/26):
 Discuss: Ronald Reagan & the 1980’s
Friday (4/27):
 Practice AP test
 HW: Review Essay #5
Monday (4/30):
 Review essay #5 due
 Review AP Practice Test
Tuesday (5/1):
 DBQuesday! Topic: TBD
Wednesday (5/2):
 Essay practice, DBQ rotations
Thursday (5/3):
 AP Practice test
Friday (5/4):
 Review AP Practice test
Monday (5/7):
 FINAL EXAM PART I
 STUDY!
Tuesday (5/8):
 Review Final Exam Part I
 STUDY!!
Wednesday (5/9)
 Final Exam Part II
 STUDY!!!
Thursday (5/10):
 Review Final Exam Part II
 SLEEP!!!!!!
Friday, May 11th:
Succeed on AP U.S. History test!!!!
Appendices to Syllabus
1. AP U.S. History Review assignment
2. Review essay assignment
3. Introduction to the DBQ
4. Teaching essay writing: the first 9 weeks
Appendix 1:
AP U.S. History
Review Assignment 2012
Overview: The purpose of this assignment is to create a comprehensive document which will allow
students to succeed on the AP test.
Directions: Working in groups of no more than 3 (groups may be smaller because ALL topic areas will be
assigned), students will create a comprehensive review packet for a given unit. The review document will
consist of six components:
1. A glossary of terms specific to that unit (50-75 key events, terms, cases, people, or legislation)
2. A 2-3 page overview of the time period, highlighting key events, people, and controversies.
3. Sample essay responses to sample essay questions
4. 15-20 era-specific multiple choice questions of appropriate difficulty
5. A visual summary of events and developments specific to the era (PowerPoint)
The document should be submitted electronically, turned in two weeks prior to discussion in order
that Mr. Parker may make sufficient copies for all members of the class. Student assignments are due on
Thursday, April 5th and student presentations and discussions will begin on Monday, April 16th.
Student presentations will consist of highlighting key themes, events, and vocabulary for a given
unit and sharing information that will be helpful for the AP test. Student presentations will be scheduled
for 20 minute blocks before or after school, allowing students who wish to attend these study sessions the
opportunity to do so. Presentations should be polished and focused, imparting the key information to
students who are experts in other areas. The structure of the presentations will be left to the creative minds
of the respective groups, but excellence in the preparation of the document and the presentation of the
material is NON-NEGOTIABLE. DO NOT MERELY READ THE MATERIAL TO US. (We are
quite capable of reading on our own).
Glossary: For each unit, students must prepare a glossary of key terms, concepts, people, and events.
There should be between 50-75 entries complied from the readings and supplemental materials provided.
Choose only the most significant terms that students will use on the test, but do not waste space by defining
terms with which students are already familiar (e.g. president: dude who leads country...)
Overview: A brief synopsis (no more than 2-3 pages) of the key issues, buzzwords, controversies and
concerns will refresh student memories and provide a useful general picture of the time period on the
whole. While I realize that condensing the information into 2 pages will be quite challenging, I also believe
this will force students to focus on key ideas and concepts (detail may appear in the essays).
Essays: For each unit, a number of essay questions will be provided. The number of people in each group
will determine the number of questions that will be answered (1 per person in the group – 3 essays max).
Answers should be brilliant (obviously), but also reflect the time constraints that exist on the test (in other
words, a 6 page essay response, while nice, in no way reflects what an acceptable thoughtful answer on the
test would look like). Each member should read the essay responses of other group members to guarantee
quality control and to polish the edges. Each essay question must be approved by Mr. Parker or chosen
from a list provided by Mr. Parker. We want to make sure that responses are crafted for the best
questions of the era. The responses must be yours, not models taken from online.
Multiple Choice: Select 15-20 questions from any AP study source or old test that are specific to your
unit. See to it that a number of topics from your era are covered in the questions chosen. DO NOT make
up your own questions. Please be sure to provide an answer key to accompany your questions. All
questions must offer 5 choices (A-E) to resemble questions that will be seen on the AP test.
Visual Summary: Choose significant events from your era of study, place them in the appropriate order,
offer a brief synopsis of the major topics, then create appropriate visuals to accompany the topics. DO
NOT merely copy the timeline in your textbook or a timeline from online.
Units assigned
Colonial Period (1607-1763)
Ariel, Natalie, Sean
American Revolution (1763-1781)
Sara P., Lizzie
Constitutional Period/Critical Period/Federalist Period (1781-1800)
Alex, Lucas, John R., Luke
New Nation (1800-1824)
Jacob M., Tyler, Molly
Jacksonian Democracy (1824-1848)
1) Kadee, Alyssa
2) Courtney, Julia, Reece, Connor K.
Reform Movements (1830s-1840s)
Austin, Josh, Tim, Billy
Manifest Destiny (???? - 1850)
Cody, Dustin
Sectional Conflict & Civil War (1848-1865)
1) Louie, Luis, Cody
2) Ojeen
Reconstruction (1864-1877)
Jessica, Felicia
New South and the “Old “West (1865-1890)
Thomas, Nick
Industrialization, Urbanization, and Immigration (late 19th century)
Elizabeth
Progressive Movement (1890-1914)
1) Unknown students
2) Alexis, Alexis, Sydney,
1) Josie, Celeste
2) Payton, Melanie
Foreign Policy / Imperialism
Dakota, Melyssa
World War I (1890-1919)
Sara P., Zane, Eric B.
1920’s (figure it out)
1) Jake Q., Bryan E., John C., Sam C.
2) Sheila, Alberto, Erica
Great Depression & New Deal (1929-1940)
Justin, Brenden, Mack, Daniel
Isolationism & World War II (1936-1945)
Lexi, Meredith, Megan, Shawna
Note to the following groups: You drew the short stick…..I will alter the assignment and the due date to
make this more equitable for these 3 groups.
Post-War foreign policy (1945-1960) *****
Jessica and Ryan
Post-War domestic policy (1945-1960)*****
Alexis, Athena, & April
Civil Rights and Civil Liberties (1954-1968)*****
Anissa, Jacob
***** For these units, we will not yet have covered the material in class. As a result, while the material
may be more contemporary, the units will be more challenging because they will not actually be review. I
will first assign all the other eras before considering these final eras.
Important Dates:
 Submit group preferences:
Monday, March 12th
 Receive group assignment:
Wednesday March 14th
 Complete Rough draft of assignment:
Monday, March 26th


Turn in final assignment:
Presentations begin:
Thursday April 5th
Monday, April 16th
AP U.S. History 2012
Review Project Essay assignments
Directions: Each review group is expected to compose thoughtful responses to questions germane to their
era of study. Below, you will find essay questions from prior AP tests divided by content. Each group has
been assigned a number of questions equal to the number of people in the group. Each member of the
group is responsible for a different question (you cannot write 3 responses to the same question…..), and
each individual should create a high level response to one of the essay questions (think of a 7-9 essay on
the rubric…). Note also that some of the questions are DBQ prompts; for these questions you will still
construct a thoughtful response to the prompt, but without the use of the documents.
Colonial Period (1607-1763)
Ariel, Natalie, Sean (choose 3 from the 4 provided)
1) How did economic, geographic, and social factors encourage the growth of slavery as an important
part of the economy of the southern colonies between 1607 and 1775? (2001).
2) Analyze the differences between the Spanish settlements in the Southwest and the English
colonies in New England in the seventeenth century in terms of TWO of the following:
 Politics
 Religion
 Economic Development
3)
Compare the ways in which religion shaped the development of colonial society (to 1740) in
TWO of the following regions.
 New England

Chesapeake
 Middle Atlantic
4) Evaluate the influence of religion on the development of colonial society in TWO of
the following regions.
 The Spanish Southwest
 New England
 New France
American Revolution (1763-1781)
Sara P., Lizzie (choose 2 from the 3 provided)
1) Analyze the impact of the American Revolution on both slavery and the status of women in the
period from 1775-1800. (2004).
2) Analyze the ways in which British imperial policies between 1763 and 1776 intensified colonials’
resistance to British rule and their commitment to republican values.
3) Analyze the political, diplomatic, and military reasons for the United States victory in the
Revolutionary War. Confine your answer to the period 1775-1783
Constitutional Period/Critical Period/Federalist Period (1781-1800) Alex, Lucas, John R.,
Luke (choose 4 from the 5 listed here)
1) Analyze the contributions of TWO of the following in helping establish a stable government after
the adoption of the Constitution.
 John Adams
 Thomas Jefferson
 George Washington
2) Settlers in the eighteenth century American backcountry sometimes resorted to violent protest to
express their grievances. Analyze the causes and significance of TWO of the following:




March of the Paxton Boys
Regulator Movement
Shays’ Rebellion
Whiskey Rebellion
3) Evaluate the extent to which the Articles of Confederation were effective in solving the problems
that confronted the new nation
4) To what extent was the United States Constitution a radical departure from the Articles of
Confederation?
5) Evaluate the relative importance of domestic and foreign affairs in shaping American politics in
the 1790’s.
New Nation (1800-1824)
Jacob M., Tyler, Molly
(choose 3 from the 4 listed)
1) To what extent was the election on 1800 aptly named the “Revolution of 1800”? Respond with
reference to TWO of the following areas:
 Economics
 Judiciary
 Foreign Policy
 Politics
2) Historians have traditionally labeled the period after the War of 1812 the “Era of Good Feelings.”
Evaluate the accuracy of this label, considering the emergence of nationalism and sectionalism.
Use the documents and your knowledge of the period 1815-1825 to construct your answer.
3) With respect to the federal Constitution, the Jeffersonian Republicans are usually characterized as
strict constructionists who were opposed to the broad constructionism of the Federalists. To what
extent was this characterization of the two parties accurate during the presidencies of Jefferson and
Madison?
4) Although the power of the national government increased during the early republic, this
development often faced serious opposition. Compare the motives and effectiveness of those
opposed to the growing power of the national government in TWO of the following.
 Whiskey Rebellion, 1794
 Virginia and Kentucky Resolutions, 1798-1799
 Hartford Convention, 1814-1815
 Nullification Crisis, 1832-1833 (2003 B).
Jacksonian Democracy (1824-1848)
Kadee, Alyssa (choose 2 from #s 1-3)
Courtney, Julia, Reece, Connor K. (choose 4 from #s4-8)
1) How did TWO of the following contribute to the reemergence of a two party system in the period 1820
to 1840?



Major political personalities
States’ rights
Economic issues
2) Analyze the extent to which TWO of the following influenced the development of democracy between
1820 and 1840:
 Jacksonian economic policy
 Changes in electoral politics
 Second Great Awakening
 Westward movement
3. In what ways did developments in transportation bring about economic and social change in the United
States in the period 1820 to 1860?
4. In what ways did developments in transportation bring about economic and social change in the United
States in the period 1820 to 1860?
5. Analyze the impact of the market revolution (1815-1860) on the economies of TWO of the following
regions:
 The Northeast
 The Midwest
 The South
6. To what extent did political parties contribute to the development of national unity in the United States
between 1790 and 1840 ?
7. In what ways and to what extent was industrial development from 1800 to 1860 a factor in the
relationship between the northern and southern states?
8. Compare the experiences of TWO of the following groups of immigrants during the period 1830 to
1860.
 English
 Irish
 German
Reform Movements (1830s-1840s)
1.
Austin, Josh, Tim, Billy (choose 4 from the 4  listed)
“Reform movements in the United States sought to expand democratic ideals.” Assess the validity
of this statement with specific reference to the years 1825-1850.
Use the following documents and your knowledge of the period 1825-1850 in constructing your
esponse.
2.
In what ways did the Second Great Awakening in the North influence TWO of the following:




3.
Abolitionism
Temperance
The cult of domesticity
Utopian communities
The Jacksonian Period (1824-1848) has been celebrated as the era of the “common man”. To
what extent did the period live up to its characterization? Consider TWO of the following in your
response.
 Economic development
 Politics
 Reform movements
4. Analyze the ways in which TWO of the following influenced the development of American society.
 Puritanism during the seventeenth century
 The Great Awakening during the eighteenth century
 The Second Great Awakening during the nineteenth century
Manifest Destiny (???? - 1850)
Cody, Dustin
(choose 2 from the 2  provided)
1.
Discuss the impact of territorial expansion on national unity between 1800 and 1850.
2.
The issue of territorial expansion sparked considerable debate in the period 1800–1855.
Analyze this debate and evaluate the influence of both supporters and opponents of
territorial expansion in shaping federal government policy.
Sectional Conflict & Civil War (1848-1865)
1.
1) Louie, Luis, Cody (choose 3 from #s 1-4)
2) Ojeen (answer question #5)
In what ways and to what extent was industrial development from 1800 to 1860 a factor in the
relationship between the northern and southern states?
2.
Analyze ways in which controversy over the extension of slavery into western territories
contributed to the coming of the Civil War. Confine your answer to the period 1845-1861
3.
In the early nineteenth century, America sought to resolve its political disputes through
compromise, yet by 1860, this no longer seemed possible. Analyze the reasons for this change.
Use the documents and your knowledge of the period 1820-1860 to construct your response.
4.
Analyze the social, political, and economic forces of the 1840s and early 1850s that led to the
emergence of the Republican Party.
5.
Analyze ways in which controversy over the extension of slavery into western territories
contributed to the coming of the Civil War. Confine your answer to the period 1845-1861.
Reconstruction (1864-1877)
Jessica, Felicia
(choose 2 from the 3 listed)
1.
Explain why and how the role of the federal government changed as a result of the Civil War with
respect to TWO of the following during the period 1861-1877:
 Race relations
 Economic development
 Westward expansion
2.
In what ways and to what extent did constitutional and social developments between 1860 and
1877 amount to a revolution?
Use the documents and your knowledge of the period 1860 to 1877 to construct your response.
3.
Evaluate the impact of political and economic developments in TWO of the following regions.
 The South
 The North
 The West
Focus your answer on the period between 1865 and 1900
New South and the “Old “West (1865-1890)
Thomas, Nick
(choose 2 from the 3 listed)
1) Following Reconstruction, many southern leaders promoted the ideas of a “New South.” To what
extent was this “New South” a reality by the time of the First World War? In your answer be sure
to address TWO of the following:
 Economic development
 Politics
 Race relations
2) How were the lives of the Plains Indians in the second half of the nineteenth century affected by
technological developments and government actions?.
Industrialization, Urbanization, and Immigration (late 19th century)
Juli, Bella (choose 2 from #s 1-3)
Alexis, Alexis, Sydney, Elizabeth (choose 4 from #s 4-8)
(NOTE TO BOTH GROUPS: Juli & Bella can concentrate on Chaps. 17 & 18. Alexis x2,
Sydney & Elizabeth will also do chap.17, but then focus on chap. 19 with the farmers/populists.)
1) Analyze ways in which farmers and industrial workers responded to industrialization in the Gilded Age
(1865-1900)
2) Identify and analyze the factors that changed the American city in the second half of the nineteenth
century
3) Choose TWO of the following organizations and explain their strategies for advancing the interests of
workers. To what extent were these organizations successful in achieving their objectives? Confine your
answer to the period from 1875 to 1925.
 Knights of Labor
 American Federation of Labor
 Socialist Party of America
 Industrial Workers of the World
4) For the years 1880 to 1925, analyze both the tensions surrounding the issue of immigration and the
United States’ government’s response to these tensions.
5) Analyze the ways in which technology, government policy, and economic conditions changed American
agriculture in the period 1865-1900
6) Analyze the reasons for the rise of the Populist movement in the late nineteenth century
7) How successful was organized labor in improving the position of workers in the period from 18751900? Analyze the factors that contributed to the level of success achieved.
8) Analyze the impact of any TWO of the following on the American industrial worker between 1865 and
1900.




Government actions
Immigration
Labor Unions
Technological changes
Progressive Movement (1890-1914)
Josie, Celeste (choose 2 from Essays 1, 3, and 5)
Payton, Melanie (choose 2 from Essays 2, 4, & 6)
9) How successful were progressive reforms during the period 1890-1915 with respect to TWO of
the following:



Industrial conditions
Urban life
Politics
10) To what extent did the role of the federal government change under President Theodore Roosevelt
with regard to TWO of the following:
 Labor
 Trusts
 Conservation
 World Affairs
11) Explain how TWO of the following individuals responded to the economic and social problems
created by industrialization during the late nineteenth and early twentieth centuries:




Jane Addams
Andrew Carnegie
Samuel Gompers
Upton Sinclair
12) Historians have argued that Progressive reform lost momentum in the 1920’s. Evaluate this
statement with respect to TWO of the following
 Regulation of business
 Labor
 Immigrants
13) Analyze the effectiveness of Progressive Era reformers in addressing problems of the late
nineteenth and early twentieth centuries. In your answer, focus on reform efforts in TWO of the
following areas.
 State and federal government
 The workplace
 Living conditions in cities
14) Evaluate the effectiveness of Progressive Era reformers and the federal government in bringing
about reform at the national level. In your answer be sure to analyze the successes and limitations
of these efforts in period 1900-1920
Foreign Policy / Imperialism
Dakota, Melyssa
2) To what extent was late nineteenth century and early twentieth century United States
expansionism a continuation of past United States expansionism and to what extent was it a
departure?
Use the documents and your knowledge of Unites States history to 1914 to construct your
response.
3) Analyze the extent to which the Spanish-American War was a turning point in American foreign
policy
World War I(1890-1919):
Sara P., Zane, Eric B.
1. Analyze the ways in which the federal government sought support on the home front for the war
effort during the First World War.
2.
Assess the relative influence of THREE of the following in the American decision to declare war
on Germany in 1917:





3.
German naval policy
American economic interests
Woodrow Wilson’s idealism
Allied propaganda
America’s claim to world power (1995).
To what extent did the United States achieve the objectives that led it to enter the First World
War?
1920’s
Jake Q., Bryan E., John C., Sam C.
(choose 4 from the 5 provided)
Sheila, Alberto, Erica
(choose 3 from the 5 provided)
1) How did TWO of the following help shape American national culture in the 1920’s?
 Advertising
 Entertainment
 Mass production
2) To what extent and why did the United States adopt an isolationist foreign policy in the 1920’s
and 1930’s? (1998).
3) In what ways did economic conditions and developments in the arts and entertainment help create
the reputation of the 1920’s as the Roaring Twenties? (1999).
4) Describe and account for the rise of nativism in American society from 1900 to 1930.
5) Historians have argued that Progressive reform lost momentum in the 1920’s. Evaluate this
statement with respect to TWO of the following:
 Regulation of business
 Labor
 Immigrants
Great Depression & New Deal (1929-1940)
the 5 provided)
Justin, Brenden, Mack, Daniel (choose 4 from
1) How successful were the programs of the New Deal in solving the problems of the Great
Depression? Assess with respect to TWO of the following
 Relief
 Recovery
 Reform
2) How and for what reasons did United States foreign policy change between 1920 and 1941? Use
the documents and your knowledge of the period 1920-1941 to construct your response.
3) Analyze the responses of Franklin D. Roosevelt’s administration to the problems of the Great
Depression. How effective were these responses? How did they change the role of the federal
government?
4) Compare and contrast the programs and policies designed by the reformers of the Progressive era
to those designed by reformers of the New Deal period. Confine your answer to programs and
policies that addressed the needs of those living in poverty
5) Analyze the ways in which the Great Depression altered the American social fabric in the 1930’s
Isolationism and World War II:
1.
Lexi, Meredith, Megan, Shawna (only 2 assigned)
Analyze the home-front experiences of TWO of the following groups during the Second World
War.
 African Americans
 Japanese Americans
 Jewish Americans
 Mexican Americans
2. Evaluate the impact of World War II on each of the following:

Industry
 Women
 Ethnic minorities
Post-War Foreign Policy (1945-1960): Jessica and Ryan
(Choose 2 from the 3 provided)
(due 4/13))
1) Analyze developments from 1941 to 1949 that increased suspicion and tension between the United
States and the Soviet Union
2) Compare and contrast United States foreign policy after the First World War and after the Second
World War. Consider the periods 1919-1928 and 1945-1950.
3) What were the Cold War fears of the American people in the aftermath of the Second World War? How
successfully did the administration of President Dwight D. Eisenhower address these fears?
Post-War Domestic Policy (1945-1960) Alexis, Athena, & April
(due 4/20)
1. Analyze the extent to which the 1920’s and the 1950’s were similar in TWO of the following areas:
 Impact of technology
 Intolerant attitudes
 Literary developments
2. While the United States appeared to be dominated by consensus and conformity in the 1950’s, some
Americans reacted against the status quo. Analyze the critiques of United States society made by
TWO of the following:
 Youth
 Civil Rights Activists
 Intellectuals
3. Compare and contrast United States society in the 1920’s and the 1950’s with respect to TWO of the
following:
 Race relations
 Role of women
 Consumerism
Civil Rights and Civil Liberties (1954-1968) Anissa, Jacob
(due 4/23)
1. Analyze the changes that occurred during the 1960’s in the goals, strategies, and support of the
movement for African-American civil rights
2. African American leaders have responded to racial discrimination in the United States in a variety of
ways. Compare and contrast the goals and strategies of African American leaders in the 1890s –1920s with
the goals and strategies of African American leaders in the 1950s –1960s.
Appendix 2:
APUSH Review Essay Project
Spring 2012
Overview: The review essay assignment is intended to sharpen students’ writing abilities,
facilitate meaningful review of previous units, and hone analytical skills by soliciting thoughtful
feedback.
In the weeks leading to the AP U.S. History exam, students will compose a thorough and
thoughtful response to one of three prompts provided. Students will receive AP rubrics to
accompany each prompt, along with a model of an unusually strong response. Each Monday,
students will arrive to class with a completed response. In the days that follow, each student who
completed an essay will take a different essay home to evaluate and offer meaningful, rubricspecific commentary. Each evaluator will highlight appropriate portions of the rubric, compose
3-4 sentences of feedback, and assign a score on the rubric out of 9. After 3 readings, the average
of the 3 scores will serve as the student’s grade for the essay. (As always, when you get your
essay back, if you feel the average grade does not properly reflect the score you think the paper
should receive, I will ask you to evaluate the essay with the rubric, then I will do so. You will
never receive a lower grade as a result of initiating this discussion.)
Stipulations:
 Please use your ID #, not your name, when submitting your essay response.
 You may discuss the prompt 24/7 for 6 days. You may have History parties with friends
devoted to the AP prompts and the rubrics. You may peruse old notes. You may re-read
textbook chapters (or read chapters for the first time…..). You may devour every
possible source at your disposal. BUT WHEN YOU SIT DOWN TO WRITE, YOU
MAY NOT USE ANY OF THESE MATERIALS. This is intended as essay practice, so
confine your response to 30 minutes of writing.
 You may type your responses, particularly if you have illegible handwriting. (Irony: if
that last sentence was handwritten, none of you would have any idea what it said….)
 Students will earn a grade for the essay (Essay category – 19 points possible) AND
students will receive points (HW category 10 points possible) for evaluating essays
written by peers.
 If you are absent on Monday, the essay is due when you arrive on Tuesday. Essays that
arrive late will take the average from 2 readings.
 If you DO NOT turn in an essay on Monday, you may still submit an essay on Tuesday in
order to get ½ credit for the essay and full credit for evaluating essays composed by
peers.
 Arrive in class with essay completed and corresponding rubrics stapled behind the essay.
Completing this task in advance will preserve precious class time.
 While you may consul with peers and study the model, the final product must be your
own. Any essay that parallels the model too closely or parallels the work of a peer too
closely, will receive a “0” for plagiarism.
 There is no reason not to submit an essay on Monday. You will possess the prompts,
the rubrics, a model essay and a week to write your response.
Review Essay evaluation procedures
Monday:
BEFORE CLASS BEGINS:
1) Enter class with a completed response to the prompt and walk to the back table.
2) Select rubric that corresponds to the prompt you have selected. Ignore the other two rubrics.
3) Please staple the appropriate rubric packet (3 rubrics) to the BACK of your response.
4) Please place your essay in the box that corresponds with the class period (1 or 2) and the number
of times evaluated by a peer coach. (Note: on Monday, all submitted Essays will go in the “Not
yet Read” box).
5) Return to your seat to begin work on bellringer prompt.
6) (In Class) At the end of the allotted time for the bellringer, essays will be distributed for you to
take one home and evaluate Monday evening.
Tuesday
BEFORE CLASS BEGINS:
1) Enter class with a completed response that you have thoughtfully evaluated.
2) Please place the carefully evaluated essay in the box corresponding to the number of times it has
been evaluated. (Note: On Tuesday, all submitted essays should be placed in the “Read Once” box
corresponding to the correct class period).
3) Return to your seat to begin work on DBQuesday.
4) (In Class) As you turn in your DBQ response, you will pick up an essay to evaluate on Tuesday
evening.
Wednesday
BEFORE CLASS BEGINS
1) Enter class with a completed response that you have thoughtfully evaluated.
2)
Please place the carefully evaluated essay in the box corresponding to the number of times it has
been evaluated. (Note: On Wednesday, all submitted essays should be placed in the “Read Twice”
box corresponding to the correct class period).
3)
Return to your seat to begin work on bellringer prompt.
4)
(In Class) At the end of the allotted time for the bellringer, essays will be distributed for you to
take one home and evaluate Wednesday evening.
Thursday
BEFORE CLASS BEGINS
1) (At home) Calculate the average of the three evaluations. Circle the number and place it on the
front page near the student ID #.
2) Enter class with a completed response that you have thoughtfully evaluated.
3) Please place the carefully evaluated essay in the box corresponding to the number of times it has
been evaluated. (Note: On Thursday, all submitted essays should be placed in the “Completed”
box corresponding to the correct class period).
4) Return to your seat to begin work on bellringer prompt.
Friday
1) Essays will be returned to the original writers.
2) Please take time to re-read the response you initially composed as well as the commentary
provided by the peer coaches.
If you are absent on Monday……
 When you return to class, take the appropriate rubric from the Monday folder and staple the rubric
to the back of your essay. Place the essay in the “Not Yet Read” folder.
If you are absent on Tuesday, Wednesday, or Thursday….
 When you return to class, place the essay you have evaluated in the appropriate box (“Read
Once”, “Read Twice”, or “Completed”)
If you have an essay that has been evaluated fewer times than the day of the week might suggest the
essay should have been graded (that was harder to word than I thought…..):
 Don’t panic. It means that, as a result of an absence at some point during the week, that essay fell
out of the daily rotation. When you finish evaluating the essay, please put it in the appropriate box
corresponding with the number of times the essay HAS been evaluated.
 If you have an essay that has only been graded TWICE by Wednesday night, take the average of
those two grades rather than the average of three.
Feedback is a
Gift!
Expectations for Peer Coaching:
 Please make sure that you have written the writer’s ID # in the upper right hand corner of the
rubric and your ID # in the bottom right hand corner of the rubric.

Please highlight appropriate vocabulary used as support throughout the essay.

You may write on the essay and “converse” with the writer by offering historical, analytical, or
structural suggestions. You may be complimentary, but never derogatory. If the work is not
particularly strong, offer feedback that would enhance the quality of the essay.

Highlight the appropriate parts of the rubric that most closely match the level of the student
response. Use the language and direction of the rubric to determine the score for the essay.

After reading the essay and evaluating the response according to the rubric, please assign the essay
a grade on the 9 point rubric.

After 3 readings, calculate the average by dividing the scores by the number of times the essay has
been read. When necessary, calculate the average to the nearest hundredth of a point. (For
example, an average score of 7.66666666666 would be 7.67). Record the number on the front of
the student’s essay by the ID #, and circle the number as well.
REVIEW QUESTIONS #1: Choose one of the 3 following questions. Take as much time as you need to
review and/or study, but devote no more than 30 minutes to constructing and completing the essay. (Hint: it
is probably a good idea to consider all questions very carefully, even though you will answer only one).
1.
“Geography was the primary factor in shaping the development of the British colonies in North
America.” Assess the validity of this statement for the 1600’s.
2.
Analyze the political, diplomatic, and military reasons for the United States victory in the
Revolutionary War. Confine your answer to the period 1775–1783.
3.
The French and Indian War (1754-1763) altered the relationship between Britain and its North
American colonies. Assess this change with regard to TWO of the following in the period
between 1763 and 1775.
 Land acquisition
 Politics
 Economics
REVIEW QUESTIONS #2: Choose one of the 3 following questions. Take as much time as you need to
review and/or study, but devote no more than 30 minutes to constructing and completing the essay. (Hint: it
is probably a good idea to consider all questions very carefully, even though you will answer only one).
6) To what extent was the United States Constitution a radical departure from the Articles of
Confederation?
2)
Discuss the impact of territorial expansion on national unity between 1800 and 1850.
3) To what extent was the election on 1800 aptly named the “Revolution of 1800”? Respond with
reference to TWO of the following areas:
 Economics
 Judiciary
 Foreign Policy
 Politics
REVIEW QUESTIONS #3: Choose one of the 3 following questions. Take as much time as you need to
review and/or study, but devote no more than 30 minutes to constructing and completing the essay. (It is
probably a good idea to consider all questions very carefully, even though you will answer only one).
1) In what ways did the Second Great Awakening in the North influence TWO of the following:




Abolitionism
Temperance
The cult of domesticity
Utopian communities
2) The Jacksonian Period (1824-1848) has been celebrated as the era of the “common man”. To
what extent did the period live up to its characterization? Consider TWO of the following in your
response.
 Economic development
 Politics
 Reform movements.
3) Analyze the impact of the market revolution (1815-1860) on the economies of TWO of the
following regions:
 The Northeast
 The Midwest
 The South
REVIEW QUESTIONS #4: Choose one of the 3 following questions. Take as much time as you need to
review and/or study, but devote no more than 30 minutes to constructing and completing the essay. (It is
probably a good idea to consider all questions very carefully, even though you will answer only one).
1.
Analyze the ways in which controversy over the extension of slavery into western territories
contributed to the coming of the Civil War. Confine your answer to the period 1845–1861.
2.
Analyze the effectiveness of political compromise in reducing sectional tensions in the period
from 1820 to 1861.
3.
Analyze ways in which farmers and industrial workers responded to industrialization in the Gilded
Age (1865-1900).
REVIEW QUESTIONS #5: Choose one of the 3 following questions. Take as much time as you need to
review and/or study, but devote no more than 30 minutes to constructing and completing the essay. (It is
probably a good idea to consider all questions very carefully, even though you will answer only one).
11) How did TWO of the following help shape American national culture in the 1920’s?
 Advertising
 Entertainment
 Mass production
12) Analyze the roles that women played in Progressive Era reforms from the 1880s through 1920.
Focus your essay on TWO of the following.
 Politics
 Social conditions
 Labor and working conditions
13) Compare and contrast the programs and policies designed by the reformers of the Progressive era
to those designed by reformers of the New Deal period. Confine your answer to programs and
policies that addressed the needs of those living in poverty.
REVIEW QUESTIONS #6: Choose one of the 3 following questions. Take as much time as you need to
review and/or study, but devote no more than 30 minutes to constructing and completing the essay. (Hint: it
is probably a good idea to consider all questions very carefully, even though you will answer only one).
1) Analyze the effects of the Vietnam War on TWO of the following in the United States in the
period from 1961 to 1975.
 The presidency
 The population between 18 and 35 years old
 Cold War diplomacy
2) Compare and contrast United States foreign policy after the First World War and after the Second
World War. Consider the periods 1919-1928 and 1945-1950.
3) Analyze the successes and failures of the United States Cold War policy of containment as it
developed in TWO of the following regions of the world during the period 1945 to 1975.
 East and Southeast Asia
 Europe
 Latin America
 Middle East
Appendix 3:
Introduction to the DBQ (Document Based Question)
Responses to the document based question are very similar to essay responses to free response questions or
prompts. The only significant difference is that students are required to use evidence from the documents
provided to support their argument. Though the DBQ often intimidates students initially the skills required
to answer the DBQ successfully are skills we will consistently practice.
Step 1: READING THE QUESTION
1) What is the question asking?
2) Be sure to answer ALL parts of the question.
3) What do you already know about the topic? Without documents, how might you respond to the
prompt?
4) Develop a rough draft of an argument/thesis
Note: Most DBQ’s ask very general question with which you are already familiar. As a result, you can
begin to organize your thoughts and information before you even look at the documents. You CANNOT
answer the question without using the documents at all, but taking some time to think about the question
before reading the documents will provide some context when interpreting the documents.
Step 2: INTEPRETING THE DOCUMENTS
1) Write on the documents:
 Highlight and underline key pieces from the documents. Do so sparingly – if you
highlight or underline too much, you have defeated the purpose.
2) Identify the source of each document:
 Each document begins with a “tag”- an explanation of the source of the document. Often
times, there is a great deal of information to learn from the tag. The brief explanation
may serve as a clue - a name, an event, a place – that may have otherwise been forgotten.
Additionally, the tag may help reveal bias, aiding the interpretation of the document.
3) Summarize and categorize the documents
 As you read the documents, briefly summarize them in the margins. If the question asks
you to support one side or another, a simple “+” or “-“ next to the document may prove
useful
4) Connect the content of the document to relevant outside information
 Treat each document as a springboard to appropriate historical vocabulary. Frequently,
the documents attempt to guide you to a particular topic. Often, the content of the
document is not as important as the larger issue it has been included to represent.
5) Look for patterns or anomalies:
 When interpreting charts, graphs, or tables, seek to find the trend or the unusual pattern.
Seek to explain what causes the trend or any dramatic change in the pattern.
Step 3: ORGANIZING THE INFORMATION
1) Create categories for the information
 Take time to organize your “outside” information and the documents into appropriate
categories that address all parts of the question. It is imperative that your response
address all parts of the question, and to do this successfully, you must include “outside”
information and documents as support.
 By placing the information in the correct categories at this stage, it will make it easier
when it is time to write your body paragraphs. The categories will serve as the topics of
your body paragraphs and the information in the categories will serve as support for your
argument.
2) Construct an outline for your response
 In your argument paragraph, provide some background information about the topic,
building a bridge between an overview of the era and a specific response to the question
asked.
 Write a meaningful thesis that does not merely restate the question, but responds to all
parts of the question.
Step 4: WRITING THE ANSWER
1) Craft meaningful topic sentences that seek to analyze rather than describe. Topic sentences should
parallel the thesis, with each topic sentence addressing a piece of the argument.
2) Use relevant support in appropriate places
 In each body paragraph, carefully select evidence that serves as support for the argument
you are making. Incorporate “outside” information and evidence gathered from the
documents as support for the argument.
3) Cite documents when appropriate, though it is not always necessary to cite
 In text citation: “As Document B indicates….”
 Parenthetical documentation: The South believed they were defending states’ rights (Doc. B).
 Refer to the tag: The Southern Democratic Part platform clearly indicates that the South
believed that they were defending states’ rights.
 There are times, when referring to a table, cartoon, graph, or chart, where an in text citation
may be unavoidable. However, the most sophisticated responses rarely include citations; the
flow and quality of the argument makes it abundantly clear that the writer is incorporating
evidence from the documents without necessarily pausing to cite them.
4) USE, do not merely copy, the documents
 A DBQ sin is to rewrite a document instead of analyzing it. Avoid lengthy quotes. Use the
allotted time and space to analyze the document and explain how it contributes to your
argument.
 Do not be a “tour guide”, walking the reader through the documents. Do not list the
documents – use them as support for your argument
5) Write thoughtful concluding sentences at the end of every paragraph that return the focus to the
argument.
Appendix 4:
AP U.S. History
Teaching Essay and DBQ writing
First 9 weeks
Essays:
1.
Read and understand the question:
 Look for conjunctions (and/or)
 Address ALL parts of the question
 For those questions where a specific window of time was chosen, why were those years
selected?
 Teach kids how to answer a “To what extent” question. The great majority of AP essays
can be translated into a “To what extent” question. (ie Evaluate the relative importance,
assess the validity, etc.)
2.
Brainstorm outside information/ vocabulary
3.
Develop an argument paragraph that responds to all parts of the question
 Set the time period
 Include relevant vocabulary whenever appropriate. Demonstrate mastery of the
vocabulary in order to demonstrate mastery of the language of AP U.S. History.
 Craft an argument that explicitly addresses the complexity of the question (DO NOT
MERELY RESTATE THE QUESTION!)
 Use “Although” to start any argument (later can use “whereas”, “while”, or other
synonyms)
 Example: “Although foreign affairs played a meaningful role in distinguishing the
Federalists and the Jeffersonian Republicans, constitutional issues and domestic events
had a far greater impact on shaping the political landscape that divided the two political
parties during the first party system.
Argument formula:
Although (other side of the argument – body paragraph 1), (main argument – body paragraph 2).
4.
Create useful topic sentences to guide reader and keep focus on the argument.
 Break the question into its component parts and address one piece per body paragraph.
The answer to each piece of the question becomes the topic sentence for each of the
respective body paragraphs
 Guide student topic sentences by starting questions with “HOW”
 Example (body par. 1): “How did foreign affairs shape American politics in the 1790’s?
 Example (body par. 2): “How did domestic affairs shape American politics in the
1790’s?”
5.
Fill body paragraphs with relevant historical info
6.
Return to the argument at the end of every body paragraph.
Essay writing by unit:
1. Colonial period
 Week 1: 1993 DBQ
a. (I give them the essay question, but not the documents)
b. write for 30 minutes, but the essay is not collected
c. share rubric for the grading of the essay
d. share models
e. evaluate models using the nine point rubric
f. do not collect, do not grade first essays

Week 2: Include essays as part of first test (Provide 2 of these, students select
one to respond to in 30 minutes); use rubric and highlight appropriate pieces
when grading student essays
a.
How did economic, geographic, and social factors encourage the
growth of slavery as an important part of the economy of the southern
colonies between 1607 and 1775? (2001)
b.
Compare the ways in which religion shaped the development of
colonial society (to 1740) in TWO of the following regions.
 New England

Chesapeake
 Middle Atlantic (2002)
c.
d.
“Geography was the primary factor in shaping the development of the
British colonies in North America.” Assess the validity of this
statement for the 1600’s. (2005B).
Compare and contrast the ways in which economic development
affected politics in Massachusetts and Virginia in the period from 1607
to 1750. (2005).
2.
American Revolutionary period
 Week 3: Show models of colonial test responses
 Week 4: Walk through DBQ process with 1999 (Identity & Unity) DBQ
3.
Constitutional Period
 Week 5: Peer editing student responses. If done properly, this can be an invaluable
tool. By evaluating the work of others, students will be exposed to a multiplicity of
potential responses, and will be forced to constantly consider what a good response
looks like and how any one response could be improved.
 Articles of Confederation question: (Evaluate the extent to which the Articles of
Confederation were effective in solving the problems that confronted the new nation.
(2003).)
a. students respond to the question in 30 minutes
b. discuss question and rubric with students
c. share models with students
d. allow students to grade their own essays with the rubric
e. have 2 additional students evaluate the essay and offer
commentary, without seeing the work of the other two
evaluators
f. each student should assign a grade on the 9 point rubric. The
average of the three grades would be the student’s score
g. I do not record this grade, but the feedback is most helpful, as
is the process.
4.
The New nation and the Era of Jefferson
 Week 6: introduce “essay bombardment”. Give students an era-specific essay
question. Instruct the students that they have 7 minutes to write an argument
paragraph and brainstorm as much relevant vocabulary as possible.
 At the end of 7 minutes, go around the room and collect as much vocab. As possible;
everyone should be able to contribute 1 germane name, term, event, idea that could
be used in the essay.
 Later in the year, I will randomly ask students to read their responses from the 7
minute writing period, but I exercise discretion (take volunteers) this first time
 Later in the year, have students write the argument paragraph, brainstorm vocab.,
AND write topic sentences for each paragraph
 Week 7: Include 30 minute essay as part of test
a. To what extent was the election on 1800 aptly named the
“Revolution of 1800”? Respond with reference to TWO of the
following areas:
 Economics
 Judiciary
 Foreign Policy
 Politics (2004B)
b. Evaluate the relative importance of domestic and foreign affairs in shaping
American politics in the 1790’s. (1994)
c. Analyze the contributions of TWO of the following in helping establish a
stable government after the adoption of the Constitution.
 John Adams
 Thomas Jefferson
 George Washington (2002)
Weeks 8-9: Practice DBQs and write at least 1full DBQ

Historians have traditionally labeled the period after the War of 1812 the “Era of Good
Feelings.” Evaluate the accuracy of this label, considering the emergence of nationalism and
sectionalism.
Use the documents and your knowledge of the period 1815-1825 to construct your answer.
(2002 B DBQ).

“Reform movements in the United States sought to expand democratic ideals.” Assess the
validity of this statement with specific reference to the years 1825-1850.
Use the following documents and your knowledge of the period 1825-1850 in constructing your
response. (2002 DBQ).

To what extent did the American Revolution fundamentally change American society? In
your answer, be sure to address political, social, and economic effects of the Revolution from
1775 to 1800. (DBQ 2005).
One last random idea
“Build an argument”: An awkward cousin to “essay bombardment”
 Give students a question
 Give them each 4 minutes to begin the response to the question
 At the end of four minutes, they must hand the essay to the next person in the row.
 Give the next person 5 minutes to read what has been written so far, then continue to develop
the argument from where the last write ended.
 Continue the rotation, adding one minute each time, until essays arrive back to their initial
owner.
 This process forces kids to think carefully about how to develop an argument and how to
incorporate meaningful evidence and support at the appropriate times. I only started doing
this two years ago, but the time flies and the kids really seem to enjoy it and benefit from it.