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The Early College at Guilford2018-2019 AP US History Syllabus
Course Title: Advanced Placement US History Credit: OneClassification and Maximum Weight: AP: 5 Quality PointsPrerequisites/Co-requisites: Turning Points in American HistoryInstructor Information: Morris Johnson
Course Description:A detailed description of AP U.S. History found at the following website: http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/3501.html
Course ExpectationsThis course has two main goals for students. First, to prepare students to master the Advanced Placement Exam in U.S. History and, more importantly, help prepare students to be more perceptive and informed individuals.
By the end of the course students will: be able to analyze the actions of groups of Americans and individuals and understand
how these actions affected the economic, social and political development of the nation.
be able to understand and defend a variety of historical points of view on a given issue, even if they do not agree with those positions or conclusions
learn to express ideas clearly and concisely, both verbally and on paper
be able to absorb information from many different sources, including books, documents, pictures, graphs, charts, and maps.
This course stresses college-level reading and the development of those skills.
Texts and Supplementary Readers
Primary Text: [CR 1a]Bailey, Thomas Andrew, David M. Kennedy, and Lizabeth Cohen. The American Pageant. 13th ed. Boston: Houghton Mifflin, 2006.
Supplemental Texts: [CR 1c]Davidson, James West, and Mark H. Lytle. After the Fact: The Art of Historical Detection. 5th ed. New York: McGraw-Hill, 2005.
Gaddis, John Lewis. The Landscape of History: How Historians Map the past. Oxford: Oxford University Press, 2002.
Zinn, Howard. A People’s History of the United States. New York: Harper Perennial, 2005
Primary Sources and Historical Commentary [CR 1b] Bailey, Thomas Andrew, and David M. Kennedy. The American Spirit. 11th ed. Vol. 1. Boston: Houghton Mifflin Company, 2006.
Bailey, Thomas Andrew, and David M. Kennedy. The American Spirit. 11th ed. Vol. 2. Boston: Houghton Mifflin Company, 2006.
Each unit will contain the following activities
1. Eating the Elephant: Students will breakdown textbook and source readings. See Appendix A
2. Lecture and discussion of topics: Students will participate in discussions based on course topics. Reading quiz content is embedded in class discussions.
3. Primary Source Analysis: a. Students begin class with a primary or secondary source assignment emphasizing interpretation and analysis. Students will practice identifying the context and significance of the source. [CR 1b]b. For each chapter out of The American Pageant, students will complete Source/Quote assignments. [CR 1b]Description: Students are responsible for knowing the context and significance of sources (primary and secondary) and quotes in The America Pageant as well as others provided through lecture and supplementary sources.
Applications in the discipline of History: Historical interpretations are based on primary sources. Placing sources and quotes in the proper historical context and recognizing the importance of a source or quote forms the basis of understanding history.
Practical applications for the AP Exam: Multiple-choice questions on the AP Exam are based on interpreting and utilizing sources and quotes and putting them into proper historic context. The Document-Based question and many of the Short Answer questions are based on primary sources. The Document-Based essay is designed to evaluate a student’s ability to form a historical opinion (thesis) and use the sources to defend that opinion.
See Appendices B&C
4. A/B Identifications: Students will write IDs for each unit. Applications in the discipline of History: A student needs to recognize the term,
importance of the person or event, and finally fit the term into the larger story.
Practical applications for the AP Exam: IDs help students prepare for the multiple-choice questions by providing historical knowledge. IDs are the specific evidence students need to use to get full credit on AP Short Answer questions and essays.
See Appendix D
5. Historical Connections: Students will recognize, create, and write historical connections. Description: Students take two or more terms and express the historical relationship between them terms in a topic sentence supported by evidence in the form of a paragraph. Connections are “mini-essays.” [CR 12] [CR13a&b]
Applications in the discipline of History: Connections help students recognize the continuities and contingencies in American history. Students must engage historical themes and thinking skills to make acceptable connections.
Practical applications for the AP Exam: Recognizing continuities in history will help students “chunk” large amounts of information into more manageable sections. Each section of the exam requires students to make comparisons across different time periods. Connections are designed to help students recognize historical links, practice writing topic sentences (theses), and apply specific historic evidence to support a thesis.
See Appendix E
6. Short Answer and Essay Writing Assignment: Students will engage in a variety of activities designed to familiarize them with the format and requirements of AP-style Short Answer questions and essays. See Appendix F
7. Vocabulary: Students are required to identify and know specific historical vocabulary from readings and lecture. See Appendix G
8. Prompt Questions: Each class period, students will be presented with an opening question that addresses historical themes and thinking skills. See Appendices H&I
9. Unit Assessment: Students will complete a timed assessment at the conclusion of each unit. Below is a typical test with explanations.
Overview of a Typical AP US History Unit Assessment
Each section of the assessment is designed to help students develop stronger capabilities in information storage and higher order thinking skills.
Parts I and II are multiple-choice and simple identifications. These questions focus on knowledge and comprehension (with some analysis and synthesis.)(The Multiple-Choice questions are based on the Advanced Placement model. Simple Identifications are descriptions of important people, places, events, and ideas. The students must recall the person, place, event, or idea that meets the description.) Part III requires students to use historical vocabulary throughout sections IV-VIIPart IV is A/B Identifications. These questions combine knowledge and comprehension skills with application and analysis. Parts V through VII are connections, quotes/sources and Short Answer questions. These questions require students to utilize historical themes and thinking skills.
Pursued together, these tasks provide students with the foundation to write strong essays. Parts I through IV help students recognize the basic evidence needed in an essay. Part V, the connections, facilitates student essay writing by challenging them to develop a topic sentence and utilize the evidence necessary to defend it. Parts VI and VII, the quotes/sources and short answer provide students with the opportunity to develop skills for handling the Short Answer and Document-Based Questions.
See Appendices A-G for further information and descriptions.
AP U.S. History Course Outline (Note: Activities are subject to change)
Introduction to History
Text, Gaddis and LoewenStudents are introduced to:
the purpose of history as part of the humanities and social sciences learning how to recognize the interconnectedness of continuities and aberrations in
human societies The various interpretations of historical events
Base-line Essay: Students take a position using the point of views of Gaddis and Zinn on whether or not historians should always be truthful. [13a] Periods 1 & 2: Three Worlds Meet and the Struggle for North America [CR 2]1491-1607 & 1607-1754Text, Kennedy, Chapters 1-5Activity: Working in groups, students develop a brochure & presentation that analyzes reasons for the development of different labor systems in the following regions of British colonial
settlement: New England, the Chesapeake, the southernmost Atlantic coast, and the British West Indies. (WXT-4) [CR4] [CR 11]Activity: Students will read “Serving Time in Virginia” from After the Fact and discuss the uses and abuses of historical evidence. Students will complete a comparison/contrast activity between the information in After the Fact and The American Pageant. Activity: Students will read and discuss “The Visible and Invisible Worlds of Salem” from After the Fact. Students will write a short defense of one theory they believed was most effective. [CR 1b] [CR 6]
Chapter One – New World BeginningsPre-Columbian cultures, early explorations, introduction of slavery, Spanish and French claims, the rise of mercantilism Essay Writing Assignment #1: Introduction to A/B Identifications
Chapter Two -- The Planting of English America The Chesapeake and southern English colonies, ties with Caribbean economies, British mercantilism Essay Writing Assignment#2: Introduction to quotes and sources
Chapter Three – Settling the Northern ColoniesNew England and the Puritans, religious dissent, colonial politics and conflict with British authority, the middle colonies
Chapter Four -- American Life in the Seventeenth CenturyTobacco and rice colonies, African-American culture, colonial family life, dissent in New England and the Witch trialsEssay Writing Assignment#3: Introduction to connections (based on Gaddis’ model of continuities and aberrations)
Chapter Five -- Colonial Society on the Eve of the Revolution the Atlantic economy, the Great Awakening, education and culture, colonial politics.
Essay Writing Assignment #4: Writing the Advanced Placement Long essay: the “Compare/Contrast” essay (Compare the ways in which TWO of the following reflected tensions in colonial society: Bacon’s Rebellion (1676), Pueblo Revolt (1680), Salem Witch Trials (1692), Stono Rebellion (1739).) [CR 4] (CUL) [CR 5] [CR 11]
Period 3: From Colony to Republic (The American Revolution & Constitution) [CR 2]1754-1800Texts, Kennedy, Chapters 6-10Activity: Students read Howard Zinn’s Chapter 2 “Drawing the Color Line” from A People’sHistory of the United States. Students will engage in a Paideia seminar centered on the idea of identity. [CR 4] (ID)
EVENT: Trial of Great Britain – Students act as judge, legal teams, and jury to decide who is responsible for the American Revolution. (Studies in historical interpretation and making arguments) Students are directed to see the conflict as a world-wide issue. Though students will find sources on their own, they are directed to compare Zinn’s view with those of George Bancroft (History of the United States of America from the Discovery of the Continent), Andrew Hacker (The Triumph of American Capitalism), and Robert Brown (Middle-Class Democracy and the Revolution in Massachusetts) [CR 4] (WOR) [CR 6] [CR 8] Activity: Students will work in pairs to complete SOAPSTone outline for “Letters from an American Farmer” in the American Spirit. Discussion based on students’ outlines. [CR 7]
Chapter Six – The Duel for North AmericaColonial involvement in British imperial wars, consequences of the French and Indian War and the Proclamation of 1763
Chapter Seven – The Road to the RevolutionRoots of revolution and the role of mercantilism, end of salutary neglect, failure of diplomacy, first conflicts
Chapter Eight – America Secedes from the EmpireThe American Revolution, wartime diplomacy, life on the home front, women and the war, the impact of the war on the institution of slaveryEssay Writing Assignment#5: the “To What Extent” essay (To what extent had the colonists developed a sense of their identity and unity as Americans by the eve of the Revolution?) [CR 5] [CR 4] (ID)
EVENT: Constitutional Convention Reenactment – Students explore counter-factual history by taking on the roles of various delegates from the Constitutional Convention, researching the delegate’s positions, and arguing the major issues. [CR 7]
Assessment (9-10) Chapter Nine – The Confederation and the Constitution
The Articles of Confederation and the Constitution, the role of the Enlightenment, slavery and religion in the political process, wartime diplomacy
Chapter Ten -- Launching the New Ship of StateEarly national politics and economics, diplomacy during the French Revolution, the making of the office of the presidencyEssay Assessment #1: the “Compare/Contrast” and “To What Extent” essays
Period 4: The US Experiment in Democracy (Young Republic) [CR 2]1800-1848Text, Kennedy, Chapters 11-15Activity: Students are given an assignment to research one antebellum reform movement and explain how it fit into broader patterns of antebellum reform. [CR 4] (POL)
Short-Answer Question – Students will use detailed knowledge such as names, chronology, facts and events to answer questions on the “King Andrew the First” cartoon and one on a quotation by historian Eric Foner on Cherokee removal. [CR3]Activity: Students will compare and contrast the views and policies of Alexander Hamilton and Thomas Jefferson through historical actions and quotes. Students will use this information as a reference point throughout the periods to follow. [CR 11]Art Activity: Students will do analysis of Thomas Cole’s The Oxbow in relationship to the changes in post-War of 1812 America. [CR 4] (CUL)
Assessment (11-12) Chapter Eleven – The Triumphs and Travails of the Jeffersonian Republic
The “Revolution of 1800,” the Marshall Court, diplomacy of Jefferson and Madison, the Embargo Act, acceleration of expansion west
Chapter Twelve – The Second War for Independence and the Upsurge of NationalismThe War of 1812,The Era of Good Feeling, The American System, the diplomacy of expansion, forging a new national identityEssay Writing Assignment #6: the Document-Based Question essay (Relate to sources and quotes assignments) (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) [CR 5]Assessment (13-15)
Chapter Thirteen – The Rise of a Mass DemocracyJacksonian democracy and the Whigs, national policy toward American Indians, the era of the “common man,” expansion with the Texas revolution, slavery and sectionalism
Chapter Fourteen – Forging the National EconomyThe rise of the market economy, immigration and the increase in nativism, women in the workplace, the factory system, the transportation revolution, expansion west
Chapter Fifteen – The Ferment of Reform and CultureThe Second Great Awakening and the growth of reform, women’s roles in reform movements, creation of a national culture, advances in education and the sciencesEssay Assessment #2: Document-Based Question essay
Period 5: American Paradox Addressed: The American Civil War [CR 2]1844-1877Text, Kennedy, Chapters 16-22
Assessment (16-17) Chapter Sixteen – The South and the Slavery Controversy
Cotton culture, southern society and the impact of the plantation system, the rise of abolitionist movements
Chapter Seventeen – Manifest Destiny and Its Legacy MexicoExpansion under Polk, Manifest Destiny, war with Mexico
Essay Writing Assignment#7: the “Describe” essay (Describe the differences between proponents and opponents of the Mexican War and explain how these differences influenced presidential elections of the time period) [CR 5] [CR 4] (POL)
Assessment (18-19) Chapter Eighteen – Renewing the Sectional Struggle
Popular sovereignty, the Compromise of 1850 and the Fugitive Slave Law, the economics of expansion
Chapter Nineteen – Drifting Toward DisunionAbolition in the 1850s,the impact of Dred Scott, the financial panic of 1857,political crisis in the election of 1860,the coming of the Civil WarEssay Writing Assignment#8: the “Explain” essay (Explain the different opinions Northerners held on the institution of slavery and enslaved people) [CR 4] (CUL)[CR 5]
Assessment (20-22) Chapter Twenty – Girding for War
Wartime diplomacy, economic changes in both the North and the South, women and the war, issues of civil liberties in wartime
Chapter Twenty-one – The Furnace of the Civil WarThe Peninsula Campaign, the “Anaconda,” the war in the West, Sherman ’s March, Appomattox, the Emancipation Proclamation, the legacy of war in both the North and South
Chapter Twenty-two – The Ordeal of ReconstructionThe politics and economics of Reconstruction, experiences of freedmen, the rise of the Bourbon South and the fate of Reconstruction, impeachment politics and the balance of powerEssay Assessment#3: the “Describe” and “Explain” essays
Period 6: Super-sizing a Nation [CR 2]1865-1898Texts, Kennedy, Chapters 23-27Activity: Students will debate the question: Who was right about America: Hamilton or Jefferson? (See activity from Period 4) [CR 11] Activity: Students will sort specific actions by Andrew Carnegie and John D. Rockefeller into either the “Captain of Industry” or “Robber Baron” headings. Students will provide a short explanation of their decisions. Art Activity: Students will analyze works of art from John Singer Sargent and James Whistler and compare for similarities and differences with Thomas Cole’s The Oxbow. Students will discuss possible reasons for the differences. (see activity in Period 4) [CR 13] Assessment (23-24)
Chapter Twenty-three – Political Paralysis in the Gilded AgeThe rise of big business and the role of business in politics, class and ethnic conflict, the rise of Jim Crow, Populism
Chapter Twenty-four – Industry Comes of Age
Era of the Robber Barons, the lives of the working classes and the growth of unionism, government and politics of regulation, the United States in the world economyEssay Writing Assignment#9: the “Evaluate” and “Assess the Validity” essays(How successful was organized labor in improving the position of workers in the period from 1875 to 1900? Analyze the factors that contributed to the level of success achieved) [CR 5]
Assessment (25-26) Chapter Twenty-five – America Moves to the City
Urbanization, new waves of immigration, renewed instances of nativism, cultural life in urban America, the “New Woman,” African-American push for expanded civil rights
Chapter Twenty-six – The Great West and the Agricultural RevolutionThe close of the frontier and its impact, industrialization of agriculture and political dissent among farmersEssay Writing Assignment#10: the “Compare/Contrast” (between different time periods) essay (Booker T. Washington and W. E. B. DuBois offered different strategies for dealing with the problems of poverty and discrimination faced by black Americans at the end of the 19th and beginning of the 20th centuries. Compare and contrast one man’s strategies with those of Frederick Douglass) [CR 5]
Assessment (27) Chapter Twenty-seven – Empire and Expansion
American expansion overseas, a new age of imperialism, The Spanish-American War,The Open Door Notes, Roosevelt’s “Big Stick” diplomacy, Panama Canal, and Roosevelt CorollaryEssay Writing Assignment#11: the “Analyze” essay (Analyze the factors that influenced the Senate in ratifying the Treaty of Paris in 1899 and assess their relative significance) [CR 5]
Period 7: America Grows Up (The Progressive Era to WW II) [CR 2]1890-1945Text, Kennedy, Chapters 28-35Activity: Students will review photographs from various “muckrakers” and create reactions from various historical figures (e.g. Theodore Roosevelt, Jane Addams, John D. Rockefeller)Activity: Students will compare and contrast the Reform Movements of the Second Great Awakening with those of the Progressive Era. They will debate more similar or more different. [CR 11]
Assessment (28-30) Chapter Twenty-eight – Progressivism and the Republican Roosevelt
Progressive reform and the trusts, demographics of urbanization and the resulting political impact, environmental issues
Chapter Twenty-nine – Wilsonian Progressivism at Home and AbroadProgressive economic reform, diplomacy of neutrality, War in Europe
Chapter Thirty – The War to End War
War in Europe and war on the home front, propaganda and civil liberties, the politics behind the making of the Treaty of Versailles and its rejection by the U.S. Senate.
Essay Assessment#4: the “Evaluate,” “Assess the Validity,” “Compare/Contrast,” and “Analyze” essays
Assessment (31-33) Chapter Thirty-one – American Life in the Roaring Twenties
The “Red Scare ” and immigration issues, a mass-consumption economy, the Jazz Age and the Harlem Renaissance, traditionalism versus modernism
Chapter Thirty-two – The Politics of Boom and BustIsolationism in the 1920s,foreign debt and diplomacy, the coming of the Great Depression
Chapter Thirty-three – The Great Depression and the New DealFDR and “recovery, relief, reform,” demographic changes associated with the Depression, cultural changes in the 1930s,the Supreme Court and the balance of political power in governmentEssay Writing Assignment#12: Document-Based Question essay review(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) [CR 5]Essay Writing Assignment#13: the “Discuss” essay (How did TWO of the following help shape American national culture in the 1920s? Advertising, entertainment, mass production.) [CR 5]
Assessment (34-35) Chapter Thirty-four – Franklin D. Roosevelt and the Shadow of War
Roosevelt’s early foreign policy, German and Japanese aggression, The Atlantic Charter, Pearl Harbor
Chapter Thirty-five – America in World War IIWW II and the New Deal, impact of the war on American society, economic impact of WW II, Midway, Stalingrad, D-Day, Hiroshima and NagasakiEssay Assessment#5: the Document-Based Question and “Discuss” essays
Period 8: And the Newest Super Power is… (WW II to Reagan) [CR 2]1945-1980Text, Kennedy, Chapter 36-39Activity: Students will research popular music and debate its role in affecting public attitudes toward the Vietnam War. [CR 4] (CUL)Activity: Show documentary 1968 and then ask students to summarize the developments and characteristics of social and political movements in the United States for that year. To what extent were events in the United States connected to what was happening in Paris, Prague, and Mexico City? [CR12]
Activity: Using notes, primary sources, and selections from the documentary Eyes on the Prize, students construct a time line of the civil rights movement from Reconstruction tothe 1970s and annotate key turning points in the movement. [CR 4] (POL) [CR 9] [CR 10]
Assessment (36-37) Chapter Thirty-six – The Cold War Begins
Postwar prosperity and the Baby Boom, communism and containment, diplomacy and the Marshall Plan, the Korean War, the Red Scare, the United States as a world power
Chapter Thirty-seven – The Eisenhower EraConsumer culture in the 1950s,the civil rights revolution, McCarthyism, Cold War expansion, the space race, postwar literature and cultureEssay Writing Assignment#14: “Choosing the Right Essay for You” (Various selections)
Assessment (38-39) Chapter Thirty-eight – The Stormy Sixties
The Cold War continues, expansion of the war in Vietnam, the civil rights revolution and evolution, Johnson and the Great Society, immigration and demographic changes
Chapter Thirty-Nine – The Stalemated Seventies Rise of conservatism, economic stagnation, crisis over presidential power, environmental issues, feminism and the women’s movement, civil rights and affirmative action, foreign policy and the issue of oilEssay Writing Assignment#15: “Review of Possible Exam essay topics”
Period 9: This World Power-thing is Complicated! (The Eighties to the Present) [CR 2]1980-PresentText, Kennedy, Chapter 40-42Activity: Students use a graphic organizer to compare and contrast the causes and goals of each act as described in excerpts from the 1924, 1965, and 1990 Immigration Acts. CR 4] (PEO) [CR9]Activity: Students write a mock op-ed article for or against drilling for oil in the Arctic National Wildlife Refuge that cites precedents in U.S. law and history to justify their position. [CR 4] (ENV)Activity: Students will create a comparison chart between the evidence and analysis in The American Pageant and that in A People’s History of the United States. The chart should assess the goals and accomplishments of the Reagan; Bush, Sr.; Clinton; and Bush, Jr. administrations.
Assessment (40-42) Chapter Forty – The Resurgence of Conservatism
Reagan and the “New Right,” the end of the Cold War, Reaganomics, politics and the Supreme Court, globalization, war and diplomacy in the Middle East
Chapter Forty-one – America Confronts the Post-Cold War Era
Chapter Forty-two – The American People Face a New Century
Essay Assessment#6: Anything Goes
Review for AP ExamPractice Exam (Parts I and II)
Appendix A [CR 10]
Eating the Elephant – American Pageant: Unit1, Chapter 1Unit 1: Founding the New Nation
First Stepo I look at the title. Why did the authors select this title? o I look at the years. What, if anything is important about c. 33,000 BC? A.D.
1783? Second Step
o I identify the overall argument for the unit.
Chapter 1: New World Beginnings First Step
o I look at the title. OK, I see a repeat in the word new. Why?
o I look at the years. What, if anything is important about 33,000 B.C.? 1769?
Second Step
o I look at the quote. What does it mean? How does it connect to the title?
“I have come to believe that this is a mighty continent which was hitherto unknown. . . .Your Highnesses have an Other World here.
CHRISTOPHER COLUMBUS, 1498If I do not know what the quote means, I ask Mr. Johnson. If I do not what a word means, I GOOGLE it.
Third Step (IMPORTANT!)
o I identify the THESIS.
This dramatic accident forever altered the future of both the Old World and the New, and of Africa and Asia as well.
Fourth Step
o Start reading, paying attention to section headings, topic sentences, and specific information.
o I need to be able to link everything I read to the thesis
Appendix B [CR 12]When I approach a source, I think about how the image is connected the chapter thesis and the main point of the section/paragraph. For example, look at the image on page 16. The caption helps start your CONTEXT for the engraving.
CONTEXT: This engraving shows a Native American burial service following the efforts of Europeans to colonize the Americas. The Native Americans being buried have died from the diseases Europeans brought as part of the Columbian exchange. Native Americans had little immunity to disease such as smallpox and measles.
In addition to the caption and my own background knowledge, I have built this context from my reading of the textbook. Check out the yellow highlighted sections.
Now, I need to figure out the SIGNIFICANCE of the source. Again, I can use the text to help me. Check out the section highlighted in green.
Remember the THESIS for Chapter 1, “This dramatic accident forever altered the future of both the Old World and the New, and of Africa and Asia as well.” (page 5)
SIGNIFICANCE: Diseases brought by the Europeans killed upwards of 90% of the Native American population. The death of so many Native Americans weakened their societies and allowed Europeans to successfully establish colonies. The depopulation of Native Americans also pushed Europeans to turn to enslaved West Africans as a source of labor.
From the American Pageant, Chapter 1, page 15
“Unwittingly, the Europeans also brought other organisms in the dirt on their boots and the dust on their clothes, such as the seeds of Kentucky bluegrass, dandelions, and daisies. Most ominous of all, in their bodies they carried the germs that caused smallpox, yellow fever, and malaria. Indeed Old World diseases would quickly devastate the Native Americans. During the Indians’ millennia of isolation in the Americas, most of the Old World’s killer maladies had disappeared from among them. But generations of freedom from those illnesses had also wiped out protective antibodies. Devoid of natural resistance to Old World sicknesses, Indians died in droves. Within fifty years of the Spanish arrival, the population of the Taino natives in Hispaniola dwindled from some 1 million people to about 200. Enslavement and armed aggression took their toll, but the deadliest killers were microbes, not muskets. The lethal germs spread among the New World peoples with the speed and force of a hurricane, swiftly sweeping far ahead of the human invaders; most of those afflicted never laid eyes on a European. In the centuries after Columbus’s landfall, as many as 90 percent of the Native Americans perished, a demographic catastrophe without parallel in human history. This depopulation was surely not intended by the Spanish, but it was nevertheless so severe that entire cultures and ancient ways of life were extinguished forever. Baffled, enraged, and
vengeful, Indian slaves sometimes kneaded tainted blood into their masters’ bread, to little effect. Perhaps it was poetic justice that the Indians unintentionally did take a kind of revenge by infecting the early explorers with syphilis, injecting that lethal sexually transmitted disease for the first time into Europe.
So, the final product would look like this:
A. (context)
This engraving shows a Native American burial service following the efforts of Europeans to colonize the Americas. The Native Americans being buried have died from the diseases Europeans brought as part of the Columbian exchange. Native Americans had little immunity to disease such as smallpox and measles.
B. (significance)
Diseases brought by the Europeans killed upwards of 90% of the Native American population. The death of so many Native Americans weakened their societies and allowed Europeans to successfully establish colonies. The depopulation of Native Americans also pushed Europeans to turn to enslaved West Africans as a source of labor.
Here are the sources and quotes you should focus on for Friday’s assessment:
Sources: Pages 33, 35 (Sugar Mill), 48, 52, 59, 70 (Middle Passage), 79
Quotes: 28, 30, 36, 45, 67, 68 (both), 77
Appendix C
APUSH Significance Exercise for Sources, Quotes, etc.
Specific Information
General Information (Bigger Picture)
What did this mean at the TIME (Interpretation)
Where does this fit in with the Larger Concepts (Bigger Picture)
Appendix D
Directions for writing an A/B Identification
The “A” Sentence: This sentence should cover as many of the 5 “W’s” as possible (who, what, when, where, how.) In the “A” sentence you should RENAME the term (example: Christopher Columbus = A European explorer who…)
The “B” Sentence: This sentence should state the significance (importance) of the ID to United States history. Your “B” sentence should cover an immediate impact.
Use the following format for A/B Identifications
Example:1. Louisiana PurchaseA. In 1803 President Thomas Jefferson approved this land deal, buying all French land west of the Mississippi River and doubling the size of the nation. B. The purchase of this territory allowed the United States to control the Mississippi River and connect Americans on the frontier with those on the East Coast.
Appendix E
Connections Assignment [CR 8, 9, 10, 11, 12]Directions: For each of the following pairings, link them together in a historically significant topic sentence. A. Anne Hutchinson – Roger WilliamsB. Roger Williams – William PennC. New England Confederation – Dominion of New EnglandD. Glorious Revolution – Dominion of New EnglandE. Mayflower Compact – House of BurgessesF. Virginia Company – tobaccoG. Lord Baltimore – William PennH. Iroquois Confederacy – Powhatan Confederacy
Historical Connection Organizer
New Connection Past Connection
Description Description
Topic Sentence
Explain the Relationship
Example the class works through below: Articles of Confederation - Constitution
Historical Connection Organizer
New Connection Past Connection
Constitution Articles of Confederation
Description DescriptionThree branches of governmentLegislativeExecutiveJudicial
One branch of governmentLegislative
FederalismSupremacy clauseChecks and Balances
FederalismStates could ignore national government
Power to taxPower to enforce laws
No power to taxNo power to enforce laws
Topic SentenceThe Constitution repaired many of the weaknesses of the Articles of Confederation.
Explain the Relationship
Because the authors of the Articles of Confederation feared a strong national government that would treat the states as Great Britain had, they created a loose confederation with a weak national government and strong states. Under the Articles of Confederation the national government was unable to effectively raise taxes or enforce laws. The Constitution addressed these weaknesses by first dividing power between three separate branches of government, thus setting up a system of checks and balances. The Constitution gave the national government the power to tax and enforce laws. Finally, the Constitution included the Supremacy clause which made it clear that national law was superior to each individual state’s law.
Appendix FAP U.S. History Curriculum Framework
Assignment American Pageant Chapter 24
With your team:1. Review the short-answer model on page 104 of the APUSH Curriculum Framework2. Review the following historical images and quotes. 3. Select ONE image or quote and complete the following chart:
Learning Objectives Historical Thinking Skills Key Concepts in the Curriculum Framework
4. Use the selected source/quote to write a three-part short-answer question and complete the following chart. (reference model from step #1)
What Good Responses Will Include…a.
b.
c.
Image 536
Quote 540 “The man who dies leaving behind him millions of available wealth, which was his to administer during life, will pass away ‘unwept, unhonored, and unsung,’ no matter to what uses he leaves the dross which he cannot take with him. Of such as these the public verdict will then be: ‘The man who dies thus rich dies disgraced.’ ”
Andrew Carnegie (1835–1919) wrote in 1889,
Image 543
Quote 544 Industrial millionaires were condemned in the Populist platform of 1892:“The fruits of the toil of millions are boldly stolen to build up colossal fortunes for a few . . . and the possessors of these, in turn despise the Republic and endanger liberty. From the same prolific womb of governmental injustice we breed the two great classes—tramps and millionaires.”
Images 544
Appendix GAPUSH – IDs and Terms – Chapter 24 Industry Comes of Age, 1865-1900
Identifications Terms and PhrasesUnion Pacific Railroad (Irish)
Credit MobilierCentral Pacific Railroad (Chinese)
Leland StanfordCollis Huntington
Ogden, Utah (Promontory Point)Northern Pacific RailroadSouthern Pacific Railroad
The Great Northern RailroadJames J. Hill
New York CentralCornelius Vanderbilt (“Commodore”)Westinghouse air brake - Pullman cars
Jay GouldWilliam H. Vanderbilt
The Grange (Patrons of Husbandry)Wabash Case
Interstate Commerce ActInterstate Commerce Commission
Richard Olney (quote)Mesabi RangeEli Whitney
Alexander Graham BellThomas A. EdisonAndrew Carnegie
John D. RockefellerJ. Pierpont Morgan
Bessemer(-Kelly) ProcessUnited States Steel Corporation
Standard Oil CompanyGustavus F. Swift/Philip Armour
Gospel of WealthCharles Darwin
Social DarwinismWilliam Graham Sumner
Reverend Russell ConwellSherman Anti-Trust ActJames Buchanan Duke
Henry W. GradyGibson Girl
government subsidy“give-away”
“ghost towns”“wedding of the rails”
adeptsordid
corporation/limited liability/mergersbunco gamesskullduggery
“lords of the rail”“moguls of manipulation”
stock wateringnatural monopoly
“pool”plutocracy
epochalred-letter
liquid capitalingenuity
patentbugbear“trust”
interlocking directorate“Steel is King”
“heavy industry”philanthropic
“Drake’s Folly”abstemious
parsimonious“the Great American Beauty rose”
“Old Money”“easy state”
“New South”“Third-World servitude”
“Pittsburgh Plus” pricing system“bring the Mills to the cotton”
Appendix H [CR 4] (ID) [CR 11]EQ: What are the factors that led to the development of a distinctive American Identity?
Agenda Homework1. Zinn – 4 Quiz2. Travel Brochure (15 minutes)3. Paired Work: Review A/B IDs4. Introduction to ConnectionsBacon’s Rebellion – RegulatorsIndentured servants – enslaved personMassachusetts - Virginia
1. After the Fact – 2 (Salem)2. Reflection and documentation on Reading and Studying (handout under Prompt 7) – complete copy for Mr. Johnson’s review Tuesday3. Turning Points Project4. Look Ahead: AP-5 due Wednesday
PromptI. Study the images below and follow the directions given.
II. Study the images below. How is this man’s life different from Life in the “Backcountry.”
Appendix I [CR 4] [CR 12]
Agenda Homework1. Sources & Quotes for 20-22(.5 raw points added to Test #7 for each complete, well-written and hand-written source/quote – limit 5 points per customer)2. After the Fact assignment (see questions below)3. A/B IDs (Remember 20, 21, 22 will be due the Wednesday following break)
1. Look Ahead: Review the Quotes and Sources for Chapter 20-22 for post-Thanksgiving Test2. Look Ahead: A/B IDs for Chapters 20-223. Extra! You can read the following short articles for upcoming bonus points:http://www.ncdcr.gov/Portals/7/Collateral/Database/F00.quakers.pdfandhttp://www.ncdcr.gov/Portals/7/Collateral/database/F96.quaker.abolitionists.pdf
Primary Sources1. Briefly describe and place Source A in historical context.2. How could you use this image to explain a theme of American history? Source A
The Early College at GuilfordFall 2017 Turning Points in American History Syllabus
Course Title: Turning Points in American History Credit: OneClassification and Maximum Weight: Honors: 4.5 Quality PointsPrerequisites/Co-requisites: AP US HistoryInstructor Information: Morris Johnson
Course DescriptionThis course will emphasize key turning points in American History. These turning points will be “hinge” events in U.S. history, caused by, and subsequently contributing to, major social, cultural, political, and/or economic events.
The continuum of the turning point timeline will demonstrate “ripple effects” between each point. So, students will be able to a relationship between subsequent events and the next turning point studied. These turning points when considered chronologically will provide a narrative of United States history.
Student Learning Outcomes A major element of each turning point will be an understanding of historical methods and the use of historical inquiry. Students will essentially become historians to better understand and appreciate the narrative of a people, a nation, and a world.
Texts and Supplementary Readers
Texts: David M. Kennedy, Lizabeth Cohen, and Thomas A. Bailey. The American Pageant: A History of the Republic (Boston: McDougal Littell/Houghton Mifflin, 2002).
Carl N. Degler, Out of Our Past: The Forces that Shaped Modern America (New York: Harper Torchbooks, 1984)
John Lewis Gaddis. The Landscape of History: How Historians Map the Past (New York: Oxford University Press, 2002)
James W. Loewen, Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong (New York: Touchstone, 1996)
Howard Zinn, A People’s History of the United States (New York: Harper Perennial, 2005)
In addition to the texts listed a variety of primary source collections from Glencoe, Addison-Wesley, and Prentice Hall are used.
Turning Points in American History Course OutlineTurning Points will follow the same chronological narrative as AP US History. Each time period will include an opportunity for students to dig deeper into a point in US history.
Periods 1 & 2: Three Worlds Meet and the Struggle for North America 1491-1607 & 1607-1754
Period 3: From Colony to Republic (The American Revolution & Constitution)1754-1800
Period 4: The US Experiment in Democracy (Young Republic) 1800-1848
Period 5: American Paradox Addressed: The American Civil War1844-1877
Period 6: Super-sizing a Nation 1865-1898
Period 7: America Grows Up (The Progressive Era to WW II)1890-1945
Period 8: And the Newest Super Power is… (WW II to Reagan)1945-1980
Period 9: This World Power-thing is Complicated! (The Eighties to the Present) 1980-Present
