AP US History—Spring 2018

Table of Contents

Section Page Number

Curricular Requirements ...............................................................2AP US History Course Syllabus .....................................................4

Course Description................................................................4Required Textbook/Materials ...............................................5Expectations/Tips for Success .............................................5AP History Disciplinary Practices.........................................6AP History Reasoning Skills..................................................7Grading/Assignments............................................................8Make-up/Late Work/Test Corrections...................................9Honor Code...........................................................................9AP Final Exam…...................................................................10Overview of the Curriculum Framework.............................10APUSH Course Organization...............................................11

Period 1.......................................................................11Period 2.......................................................................12Period 3.......................................................................13Period 4.......................................................................14Period 5.......................................................................15Period 6.......................................................................16Period 7.......................................................................17Period 8.......................................................................18Period 9.......................................................................19

Summer Assignment............................................................20

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Curricular Requirements

CR1a The course includes a college-level U.S. history textbook.See page 5, 11-19

CR1b The course includes diverse primary sources including written documents and images as well as maps and quantitative data (charts, graphs, tables).

See pages 11-19

CR1c The course includes multiple secondary sources written by historians or scholars interpreting the past.

See pages 11-19

CR2 Each of the course historical period receives explicit attention. See pages 11-19

CR3 Students are provided opportunities to investigate key and supporting concepts through the in-depth study and application of specific historical evidence or examples.

See pages 11-19

CR4 Students are provided opportunities to apply learning objectives in each of the themes throughout the course.

See pages 11-19

CR5 Students are provided opportunities to analyze primary sources and explain the significance of an author’s point of view, author’s purpose, audience, and historical context.—Analyzing Primary Sources

See pages 6, 11-19

CR6 Students are provided opportunities to analyze and evaluate diverse historical interpretations.—Analyzing Secondary Sources

See pages 11-19

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CR7 Students are provided opportunities to compare historical developments across or within societies in various chronological and geographical contexts.—Comparison

See pages 5, 7, 11-19

CR8 Students are provided opportunities to explain the relationship between historical events, developments, or processes and the broader regional, national, or global contexts in which they occurred.—Contextualization

See pages 5, 7, 11-19

CR9 Students are provided opportunities to explain different causes and effects of historical events or processes, and to evaluate their relative significance.—Causation

See pages 5, 7, 11-19

CR10 Students are provided opportunities to identify and explain patterns of continuity and change over time, explaining why these patterns are historically significant.—Continuity and Change Over Time

See pages 5, 7, 11-19

CR11 Students are provided opportunities to articulate a historically defensible and evaluative claim (thesis).—Argument Development

See pages 8, 11-14, 16-19

CR12 Students are provided opportunities to develop and substantiate an argument using historical reasoning, considering ways diverse or alternative evidence could be used to support, qualify, or modify the argument.—Argument Development

See pages 8, 13, 16

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APUSH Course Syllabus

Course Description (From College Board) AP U.S. History is designed to be the equivalent of a two-semester introductory college or university U.S. history course. In AP U.S. History students investigate significant events, individuals, developments, and processes in nine historical periods from approximately 1491 to the present.

Students develop and use the same skills, practices, and methods employed by historians: analyzing primary and secondary sources; developing historical arguments; making historical comparisons; and utilizing reasoning about contextualization, causation, continuity and change over time.

The course also provides seven themes that students explore throughout the course in order to make connections among historical developments in different times and places: American and national identity; migration and settlement; politics and power; work, exchange, and technology; America in the world; geography and the environment; and culture and society.

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There are no prerequisites for AP U.S. History. Students should be able to read a college-level textbook and write grammatically correct, complete sentences. --------------------------------------------------------------------------------------------------------**As an extension/support for what we do in class, students should be prepared to commit to approximately one hour of homework reading and questions most evenings which will frequently be assessed for content, clarity, argument/reasoning, and use of evidence.

A highly-challenging course intended for motivated students who want to learn on a deeper level, students have the ability to earn up to 3 college credit hours as well as to gain important, transferable skills and knowledge from engaging in history and historical thinking (i.e. stronger reading and writing, improved ability to recognize, analyze and interpret valid evidence and use it to support an argument). Ideally, they will find them highly useful in subsequent classes and in their lives and careers after graduation as they become part of the next generation of leaders and problem-solvers.

Theme of the course: How do different perspectives/interpretations affect our understanding of history? How might they affect the present? What should we do, as students of history, to make sure multiple perspectives are considered? Why?

Textbook/Required Resources 1. James W. Fraser, By The People: A History of the United States, Combined Volume (Pearson, 2016). This is the one and only REQUIRED textbook for the course. Both new and used versions of the textbook can be found on amazon.com. You can also rent the textbook for $29.99 (for 180 days) at the following site under student options: https://www.vitalsource.com/referral?term=9780205927623. The basis for most homework assignments, the textbook covers the entire curriculum for AP U.S. History and provides valuable opportunities for students practice with the specific historical reasoning skills (Contextualization, Comparison, Causation, and Continuity and Change Over Time) that will be assessed on AP exam questions (see page 7 of the syllabus).

2. 3-ring notebook, 7 tabs--period 1-5 notes, period 1-5 assignments, period 1-5 assessments, period 6-9 notes, period 6-9 assignments, period 6-9 assessment, period 1-9 review materials (daily). Students may also use a separate notebook for taking notes if they prefer and/or use one 3-ring notebook for periods 1-5 and one for periods 6-9.

3. Notebook paper or spiral notebook (daily); 4. Pens, pencils (daily)

Expectations/Tips for Success

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Remain open-minded and willing to learn and master the material. Give your best effort each day and embrace challenges as new opportunities to learn. Those with this type of “growth mindset,” understand that a person’s ability and potential is not fixed or static but can grow over time. Challenges (and even “failure”) can be stepping stones rather than stumbling blocks to success if you maintain this understanding and don’t give up. That means effort and perseverance (over innate ability) are the real keys to success. The more you put into this class, the more you will get out of it (and vice versa).

Ask for assistance early when needed. Schedule a meeting when you have questions, need clarification, or when tests/quizzes/assignments are below 70 or not satisfactory in your view/standards for yourself. You are the number one advocate for you!

Complete your homework and other independent work (test, quizzes, etc) on your own. You are not only cheating yourself and your own learning, but also your classmates when you receive work or share work. (see honor code on page 10).

Complete work on time, which requires you to plan ahead/schedule your time wisely in order to stay on pace (it is up to you to know when assignments are due). If you simply do what you are supposed to do, to the best of your ability, your grade and AP score will take care of itself.

Respect myself and your classmates by keeping cell phones silent and in your bags (or in the classroom phone pockets) during class time.

Manage your time wisely so to be able to prioritize optimal sleep (7-9 hours/ night) and a nourishing breakfast each morning. A tired, hungry brain cannot fully function and learn. Extra tip—light to moderate exercise for 20-30 min. has also been shown to stave-off stress and improve mood, memory, and academic performance.

AP History Disciplinary Practices (College Board)

Practice 1: Analyzing Historical Evidence Practice 2: Argument Development

Students will be assessed on their ability to…

Primary Sources

Describe historically relevant information

Make a historically defensible claim in the form of an evaluative thesis.

Support an argument using specific and relevant evidence.

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Practice 1: Analyzing Historical Evidence Practice 2: Argument Development

Students will be assessed on their ability to…

and/or arguments within a source. Explain how a source provides information

about the broader historical setting within which it was created.

Explain how a source's point of view, purpose, historical situation, and/or audience might affect a source's meaning.

Explain the relative historical significance of a source's point of view, purpose, historical situation, and/or audience.

Evaluate a source's credibility and/or limitations.

Secondary Sources

Describe the claim or argument of a secondary source, as well as the evidence used.

Describe a pattern or trend in quantitative data in non-text-based sources.

Explain how a historian's claim or argument is supported with evidence.

Explain how a historian's context influences the claim or argument.

Analyze patterns and trends in quantitative data in non-text-based sources.

Evaluate the effectiveness of a historical claim or argument.

Use historical reasoning to explain relationships among pieces of historical evidence.

Consider ways that diverse or alternative evidence could be used to qualify or modify an argument.

**For each historical period, students will be given a variety of different types of primary sources (textual and visual) from which to practice discovering and analyzing the author’s point of view, the author’s purpose, audience, and historical context. For samples of primary sources see pages 11-19.

AP History Reasoning Skills (College Board)

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Skill 1: Contextualization

Skill 2: ComparisonSkill 3: Causation

Skill 4: Continuity and Change Over Time

Describe an accurate historical context for a specific historical development or process.

Describe similarities and/or differences between different historical developments or processes.

Describe causes or effects of a specific historical development or process.

Describe patterns of continuity and/or change over time.

Explain how a relevant context influenced a specific historical development or process.

Explain relevant similarities and/or differences between specific historical developments and processes.

Explain the relationship between causes and effects of a specific historical development or process.Explain the difference between primary and secondary causes, and between short- and long-term effects.

Explain patterns of continuity and/or change over time.

Use context to explain the relative historical significance of a specific historical development or process.

Explain the relative historical significance of similarities and/or differences between different historical developments or processes.

Explain the relative historical significance of different causes and/or effects.

Explain the relative historical significance of specific historical developments in relation to a larger pattern of continuity and/or change.

*Students will engage in developing and strengthening these skills of historians through their homework reading/questions and specific classroom activities/lessons per historical period. Among these is the U.S. History Legends Timeline activity in which each student selects the most impactful/significant event, idea, or person for each period, draw an image to be added to the classroom timeline, and answer the following questions: what makes it more impactful than other options? What were causes and effects of your choice? (long-term and short-term) What was the context? Did it affect the outcome? How or why? How does it compare it to another event, idea, or person? What similarities and differences are there? What changed because of the event, idea, or person? What stayed the same? Students will also have the opportunity to group with other students and defend their selections in an informal class debate. Developing these skills through practice will greatly help prepare students for the rigor and expectations of the final exam.

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Grading/Assignments Participation—10% (5 point grading scale—5—100, 4—90, 3—85, 2—75, 1—60, 0—0)Homework—10% (5 point grading scale)Formative assessments (classwork—5 point grading scale; quizzes)—20%Summative assessments (tests, projects, essays)—30%Midterm—10%Final Exam—20%

Participation: Participation grades will primarily derive from daily bellringers (collected once every two to four weeks), classroom activities, debates, etc.

Homework: The bulk of homework will be the assigned reading/questions from the textbook. Given the fast-paced nature of the course, keeping up with the reading is the best thing you can do to contribute to your success in this course and on the AP Exam. In fact, most former APUSH students recommend it above all else to new APUSH students. In addition to review guides per period, reading questions may be collected and/or quizzes may be used from time to time to help ensure students are staying on track. For best results, students should strive to be active readers (by taking notes, writing down questions, pausing to reflect) in order to gain useful information, best understand the material and draw appropriate conclusions and connections.

Quizzes (formative)/Tests (summative): Both period quizzes (primarily Multiple-Choice) and period tests (a combination of Multiple-Choice, Short Answer, Long Essay and/or DBQ) will be formatted and graded like AP final exam questions to help students practice and prepare for exam day. For both the Long Essay and DBQ, students must develop a historically defensible and evaluative claim based on evidence, which must also include considering ways evidence could be used to support, qualify, or modify the argument. A strong historical argument accounts for how some evidence might seem to modify or refute the claim, addressing alternative explanations of the event or process, meaning students will have to engage in the art of interpretation. Moreover, historians, just like AP students, rely on incomplete primary sources and/or limited primary sources—partial remnants of the information that was available at the time being studied (See p. 110 in the APUSH Course and Exam Description for more guidelines on how to develop and write an effective historical argument).

The midterm (periods 1-4/5) will consist of a DBQ and LEQ (1/2 of the College Board AP Final Exam). See page 9.

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The final exam (periods 1-8/9) : TBA (will be given/due after the AP Final on May 11)

Make-up Work/Late Policy/Test Corrections: Make-up Work: When students are absent they are expected to email or

meet with the teacher before or after class to find out what material/assignments they missed. All missing or make-up work will be due in-class without penalty upon the student’s return within the number of days the student was absent (barring extreme circumstances).

For example, if a student was absent one day (Monday) their assignment(s) would be due one day after the day they return (Wednesday). If a student was absent for two days (Monday and Tuesday), their assignment(s) would be due two days after the day they return (Friday) and so on. If a student misses class on a Friday, their assignment would be due the following Monday.

Late Work: To help encourage students to stay on pace (but to also turn in all assignments even when late), the following late work policy is in place:

Turned-in on time Up to a 100 1 day late Up to an 80 2 days late Up to a 70 3 days late (or more) Up to a 60

Students may turn-in late work through the last day of the semester and gain partial credit (up to a 60).

Test Corrections: If a student's test grade is less than a 90, he or she will be allowed to re-write portions from his/her tests and turn these in within one week of receiving the test back in class. The teacher will share specific requirements after returning graded tests to students.

Based on quality/completion/accuracy, students can earn up to a maximum of a 60 (if original grade is below 50). If original grade is 50 or above, students can earn up to 10 points that will be added to the original test grade. This policy only applies to tests (and not to quizzes).

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Honor Code

Students are expected to abide by the honor code statement “I have neither given nor received help on this assignment” for all assignments unless specifically exempted by the teacher. Students are also expected to give proper credit to all outside sources used when completing any assignment, but to only use outside resources when given permission to do so (for example, students should only use the By the People textbook/class notes to answer reading questions). Violations of the honor code pledge will result in a zero for the assignment for all students who participated, a disciplinary referral consistent with the school policy on cheating, and potential loss of status in honor societies. AP Final Exam (College Board)—Friday, May 11,

2018The AP U.S. History Exam is 3 hours and 15 minutes long and includes both a 95-minute multiple-choice and short-answer section (Section I) and a 100-minute free-response section (Section II). Each section is divided into two parts, as shown in the table below. Student performance on these four parts will be compiled and weighted to determine an AP Exam score (on a scale of 1 to 5). Periods 1 and 9 will make up 10% of the exam while periods 2-5 and periods 6-8 will each make-up 45% of the exam (90% total).

Section

Question Type Number of Questions Timing Percentage of Total

Exam Score

I Part A: Multiple Choice

*55 questions:periods 1-9

55 minutes 40%

Part B: Short Answer

*3 questionsQuestion 1: periods 3-8Question 2: periods 3-8

Choose betweenQuestion 3: periods 1-5 OR

Question 4: periods 6-9

40 minutes 20%

II Part A: Document-Based Question (DBQ)

*1 question:periods 3-8

60 minutes(includes 15-min. reading

period)

25%

Part B: Long Essay*1 question,

chosen from 3 options on the same theme: periods 1-3, periods 4-6, periods 7-9

40 minutes 15%

**6 APUSH review sessions will be offered on Saturdays (time TBA) starting March 17.

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Overview of the Curriculum Framework (College Board)

1. AP History Disciplinary Practices and Reasoning SkillsThe AP history disciplinary practices and reasoning skills are central to the study and practice of history. Teachers should help students develop and apply the described practices and skills on a regular basis over the span of the course. [See p. 6-7 above]

2. Thematic learning objectivesThe thematic learning objectives, organized into seven major themes, describe what students must be able to do by the end of the AP U.S. history course. These learning objectives are the targets of AP Exam questions. [See p. 10-18 in AP US History Course and Exam Description (2017) or Seven-Themes Chart on hawkinsnest2.weebly.com]

3. The concept outline The concept outline details key concepts that colleges and universities typically expect students to understand in order to qualify for college credit and/or placement. [See p. 19-98 in AP US History Course and Exam Description (2017)]

APUSH Course Organization

PERIOD 1 (1491-1607)—5%Curricular requirements : CR1b, CR1c, CR2, CR3, CR4, CR5, CR6, CR7, CR8, CR9, CR10, CR11, CR12

Key Concept 1.1: As native populations migrated and settled across the vast expanse of North America over time, they developed distinct and increasingly complex societies by adapting to and transforming their diverse environments.

Key Concept 1.2: Contact among Europeans, Native Americans, and Africans resulted in the Columbian Exchange and significant social, cultural, and political changes on both sides of the Atlantic Ocean.

Textbook reading/questions Fraser, By the People, Ch.2—“First Encounters, First Conquests,

1492-1607”— Quick Review & Chapter Review questions (summer assignment)

Sample of Primary Sources H.B. Hall, Landing of Columbus, 1492 (engraving) Christopher Columbus, The Journal of Christopher Columbus (During

His First Voyage, 1492–93) 

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Map of the New World, 1730

Secondary Sources Scholarly debate #1 : Legacy of Christopher Columbus/should we still

celebrate? -Warren H. Carrol, “Honoring Christopher Columbus” - Bill Bigelow, “Time to Abolish Columbus Day”

Samples of Main Activities/Assessments Primary Source analysis with HIPPO for three student-selected

documents from Gilder Lehrman Period 1 documents (summer assignment)

Students fill-in graphic organizer to compare early colonization by the British, French, and Spanish, and colonists’ interactions with Native American societies (Theme 5--MIG 1.0)

What is history? Is history important? Is history true? student responses and discussion

After a lesson on interpretation v. evidence and the difference btwn primary and secondary sources, students evaluate pros, cons, and uses for both sources with a partner (for class discussion)

Scholarly debate #1--students read both excerpts, summarize the claims, and determine which made the best argument and why. As part of the debriefing, students consider the use of evidence for both, the strengths/limitations of both, and any biases and how each impacted each historian’s argument.

Understanding the impact of history: students read and respond to “Is Christopher Columbus Truly a Villain? This is What the Public Really Thinks,” Wash. Post, 10/10/2016. Follow-up question: What is “good” history? Bias?

Teacher model/guidance for completing 7 themes chart & U.S. Legends Timeline

PERIOD 2 (1607-1754)—10%Curricular requirements : CR1b, CR1c, CR2, CR3, CR4, CR5, CR6, CR7, CR8, CR9, CR10, CR11, CR12

Key Concept 2.1: Europeans developed a variety of colonization and migration patterns, influenced by different imperial goals, cultures, and the varied North American environments where they settled, and they competed with each other and American Indians for resources.

Key Concept 2.2: The British colonies participated in political, social, cultural, and economic exchanges with Great Britain that encouraged both stronger bonds with Britain and resistance to Britain’s control.

Primary source samples

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John Smith Describes the Voyage of the First Colonists to Virginia, 1606-1607

Chart detailing Jamestown survival rates, 1607-1620s Mayflower Compact, 1620 John Easton, “True Relation of what I know and of Reports and My

Understanding Concerning the Beginning and Progress of the War Between the English and the Indians,” 1675

Secondary sources Scholarly Debate #2: Was the Settlement of Jamestown a Fiasco?

-Edmund S. Morgan, “The Jamestown Fiasco” -Karen Ordahl Kupperman, “The Jamestown Project”

R. David Edmunds, “New Visions, Old Stories: The Emergence of a New Indian History”

Textbook reading/questions Fraser, By the People, Ch. 3.1 (graphic organizer for each

colony/group) Ch. 3.2 (questions 4-6) Ch. 3.3-3.4 (questions 7-9) Ch. 4.1-4.2 (questions 1-4) Ch. 4.3 (questions 5-9)

Samples of Main Activities/Assessments Introduction to historiography, types of history and how the textbook

fits in Scholarly Debate #2--students present and debate their assigned

reading, & write a short essay in support of it based on primary evidence. Students pair with those who supported the other historian and explain the difference in interpretations.

Students in groups of 3-4 research their assigned English colony from Ch. 3.1, fill-in a graphic organizer, and report their findings to the class. Groups also present an advertisement to try to entice settlers to their specific colony based on its features (Theme 6--GEO 1.0; Theme 5--MIG 2.0, Theme 3—WXT 2.0, WXT 1.0)

Formative: Quiz on Early European Settlements (multiple choice, short answer)

Summative: DBQ (Period 2 test): students craft and defend a thesis describing the different settlement patterns of the Southern, Middle and New England colonies with the help of seven primary source documents

Fill-in seven themes chart for period 2/U.S. Legends Timeline activity

PERIOD 3 (1754-1800)-12%Curricular requirements : CR1b, CR1c, CR2, CR3, CR4, CR5, CR6, CR7, CR8, CR9, CR10, CR11, CR12

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Key Concept 3.1: British attempts to assert tighter control over its North American colonies and the colonial resolve to pursue self-government led to a colonial independence movement and the Revolutionary War.

Key Concept 3.2: The American Revolution’s democratic and republican ideals inspired new experiments with different forms of government.

Key Concept 3.3: Migration within North America and competition over resources, boundaries, and trade intensified conflicts among peoples and nations.

Primary source samples Benjamin Franklin, “Join or Die” political cartoon, 1754 Albany Plan of Union, 1754 Paul Revere, “Boston Massacre” engraving, 1770 Abigail Adams, “Remember the Ladies” letter, 1776 Treaty of Paris, 1783 U.S. Constitution, 1787 Alexander Hamilton, “Federalist no. 69,” 1788 Images of neoclassical architecture (i.e. the White House, U.S.

Capitol) Alien and Sedition Act, 1798

Secondary sources Gordon S. Wood, The Radicalism of the American Revolution (excerpt)

Textbook reading/questions Fraser, By the People, Ch. 5.1 (questions 2-3)

Ch. 5.2 (questions 4-7) Ch. 5.3 (questions 8-10) Ch. 6.1 (Multiple Revolutions assignment)

Ch. 6.2 (questions 4-6) Ch. 7.1-7.2 (questions 1-5)

Samples of Main Activities/Assessments “Boston Massacre news report” from different vantage

points/perspectives Deep reading/analysis of the Declaration of the Independence Analysis of Loyalist writings as it relates to why they chose to remain

on the side of the British Formative: American Revolution quiz (IDs, multiple choice, short

answer) To Sign or Not to Sign (The Constitution): Federalist/Anti-Federalist

script-writing in groups based on actual debates/fact-finding on the Federalist and Anti-Federalist positions (Theme 1—NAT 2.0; Theme 2—POL 1.0, POL 3.0)

Summative: DBQ (Period 3 test): students craft and defend a thesis that details the main causes and results of the American Revolution with the help of seven primary source documents. Students must evaluate and acknowledge all documents (including those that do not

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agree with/support their thesis). Students must explain how each document either supports or qualifies their argument and how. In the conclusion students must explain how additional sources might modify their argument and why. (CR12)

Fill-in seven themes chart for period 3/U.S. Legends Timeline activity PERIOD 4 (1800-1848)-10%Curricular requirements : CR1b, CR1c, CR2, CR3, CR4, CR5, CR6, CR7, CR8, CR9, CR10, CR11

Key Concept 4.1: The United States began to develop a modern democracy and celebrated a new national culture, while Americans sought to define the nation’s democratic ideals and change their society and institutions to match them.

Key Concept 4.2: Innovations in technology, agriculture, and commerce powerfully accelerated the American economy, precipitating profound changes to U.S. society and to national and regional identities.

Key Concept 4.3: The U.S. interest in increasing foreign trade and expanding its national borders shaped the nation’s foreign policy and spurred government and private initiatives.

Primary source samples Amendments to the Constitution Proposed by the Hartford

Convention, 1814 Graph of location of House of Representative members by party, 1820 Missouri Compromise Map, 1820 Monroe Doctrine, 1823 Election results with demographics, 1828 presidential election Andrew Jackson, Nullification Proclamation, 1832 Trail of Tears Map, 1832-1839

Secondary sources Joseph J. Ellis, Founding Brothers excerpt

Textbook reading/questions Fraser, By the People, Ch. 8.1 and 8.3 (questions 1-3, 7-8)

Ch. 8.4-8.5 (questions 9-13) Ch. 9.2-9.3 (questions 4-9)

Ch. 10. 1 (questions 1-4) Ch. 10.2-10.3 (questions 5-10)

Samples of Main Activities/Assessments Class debate based on Hartford Convention: Were the proposed

amendments treasonous or needed reforms to improve the nation? Can an American citizen or group oppose a U.S. war and remain patriotic?

Era of Good Feelings Webquest: Rising Nationalism and Sectionalism? After analyzing a group of eleven sources from and/or about the era with a partner (including the Monroe Doctrine, social reforms inspired

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by the Second Great Awakening), students decide if the event, idea, or person contributed to nationalism, sectionalism, or both. At the end of the activity, students write an independent response answering the question whether the era was primarily defined by nationalism or sectionalism and whether the term “Era of Good Feelings” is an appropriate description. (Theme 7—WOR 2.0; Theme 4—CUL 1.0)

Summative: Period 4 Test (Multiple Choice and Short-Answer) Fill-in seven themes chart for period 4/U.S. Legends Timeline activity

PERIOD 5 (1844-1877)-13%Curricular requirements : CR1b, CR1c, CR2, CR3, CR4, CR5, CR6, CR7, CR8, CR9, CR10

Key Concept 5.1: The United States became more connected with the world, pursued an expansionist foreign policy in the Western Hemisphere, and emerged as the destination for many migrants from other countries.

Key Concept 5.2: Intensified by expansion and deepening regional divisions, debates over slavery and other economic, cultural, and political issues led the nation into civil war.

Key Concept 5.3: The Union victor in the Civil War and the contested reconstruction of the South settled the issues of slavery and secession, but left unresolved many questions about the power of the federal government and citizenship rights.

Primary sources samples President Polk’s Address to Congress, 1846 Abraham Lincoln Protests the Mexican-American War, 1847 Seneca Falls Declaration of Sentiments, 1848 Harriet Beecher Stowe, Uncle Tom’s Cabin, 1852 (excerpt) Map of states affected by Reconstruction Act of 1867

Secondary sources Scholarly Debate #3: Was the Mexican-American War imperialistic?

-Ramon Eduardo Ruiz, “Manifest Destiny and the Mexican War.”-Norman A. Graebner, “The Mexican War: A Study in

Causation.”

Textbook reading Fraser, By the People, Ch. 12.1 (questions 1-3)

Ch. 12.3 (questions 7-8) Ch. 13.3-13.4 (questions 6-8) Ch. 14.1-14.4 (Ch. 14 r. guide/Period 5 take-home test) Ch. 15.1-15.2 (questions 1-6) Ch. 15.3 (questions 7-9)

Samples of Main Activities/Assessments Formative: Quiz on Mexican-American War/causes of Civil War

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1850 Compromise Activity—students are assigned different states in the Union and have to convince their classmates to come to a compromise over the issue of slavery (must be a majority). Students compare their compromise to the actual compromise achieved by Henry Clay and Congress in 1850.

North v. South advantages/disadvantages before Civil War group activity. ½ of students are assigned to either the North or South and research their side’s economic, military, leadership, etc advantages and disadvantages in order to present a case that their side had the best chance to win the Civil War and why.

Summative (Period 5 take-home test): Ch. 14 reading guide via Pearson on causes, results of Civil War (Theme 7--WOR 2.0)

Fill-in seven themes chart for period 5/U.S. Legends Timeline activity

PERIOD 6 (1865-1898)—13%Curricular requirements : CR1b, CR1c, CR2, CR3, CR4, CR5, CR6, CR7, CR8, CR9, CR10, CR11, CR12

Key Concept 6.1: Technological advances, large-scale production methods, and the opening of new markets encouraged the rise of industrial capitalism in the United States.

Key Concept 6.2: The migrations that accompanied industrialization transformed both urban and rural areas of the United States and caused dramatic social and cultural change.

Key Concept 6.3: The Gilded Age produced new cultural and intellectual movements, public reform efforts, and political debates over economic and social policies.

Primary source samples Cameron Report, 1876 Andrew Carnegie, “Wealth” excerpt, 1889 Populist Party Platform, 1896 Plessy v. Ferguson, 1896 Growth of American middle class chart, 1870-1895

Secondary sources Thomas Haskell, “The Emergence of Professional Social Science”

Textbook reading Fraser, By the People, Ch. 16.3 (questions 6-8)

Ch. 17.1-17.2 (questions 1-5) Ch. 17.3-17.4 (questions 6-10) Ch. 18.1 (questions 1-3) Ch. 18.2 (questions 4-6) Ch. 18.3 (questions 7-9) Ch. 19.1-19.2 (questions 1-5)

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Ch. 19.3-19.4 (questions 6-10)

Samples of Main Activities/Assessments Midterm Exam (Multiple Choice, Short Answer, and Long Essay)—

Periods 1-5 Students compare and contrast the reform movements that emerged

in the antebellum period with those that emerged during the Gilded Age, how they shaped/inspired action, and how Americans responded to both and why (Theme 2—POL 2.0)

Analysis/primary research into 20th century Monopolists Carnegie, Rockefeller, Vanderbilt, and J.P. Morgan: Titans of Industry or Robber Barons?

Who was Responsible for the Battle of Little Bighorn? activity (Stanford Reading like a Historian)

Period 6 quiz (multiple choice) Summative (Period 6 Test)—DBQ: students craft and defend a thesis

on whether the Gilded Age is a proper term for the period (1870-1890s). Students must evaluate and acknowledge all documents (including those that do not agree with/support their thesis). Students must explain how each document either supports or qualifies their argument and how. In the conclusion students must explain how additional sources might modify their argument and why. (CR12)

Fill-in seven themes chart for period 6/U.S. Legends Timeline activity

PERIOD 7 (1890-1945)-17%Curricular requirements : CR1b, CR1c, CR2, CR3, CR4, CR5, CR6, CR7, CR8, CR9, CR10, CR11, CR12

Key Concept 7.1: Growth expanded opportunity, while economic instability led to new efforts to reform U.S. society and its economic system.

Key Concept 7.2: Innovations in communications and technology contributed to the growth of mass culture, while significant changes occurred in internal and international migration patterns.

Key Concept 7.3: Participation in a series of global conflicts propelled the United States into a position of international power while renewing domestic debates over the nation’s proper role in the world.

Primary source samples Booker T. Washington, Atlanta Exposition Speech, 1895 W.E.B. Du Bois, “The Talented Tenth,” 1903 Treaty of Versailles, 1919 Schenck v. United States, 1919 Immigration Act of 1924 graph Scopes Trial excerpt, 1925

Secondary sources

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Scholarly Debate #4: New Deal or no deal? Was the New Deal just an extension of Progressive era policy, goals or new innovations? Did it improve American life?-Burton Folsom, New Deal or Raw Deal? Excerpt-William E. Leuchtenburg, Franklin D. Roosevelt and the New Deal excerpt

Textbook reading/questions Fraser, By the People, Ch. 20.1-20.3 (questions 1-8)

Ch. 20.4 (questions 9-11) Ch. 21.1-21.2 (questions 1-5) Ch. 21.3-21.4 (questions 6-9) Ch. 22.1-22.2 (questions 1-6) Ch. 23.1 and 23.3 (questions 1-2, 6-7)

Samples of Main Activities/Assessments Students research the pros and cons of the U.S. joining the League of

Nations and defend their decision with evidence (Theme 1—NAT 3.0; Theme 7—WOR 2.0)

Students engage in a group discussion over the degree to which debates over immigration in the early twentieth century are similar to, or different from, debates over immigration today. (Theme 4—CUL 4.0)

Using the Booker T. Washington and W.E.B Du Bois debate over racial progress, students discuss how the context in which a source is read or viewed informs how it is understood, how a document, idea, person may be viewed in a different context, and how events may have influenced a person, idea, or event.

Summative (Period 7 Test)--Short Answer and Long Essay Fill-in seven themes chart for period 7/U.S. Legends Timeline activity

PERIOD 8 (1945-1980)-15%Curricular requirements : CR1b, CR1c, CR2, CR3, CR4, CR5, CR6, CR7, CR8, CR9, CR10, CR11, CR12

Key Concept 8.1: The United States responded to an uncertain and unstable postwar world by asserting and working to maintain a position of global leadership, with far-reaching domestic and international consequences.

Key Concept 8.2: New movements for civil rights and liberal efforts to expand the role of government generated a range of political and cultural responses.

Key Concept 8.3: Postwar economic and demographic changes had far-reaching consequences for American society, politics, and culture.

Primary source samples Pop music samples for each decade--1940s, 1950s, 1960s, 1970s,

1980s Harry S. Truman responds to Joseph McCarthy, 1950

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Images and video from Eyes on the Prize documentary series, 1955-1965

Betty Friedan, The Feminine Mystique excerpt, 1963 Richard Nixon, Resignation Speech, 1974 President Ronald Reagan’s inaugural address, 1980

Secondary sources Robert Korstad and James Leloudis, To Right These Wrongs excerpt

Textbook reading/questions Fraser, By the People, Ch. 24.3-Ch.25.1 (questions 8-9; 1-3)

Ch. 25.2 (questions 4-6) Ch. 25.3 (questions 7-9) Ch. 26.1-26.2 (questions 1-6) Ch. 26.3 (questions 7-9) Ch. 27.2-27.3 (questions 4-7) Ch. 27.4 (questions 8-9)

Samples of Main Activities/Assessments Using a wide range of primary sources, students assess why the civil

rights movement came of age after World War II and later evaluate in what ways it would have begun/progressed (if at all) without World War II and why. (Theme 1—NAT 1.0, NAT 2.0, NAT 4.0; Theme 2—POL 2.0)

Yalta Conference simulation and debriefing/prediction for U.S./Russia relations

Formative take-home (DBQ on the causes of the Cold War: Was it inevitable?)

Summative (Period 8 test): Multiple Choice and Long Essay format Analysis and comparison between campus protests/free speech

movement of the 1960s with campus protests/”safe spaces” movement of today. What inspired each? Which one is/was most valid/justified and why? Which one is/was most successful and why?

Fill-in seven themes chart for period 8/U.S. Legends Timeline activity

PERIOD 9 (1980-present)-5%Curricular requirements : CR1b, CR1c, CR2, CR3, CR4, CR5, CR6, CR7, CR8, CR9, CR10, CR11

Key Concept 9.1: A newly ascendant conservative movement achieved several political and policy goals during the 1980s and continued to strongly influence public discourse in the following decades.

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Key Concept 9.2: Moving into the 21st century, the nation experienced significant technological, economic, and demographic changes.

Key Concept 9.3: The end of the Cold War and new challenges to U.S. leadership forced the nation to redefine its foreign policy and role in the world.

Primary sources samples “Morning in America” Ronald Reagan election ad, 1984 Ronald Reagan, “Tear Down This Wall” speech, 1987 Images from Tiananmen Square protest, 1989 NAFTA agreement excerpt, 1994 Patriot Act excerpt President Barack Obama’s inaugural address, 2009

Secondary sources Scholarly Debate #5: What impact did the “Reagan Revolution” have

and continues to have on the U.S? -Philip Jenkins, Decade of Nightmares excerpt-Matthew Dallek, “Not Ready for Mount Rushmore” excerpt-Gil Troy, Morning in America excerpt

Textbook reading/questions Fraser, By the People, Ch. 28.1 (questions 1-4)

Ch. 28.2-28.3 (questions 5-9) Ch. 29.1 (questions 1-3) Ch. 29.2-29.3 (questions 4-9) Ch. 30.3-30.4 (questions 6-9)

Samples of Main Activities/Assessments Reaganomics Reading Like a Historian activity: Was Reaganomics

good for America? (Theme 3–WXT 2.0, WXT 3.0) Can a nation have both freedom and security? debate focused around

an evaluation of the Patriot Act (and comparison to similar laws in 1798 and 1918)

Formative (Period 9 quiz): Multiple choice format Technology comparison activity by decade/current and future impact

of social media analysis and discussion Summative (Period 1-9 exam): Theme essays/narratives and multiple

choice questions Fill-in seven themes chart for period 9/U.S. Legends Timeline activity

Period 1 (1491-1607) Winter Assignment—AP US History—Hawkins (Spring 2018 students)

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As a college-level course, APUSH commonly includes a summer assignment in order to get a jump ahead and make the most of the relatively short time we have this fall semester. We have a lot of fun, exciting, and important things to learn/cover/accomplish, after all. See the assignment below and please email me if you have any questions (khawkins@voyageracademy.net).

The due date is the first day of classes (Spring students--January 8, 2018). Please do not email your assignment. Please bring hard copies to the first day of class (can be typed or hand-written).

1. Purchase James W. Fraser, By the People: Combined Edition (Pearson, 2016). This is the one and only REQUIRED textbook for the course. Both new and used versions of the textbook can be found on amazon.com starting at $19.59 (new) and $11.98 (used). You can also rent the textbook for $29.99 (for 180 days) at the following site under student options: https://www.vitalsource.com/referral?term=9780205927623.

2. Read Chapter 2 in Fraser—“First Encounters, First Conquests, 1492-1607”—AND fully answer each Quick Review question (2.1-2.5) as well as the Chapter Review Question (p. 53) by using evidence from what you read. Please write in complete sentences.

3. Visit the Gilder Lehrman AP website (https://ap.gilderlehrman.org/period/1) and select 3 primary sources from the nine documents shown and proceed to read, analyze and identify each source using the HIPPO Document Analysis tool (for link to tool, see APUSH homepage on my website: hawkinsnest2.weebly.com) Please include title of each primary source at the top of each of the 3 HIPPO analyses you complete.

4. Be familiar and prepared to discuss examples from the following APUSH key concepts from Period 1:

Key Concept 1.1: As native populations migrated and settled across the vast expanse of North America over time, they developed distinct and increasingly complex societies by adapting to and transforming their diverse environments.

Key Concept 1.2: Contact among Europeans, Native Americans, and Africans resulted in the Columbian Exchange and significant social, cultural, and political changes on both sides of the Atlantic Ocean.

**In addition to turning in your summer assignment, there may be a short quiz given on the first day of classes (fall and spring) to test your understanding

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AP US History—Spring 2018 Karen Hawkins, Ph.D. Voyager Academy HS khawkins@voyageracademy.net Website: hawkinsnest2.weebly.com

Please detach and return this form to Dr. Hawkins within one week.

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I acknowledge that I have read and understand all parts of this syllabus.

Student Signature: ____________________________________

Print Student Name: ___________________________________

Date: ___________________

Parent Signature: _____________________________________

Date: __________________

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