apushistory2011syllabus

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YEAR: 2011-2012

GRADE LEVEL: 11-12

TEACHER: _---------------------

EMAIL: ----

CLASS WEBSITE: ------------------------

CCCCourse Descriptionourse Descriptionourse Descriptionourse Description

Advanced Placement United States History will discuss United States History from the first colonists to the

present. Students will learn how to analyze and interpret both primary and secondary historical sources.Students will be actively involved in learning how to apply past experiences to solve our problems today.

Through this course students will be able to draw upon the lives of explorers, colonists, founders, patriots,

immigrants, pioneers, reformers, presidents as well as everyday men and women to live wise lives. Students

will be challenged to discover how understanding history can improve their lives and make our world a

better place to live.

Teaching StrategiesTeaching StrategiesTeaching StrategiesTeaching Strategies

Students will be instructed through a variety of teaching methods. Formal instruction will be through

lectures augmented with class participation. Group and partner work will enhance the learning experience.

Classroom activities will include roleplays, reenactments, debates, essays, writing exercises, projects,

posters, foldables, flippables, group and individual presentations. Students will constantly interact with the

teacher and each other. Students will be required to connect history to different topics such as math, art,culture, languages, tourism, food, cities, geography, economics, religion, music, literature, etc. Students are

also required to participate in group presentations and discussions about historic people and events.

Assessmen Assessmen Assessmen Assessment

Grades will be computed following the school wide policy of 1/3 Homework, 1/3 Quizzes and Projects, and

1/3 Quarter Exam. There will be opportunities for students to show their learning through individual andgroup writing and oral activities. The following assessment tools will be used to evaluate performance:

• In-class presentations on historical figures and events.

• Flippables, Flappables, Foldables, Posters, Cards, and other projects.

• Book Reviews, Newspaper Reviews, and Online Reviews.

• Pop Quizzes, Vocabulary quizzes, Geography quizzes, Chapter and Quarter exams.

• Document Based Questions, Free Based Questions.

• Power point presentations and multimedia use.

• Clozed Notes and Reading Journals.

• Since the AP Exam is mostly essay based, tests will include large essay portions.

Class Website:Class Website:Class Website:Class Website:

Class website: ---------------------- . Please contact my email to get access to the class website. On the

website I will put all the powerpoints I present. I will include historical links and class items of interest. I

will put test questions and respond to any chatboard questions.

Pr Pr Pr Primary imary imary imary TTTTextbook extbook extbook extbook:::: Edward L. Ayers, Robert D. Schulzinger, Jesus F. de la Teja, and Deborah GreyWhite, 2009, American Anthem, Holt, Rhinehart and Winston, Austin, Texas.

Other Other Other Other SupplieSupplieSupplieSupplies You Will Need:s You Will Need:s You Will Need:s You Will Need:

• English Dictionary (optional, non-electronic)

• Notebook for notes.

• Binder for handouts.

• Writing utensils and correction fluid/tape.

• Scissors and glue.

• Paper for Flippables.

•

Colored pens.Supplies need to be obtained by the end of the first week of classes.

CCCClassroom Expectationslassroom Expectationslassroom Expectationslassroom Expectations::::

1. Be on time to class. Be seated in an orderly manner.

https://sites.google.com/site/dishistory/






2. Come prepared with books, assignments, and supplies.

3. Have a good attitude.

4. Do your best and participate.

5. Respect others’ beliefs and viewpoints.

6. Ask permission before leaving the class; take hall pass.

7. Wait for the bell to ring before you leave class.

8. No phones or other portable media devices in class.

9. Wear your uniform neatly. Follow the dress code.

10. No plagiarizing. Students who plagiarize will receive a zero on the assignment. Sources should be

cited as follows: “blah, blah, blah” (Author, date or source).

11. Students who cheat will receive a zero and deal with Mr. Tank.

12. **** **** **** **** Only English In Class. Only English during b Only English In Class. Only English during b Only English In Class. Only English during b Only English In Class. Only English during break reak reak reak....**** **** **** ****.... First consequence

will be a verbal warning. Second consequence will be a tick on their gradesheet. Five tics is 1% of

their total grade. Also, additional homework and/or further consequences may be introduced.

13. Students are expected to preview each week’s reading assignments in advance and come to class

prepared to ask questions or discuss the material.

14. Students will show up to five classes, an additional writing workshop, and a study session with the

teacher. These last two sessions will be scheduled.

Homework rulesHomework rulesHomework rulesHomework rules

1. All assignments must be turned in on the day they are due, at the beginning of class.

2. If you come to school late or are absent a day you are still responsible for any work missed in class

that day. If you miss a test, you will contact Mr. Joe. If students know ahead of time that they are

going to be unable to make a deadline, they should come talk to me in person to arrange an alternate

due date. If a student is absent the homework must be handed on the first day of return.

3. Any homework or test will be worth 10% less after the first day. After the second day it is worth a

maximum of 60%.

DisciplineDisciplineDisciplineDiscipline

Positive Negative1. Points added to house. 1. Verbal warning.

2. Participation points added to homework score. 2. Points deducted from house.

3. Email to parents with praise for your wonderful efforts. 3. Yellow card.

4. Possible forgiveness of “tics”. 4. Referral to Discipline Office.



FIRST QUARTERFIRST QUARTERFIRST QUARTERFIRST QUARTER TENTATIVETENTATIVETENTATIVETENTATIVE WEEKLY SCHEDULE WEEKLY SCHEDULE WEEKLY SCHEDULE WEEKLY SCHEDULE

SECONDSECONDSECONDSECOND QUARTERQUARTERQUARTERQUARTER TENTATIVETENTATIVETENTATIVETENTATIVE WEEKLY SCHEDULE WEEKLY SCHEDULE WEEKLY SCHEDULE WEEKLY SCHEDULE

Week Ch. Years Topic

1 13-14 1824-1840 Democracy and Economy

2 15-16 1790-1860 Culture and Slavery

3 * 1789-1840 Overview, Review

4 17-18 1840-1854 Manifest Destiny, Sectionalism5 19-20 1854-1865 Disunion, Civil War Part 1

6 21-22 1861-1877 Civil War Part 2, Reconstruction

7 23-24 1870-1896 Gilded Age, Industry

8 25 1865-1900 The City, Overview 1787-1860

9 Quarter Exams!

Week Chapter Chronology Topics

1 1Prehistory – 1600

ADIntroduction, Maps, Essays, Note-Taking

2 2 – 4 1600 – 1700 Southern, Northern, Middle Colonies

3 5 – 6 1700 – 1763 Societal Changes, War With France

4 7 – 8 1763 – 1783 Anger with England, Revolutionary War

5 ~ Projects, DBQs, Essays, Tests

6 9 1776 – 1790 Articles of Confederation, Constitution

7 10 – 11 1789 – 1812 Washington, Adams, Jefferson, Madison

8 12 – 13 1812 – 1840 War of 1812, Era of Good Feelings, Jackson

9 ~ Projects, DBQs, Essays, Tests



THIRDTHIRDTHIRDTHIRD QUARTERQUARTERQUARTERQUARTER TENTATIVETENTATIVETENTATIVETENTATIVE WEEKLY SCHEDULE WEEKLY SCHEDULE WEEKLY SCHEDULE WEEKLY SCHEDULE

FOURTHFOURTHFOURTHFOURTH QUARTERQUARTERQUARTERQUARTER TENTATIVETENTATIVETENTATIVETENTATIVE WEEKLY SCHEDULE WEEKLY SCHEDULE WEEKLY SCHEDULE WEEKLY SCHEDULE

Week Week Week Week ChapterChapterChapterChapter ChronologyChronologyChronologyChronology TopicsTopicsTopicsTopics

1111 26-27 1860-1909 West and Expansion

2222 28 1901-1912 Overview 1860-1900, Progressivism

3333 29-30 1912-1918 Wilson, WWI

4444 31 1919-1929 Roaring Twenties

5555 32-33 1920-1936 Boom and Bust and Great Depression

6666 33-34 1933-1941 FDR up to the outbreak of war

7777 35 1941-1945 WWII

8888 23-35 1860-1945 Massive Review 1860-1945

9999 ~

Week Week Week Week ChapterChapterChapterChapter ChronologyChronologyChronologyChronology TopiTopiTopiTopicscscscs

1111 36-37 1945-1960 Cold War, Eisenhower

2222 38-39 1960-1980 Sixties and Seventies

3333 40-42 1980-Present Finishing Off

4444 - - AP REVIEW

5555 - - AP REVIEW

6666 - - Projects

7777 - - Projects

8888 - Projects

9999 ~ Quarter Exam



Week by Week Summaries (Note: These are submitted to Atlas Curriculum in vague outlinebut are much more detailed in my personal lesson plans, including sources and time maps.)

APUS12

Lesson Name

Objectives Strategies / Procedure HW / Handouts /

Announcements

Introduction to

Class

Set up rules and

discipline. Proceduresand date.

Syllabus powerpoint.

Textbooks? Textbook, syllabus, etc.

Get To Know Introduce self.

Powerpoint introduction. On a

card write 10 things about

yourself.

Pass out card.

Map Building

Preteaching

(Geography), Accessing

prior knowledge: major

continents, nations, and

landmarks.

Word search. On board draw a

map, fill in each vocabulary

term. Have students try again

by memory.

Three maps pass out, HW is

to do another map at home.

Earliest Americans Teach how to take goodnotes for lectures.

Powerpoint Presentation.

Flippable 1 Demonstrate howto take notes on board, have

students write down.

“Making a Flippable”, 3 pieces of paper, staple.

Map Quiz

Quiz-taking procedures.

General rules for taking

tests.

Have students put all their

items away. Make

announcement, establish rules.

Pass out test, five minutes,

rules for passing in test.

Map quiz.

First Essay

Examine and understand

the essay formats for the

AP US History Test.

Read through some of the AP

College board’s descriptions.

Talk about essays.

Assign a practice essay for

the weekend.

Weekly Goals

Introduce self to students. Establish

procedures: Daily, Weekly, and Test.

Homework and lecture notes skills.

Understanding AP Test.

Question of the week: “How does geography

change my life?”

APUS12 APUS12 APUS12 APUS12

Week 2Objectives Strategies / Procedure

Flippables

Understand and cover essential points of

Chapter 1 and 2-3 of the American

Pageant.

Teach students to make flippables. Present

Powerpoints from AH.

Discussion GQ

Go over the GQ in a debate format, 1-2 a

day. Discuss key ideas, problems, and practice debate/compare contrast.

Students come up with a list of questions.

Teacher comes up with others. One is pulled out of hat to discuss.

GQ Discuss prominent ideas of content.Present guided question ideas for

subsequent sections.

Intro to DBQTeach how to analyse primary documents

and have a discussion about them.

Present Columbus DBQ and talk about how

to analyse and apply it.

Chapter 1 TestAssess the students’ understanding of key

concepts of Chapter 1.Present test. Collecttest.

Pick a State

Students will be assigned to discover how

each state was founded and prepare a

poster discussing that state.

Students will be given a state from ahat. A sample state will be done bythe teacher. Rubrik – StateMap.doc





C2-4 Lecture

Instruct the material of C2-4 in a fast,

efficient way. Aim for understanding of

regional differences and developments.

Powerpoints 2-2 to 2-5.

ConnectingThemes

Comparing different areas, working as a classto develop deeper understanding of themes

and relations.

Pairs work on different themes, then present them to class. Discussion is

encouraged.

ActivityUsing facts for proving points and building

effective timelines.

Presenting a list of facts from the

unit.Pointing at relations. Watching a video

and discussing its pertinence.

C2-4Work as a group to attack the material and

understand the questions better.

Students will work as a group to understand

the chapter 2-4 test.

C5-6 Lecture

Aim for understanding of key figures’

importance, American identity, challenges

and difficulties, and geography.

Instruct the material of C5-6 in a fast,

efficient way. Powerpoints 3-1 to 3-4.

Essay Building Try to prepare for AP essay building skills. Look at AP FBQ 2005.



C5-6 Lecture

Understand Mercantilism, F&I War, Middle

Passage, Enlightenment. Explain class

warfare behind it.

PPP 3. Discuss and flippables.

Mercantilism Deeper understanding of mercantilism. Mercantilism simulation (shortened).

GQ’s Understand concepts of the book at a deeper level.

Pick out GQ’s that I’ve assigned andexplain them at a deeper understanding with

students giving a primary role.

C5-6 Test Test 5-6 Test for C5-6

DBQ 2004 Take on the DBQ essay for the 2004 test. Examine DBQ 2004.

ZINN

Understand class warfare, the viewpoint of

alternative historians, and debate usefulness

of Howard Zinn.

Assigned sections of Zinn’s reading,students give feedback. negative

aspects.



C7&8

Gain understanding of the causes for revolution,

major events, chief players, and the results of

the revolution.

Present power point, video, cards to

review.

GQThroughout the week, these guided questions

are designed to help accommodate the reading.

Students are supposed to read and

understand the questions, come to class

prepared to discuss them.

DoI

Why did the colonists rebel? What were their

motivations? How did it change? Was it

necessary?

Powerpoint and detailed description of

some of the key reactions. Clip of “Key

Principles of Declaration of Independence”.

1776Understanding of the tensions and personalities

at the second constitutional convention.

Watch clips of 1776 with guided

questions as a class.



ZinnWhat are other ways to look at the Revolution?

How does it apply to today?

Discussion of Zinn, Chapter on

Revolution.

Outcomes of the

Revolution

What were the results of the Revolution? How

was it not a Revolution?Powerpoint and flippables for the

outcomes.

Trading Cards Project: Trading Cards.Give students example project trading

cards, show them rubric for tradingcards, due next Friday.



F&I DBQUnderstand facts, how to use facts, and how to

use DBQ information and quote effectively.

Present the F&I War DBQ. Plot out a

HOT. Practice writing it.

C9 Indepth Lecture on C9.Present the powerpoint, look at

documents, examine guided questions.

Politics,

Philosophy

Look at the Articles of Confederation problems,

Constitution pluses.

Present board explanation. Ask students

questions, debate in classroom various

parts.

Articles of

Confederation

Examine the problems of Articles of

Confederation, the Constitution’s Origins.

Examine the maps of federalist/antifederalists, look at the

pluses and minuses of AoC.

Constitution:

Rev or

Counterrev?

Look at the constitution, memorize it, work

with the Bill of Rights.Debate between

federalists/antifederalists.

Essay SkillsWorkshop

Outline Essay, timed, as class.

Students challenge. Then we do onetogether. Discuss possible areas.

Assign areas, work asindividuals/groups.


Week 7 Objectives Strategies / Procedure

HOTSUnderstand good qualities, bad qualities, of a

thesis statement.

Write HOT #1. Look at sample HOTs.

Compare strong and weak thesis.

Federalist Papers

Understand how to use DBQ to answer

questions for an essay while teaching about the

Bill of Rights.

Look at Federalist papers. Discuss DBQ

source quoting.

Washington

Adams

Understand key questions about Washington

and Adams, why one was loved and the other

hated, or not?

Lecture: Washington, Adams. GQ

discussion. Look at popular depictions,

DBQ’s.

Presidents

Understand the impact of presidents and how to

think of the US in a linear term. Watch DVD “The Presidents”.

OutlinesWrite outlines for various essays, prepare for

writing dbq’s or fbq’s as needed.

Pull questions out of a hat. Prepare an

outline based upon simple question in

pairs.

Buildups

Students learn to think like a teacher, create

their own questions, and make effective study

tools.

Create your own flappable for thetextbook. See how it compares to

mine.

Review/Test Assessment and guided response to C9-10.Pizza of Death or Jeopardy. Pass out

test.

First Essay FBQ Outline and HOT practice.

Pick FRQ out of hat. Have students timed

answer it.Video: South

Park, Founding

Fathers

Understand pop culture views of History.Watch South Park episode on founding

fathers.





Jefferson Flippable

To enhance the lecture, in a visually

appealing and assessable way, that will

encourage student note-taking skills.

Students make a flappable.

OutlinesDeeper understanding of procedures for

outlines and AP US History essay sections.

In pairs make outlines for different

subjects.

GQ’sUnderstand concepts of the book at a deeper

level.

Pick out GQ’s that I’ve assigned and

explain them at a deeper understanding

with students giving a primary role.

VideosAim for deeper understanding by watching

alternative sources for information.Watch Adams video and SP video.

War of 1812Aim to understand DBQs and procedures

for writing essay outlines.

Look at the War of 1812 from a primary

source viewpoint.

C11-12 TestAssess students’ learning of the C11-12

subject matter.Pass out C11-12 Test

Court CasesBegin compiling all the supreme court

cases…Students must get the cards and fill

out one for each court case.



Test Test on C11-12, assess students knowledge. Pass out test for C11-12.

ReviewsTo review information and to assess

students’ knowledge.

I have designed six review activities. 1:

Quick-writes. 2: Jeopardy. 3: Pizza of

Death. 4: Word Search. 5: Grouping. 6:

Map Making.

Outlines

To aid students in essay writing skills and

building up knowledge for the AP US

history FRQ.

Students are assigned an area and work

individually to build an outline for that

area.

Movie

To relax students and prepare them for the

finals by taking a break from all the hard

studying they’ve been doing.

Watch movie: “The Patriot”.

Essay Comments: I focus primarily on essay structure this quarter. Inparticular, the “HOT” (Hook, Overview, Thesis), 5 body paragraph, and

number of facts needed. At the end of this quarter, SWBA2 write a goodintroduction paragraph and an effective outline for an essay.

Instruction Comments: This is primarily an instruction focused quarter,using flippables and lectures to instruct students. However, there are

many discussions, particularly on the understanding focused side. I amslowly building up their analytical skills primarily by using documents

that easily facilitate discussion.



QUARTER TWOQUARTER TWOQUARTER TWOQUARTER TWO (1820(1820(1820(1820----1880)1880)1880)1880)

Unit OneUnit OneUnit OneUnit One –––– Jacksonian DemocracyJacksonian DemocracyJacksonian DemocracyJacksonian Democracy LessonLessonLessonLesson Objectives Strategies /

Procedure

Semester Review of rules, returning of things, preparation to move on.

New seating charts, new syllabus,give back papers.

Mapping Prelearning exercise toprepare students for newsemester :)

Have map of the USA, start filling inwith new areas, ask questions.

Flippables Aid in understanding of

lectures through visual notes

C13 and C14 Flippables (defined in

class)Essays Understanding connecting

issues and forming arguments.Students will practice essay writingusing the FRQ 2005.

Project:Jackson

Students study Jacksons rich

history; decide hero or monster.

Watch the youtube video:htt p://www.youtube.com/watch?v=UqzPdWbo-

Gs

Movie Aid in understanding fromalternate sources (video doc)

Watch "The Presidents"

Test C13. Assessment of the subjectsand practice for the AP test. Test C13.

Games Aid in understanding of keyconcepts and review lectures

Pizza of Death, Columns.

Industrialism Understand challenges of industrialism,

immigration

Flippables C14

Essay Understand key strategies with AP

essay writing.

Students will fully write out their first FRQ:

Irish vs. German immigration.

Reform Understand age of reform's many

challenges.

Flippables C15

Readings Deeper understanding of Americanliterature. Students will each read primary sources andcompare.

Test Assess students' learning of C15 Test C14-15

Comments: Primary document analysis is not very heavy this unit, I focus on quickinstruction and lecture. Students write their first FRQ as a homework assignment and arebeing more and more tested on essay writing.

http://www.youtube.com/watch?v=UqzPdWbo-Gs






Unit Two – Towards War (1840-1865)

DQ Assess students understanding of key

terms/names.

Daily quizzes begin Monday. ID's will

be given of varying difficulty.

Slave Culture To help students get knowledge of

generalized FRQ's.

A review of slave culture and non-fact

based essays. FRQ from previous

year.Flips C17 Aid the students in understanding

key concepts of lectures

Flips sections: Tippecanoe & Tyler 2,

Maine & Texas, Polk & MA War

Hat Debate Students will act out and gain

greater understanding of key

Each researches charater, then debate

issue is presented. Rubrik – HATS.

Presidents Greater understanding from

alternate sources.

Watch "The Presidents" DVD

Review Do snap reviews of different eras to

keep students on target

Columnables and 1 min quick writes,

FRQ and DBQ examinations.

Mormons Examine media's perception of

mormons in modern day

SP episode "All about Mormons"

Kansas-Nebraska Mapping of key issues and FRQs Examination of Kansas-Nebraska and

asking of key questions

Test Test students knowledge of MC

portion of AP test.

Give them AP test.

FRQ “To what extent did debates after the

Mexican-American War reflect

sectionalism?”

Practice writing in a 35 minute block,

students will be better able to quick

write essays.

Lincoln-Douglas,Mudsill

Students practice looking at primarysources more, debate the mudsill vs.

free soil argument, understand

Lincoln

http://edsitement.neh.gov/lesson- plan/slaverys-opponents-and-

defenders#sect-activities

Presidents Supplementary understanding from

alternate sources.

Watch "The Presidents".

The War Part I Critical examination of the war in

the non-military ways.

Examination of documents, charts,

and maps.

Flippables Lecture assistance for key concepts

in a visual, appealing way.

Throughout, flippables will be used to

supplement lectures.

Comments: I focus more on primary document discussion in this unit. I also am using moreand more discussion as students become more focused on the key questions of Lincoln (themost complex president IMO).

http://edsitement.neh.gov/lesson-plan/slaverys-opponents-and-defenders#sect-activities








Unit Three – Reconstruction and The Guilded Age (1865-1880)

Civil War Finish instruction of key material

from Civil War.

Fill in flippables, watch Presidents.

Reconstruction Understand Reconstruction's effect

on American history.

Flippables for Reconstruction, lectures,

and powerpoints.

Party Platforms Review of years 1840-1860 and key

concepts from each.

http://dig.lib.niu.edu/teachers/politics-

lesson1.html

Movies Review material with indepth

primary sources.

Review documents and have discussion.

Zinn Analyze readings of Howard Zinn

and determine effect.

Students are assigned readings from

Zinn and follow through with

discussion. (Chapter 10-11)

Massive Review Review material and collate

everything to help students access.

Review of entire period 1840-1877

Test of All Tests AP Test for the entire unit. Unit test 1854-1877.

Gilded Age Understand the key concepts of C23

in a visual way

Flippables: Hard vs. Soft, Corruption,

White Supremacy

Presidents Using alternative media to gain

deeper understanding

Watch “The Presidents”

Industrial Revolution Initial powerpoint instruction “The Industrial revolution” Powerpoint

Age of Steam Understand the principals of capital

and railroad system

Age of Steam boardgame

Age of the City New Immigrants, Jane Addams, etc. Discussion of key themes of chapter in

class, analysis through hwork.

Christmas Movies In depth reports on each movie, to

fully explore themes of America.

Students watch 3 movies: An American

Tail, Dances With Wolves, Oh Brother

WAT.

Comments: On one hand, this is a review area, focusing on student writing essays repeatedly

this unit. There is some introduction of new material but much more tests and review.

http://dig.lib.niu.edu/teachers/politics-lesson1.html







QUARTER THREEQUARTER THREEQUARTER THREEQUARTER THREE (1880(1880(1880(1880----1945)1945)1945)1945)

Week 1 – Cowboys and Indians

LessonLessonLessonLesson

FocusFocusFocusFocusObjectivesObjectivesObjectivesObjectives StrategyStrategyStrategyStrategy

Flippables

Understand key concepts of the Indian

Wars, the new West, and the move

towards progressivism.

Flippables: JA, Booker, WEB,

GQ’sDiscussion of key concepts from the

chapter on American West.Prewritten questions Q3.

DQ’s Key Terms given to students for quiz. Daily quiz handed out.

Turner ThesisDebate the effects of the frontier on thewest and its change on American

culture.

Classroom discussion of the turnerthesis

DBQ

Analyze the ways in which technology,

government policy, and economic

conditions changed American

agriculture in the period 1865-1900.

DBQ 2007 (Test)

Zinn Six questions for Zinn Chapter 11 of Howard Zinn.

Populism

Understand key ideas of the populist

movement. Read sections and discuss.

http://www.truth-out.org/populism-isnt-

dead-its-marching-what-bunch-farmers-

can-teach-bunch-occupiers-about-how-keep-going/13

The West

Examine sample responses to FRQ

2006#4. For whom and to what extent

was the American West a land of

opportunity from 1865 to 1890?

http://apcentral.collegeboard.com/apc/me

mbers/repository/ap06_ushistory_formB_ q

4.pdf

Comments: Lots of instruction, flippables, and organization of information for essay writing.Presentation of the “Beginning, Middle, End” notion, and students build several posters tohelp their own essay writing structuring.

http://www.truth-out.org/populism-isnt-dead-its-marching-what-bunch-farmers-can-teach-bunch-occupiers-about-how-keep-going/13





http://apcentral.collegeboard.com/apc/members/repository/ap06_ushistory_formB_q4.pdf













WEEKS 2-4 (C26-28)

Imperialism and Progressivism

NAMeNAMeNAMeNAMe ObjectivesObjectivesObjectivesObjectives StrategyStrategyStrategyStrategy

Roosevelt GQ’sUnderstand key concepts Roosevelt/Taft

Progressivism and Imperialism

GQ’s on chapters 27&28, discussion in

class.

FlippablesA visual way to understand key concepts

and comparisons of the chapters 27-29.

Flippable: Imperialism, Progressivism,

3 Presidents.

War LoversGreater understanding of five different

views of imperialism.

Thomas, Evans. The War Lovers, 2010,

Little Brown & Co.

Justification? Debate Imperialism’s justification.http://ed2.neh.gov/curriculum-unit/birth-

american-empire

ChinaUse the example of China for students to

see modern parallels.

http://edsitement.neh.gov/lesson-

plan/new-order-greater-east-asia

Progressivism Evaluate the progressive effectiveness.Debate key documents of the

progressives (in book).

Harpers Weekly Understand primary documents and theirreflections on issues of the day.

Analyze the cartoons of Thomas Nast.

WilsonianismDebate the extent to which Wilson differed

from Roosevelt and Taft.(Same document as above)

Entry into WarA look at the chief reasons for and against

WWI.

http://edsitement.neh.gov/lesson-

plan/united-states-entry-world-war-i-

documentary-chronology-world-war-i

HATSDebate about imperialism (using six

different characters).

HATS – Same rubric.

FRQ

“To what extent did the Spanish-American

war represent a change in US foreign

policy?”

FRQ essay practice.

Comments: Lots of analysis and debate in this area. Usage of the HATS and the primarydocuments deciphering. This area is particularly of interest to the students.

http://ed2.neh.gov/curriculum-unit/birth-american-empire


http://edsitement.neh.gov/lesson-plan/new-order-greater-east-asia


http://edsitement.neh.gov/lesson-plan/united-states-entry-world-war-i-documentary-chronology-world-war-i













WEEK 5-6 (Chapters 30-32)

The twenties and thirties


War and

its EffectsQuick overview of the events of WWI

GQ’s on Chapter 30, Flippable for

key points.

Great

Expectati

ons

Discussion of why the US backed out

of the League of Nations.

Using HATS, discuss the Lodge-

Wilson debate.

MC TestAssess students understanding of key

materials 1900-1920MC test 1900-1920.

GQ’s

Discussion and classroom focus on

key ideas of Roaring Twenties and

Boom and Bust

GQ’s –Chapter 31&32

Trading

Cards

Students make a trading card for five

of the characters of the twenties.

Each student chooses five names from

the list, same as Q1 TC.

Jazz Understand birth of jazz/blues/music CD’s, and I play piano (ragtime/jazz).

MoviesUnderstand the impact and change of

movies on society.

Watch “Singing in the Rain” as a

class.

Advertisi

ng

Look at the economic side of the

1920s, and how they affected society.Examine political documents.

FRQAssess students’ understanding of key

concepts of chapter.FRQ 2006 B

Boom and

Bust

Examine the reasons for the bust and

the effects of the Great Crash.Watch “Grapes of Wrath”

Comments: A lot of movies and videos for this era. A (comparative) break from essay writingbut a lot more analysis of successful essays here.



WEEKS 7-9 (C33-35)

FDR


FDR GQ’s

Discussion of key concepts and

ideas, try to understand FDR and

New Deal

GQ’s Chapters 33-35

FlippablesUnderstand key ideas of the chapter

in visual and interesting ways.

Flippables: 3R’s, Agencies,

Minorities, Neutrality?, 4 Elections.

Fireside

Chat

Watch an actual clip of a fireside

chat and talk about it.

http://www.youtube.com/watch?v=b6K

SOaaWqb4&feature=related

http://www.youtube.com/watch?v=z9CBpbuV3ok&feature=related

Grapes of

Wrath

Understand the great depression

and its impact on American

literature.

Watch “Grapes of Wrath” as a class.

Federal

Institutes

Students make a poster about one of

the federal institutions (PWA, CIA)

Given a list, students choose one to

explore the creation and development.

WWIIAnalysis of FDR and WWII on the

home front

http://millercenter.org/president/fdroose

velt/essays/biography/8

FDR &

Minorities

Analyze different viewpoints of

FDR on minorities

http://www.cato.org/pub_display.php?pu

b_id=3329 (Cato institute)

http://historymatters.gmu.edu/d/137/

http://louisproyect.wordpress.com/2008/

09/23/fdr-and-african-americans/

http://millercenter.org/president/fdroose

velt/essays/biography/8

MC TestAssess students understanding of

materialTest 1920-1945.

FRQPowerpoint

s

Students create a powerpoint to

explain an FRQ.Students choose from the FRQ list.

Comments: Students do a good variety of essay preparation, instruction, and discussion inthis unit.

http://www.youtube.com/watch?v=b6KSOaaWqb4&feature=related






http://millercenter.org/president/fdroosevelt/essays/biography/8



http://www.cato.org/pub_display.php?pub_id=3329





http://louisproyect.wordpress.com/2008/09/23/fdr-and-african-americans/



















QUARTER FOURQUARTER FOURQUARTER FOURQUARTER FOUR

WEEK 1-2 (Chapter 36-37)

The Cold War

NAMeNAMeNAMeNAMe ObjectivesObjectivesObjectivesObjectives StratStratStratStrategyegyegyegy

GQ’sUnderstand the transformation of the

WWII to a Cold WarGuided Questions C35-37

Truman’s

War

Students debate Trumans’

justification in using the bomb.

Debate about Japan and the Atomic

Bomb

Cold War

Movie

Gain a greater insight into the cold

war origins and madness on psyche.

Students watch 1: Truman, MASH,

Manchurian Candidate, Dr.

Strangelove. MR rubric.

Flippable

sFlippables for the Cold War

Flippables: Truman’s War, Truman

Doctrine, Red Scare, I Like Ike,

Nuclear Age.

Nuclear

Cartoons

Examine the effects of the nuclear

war on pop culture.

Bugs Bunny, nuclear instruction

video, Twilight Zone episode.

Fifties

Life

Understand the perceptions of life in

the 1950s.

Read several primary documents and

watch “Leave it to Beaver”.

African

American

s Postwar

Discuss the changes that the war had

on the early black civil rights

movement.

Examine Executive Order 8802,

Discuss SCLC.

Geograph

y

A map guide to help the students with

key geography issues.Map Worksheet, discussion.

FRQ-

DBQ

FRQ-DBQ on the same subject (Cold

War 1941-1949).

Students test both FRQ and DBQ in

same day.

ZinnUnderstand Zinn’s take on the Cold

War

Howard Zinn’s book (Chapters on

WWII and Korean War).

Comments: Intense instruction and analysis of structuring essays here.



WEEKS 3-4 (Chapters 37-39)

The Sixties and Seventies


GQ’sDiscussion of key concepts of the

sixties.Discussion of chapter 38.

Flippable

s

Organization and presentation of

information in a visual way.

Flippables: Kennedy, Johnson, Civil

Rights Movement.

Bay of

Pigs

Debate the Bay of Pigs and Sputnik,

which was more important?

Classroom discussion using

photographs and clip.

A Little

Girl…

Discussion of the Civil Rights’

movements effect on education.

Lesson Plan: Examine primary

documents of little girl and black girl

drawings, compare.

Women’s

Liberatio

n

Discuss the feminist movement and its

rise or importanceRead text of “Feminine Mystique”,

Making of

the

President

Board game to understand the

election of 1960.

Play board game “Making of the

President – 1960”.

Nixon –

Crook?

Mystery game where students play

the parts of investigators.Nixon – Crook worksheet.

Forrest

Gump

Watch Forrest Gump as a

review/game.Forrest Gump.

MC TestAssess students learning of key

concepts and facts.MC Test on material 1940-1970.

Comments: More discussion and interaction focused in this area.



WEEKS 5-7(Chapters 40-42)

Up to the Present, REVIEW


GQ’sDiscussion of key concepts of the end

of the cold war to present.Discussions of C40-42.

Flippable

s

Organization and presentation of

information in a visual way.

Flippables: Cold War, Presidents,

Society.

President

s

Review and overview Watch “Presidents”

Zinn Review of Zinn Zinn Overview

FRQ

Powerpoi

nt

Allows students to prepare and

present key facts.

Students prepare a powerpoint on

assigned product.

GIANT

REVIEW

Review of all material broken into 3

days.

Review 1 – 1789, Review 2 – 1900,

Review 3 – Present.

Comments: A lot of review to prepare students for test. Comparatively little instruction here.

WEEKS 8-9 (PROJECT)

Students have a senior project and are given time to work on it. Also, students watch moviesand help build posters for the school.



Letter of Introduction To Parents anLetter of Introduction To Parents anLetter of Introduction To Parents anLetter of Introduction To Parents and AP Studentsd AP Studentsd AP Studentsd AP Students

Dear Parents and/or AP Students,

The purpose of this letter is two-fold: to introduce myself as you or your child’s Advanced

Placement United States History (APUSH) teacher and to give you an idea of the expectations that are

required as the year progresses.

The APUSH course is typically the second year of a two-year sequence in United States History and

attempts to develop higher-level thinking skills by employing analysis and evaluation, mostly through

formal essay writing. As a parent you should know that this course might differ from other traditional

courses in the following ways.

• APUSH will be taught in much the same way as a typical college-level survey course and therefore

be emphasized on different types of essay writing and testing.

• Assessments will cover a greater body of information than some students may be accustomed to

digesting at one time.

• Homework will consist of primarily reading assignments and note-taking for which students are

responsible in order to master the large body of factual information.• Many students who enroll in APUSH are accustomed to earning “perfect or near-perfect” grades.

Keep in mind that there is a good chance that this course will be much more challenging, and at

times frustrating, more so than any other they have taken; it is expected that their focus will not be on

earning “perfect or near-perfect” grades but rather mastering the material assigned, developing

college-level skills, and preparing for the national AP exam. Development and growth as a student is

my foundational goal.

• There will be one weekly mandatory class for ALL students on Monday in period nine. This will be

an essay and writing skills focused workshop that will be independent of the current material being

covered. All students MUST attend this class. In addition to the weekly Monday class, each student

MUST also attend one additional ninth period class each week according to a signup sheet. Students

are expected to have a list of questions prepared to ask the teacher about the weekly reading or tests.

To summarize, there are five “regular” AP US history classes, one essay writing workshop, and one

question and response session each week. This is a total of seven mandatory classes each week.

• Additional help is available. Mister Powell will be in his classroom every day in ninth period,

available to all AP students for additional study preparation. Any absent student should come in to

rehearse the missed material. If your student wishes to maximize his preparation for the AP USHistory test, he may attend his mandatory seven weekly classes and also three additional study

sessions for a total of ten weekly study sessions. Mister Powell has many additional resources for

students wishing to increase their understanding in preparation for the test and will make theseavailable in his classroom at this time.

• Additional optional and/or mandatory studying sessions may be scheduled if deemed necessary.

• You AND your parent must make contact with me at my email ([email protected]). The

student will be given access to the class website: https://sites.google.com/site/dishistory/

• This is a class website that will contain many informative materials. There will be all the copies of

my powerpoint presentations for both AP US History and regular US History. Test questions will be

posted, allowing students to achieve a better grade. Thoughtful questions will be posted, allowing

students to better understand the material better. Students will be allowed to post chat messages with

other students and/or the teacher. In addition, there will be very helpful alternative resources

available on that website. Links to primary sources and original documents. Videos and clips that

heighten the material. Other AP class websites and lessons. Actual previous APUSH tests.

mailto:[email protected]








All students wishing to will take the AP exam in May 2012. The exam is three-hours in length. It

consists of two major areas. First, a 55-minute, 80-multiple-choice question section. Second, a two-hour

time period in which students are required to write a document-based essay (a response based on a series of

relevant primary sources) and two shorter essays that assess their historical knowledge by relying solely on

memory. As you can see, this is quite a challenge for students and will require much hard work. Exam

scores range from 1 to 5 with a ‘3’ or higher considered “proficient.” 90% of US universities and colleges

will give students who score a ‘3’ or higher college credit or advanced standing for their AP work.Because students can potentially earn college credit for their work, this course is taught at a college

level, and many students may find the workload and pace of instruction extremely demanding. I ask that

you keep this in mind, especially as the year progresses. The objectives of the course are for each student to

gain knowledge and understanding of United States history, improve his or her college-level skills in critical

reading, writing, and thinking, and to prepare for the exam. Please continue to have high expectations for

your child this year, while being supportive and understanding of the fact that he or she is being asked to

perform at a higher level than he or she may have before. I will do my best to do the same, and, together

with your child, we can work toward a successful year.

Sincerely,

Michael Powell, AP US History Teacher, Dominican International School.

Below is a contract that both the parent and student must read and sign. This must be returned ASAP.Student Contract for AP United States History (2011-2012 School Year)

Please PRINT the following information accurately and clearly. All information sent home or to the student will be based

on this information.

Name:_______________________________________________________________________________

Parent or Guardian:___________________________________________________________________

Please read the following items carefully with your parent or guardian. Each student will be held to these standards for the

duration of the AP U.S. History class. Student should check each item in the space provided. Please sign and date the contract

and return to the instructor.

_____ I understand that AP US History is a challenging class and will require a great deal of individual studying.

_____ I have read the attached Academic Integrity Policy and agree to its terms.

_____I understand that this is a college-level course with college-level expectations, and that my work will be held to a college-

level standard.

_____I will take all scheduled assessments when I am present that day. If I missed the previous day of class I understand that this

does not excuse me from taking previously scheduled assessments.

_____I will behave in an appropriate manner at all times during class. I will treat my teacher and fellow classmates with the

dignity and respect they deserve. I understand that there is a time and a place in which to air grievances or problems and the

classroom is not the place. Any student who disrupts class through complaining or similar negative behavior may face

disciplinary action.

Student signature:_________________________________________________Date:_________________

Parent/Guardian signature:__________________________________________Date:_________________

Reviewed by AP teacher: ____________________________________________Date:_________________



Academic Integrity PolicyAdvanced Placement United States History

Advance Placement (AP) courses require students to hold themselves and their work to a higher standard. By choosing to engage in acts of academic dishonesty the student

cheapens themselves, their classmates, and the course itself. In this age of technology theact of cheating has become an incredibly sophisticated process. In order to maintain theintegrity of AP classes students must sign a contract that states the academic integrity policy. Most colleges and universities have strict policies regarding cheating and academic dishonesty.

Violations of academic integrity include but are not limited to:

CHEATING: Using crib sheets; pre-programming a calculator; using notes, cellular phones or books during a closed book exam.

COPYING ON A TEST: Looking at other unsuspecting students' exams and copying; copying in a complicit manner with

another student; exchanging color-coded exams for the purpose of copying; passing answers via notes; discussing answers in

exam.

PLAGIARISM: Fabricating information and/or citations; copying from the Internet or submitting the work of others from

professional journals, books, articles and papers; submitting other students' papers or lab results or project reports and representing

the work as one's own; fabricating, in part or total, submissions and citing them falsely.

ACTS OF AIDING OR ABETTING: Facilitating academically dishonest acts by others; unauthorized collaboration of work;

permitting another to copy from exam; writing a paper for another; inappropriately collaborating on home assignments or exams

without permission or when prohibited.

UNAUTHORIZED POSSESSION: Buying or stealing exams; failing to return exams on file; selling exams; photocopying

exams; any possession of an exam without the faculty member's permission.

SUBMITTING PREVIOUS WORK: Submitting a paper, case study, lab report, or any assignment that had been submitted for

credit in a prior class without the knowledge and permission of the instructor.

TAMPERING WITH WORK: Changing one's own or another student's work product such as lab results, papers, or test

answers; tampering with work either as a prank or in order to sabotage another's work.

GHOSTING or MISREPRESENTATION: Having another student take a quiz, an exam, or perform an exercise or similar

evaluation in one's place.

ALTERING EXAMS: Changing incorrect answers and seeking favorable grade adjustments when instructor returns gradedexams for in-class review and subsequently collects them, asserting that the instructor made a mistake in grading. Other forms

may include changing the letter and/or the numerical grade on a test.

COMPUTER THEFT: Electronic theft of computer programs or other software, data, images, art, or text belonging to another.

Documents

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