LOMA LINDA ACADEMY Advanced Placement United States …...possible free response questions, short answer, multiple choice responses and/or document based questions at the end of unit

LOMA LINDA ACADEMY Advanced Placement United States History

2019-2020 Instructor: Mrs. Constanzo (909) 796-0161 x3195 voicemail Email address [email protected] (for parents)

[email protected] (for students) Website www.constanzohistory.com Textbook

• Henretta, James A. (et al) America’s History for the AP Course Bedford/St. Martin’s, 2014, Eighth Edition; ISBN: 9781457628931

Secondary Sources

• Hierl, Warren (et al) Strive for a 5 America’s History Bedford/St. Martin’s, 2014, Eighth Edition (recommended)

• Newman, John J. (et al) United States History; Preparing or the Advanced Placement Examination AMSCO, 2020 Edition (required and provided by teacher)

• Davis, Kenneth, Don’t Know Much About History, Harper Collins, Newest Edition (not required but strongly encouraged)

COURSE DESCRIPTION: This course is designed to provide a college-level experience and preparation for the AP Exam in May. An emphasis is placed on crafting historical arguments with the use of relevant historical evidence, chronological reasoning, comparison, contextualization and historical interpretation. The course will emphasize a series of key themes throughout the year. These College Board determined themes are essential to a comprehensive study of United States History. The course will trace these themes throughout the year, emphasizing the ways in which they are interconnected and examining the ways in which each helps to shape the changes over time that are so important to understanding the United States. Each unit also utilizes discussions of and writing about related historiography: how interpretations of events have changed over time, how the issues of one time period have had an impact on the experiences and decisions of subsequent generations, and how such reevaluations of the past continued to shape the way historians see the world today. These discussions are woven throughout the course. There will also be unit specific discussion topics generated by possible free response questions, short answer, multiple choice responses and/or document based questions at the end of unit. In addition to discussion, for every unit students will be required to identify and show the significance of key terms and do unit-reading breakdowns of the required readings. SUPPLY FEE: This course has a supply fee of $25.00. An APUSH review book will be given to the students, along with a binder and dividers for the time periods of this course. A separate exam fee of around $95 will be charged in the fall of 2019 for the May 2020 exam.

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APUSH Syllabus 2

COURSE EXPECTATIONS: Readings: Students will be expected to read assigned passages from the required reading list prior to class meetings as well as outside materials as is necessary. Students should also be prepared to read on a regular basis (6-10 hours per week). Assignments: All assignments and exams will be due on their assigned dates. In most cases, late work will only be accepted for half credit. Sloppy, cluttered, or inappropriately formatted assignments will not be accepted. Students are expected to complete all assignments and examinations on time. Although students are expected to see the instructor about missed or late work, a "study buddy" is encouraged. Being absent the day before an assignment or exam does not excuse a student from taking that exam except in unusual circumstances. Methods of Evaluation: All work will be graded on a point system. Reading quizzes are worth 25 points and end of unit tests are worth 350 points (multiple choice -200 points, LEQ or DBQ – 100 points, short answer (2) – 50 points). There will be projects assigned throughout the school year that will also add to the total points for the grade. Class Participation: Studies have consistently shown that students who participate in class discussions and activities are more likely to grasp learning objectives. Class participation, or a lack thereof, will make a difference in one’s grade. Attendance: Regular class attendance is strongly recommended since a majority of the course will involve group discussions and activities that will aid in an understanding of the material. Formal Projects: The importance of formal projects cannot be understated. In addition to daily course activities, students should be prepared to argue a formal debate, create a student made DBQ, and other project ideas that may arise. Parental Input: This instructor recognizes parents and guardians as the primary educators of students. As such, parents and guardians will be used as resources making students motivated and successful learners. PROCEDURES FOR EVALUATION: Grades will be based on unit exams, quizzes, and projects. Extra credit will be given at the discretion of the instructor. Students who do not show up for the scheduled exam as well as the scheduled make up exam will receive zero points Grading Scale: A 94 – 100% A- 90 – 93% B+ 87 – 89% B 83 – 86% B- 80 – 82% C+ 77 – 79% C 73 – 76% C- 70 – 72% D+ 67 – 69% D 63 – 66% D- 60 – 62% F 59% and below

APUSH Syllabus 3

POLICIES AND PROCEDURES Contacting Mrs. Constanzo There are a variety of ways in which students and parents can contact me:

• Office Hours: I usually arrive by 7:30 AM and remain until 4:00 PM. I am available most days before school, after school and at lunch to assist students and answer questions. If a student or parent wishes to meet, they should contact me ahead of time.

• Email: At a minimum, I check my school based email ([email protected]) at least two times a day: during my planning period, and after school.

• Phone: Feel free to call the school directly if you would like to speak with me. The best time to reach me is during my planning period.

• Remind: I will utilize a group messaging program to keep students informed and send reminders about class. Students also have the option of downloading and using the app. All messages are archived. Students should remember that this is for school purposes only and all school rules still apply. This is not to be used as a social group chat. Standard text messaging rates apply based on the plan which students have.

• Classroom Website: I have a classroom website at constanzohistory.com. Throughout the year, I will post pictures, reminders and other important announcements.

Balance – Extra-Curricular Activities, Sports, and Outside Activities When choosing their course, students are encouraged to be mindful about the other activities which they are involved in, including clubs and sports at school as well as commitments outside of school. Students have freedom in picking their classes and are not required to take an AP level course. Students need to understand that with each AP class they elect to take, the homework level (and stress level) increases. For Mrs. Constanzo’s AP classes, you should expect an hour of homework each night, and if you procrastinate and don’t follow the suggested time schedule that she provides, it will require more time. The key is to be able to find a balance that works with your lifestyle. Mrs. Constanzo has taught students who have taken her AP class as well as other AP classes, participated in sports, and extracurricular activities and balanced it as well. However, their free time decreases with each added activity. Balance is different for everyone and students need to decide what they can or cannot handle. With all that being said, if you are feeling very overwhelmed, you are encouraged to speak to Mrs. Constanzo so that she can help you to alleviate some of that stress by setting up an alternate schedule, etc. HOWEVER, this should be an infrequent event, and not something that is done all the time. Coursework APUSH, is a 10-credit intensive college course and it is one of the most demanding AP courses. As a result, students should expect a challenging workload that will take a significant amount of time outside of school. It is impossible for the teacher to cover all the material during the class time we have, thus the student must complete all required coursework to be best prepared for the exam. Coursework includes the following types

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APUSH Syllabus 4

of tasks:

• Notes: Take notes on video and in-class lectures, discussions, and readings.

• Discussions: Be prepared to discuss readings, lecture materials, and various assignments.

• Writing: Writing is a large portion of the AP exam and as such students will do much writing throughout the year in the format of Short Answer Questions (SAQs), Long Essay Questions (LEQs) and Document Based Questions (DBQs).

• AP Classroom from the College Board: Students will complete a short digital activation process at the start of the year which will provide access to new classroom resources such as a question bank, unit guides, personal progress checks, and performance dashboard. Students will utilize this site throughout the year for review and homework.

Assessments

• Projects: Students will complete several projects each semester to enhance their understanding of the content. While time will be given in class, a bulk of the work will be done outside of school. Examples are listed in the pages that follow.

• Vocabulary Quizzes: Vocabulary is an important piece of the social studies. As such, students will take frequent quizzes. A list of 40 words will be given for each unit of study.

• Quizzes: Reading and preparing for class is the most significant contribution to success in APUSH. For this reason, reading quizzes are given regularly. Each quiz consists of 1-2 questions based on the objectives for the unit. The textbook, notes, and supplemental sources will all be helpful in preparing for quizzes.

• Exams: Each unit will end with a test. These tests will include multiple choice, long-essay questions and/or document-based questions, and short-answer questions. At the end of the first semester, students will participate in a debate for their final exam. At the end of April, just prior to the AP exam, students will take a full Mock AP US History Exam that covers content from the entire year.

Study Groups At the beginning of the year, Mrs. Constanzo will take class time to teach AND practice good study skills with students. Students are also encouraged to form a study group. Working with peers from class is a valuable method of studying and reviewing as long as students don’t just “divide and conquer.” Discipline It is my goal as the teacher to create a learning environment that is so engaging that students forget they are learning. I work hard to develop lessons that cultivate students’ creativity, incorporate technology, are engaging and push the student to work hard and critically think. My goal is for students not to go away from this course just knowing “facts” that they won’t remember five years from now, but to create an experience for students where they are able to discover new things, collaborate with their peers, individually apply the material we learn and be excited about learning. Knowing all this, it is my desire that time is not taken from learning for misconduct. In the case of misconduct, I follow a 3-strikes procedure: (1)Individual Conference with the Student,

APUSH Syllabus 5

(2)Contact Made with the Parent/Guardian (via phone preferably), and (3)Referral to Administration. Specific Policies

• Cell Phones: Information technology use is a privilege which can be denied, revoked, or suspended for a period of time by teachers in their classrooms or by an administrator for the school. When students bring a portable communication device to school, they assume the responsibility for the loss, theft, or use of that device by others. I will provide a basket in the classroom where students can leave their phones during class time. When students enter the classroom, they are expected to place their cellphone (powered off) in the basket. It will remain in there for the duration of the period. I have provided surge protectors and charging cables so students may charge their phone while it is in the basket during class. Occasionally, we will use cell phones for activities in class in which the student will be permitted to have their phone with them to use strictly for educational purposes. I reserve the right to confiscate the phone if these procedures are not being followed by the student, and will turn the phone over to Adminstration. If students are not comfortable with this policy, they should leave their phone secured in their locker. Note on earbuds: Earbuds are not permitted in the classroom.

• Retaking Assessments: Students are not able to retake any assessment. Students are given plenty of notice to prepare for assessments as well as review options and my office hours to gain extra help. With that being said, it is understandable that we all have bad days and that as a result a student may score poorly on an assessment. There will always be at least four different assessments a semester, so students have plenty of opportunity to improve their grade.

• Absences/Make-Up Work: Because of the fast-paced nature of the course and the amount of material covered, students are encouraged to be in class. However, there will be days when a student is out as a result of a school based function, being sick, or other reason. Students are responsible for any work they miss while absent. Students shall be permitted two school days for each day absent to make up work. These make up absence days will begin the first day after the student returns. This policy does not automatically extend the due date for long-term assignments unless approved by Mrs. Constanzo. If absent for an assessment, the student must make it up the very next day (as they are notified several days in advance). It is the student’s responsibility to make arrangements with me to take that assessment during their Study Hall or another class period. Students are responsible for speaking to the teacher about missed work.

• Late Work: Unless there is an extenuating circumstance (determined by the teacher) late work is not accepted and will be entered as a 0.

• Academic Dishonesty o Cheating: Cheating by any means on any work, projects or assessments

is unacceptable. Students who are found to be cheating will receive a 0 on the assignment, which includes assessments.

o Plagiarism: Plagiarism (copying) will result in an automatic 0. I utilize turnitin.com, a program that analyzes all work that is submitted and searches the entire internet to check for plagiarism.

APUSH Syllabus 6

The following is a list of EXAMPLES of acceptable and unacceptable behavior. It does NOT include every single action that could be considered unacceptable. The goal is for you to use this list to figure out for yourself what is and is not unacceptable. If you have a question about this, it is YOUR RESPONSIBILITY to ask the teacher in advance. Acceptable Not Acceptable

Using Sources to

Complete an Assignment

• Using a reference source to look up a definition or concept that comes up in an assigned reading

• When given an assigned reading for homework, using someone else’s analysis of the reading (e.g. SparkNotes) without teacher permission

• When instructed to use a specific source(s) to complete an assignment, using another source without notifying the teacher

• Copying even a short phrase word-for-word from a source without using quotation marks AND providing a citation

• Fabricating or “fudging” data, information, or sources

Proofreading

• Having someone else proofread a paper/assignment and give feedback or help you make improvements

• Having someone else (peer, parent, tutor) proofread a paper and make all necessary corrections FOR YOU

Getting /

Giving Help on an

Assignment

• Discussing a specific topic with another student to clarify

• Meeting with another student, showing your assignment/paper, discussing it, and then taking your paper with you

• Recommending a specific source that you found useful to another student

• Having someone (peer, parent, tutor) look over work you completed and make some suggestions for improvement

• After an absence, copying and borrowing a classmate’s notes from that class

• Giving another student your completed assignment, which the other student must also complete, to help him “understand” a specific topic

• Turning in work that is identical to, or substantially similar to, the work of another student.

• Working with another student to complete an assignment when you have NOT been instructed to do so by your teacher

• Merely copying a group member’s assignment, when you have been instructed to work together to complete the assignment

• Giving your note book (including notes, assignments, quizzes, and tests) to a student who is taking the same class next year

• Having anyone (peer, parent, tutor) complete work for you and submitting it as your own

Preparing for

/ Taking

Tests

• Studying for a test with a group of people

• Providing specific information about a test to students in the same course who have not yet taken the test

• Having unauthorized prior knowledge of a test

• Providing information to / accepting information from another student in a testing situation (verbally or physically)

• Possession of unauthorized notes or study-aids during a quiz or exam.

• Having an electronic device visible at any time during a quiz or exam is automatically considered an instance of Academic Dishonesty.

• Looking at a classmate’s test during the test

• Changing an answer after the test was graded in order to change the grade

APUSH Syllabus 7

The AP Test AP Test Registration College Board is moving the AP Exam registration and ordering timeline from the spring to the fall for the 2019-2020 school year. Therefore, students enrolled in an AP course and taking the AP exams in May 2020 will register, pay, and commit to taking the exam in October 2019. There will be additional fees for each exam ordered after the final deadline in the fall and for any exam that is ordered but not taken. Cost of an AP test is typically around $95 dollars. Period % Tested on the AP Exam Below is an outline of the periodization used in the course and approximately how much of the AP exam/course content is devoted to each period.

Period Period Title Date Range Weight

1 The New World 1491-1607 4-6%

2 Early Colonial America 1607-1754 6-8%

3 Colonial Rebellion and Republican Experiment

1754-1800 10-17%

4 Jeffersonian and Jacksonian America 1800-1848 10-17%

5 Sectionalism, Civil War and Reconstruction 1844-1877 10-17%

6 Industrial Revolution and Gilded Age 1865-1898 10-17%

7 Progressive Era, Boom and Bust and World War

1890-1945 10-17%

8 Cold War 1945-1980 10-17%

9 Modern America 1980-Present 4-6%

APUSH Syllabus 8

ABOUT THE APUSH EXAM AP U.S. History Exam: 3 Hours and 15 Minutes Format of Assessment

Section I (1 hour and 35 minutes) While you will be stopped after the 55 minutes for the SMBC, there is not a break between the SMBCs and SAQs.

Section II (1 hour and 40 minutes) There is no break during this section. Students are responsible for managing their time and ensuring they answer both the DBQ and LEQ in the hour and forty-minute time period.

Part A: Stimulus Bases Multiple Choice (SMBC); 55 Questions; 55 Minutes; 40% of Exam Score

Part A: Document Based Question (DBQ); 1 Question; 60 Minutes (Includes 15 Minute Reading Period); 25% of Exam Score

• Questions appear in sets of 2-5

• Students analyze historical texts, interpretations, and evidence.

• Primary and secondary sources, images, graphs, and maps are included.

• 1 Question that will come from the years 1754-1980.

• Analyze and synthesize historical data

• Assess written, quantitative, or visual materials as historical evidence.

Part B: Short Answer Questions (SAQ); 3 Questions; 40 Minutes; 20% of Exam Score

Part B: Long Essay Question (LEQ); 1 Question; 40 Minutes; 15% of Exam Score

• Questions provide opportunities for students to demonstrate what they know best.

• Some questions include texts, images, graphs or maps.

• Questions: - Question 1 (Required) Secondary source

(1754-1980) - Question 2 (Required) Primary source

(1754-1980) - (Required) Question 3 OR Question 4.

Choose between: + Question 3 – No stimulus (1491-1877) + Question 4 – No stimulus (1865-2001)

There is a 10-minute break after this portion of the exam

• Students select one question among three options. Options will be:

- 1491-1800 - 1800-1898

- 1890-2001

• Explain and analyze significant issues in U.S. history.

• Develop and argument supported by an analysis of historical evidence.

APUSH Syllabus 9

When analyzing documents, student will use the following - PHIA Purpose Historical content Intended audience Author’s point of view AP Focus Themes to be used Throughout the Year:

• AMERICAN AND NATIONAL IDENTITY

• WORK, EXCHANGE, AND TECHNOLOGY

• MIGRATION AND SETTLEMENT

• POLITICS AND POWER

• AMERICA IN THE WORLD

• GEOGRAPHY AND ENVIRONMENT (PHYSICAL AND HUMAN)

• CULTURE AND SOCIETY Review: As a review for the unit, students will work in groups discussing and framing answers to the essential questions.

American and National Identity

How has the American national identity changed over time?

Work, Exchange, and Technology

How have changes in markets, transportation, and technology affected American society?

Migration and Settlement

How have changes in migration and population patterns affected American life?

Politics and Power

How have various groups sought to change the federal government’s role in American political, social, and economic life?

America in the World

How has U.S. involvement in global conflicts set the stage for domestic social changes?

Geography and Environment

How did the institutions and values between the environment and Americans shape various groups in North America?

Culture and Society

How have changes in moral, philosophical, and cultural values affected U.S. history?

Historical Thinking Skills These skills reflect the tasks of professional historians. While learning to master these tasks, AP U.S. History students act as “apprentice historians.” Chronological Reasoning

• Historical Causation • Patterns of Continuity and Change Over Time • Periodization

Comparison and Contextualization • Comparison • Contextualization

Crafting Historical Arguments from Historical Evidence • Historical Argumentation

NAT — American & National Identity

WXT — Work, Exchange, and Technology

MIG — Migration & Settlement

POL — Politics and Power

WOR — America in the World GEO —Geography& Environment

CUL — Ideas, Beliefs, and Culture

APUSH Syllabus 10

• Appropriate Use of Historical Evidence Historical Interpretation and Synthesis

• Interpretation • Synthesis

Course Outline: Unit I (Period 1 1491 – 1607 & Period 2 1607 – 1754) 5 weeks The Americas and the Encounter: On the North American continent controlled by American Indians, contact between American Indians, Europeans and Africans created a new world. Period 1 (1491-1607) 2 weeks

• KEY CONCEPT 1.1: Before the arrival of Europeans, native populations in North America developed a wide variety of social, political and economic structures based in part on interactions with the environment and each other.

• KEY CONCEPT 1.2: European overseas expansion resulted in the Columbian Exchange, a series of interactions and adaptations between societies across the Atlantic.

• KEY CONCEPT 1.3: Contacts among American Indians, Africans, and Europeans challenged the world views of each group.

Readings Henretta : Chapters 1 and 2 Hierl : Introduction Pages 1-12 ; Time Period 1 Pages 15-30 Newman : Introduction Pages xi-xxxvi ; Time Period 1 Pages 1-22 Document Comparison and Analysis – PHIA

These are some examples of the document utilized for the students Woodcut picture of North American Economy after 1500 (GEO - 1)] Christopher Columbus’s 4th Journal (POL - 1) Memoir of Jacques Cartier (MIG - 1) Images from El Lienza de Tlaxcala (MIG - 1) Second letter of Hernan Cortez to Emperor Charles V (WOR - 1) Gerard Mecators’ letter to Abraham Ortelius (WXT - 1) Historical Scholarship Analysis

▪ Legal Statement by Pedro Hildago, Soldier (NAT - 4) ▪ Excerpts from Spanish trial of the Pueblo Revolt (GEO - 1) ▪ Podcast – Pueblo Revolt (http://www.missedinhistory.com/blog/missed-in-history-

the-pueblo-revolt/) (POL-1) Students will analyze the two excerpts and listen to the podcast and evaluate their thesis, evidence, reasoning, and respond to these in an essay focusing on the demographic and economic changes among during the Pueblo Revolt. Students will write an essay in response to the question “What events lead up to the Pueblo Revolt and was the effects of the Pueblo Revolt on the New World?”

http://www.missedinhistory.com/blog/missed-in-history-the-pueblo-revolt/

http://www.missedinhistory.com/blog/missed-in-history-the-pueblo-revolt/

APUSH Syllabus 11

Student Activities Six Degrees of Separation: Students will be provided with two events spanning decades, but related by their theme. They will select six events in chronological order that link the first event in the series with the last. Students will write the name of each selected event, and use their research and knowledge of the time period to create an argument to support the events selected. Students must emphasize both cause and effect and/or demonstrate continuity or change over time in their linking. There will be at least one Six Degrees assignment per unit. Some events can and will include environmental impact data. This assignment provides students with the opportunity to observe continuity and change over time. From 1491 to Jamestown Students write an essay in which they evaluate the impact of the Columbian Exchange on Native Americans in North America during the 16th century. Working in groups, students develop a class presentation that analyzes reasons for the development of different labor systems in any two of the following regions of British colonial settlement: New England, the Chesapeake, the southernmost Atlantic coast, and the British West Indies. (WXT-4) Period 2 (1607 – 1754) 3 weeks

• KEY CONCEPT 2.1: Differences in imperial goals, cultures and the North American environments that different empires confronted led Europeans to develop diverse patterns of colonization.

• KEY CONCEPT 2.2: European colonization efforts in North America stimulated intercultural contact and intensified conflict between the various groups of colonizers and native peoples.

• KEY CONCEPT 2.3: The increasing political, economic and cultural exchanges within the “Atlantic World” had a profound impact on the development of colonial societies in North America.

Readings Henretta : Chapters 3 and 4 Hierl : Pages 31-54 Newman : Pages 23-67 Document Comparison and Analysis – PHIA

These are some examples of the document utilized for the students Samuel de Champlain and Algonquin Allies Fighting an Iroquois Army (WXT - 1) John Martin’s proposal for subjugating Native Americans (WXT - 4) The Mayflower Compact (POL - 1) A Model of Christian Charity (CUL - 4) Captain John Mason, A Brief History of the Pequot War (WOR - 1) Virginia Slave Laws (1662 – 1669) (WXT - 4)

APUSH Syllabus 12

George Washington’s Speech to Half-King and the Seneca Tribe (NAT - 4) Second Navigation Act of 1663 (WOR - 2) John Locke, “Second Treatise on Civil Government” (CUL - 4) John Collet “George Whitefield Preaching” (WOR - 2) George Whitefield, “Sermon XXIII” (CUL - 4) Franklin on George Whitefield (CUL - 4) Student Activities Six Degrees of Separation: From Jamestown to the French and Indian War. Working in groups, students develop a class presentation that analyzes reasons for the development of different labor systems in any two of the following regions of British colonial settlement: New England, the Chesapeake, the southernmost Atlantic coast, and the British West Indies. Students will complete a Semantic Features Chart comparing England, France, and Spain during the period of exploration and colonization. Once the chart is completed, students will write a short essay on the following:

Choose ONE of the nationalities below and explain why your choice best represents how it impacted the Native Americans culturally and economically. Provide ONE piece of evidence to support your explanation for culture and ONE for economic.

▪ British ▪ French ▪ Spanish Contrast your choice against ONE of your other options, demonstrating why that

option is not a good choice Classroom Discussion – Students will develop three main arguments and supporting evidence on “Was Salem Witch Craft Hysteria Caused by a Fear of Women?” pro and con and participate in a class discussion on the topic. The pro side - Carol F Karlsen, from The Devil in the Shape of a Woman: Witchcraft in Colonial New England; The con side - Kai T. Erikson, from Wayward Puritans: A Study in Sociology of Deviance

Document Comparison and Analysis – PHIA

These are some examples of the document utilized for the students The Mayflower Compact (POL - 1) A Model of Christian Charity (CUL - 4) Captain John Mason, A Brief History of the Pequot War (WOR - 1) Nathaniel Bacon’s Declaration against Gov. Berkeley (POL - 1) Virginia Slave Codes (1677 – 1705) (WXT - 4)

Colonial Pamphlet – Students will develop a stock prospectus on why an investor should invest into one of the colonial regions (Northern, Middle or Southern Colonies) and then choose one other region and explain why an investor should not invest in that region

APUSH Syllabus 13

Students will create a narrative timeline on the evolution of self-governing in colonial America from 1607 – 1754 As a review for the unit, students will work in groups discussing and framing answers to the essential questions:


How did the identities of colonizing and indigenous American societies change as a result of contact in the Americas? What were the chief similarities and differences among the development of English, Spanish, Dutch, and French colonies in America?


How did the Columbian Exchange—the mutual transfer of material goods, commodities, animals, and diseases—affect interaction between Europeans and natives and among indigenous peoples in North America? How did distinct economic systems, most notably a slavery system based on African labor, develop in British North America? What was their effect on emerging cultural and regional differences?


Where did different groups settle in the Americas (before contact) and how and why did they move to and within the Americas (after contact)? Why did various colonists go to the New World? How did the increasing integration of the Atlantic world affect the movement of peoples between its different regions?

Politics and Power

How did Spain’s early entry into colonization in the Caribbean, Mexico, and South America shape European and American developments in this period? In what ways did the British government seek to exert control over its American colonies in the 17th and 18th centuries?


How did European attempts to dominate the Americas shape relations between Native Americans, Europeans, and Africans? How did the competition between European empires around the world affect relations among the various peoples in North America?


How did pre-contact populations of North America relate to their environments? How did contact with Europeans and Africans change these relations in North America? How and why did the English North American colonies develop into distinct regions?

Culture and Society

How did cultural contact challenge the religious and other values systems of peoples from the Americas, Africa, and Europe? How did the expansion of cultural contact that took place with permanent colonization alter conditions in North America and affect intellectual and religious life, the growth of trade, and the shape of political institutions?

APUSH Syllabus 14

Unit II (Period 3 1754 – 1800) 4 weeks Imperial competition produced a political revolution, a republic, and a continued struggle over the new nation’s social, political, and economic identity.

• KEY CONCEPT 3.1: Britain’s victory over France in the imperial struggle for North America led to new conflicts among the British government, the North American colonists and American Indians, culminating in the creation of a new nation, the United States.

• KEY CONCEPT 3.2: In the late eighteenth century, new experiments with democratic ideas and republican forms of government, as well as other new religious, economic and cultural ideas, challenged traditional imperial systems across the Atlantic World.

• KEY CONCEPT 3.3: Migration within North America, cooperative interaction and competition for resources raised questions about boundaries and policies, intensified conflicts among peoples and nations, and led to contests over the creation of a multiethnic, multiracial national identity.

Required Readings Henretta : Chapters 5-8 Hierl : Pages 55-84 Newman : Pages 68-129 Document Comparison and Analysis – PHIA These are some examples of the document utilized for the students Join or Die Cartoon (POL – 1) Map of Proclamation of 1763 (GEO – 3) Excerpts from Common Sense (POL – 1) Excerpt from Declaration of Independence (NAT – 1) Excerpts from The Article of Confederation (NAT – 1) Federalist #10 (POL – 5) Anti-Federalist #5 (POL – 5) Abigail Adams Letters to John Adams (CUL – 2) Diagram of Hamilton’s Financial Plan (POL – 2) Classroom Discussion – Students will develop three main arguments with supporting evidence on the “Was the American Revolution a Conservative Movement?” pro and con and participate in a class discussion on the topic. Pro side - Carl N. Degler from Out of Our Past: The Forces The Shaped Modern America The con side - Gordon S. Wood from The Radicalism of the American Revolution Six Degrees of Separation: Drawing on assigned secondary sources, students will indicate the extent to which there is both continuity and change of basic civil rights from the Declaration of Independence to the Voting Rights Act of 1965. Students will create a double bubble thinking map on Shays Rebellion versus The Whiskey Rebellion. Then the students will write an essay on --Settlers in the eighteenth-century backcountry sometimes resorted to violent protest to express grievances.

APUSH Syllabus 15

Analyze the causes and significant of both events. Rank which one epitomizes the quote and justify your reason for your ranking. Students look at primary and secondary sources on the Articles of Confederation and U.S. Constitution, and then debate the degree to which the Constitution reflected an emerging sense of American national identity (NAT-1) Unit III (Period 4 1800 - 1848) 5 weeks The new republic struggled to define and extend democratic ideas in the face of rapid economic, territorial, and demographic change. KEY CONCEPT 4.1: The United States developed the world’s first modern mass democracy and celebrated a new national culture, while Americans sought to define the nation’s democratic ideals and to reform its institutions to match them. KEY CONCEPT 4.2: Developments in technology, agriculture and commerce precipitated profound changes in U.S. settlement patterns, regional identities, gender and family relations, political power, and distribution of consumer goods. KEY CONCEPT 4.3: U.S. interest in increasing foreign trade, expanding its national borders and isolating itself from European conflicts shaped the nation’s foreign policy and spurred government and private initiatives. Required Readings Henretta : Chapters 9-12 Hierl : Pages 85-113 Newman : Pages 130-228 Document Comparison and Analysis – PHIA These are some examples of the document utilized for the students Excerpts from Jefferson 1st Inaugural Address (NAT – 5) The Ograbme Cartoon (WXT – 2) Monroe Doctrine (WOR – 5) Jackson’s First Message to Congress (POL – 2) Jackson’s Veto of Bank Bill (POL – 2) John C. Calhoun’s Argument on Nullification (POL – 3) John O’Sullivan on Manifest Destiny (CUL – 2) Thomas Corwin Against the Mexican War (WOR – 6) William B. Travis Letter from the Alamo (WOR – 6) The Drunkard’s Progress Cartoon (CUL – 5) Excerpts from Ten Nights in a Barroom (CUL – 5) Passage’s from Autobiography of Frederick Douglas (WXT – 6) Declaration of Sentiments (CUL – 2) Students will complete a concept map on the following four Marshall Court Decisions Marbury V. Madison; Mcculloch V. Maryland; Dartmouth College V. Woodward; Gibbons V Ogden Then participate in the Philosophical Chairs activity

APUSH Syllabus 16

Classroom Discussion – Students will develop three main arguments with supporting evidence on the “Did the Bank War Cause the Panic of 1837?” pro or con and participate in a class discussion on the topic. The pro side will read Thomas P. Govan, from Fundamental Issues of the Bank War, The Pennsylvania Magazine of History. The con side will read Peter Temin, from The Jacksonian Economy Students are given an assignment to research one antebellum reform movement and explain how it fit into broader patterns of antebellum reform. (POL-3) Six Degrees of Separation: From Jefferson to the Reform Era. Students will reflect on Seneca Falls—in what ways was it a consequence of pre-1848 reform activities and what did it contribute to the movement for women’s rights afterwards? Write an essay that makes an argument in response to this double-sided question. As a review for the unit, students will work in groups discussing and framing answers to the essential questions:


How did debates over American democratic culture and the proximity of many different cultures living in close contact affect changing definitions of national identity?


How did the growth of mass manufacturing in the rapidly urbanizing North affect definitions of and relationships between workers, and those for whom they worked? How did the continuing dominance of agriculture and the slave system affect southern social, political, and economic life?


How did the continued movement of individuals and groups into, out of, and within the United States shape the development of new communities and the evolution of old communities?

Politics and Power

How did the growth of ideals of mass democracy, including such concerns as expanding suffrage, public education, abolitionism, and care for the needy affect political life and discourse?


How did the United States use diplomatic and economic means to project its power in the western hemisphere? How did foreign governments and individuals describe and react to the new American nation?


How did environmental and geographic factors affect the development of sectional economics and identities?

Culture and Society

How did the idea of democratization shape and reflect American arts, literature, ideals, and culture?

APUSH Syllabus 17

Unit IV (Period 5 1844 - 1877) 4 weeks As the nation expanded and its population grew, regional tensions, especially over slavery, led to a civil war — the course and aftermath of which transformed American society. KEY CONCEPT 5.1: The United States became more connected with the world as it 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 victory in the Civil War and the contested Reconstruction of the South settled the issues of slavery and secession, but left unresolved many questions about federal government power and citizenship rights. Required Readings Henretta : Chapters 13-16 Hierl : Pages 115-142 Newman : Pages 229-317 Document Comparison and Analysis – PHIA These are some examples of the document utilized for the students John O’Sullivan Annexation (WOR – 6) Thomas Corwin Against the Mexican War (WOR – 6) Lincoln’s Spot Resolutions (WOR – 6) Handbill for California Goldrush (GEO – 4) Wilmot Proviso Cartoon (WOR – 6) Excerpts from Narrative of the Life of Frederick Douglas (NAT – 2) Whitman’s “O Captain My Captain” (NAT – 5) Mississippi Black Codes (CUL – 2) A Sharecrop Contract (GEO – 4) Classroom Discussion – Students will develop three main arguments with supporting evidence on the “Was Reconstruction a Success” pro or con and participate in a class discussion on the topic. Who Freed the Slaves – Students will present their viewpoint on who freed the slaves from one of the following groups: Congress, Lincoln, Military, or African-Americans. In addition, the students will explain why the other three groups were not as effective as their group All students will do a close read of the article “Who Freed the Slaves?” by Barbara J. Fields, and complete a concept map. Each group will get a series of primary and secondary sources to support their claims.

APUSH Syllabus 18

Lincoln

• Speech at New Haven, March

6,1860

• Letter to AH Stevens, December

22, 1860

• Letter to WH Seward, February

1861

• Letter to Horace Greeley,

August 22, 1 862

• Emancipation Proclamation, January 1, 1863

• Gettysburg Address, November 19, 1863

• Second Inaugural Address, March 4, 1864

African Amer i cans

• William Henry Singleton,

Recollections of My Slavery Days

• Lincoln's Letter to Horace Greeley,

August 22, 1862

• General Benjamin Butler's letter to

Winfield Scott, May 27, 1861

• "African Americans in the Civil

War"

• Frederick Douglass, "Men of Color to Arms," March 2, 1863

• T. W. Higginson, Letter to NY Times, February 14, 1864

• E. W. Hyde, Farewell Address to the Troops, February 9, 1866

Congress

• Proposed Amendment to the

Constitution, March 2, 1861

• First Confiscation Act, August 6,

1861

• Second Confiscation Act, July 17, 1862

• Militia Act, July 17, 1862 • Senator Charles Sumner argues

for emancipation , May 1862 • 13th Amendment, ratified

January 31, 1865

Military

• General Benjamin Butler to General in Chief Winfield Scott

May 27, 1861

• Annual Report of Secretary of

War Simon Cameron, December 1, 186 1

• Company E, 4th United States

Colored Infantry , c. 1864

• David Hunter's General Orders

May 9, 1862

• Abraham Lincoln to General

Hunter May 19, 1862

• Testimony by the

Superintendent of Contrabands

at Fortress, MO, May 9, 1863

Students read the sources in a document-based question on the Mexican-American War and engage in a classroom debate on President Polk’s motives for entering the war. (WOR-5) Six Degrees of Separation: From The Liberator to the Compromise of 1877

APUSH Syllabus 19

As a review for the unit, students will work in groups discussing and framing answers to the essential questions:


How did migration to the United States change popular ideas of American Identity and citizenship as well as regional and racial identities? How did the conflicts that led to the Civil War change popular ideas about national, regional, and racial identities throughout this period?


How did the maturing of northern manufacturing and the adherence of the South to an agricultural economy change the national economic system by 1877?


How did the growth of mass migration to the United States and the railroad affect settlement patterns in cities and the West?

Politics and Power

Why did attempts at compromise before the war fail to prevent the conflict? To what extent, and in what ways, did the Civil War and Reconstruction transform American political and social relationships?


How was the American conflict over slavery part of larger global events?


How did the end of slavery and technological and military developments transform the environment and settlement patterns in the South and the West?

Culture and Society

How did the doctrine of Manifest Destiny affect debates over territorial expansionism and the Mexican War? How did the Civil War struggle shape Americans’ beliefs about equality, democracy, and national destiny?

Semester Break

UNIT V (Period 6 1865-1914) 4 weeks The transformation of the United States from an agricultural to an increasingly industrialized and urbanized society brought about significant economic, political, diplomatic, social, environmental and cultural change. KEY CONCEPT 6.1: The rise of big business in the United States encouraged massive migrations and urbanization, sparked government and popular efforts to reshape the U.S. economy and environment, and renewed debates over U.S. national identity. KEY CONCEPT 6.2: The rise of big business and an industrial culture in the United States led to both greater opportunities for and restrictions on immigrants, minorities, and women. KEY CONCEPT 6.3: The “Gilded Age” witnessed new cultural and intellectual movements in tandem with political debates over economic and social policies.

APUSH Syllabus 20

Readings Henretta : Chapters 17-20 Hierl : Pages 143-178 Newman : Pages 318-407 Document Comparison and Analysis – PHIA These are some examples of the document utilized for the students Red Cloud’s Speech (MIG - 4) Excerpts from Huck Finn (NAT – 5) Dawes Act (MIG – 6) Bosses of the Senate Cartoon (POL – 6) Images from How the Other Half Lives (MIG – 6) Petition to the Ohio state legislature against women suffrage (POL – 6) Andrew Carnegie’s Gospel of Wealth (WXT – 6) Jane Addams Twenty Years at Hull House (CUL – 3) Excerpts from The Jungle (WXT – 6) Classroom Discussion – Students will develop three main arguments with supporting evidence on the “Did the Progressives Fail” pro or con and participate in a class discussion on the topic. Six Degrees of Separation: From The Homestead Act to the Battle of Wounded Knee. Populist Party Speech - Students will deliver a Populist Party Speech on why they should be the Populist Party Presidential nominee in 1892. Students in groups of 3 – 4 will analyze various documents on the Populist Party and create their speech. Pullman Strike Lesson – Student will analyze two accounts of the Pullman Strike, one from the Chicago Times and the other from the Chicago Tribune. The student will do a close reading of the article and conclude which newspaper supported the workers and which supported Pullman. Progressive Social Reformers Attitudes Toward Immigrants Lesson – Reading excerpts from Jane Addams (2), Louise de Koven Bowen and Hilda Satt Polacheck students will decide if the progressive social reformers were generous and helpful or condescending and judgmental towards immigrants. Students will list 3 main points and evidence their support for each side.

APUSH Syllabus 21

As a review for the unit, students will work in groups discussing and framing answers to the essential questions:


How did the rapid influx of immigrants from other parts of the world than northern and western Europe affect debates about American national identity?


How did technological and corporate innovations help to vastly increase industrial production? What was the impact of these innovations on the lives of working people?


How and why did the sources of migration to the United States change dramatically during this period?

Politics and Power How did the political culture of the Gilded Age reflect the emergence of new corporate power? How successful were the challenges to this power? Why did challenges to this power fail?

America in the World How did the search for new global markets affect American foreign policy and territorial ambitions?


In what ways, and to what extent, was the West “opened” for further settlement through connection to eastern political, financial, and transportation systems?

Culture and Society How did artistic and intellectual movements both reflect and challenge the emerging corporate order?

Unit VI (PERIOD 7 1890–1945) 6 weeks An increasingly pluralistic United States faced profound domestic and global challenges, debated the proper degree of government activism, and sought to define its international role. Key Concept 7.1: Government, political and social organizations struggled to address the effects of large-scale industrialization, economic uncertainty, and related social changes such as urbanization and mass migration. Key Concept 7.2: A revolution in communications and transportation technology helped to create a new mass culture and spread “modern” values and ideas, even as cultural conflict between groups increased under the pressure of migration, world wars, and economic distress. Key Concept 7.3: Global conflicts over resources, territories and ideologies renewed debates over the nation’s values and its role in the world, while simultaneously propelling the United States into a dominant international military, political, cultural, and economic position.

APUSH Syllabus 22

Readings Henretta : Chapters 21-24 Hierl : Pages 179-221 Newman : Pages 408-555 Document Comparison and Analysis – PHIA These are some examples of the document utilized for the students Excerpt from Lincoln Steffens, The Shame of the Cities (POL – 3) Eulogy of Susan B Anthony (NAT – 7) Early 1900s new transportation advertisements (WXT – 3) 1920s Advertisements (CUL – 3) FDR’s Message to Congress about the CCC (GEO – 5) Dear Mrs. Roosevelt Letter (POL – 4) Espionage Act of 1917 (POL – 7) Sedition Act of 1917 (POL – 7) Eugene Deb’s Speech Condemning Espionage Act and Sedition Act (POL – 7) Various Langston Hughes Poems (NAT – 8) US Diplomatic Cable to Spanish ambassador (WOR – 7) Platform of the American Anti-Imperialist League (WOR – 6) HJ Buffington Friendly Words to the Foreign Born (NAT – 3) Arguments for and against the League of Nations (WOR – 7) FDR’s Quarantine Speech (WOR – 7) FDR’s Day of Infamy Speech (WOR – 7) Walter Lippman on Japanese Internment (NAT – 6) Excerpts from Korematsu v United States (NAT – 6) Kenji by Fort Minor (NAT – 6) Truman’s The Decision to Drop the Atomic Bomb (WOR – 7) Six Degrees of Separation: From The Sinking of the Maine to Hiroshima. Classroom Discussion – Students will develop three main arguments with supporting evidence on the “Was the New Deal an Effective Answer to the Great Depression” pro or con and participate in a class discussion on the topic. Students will construct a classroom presentation that argues one trial of the 1920s (Scopes, Leopold & Loeb, or Sacco & Vanzetti) that epitomizes the 1920s. In addition, the students will explain why the other two trials do not reflect the essence of the 1920s. Stock Market Crash – Students will be involved in an operating stock market in which they have an opportunity to make decisions based on stock data that will cause them to succeed or fail. Japanese Interment: Students will develop arguments on "Why were Japanese Americans interned during World War II?" Students will analyze the following: Part I-A US Government clip on Japanese Interment (http://www.archive.org/details/Japanese1943), Part II- The Munson Report and Harry

APUSH Syllabus 23

Paxton Howard, “Americans in Concentration Camps,” The Crisis, Part III- The Korematsu Supreme Court Ruling and “Personal Justice Denied: The Report of the Commission on Wartime Relocation and Internment of Civilians” on February 24, 1983. For each document, the students will complete the following: 1) Reasons for internment suggested by this document and 2) Evidence from document to support these reasons and for each round develop a hypothesis on "Why were Japanese Americans interned during World War II?" As a review for the unit, students will work in groups discussing and framing answers to the essential questions:


How did continuing debates over immigration and assimilation reflect changing ideals of national and ethnic identity? How did class identities change in this period?


How did movements for political and economic reform take shape in this period, and how effective were they in achieving their goals?


Why did public attitudes towards immigration become negative during this time period? How and why did people migrate within the U.S. during this time period?

Politics and Power How did reformist ideals change as reformers took them up in different time periods? Why did opposition emerge to various reform programs?

America in the World Why did U.S. leaders decide to become involved in global conflicts such as the Spanish American War, World War I, and World War II? How did debates over intervention reflect public views of America’s role in the world?


Why did reformers seek for the government to wrest control of the environment and national resources from commercial interests?

Culture and Society How did “modern” cultural values evolve in response to developments in technology? How did debates over the role of women in American public life reflect changing social realities?

Unit VII (PERIOD 8: 1945–1980 & PERIOD 9: 1980-present) 6 weeks

PERIOD 8: 1945–1980 4 weeks After World War II, the United States grappled with prosperity and unfamiliar international responsibilities, while struggling to live up to its ideals. Key Concept 8.1: The United States responded to an uncertain and unstable postwar world by asserting and attempting to defend a position of global leadership, with far-reaching domestic and international consequences

APUSH Syllabus 24

Key Concept 8.2: Liberalism, based on anticommunism abroad and a firm belief in the efficacy of governmental and especially federal power to achieve social goals at home, reached its apex in the mid-1960s and generated a variety of political and cultural responses. Key Concept 8.3: Postwar economic, demographic and technological changes had far-reaching impacts on American society, politics, and the environment Readings Henretta : Chapters 25-29 Hierl : Pages 223-271 Newman : Pages 556-652 Document Comparison and Analysis – PHIA These are some examples of the document utilized for the students George Kennan’ Long Telegram (WOR – 7) Truman Doctrine (WOR – 8) Interrogation of Peter Seger by HUAC Tonkin Gulf Resolutions (WOR – 7) Tim Driscoll "There Really Is A War" Letter from Vietnam (POL – 6) House Judiciary Statement on Impeachment (POL – 4) Jimmy Carter Inaugural Address (POL – 6) Evil Empire Speech (WOR – 7) Bob Dylan’ Songs (CUL – 6) Vietnam War protest songs (CUL – 6) Excerpts from The Feminine Mystique (CUL – 7) MLK’s Letter From a Birmingham Jail (NAT – 8) Shirley Chisholm Equal Rights for Women (CUL – 7) American Indian Movement 20 Point Proposal (NAT – 8) Excerpt from Rachel Carson Silent Spring (GEO - 5) Six Degrees of Separation: From Containment to “Tear Down This Wall.” Classroom Discussion – Students will develop three main arguments with supporting evidence on the “Were the 1950s America’s “Happy Days”? pro or con and participate in a class discussion on the topic. Coffee House – after reading and discussing beatnik poetry (Allen Ginsberg, Lawrence Ferlinghetti, Gregory Corso, and Gary Snyder), students will write their own beatnik poetry on an issue of the 1950s Origins of the Cold War class debate: Some scholars argue that the Cold War started with the Russian Revolution. Examine primary and secondary sources and make a case for the Cold War starting in 1945 or 1917.

APUSH Syllabus 25

Shootings at Kent State: Students will close read "The Shooting at Kent State" by Tom Grace and listen to the pod cast "What Really Happened at Kent State" (http://www.missedinhistory.com/podcasts/what-really-happened-at-kent-state/). The students will write two editorials; the first editorial will address why the government had the right to allow the National Guard to fire on the students; the second will address why the firing was wrong. Students write an essay debating the role of popular music in affecting public attitudes toward the Vietnam War. (CUL-6) As a review for the unit, students will work in groups discussing and framing answers to the essential questions:


How did the African-American Civil Rights movement affect the development of other movements based on asserting the rights of different groups in American society? How did American involvement in the Cold War affect debates over American national identity?


How did the rise of American manufacturing and global economic dominance in the years after World War II affect standards of living among and opportunities for different social groups?


How did the growth of migration to and within the United States influence demographic change and social attitudes in the nation?

Politics and Power How did the changing fortunes of liberalism and conservatism in these years affect broader aspects of social and political power?

America in the World Why did Americans endorse a new engagement in international affairs during the Cold War? How did this belief change over time in response to particular events?


Why did public concern about the state of the natural environment grow during this period, and what major changes in public policy did this create?

Culture and Society How did changes in popular culture reflect or cause changes in social attitudes? How did the reaction to these changes affect political and public debates?

Demographic Map Analysis: Analyzing four maps of changing US cities population (1920, 1940, 1960, and 1980) students will hypothesize why the Frostbelt-Sunbelt phenomenon transpired. PERIOD 9: 1980-present 2 weeks As the United States transitioned to a new century filled with challenges and possibilities, it experienced renewed ideological and cultural debates, sought to redefine

APUSH Syllabus 26

its foreign policy, and adapted to economic globalization and revolutionary changes in science and technology. Key Concept 9.1: A new conservatism grew to prominence in U.S. culture and politics, defending traditional social values and rejecting liberal views about the role of government. Key Concept 9.2: The end of the Cold War and new challenges to U.S. leadership in the world forced the nation to redefine its foreign policy and global role. Key Concept 9.3: Moving into the 21st century, the nation continued to experience challenges stemming from social, economic and demographic changes. Readings Henretta : Chapters 30-31 Hierl : Pages 273-298 Newman : Pages 653-728 Jimmy Carter Crisis in America (WOR – 8) 1980s Car advertisements (WXT – 3) Ronald Reagan Air Traffic Controllers’ Strike (WXT – 3) Bill Clinton’s First Inaugural Speech (POL – 4) George W Bush Republican Nomination Acceptance Speech (WOR – 8) Ronald Reagan Evil Empire Speech (WOR – 8) Ronald Reagan Support of the Contras (WOR – 8) George W Bush September 20 Address to Congress (WOR – 8) Creation of Homeland Security Department (POL – 7) Bill Clinton Address on Health Care Reform (WXT – 8) Barack Obama Address on Health Care (WXT – 8) Looking at economic data about employment, compensation, and household data broken down by race, gender, and education from the 1970s to 2010, each student will write an essay that makes an argument about whether or not the American Dream existed. 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. (MIG-7) Iconic Moments: The entire class composes a list of iconic moments or events associated with US History in the period 1980 to the Present. Students can begin with moments or events that occurred within their own lifetimes, but also include moments/events that cover the chronological span, 1980-Present. The purpose of this exercise is to deepen the students’ awareness of specific content within Period 9. Then the students will categorize the moments using the seven themes of AP US History.

APUSH Syllabus 27

Politics and Partisanship - Students will evaluate the presidents (Clinton, Bush, Obama) with a T-Chart citing positive and negative aspects of their presidency, assign each president a grade with a brief explanation of their criteria. Next, for each president the student will pick one event listed and compare it to an event from the 20th century. Then the student will compare each president with another president prior to 1992. Finally, they will chart how the three presidents view the following topics: Civil Rights, Immigration, Technology, the Economy, and the Environment. 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. (GEO-5) As a review for the unit, students will work in groups discussing and framing answers to the essential questions:


How did demographic and economic changes in American society affect popular debates over American national identity?


How did the shift to a global economy affect American economic life? How did scientific and technological developments in these years change how Americans lived and worked?


How did increased migration raise questions about American identity and affect the nation demographically, culturally, and politically?

Politics and Power How successful were conservatives in achieving their goals? To what extent did liberalism remain influential politically and culturally?

America in the World How did the end of the Cold War affect American foreign policy? How did the terrorist attacks of September 11, 2001 impact America’s role in the world?


How did debates over climate change and energy policy affect broader social and political movements?

Culture and Society How did technological and scientific innovations in areas such as electronics, biology, medicine, and communications affect society, popular culture, and public discourse? How did a more demographically diverse population shape popular culture?

APUSH Syllabus 28

Advanced Placement United States History First Homework Assignment

August 19, 2019 Dear Parents of APUSH Students, First of all, I want to tell you how excited I am about the opportunity to work with your student in APUSH this year. I find history is an excellent area of study in which to, not only educate your student on significant U.S. events, but also discuss and learn from successes and failures in our history and our leaders. I believe education is a joint process between parents, teachers and students. As such, for your student’s maximum benefit, it is essential that you as their parent take an active role in this learning process of your child. One way in which you can do this is by taking the time to read through this syllabus with your student and discussing the guidelines and requirements of this class. This is a good opportunity to discuss with your student time management and how they plan on preparing for the class and assigned projects. Please remember that APUSH is a college level class, and your student may be able to earn high school and college credit at the same time. I have already gone through the syllabus with your student and have answered any questions they might have. After you have read through the syllabus, please sign the section below, along with your student, and have your student return it to me no later than Monday, August 26, 2019. If you have any questions about this class, I can be reached at 796-0161 x3195 or [email protected]. Thank you for your support of Christian education and Loma Linda Academy. I look forward to working with you throughout the remainder of the school year. Sincerely, Bettesue L. Constanzo APUSH Teacher

mailto:[email protected]

Confirmation of Receipt and Understanding of APUSH Syllabus Agreement Due by Monday, August 26, 2019

Primary Parent/Guardian Information Parent/Guardian Name: ________________________________________________ Best Phone Number: ________________________________________________ Best Email: ________________________________________________ Anything you want Mrs. Constanzo to know about your student: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Student: By signing below, I as the student confirm that I have read the syllabus for Mrs. Constanzo’s class and that I fully understand the policies and procedures that have been outlined within it. I have read the APUSH class syllabus and understand fully the principles and guidelines it contains. As a student of Loma Linda Academy, I hereby agree to comply with the stated rules. I agree to abide by these policies and understand the consequences if I choose not to. I understand the importance of communicating with Mrs. Constanzo if I ever have any questions so that we can work together to solve any problems. I understand that I have elected to take an Advanced Placement (AP) level course, which means that I will be doing college level work with a significant amount of homework. The work will be significantly harder than if I took the standard US History course, and I will have to work hard to earn the grade that I desire. I understand that I am responsible for any textbooks, review books, and other materials that are assigned to me, and if lost, I am responsible for replacing them.

__________________________ _________________________________ _________ Student Name (Please print) Signature Date

Parent/Guardian: By signing below, I as the parent/guardian confirm that I have read the syllabus for Mrs. Constanzo’s class and that I fully understand the policies and procedures that have been outlined within it. I pledge to support the principles and rules described in the APUSH class syllabus by assisting my student in observing the policies of this class. I understand the importance of communicating with Mrs. Constanzo if I ever have any questions so that we can work together to solve any problems. I understand that my student is responsible for any textbooks, review books, and other materials that are assigned to him/her, and if lost I am responsible for paying for those. I understand that my student has elected to take an Advanced Placement (AP) level course, which means that they will be doing college level work, with a significant amount of homework. The work will be significantly harder than if they took the standard US History course, and they will have to work hard to earn the grade that they desire. ____________________________________________ ______________________ Parent/Guardian Signature Date

Documents

LOMA LINDA ACADEMY Advanced Placement United States …...possible free response questions, short answer, multiple choice responses and/or document based questions at the end of unit