Syllabus for United States History



AP US History Course SyllabusMarking Period: 1-4 (A/B day) 2015/2016 Teacher: Mr. Kendle 449-3840 ext. 2127 email- Wesley.Kendle@appo.k12.de.us Department: Social StudiesCredit: 1Room: B127Text: American Pageant 12th or 13th editionHomework website: – click staff – click Wesley KendleCurriculum Overview????????? ?AP US History is for the exceptionally studious high school student who wishes to earn college credit in high school through a rigorous academic program. This class approaches the vast scope of US history by studying major themes or trends that have occurred throughout our nation’s history. Critical reading and writing skills are a necessity as students will use primary and secondary source materials along with the American Pageant textbook and supplemental reading from Howard Zinn’s A People’s History and the summer reading assignment Lies My Teacher Told Me. The class will be presented in four major guidelines: Historical Thinking Skills, the seven Thematic Learning Objectives, the nine historical eras making up the Concept Outline, and lastly the AP U.S. Exam. Specific explanations of these four areas can be found below.Historical Thinking Skills:History is much more than the simple regurgitation of facts, people, and events. Thinking critically about history means that we are forming habits and skills as to how we will read and analyze historical documents, people, and events. There are four basic historical thinking skills that we will be developing during the course. They are listed and described below:Crafting Historical Arguments from Historical EvidenceHistorical ArgumentationIn this class, we will work on being able to create an original question and then clearly form an argument or answer to that question. In order to do that, one needs a clear thesis and historical evidence to support our claim.Appropriate Use of Relevant Historical DataIn previous classes, you may have relied on textbook reading that spoon fed you information. In this class, you will need to be able to pull relevant information from multiple authors and text to successfully make inferences about historical events, people, etc.Chronological ReasoningHistorical CausationYou will need to be able to identify cause and effect but also compare cause and effect in both the short and long term.History is interactive. You will also have to identify and analyze the interaction of multiple causes and effects.Patterns of Continuity and Change Over TimeWe will analyze continuity and/or changes that occur, both in short and long term, in respect to historical themes being discussed.PeriodizationThis skill allows us to be able to categorize historical people, events, etc.We can also begin to analyze how these periods or categorizations have impacted the way this history has been presented/taught and study the narrative of our parison and ContextualizationComparisonHistory does not occur in a vacuum. We must be able to compare people and events to other historical events or themes that are occurring congruently with our topic. Comparing other’s opinions or interpretations of history is also important to gather a full understanding of the past.ContextualizationHow does a specific historical event connect with a larger theme on a national or even international level? (ie How does Jacob Riis tie to the overall Progressive movement?)Historical Interpretation and SynthesisInterpretationAnalyze how an historian’s interpretation or bias has impacted historical perspectives. Analyzing multiple and diverse resources SynthesisThis is our ability to take multiple interpretations and in some cases even contradictory evidence from primary and secondary source material to develop our own understanding of the past.Learning Objectives by Themes:Although we will be looking at US History in chronological order, there are also several major themes that will be presented in this course.IdentityHow has the American national identity changed over time?Work, exchange, and technologyHow have changes in markets, transportation, and technology affected American society?PeoplingHow have changes in migration and population patterns affected American life?Politics and PowerHow have various groups sought to change the federal government’s role in American political, social, and economic life?America and the worldHow has U.S. involvement in global conflicts set the stage for domestic social changes?Environment and geography-physical and humanHow did the institutions and values between the environment and Americans shape various groups in North America?Ideas, beliefs, and cultureHow have changes in moral, philosophical, and cultural values affected U.S. history?The Concept OutlineThere are nine historical periods that we will be studying throughout this course. They are as follows:PeriodTime frame% of AP Exam11491-16075%23451607-17541754-18001800-18481844-187745%6781865-18981890-19451945-198045%91980-Present Day5%The AP ExamThe AP U.S. History Exam is 3 hours and 15 minutes long. There are two sections of the exam; one will be a one hour and forty minute test made up of 55 multiple-choice questions accounting for 40% of the final score and four short answer questions accounting for 20% of the score. The second is one hour and thirty-five minutes of one document based question and two long essay questions (you can choose one of the two long essay questions). These will be combined to create your final AP Exam score.Interpreting AP ScoresAP Score Qualification Equivalent College Grade5 Extremely well qualified A4 Well qualifiedA-, B+, B3 Qualified B-, C+, C2 Possibly qualified C-, D+, D, D-1 No recommendation FCourse Planning/Pacing GuideUnit I: 1491-1607 Course introduction Chapter 1: New World BeginningsUnit 2: 1607-1754Chapter 2: The Planting of English AmericaChapter 3: Settling the Northern ColoniesChapter 4: American Life in the Seventeenth CenturyChapter 5: Colonial Society on the Eve of RevolutionUnit 3: 1754-1800Chapter 6: The Duel for North AmericaChapter 7: The Road to RevolutionChapter 8: America Secedes from the EmpireChapter 9: The Confederation and ConstitutionChapter 10: Launching the New Ship of StateUnit 4: 1800-1848Chapter 11: The Triumphs and Travails of the Jeffersonian RepublicChapter 12: The Second War for Independence and the Upsurge of NationalismChapter 13: The Rise of a Mass DemocracyChapter 14: Forging the National EconomyChapter 15: The Ferment of Reform and CultureUnite 5: 1844-1877Chapter 16: The South and the Slavery ControversyChapter 17: Manifest Destiny and Its LegacyChapter 18: Renewing the Sectional StruggleChapter 19: Drifting toward DisunionChapter 20: Girding for War: The North and the SouthChapter 21: The Furnace of Civil WarChapter 22: The Ordeal of ReconstructionUnit 6: 1865-1898Chapter 23: Political Paralysis in the Gilded AgeChapter 24: Industry Comes of AgeChapter 25: America to the CityChapter 26: The Great West and the Agricultural RevolutionUnit 7: 1890-1945 (Part I)Chapter 27: Empire and ExpansionChapter 28: Progressivism and the Republican RooseveltChapter 29: Wilsonian Progressivism at Home and AbroadChapter 30: The War to End WarChapter 31: American Life in the “Roaring Twenties”Unit 7: 1890-1945 (Part II)Chapter 32: The Politics of Boom and BustChapter 33: The Great Depression and the New DealChapter 34: Franklin D. Roosevelt and the Shadow of WarChapter 35: America in World War IIUnit 8: 1945-1980Chapter 36: The Cold War BeginsChapter 37: The Eisenhower EraChapter 38: The Stormy SixtiesChapter 39: The Stalemated SeventiesUnit 9: 1980-Present DayChapter 40: The Resurgence of Conservatism Chapter 41: America Confronts the Post-Cold War EraChapter 42: The American People Face a New CenturySuppliesClass Materials- 3-Ring binder, college rule paper, spiral notebook, No. 2 pencil or blue/black pen, folderTextbooks will be provided. Extra practice can be done by purchasing an AP US History Review Book (Kaplan, Princeton Review, etc). Make sure the version is no older than 2015, as the test has been changed a great deal in the past year. Grading Policy: (Formative 10% Summative 90%)Formative assignments are considered class work, homework, participation, notes, and warm ups. Summative assignments are tests, quizzes, projects, and essays. Refer to agenda book for Appoquinimink School District grading policy. ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download