Birmingham City Schools / Homepage



[pic][pic][pic]

Course Syllabus

Advanced Placement® U.S. History (APUSH)

August 2017 – May 2018

Jonathan M. Barr, Ramsay High School

231-7000 (Main Office)

Room#309-M

Email address: jbarr@bhm.k12.al.us and jmbarr68@

PURPOSE:

The Advanced Placement ® program in United States History is designed to provide students

with the historical thinking skills and factual knowledge necessary to deal critically with the problems and materials of United States history. The course prepares students for intermediate and advanced college courses by making demands upon them equivalent to those made by

full-year introductory college survey courses. In this pursuit, the acquisition of factual knowledge is the beginning point of the process, not the end. Students will learn to interpret and evaluate the

relative significance of primary and secondary source material, and to present their evidence and

conclusions clearly and persuasively in a short answer and essay formats.

THEMES IN THE APUSH CURRICULUM:

The course follows a chronological sequence with elements of the seven APUSH themes (Identity, Work, Exchange, and Technology, Peopling, Politics and Power, America and the World, Environment and Geography (Physical and Human), and Ideas, Beliefs, and Culture) interwoven in each unit.

HISTORICAL THINKING SKILLS:

Students will get ample experience throughout the year honing the following APUSH historical thinking skills: causation, patterns of continuity and change over time, comparison, contextualization, historical argumentation, and analysis of historical evidence.

TEXTBOOK:

Brinkley, Alan, American History: A Survey. 12th Edition. New York: McGraw Hill, 2003

SUPPLEMENTARY TEXTS:

Zinn, Howard, A People’s History of the United States, 2 vols., New York: The New Press, 2003.

PRIMARY RESOURCES:

Eyewitnesses and Others: Readings in American History. Austin: Holt, Rinehart and Winston, Inc. (Volumes I and II), 1991.

Foner, Eric, Voices of Freedom: A Documentary History (Third Edition) (Volumes I and II), New York: W. W. Norton & Company, 2011.

Shi, David E. and Holly A. Mayer. For the Record: A Documentary History of America, New York: W.W. Norton & Company, 2013.

SECONDARY RESOURCES:

Davidson, James W. and Mark Hamilton Lytle. After the Fact: The Art of Historical Detection. New York: McGraw Hill, 2005.

The Nystrom Atlas of United States History. Indianapolis: Nystrom Herff Jones Education Division, 2009.

TECHNOLOGY RESOURCES:

ABC’s “The Century”

Ambrose’s “19th Century Turning Points in U.S. History”

ASALH’s “Freedom Song”

“Far and Away”

The Gilder Lehrman Institute of American History AP US History Study Guide

The History Channel’s America: The Story of Us

The History Channel’s “Founding Brothers”

The History Channel’s “Founding Fathers”

Glory

HBO’s “Iron-Jawed Angels”

HBO’s “John Adams”

PBS’ “New York”

“Saving Private Ryan”

Stanford University’s Stanford History Education Group

TNT’s “Into the West”

Teaching Tolerance’s “Faces in the Water”

University of Houston’s Digital History

HELPFUL WEB SITES:









Course Schedule

Period 1: Pre-Columbian North American History (1491-1607)

Content: On a North American continent controlled by American Indians, contact among the peoples of Europe, the Americas, and West Africa created a new world. In this period, we will examine the migration and transformation of indigenous American societies, the Columbian Exchange and its effects on peoples in both the Old and New World,

Readings:

Text, Brinkley, Chapter 1

ENVIRONMENT & GEOGRAPHY: A People’s History…, Chapter 1, “Columbus, The Indians, and Human Progress”

TABLE ACTIVITY: The Columbian Exchange

(Students will document the diseases, animals and plants that were part of this exchange. Students will create “ramification questions” based on the group they were assigned to (diseases, animals, or plants. They will ask these questions as part of a short discussion/debate.)

PRIMARY SOURCE - POINT OF VIEW ACTIVITY: Eyewitnesses and Others, “Bartolomé de las Casas Condemns Spanish Treatment of Indians” (ca. 1510)

(Students will analyze Las Casas’ words condemning Spanish treatment of the Indians. They will use their historical imagination to explain the point of view of two sides by answering the questions: “Why do you think the Spaniards treated the Indians as they did, and why is Las Casas, a Spaniard himself, so bitterly in disagreement with this policy?”. Finally, they will create a Venn Diagram placing the points of view of both the Spanish and the Indians in proper perspective.)

For the Record, Letter from New Mexico (1599) by Juan de Onate

Major Assignments and Assessments:

Period 1 IDs

1 Zinn Question handout

Period 2: Colonial America (1607-1754)

Content: Europeans and American Indians maneuvered and fought for dominance, control, and security in North America, and distinctive colonial and native societies emerged. In this period, we will examine European colonization patterns and how they competed with each other and American Indians for resources. Also, we will examine both the independent and dependent relationships the British colonies had with Britain.

Readings:

Text, Brinkley, Chapter 2 & Chapter 3

A People’s History…, Chapter 2, “Drawing the Color Line”

Eyewitnesses and Others, “Slavery in Virginia” (1720)

Eyewitnesses and Others, “A Slave’s Story” (ca. 1750)

PIE GRAPH ACTIVITY: Destination of Enslaved Africans, 1580-1870

(While studying the Middle Passage, students will analyze the pie graph and locate where slave traders sent captured Africans. Students will write reflections on not only the Middle Passage but about their own perceptions (and misperceptions) about how the location of the slave trade impacted its growth.)

A People’s History…, Chapter 3, “Persons of Mean and Vile Condition”

PRIMARY SOURCE ACTIVITY – FORMAT ACTIVITY: Eyewitnesses and Others, “Jonathan Edwards Describes the Peace of Christ” (1741)

(Students will read a section of Edwards’ sermon and analyze the format he uses to help describe the Great Awakening going on in colonial America. Students will evaluate the reliability of the source by explaining the format as a component. They will write a thematic statement connecting the role the sermon played in the growth of the Great Awakening.

For the Record, The Massachusetts Bay Colony Case against Anne Hutchinson (1637) by John Winthrop

Voices of Freedom, The Pueblo Revolt (1680)

The Mayflower Compact

Major Assignments and Assessments:

MC Exam 1 (Periods 1 & 2)

Short-Answer Exam 1 (Periods 1 & 2)

BROADER HISTORICAL UNDERSTANDINGS/ESSAY ASSIGNMENT: Puritan Essay

(Students will write an essay analyzing the relative importance of religious dissent and demographic change in undermining the Puritan dream of establishing a godly and orderly society in seventeenth-century New England. They will be assessed on how well they incorporate and analyze names, chronology, facts, and events that help them answer the prompt.

Period 2 IDs

2 Zinn Question handouts

Period 3: Forming a New Nation (1754-1800)

Content: British imperial attempts to reassert control over its colonies and the colonial reaction to these attempts produced a new American republic, along with struggles with the new nation’s social, political, and economic identity. In this period, we will examine how Britain’s attempts to assert tighter control over its North American colonies and the colonies’ resolve to pursue self-government led to the American Revolution. Furthermore, we will examine how revolutionary ideals inspired experiments with different forms of government. Finally, we will examine how migration patterns within America led to conflicts among peoples and nations.

Readings:

Text, Brinkley, Chapter 4 – Chapter 6

A People’s History…, Chapter 4, “Tyranny Is Tyranny”

Eyewitnesses and Others, “George Washington’s Farewell Address (1796)

PRIMARY SOURCE ACTIVITY – ARGUMENT ACTIVITY: For the Record, Declaration of Rights and Grievances of the Colonies (1765) by Stamp Act Congress

(Students will read this document from the Stamp Act Congress focusing on their arguments to rights as English subjects. Students will list colonial grievances and evaluate (in writing) the effectiveness of the argument using contextualization and periodization.)

For the Record, Letters from a Farmer in Pennsylvania (1767-1768) by John Dickinson

IDENTITY ACTIVITY: Abigail Adams’ Remember the Ladies letter

(While reading a section of Adams’ letter, students will annotate and evaluate the key aspects of her argument. After reading, they will answer discussion questions incorporated in the handout. We will conclude the activity by discussing their annotations, evaluations, and answers to the questions.)

(Learning Objective: By analyzing Adams’ letter, students will be able to discuss how new experiments with democratic ideas challenged traditional systems of social and political identity.)

Thomas Paine’s Common Sense

The Federalist Papers

ARTIFACT ANALYSIS: “No Stamp Act Teapot” (1766-1770) (This teapot was made in England about 1766-1770, possibly by the Cockpit Hill Factory, Derby, England. Inscribed on one side of the teapot is “No Stamp Act” and on the other is “America, Liberty Restored,” both within flower heads and stylized scrolling leaf tips)

(Students will analyze how the Stamp Act (1765) and the Tea Act (1773) correlate. They will complete a timeline chart (using only their memory) of acts and policies that the British enacted on the colonists. Students will also place on this chart the colonists’ reactions to each policy. Students will use this graphic organizer to take notes about the events leading to the American Revolution.)

IDEAS, BELIEF & CULTURE ACTIVITY: A People’s History…, Chapter 5, “A Kind of Revolution”

(After reading and answering questions about this chapter for homework, students will examine documents from the 2005 AP US History DBQ that further the concept of how revolutionary the American Revolution was. This will be a ”Gallery Walk” activity. They will place their observations on a graphic organizer entitled “How Revolutionary was the American Revolution?”)

(Learning Objective: By analyzing Zinn’s text, students will be able to discuss how the new governments continued to limit rights to some groups while ideas promoting self-government and personal liberty also reverberated around the world.)

Major Assignments and Assessments:

MC Exam 2 (Period 3)

Short-Answer Exam 2 (Period 3)

ESSAY ASSIGNMENT: DBQ Exam 1 (Period 3)

Period 3 IDs

2 Zinn Question handouts

1 Historical Head (Periods 1-3) (Students will be given a blank cranium. They will then choose an historical figure to research. Using symbols and slogans to fill in the cranium, students will then detail their research on the back of the head.)

1 Academic Bumper Sticker (Periods 1-3) (Students will create time period bumper stickers that embody a concept: i.e. “Like a good neighbor, France was there”)

Period 4: The Upsurge of Nationalism (1800-1848)

Content: The new republic struggled to define and extend democratic ideals in the face of rapid economic, territorial, and demographic changes. In this period, we will examine how the United States began to develop a modern democracy and new national culture. In addition, we will examine how the Industrial Revolution transformed America’s identity increasing both nationalistic and sectionalistic beliefs. Finally, we will examine America’s developing foreign policy as she continued to redefine her national borders.

Readings:

Text, Brinkley, Chapter 7 – Chapter 10

A People’s History…, Chapter 7, “As Long as Grass Grows or Water Runs”

A People’s History…, Chapter 6, “The Intimately Oppressed”

A People’s History…, Chapter 8, “We Take Nothing by Conquest, Thank God”

WORK, EXCHANGE, AND TECHNOLOGY ACTIVITY: Eyewitnesses and Others, “Tocqueville Describes American Attitudes About Work” (1840)

(Students will annotate a section of Alexis de Tocqueville’s Democracy in America. They will share their annotations with a partner in a Think-Pair-Share. Students will then be given corresponding questions to facilitate a large-group class discussion.)

(Learning Objective: By analyzing de Tocqueville’s text, students will be able to explain how the new republic struggled to define and extend democratic ideals in the face of rapid economic, territorial, and demographic changes.)

Eyewitnesses and Others, “The Seneca Falls Declaration of Woman’s Rights” (1848)

Voices of Freedom, Complaint of a Lowell Factory Worker (1845)

PRIMARY SOURCE – LIMITATIONS ACTIVITY: Voices of Freedom, The Monroe Doctrine (1823)

(Students will read and annotate the Monroe Doctrine and identify (in writing) the purpose, strengths and limitations of this document. They will be guided to consider the perspectives of foreign countries (especially in Europe and Latin America) as they read.)

Voices of Freedom, David Walker’s Appeal (1829)

After the Fact, Chapter 5, “Jackson’s Frontier—and Turner’s”

ARTWORK ANALYSIS: “American Progress” John Gast

(Students will analyze this artwork during the introduction to 19th Century Manifest Destiny. This concept was taught during Period 1 with Columbus’ voyage and has been gradually incorporated with John Winthrop’s “City Upon a Hill”, the Louisiana Purchase, etc. Students will document (in writing) the changes in Manifest Destiny by using proper vocabulary like internal improvements, etc. Students will analyze symbols and other representations.)

Major Assignments and Assessments:

MC Exam 3 (Period 4)

Short-Answer Exam 3 (Period 4)

Period 4 IDs

3 Zinn Question handouts

“Turner’s Thesis” Questions

CONTINUITY & CHANGE OVER TIME ACTIVITY: The Second Great Awakening & Reforms

(Students will be given the following essay prompt: Evaluate the causes and effects of the Second Great Awakening. To what extent did this movement maintain continuity in American belief systems? Students then will identify the purpose and parameters of their long essay. To address the full prompt, students will identify two major causes of the Second Great Awakening, identify the continuities maintained and their extent, and list the short-term and long-term effects. This will then help them create a thesis statement for an essay.)

Period 5: Expansion, Slavery, the Civil War, and Reconstruction (1844-1877)

Content: 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. In this period, we will examine how America’s global identity changed as her role in the world increased, she pursued a hemispheric expansionist foreign policy, and she became the destination for migrants from all over the world. Also, we will examine how regional identities and conflicts over slavery led to a civil war. Finally, we will examine how the Civil War settled the issues of slavery and secession but left arguments over federal rights and civil rights unsettled.

Readings:

Text, Brinkley, Chapter 11 – Chapter 15

A People’s History…, Chapter 9, “Slavery Without Submission, Emancipation Without Freedom”

PRIMARY SOURCE – CONTEXT ACTIVITY: Eyewitnesses and Others, “Lincoln Delivers the Gettysburg Address” (1863)

(After students read the Gettysburg Address, they will complete a list of events that occurred prior to his speech to explain the allusions in his speech. The teacher will model one of these events and the students will reflect on them before a Think-Pair-Share and then a large-group discussion.)

For the Record, The Impending Crisis of the South (1857) by Hinton Helper

CHART ACTIVITY: South and North Compared in 1860

(Students will be presented with a chart detailing the population, economy, labor, factories, railroads, and literacy of the South and the North in 1860. They then will analyze how at least three of these demographics might have affected the war for both sides. As they study the unit, students will highlight and/or underline when their predictions came true and add more information at the conclusion of each lesson/day.)

VISUAL IMAGE ANALYSIS: Destruction of Atlanta, Georgia, 1864

(Students will analyze the southern mentality of Reconstruction after viewing a burned and destroyed train depot in Atlanta. Students will continue to analyze the three perspectives of Reconstruction by reading the words of Reconstructionist Cong. Thaddeus Stevens, Restorer Pres. Andrew Johnson and Redeemers from the Ku Klux Klan. They will also read the words of African-American Cong. Henry Turner. They will place their evidence about perspectives of Reconstruction on a graphic organizer/chart.)

ANALYZE & COMPARE DIVERSE HISTORICAL INTERPRETATIONS ACTIVITY: For the Record, The New South (1886) by Henry W. Grady and For the Record, The New South Investigated (1888) by D. Augustus Straker

(These two men, a white southerner and Atlanta newspaper editor who coined the term “the New South” and an African-American lawyer and judge, have similar and opposite views about the status of Reconstruction in the South. Students will complete a Venn diagram based on the passages and the corresponding questions.)

Major Assignments and Assessments:

First Semester Final (Periods 1-5)

Period 5 IDs

1 Zinn Question handout

CAUSES & EFFECTS ACTIVITY: What Caused the Civil War?

(Students will be given two questions to answer: To what extent was the issue of slavery connected to these three causes? and To what extent did territorial expansion exacerbate these issues? The three causes the students will be given are regional economic differences, regional political theories, and the end of political compromising. They will be given a graphic organizer to take notes in about key aspects of all three causes as well as propelling issues.)

Period 6: The Gilded Age (1865-1898)

Content: 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 changes. In this period, we will examine how the factors and principles of production as well as the opening of new markets encouraged the rise of industrial capitalism in the United States, Also, we will examine how urbanization transformed the social, cultural and political identity of the United States.

Readings:

Text, Brinkley, Chapter 16 – Chapter 19

A People’s History…, Chapter 11, “Robber Barons and Rebels”

Eyewitnesses and Others, “Booker T. Washington and the ‘Atlanta Compromise’” (1895)

PEOPLING ACTIVITY: For the Record, The Dawes Act (1887)

(After reading, annotating, and answering discussion questions about this primary source, students will complete a graphic organizer comparing and contrasting the causes and effects of government legislation and American wars on Native Americans from 1492-1887 (the 1920s, WWII, and the 1960s will remain blank).

(Learning Objective: By analyzing the Dawes Act, students will be able to discuss how the emergence of an industrial culture in the United States led to restrictions on minorities.)

POLITICS & POWER ACTIVITY: For the Record, The “Cross of Gold” Speech (1896) by William Jennings Bryan

(After reading, annotating, and answering discussion questions about this primary source, students will analyze political cartoons about the Populist movement. In small groups, students will create political cartoons using appropriate symbolism to advocate a Populist tenet).

(Learning Objective: By analyzing Bryan’s speech, students will be able to explain how the rise of big business in the United States sparked popular efforts to reshape the U.S. economy and environment, and renewed debates over U.S. national identity.)

Jacob Riis’ How the Other Half Lives

Major Assignments and Assessments:

MC Exam 4 (Period 6)

ESSAY ASSIGNMENT: Long Essay Exam 1 (Periods 1-6)

(Students will write a timed in-class LEQ based on the Gilded Age. They will choose between evaluating the effectiveness of organized labor or the effects of industrialization in the 19th century.)

Period 6 IDs

1 Zinn Question handout

1 Historical Head (Periods 4-6)

1 Academic Bumper Sticker (Periods 4-6)

PRIMARY SOURCE ANALYSIS ACTIVITY: Gilded Age Immigration:

(Students will respond to the following prompt: Analyze the ways international migration impacted American identity, culture, and society. To do this they will complete a pre-writing graphic organizer detailing one specific example of identity, culture, and society as well as one generalization of how it impacted immigration. They then will choose which of the three categories was most impacted by immigration. Afterward, they will analyze primary and secondary documents such as political cartoons, poems, and literature to provide them with more evidence to create a thesis statement.)

FILM ACTIVITY: PBS’ “New York”:“Sunshine and Shadow”

(After viewing, students will stage a debate with their group. They will be presented with the following situation: You are on the edge of poverty. Would you support a politician or an organization with your votes that, though shady or even dishonest in public dealings, made sure to support you, if you had an economic crisis or had trouble with the law?)

Period 7: The Emergence of America as a Global Power (1890-1945)

Content: 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. In this period, we will examine how growth expanded opportunity, while economic instability led to new efforts to reform American society and its economic system. In addition, we will examine how innovations in communication and technology led to the growth of a mass culture as well as changes in internal and international migration patterns. Finally, we will examine how America’s participation in global conflicts increased her role in the world as well as the controversy this new role would take.

Readings:

Text, Brinkley, Chapter 20 – Chapter 28

AMERICA & THE WORLD ACTIVITY: A People’s History…, Chapter 12, “The Empire and the People”

(Students will read this chapter and answer corresponding questions for homework. Before receiving the graded assignment, students will use a graphic organizer to take notes about the political cartoons, quotes from speeches, photographs, artwork, and secondary sources detailing “American Imperialism” before, during and shortly after the Spanish-American War.)

(Learning Objective: By analyzing Zinn’s text, students will be able to discuss how 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.)

Eyewitnesses and Others, “W.E.B. Du Bois Calls for Democracy After the War” (1919)

Eyewitnesses and Others, “Roosevelt Defends the New Deal” (1937)

Eyewitnesses and Others, “Margaret Takahashi Describes the Internment of Japanese Americans” (1942)

For the Record, The Jungle (1906) by Upton Sinclair

Voices of Freedom, The White Man’s Burden (1899) by Rudyard Kipling

After the Fact, Chapter 13, “The Decision to Drop the Bomb”

Woodrow Wilson’s Fourteen Points

WPA Slave Narratives

FDR’s “Four Freedoms” Speech and Posters

Passages from Mein Kampf

Arthur M. Schlesinger, Jr., “The Broad Accomplishments of the New Deal” (1948)

Richard Hofstadter, The American Political Tradition and the Men Who Made It (New York: Vintage, 1948)

Major Assignments and Assessments:

MC Exam 5 (Period 7)

Short-Answer Exam 5 (Period 7)

ESSAY ASSIGNMENT: DBQ Essay Exam 2 (Period 7)

(Students will write a timed in-class DBQ based on the early 20th century. They will assess how U.S. involvement in foreign affairs affected the traditional values of the American nation).

Period 7 IDs

1 Zinn Question handout

MAP ASSIGNMENT: American Influence at the Turn of the Century

(On an historical map, students will locate territories acquired by the United States between 1857 and 1914. They will understand the importance of territories to the United States.)

ENVIRONMENT & GEOGRAPHY ASSIGNMENT: For the Record, The Roosevelt Corollary to the Monroe Doctrine (1904)

(After reading, annotating, and answering discussion questions about this primary source, students will create an annotated timeline of five major foreign policy events from 1823 to 1904. On this timeline, students will include the effects of each event and the perspectives of both the United States government as well as the foreign perspective.)

(Learning Objective: By analyzing Roosevelt’s Corollary, students will be able to explain how the American victory in the Spanish-American War led to the U.S. acquisition of island territories, an expanded economic and military presence in the Caribbean and Latin America, engagement in a protracted insurrection in the Philippines, and increased involvement in Asia.)

After the Fact Summary

COMPARISON ACTIVITY: Progressivism

(Looking at a continuum on the “Culture Wars: The Pendulum of the Right v. Left”, students will label the corresponding eras for each swing from right to left. Then, they will explain (in writing) how progressivism during the Progressive Era was similar to or different from two other eras. They must choose one before progressivism and one after.)

ANALYZE & COMPARE DIVERSE HISTORICAL INTERPRETATIONS ACTIVITY: Students will complete a short-answer question activity over the skill of historical interpretation. Students will read excerpts from the following historians over the nature of the New Deal: Arthur M. Schlesinger, Jr., “The Broad Accomplishments of the New Deal” (1948) and Richard Hofstadter, The American Political Tradition and the Men Who Made It (New York: Vintage, 1948). Identify the major differences between the two interpretations, then identify specific historical evidence that supports both arguments, but not explicitly mentioned in the excerpts.

Period 8: The Cold War and Postwar Prosperity (1945-1980)

Content: After World War II, the United States grappled with prosperity and unfamiliar international responsibilities while struggling to live up to its ideals. In this period, we will examine how the United States responded to an uncertain and unstable postwar world by asserting and working to maintain a position of global leadership, with far-reaching domestic and international consequences. Also, we will examine how new movements for civil rights and liberal efforts to expand the role of government generated a range of political and domestic responses. Finally, we will examine how postwar economic and demographic changes affected American politics, society and culture.

Readings:

Text, Brinkley, Chapter 29 – Chapter 33 (p. 895)

A People’s History…, Chapter 17, “Or Does It Explode”

A People’s History…, Chapter 20, “The Seventies: Under Control?”

Eyewitnesses and Others, “Betty Friedan Discusses the Feminine Mystique” (1950s)

PRIMARY SOURCE – AUDIENCE ACTIVITY: Eyewitnesses and Others, “The Reverend Martin Luther King, Jr., Preaches Nonviolence from the Birmingham Jail (1963)

(Students will complete a T-chart where they will analyze how Dr. King justified to the clergyman (his smaller audience) his participation in the Birmingham protests. Later, they will analyze how his responses to the clergymen would be articulated to the American populace (his larger audience).)

For the Record, Brown v. Board of Education of Topeka (1954)

For the Record, Inaugural Address (1961) by John F. Kennedy

For the Record, “The Black Revolution” Speeches by Malcolm X (1964)

Voices of Freedom, Joseph R. McCarthy on the Attack (1950)

Voices of Freedom, “The Fraud of the Equal Rights Amendment” (1972) by Phyllis Schlafly

Jimmy Carter’s Malaise Speech

Major Assignments and Assessments:

MC Exam 6 (Period 8)

Short-Answer Exam 6 (Period 8)

Period 8 IDs

2 Zinn Question handouts

CONTEXTUALIZATION ACTIVITY: Counterculture

(Students will be given local context as well as context from the future explaining the who, what, when, and where of the counterculture. They will be responsible for connecting another context from a previous period that connects with the 1960s and the present. Afterward, they will create a contextual theme for the past, the recent past, and the present (such as rebellion or reform). Upon completion, students will write an essay about the counterculture alluding to their connections to other time periods in their thesis statement and in their conclusion (synthesis)).

Period 9: Modern America (1980-Present)

Content: As the United States transitioned to a new century filled with challenges and possibilities, it experienced renewed ideological and cultural debates, sought to redefine its foreign policy, and adapted to economic globalization and revolutionary changes in science and technology. In this period, we will examine how the conservative movement of the 1980s defined the decade and influenced public discourse in the subsequent decades. Also, we will examine how technological, economic, and demographic changes are affecting the development of the United States as she moves into the 21st century. Finally, we will examine the end of the Cold War as well as America’s role in the world going into the 21st century.

Readings:

Text, Brinkley, Chapter 33 (p. 895) – Chapter 34

PRIMARY SOURCE – PURPOSE ACTIVITY: For the Record, “Tear Down This Wall” (1987) by Ronald Reagan

(Students will analyze the purpose Pres. Reagan uses to compare and contrast capitalist and communist systems. A Venn diagram will be used as a summarization technique for this activity. Historical context will be provided to them in the background information aiding them in detailing Reagan’s purpose.)

Voices of Freedom, Inaugural Address (1981) by Ronald Reagan

Voices of Freedom, Speech on Signing of NAFTA (1983) by Bill Clinton

Major Assignments and Assessments:

Second Semester Final (Periods 6-9)

HISTORICAL INSIGHTS/HISTORICAL CONTEXTS/THE PRESENT ASSIGNMENT: A People’s History…, Chapter 25, “The 2000 Election and the War on Terrorism”

(After reading this chapter and answering the corresponding questions, students will be directed to select contemporary news articles about current U.S. foreign policy in Afghanistan, Iraq, the Middle East, etc. They are to summarize these articles and compose three discussion questions for the class to discuss.)

1 Historical Head (Periods 6-9)

1 Academic Bumper Sticker (Periods 6-9)

AP® Exam – May 5, 2017

MATERIALS:

Keep a neat, well-organized loose-leaf binder. You should organize your binder by periods or activities (vocabulary, notes, homework, tests, essays, etc.) No assignments will be accepted on spiral notebook paper unless it has perforated edges. Assignments must be written in BLUE or BLACK INK. Bring the binder and a pen every day. Your textbook will be useful when we do group paragraphs and studying for the tests and quizzes.

EVALUATION:

To prepare for the APUSH national examination in May, exams will consist of either multiple-choice questions, short answer responses, document-based essay questions, or long essay questions. Each exam is likely to cover a significantly greater volume of material than many students have previously experienced. These exams will emphasize factual information, multiple

causation/multiple outcome, and the concept of change over time and will require students to

interpret and evaluate the events of history and support their conclusions with relevant specific

factual information.

In addition to examination essays, additional essays will be required.

Reading quizzes will be given FREQUENTLY so that students will keep up with reading assignments.

Homework will consist mostly of reading assignments with an occasional outside essay. Identifications (or IDs) will also be assigned. The format for IDs will be detailed on a separate sheet. Academic bumper stickers will account for 20 points while historical heads will account for 45 points.

Individual and group projects will vary in difficulty and time requirements.

Class participation is necessary for this to be a successful class. Students will be given extra points added to their examinations based on their participation. Only relevant participation will be considered.

Grades are determined by the points achieved by the student divided by the total number of

points possible. This will include homework, class work, quizzes, tests, projects and class participation. Homework and class work assignments should be worth between 5 and 65 points, quizzes’ values will vary, examinations should be worth between 100 and 200 points, and projects should be worth between 50 and 100 points.

Progress reports will be sent home periodically as well as set forth by the Birmingham City Schools.

COURSE POLICIES:

Attendance in class is absolutely essential to the successful completion of the course and to the

attainment of a passing grade on the National Advanced Placement® Examination. Students

returning from excused absences are responsible for completing missed assignments promptly. I will follow the guidelines established by the Birmingham City Schools. Be aware that I am under no obligation to accept work after its assigned due date.

Students are expected to be in their seat and ready to work at the sounding of the tardy bell. Begin daily bell ringer when the bell rings. Raise your hand if you wish to talk during large group discussions. Talking will be directed to the entire class or it will be out of order.

Extra credit is limited to 50 points per grading period. I encourage students to read the newspaper to make connections to our studies. Students can read an article that relates to an issue in the course. Students must hand in a copy of the article (or cut out the original). Students must also hand in a paragraph that summarizes the article AND explains the connection they see between the article and an issue we have studied in the course. Each one of the article summaries can garner a student up to 25 points. If students wish to invent other kinds of extra credit assignments I encourage them to do so. As long as the assignment involves writing and making connections, I will permit it. BE SURE to get prior permission before spending too much time on such “inventions”.

I will follow the procedures in the Code of Student Conduct and Ramsay Handbook in regards to the Honor Code. Plagiarism and cheating will be carefully scrutinized.

Use the computer for class activities only. Ask the teacher for permission to use the computer.

Students should NOT eat in class. It should not be a daily activity. Food should be consumed in the lunchroom only. Bottled water should be the only liquid consumed as well.

Be cognizant about using your phone in class. If the instructor (or someone serving in that capacity) has issues with excessive phone distraction, phone use will be specifically limited and/or eliminated.

Try to take care of all personal issues before and after class. History is what we discuss in here. Do not work on assignments for other classes or bring in distracters. If a student needs to leave class, he/she should ask permission of the teacher and procure the blue pass hanging on the wall. The pass should be placed back on the wall when a student returns.

NATIONAL ADVANCED PLACEMENT® EXAMINATION:

The Advanced Placement® Program of the College Board affords the students the opportunity to

receive college credit for AP® classes by successfully passing a national examination offered in

May 2017. The AP® United States History Examination consists of fifty-five multiple-choice

questions, four short-answer questions, one document-based question (DBQ) essay, and one long essay. The multiple-choice section is worth 40%, the short-answer section is worth 20%, the DBQ is worth 25%, and the long essay is worth 15%.

Please note: Due to a variety of circumstances, the course schedule may

change. Students will be given ample notice of changes in assignments,

tests and quizzes.

*A key source of information for this syllabus came from Warren Hierl, master AP teacher at the Career Center in

Winston-Salem, NC as well as master AP teacher Rebecca Richardson from Allen High School in Allen, TX. Additional assistance came from AP Central.

................
................

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

Google Online Preview   Download