Advanced Placement United States History



Advanced Placement United States History

Required Texts:

David Kennedy, Lizabeth Cohen, and Thomas Bailey. The American Pageant .12th ed. New York: Houghton Mifflin Company, 2002

John J. Newman, John M. Schmalbach. United States History: Preparing for the Advanced Placement Examination. 3rd ed. AMSCO School Pulbication, INc., 2015

Unit II: American Rev. through Constitution (1754-1789) (approximately 2.5 weeks)

Topics and Text References:

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American Pageant Chapter 6 – The Duel for North America—A-9/30-B-10/1

American Pageant Chapter 7 – The Road to Revolution—Quiz—A-10/2—B-10/5

American Pageant Chapter 8 – America Secedes from Empire—A-10/6—B10/7

American Pageant Chapter 9 – The Confederation and the Constitution—A-10/8—B-10/9

AMSCO Chapters 4, 5, and part of Chapter 6 (pages 103-109)—A-10/12—B-10/13

Summative assessments: A-10/14 & B-10/15—Multiple Choice Test (counts as test grade) & Long Essay (counts as writing assignment grade)

Students should familiarize themselves with all of the following Long Essay choices. The students will be expected to answer ONE of these in class on 10/14 or 10/15. Students MAY NOT use notes to answer these in class. The TEACHER will pick the essay the class will write.

In your response you should do the following. • State a relevant thesis that directly addresses all parts of the question. • Support your argument with evidence, using specific examples. • Apply historical thinking skills as directed by the question. • Synthesize the elements above into a persuasive essay that extends your argument, connects it to a different historical context, or connects it to a different category of analysis.

Long Essays:

• Evaluate the extent to which the Seven Years’ War (French and Indian War, 1754–1763) marked a turning point in American relations with Great Britain, analyzing what changed and what stayed the same from the period before the war to the period after it.

• Some historians have argued that the American Revolution was not revolutionary in nature. Support, modify, or refute this interpretation, providing specific evidence to justify your answer.

• It has been argued that the United States Constitution came about primarily through an evolving series of meetings, conventions, and congresses. Support, modify, or refute this contention using specific evidence.

• For some, the role of enslaved African Americans and American Indians before and during the writing of the Constitution had a significant influence on events. Support, modify, or refute this contention using specific evidence.

Essential Questions:

How did the ideas of John Locke and Thomas Paine influence Jefferson’s writings in the Declaration of Independence?

How did the Declaration of Independence become a road map for the new republic as it extended the franchise, provided for equality of opportunity, and guaranteed “unalienable rights”?

What differences existed among Americans concerning separation from Great Britain?

What factors contributed to the victory of the American rebels?

How did America’s pre-Revolutionary relationship with Britain influence the structure of the first national government?

What weaknesses in the Articles of Confederation led to the effort to draft a new constitution?

How did the delegates to the Constitutional Convention balance competing interests?

What compromises were reached at the Constitutional Convention?

How was the Bill of Rights influenced by the Virginia Declaration of Rights and the Virginia Statute for Religious Freedom?

What were the major arguments for and against the Constitution of 1787 in the leading Federalist and Anti-Federalist writings and in the ratification debates?

Who were the leading Federalists and Anti-Federalists in the pivotal ratification debate in Virginia?

How did Chief Justice John Marshall, a Virginian, contribute to the growth of the United States Supreme Court’s importance in relation to the other branches of the national government?

Essential Understandings:

New political ideas about the relationship between people and their government helped to justify the Declaration of Independence.

The revolutionary generation formulated the political philosophy and laid the institutional foundations for the system of government under which American’s live.

The American Revolution was inspired by ideas concerning natural rights and political authority, and its successful completion affected people and governments throughout the world for many generations.

The ideals expressed in the Declaration of Independence contradicted the realities of slavery and the undemocratic nature of political participation in the early decades of the new republic.

The ideas of the Enlightenment and the perceived unfairness of British policies provoked debate and resistance by the American colonists.

The American rebels won their independence because the British government grew tired of the struggle soon after the French agreed to help the Americans.

During the Constitutional Era, the Americans made two attempts to establish a workable government based on republican principles.

The Constitution of the United States established a government that shared power between the national government and state governments, protected the rights of states, and provided a system for orderly change through amendments to the Constitution itself.

The major principles of the Bill of Rights of the Constitution were based on earlier Virginia statutes.

What were the major arguments for and against the Constitution of 1787 in the leading Federalist and Anti-Federalist writings and in the ratification debates?

Who were the leading Federalists and Anti-Federalists in the pivotal ratification debate in Virginia?

Important legal precedents established by the Marshall Court strengthened the role of the United States Supreme Court as an equal branch of the national government.

Concept 3.1

|I. The competition among the British, French, and American Indians for economic and political advantage in North America culminated in the Seven |

|years’ War (the French and Indian War), in which Britain defeated France and allied American Indians. |

Related Thematic Learning Objectives (Focus of Exam Questions)

mIg-2.0: Analyze causes of internal migration and patterns of settlement in what would become the United States, and explain how migration has affected American life.

WOR-1.0: Explain how cultural interaction, cooperation, competition, and conflict between empires, nations, and peoples have influenced political, economic, and social developments in North America.

|II. The desire of many colonists to assert ideals of self-government in the face of renewed British imperial efforts led to a colonial |

|independence movement and war with Britain. |

Related Thematic Learning Objectives (Focus of Exam Questions)

nAT-1.0: Explain how ideas about democracy, freedom, and individualism found expression in the development of cultural values, political institutions, and American identity.

POL-2.0: Explain how popular movements, reform efforts, and activist groups have sought to change American society and institutions.

WOR-1.0: Explain how cultural interaction, cooperation, competition, and conflict between empires, nations, and peoples have influenced political, economic, and social developments in North America.

Concept 3.2

|I. The ideals that inspired the revolutionary cause reflected new beliefs about politics, religion, and society that had been developing over the|

|course of the 18th century. |

Related Thematic Learning Objectives (Focus of Exam Questions)

nAT-1.0: Explain how ideas about democracy, freedom, and individualism found expression in the development of cultural values, political institutions, and American identity.

CUL-1.0: Explain how religious groups and ideas have affected American society and political life.

CUL-3.0: Explain how ideas about women’s rights and gender roles have affected society and politics.

|II. After declaring independence, American political leaders created new constitutions and declarations of |

|rights that articulated the role of the state and federal governments while protecting individual liberties|

|and limiting both centralized power and excessive popular influence. |

Related Thematic Learning Objectives (Focus of Exam Questions)

nAT-2.0: Explain how interpretations of the Constitution and debates over rights, liberties, and definitions of citizenship have affected American values, politics, and society.

POL-1.0: Explain how and why political ideas, beliefs, institutions, party systems, and alignments have developed and changed.

POL-3.0: Explain how different beliefs about the federal government’s role in U.S. social and economic life have affected political debates and policies.

WXT-2.0: Explain how patterns of exchange, markets, and private enterprise have developed, and analyze ways that governments have responded to economic issues.

|III. New forms of national culture and political institutions developed in the United States alongside continued regional variations and |

|differences over economic, political, social, and foreign policy issues. |

Related Thematic Learning Objectives (Focus of Exam Questions)

nAT-2.0: Explain how interpretations of the Constitution and debates over rights, liberties, and definitions of citizenship have affected American values, politics, and society.

POL-1.0: Explain how and why political ideas, beliefs, institutions, party systems, and alignments have developed and changed.

POL-3.0: Explain how different beliefs about the federal government’s role in U.S. social and economic life have affected political debates and policies.

WXT-1.0: Explain how different labor systems developed in North America and the United States, and explain their effects on workers’ lives and U.S. society.

CUL-2.0: Explain how artistic, philosophical, and scientific ideas have developed and shaped society and institutions.

Concept 3.3

|I. In the decades after American independence, interactions among different groups resulted in competition for resources, shifting alliances, and |

|cultural blending. |

Related Thematic Learning Objectives (Focus of Exam Questions)

mIg-1.0: Explain the causes of migration to colonial North America and, later, the United States, and analyze immigration’s effects on U.S. society.

mIg-2.0: Analyze causes of internal migration and patterns of settlement in what would become the United States, and explain how migration has affected American life.

CUL-4.0: Explain how different group identities, including racial, ethnic, class, and regional identities, have emerged and changed over time.

gEO-1.0: Explain how geographic and environmental factors shaped the development of various communities, and analyze how competition for and debates over natural resources have affected both interactions among different groups and the development of government policies.

WOR-1.0: Explain how cultural interaction, cooperation, competition, and conflict between empires, nations, and peoples have influenced political, economic, and social developments in North America.

|II. The continued presence of European powers in North America challenged the United States to find ways to|

|safeguard its borders, maintain neutral trading rights, and promote its economic interests. |

Related Thematic Learning Objectives (Focus of Exam Questions)

nAT-3.0: Analyze how ideas about national identity changed in response to U.S. involvement in international conflicts and the growth of the United States.

POL-1.0: Explain how and why political ideas, beliefs, institutions, party systems, and alignments have developed and changed.

WOR-1.0: Explain how cultural interaction, cooperation, competition, and conflict between empires, nations, and peoples have influenced political, economic, and social developments in North America.

WOR-2.0: Analyze the reasons for, and results of, U.S. diplomatic, economic, and military initiatives in North America and overseas.

Instructional Objectives: College Board for APUSH

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

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

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

Instructional Objectives: VA/US SOL

VUS.1

The student will demonstrate skills for historical and geographical analysis and responsible citizenship, including the ability to

a) identify, analyze, and interpret primary and secondary source documents, records, and data, including artifacts, diaries, letters, photographs, journals, newspapers, historical accounts, and art, to increase understanding of events and life in the United States;

b) evaluate the authenticity, authority, and credibility of sources;

c) formulate historical questions and defend findings, based on inquiry and interpretation;

d) develop perspectives of time and place, including the construction of maps and various timelines of events, periods, and personalities in American history;

e) communicate findings orally and in analytical essays or comprehensive papers;

f) develop skills in discussion, debate, and persuasive writing with respect to enduring issues and determine how divergent viewpoints have been addressed and reconciled;

g) apply geographic skills and reference sources to understand how relationships between humans and their environment have changed over time;

h) interpret the significance of excerpts from famous speeches and other documents;

i) identify the costs and benefits of specific choices made, including the consequences, both intended and unintended, of the decisions and how people and nations responded to positive and negative incentives.

VUS.4

The student will demonstrate knowledge of events and issues of the Revolutionary Period by

a) analyzing how the political ideas of John Locke and those expressed in Common Sense helped shape the Declaration of Independence.

b) evaluating how key principles in the Declaration of Independence grew in importance to become unifying ideas of American democracy.

c) describing the political differences among the colonists concerning separation from Great Britain.

d) analyzing reasons for colonial victory in the Revolutionary War.

VUS.5

The student will demonstrate knowledge of the issues involved in the creation and ratification of the Constitution of the United States and how the principles of limited government, consent of the governed, and the social contract are embodied in it by

a) explaining the origins of the Constitution, including the Articles of Confederation.

b) identifying the major compromises necessary to produce the Constitution, and the roles of James Madison and George Washington.

c) examining the significance of the Virginia Declaration of Rights and the Virginia Statute for Religious Freedom in the framing of the Bill of Rights.

d) assessing the arguments of Federalists and Anti-Federalists during the ratification debates and their relevance to political debate today.

e) appraising how John Marshall’s precedent-setting decisions established the Supreme Court as an independent and equal branch of the national government.

Learning activities and assessments.

Students will participate in discussions based on course topics for the unit.

Reading quizzes will be administered randomly throughout the unit.

Students will conduct analysis of primary sources and secondary sources—some of these will include opposing viewpoints.

Students will work to deconstruct DBQs.

Students will participate in lessons requiring them to practice chronological reasoning.

Students will complete summative assessments for the unit: Multiple choice/short answer and a DBQ or LE.

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