Granite Hills High School
Pre-AP US History 7 Basha High School
Mr. Charles Johnson
BA—Arizona State University
MA—Northern Arizona University
Email—johnson.charles@
Phone Number—(480)244-2100 ext. 2258
Website—
Official Course Description
The political, economic, religious and social development of the United States from the Pre-Columbian period through Reconstruction.
Prerequisites: None.
Official Course Competencies
Review the "push factors" in England and the "pull factors" in the colonies creating a current of immigration to America. (I)
Describe the early and the permanent settlements in the colonies and their role in the larger economic scheme of the emerging British empire. (I)
Compare the increasing economic and social importance of the New England, Middle, and Southern colonies and note their cultural and religious denominational differences. (I)
Describe the growing political and economic differences between the crown and the colonies, including Parliament laws and colonial non-compliance with imperial decrees leading to the American Revolution. (II)
Describe the major military events of the American Revolution leading to the collapse of British military forces at Yorktown, Virginia. (III)
Describe the role of Hamiltonian federalism and Jeffersonian democracy in creating a strong central government based on 1787 constitution. (IV, V)
Review the economic bonds reinforcing the Union as noted in government land policy, tariffs, role of banks, emergence of a free enterprise system and the industrial North, including the development of the plantation economy of the South. (V)
Describe the salient features of westward expansion in the ante-bellum period and the growth of Jacksonian democracy. (VI)
Describe the plight of the American natives, the War of 1812, and the Battle of New Orleans. (VI)
Describe President Jackson's spoils system and the rise of sectional tension. (VI)
Describe the emergence of the middle class in early America, the growth of a national culture, and the urban life style generated by industrial expansion. (VII)
Describe public and private education and the birth of a new national literary renaissance. (VII)
Describe the doctrine of Manifest Destiny, the Oregon acquisition, the Texas annexation, and the military conquest of the Southwest. (VIII)
Review the 1850 Compromise, the Kansas-Nebraska Act, and sectional tensions leading to Lincoln's election and the formation of the Confederate South. (VIII)
Describe the salient features of the Civil War and the turning points at Antietam, Shiloh, Gettsburg, and Vicksburg that saved the Union. (IX)
Review the demographic and industrial advantage of the North, the Emancipation Proclamation, and the surrender at Appomatox in 1865. (IX)
Review the political significance of Reconstruction and the Freedmen's Bureau, including the congressional passage of the 13th, 14th, and 15th constitutional amendments. (X)
Review the administration of President Grant. (X)
Describe the political reforms and economic revival of the South leading to the white counter-revolution and to the Compromise of 1877. (X)
Required Course Materials
AMERICAN HISTORY, Dr. Robert Dallek, Dr. Jesus Garcia, Dr. Donna M. Ogle, C. Frederick Risinger. ISBN#0618556710
Supplemental Texts:
Gillon, Steven. 10 Days that Unexpectedly Changed US History. (Broadway, 2006).
Hofstadter, Richard. Great Issues in American History, Vol. 1, 2 & 3 (New York:Vintage, 1982).
Madaras, Larry and SoRell, James M. Taking Sides: Clashing Views on Controversial Issues in American History Volumes 1 & 2 (Guilford: Dushkin, 2006).
Newman, John J. and Schmalbach, John M. United States History: Preparing for the Advanced Placement Examination (New York: AMSCO School Publications, 2002).
Piehl, Mel. The American Pageant: Guidebook: A Manuel for Students. Twelfth Edition (Boston: McDougal Littell/Houghton Mifflin, 2002).
Zinn, Howard. A People's History of the United States. Accessed on-line at
Various articles and handouts
Grading Standards:
Student grades will be determined through reading quizzes, homework, note checks, graded discussions, classroom participation, group work, projects and small writing assignments. Tests, and essays will also be included in determining a student's grade. Exams will be a combination of Objective Questions and Free Response Essay Questions based and timed on the standard set by the College Board for the US History Exam. All exams will have a Free Response Essay Question based on the essential questions and your outside readings. Document Based Questions (DBQs) will also be used as essay assignments and in-class exams. All DBQs will be based on College Board released exams.
|A |100-90% |
|B |89-80% |
|C |79-70% |
|D |69-60% |
|F |59-50% |
Infinite Campus Availability/Access:
Parents can access their child's grades and assignments by going to the school's website and clicking on the Parent portal for Infinite Campus. Students' information is only accessible by using an individualized password assigned by the school. Parents may contact office personnel/counselor for their child's password.
Conference Period:
Students will not leave their conference period classroom without a pass signed by a teacher or a properly designated color club pass.
Attendance Standards:
Regular and engaged attendance is important. Quality of participation in class discussions and other activities will be noted. Students are responsible for any material covered in class, as well as any announcements, handouts, or other information, whether or not they are present. The dates and topics listed on the chapter/unit outlines are subject to change, and any such changes will be announced in class. Reading the textbook chapters and supplemental readings is essential. It is most effective if you complete your first reading of the texts in advance of the classes for which they are scheduled. The core reading for the course is in the textbook.
Late/Missed Work Policy:
Submission of assignments past due dates is not acceptable. Students are expected to complete assignments in a timely manner. All work is due on the date specified (except for excused absences). Extenuating circumstances will be evaluated at my discretion. If an assignment is accepted, teachers have the right to deduct points. This does not affect excused absences which are governed by district policy. Excused absences are governed by CUSD policy. When absent, check the file folders for missing work. You have one class period to make up the work for each day absent. It is important to maintain good attendance. State law mandates that students attend 90% of all classes. Students, who fail to do so, may be dropped from the class. Students will be referred to the office after the ninth absence and you may be dropped from the class at that point.
*A major assignment, such as an essay or other project which is given to you with 5 or more days of advance notice is due on the date assigned. If you are absent, someone must hand it in on that day (in my mailbox or via email). Because you have an excused absence does not mean the assignment is not due.
Classroom requirements:
Classroom decorum is expected. Behavior such as, being disrespectful, using offensive (profanity) or hateful language, sleeping, talking while not recognized by the teacher, loud side conversations, eating, and other such activities are prohibited and may jeopardize any extra credit opportunities that are offered throughout the year. You are invited to learn in this room, but not allowed to interfere with anyone else’s learning. I will also not allow anything to interfere with my desire to teach you. Class will begin and end promptly--please be in your seats and ready to participate at the beginning, and do not loudly make preparations to bolt out of the room until the end.
Class Rules and Expectations
1. Come to class prepared -- This means having all assignments completed prior to the beginning of class and being seated and ready to begin when the second bell rings.
2. Respect the rights of others -- Only one person talks while everyone else listens. Treat others with dignity and respect. Students should feel safe to exchange ideas. No question is a "stupid” question! Professional courtesy should
always prevail. No use of profanity!
3. Respect school property as well as the property of others -- This includes returning any borrowed materials
to the owner in a timely fashion (e.g. lecture notes, handouts).
4. Tardies and truancies are unacceptable -- Excessive tardies or truancies may result in loss of the class in
accordance with school policies.
1st tardy= warning
2nd tardy= phone call to parent and 15 minutes before or after school with teacher
3rd tardy= phone call to parent and 30 minutes before or after school with teacher
At the 4th tardy, a phone call will be made & a referral submitted to the office.
Further tardiness=automatic referrals to the office.
5. Cell Phones – The “Bring Your Own Technology” policy applies. We may use occasionally in class, however when we are not, your cell phone should be put away so as to not distract you or others.
6. NO FOOD OR DRINK IN THE CLASSROOM! Water only.
Failure to follow classroom rules and procedures may result in phone calls home, an office referral, loss of extra credit opportunities or other disciplinary action by the teacher.
Academic Honesty:
Work should be a reflection of individual student ideas. Students should not look at another student’s work or share their work with others. Receiving or providing answers for an assignment, essay, quiz, or test is cheating and academic dishonesty—regardless of its form. Copying answers from a website is cheating. Any such action will result in a referral to the office for further review and possible additional disciplinary action.
Cheating includes:
Copying, faxing, emailing, or in any way duplicating assignments that are turned in, wholly or in part, as original work. Exchanging assignments with other students, either handwritten or computer generated, whether you believe they will be copied or not. Using any form of memory aid during tests or quizzes without the express permission of the instructor. Giving or receiving answers during tests of quizzes. Taking credit for group work when you have not contributed and equal or appropriate share toward the final result.
CUSD Diversity Statement:
All individuals have a right to an educational environment free from bias, prejudice and bigotry. As members of the Basha High School educational community, students are expected to refrain from participating in acts of harassment that are designed to demean another student's race, gender, ethnicity, religious preference, disability or sexual orientation.
Standards And Expectations
Course Requirements: This Pre-AP US History class is a challenging and rigorous course. This class is two semesters long and will cover American History from early exploration to Reconstruction. There will be class discussions over every chapter and topic; Power Point presentations that consist of a variety of Historical documents which will be analyzed during the discussions enabling the students to have a clear understanding of how to interpret Historical works. Students will also be required to complete document analysis exercises, class readings from several different sources including primary and secondary sources, study guides over every chapter, as well as complete several DBQ essays and free response essays. Upon completion of the textbook, class discussions, document analysis and other class activities, the students will have a better understanding of American History. A secondary purpose of this course is to prepare students fully for success in AP Social Studies courses at the High School level. In order to be successful in this class, students must be prepared to dedicate themselves to a considerable amount of homework that will consist of reading, writing, historical analysis and research. This class does fulfill CUSD and state US History requirements for junior high school promotion.
Exams & Finals:
Final exams for both semesters will utilize AP exam multiple-choice and essay questions. Per district policy, semester final exams account for 20% of a student’s semester grade. A curve will be applied to final exams equivalent to the curve applied by AP College Board to the AP US History Exam.
Course Outline:
General Unit Expectations: Each of the following units 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 continue to shape the way historians see the world today. These discussions are woven throughout the course, but several are explicitly presented below.
Seven Major Themes: These activities are organized around AP U.S. History’s seven major themes—Identity (ID), Work, Exchange and Technology (WXT), Peopling (PEO), Politics & Power (POL), America in the World (WOR), Environment and Geography–Physical & Human (ENV), Ideas, Beliefs and Culture (CUL)—and are designed to develop the student’s historical thinking skills.
9 Historical Thinking Skills: AP US History students will be asked to apply historical thinking skills to thematic learning objectives. Students will develop skills in:
1. Historical causation
2. Patterns of continuity and change
3. Periodization
4. Comparison
5. Contextualization
6. Historical argumentation
7. Appropriate use of relevant historical evidence
8. Interpretation
9. Synthesis
Quarter #1: Units 1 & 2: New World Beginnings & Colonial America - Beginnings to 1775
American History Chapters 1-6
Essential Questions:
• Analyze the social and economic impact of contact between Indian peoples and early explorers-To what extent did advanced civilization exist in the Americas prior to contact with Europeans?
• Analyze Spanish, French, and British motives for colonization. What accounts for their differing levels of success in the New World?
• Compare and contrast the political, economic, social, and religious development of the New England, Middle Atlantic, and Southern colonies.
• To what extent did colonists attempt to create a "shining light, a City on a Hill"-and were they successful?
• To what extent did the patterns of regional economic development interplay in future sectional conflict?
• How did early slave systems in North American colonies develop, & how were they similar or different from those that existed in other parts of the New World?
• Analyze the key ideas and historical context of Thomas Paine’s Common Sense and Thomas Jefferson’s Declaration of Independence.
Content: pre-Columbian Indian culture and society; worlds collide; transatlantic contact and exploration; purposes of colonization; the development of European empires in the Americas; the establishment of English colonies in the New World; a comparison of southern, northern, and middle colonies (religion, economics, politics, and culture); mercantilism and salutary neglect; Great Awakening of 1730s
Themes: The various consequences of contact across frontiers (cultural, social, economic, and religious); the diversity of early America; development of various regional identities as distinct from any specific "American Identity"; the birth of slavery and its relationship to racism
Assessments
1. Multiple Choice tests over the chapter information based on the format of the AP Exam.
2. Timed In-Class essays based on the Free Response Essay format (each
timed essay will be 40 minutes In-class)
Free Response Essay Topics
1. How did the Indian societies of the South and North America differ from European
societies at the time the two came into contact? In what ways did Indians retain a “world
view” different from that of the Europeans?
2. Examine the careers of Hernan Cortez and Francisco Pizarro and assess the reasons for
their “success”.
3. What did England and the English settlers really want from colonization? National
glory? Wealth? Adventure? A solution to social tensions? New sources of goods and
trade? Did they get what they wanted?
4. Did the Puritans really come to America seeking religious freedom? How did they
reconcile their own religious dissent from the Church of England with their persecution
of dissenters like Hutchinson and Williams? Does their outlook make them hypocrites?
5. Discuss women's lives in the seventeenth century, including economic functions,
religion, marriage, and child raising. The focus might be on the economic and social
importance of women in agrarian colonial communities, as well as on the legal and
political restrictions that kept them tied to men.
Document Based Questions
1. In what ways did ideas and values held by Puritans influence the political, economic, and social development of the New England colonies from 1630 through the 1660s? – 2010 AP Exam
Quarter #2: Units 3 and 4 - Duel for North America, Road to Revolution & War for Independence-1608-1783 and Building the New Republic-Constitution, Jefferson & Second War of Independence 1776-1824
American History Chapters 6-10
Essential Questions:
• Compare and contrast the American and British views regarding the British policy of “salutary neglect” toward the colonies after the French and Indian War.
• To what extent can the American Revolution be called a "Civil War"?
• What barriers did colonists face in uniting to fight a war against a major European power? How did colonial leadership unite a diverse population behind the independence movement, & subsequent efforts to establish a constitutional republic?
• It can be argued that “America lost the Revolutionary War but won the peace.” Assess the validity this statement.
• Analyze the key ideas and historical context of The Constitution and Federalist 10.
• Did the development of the party in power and the party in oppositition represent a failure of the founding fathers' attempts to create a working government free of fractious influences?
• What was the role of women in the new Republic? (Republican Motherhood)
• Why is this period often called the "Critical Period" in American history?
• Compare and contrast the views of Thomas Jefferson and Alexander Hamilton while they were members of Washington’s cabinet.
• How did the Judiciary Power assert itself during the period between constitutional ratification & 1824?
• Analyze the primary focus of American foreign policy under the Washington and Adams administrations.
• Discuss foreign policy under Jefferson’s administration. Include foreign intervention and decisions made for domestic expediency.
• Discuss to what extent the Federalists assumed support for state rights as opposition to the Democratic-Republicans toward the end of the War of 1812.
• From Madison’s point of view, the War of 1812 achieved none of its original aims. Explain why its consequences were important for the future development of the United States.
• How can the War of 1812-1814 be called "the Second War for Independence"?
• Analyze the key ideas and historical context of George Washington’s Farewell Address and Chief Justice John Marshall’s ruling in Marbury v. Madison.
Content: French and Indian War; Changes in British imperial policy following the Great War for Empire; colonial reactions to those changes; the decision to declare independence; the involvement of all
levels of society in protest and fighting; the War itself; the Treaty of Paris
Trace the evolution of government in America from the Albany Congress to the creation of the Articles of Confederation; development of & ratification of the US Constitution/Bill of Rights; The Washington presidency; the emergence of the first two-party system; clashes over foreign and domestic policy; “The Revolution of 1800;” the Louisiana Purchase; the Second Great Awakening; the War of 1812 (causes and consequences); foreign diplomacy (including the Monroe Doctrine); the emergence of slavery as a controversial issue in national politics; the Marshall Court
Themes: The role of religion in the coming of the Revolution; the emergence and solidification of an American identity; the vital importance of diplomacy in the establishment of a new nation; the place of the American Revolution in a global context; state governments; the development of a federal government; the issue of states’ rights ideology; sectionalism and regionalism; the Constitution as either a continuation of the Revolution or a counterrevolution; the relationship between the Founders and slavery
The transference of political power; national expansion; nationalism; the continued evolution of the global economy; the role of war in diplomacy; the place of religion in American culture and society
Assessments
1. Multiple Choice tests over the chapter information based on the format of the AP Exam.
2. Timed In-Class essays based on the Free Response Essay format (each
timed essay will be 40 minutes In-class)
Free Response Essay Topics
1. What was the Revolutionary movement at its core really all about? The amount of
taxation? The right of Parliament to tax? The political corruption of Britain and the
virtue of America? The right of a king to govern America? The colonies' growing sense of
national identity apart from Britain? Was the Revolution truly a radical overturning of
government and society – the usual definition of a “revolution” - or something far more
limited or even “conservative” in its defense of traditional rights?
2. Did the Loyalists act primarily out of conviction and feelings of patriotism toward
Britain, or out of self-interest?
3. If you had been an African-American, free or slave, in 1776, would you have tried to back
the Patriot cause or the Loyalist cause? Why?
1. What was really at stake in the debate between Federalists and Anti-Federalists? Did the
Federalists win primarily because of their superior political skills or because they had a
clearer view of the meaning of the Revolution and the future of the United States?
2. Write your definition of isolationism. Use this definition to argue that the Monroe
Doctrine was or was not an isolationist document.
3. Write your definition of democracy. Use this definition to argue that Jefferson or
Hamilton was the better spokesperson for democratic government in the 1790's.
4. Before 1790, American leaders denounced political parties. Explain why, nonetheless,
political parties came into existence and what function they performed in the early
Republic.
Document Based Questions
1. In what ways did the French and Indian War (1754-63) alter the political, economic and ideological relations between Britain and its American colonies? – 2004 AP Exam
2. To what extent did the American Revolution fundamentally change American society? In your answer, be sure to address the political, social, and economic effects of the Revolution in the period from 1775 to 1800. - 2005 AP Exam
3. From 1775 to 1830, many African Americans gained freedom from slavery, yet during the same period the institution of slavery expanded. Explain why BOTH of those changes took place. Analyze the ways that BOTH free African Americans and enslaved African Americans responded to the challenges confronting them. (2009 AP Exam)
4. Discuss the changing ideals of American womanhood between the American Revolution (1770’s) and the outbreak of the Civil War. What factors fostered the emergence of “republican motherhood” and the “cult of domesticity”? Assess the extent to which these ideals influenced the lives of women during this period. In your answer be sure to consider issues of race and class. – 2006 AP Exam
Quarter #3 - Units 5 and 6: Expansion, Reform & The Age of Jackson 1824-1860
American History Chapters 11-4
Essential Questions:
• Believed to be unqualified both politically and socially to be president of the United States, Jackson’s presidency is considered on of the most influential in American history. Explain the factors that changed the political atmosphere and made his election possible.
• How can Jackson's Presidency be evaluated? To what extent was it formative in extending democracy to the "common man"? How did it fail to fully extend civil rights to various groups (women, native Americans, blacks)? How did it contribute to the coming sectional storm?
• Discuss who benefited from the transportation revolution and why the issue of government support for internal improvements was so controversial.
• Constitutional issues were raised by the Nullification Crisis and Indian removal. Discuss the rights of the minority being governed by majority rule concerning each issue.
• What impact did various reform movements have on American society and economy?
• Analyze arguments supporting and refuting Turner's Frontier Thesis.
• Define and discuss the concept of Manifest Destiny.
• Assess and identify the ways that the success of Manifest Destiny and expansion of the United States would lead to a resurrection of issues that would eventually divide the nation.
Content: Democratization; the Market Revolution; the Election of 1824; the Corrupt Bargain; the emergence of a second two-party system; Indian removal; the Bank of the United States; Texas Revolution; immigration and nativism; religious revivals; reform and cultural movements
Themes: Democratization; the development of capitalism; role of reform movements in American society; reemergence of the two-party system; the role of religion in politics; role of executive power; reaction to expansion and economic change
Assessments
1. Multiple Choice tests over the chapter information based on the format of the AP Exam.
2. Timed In-Class essays based on the Free Response Essay format (each
timed essay will be 40 minutes In-class)
Free Response Essay Topics
1. Write your definition of common man. Use this definition to argue that Andrew Jackson
was or was not a common man in the presidency.
2. Write your definition of tyrant. Use this definition to argue that Andrew Jackson was or
was not a presidential tyrant riding roughshod over the Constitution.
3. Write your definition of great president. Use this definition to argue that Andrew
Jackson was or was not a great president.
4. Summarize the impact of the industrial revolution on American labor, on the rich and
poor, and on families and home life.
5. Write your definition of revolution. Use this definition to argue that the industrial
revolution was or was not a revolutionary event.
6. List the five most important inventions of the early nineteenth century and rank them in
order of importance. Justify your ranking.
7. If America is indeed a “nation of immigrants”, why does it have a history of native
prejudice toward new immigrant groups.
Document Based Questions
1. Explain the ways that participation in political campaigns and elections in the United States changed between 1815 and 1840, and analyze forces and events that led to these changes. – 2011 AP Exam Form B
2. The issue of territorial expansion sparked considerable debate in the period 1800–1855. Analyze this debate and evaluate the influence of both supporters and opponents of territorial expansion in shaping federal government policy. – 2010 AP Exam Form B
Quarter #4: Units 7-8: The Road to Disunion 1793-1861 and The Civil War and Reconstruction 1861-1877
American History Chapters 15-18
Essential Questions:
• “The sectional compromises of the first half of the nineteenth century were not in fact compromises but rather “sectional sellouts” in which the North gave in to the insistent demands of the slaveholding South.” Assess the validity of this statement.
• Analyze recent historical scholarship: “Whiteness, Reform, and Slavery”. What is racism? What are the unique features of racism in the United States?
• Analyze the key ideas and historical context of the first issue of William Lloyd Garrison’s The Liberator and The Seneca Falls Declaration of Sentiments and Resolutions
• Could the Civil War have been avoided had various developments in the 1850s gone differently?
• Analyze the impact of two of the following in the ending of slavery during the Civil War. (a) President Lincoln, (b) U.S. Congress, (c) Slaves and former slaves
• Explain why and how the role of the federal government changed as a result of the Civil War during the period 1861 – 1877.
• Why did the North win the war? Why is the Civil War called the most critical event in American History?
• After the end of Reconstruction, can the South be best understood as a continuation of the Old South under new circumstances or was it truly a New South?
• To what extent did Reconstruction succeed or fail? How might history have proceeded differently had Lincoln not been assassinated, or Johnson or Grant been more effective?
• Analyze arguments supporting and refuting the Dunning interpretation of Reconstruction.
• Analyze arguments supporting and refuting the Revisionist and Post-Revisionist interpretations of Reconstruction.
• Analyze the key ideas and historical context of Abraham Lincoln’s First Inaugural Address, The Gettysburg Address, and Second Inaugural Address
Content: King Cotton; Abolitionist crusade; Texas annexation; the Mexican War; the Compromise of 1850; popular sovereignty; Bleeding Kansas; Dred Scott; John Brown; the caning; Lincoln-Douglas debates; Election of 1860; secession; The beginnings of the War; the economics, politics, and diplomacy of the War; its major turning points; the impact of the War on both the South and the North; Reconstruction; “The New South;” the development of sharecropping; Freedmen's Dilemma
Themes: Geographical expansion; nationalism; sectionalism; regionalism; the politics, economics, and culture of slavery; the causes of the Civil War; War and diplomacy & its role in national politics; expansion of executive power in times of crisis; the end of slavery; the relationship between culture, economics, and politics; the place of the War in a global context; Reconstruction as continuity or change; the evolution of racial thinking; democracy-civil rights & freedom
Assessments
1. Multiple Choice tests over the chapter information based on the format of the AP Exam.
2. Timed In-Class essays based on the Free Response Essay format (each
timed essay will be 40 minutes In-class)
Free Response Essay Topics
1. It was argued by some that the slaves were better off than both wage earners in northern industry and free blacks back in Africa . Do you agree? Why or why not?
2. Elaborate on the text authors' comment that with the invention of the cotton gin, “the
slave [was]...chained to the gin and the planter to the slave”.
3. Did extreme abolitionists do more harm than good? In what ways? How would you
have solved the slavery problem?
4. Write your definition of national interest. Use this definition to argue that the Webster-Ashburton Treaty or the Treaty of Guadalupe-Hidalgo did or did not serve the national
interests of the United States.
5. Write your definition of imperialism. Use this definition to argue that the United States
was or was not an imperialistic nation in the 1840s.
6. Explain the widespread popularity of the concept of popular sovereignty as a way to
resolve the issue of slavery in the territories. Then explain why it ultimately failed.
7. Why might it be argued that the building of the first transcontinental railroad to link the
East and the West contributed to the wrenching apart of the North and the South?
8. The authors argue that the North “got the better of the Compromise of 1850”. Do you
agree? Why or why not?
9. What was responsible for the violence in “Bleeding Kansas”? Why might the violence be
viewed as a “prelude to Civil War”?
10. Compare and contrast the criticism in Stowe's Uncle Tom's Cabin to Helper's The
Impending Crisis of the South. Which had the more dramatic effect on public opinion?
Why?
11. Do you think that President Lincoln was justified in his violations of ordinary civil
liberties during the Civil War? Why or why not?
12. During the Civil War many poor Southerners complained that it was a rich man's war,
but a poor man's fight. On what basis did they make this complaint? Could Northerners
have made the same accusation for the same reason? Explain
13. Historians usually rank the “Great Emancipator”, Abraham Lincoln, as the “greatest” of American presidents. Do you agree? Why or why not?
14. The Fourteenth Amendment is commonly referred to as one of the most important
additions to the Constitution. Why?
15. Compare and contrast Lincoln's, Johnson's, and Congress's plans for Reconstruction.
Cite what was included and what was omitted. Which program do you think was the
best. Why?
16. Why was President Johnson impeached? Why didn't the Senate convict him of “high
crimes and misdemeanors”? What do you think his conviction in the Senate might have
meant for our system of government?
Document Based Questions
1. In the early nineteenth century, Americans sought to resolve their political disputes through compromise, yet by 1860 this no longer seemed possible. Analyze the reasons for this change. – 2005 AP Exam Form B
2. Analyze the causes of growing opposition to slavery in the United States from 1776 to 1852. In your response, consider both underlying forces and specific events that contributed to the growing opposition. – 2013 AP Exam
3. In what ways did African Americans shape the course and consequences of the Civil War? Confine your answer to the years from 1861 to 1870. – 2009 AP Exam Form B
Dear Students and Parents:
In order to maintain strong communication, I am requesting all students and parents to provide the following information and return this information by Friday, July 29th, 2016.
Parents please provide an e-mail address. This is the quickest way to communicate with me and ensures a record of our conversation. When using e-mail, please keep in mind that e-mail is a public record.
By signing below you and your child confirm your receipt of a written copy of the policies and procedures as outlined. Thank you. I look forward to a very productive and meaningful school year.
Parent Section:
_____ I have read my child’s syllabus and plagiarism policy and understand the basic requirements
for this class.
Parent(s) Name: _________________________________________________________________
Parent(s) Signature: _______________________________________________________________
Parent(s) email: __________________________________________________________________
Home address: ___________________________________________________________________
Home Phone: ___________________________________ Cell Phone: ______________________
Student Section:
_____ I have read my syllabus and plagiarism policy and understand the basic requirements
for this class.
Student Name: ___________________________________________________________________
Student Signature: ________________________________________________________________
Student G-Mail:__________________________________________________________________
To supplement our general classroom activities, occasionally students will be shown segments of films which portray historical events covered during the course. Below is a list of films which may be shown during class. Please review this list and place your initials next to each film which you approve. Students who do not view a film due to parent disapproval will be given an alternate assignment to complete while the film is being shown. Once you have reviewed the list and written your initials next to each film, please sign and date in the space provided. Thank you.
Film Title Initial to grant viewing permission
Guns, Germs, and Steel – Episode 2 ______
Unsolved History: Salem Witch Trials (History Channel TV – Unrated) ___ ___
John Adams- Episodes 1-6 (HBO TV Series – Unrated) ___ ___
The Work and Glory: A House Divided (PG) ___ ___
The Alamo (PG-13 – Sustained Intense Battle Sequences) ___ ___
Gods and Generals (PG-13 – Sustained Battle Sequences) ___ ___
Lincoln (PG-13 – Sustained Battle Sequences) ___ ___
The Conspirator (PG – Thematic elements and some language) ___ ___
Parent signature _____________________________________________
Date _____________
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