Forest Grove High School



AP United States History Syllabus 2014-15

Instructor: Mr. Siebenthal Availability: Periods 2, 5, & before/After School

Room: 247(1,3,4,6,7) Phone #: (303) 326-4645 ext. 64645

E-mail: kjsiebenthal@aps.k12.co.us Textbook: The American Nation, 12th Edition, by

Mark C. Carnes and John A. Garraty

Website:

Textbook

COURSE DESCRIPTION: The AP U.S. History course is designed to provide students with the analytic skills and factual knowledge necessary to deal critically with the problems and materials in U.S. history. Students should learn to assess historical materials—their relevance to a given interpretive problem, reliability, and importance—and to weigh the evidence and interpretations presented in historical scholarship. An AP U.S. History course should thus develop the skills necessary to arrive at conclusions on the basis of an informed judgment and to present reasons and evidence clearly and persuasively in essay format. In 2014, the AP US History Exam shifted to a skills-based format. Teachers cannot cover all details for US History, and need more time to focus on developing students’ understanding of the learning objectives and use of the historical thinking skills.

Concept Outline:

|Period |Date Range |Approximate Percentage of…. |

| | |Instructional Time |AP Exam |

|1 |1491-1607 |5% |5% |

|2 |1607-1754 |10% | |

| | | | |

| | | |45% |

|3 |1754-1800 |12% | |

|4 |1800-1848 |10% | |

|5 |1844-1877 |13% | |

|6 |1865-1898 |13% | |

| | | |45% |

|7 |1890-1945 |17% | |

|8 |1945-1980 |15% | |

|9 |1980-present |5% |5% |

Themes

While the course follows a narrative structure supported by the textbook and audiovisual materials, the following seven themes described in the AP U.S. History Course and Exam Description are woven throughout each unit of study:

1. Identity (ID)

2. Work, Exchange, and Technology (WXT)

3. Peopling (PEO)

4. Politics and Power (POL)

5. America in the World (WOR)

6. Environment and Geography (ENV)

7. Ideas, Beliefs, and Culture (CUL)

There are 9 Summative unit assessments. This is done to help maintain comprehension throughout the course in hopes that more retention will occur in May before the AP US Exam..

Grading Policies: Standards Based Grading

|Progress indicator: used in teacher grade | | |

|book for individual |Conversion of grade book body of evidence to letter grades. |Used for grade reports |

|assignments/assessments. | |and transcripts. |

|Advanced (ADV/adv) |In a variety of assessments, the student consistently and independently achieves | |

| |proficiency in grade level concepts/skills and demonstrates advanced | |

| |application/analysis when the opportunity exists. |A |

|Proficient (P/p) |In a variety of assessments, the student achieves proficiency | |

| |in grade level concepts/skills. |B |

|Partially Proficient (PP/pp) |With teacher or peer support, the student is able to achieve proficiency in grade | |

| |level concepts/ skills. |C |

|Unsatisfactory (U/u) |The student demonstrates limited understanding/ application of grade level | |

| |concepts/skills and does not meet the identified goals at this time. |D |

|Unsatisfactory/Missing (U/u or M/m) |The student rarely demonstrates understanding of grade level concepts/skills or there| |

| |is insufficient evidence to accurately determine the proficiency level. |F |

| | | |

Capital letters: summative or “major” assignments/assessments

Lower Case: formative or practice assignments/assessments

(+)= denotes upper range within progress indicators

( -)= denotes lower range within progress indicators

Historical Thinking Skills

The historical thinking skills provide opportunities for students to learn to think like historians, most notably to analyze evidence about the past and to create persuasive historical arguments. Focusing on these practices enables teachers to create learning opportunities for students that emphasize the conceptual and interpretive nature of history rather than simply memorization of events in the past. Skill types and examples for each are listed below.

I. Chronological Reasoning

Compare causes and/or effects, including between short-term and long-term effects

Analyze and evaluate historical patterns of continuity and change over time

Connect patterns of continuity and change over time to larger historical processes or themes

Analyze and evaluate competing models of periodization of American history

II. Comparison and Contextualization

Compare related historical developments and processes across place, time, and/or different societies, or within one society

Explain and evaluate multiple and differing perspectives on a given historical phenomenon

Explain and evaluate ways in which specific historical phenomena, events, or processes connect to broader regional, national, or global processes occurring at the same time

III. Crafting Historical Arguments from Historical Evidence

Analyze commonly accepted historical arguments and explain how an argument has been constructed from historical evidence

Construct convincing interpretations through analysis of disparate, relevant historical evidence

Evaluate and synthesize conflicting historical evidence to construct persuasive historical arguments

Analyze features of historical evidence such as audience, purpose, point of view, format, argument, limitations, and context germane to the evidence considered

Based on analysis and evaluation of historical evidence, make supportable inferences and draw appropriate conclusions

IV. Historical Interpretation and Synthesis

Draw appropriately on ideas and methods from different fields of inquiry or disciplines

Analyze diverse historical interpretations

Apply insights about the past to other historical contexts or circumstances, including the present

Evaluate how historians’ perspectives influence their interpretations and how models of historical interpretation change over time

Aurora Public Schools APUSH Standards + guiding comments:

|Standard |Comments |Quarter |

| | |1,4 |

|Standard 1: Globalization |Students demonstrate or do not demonstrate the following | |

|Standard 2: Politics and Citizenship | | |

|Standard 3: Religion |o Pre-Columbian Societies | |

| | | |

| |o Transatlantic Encounters and Colonial Beginnings, 1492-1690 | |

| | | |

| |o Colonial North America, 1690-1754 | |

| | | |

| |o The American Revolutionary Era | |

| | | |

| |o The Early Republic | |

| | | |

| |o Transformation of the Economy and Society in Antebellum America | |

| | | |

| | | |

| | |2 |

|Standard 4: American Diversity |Students demonstrate or do not demonstrate the following | |

|Standard 5: American Identity | | |

|Standard 6: Demographic Changes |o The Transformation of Politics in Antebellum America | |

| | | |

| |o Religion, Reform, and Renaissance in Antebellum American | |

| | | |

| |o Territorial Expansion and Manifest Destiny | |

| | | |

| |o The Crisis of the Union | |

| | | |

| |o Civil War | |

| | | |

| |o Reconstruction | |

| | | |

| | | |

| | |3,4 |

|Standard 7: Economic Transformations |Students demonstrate or do not demonstrate the following | |

|Standard 8: Environment | | |

|Standard 9: Reform |o The Origins of the New South | |

| | | |

| |o Development of the West in the Late Nineteenth Century | |

| | | |

| |o Industrial America in the Late Nineteenth Century | |

| | | |

| |o Urban Society in the Late Nineteenth Century | |

| | | |

| |o Populism and Progressivism | |

| | | |

| |o The Emergence of America as a World Power | |

| | | |

| | | |

| | |4 |

|Standard 10: Culture |Students demonstrate or do no demonstrate the following | |

| | | |

| |o The New Era: 1920s | |

| | | |

| |o The Great Depression and the New Deal | |

| | | |

| |o The Second World War | |

| | | |

| |o The Home Front During the War | |

| | | |

| |o The United States and the Early Cold War | |

| | | |

| |o The 1950s | |

| | | |

| |o The Turbulent 1960s | |

| | | |

| |o Politics and Economics at the End of the Twentieth Century | |

| | | |

| |o Society and Culture at the End of the Twentieth Century | |

| | | |

| |o The United States in the Post-Cold War World | |

| | | |

Critical Thinking Synthesis Questions for the Course: Debating The Past

Quarter 1:

How many Indians perished with European settlement?

Were puritan communities peaceable?

Was economic gain the colonists’ main motivation?

Was the American Revolution rooted in class struggle?

What ideas shaped the Constitution?

Did Thomas Jefferson father a child by his slave?

How did Indians and settlers interact?

Quarter 2:

Was early nineteenth-century America transformed by a “market revolution”?

For whom did Jackson fight?

Did the antebellum reform movement improve society?

Was there an “American Renaissance”?

Did the frontier change women’s roles?

Did slaves and masters form emotional bonds?

Was the Civil War avoidable?

Why did the South lose the Civil War?

Were Reconstruction governments corrupt?

Quarter 3:

Was the frontier exceptionally violent?

Were the industrialists “robber barons” or savvy entrepreneurs?

Did immigrants assimilate?

Did the frontier engender individualism and democracy?

Were city governments corrupt and incompetent?

Were the progressives forward-looking?

Did the United States acquire an overseas empire for economic reasons?

Did a stroke sway Wilson’s judgment?

Quarter 4:

Was the decade of the 1920s one of self-absorption?

What caused the Great Depression?

Did the New Deal succeed?

Should the United States have sued atomic bombs against Japan?

Did Truman needlessly exacerbate relations with the Soviet Union?

Would JFK have sent a half-million American troops to Vietnam?

Did mass culture make life shallow?

Did Reagan end the Cold War?

Do historians ever get it right? (History repeating itself)

Unit One

Day One

Instructions Timeline activity and Origins

American History Video: SNL

Origins:

Passage to Alaska

Cahokia: The Hub of Mississippi Culture

Mesa Verde, Colorado

Diffusion of Corn

August, Week One

Alien Encounters: Europe in the Americas

Columbus

Spain’s American Empire

Indians and Europeans

Relativity of Cultural Values

Disease and Population Losses

Spain’s European Rivals

The Protestant Reformation

English Beginnings in America

The Settlement of Virginia

“Purifying” the Church of England

Bradford and Plymouth Colony

Winthrop and Massachusetts Bay Colony

Troublemakers: Roger Williams and Anne Hutchinson

Other New England Colonies

French and Dutch Settlements

Maryland and the Carolinas

The Middle Colonies

Indians and Europeans as “Amercanizers”

August, Week Two

American Society in the Making

What is an American?

Spanish Settlement

The Chesapeake Colonies

The Lure of Land

“Solving” the Labor Shortage: Slavery

Prosperity in a Pipe: Tobacco

Bacon’s Rebellion

The Carolinas

Home and Family in the South

Georgia and the Back Country

Puritan New England

The Puritan Family

Puritan Women and Children

Visible Puritan Saints and Others

Democracies Without Democrats

The Dominion of New England

Prosperity Undermines Puritanism

A Merchant’s World

The Middle Colonies: Economic Basis

The Middle Colonies: An Intermingling of Peoples

“The Best Poor Man’s Country”

The Politics of Diversity

Rebellious Women

August, Week Three and Four

America in the British Empire

The British Colonial System

Mercantilism

The Navigation Acts

The Effects of Mercantilism

The Great Awakening

The Rise and Fall of Jonathan Edwards

The Enlightenment in America

Colonial Scientific Achievements

Repercussions of Distant Wars

The Great War for the Empire

The Peace of Paris

Putting the Empire Right

Tightening Imperial Controls

The Sugar Act

American Colonistis Demand Rights

The Stamp Act: The Pot Set to Boiling

Rioters or Rebels?

Taxation or Tyranny?

The Declaratory Act

The Townshend Duties

The Boston Massacre

The Pot Spills Over

The Tea Act Crisis

From Resistance to Revolution

September, Week One

The American Revolution

“The Shot Heard Round the World”

The Second Continental Congress

The Battle of Bunker Hill

The Great Declaration

1776: The Balance of Forces

Loyalists

Early British Victories

Saratoga and the French Alliance

The War Moves South

Victory at Yorktown

The Peace of Paris

Forming a National Government

Financing the War

State Republican Governments

Social Reform

Effects of the Revolution on Women

Growth of a National Spirit

The Great Land Ordinances

National Heroes

A National Culture

Unit Two

September, Week Two

The Federalist Era: Nationalism Triumphant

Border Problems

Foreign Trade

The Specter of Inflation

Daniel Shay’s “Little Rebellion”

To Philadelphia, and the Constitution

The Great Convention

The Compromises That Produced the Constitution

Ratifying the Constitution

Washington as President

Congress Under Way

Hamilton and Financial Reform

The Ohio Country: A Dark and Bloody Ground

Revolution in France

Federalists and Republicans: The Rise of Political Parties

1795: All’s Well That Ends Well

Washington’s Farewell

The Election of 1796

The XYZ Affair

The Alien and Sedition Acts

The Kentucky and Virginia Revolves

September, Week Three

Jeffersonian Democracy

The Federalist Contribution

Thomas Jefferson: Political Theorist

Jefferson as President

Jefferson’s Attack on the Judiciary

The Barbary Pirates

The Louisiana Purchase

The Federalists Discredited

Lewis and Clark

Jeffersonian Democracy

The Burr Conspiracy

Napoleon and the British

The Impressment Controversy

The Embargo Act

September, Week Four

National Growing Pains

Madison in Power

Tecumseh and Indian Resistance

Depression and Land Hunger

Opponents of War

The War of 1812

Britain Assumes the Offensive

“The Star Spangled Banner”

The Treaty of Ghent

The Hartford Convention

The Battle of New Orleans

Victory Weakens the Federalists

Anglo-American Rapprochement

The Transcontinental Treaty

The Monroe Doctrine

The Era of Good Feelings

New Sectional Issues

Northern Leaders

Southern Leaders

Western Leaders

The Missouri Compromise

The Election of 1824

John Quincy Adams as President

Calhoun’s Exposition and Protest

The Meaning of Sectionalism

October, Week One

Toward a National Economy

Gentility and the Consumer Revolution

Birth of the Factory

An Industrial Proletariat?

Lowell’s Waltham System: Women as Factory Workers

Irish and German Immigrants

The Persistence of the Household System

Rise of Corporations

Cotton Revolutionizes the South

Revival of Slavery

Roads to Market

Transportation and the Government

Development of Steamboats

The Canal Boom

New York City: Emporium of the Western World

The Marshall Court

October, Week Two

Jacksonian Democracy”

“Democratizing” Politics

1828: The New Party System in Embryo

The Jacksonian Appeal

The Spoils System

President of All the People

Sectional Tensions Revived

Jackson: “The Bank… I WILL KILL IT!”

Jackson’s Bank Veto

Jackson Versus Calhoun

Indian Removals

The Nullification Crisis

Boom and Bust

Jacksonianism Abroad

The Jacksonians

Rise of the Whigs

Martin Van Buren: Jacksonism Without Jackson

The Log Cabin Campaign

October, Week Three

The Making of Middle-Class America

Tocqueville and Beaumont in America

Tocqueville in Judgment

A Restless People

The Family Recast

The Second Great Awakening

The Era of Associations

Backwoods Utopias

The Age of Reform

“Demon Rum”

The Abolitionist Crusade

Women’s Rights

October, Week Three and Four

An American Culture

In Search of Native Grounds

The Romantic View of Life

Emerson and Thoreau

Edgar Allan Poe

Nathaniel Hawthorne

Herman Melville

Walt Whitman

The Wider Literary Renaissance

Domestic Tastes

Education for Democracy

Reading and the Dissemination of Culture

The State of the Colleges

Civic Cultures

American Humor

Unit Three

November, Week One

Westward Expansion

Tyler’s Troubles

The Webster-Ashburton Treaty

The Texas Question

Manifest Destiny

Life on the Trail

California and Oregon

The Election of 1844

Polk as President

War with Mexico

To the Halls of Montezuma

The Treaty of Guadalupe Hidalgo

The Fruits of Victory: Further Enlargement of the United States

Slavery: The Fire Bell in the Night Rings Again

The Election of 1848

The Gold Rush

The Compromise of 1850

November, Week Two and Three

The Sections Go Their Ways

The South

The Economics of Slavery

Antebellum Plantation Life

The Sociology of Slavery

Psychological Effects of Slavery

Manufacturing in the South

The Northern Industrial Juggernaut

A Nation of Immigrants

How Wage Earners Lived

Progress and Poverty

Foreign Commerce

Steam Conquers the Atlantic

Canals and Railroads

Railroads and the Economy

Railroads and the Sectional Conflict

The Economy on the Eve of Civil War

November, Week Four

The Coming of the Civil War

The Slave Power Comes North

Uncle Tom’s Cabin

Diversions Abroad: The “Young America” Movement

Stephen Douglas: “The Little Giant”

The Kansas-Nebraska Act

Know-Nothings, Republicans, and the Demise of the Two-Party System

“Bleeding Kansas”

Senator Sumner Becomes a Martyr for Abolitionism

Buchanan Tries His Hand

The Dred Scott Decision

The Lecompton Constitution

The Emergence of Lincoln

The Lincoln-Douglas Debates

John Brown’s Raid

The Secession Crisis

December, Week One

The War to Save the Union

Lincoln’s Cabinet

Fort Sumter: The First Shot

The Blue and the Gray

The Test of Battle: Bull Run

Paying for the War

Politics as Usual

Behind Confederate Lines

War in the West: Shiloh

McClellan: The Reluctant Warrior

Lee Counterattacks: Antietam

The Emancipation Proclamation

The Draft Riots

The Emancipated People

African American Soldiers

Antietam to Gettysburg

Lincoln Finds His General: Grant at Vicksburg

Economic and Social Effects, North and South

Women in Wartime

Grant in Wartime

Grand in the Wilderness

Sherman in Georgia

To Appomattox Court House

Winners, Losers, and the Future

December, Week Three

Reconstruction and the South

Presidential Reconstruction

Republican Radicals

Congress Rejects Johnsonian Reconstruction

The Fourteenth Amendment

The Reconstruction Acts

Congress Supreme

The Fifteenth Amendment

“Black Republican” Reconstruction: Scalawags and Carpetbaggers

The Ravaged Land

Sharecropping and the Crop-Lien System

The White Backlash

Grant as President

The Disputed Election of 1876

The Compromise of 1877

Unit Four

January, Week One

In the Wake of War

Congress Ascendant

The Political Aftermath of War

Blacks After Reconstruction

Booker T. Washington: A “Reasonable” Champion for Blacks

White Violence and Vengeance

The West After the Civil War

The Plains Indians

Indian Wars

The Destruction of Tribal Life

The Lure of Gold and Silver in the West

Big Business and the Land Bonanza

Western Railroad Building

The Cattle Kingdom

Open-Range Ranching

Barbed-Wire Warfare

January, Week Two

An Industrial Giant

Essentials of Industrial Growth

Railroads: The First Big Business

Iron, Oil, and Electricity

Competition and Monopoly: Railroads

Competition and Monopoly: Steel

Competition and Monopoly: Oil

Competition and Monopoly: Retailing and Utilities

American Ambivalence to Big Business

Reformers: George, Bellamy, Lloyd

Reformers: The Marxists

The Government Reacts to Big Business: Railroad Regulation

The Government Reacts to Big Business: The Sherman Antitrust Act

The Labor Union Movement

The American Federation of Labor

Labor Militancy Rebuffed

Whither America, Whither Democracy?

January, Week Three

American Society in the Industrial Age

Middle-Class Life

Skilled and Unskilled Workers

Working Women

Farmers

Working-Class Family Life

Working-Class Attitudes

Working Your Way Up

The “New” Immigration

New Immigrants Face New Nativism

The Expanding City and Its Problems

Teeming Tenements

The Cities Modernize

Leisure Activities: More Fun and Games

Christianity’s Conscience and the Social Gospel

The Settlement Houses

Civilization and Its Discontents

Semester One Finals

February, Week One

Intellectual and Cultural Trends

The Knowledge Revolution

Magazine Journalism

Colleges and Universities

Revolution in the Social Sciences

Progressive Education

Law and History

Realism in Literature

Mark Twain

William Dean Howells

Henry James

Realism in Art

The Pragmatic Approach

February, Week One

Politics: Local, State, and National

Political Strategy and Tactics

Voting Along Ethnic and Religious Lines

City Bosses

Party Politics: Sidestepping the Issue

Lackluster Leaders

Crops and Complaints

The Populist Movement

Showdown on Silver

The Depression of 1893

The Election of 1896

The Meaning of the Election

February, Week Two

The Age of Reform

Roots of Progressivism

The Muckrakers

The Progressive Mind

“Radical” Progressives: The Wave of the Future

Political Reform: Cities First

Political Reform: The States

State Social Legislation

Political Reform: The Woman Suffrage Movement

Political Reform: Income Taxes and Popular Election of Senators

Theodore Roosevelt: Cowboy in the White House

Roosevelt and Big Business

Roosevelt and the Coal Strike

TR’s Triumphs

Roosevelt Tilts Left

William Howard Taft: The Listless Progressive, or More Is Less

Breakup of the Republican Party

The Election of 1912

Wilson: The New Freedom

The Progressives and Minority Rights

Black Militancy

February, Week Three

From Isolation to Empire

Isolation or Imperialism?

Origins of the Large Policy: Coveting Colonies

Toward an Empire in the Pacific

Toward an Empire in Latin America

The Cuban Revolution

The “Splendid Little” Spanish-American War

Developing a Colonial Policy

The Anti-Imperialists

The Philippine Insurrection

Cuba and the United States

The United States in the Caribbean and Central America

The Open Door Policy

The Panama Canal

Imperialism Without Colonies

Unit Five

February, Week Four

Woodrow Wilson and the Great War

Wilson’s “Moral” Diplomacy

Europe Explodes in War

Freedom of the Seas

The Election of 1916

The Road to War

Mobilizing the Economy

Workers in Wartime

Paying for the War

Propaganda and Civil Liberties

Wartime Reforms

Women and Blacks in Wartime

Americans: To the Trenches and Over the Top

Preparing for Peace

The Paris Peace Conference and the Versailles Treaty

The Senate Rejects the League of Nations

Demobilization

The Read Scare

The Election of 1920

March, Week One

Postwar Society and Culture: Change and Adjustment

Closing the Gates to New Immigrants

New Urban Social Patterns

The Younger Generation

The “New” Woman

Popular Culture: Movies and Radio

The Golden Age of Sports

Urban-Rural Conflicts: Fundamentalism

Urban-Rural Conflicts: Prohibition

The Ku Klux Klan

Sacco and Vanzetti

Literary Trends

The “New Negro”

Economic Expansion

The Age of the Consumer

Henry Ford

The Airplane

March, Week One

The New Era: 1921-1933

Harding and “Normalcy”

“The Business of the United States Is Business

The Harding Scandals

Coolidge Prosperity

Peace Without a Sword

The Peace Movement

The Good Neighbor Policy

The Totalitarian Challenge

War Debts and Reparations

The Election of 1928

Economic Problems

The Stock Market Crash of 1929

Hoover and the Depression

The Economy Hits Bottom

The Depression and Its Victims

The Election of 1932

March, Week Three

The New Deal: 1933-1941

The Hundred Days

The National Recovery Administration (NRA)

The Agricultural Adjustment Administration (AAA)

The Tennessee Valley Authority (TVA)

The New Deal Spirit

The Unemployed

Literature in the Depression

Three Extremists: Long, Coughlin, and Townsend

The Second New Deal

The Election of 1936

Roosevelt Tries to Undermine the Supreme Court

The New Deal Winds Down

Significance of the New Deal

Women as New Dealers: The Network

Blacks During the New Deal

A New Deal for Indians

The Role of Roosevelt

The Triumph of Isolationism

War Again in Europe

A Third Term for FDR

The Undeclared War

March, Week Five after Spring Break

War and Peace

The Road to Pearl Harbor

Mobilizing the Home Front

The War Economy

War and Social Change

Minorities in Time of War: Blacks, Hispanics, and Indians

The Treatment of German and Italian Americans

Internment of the Japanese

Women’s Contribution to the War Effort

Allied Strategy: Europe First

Germany Overwhelmed

The Naval War in the Pacific

Island Hopping

Building the Atom Bomb

Wartime Diplomacy

Allied Suspicion of Stalin

Yalta and Potsdam

Unit Six

April, Week One

The American Century

The Postwar Economy

The Containment Policy

The Atom Bomb: A “Winning” Weapon?

A Turning Point in Greece

The Marshall Plan and the Lesson of History

Dealing with Japan and China

The Election of 1948

Containing Communism Abroad

Hot War in Korea

The Communist Issue at Home

McCarthyism

Dwight D. Eisenhower

The Eisenhower-Dulles Foreign Policy

McCarthy Self-Destructs

Asian Policy After Korea

Israel and the Middle East

Eisenhower and Khrushchev

Latin America Aroused

The Politics of Civil Rights

The Election of 1960

April, Week Two

From Camelot to Watergate

The Cuban Crisis

The Vietnam War

“We Shall Overcome”: The Civil Rights Movement

Tragedy in Dallas: JFK Assassinated

Lyndon Baines Johnson

The Great Society

Johnson Escalates the War

The Election of 1968

Nixon as President: “Vietnamizing” the War

The Cambodian “Incursion”

Détente with Communism

Nixon in Triumph

Domestic Policy Under Nixon

The Watergate Break-in

More Troubles for Nixon

The Judgment on Watergate: “Expletive Deleted”

The Meaning of Watergate

April, Week Three

Society in Flux

A Society on the Move

The Advent of Television

At Home and Work

The Growing Middle Class

Religion in Changing Times

Literature and Art

The Perils of Progress

The Costs of Prosperity

New Racial Turmoil

Native-Born Ethnics

Rethinking Public Education

Students in Revolt

The Counterculture

The Sexual Revolution

Women’s Liberation

April, Week Four

Running on Empty: The Nation Transformed

The Oil Crisis

Ford as President

The Fall of South Vietnam

Ford Versus Carter

The Carter Presidency

A National Malaise

Stagflation: The Weird Economy

Families Under Stress

Cold War or Détente?

The Iran Crisis: Origins

The Iran Crisis: Carter’s Dilemma

The Election of 1980

Reagan as President

Four More Years

“The Reagan Revolution”

Change and Uncertainty

AIDS

The New Merger Movement

“A Job for Life”: Layoffs Hit Home

A “Bipolar” Economy, a Fractured Society

The Iran-Contra Arms Deal

Review: Last week of April and first week of May

The Following Unit “Misdemeanors and High Crimes” will conclude the APUSH curriculum. However, many of the themes and topics will be presented after the APUSH Exam while students are working on their final projects. Scheduling in May will dictate the presentation of this unit.

Misdemeanors and High Crimes

The Election of 1988

Crime and Punishment

“Crack” and Urban Gangs

George H.W. Bush as President

The Collapse of Communism in Eastern Europe

The War in the Persian Gulf

The Deficit Worsens

Looting the Savings and Loans

Whitewater and the Clintons

The Election of 1992

A New Start: Clinton

Emergence of the Republican Majority

The Election of 1996

A Racial Divide

Violence and Popular Culture

Clinton Impeached

Clinton’s Legacy

The Economic Boom and the Internet

The 2000 Election: George W. Bush Wins by One Vote

Terrorism Intensifies

September 11, 2001

America Fights Back: War in Afghanistan

The Second Iraq War

The Election of 2004

The Imponderable Future

Advanced Placement Grade

Will be determined by taking the College Board Exam on Friday Morning, May 6, 2016. Location TBA from 8-12:30. The exam consists of 80 multiple-choice questions. 1 document based essay question and 2 free response essay questions. The College Board grades the exam. The fee for each exam is $91, with schools retaining a $9 rebate per exam (Rebates are available, and check to see if you are exempt).

Required Materials

1. Your brain: a.k.a. paper, a pencil, pen, spiral notebook

2. Notebook: Two three-ring binders (One per Semester)

- Tabs: You organize stuff to best fit your personality.

- I prefer chronological order

3. *A spiral notebook for this class only!!! (There will be notebook checks!)

Communication

Some assignments will be placed on my website in order to conserve paper. Also, this year I am implementing a group list serve for assignments and discussion.

Daily Expectations

Be proud of your work.

Be prepared (Both mentally and physically).

- A spiral notebook for notes

- ALL students will take notes and keep an organized notebook

Turn in your homework BEFORE the bell rings.

Proper Heading:

After August, papers without proper heading will not be accepted for credit. ALL graded assignments must have a title in the middle of the page and the following information in the upper right hand corner:

Your first AND last name

Period #

Classroom Behavior Expectations and Policies:

• Students are expected to follow Rangeview and Aurora Public Schools Regulations.

• Respect others; including their property and space.

• NO CELL PHONES. (This is not negotiable)

Policies for Absences and Make-up work:

• Assignments should be turned into the box at the beginning of class, unless the agenda on the board indicates that we will be going over the assignment.

• Excused Absence: Students have TWO days to make up the work and may receive full credit. Note: deadlines are posted multiple days ahead of time.

• Unexcused Absence: Unexcused late assignments are assessed, but marked late in Infinite Campus with a maximum possible grade of “pp”.

• Excused Absences on test days: Late assessments are graded for full credit and may be marked late in Infinite Campus.

Primary Textbook

Garraty, John A. The American Nation: A History of The United States. Twelfth Edition. Pearson, Longman. New York. 2006.

Textbook weblink

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Supplemental Resources

Newman, John. United States History: Preparing for the Advanced Placement Examination. 2nd Revised Edition. AMSCO School Publications, Inc. New York. 2006.

Students will have read the top 100 Milestone Documents (Primary Sources) from:

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Zinn, Howard. A People’s History of the United States. Anniversary Edition. Harper Perennial Modern classics. New York. 1999.

Possible Review Books:

• REA - United States History Advanced Placement Examination , Barrons AP United States History, American History Fact Finder or any book with alphabetical listing of key American history events.

• ARCO

• Acorn

• Princeton Review

Sue Pojer’s Website

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• American

• The Library of Congress

Outside reading

For any college level course, outside reading is extremely important. There is not enough classroom time to cover all events or concepts in American History. The readings are not required for factual knowledge but to provide the tools so students may begin to analyze, synthesize, and evaluate historical events. The readings for the class are given in the class schedule. Each student is expected to keep up with the reading schedule. To pass the Chapter Exams and the Advanced Placement Examination these readings are essential.

Class Policies

Survey Text: You are responsible for reading and studying the survey text. While some of the text will be discussed in detail, much of it will be discussed through independent learning.

Supplemental Readings: You will be given primary and secondary reading materials (essays, articles, documents, etc.) within each unit that will deal with an organizing concept that will be emphasized on the unit writing assignments, The materials are to be read and eventually used to help construct and defend a thesis within a timed written essay. These supplementary reading assignments will take the form of individual reading and response to questions, group assignments and seminar-type or group discussions.

Note taking: Good note taking skills are essential in an AP course. You are required to take notes on lectures and discussions and I require a spiral notebook for that purpose.

Each student will come prepared for class. This includes writing implement, notebook and textbook. (Spiral or loose-leaf) This class will participate in many activities. The instructor will provide the supplies needed for the activities.

AP Exam Description:

The AP History Exam is 3 hours and 15 minutes long and includes both a 105-minute multiple-choice/short-answer section and a 90 minute free response section. Each section is divided into two parts, as shown in the table below. Student performance on these four parts will be compiled and weighted to determine an AP Exam score.

|Section |Question Type |Number of Questions |Timing |Percentage of Total |

| | | | |Exam Score |

|1 |Part A: MC questions |55 questions |55 minutes |40% |

| |Part B: Short-answer questions |4 questions |50 minutes |20% |

|2 |Part A: DBQ |1 question |55 minutes |25% |

| |Part B: Long essay question |1 of 2 questions |35 minutes |15% |

Study Sessions and Mock exams:

TBA

Semester Projects

Presidency Memorization Sheet

Primary Source Research Term Paper

Goal: Create a college level research paper

Group Semester Video Montage Project

A fun and historical conclusion to the course

Forest Gump Historical Analysis (May)

* Critical Thinking Synthesis Questions for the Course and the outlines are found at the start of each textbook chapter. In an effort to reduce paper consumption, I’ve omitted these headings from your syllabus. I realize that parents are intrigued at what content will be presented in this course.

Name:

Homework #1:

Look over this syllabus at home and complete this page.

Website:

Parents/guardians: I believe that _______________________ and you all make up a team that must work together to ensure that every student is successful. Your child is expected to adhere to school policies regarding academic honesty. APUSH is a challenging course and should therefore help prepare your child for university level coursework. Please read over the syllabus with your child and let me know if you have any questions, comments, or concerns. When you are finished, please sign below and have your child return this page to me. Keep my contact information for future reference. If you have any questions or comments, please feel free to contact me at (303) 326-4645 or kjsiebenthal@aps.k12.co.us. It’s going to be fun!!!

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Preferred names of Parent or Guardian Signature of Parent or guardian

Preferred method of communication:

Phone # _____________________ E-Mail Address ____________________

Best time to call ______________

Comments or suggestions: ________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

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"'A house divided against itself cannot stand.' I believe this government cannot endure permanently, half slave and half free."

- Abraham Lincoln, June 16, 1858

"Genius is one per cent inspiration, ninety-nine per cent perspiration."

- Thomas Alva Edison (1847 – 1931), 1903

"Knowledge speaks, but wisdom listens."

- Jimi Hendrix

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