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Advanced Placement United States History 2014-2015 Course Requirements Teacher: E-Mail: Howard W. Cohen Voice Mail: (508) 259-2130 X 215 hcohen@ Textbooks: American History, A Survey Alan Brinkley McGraw Hill 2003, 12th Edition People’s History of America, Abridged Teaching Edition Howard Zinn The New Press, 2003 Taking Sides Clashing Views on Controversial Issues in 20the Century History Larry Madara McGraw Hill 2006, 1st Edition American Realities Volume One and Two, Historical Episodes J. William T. Youngs, Harper Collins 1993, 3rd Edition The Social Fabric –American Life from 1607-1887United States History Preparing for the AP Examination John J. Newman, John M. Schmalbach Amsco School Publications, 2006 Revised Notes on Textbooks The Brinkley American History is our text and is provided for you. Zinn’s, People’s History will need to be purchased. Zinn’s writing are also avail online @ This text will be used for your summer assignment as well as throughout the school year. American Realities and Taking Sides will be available for in class use. Numerous primary sources material will be provided as handouts for the students. The Amsco book will be used to help students to review and prepare for exams. It is not intended as a substitute for our main texts. Course Description Advanced Placement Unites States History (APUSH) is a yearlong survey of American History from Columbus to the present day. APUSH is a challenging course that is meant to be the equivalent of a freshmen college course and can earn students college credit. Extensive reading writing and study skills useful in college will be emphasized. The class concludes with a college level exam, prepared by the College Board. The exam will given in May; there is a fee for this exam. The course is designed to provide a comprehensive overview of U.S History and to provide students with analytical skills and factual knowledge to deal critical with the problems and materials in United States history. Students who succeed in this class will need solid reading and writing skills and factual knowledge to deal critically with the materials presented in the course. Emphasis is placed on critical and evaluate thinking skills Essay writing, their relevance to a given interpretive problem, their reliability and their importance and to weigh the evidence and interpretations presented in historical scholarship. Learning Objectives ? Master an extremely broad body of knowledge ? Demonstrate an understanding of historical chronology ? Use historical data to support an argument or position ? Differentiate between different schools of historical thought ? Interpret and apply data for original documents, including cartoons, graphs. Letter and dairies ? Effectively apply analytical skills and evaluations cause and effect, compare and contrast and major trends over time. ? Understand the influence of geographic characteristics, including climate, physical features and natural resources, on North America’s major society and cultures ? Explore critical eras in the historical development of the world in the following spheres of human activity: social, political, scientific, military, technological, economic, and cultural (philosophical, religious, and aesthetic) Themes Beginning in fall 2014, AP United States History will feature a redesigned curriculum. The redesigned course is structured around seven themes and their corresponding conceptual questions.Work, Exchange, and Technology (WXT):How have changes in markets, transportation, and technology affected American society?Identity (ID):How has the American national identity changed over time?Ideas, Beliefs, and Culture (CUL):How have changes in moral, philosophical, and cultural values affected U.S. history?America in the World (WOR): How has U.S. involvement in global conflicts set the stage for domestic social change?Environment and Geography (ENV): How did the institutions and values between the environment and Americas shape various groups in North America?Politics and Power (POL):How have various groups sought to change the federal government’s role American political, social, and economic life?Peopling (PEO): How have changes in migration and population patterns affected American life?Historical Period11491-16075%of questions pertain to this period21607-175431754-180041800-184851844-187745%61865-189871890-194581945-198045% 91980-Present5%Homework This course will be demanding on student’s time. I do not give homework for the sake of giving homework; however, because of the demands of the course there will be frequent assignments. These will include, DBQs, (Document Based Questions), essays, and exams on every unit. In class assignment will include, but not be limited to, supplementary readings, oral presentation and group discussions. Most quizzes will be announced in advanced. The majority of your time will spent on reading and responses to your reading. Just because you do not have an assignment due for the next class, does not mean you do not have reading to do. Participation Class participation comprises 10% on your entire grade. If you are constantly unprepared for class this will be obvious to you, me, and the entire class. You will receive participation points for the quality as well as quantity of your participation. Films All of us have different learning styles. Many of us learn better when we not only hear and write about topics but when we also see a picture of the event. To that end we will frequently watch clips of historical events. Sometimes these are actual clips and sometimes they are Hollywood recreations. My room is well equipped with surround sound and an Apple TV to make history come alive. We will almost never watch a film in its entirety which at times is frustrating for students. Frequently when watching videos we will use the Film Analysis Chart to critique the film.Cell PhonesPlease don’tQuizzes and Tests There is too much material to cover by the teacher alone. Literally thousands of cultural literacy terms need to be learned. The best way to motivate students to keep up to date with these terms and concepts is by weekly quizzes. Tests are given approximately every four weeks. Tests questions will be generated from lectures, readings, films, and returned quizzes. This year for the first time, students will have both a mid-term exam and a final. Grading Final 200 points Mid-Term 200 points Tests 100 points Quizzes 25-50 points Homework 10-30 points DBQs 50 points Projects 50-100 points Essays 50 points Participation 10% of total grade Period 1:1491-1607Content:Geography and environment, Native America diversity in the Americas, Spain and the Americas conflict and exchange, English, French, and Dutch settlements, and the Atlantic economy.Reading Assignment:Brinkley Chapter I pgs. 3-31 The Meeting of CulturesPrimary Source Analysis Class Activity: Document Analysis Workshop – Introduction of APPARTS* ( Chart included in syllabus) Primary Sources: Juan Gines de Sepulveda, Belittles the Indians (1547)Bartolome de Las Casas, Disparages the Treatment of the Indians (1542)Bartolome de Las Casas, In Defense of the Indians (1550)Don Juan de Onate, Colonizer of New Mexico (1599)Comparing and Contrasting Excerpts from Howard Zinn’s, Peoples History of America and Patriot’s History of America by Larry Schweikart and Dave DoughertyCreating a Chart:Students will compare England, France, and Spain during the period of explorations. Once the chart is completed students will write an essay on the following: Analyze the cultural and economic history of two of the following groups to the Indians of North America before 1785 A) BritishB). FrenchC) SpanishAudio VisualStudents will watch an episode from the Ten Days That Changed American, The Massacre at Mystic, and answer a series of reflective questionsPeriod 21607-1754Content:Growing trade, unfair labor practices, differences across the colonies, conflict with Native Americans, immigration, role of women, education, religion and culture, and growing tensions with the BritishReading AssignmentBrinkley Chapter 2 and 3 Pgs. 32-98Reading AssignmentStudents will read articles from Opposing Viewpoints, discuss the articles in small groups focusing on sourcing and contextualization. “A Defense of the Salem Witch Trials (1692) Cotton Mather and An Attack on the Salem Witch Trials (1692).Class Reading Activity American Realities, Divided Loyalties pg. 75-95 Students will read and answer the questions providedClass Reading Activity Opposing Viewpoints in American HistoryIndian and Colonists Should live in Peace by Powhatan (1609)Indians Should be Conquered and Exterminated by the Virginia Company of London-Edward Waterhouse (1622) Center for Learning Lesson-Compare the Great Awakening, Puritans, and Enlightenment and the influence of each colonial ideology and developmentFree Response QuestionAlthough many Northerns and Southern came to later to think of themselves as having separate civilizations, the Northern and Southern colonies in the seventeenth centuries were in fact more similar than different. Access the validity of this statement. (1975 APSUH Exam) Period 31754-1800Content:Colonial Society before the war for independence, colonial rivalries, the Seven Years War, pirates and other democrats, role of women before and after 1776, Articles and a Constitution, and early political rights and exclusions.Reading AssignmentBrinkley Chapters 4, 5, 6 pgs.100-179Center for Learning LessonBritish Colonial Policy-A Tradition of Neglect pg. 33Introduction of DBQthe 1780s A Critical Period (1985 DBQ) Working in groups students will dissect the DBQ, and develop a ThesisSix Degrees of SeparationDrawing on secondary sources, students will indicate to which extent there is both continuing and change of basic civil rights for the Independence to the Voting Right Acts of 1965Meeting of the MindsStudents will research an individual from an assigned era in preparation for an in class role playing exercise. The discussion will be guided by questions which relate to the both and the themes of AP U.S. History. (adopted from AP syllabus 3) Class Trip-Students will be involved in an experiential trip to the battle grounds of Lexington and Concord. Tours will be conducted by National Park Interpreters; Students will hand in a reflection upon their return.Where Historians Disagree The Background of the Construction pgs. Brinkley pgs. 164-165 Period 41800-1848Content:Politics in the early republic, parties and votes, reforms and social movements culture and religion, market capitalism and slavery, growth of immigration and cities, women and Seneca Falls, and Territorial expansion and the Mexican WarReading Assignment Brinkley Chapters 7-11 pgs. 179-313Comic StripStudents will develop a comic strip based on their assigned Supreme Court case of the Marshal Court. After the information has been presented students will determine case is the most important in the development of the U.S.Primary Source AnalysisStudents will read and analyze Trail of Tears by Dale Van Every in Social Fabrics pgs. 145-160Cause and EffectAnswering a series of questions students will determine the primary causes and the effects of the Mexican WarDBQNorthern and Middle Class Women 1776-1876 (1981) Period 51844-1877ContentTensions over slavery, reform movements, politics and the economy, cultural trends, Transcendentalism and Utopianism, the Civil War, rights of freedman and women, Reconstruction and Freedmen’s Bureau, the KKK. Focus on white supremacy before and after the Civil WarReading AssignmentBrinkley Chapters 12-15 pgs. 314-431Students will read the Spectator article “White Southern Defense of Slavery” and reflect on the following questions: What were the moral. political and economic arguments for slavery. information form presentations, articles, and textbooks, students will write an essay addressing the questions: Assess the moral argument of and political actions of those opposed to the expansion of slavery in the context of TWO of the following:Missouri CompromiseMexican WarCompromise of 1850Kanas-Nebraska ActCenter for Learning Activity-The role of individual in Effecting Changesmall group activity where students read and discuss the role of reformers of the 19th CenturyReading Assignment-American Realities Volume One-Abolitionist and the Early Republic, William Lloyd Garrison and the Broad Cloth Mob Students will read and discuss the arguments for against slavery from a northern perception. Primary Source Analysis:Narrative of the Life of Fredrick Douglas Degrees of SeparationFrom the Liberator to the Compromise of 1877Primary Source AnalysisStudents will gain an appreciation of the evolution of the Civil War by analyzing the articles of the Harper’s Weekly VisualThe students will watch sections of the Civil War by Ken Burns and analyze the selected documents used in the making of the videoPeriod 6 1865-1898Content:The rights of freedmen and women, Reconstruction, the 1877 railroad strike, rise of labor unions, and the populist’s party, general themes of industrialism, urbanization, and imperialism, and Indian wars, the Spanish America War, and conquests in the PacificReading AssignmentBrinkley Chapters 16-19 pgs. 432-539DBQSettlement of the West (1992 released Exam) Six Degrees of SeparationFrom the Homestead Act to the Battle of Wounded KneeTaking SidesWere Nineteenth –Century Entrepreneurs Robber Barons? Pgs.24-49Creative WritingStudents will research through the Library of Congress site, Voices from the Days of Slavery, Songs and memories, the life of a freed slave and write a historical accurate fictional account of the life of a freed slave. Assignment (FRQ) Students will explain the origins of TWO of the following third parties and evaluate their impact on United States politics and national policies.The People’s Party (Populists), 1892The Progressive Party (Bull Moose Party), 1912The States’ Rights Party (Dixiecrats), 1948The American Independent Party, 1968You be the Judge Students will analyze disparate primary sources documents on the same topic. Students then compare and contrast the viewpoint express in the documents and supported by the evidence presented, and in the context the historical period, determine which author made the better case. Using this format, students will examine the following documents: Plessy v Ferguson from Dissent on Plessey v Ferguson, Grady from The New South v Booker T. Washington from the Race Problem, Turner from the Significance of the Frontier vs. MacDonald from Rugged Individualism.Period 7 1890-1945Content:WWI and Wilson are 14 Points, propaganda and the CPI. The formation of the Industrial Workers of the World and the AFL, industrialization and technology, mass production and mass consumerism and radio and the movies, Harlem Renaissance, Native America culture and boarding schools, political parties and the transition for classical liberalism to New Deal liberalism with the capitalist crisis of the 1930s, and WWII, demographic shifts, the role of women and nonwhites, and battles for economic rights Reading AssignmentBrinkley Chapters 20-28 pgs. 540-735Divergent Point of View Students will debate whether the New Deal was an effective answer to the Great DepressionPrimary analysis Students will read excerpts from Studs Terkel’s, An Oral History of the Great Depression static_media/pdf/historylab/chm-historylabftfl1.pdfPrimary Source AnalysisStudents will read analyze sections of Upton’s Sinclair, The JunglePrimary Source AnalysisFranklin D. Roosevelt: The Four freedoms sand Norman Rockwell painting of the same nameEssayCompare and contrast the democratic eras of Jacksonian Democracy with the Progressive Era of TR and Woodrow Wilson. Which of the two men was most democratic and responsive to middle-class Americans?Learning Center AssignmentAnalyzing the World War II Conferences. Using the description of WWII conferences to help analyze Allied CooperationPrimary Source AnalysisStudents, working in groups will read and analyze Woodrow Wilson 14 Points Analysis Teapot Dome ScandalUsing a chart format stunts will analyze a political cartoon on the scandal 8 1945-1980 ContentThe Atomic Age, the affluent society and Levittown and the suburbs, discrimination, the Other America, the Black Civil Rights movements, Vietnam and U.S. imperial policies in Latin America and Africa, the Beats and the countercultures, antiwar sentiments, women’s Chicano American Indian, and gay and lesbian movements, summer riots and the occupation of Alcatraz, LBJ’s Great Society and the rise of the New right, Ronald Reagan and the rise of poverty and the Cold War and U.S. role in the world.Reading AssignmentBrinkley Chapters 29-32 pgs. 735- 882Writing students will compare and contrast public criticism of the Vietnam War with criticism of war efforts in World War I and World War II and the War of Terror r drawing on Young Americas for Freedom, SDS folk music, and NY Times editorial, write an essay that argues which of the sources best represents U.S. valuesDivergent Point of ViewStudents will write an essay debating the role of popular music in affecting public attitudes toward the Vietnam WarPeriod 9 1980 to the PresentContent:Summary of Reagan’s domestic and foreign policies, Bush Sir, and the end of the Cold War, Clinton as a new Democrat, technology and economic bubbles and recession, race relations, and the role of women, changing demographics and the return if poverty, rise of prison industrial complex and war on drugs, 9/11 and the domestic and foreign policies that followed, and Obama change or continuity.Reading AssignmentBrinkley Chapters 33-35 pgs. . 883- 939Primary Source Activity Students will use a graphic organizer to compare and contrast the causes and goals of each act described in excerpts from the 1924, 1965, and 1990 Immigration Acts.The Final FourStudents will be assigned the task of deciding who the best presidents in history were. Borrowing a lesson plan from MR. Weiser students will be involved in researching and selecting their final four as they compete in a tournament similar to college basketball’s Final Four. Source ActivityPresident Clinton’s First Inaugural Address 1983. Students will read and analyze the president’s address using the APPARTS Chart. and ContrastFederal Power: Lyndon B. Johnson and Ronald Reagan Degrees of SeparationFrom Containment to “Tear Down This Wall” using notes and primary sources, students will construct a timeline of the Cold War policy of the United StatesFilm Analysis Questions What is the filmmaker’s purpose?What is the argument/thesis of the film? What assertions/claims are made? To what extent does the argument have validity? Are there fallacies?What is the attitude or viewpoint of the filmmaker? Tone?What cinematic techniques does the filmmaker use to make his/her point? (Think about the diction and syntax of the film).How does the structure of the film help achieve its purpose?Why is this film important to the understanding of American History?Did this film change any misconceptions or stereotypes you had about the subject? If so what were they?In your opinion, how accurate is this film, in showing or explaining an historical events or character figure, or time period. Explain at least two specific part of the film that supports your opinion.What questions would you like to ask the director or producer of this film? ................
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