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DORAL ACADEMY PREPARATORY SCHOOL
AP U.S. HISTORY SYLLABUS
2011-2012
Teacher: Mrs. Lismey Mitat
Room: 117 C
Email: lmitat@
Phone: (305) 597-9950
Fax: (305) 477-6762
TABLE OF CONTENTS
Course Description………………………………………………………………………………………………. 3
Course Methodology…………………………………………………………………………………………..... 3
Goals & Objectives…………………………………………………………………………………………......... 3
Themes in AP U.S. History……..…………………………………………………………………………………… 4
Course Text…………………………………………………………………………………………………………. 4
AP Exam Format…………………………………………………………………………………………………… 4
Materials……………………………………………………………………………………………………………. 4
Student Expectation, Rules, & Procedures…………………………………………………………………… 5
Student Conduct Policy……….………………………………………………………………………………… 5
Academic Grade Policy………………………….…………………………………………………………..… 6
Course Schedule………………………………………………………………………………………….………. 7
Course Contract…………………………………………………………………………………………………. 15
COURSE DESCRIPTION
The purpose of this course is to enable students to understand the development of the United States within the context of history by providing them with a college-level learning environment. Students will use knowledge pertaining to history, geography, economics, political processes, religion, ethics, diverse cultures, and humanities to solve problems in academic, civic, social, and employment settings. In this course, you will study the broad outlines of United States history as well as the specifics: names, dates, and historical figures. For each unit, you will study political institutions, social and cultural developments, diplomacy, and economic trends for that period. One goal for the course is to provide an engaging and rigorous curriculum that motivates students. To this basic framework, a variety of activities centered on the use of and analysis of primary sources has been included. Preparing students to handle the free-response section of the AP Exam in May directs the focus for the writing component of the course. Students are required early in the first semester to write in class free response questions (FRQs) and analyze documents in preparation for writing document-base questions (DBQs).
COURSE METHODOLOGY
The method of instruction for this class will be inquiry-based. Students will generate knowledge through online readings, synchronous chats, and asynchronous discussions with students and their instructor, interactions with online tutorials, online and hands-on simulations, weekly in-class discussion, Lectures, class discussions, films, library research, internet research, group projects, cooperative learning strategies, multimedia presentations, and oral presentations will supplement the textbook in the course. Students will be taught note-taking skills of class lectures and discussions, as well as of all textbook reading. The students will be assessed periodically at the end of each unit by chapter/unit tests, essay assignments, homework and classwork assignments, notebook checks, projects, oral presentations, and group work. Students will learn how to probe, question, and analyze historical documents and artifacts for their significance.
In addition, they will learn how to use sources and their own knowledge of history to persuade others through writing. Unit essays, Document Based Question (DBQ) essays, projects, and the written portion of the AP examination will test students on their mastery of these skills.
GOALS & OBJECTIVES
Students successfully completing this course will:
1. develop the skills necessary to arrive at conclusions on the basis of informed judgment.
2. develop the skills to present reasons and evidence clearly and persuasively in essay format.
3. be prepared for the Advanced Placement Examination in United States History as administered by the College Board.
4. demonstrate understanding of the early historical development of the United States.
5. demonstrate understanding of the impact of significant people, ideas, and events on the development of values, traditions, and social, economic, and political institutions in the United States.
6. demonstrate understanding of the significance of physical and cultural geography on the development of the United States society.
7. demonstrate understanding of current and historic events in relation to the experiences, contributions, and perspectives of diverse cultural and ethnic groups, including slavery, the passage of slaves to America, abolition, and the contributions of African-Americans to society.
8. demonstrate understanding of the processes used to create and interpret history.
9. demonstrate understanding of the interactions among science, technology, and society within the context of the historical development of the United States.
10. apply research, study, critical-thinking, and decision-making skills and demonstrate the use of new and emerging technology in problem solving.
11. write effective historical essays with a strong thesis, supporting information, and develop a collegiate-level writing style.
12. analyze historical documents for meaning, context, and relationship to historical topics and issues.
13. develop techniques (essential questions, Socratic questioning, debate) to discuss and critically analyze historical topics.
14. develop personal interpretations of different eras of history by reading and interpreting various historians’ work.
15. keep a reading journal, taking notes while completing reading assignments.
THEMES IN AP U.S. HISTORY
At the completion of AP U.S. History A, the student will be able to identify and explain the major individuals and turning points in American History based on the following themes:
• American Diversity • American Identity • Culture • Demographic Changes • Economic Transformations • Environment • Globalization • Politics and Citizenship • Reform • Religion • Slavery and Its Legacies in North America • War and Diplomacy
COURSE TEXT
1. Robert Divine, et al. America Past and Present Revised 7th AP Edition. Prentice Hall 2005
2. Barbour, Michael K., Jones, Anthony, Rabinowitz, Len, Utz, Gordon. AP* Exam Workbook to Accompany America Past and Present Seventh AP* Edition. New York: Pearson Longman, 2005.
3. Zinn, Howard, A People’s History of the United States (New York: Harper Perennial, 2005)
4. Loewen, James W., Lies My Teacher Told Me. (New York, Touchstone, 1995)
5. Brinkley, Alan. American History: A Survey. Boston: McGrawHill.
There will also be various articles and handouts from time to time provided by the teacher.
AP EXAM INFORMATION
1. Date: May 11th, 2012 at 8:00 am
2. Section I: 80 multiple choice questions: 55 minutes
3. Section 2: DBQ and 2 essays (1 each from 2 groups of 2 essays)
(15-minute reading period, 115-minute writing period)
4. Both sections worth 50% each.
MATERIALS
1. One 3-ring binder (one inch binder)
2. 7 Dividers
1. Syllabus & Important Course Information
2. Pre-Columbian to 1789
3. 1790 to 1914
4. 1915 to the present
5. Presidential Charts
6. Supreme Court Analysis
7. Review/Study Guides
3. #2 Pencils
4. Black or blue (Ballpoint Pens)
5. Loose leaf notebook paper (wide or college)
6. Highlighters (Multiple colors preferred)
7. 300+ Note cards for making flash cards on important vocabulary, key concepts/ideas
STUDENT EXPECTATIONS, RULES, & PROCEDURES
1. School Rules: All Doral Academy rules and expectations must be followed at all times.
2. Respect: Be respectful towards yourself, faculty and staff, and peers.
3. Student Behavior: You will be treated like a young adult, any child-like behaviors (disruptions) will not be tolerated.
4. Be Prepared: I expect you to be completely prepared for class each day. Therefore, I will not “loan” materials unless the circumstances are extreme. You are the most important class material of all. I expect you to be awake and involved every day.
5. Talking: This is a social science course. The nature of this class demands conversation and debate. However, this does not mean that you can talk whenever you desire. I encourage you to share your ideas during appropriate times. I will not tolerate disrespect or profanity.
6. Seating Chart: I may assign you a seat. Your seat assignment may change several times during the year. Be in your seat when the bell rings.
7. Bathroom Passes: Before you are permitted to leave the class, you must complete the sheet on the official hall pass clipboard. I do not plan my activities around your pass use. If you miss a portion of an activity due to your use of the pass, you will not be provided with extra time to complete the assignment. Only one individual is allowed out of the room at any given time. You may not leave the room during the first or last 15 minutes of the class period.
8. Eating / Drinking: No food, drinks, candy, gum will be allowed in class.
9. Electronic Devices: The school-wide policy applies. Students are now allowed to use cell phones or any electronic devices during class time. I will confiscate all electronic devices and turn it in to our administration.
10. Tardy Policy: You are considered tardy if you are not in your assigned seat when the bell rings.
11. Absence Policy: You are responsible for any assignments you missed while you were out.
12. Make-Up Assignments: It is your responsibility to obtain and complete all make-up assignments missed during an excused absence. If you do not excuse your absence, you will NOT be able to make-up any missed assignments. Students will have ONE week to complete the assignment they missed, if it’s not completed within one week they will receive a “0” (zero).
13. Home learning assignments: I will collect these assignments at the beginning of class. If student does not turn them in at that time, it will be considered late and receive a “0”.
14. Late Assignments: I will not accept any late work unless student has an excused absence. Student will then receive a “0”. You will be held responsible for turning assignments in on time.
15. Student Dismissal: Students will not be able to leave my class unless you are picked up by parent, participating in school activity, or using the restroom. Students will not be permitted to go to another teacher’s class not make up any assignments for other teachers during my class time.
16. Cheating: Plagiarism or dishonesty of any kind will not be tolerated! This includes turning in information from the Internet as your own work. Consequences of plagiarism include earning a score of “0” on the assignment, involvement of the principal and your parents, possible suspension and/or failure of the course.
STUDENT CONDUCT POLICY
If a student chooses to talk excessively, misbehave, or disrupt the learning environment, the student’s conduct grade will be affected. All students must follow the Student Code of Conduct.
ACADEMIC GRADING POLICY
Grades in this class are earned not “given”. Students will work from bell to bell. Success is a CHOICE!
|Grade |Numerical Value (%) |Verbal Interpretation |Grade Point Value |
|A |90-100 |Outstanding Progress |3.50 - 4.0 |
|B |80-89 |Good Progress |2.50 - 3.49 |
|C |70-79 |Average Progress |1.50 - 2.49 |
|D |60-69 |Needs Improvement |1.0 - 1.49 |
|F |00-59 |Unsatisfactory |0 - .99 |
Grades are based on the following
Grading scale based on the set scale of Miami Dade County Schools. Grades for this class will be based on exams, quizzes, unit tests, homework assignments, class participation, projects, essays, notebook checks, and class assignments. There will be at least one major project every nine weeks. Students will have something to do for HOMEWORK EVERYDAY.
NOTE: Most assignments require students to conduct internet research.
|NOTE: Some assignments might require students to conduct|% |
|internet research. Nine Week Grade based on: | |
|Tests |30% |
|Projects |25% |
|Quizzes |20% |
|Classwork/Homework |15% |
|Participation |10% |
**The above will make up 80% of the final course grade.
• Midterm Exam: 10% of final grade for the course
• Final Exam: 10 % of final grade for the course.
Description of Assignments
(The information below is subject to change, teacher will notify students and parents via website.)
1. Tests: Approximately 2-3 tests will be given each nine weeks. Students will be given ample notification of their exam in order to prepare for it. Test questions will include multiple choice, short answer, fill in the blank, True and False. They will also include graphs, charts, pictures, and primary documents.
2. Quizzes: Quizzes will be given weekly or biweekly. Students will not be notified when they will take place. Keeping up with your reading, studying, actively participating during lecture notes is crucial. Quizzes are usually short answer response.
3. Projects: Several projects will be given throughout the year to complement lectures and readings. Most projects will require internet research.
4. Essays: Given frequently to measure student’s knowledge on a subject/topic.
5. Assignments: Assignments are activities designed to provide you with the opportunity to develop and practice skills that you are not yet expected to have mastered. An activity may be completed within a single class period. An activity may be completed throughout the course of several weeks. It is your obligation to use every available moment in this class to be productive.
6. Notebook/Binder Checks: Notebooks will be graded every nine weeks. Being responsible and organized is an important part of this grade. Students are given a few days notification of their Notebook/Binder Check. I will go over the order and what I expect the day I release the due date.
7. Participation: The nature of this course is based on student participation. We will be participating in Socratic circles, class debates and discussions which all are an essential part of our class. I will encourage every student to become an active citizen.
8. Learning Logs Daily learning log questions will be on the board, overhead, or projector and must be completed within the first 10-15minutes of class. Students will use their textbook (and background knowledge) to find the answer. These activities will be kept on a composition notebook and turned in when the notebook is taken for a grade (in other words, all warm-ups will be kept in numerical order in one section of your notebook.) Additionally, they will also be randomly checked each week to ensure that students are doing them each day. If students are absent, it’s their responsibility to make up the learning logs they missed.
COURSE SCHEDULE
|Week |Dates |Topics & Video Links |Textbook Assigned Reading |Assignments |
| | | |(America: Past & Present) |(Primary & Secondary Resources) |
| | | | |(Writing Prompts) |
|2: Old World Societies |Aug 29-Sept 2 |Native American histories before conquest |Second half of Chapter 2-3 |Read 1492: Christopher Columbus by Loewen|
| | |West African societies and cultures | |Columbus' Letter to the King and Queen of|
| | |Europe on the Eve of Conquest | |Spain |
| | | | |by Christopher Columbus |
| | |Video Links | |Writing Strategy: Thesis Development & |
| | |The First Americans | |Construction |
|3: Transatlantic |Sept 6-9 |First European contacts with American Indians|Chapter 4 |Of the Island of Hispaniola (1542) by |
|Encounters & Colonial | |Spain’s empire in North America | |Bartolome de Las Casas |
|Beginnings | |French colonization of Canada | |The Iroquois Constitution |
| | |English settlement of New England, the | |by the Iroquois Confederation |
| | |Mid-Atlantic region, and the South | |1584 -- Discourse of Western Planting |
| | |From servitude to slavery in the Chesapeake | |excerpt |
| | |region | |by Richard Hakluyt |
| | |Religious diversity in the American colonies | | |
| | |Resistance to colonial authority: Bacon’s | | |
| | |Rebellion, the Glorious Revolution, and the | | |
| | |Pueblo Revolt | | |
| | | | | |
| | |Video Links | | |
| | |Europe and the Impulse for Exploration | | |
| | |Spanish and French Exploration | | |
|4: Colonial North America |Sept 12-16 |British Colonies |Chapter 5 |April 1606 -- First Virginia Charter |
| | |Population growth and immigration | |by King James II |
| | |Transatlantic trade and the growth of | |May 23, 1609 -- Second Virginia Charter |
| | |seaports | |by King James II |
| | |The eighteenth-century back country | |March 12, 1612 -- Third Virginia Charter |
| | |Growth of plantation economies and slave | |by King James II |
| | |societies | |November 11, 1620 -- Mayflower Compact |
| | |The Enlightenment and the Great Awakening | |by the men onboard the Mayflower |
| | |Colonial governments and imperial policy in | |1628 -- Petition of Right |
| | |British North America | |by Parliament |
| | | | |1629 -- Massachusetts Bay Charter |
| | |Video Links | |by King Charles I |
| | |The First English Settlements | |January 14, 1639 -- Fundamental Orders of|
| | |The Northern Colonies | |Connecticut |
| | |The Middle Chesapeake and Southern | |by the inhabitants of the Connecticut |
| | |Colonial Life | |region |
| | |Scientific & Religious Transformations | |1645 -- On Liberty |
| | | | |by John Winthrop |
| | | | |April 20, 1662 -- Connecticut Charter |
| | | | |by King Charles II |
| | | | |June 20, 1676 -- First Thanksgiving |
| | | | |Proclamation |
| | | | |by the government of Plymouth |
| | | | |1690 -- Two Treaties of Government |
| | | | |by John Locke |
| | | | |Chapter 12: The Legislative, Executive, |
| | | | |and Federative Power of the Commonwealth |
| | | | |Chapter 13: Of the Subordination of the |
| | | | |Powers of the Commonwealth |
| | | | |1712 -- North Carolina Biennial Act |
| | | | |by the government of North Carolina |
| | | | |July 8, 1741 -- Sinners in the Hands of |
| | | | |an Angry God |
| | | | |by Jonathan Edwards |
| | | | |Read Winthrop's "A Model of Christian |
| | | | |Charity" |
| | | | |Read Zinn's "Drawing the Color Line" from|
| | | | |A People's History of the United States |
| | | | |Read The Middle Passage by Olaudah |
| | | | |Equiano |
| | | | | |
| | | | |Writing Workshop: Review the Process of |
| | | | |Document Analysis and Interpretation |
|5: The American |Sept 19- 23 |The French and Indian War |Chapter 6 |Navigation Acts |
|Revolutionary Era | |The Imperial Crisis and resistance to Britain| |Testimony Against the Stamp Act by |
| | |The War for Independence | |Benjamin Franklin |
| | | | |Declaration of Independence |
| | |Video Links | |John Locke’s Treatise of Government |
| | |The French & Indian War | |Thomas Paine’s Common Sense |
| | |Imperial Reorganization | |John Adam’s letter to Abigail |
| | |Philosophy of the American Revolution | |1754 -- Albany Plan of Union |
| | |The Declaration of Independence | |by Benjamin Franklin |
| | |The Revolutionary War | |May 9, 1754 -- Join or Die, Pennsylvania |
| | | | |Gazette cartoon |
| | | | |by Benjamin Franklin |
| | | | |1761 -- Against the Writs of Assistance |
| | | | |by James Otis |
| | | | |October 19, 1765 -- Stamp Act |
| | | | |by the government of Great Britain |
| | | | |October 2, 1765 -- Declarations of the |
| | | | |Stamp Act Congress |
| | | | |by the Stamp Act Congress |
| | | | |1767 -- Letter II From a Farmer in |
| | | | |Pennsylvania to the Inhabitants of the |
| | | | |British Colonies |
| | | | |by John Dickinson |
| | | | |March 5, 1774 -- Boston Massacre Oration |
| | | | |by John Hancock |
| | | | |1774 -- American Patriots |
| | | | |Anonymous (British artist) |
| | | | |January, 1775 -- Novanglus No. 7 |
| | | | |by John Adams (under the pen name |
| | | | |Novanglus) |
| | | | |March 8, 1775 -- African Slavery in |
| | | | |America |
| | | | |by Thomas Paine |
| | | | |March 23, 1775 -- Give Me Liberty or Give|
| | | | |Me Death |
| | | | |by Patrick Henry |
| | | | |July 6, 1775 -- Declaration on Taking up |
| | | | |Arms |
| | | | |by John Dickinson |
| | | | |August 23, 1775 -- Proclamation of |
| | | | |Rebellion |
| | | | |by King George III |
| | | | |1776 -- The True Interest of America |
| | | | |Impartially Stated in Certain Strictures |
| | | | |on a Pamphlet Intitled Common Sense |
| | | | |by Charles Inglis |
| | | | |June 12, 1776 -- Virginia Declaration of |
| | | | |Rights |
| | | | |by the Virginia House of Burgesses |
| | | | |July 4, 1776 -- Declaration of |
| | | | |Independence |
| | | | |by Thomas Jefferson |
| | | | |August 1, 1776 -- American Independence |
| | | | |by Samuel Adams |
| | | | |October 14, 1777 -- Resolves |
| | | | |by the First Continental Congress |
|6: The American |Sept 26-30 |State constitutions and the Articles of |Chapter 7 |The Constitution including the Bill of |
|Revolutionary Era | |Confederation | |Rights |
| | |The Federal Constitution | |Federalist # 10 |
| | | | |Federalist # 51 |
| | |Video Links | |Selections from the Articles of |
| | |The Articles of Confederation | |Confederation |
| | |The Confederation Faces Challenges | |November 15, 1777 -- Articles of |
| | |Philadelphia Convention | |Confederation |
| | |Federalists versus Anti-Federalists | |Late 1770s -- The British and Their |
| | | | |Worthy Allies |
| | | | |Anonymous |
| | | | |October 19, 1781 -- Articles of |
| | | | |Capitulation |
| | | | |Surrender of Lord Cornwallis |
| | | | |1782 -- Commerce between Master and Slave|
| | | | |by Thomas Jefferson |
| | | | |1783 -- Treaty of Paris |
| | | | |Treaty between the U.S. and Great Britain|
| | | | |June 20, 1785 -- Memorial and |
| | | | |Remonstrance |
| | | | |by the citizens of the Commonwealth of |
| | | | |Virginia |
| | | | |September 14, 1786 -- Annapolis |
| | | | |Convention |
| | | | |by the Commission to Remedy Defects of |
| | | | |the Federal Government |
| | | | |July 13, 1787 -- Northwest Ordinance |
| | | | |by Congress (under the Articles of |
| | | | |Confederation) |
| | | | |1787 -- Disapproving and Accepting the |
| | | | |Constitution |
| | | | |by Benjamin Franklin |
| | | | |1787 -- Dangers of a Salaried Bureaucracy|
| | | | |by Benjamin Franklin |
| | | | |September 17, 1787 -- Constitution of the|
| | | | |United States |
| | | | |September 17, 1787 -- Letter of |
| | | | |Transmittal of the U.S. Constitution |
| | | | |by Federal Convention President George |
| | | | |Washington |
| | | | |October 6, 1787 -- State House Yard |
| | | | |Speech on the Constitution |
| | | | |by James Wilson |
| | | | |November 23, 1787 -- Federalist Papers: |
| | | | |Federalist #10 |
| | | | |by James Madison |
| | | | |January 30, 1788 -- Federal |
| | | | |Superstructure, Massachusetts Centinel |
| | | | |cartoon |
| | | | |Anonymous |
| | | | |June 7, 1788 -- Answering Patrick Henry |
| | | | |by Francis Corbin |
| | | | |Writing Workshop: Developing a Solid |
| | | | |Introductory Paragraph |
| | | | |FRQ: Articles & Constitution |
|7: Early Republic |Oct 3-7 |Washington, Hamilton, and shaping of the |Chapter 8 |Hamilton’s Opinion on the Federal Bank |
| | |national government | |Washington’s Farewell |
| | |Emergence of political parties: Federalists | |Kentucky and Virginia Plan Documents |
| | |and Republicans | |April 30, 1789 -- First Inaugural Address|
| | |Republican Motherhood and education for women| |by George Washington |
| | |Beginnings of the Second Great Awakening | |1789 -- 27th Amendment to the |
| | | | |Constitution |
| | |Video Links | |Proposed 1789, ratified 1992 |
| | |Development of Two-Party System | |1791 -- Bill of Rights |
| | |John Adams | |April 22, 1793 -- Proclamation of |
| | | | |Neutrality |
| | | | |by George Washington |
| | | | |1793 -- Fugitive Slave Law |
| | | | |Congress |
| | | | |1794 -- 11th Amendment to the |
| | | | |Constitution |
| | | | |Proposed 1794, ratified 1798 |
| | | | |November 9, 1794 -- Jay Treaty |
| | | | |Treaty between the U.S. and Great Britain|
| | | | |1795 -- Treaty of Greenville |
| | | | |Treaty between the U.S. and Ohio Valley |
| | | | |tribes |
| | | | |1790s -- Wha Wants Me |
| | | | |by Isaac Cruikshank (British artist) |
| | | | |September 19, 1796 -- Farewell Address |
| | | | |by George Washington |
| | | | |March 4, 1797 -- Inaugural Address |
| | | | |by John Adams |
| | | | |1798 -- Sedition Act |
| | | | |Congress |
|8: Early Republic-Era of |Oct 10-14 |Significance of Jefferson’s presidency |Chapter 10 |Selections from De Tocqueville |
|Good Feeling | |Expansion into the trans-Appalachian West; | |The Sovereignty of the People |
| | |American Indian resistance | |General |
| | |Growth of slavery and free Black communities | |Tendency of the Laws |
| | |The War of 1812 and its consequences | |The Activity of the Body Politic |
| | | | |Madison vs Marbury |
| | |Video Links | | |
| | |Jefferson as President | | |
| | |War of 1812 | | |
|9: The Transformation of |Oct 17-21 |Emergence of the second party system |Chapter 9 & 11 |1819 -- McCulloch v. Maryland Supreme |
|Politics in the Antebellum| |Federal authority and its opponents: judicial| |Court case |
|Period | |federalism, the Bank War, tariff | |The Liberator #1 |
| | |controversy, and states’ rights debates | |by William Lloyd Garrison |
| | |Jacksonian democracy and its successes and | | |
| | |limitations | | |
| | | | | |
| | |Video Links | | |
| | |James Monroe | | |
| | |Democracy and the ‘Common Man’ | | |
| | |Nullification Crisis | | |
| | |The Bank of the United States | | |
|10: Transformation of the |Oct 24-27 |The transportation revolution and creation of|Chapter 13 |Selections from Douglass Slave Narratives|
|Economy and Society in | |a national market economy | |Fitzhugh’s “The Blessings of Slavery” |
|Antebellum America | |Beginnings of industrialization and changes | |“Incidents in the Life of a Slave Girl” |
| | |in social and class structures | |Constitution of the American Anti-Slavery|
| | |Immigration and nativist reaction | |Society by the American Anti-Slavery |
| | |Planters, yeoman farmers, and slaves in the | |Society |
| | |cotton South | |Slavery a Positive Good |
| | | | |by John C. Calhoun |
| | |Video Links | |New York Plaindealer editorial: The |
| | |Transportation Revolution | |Blessings of Slavery Anonymous |
| | |King Cotton | |The American Scholar |
| | |A Growing National Economy | |by Ralph Waldo Emerson |
| | | | | |
|11: Territorial Expansion |Oct 31- Nov 4 |Forced removal of American Indians to the |Chapter 12 |Treaty of Guadelupe Hidalgo |
|and Manifest Destiny | |trans-Mississippi West | |Treaty between the U.S. and Mexico |
| | |Western migration and cultural interactions | |May 11, 1846 -- War Message |
| | |Territorial acquisitions | |by James K. Polk |
| | |Early U.S. imperialism: the Mexican War | | |
| | | | | |
| | |Video Links | | |
| | |Indian Removal | | |
| | |Manifest Destiny | | |
|12: Religion, Reform, and |Nov 7-10 |Evangelical Protestant revivalism |Chapter 14 |Cady Stanton’s “Declaration of |
|Renaissance in Antebellum | |Social reforms | |Sentiments” |
|America | |Ideals of domesticity | |The American Scholar |
| | |Transcendentalism and utopian communities | |by Ralph Waldo Emerson |
| | |American Renaissance: literary and artistic | | |
| | |expressions | | |
| | | | | |
| | |Video Links | | |
| | |Transcendentalism, Religion, Utopian | | |
| | |Movements | | |
| | |Reform Crusades | | |
|13: The Crisis of the |Nov 14-18 |Pro- and antislavery arguments and conflicts |Chapter 15 |1857 -- Dred Scott v. Sandford |
|Union | |Compromise of 1850 and popular sovereignty | |Supreme Court case |
| | |The Kansas–Nebraska Act and the emergence of | |1850 -- Fugitive Slave Act of 1850 |
| | |the Republican Party | |-Congress |
| | |Abraham Lincoln, the election of 1860, and | |Lincoln-Douglas Debate |
| | |secession | |What to the Slave is the Fourth of July? |
| | | | |by Frederick Douglass |
| | |Video Links | |March 4, 1861 -- First Inaugural Address |
| | |Decade of Crisis | |by Abraham Lincoln |
| | |The Approaching War | |1860 -- Constitution of the Confederate |
| | | | |States of America |
| | | | |February 18, 1861 -- Inaugural Address |
| | | | |by Jefferson Davis |
| | | | |Writing Workshop: How to write a DBQ, the|
| | | | |RIGHT way! |
|14: The Civil War |Nov 21-23 |Two societies at war: mobilization, |Chapter 16 |March 4, 1865 -- Second Inaugural Address|
| | |resources, and internal dissent | |by Abraham LincolnSeptember 22, 1862 -- |
| | |Military strategies and foreign diplomacy | |Emancipation Proclamation by Abraham |
| | |Emancipation and the role of African | |Lincoln |
| | |Americans in the war | |November 19, 1863 -- Gettysburg Address |
| | |Social, political, and economic effects of | |by Abraham Lincoln |
| | |war in the North, South, and West | |The Burning of Columbia, South Carolina |
| | | | |by General William T. Sherman |
| | |Video Links | |13th Amendment to the Constitution |
| | |Secession | |Proposed 1865, ratified 1865 |
| | |The Civil War | |14th Amendment to the Constitution |
| | |Abolition of Slavery | |Proposed 1866, ratified 1868 |
| | |Ramifications of the Civil War | |15th Amendment to the Constitution |
| | | | |Proposed 1869, ratified 1870 |
|15: Reconstruction |Nov 28- Dec 2 |Presidential and Radical Reconstruction |Chapter 17 |Fisk’s “Plain Counsels for Freedmen” |
| | |Southern state governments: aspirations, | |Jim Crow Laws – Anonymous |
| | |achievements, failures | |1872 -- The Man with the (Carpet) Bags, |
| | |Role of African Americans in politics, | |Puck magazine cartoon |
| | |education, and the economy | |Anonymous |
| | |Compromise of 1877 | | |
| | |Impact of Reconstruction | | |
| | | | |DBQ: Compare and contrast Presidential |
| | |Video Links | |and Congressional plans for |
| | |Presidential and Congressional Reconstruction| |Reconstruction? |
| | |Plans | | |
| | |The End of the Reconstruction | |FRQ: Was Reconstruction a success? |
| | | | |Explain. |
|16: Development of the New|Dec 5-9 |Reconfiguration of southern agriculture: |Chapter 18 |Frederick Turner’s Frontier Thesis |
|South & West in the Late | |sharecropping and crop-lien system | |May 20, 1862 --Homestead Act –Congress |
|Nineteenth Century | |Expansion of manufacturing and | |December 22, 1886 -- The New South |
| | |industrialization | |by Henry W. Grady |
| | |The politics of segregation: Jim Crow and | |Congressional Report on Indian Affairs |
| | |disfranchisement | |1887 |
| | |Expansion and development of western | | |
| | |railroads | | |
| | |Competitors for the West: miners, ranchers, | | |
| | |homesteaders, and American Indians | |FRQ: What impact did the frontier have |
| | |Government policy toward American Indians | |on American attitudes, behavior, and |
| | |Gender, race, and ethnicity in the far West | |institutions? |
| | |Environmental impacts of western settlement | |Is Turner’s Thesis legitimate? |
| | | | | |
| | |Video Links | | |
| | |The New South | | |
| | |Focus on the West | | |
| | |Confrontations with Native Americans | | |
| | |Cattle, Frontiers, and Farming | | |
| | |End of the Frontier | | |
|17: Industrial America in |Dec 12-16 |Corporate consolidation of industry |Chapter 19 |Carnegie’s “Gospel of Wealth” |
|the Late Nineteenth | |Effects of technological development on the | |Dubois’s “Niagara Movement” |
|Century | |worker and workplace | |May 6, 1882 -- Chinese Exclusion Act |
| | |Labor and unions | |Congress |
| | |National politics and influence of corporate | | |
| | |power | |DBQ: Industrial Revolution |
| | |Migration and immigration: the changing face | | |
| | |of the nation | |FRQ: Immigration |
| | |Proponents and opponents of the new order, | | |
| | |e.g., Social Darwinism and Social Gospel | | |
| | | | | |
| | |Video Links | | |
| | |Consumer Culture | | |
| | |Rise of Unions | | |
| |Jan 3-6 |December HOLIDAY BREAK |Chapter 20-23 | |
|18: Urban Society in the |Jan 9-13 |Urbanization and the lure of the city |Chapter 22 | |
|Late Nineteenth Century | |City problems and machine politics | |1896 -- Plessy v. Ferguson Supreme Court |
| | |Intellectual and cultural movements and | |case |
| | |popular entertainment | |July 16, 1901 -- The Evolution of Negro |
| | | | |Leadership |
| | |Video Links | |by W. E. B. du Bois |
| | |The Gilded Age Scandal and Corruption | |December 3, 1901 -- First Annual Message |
| | |Growth of Cities | |by Theodore Roosevelt |
| | |Life in the City | |1903 -- The Souls of Black Folk, Chapter |
| | | | |2: Of the Dawn of Freedom |
| | | | |by W. E. B. Du Bois |
| | | | |September, 1903 -- Excerpts from The |
| | | | |Negro Problem: A Series of Articles by |
| | | | |Representative American Negroes of Today |
| | | | |Chapter 1: Industrial Education for the |
| | | | |Negro |
| | | | |by Booker T. Washington |
| | | | |Chapter 2: The Talented Tenth by W. E. B.|
| | | | |Du Bois |
| | | | | |
| | | | |DBQ: |
| | | | | |
| | | | |FRQ: |
|19: Populism and |Jan 17-20 |Expansion and development of western |Chapter 21 |Cross of Gold |
|Progressivism | |railroads | |by William Jennings Bryan |
| | |Competitors for the West: miners, ranchers, | |1896 -- A Modern Lear |
| | |homesteaders, and American Indians | |by Jane Addams |
| | |Government policy toward American Indians | |January, 1897 -- How Not To Help Our |
| | |Gender, race, and ethnicity in the far West | |Poorer Brother by Theodore Roosevelt |
| | |Environmental impacts of western settlement | |February 13, 1905 -- Lincoln and the Race|
| | | | |Problem |
| | |Video Links | |by Theodore Roosevelt |
| | |The Agrarian Revolt | |March 4, 1905 -- Inaugural Address |
| | |The Progressive Impulse | |by Theodore Roosevelt |
| | |The Progressive Presidents | |1905 -- Lincoln |
| | | | |by S. Weir Mitchell |
| | | | |1907 -- Booker T. Washington as |
| | | | |Ambassador and Spokesman |
| | | | |by Kelly Miller |
| | | | |August, 1907 -- Eugene V. Debs as an |
| | | | |Orator |
| | | | |by Max Ehrmann |
| | | | |May 23, 1908 -- The Issue |
| | | | |by Eugene Debs |
| | | | |June, 1908 -- Eugene V. Debs, Incarnate |
| | | | |Spirit of Revolt |
| | | | |by John Spargo |
| | | | |1909 -- 16th Amendment to the |
| | | | |Constitution |
| | | | |Proposed 1909, ratified 1913 |
| | | | |DBQ: Populist |
| | | | | |
| | | | | |
| | | | |FRQ: |
|20: The Emergence of |Jan 24- 27 |American imperialism: political and economic |Chapter 24 |April 11, 1898 -- War Message |
|America as a World Power | |expansion | |by William McKinley |
| | |War in Europe and American neutrality | |1912 -- Bull Moose Party |
| | | | |by C. Budd |
| | |Video Links | |1912 -- 17th Amendment to the |
| | |McKinley and Roosevelt | |Constitution Proposed 1912, ratified 1913|
| | |Taft and Wilson | | |
|21: The Emergence of |Jan 30- Feb 2 |The First World War at home and abroad |Chapter 25 |May 10, 1915 -- Americanism and the |
|America as a World Power | |Treaty of Versailles | |Foreign-Born |
| | |Society and economy in the postwar years | |by Woodrow Wilson |
| | | | |1917 -- 18th Amendment to the |
| | |Video Links | |Constitution |
| | |US Entry into WWI | |Proposed 1917, ratified 1919 |
| | |Peace Conferences | |January 8, 1918 -- Basis of a General |
| | | | |Peace: Fourteen Points |
| | | | |by Woodrow Wilson |
| | | | |May 16, 1918 -- Espionage Act |
| | | | |Congress |
| | | | |June 16, 1918 -- Canton, Ohio Speech |
| | | | |by Eugene Debs |
| | | | |1918 -- Those Who Laugh at The Drunken |
| | | | |Man |
| | | | |Anonymous |
|22: The New Era: 1920s |Feb 4-11 |The business of America and the consumer |Chapter 26 |1912 -- Excerpts from Book of Letters: |
| | |economy | |How to Make the Best of Life vs. Woman |
| | |Republican politics: Harding, Coolidge, and | |Suffrage |
| | |Hoover | |by C. E. Tibbles |
| | |The culture of Modernism: science, the arts, | |Chapter XXV: Busy Men Pay But Little |
| | |and entertainment | |Attention to Woman Suffrage |
| | |Responses to Modernism: religious | |Chapter XXVII: Replies to Articles |
| | |fundamentalism, nativism, and Prohibition | |Published - Criminal Classes Often |
| | |The ongoing struggle for equality: African | |Control Politics - Comparison of the |
| | |Americans and women | |Number of Men and Women in jail |
| | | | |Chapter XXX: The Battlefields of Life - |
| | |Video Links | |Domestic Infelicity the Cause of Man's |
| | |Social Tensions | |Failure |
| | | | |Chapter XXXIII: Taxation Without |
| | | | |Representation |
| | | | |Chapter XXXIV: Suffrage Given to the |
| | | | |Negro - Excitement Caused By the |
| | | | |Assassination of President Lincoln |
| | | | |Chapter XXXV: You Gave the Right of |
| | | | |Suffrage to the Negro - Why Not Give It |
| | | | |to Us? |
| | | | |Chapter XXXVI: Woman a Part of Man - The |
| | | | |Female Sex Dependent Upon the Male |
| | | | |Chapter XXXVII: Conclusion |
| | | | |1914 -- The New morality |
| | | | |by Paul Elmer More |
| | | | |1915 -- Why Women Should Vote |
| | | | |by Jane Addams |
| | | | |1915 -- Objections Answered |
| | | | |by Alice Stone Blackwell |
| | | | |1915 -- Do You Know? |
| | | | |by Carrie Chapman Catt |
| | | | |1919 -- 19th Amendment to the |
| | | | |Constitution |
| | | | |Proposed 1919, ratified 1920 |
|23: The Great Depression |Feb13-17 |Causes of the Great Depression |Chapter 27 |1926 -- Unratified amendment to the |
|and the New Deal | |The Hoover administration’s response | |Constitution |
| | |Franklin Delano Roosevelt and the New Deal | |Proposed 1926, not ratified |
| | |Labor and union recognition | |1932 -- 20th Amendment to the |
| | |The New Deal coalition and its critics from | |Constitution |
| | |the Right and the Left | |Proposed 1932, ratified 1933 |
| | |Surviving hard times: American society during| |March 4, 1933 -- First Inaugural Address |
| | |the Great Depression | |by Franklin D. Roosevelt |
| | | | |1933 -- 21st Amendment to the |
| | |Video Links | |Constitution |
| | |Causes and Consequences | |Proposed 1933, ratified 1933 |
| | |The New Deal | |New Deal Acts |
| | | | |DBQ: Great Depression: Hoover & FDR |
| | | | |FRQ: To what extent was the New Deal a |
| | | | |success? |
|24: The Second World War |Feb 21-24 |The rise of fascism and militarism in Japan, |Chapter 28 |May 1, 1937 -- Neutrality Act |
|& The Home Front During | |Italy, and Germany | |Joint resolution of Congress |
|the War | |Prelude to war: policy of neutrality | |Fall of 1939 -- Hitler and Stalin |
| | |The attack on Pearl Harbor and United States | |Anonymous |
| | |declaration of war | |August 14, 1941 -- Atlantic Charter |
| | |Fighting a multi-front war | |by Franklin D. Roosevelt and Winston |
| | |Diplomacy, war aims, and wartime conferences | |Churchill |
| | |The United States as a global power in the | |December 8, 1941 -- A Date Which Will |
| | |Atomic Age | |Live in Infamy |
| | |Wartime mobilization of the economy | |by Franklin D. Roosevelt |
| | |Urban migration and demographic changes | |December 11, 1941 -- Recommendation to |
| | |Women, work, and family during the war | |Declare War Against Germany |
| | |Civil liberties and civil rights during | |by Franklin D. Roosevelt |
| | |wartime | |December 11, 1941 -- Declaration of War |
| | |War and regional development | |Against Germany |
| | |Expansion of government power | |Joint resolution of Congress |
| | | | |December 11, 1941 -- Declaration of War |
| | |Video Links | |Against Japan |
| | |The Failures of Diplomacy | |Joint resolution of Congress |
| | |The Second World War | |May 8, 1945 -- Declaration of Victory in |
| | |The Home Front | |Europe |
| | |Wartime Diplomacy | |by Harry S. Truman |
| | |End of War | | |
|25: The United States and|Feb 27-March 2 |Origins of the Cold War |Chapter 29 |March 12, 1947 -- Truman Doctrine |
|the Early Cold War | |Truman and containment | |by Harry S. Truman |
| | |The Cold War in Asia: China, Korea, Vietnam, | |1947 -- 22nd Amendment to the |
| | |and Japan | |Constitution |
| | |Diplomatic strategies and policies of the | |Proposed 1947, ratified 1951 |
| | |Eisenhower and Kennedy administrations | |April 9, 1949 -- North Atlantic Treaty |
| | |The Red Scare and McCarthyism | |Treaty between the U.S. and European |
| | |Impact of the Cold War on American society | |nations |
| | | | |February, 1950 -- Communists in |
| | |Video Links | |Government Service |
| | |Containment | |by Sen. Joseph McCarthy of Wisconsin, |
| | |Conflict in Asia | |Sen. Lucas of Illinois, and Sen. Lodge of|
| | |Red Scare-Again | |Massachusetts |
|26: The 1950’s |March 5-9 |Emergence of the modern civil rights movement|Chapter 30 |May 17, 1954 -- Brown v. Board of |
| | |The affluent society and “the other America” | |Education of Topeka, Kansas |
| | |Consensus and conformity: suburbia and | |Supreme Court case |
| | |middle-class America | |1960 -- 23rd Amendment to the |
| | |Social critics, nonconformists, and cultural | |Constitution |
| | |rebels | |Proposed 1960, ratified 1961 |
| | |Impact of changes in science, technology, and| |1962 -- 24th Amendment to the |
| | |medicine | |Constitution |
| | | | |Proposed 1962, ratified 1964 |
| | |Video Links | |1963 -- Gideon v. Wainwright Supreme |
| | |Internal Improvements | |Court case |
| | |Baby Boom | |July 26, 1963 -- Address on the Nuclear |
| | |Material Culture | |Test Ban Treaty |
| | | | |by John F. Kennedy |
| | | | |August, 1963 -- Civil Rights and Legal |
| | | | |Wrongs by the Virginia Commission on |
| | | | |Constitutional Government |
| | | | |August 28, 1963 -- I Have a Dream by |
| | | | |Martin Luther King, Jr. |
|27: The Turbulent 1960s |Spring Break |From the New Frontier to the Great Society |Chapter 31 |The John F. Kennedy Administration |
| | |Expanding movements for civil rights | |1964 -- New York Times Co. v. Sullivan |
| | |Cold War confrontations: Asia, Latin America,| |Supreme Court case |
| | |and Europe | |1965 -- 25th Amendment to the |
| | |Beginning of Détente | |Constitution |
| | |The antiwar movement and the counterculture | |Proposed 1965, ratified 1967 |
| | | | |July 28, 1965 -- Why We Are in Vietnam |
| | |Video Links | |by Lyndon B. Johnson |
| | |Foreign Policy | |1966 -- Miranda v. Arizona |
| | |Challenging Jim Crow | |Supreme Court case |
| | |Consequences of the Civil Rights Movement | |April 27, 1969 -- Black Panther National |
| | |JFK | |Anthem |
| | |LBJ | |by Elaine Brown |
| | | | |November 8, 1969 -- The Ideology of the |
| | | | |Black Panther Party |
| | | | |by David Hilliard |
|28: Politics and |March 19-23 |The election of 1968 and the “Silent |Chapter 32 |1971 -- 26th Amendment to the |
|Economics at the End of | |Majority” | |Constitution |
|the Twentieth Century | |Nixon’s challenges: Vietnam, China, and | |Proposed 1971, ratified 1971 |
| | |Watergate | |1972 -- Unratified amendment to the |
| | |Changes in the American economy: the energy | |Constitution |
| | |crisis, deindustrialization, and the service | |Proposed 1972, expired unratified 1982 |
| | |economy | |1973 -- Roe v. Wade |
| | |The New Right and the Reagan revolution | |Supreme Court case |
| | |End of the Cold War | |November 7, 1973 -- War Powers Resolution|
| | | | |Joint resolution of Congress |
| | |Video Links | |1974 -- United States v. Richard M. Nixon|
| | |Nixon and Foreign Policy | |Supreme Court case |
| | |Nixon and Domestic Issues | |1978 -- Unratified amendment to the |
| | |Ford, Carter, and Reagan | |Constitution |
| | | | |Proposed 1978, expired unratified 1985 |
| | | | |September 18, 1978 -- Camp David Meeting |
| | | | |on the Middle East |
| | | | |by Jimmy Carter |
| | | | |Reagan: His Place In History by RICHARD |
| | | | |BROOKHISER |
| | | | |Vietnam War: Was U.S. Military |
| | | | |Intervention in Vietnam Justified? |
| | | | |Watergate Revisited |
|29: Society and Culture at|March 26-29 |Demographic changes: surge of immigration |Chapter 33 |“How the Seventies Changed America” By |
|the End of the Twentieth | |after 1965, Sunbelt migration, and the | |Nicholas Lemann |
|Century | |graying of America | | |
| | |Revolutions in biotechnology, mass | | |
| | |communication, and computers | | |
| | |Politics in a multicultural society | | |
| | | | | |
| | |Video Links | | |
| | |Ford, Carter, and Reagan | | |
|30: The United States in |April 2-5 |Globalization and the American economy |Review |New Articles on: Monica Lewinsky |
|the Post–Cold War World | |Unilateralism vs. multilateralism in foreign | |Scandal, L.A. Riots |
| | |policy | | |
| | |Domestic and foreign terrorism | | |
| | |Environmental issues in a global context | | |
| | |Reagan, Bush, Clinton | | |
| | | | | |
| | |Video Links | | |
| | |Moving into a New Millennium | | |
|31: The United States in |April 9-13 |Millennium-Present Day |Review-May 11th |Review for AP Exam on May 11th at 8 am |
|the Post–Cold War World | |Social Networking Age | | |
COURSE CONTRACT
I am aware of and understand the policies in this course. I am the only person responsible for my actions. I will succeed.
Student name (please print): _______________________________________________________
Student Signature: _______________________________________ Date: ___________
Period:_______
I will to do my best to support my child in this class. If I have a question, concern, or idea, I will not hesitate to contact Mrs. Mitat. I will be involved.
Parent/Guardian(please print): _____________________________________________________
Parent/Guardian Signature: _____________________________________ Date: ___________
Dear Parent/Guardian,
Please feel free to contact me if you have any questions or concerns regarding your child.
The best way to reach me is via email (lmitat@).
How should I contact you?
• Phone (Home) _________________________ hours _____________
(Work) __________________________ hours _____________
• Email: ____________________________________________
• Alternative Contact Name:____________________________
Phone: __________________________ hours ____________
When should I contact you?
(check all that apply)
____ Periodically, just to update me.
____ If your child misses class or is tardy frequently.
____ If your child’s grade drops: (circle one) A B C D F
____ Other Reason: __________________________________
** Please update any of the information above if it changes.
Please use the space below and on the back to tell me anything you think I should know about your child.
Thank You,
Mrs. Lismey Mitat
................
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