APUSH Syllabus 2017-2018

APUSH Syllabus for 2017-2018                                                                                         
Contact Info: Jason Sherrer                                   sherrerje@troup.org
                              School: (706) 845-2070              Cell: (706) 302-4350

Website: www.callawayhighsocialstudies.blogspot.com

AP United States History Course Outline, Expectations, and Policies

This course will require a great deal of reading, thinking, writing, and more writing.  To help you plan, please review the following and keep it for your reference.  We will follow this outline as closely as possible.  We will move quickly through the course in order to save time for review before the AP Examination in May.  It is my expectation that you will take the AP Examination. Your daily attendance is highly encouraged. 

Because of the special nature of Advanced Placement classes, students must understand the expectations and responsibilities associated with this course. By signing up for any AP course, you have indicated a desire and willingness to commit yourself to the academics. As such, we, your AP teachers, will provide you with challenging tasks, an enriched environment, and a reciprocated degree of respect.

Course Description and Goals:  Advanced Placement United States History (APUSH) surveys the history of the United States beginning with the pre-Columbian era and ending with international affairs and domestic events in the post-1945 period to the 2000s.  The course is designed to provide a comprehensive overview of the political, economic, social, and diplomatic trends and themes in United States history.  Though the class will focus on the historiography of the United States, much attention will be devoted to the analysis and interpretation of historical documents.  The course will also focus on providing students with the analytical skills and factual knowledge necessary to deal critically with the events, people, trends, and themes in U.S. history.  Students must learn to assess historical materials—i.e., their relevance to a given interpretive perspective, their reliability, and their significance—and to weigh the evidence and interpretations presented in historical scholarship.  The course will help students develop the skills necessary to form conclusions on the basis of an informed judgment and to present reasons and evidence clearly and persuasively in essay form.  In order to do so, students must develop a keen and thoughtful interest in the topics of U.S. history.

As your AP teacher, I have just a few goals to accomplish: 1) to prepare you for the college-level examination in May, which you will receive college credit for passing; 2) to have you research and write as young historians; and, 3) to have you leave the class well informed and equipped to think critically about our nation’s past and future. So that both you and your teacher will be successful, you need to respect your time and efforts as well as those who have invested into your education—your parents, teachers, and administrators. Come to class every day willing to learn and work.  

Homework & Grading Policy:  Advanced Placement United States History is a demanding course requiring daily work both in and out of class.  In addition to assigned, textbook readings, you will be responsible for supplemental reading assignments varying from a few pages to book length. Daily assignments will include charts, political cartoon analysis, agree-disagree statements, short answer responses, etc., that are designed to increase understanding of complex historical issues.  Major assignments will be given in advance with specific due dates so that students can organize their time.  Late work will be automatically graded down according to district policy unless prior arrangements are made with your teacher.  NOTE:  It is especially important to remember that MUCH of the work will be done IN CLASS; therefore, it is necessary for students to be present and prepared to listen, take notes, and discuss.

Grading Categories and Weight
This course will be graded on a percentage format with the following categories and weight. 

Tests/Projects-40%
Written work/Quizzes/Classwork/Homework/Discussions-40%
Final Exam counts 20% of Total Grade

There will be opportunities given for extra credit, initiated only by your teacher. 

Primary TextRequired

Kennedy, David M., Lizabeth Cohen, & Thomas A. Bailey.  The American Pageant.   
12th ed.  Boston, Mass:  Houghton Mifflin Co., 2002.
·        Will be issued first week of school



Supplemental TextsNot Required
  1. Newman, John J., Schmalbach, John M. United States History: Preparing for the Advanced Placement Examanination. 3rd Ed.  New York, NY: Amsco School Publications, 2015.

  1. Henretta, James A., David Brody, Lynn Dumenil, & Susan Ware.  America’s History.  5th ed.  Boston:  Bedford/St. Martin’s, 2004.

  1. Zinn, Howard.  A People’s History of the United States:  1492-Present.  New York:  HarperCollins Publishers, Inc., 2003.

Your teacher may assign a variety of supplemental reading assignments throughout the course.

Class Materials

(1)  One 2”-3” binder with up to ten section tabs/dividers
(2) Copy of any AP Exam Preparation Study Guide: For example, Five Steps to A Five AP US History Study Guide (Suggested)
(3) Legal pads or spiral bound notebooks for taking notes
(4) Have your own pencils (#2 only) and pens (black or blue only). You will not be allowed to use any other color ink in this class.  

Class Rules and Policies

The class rules were reviewed in homeroom on the first day of school. School rules apply in all classes. 


THE APUSH FORMAT
Due to the changes made by the College Board to the APUSH course and exam, it will be necessary for you to learn the following information to achieve your highest grade on the exam.


Historical Thinking Skills

Skill Type
Historical Thinking Skill
I. Chronological reasoning
  1. Historical Causation
  2. Patterns of Continuity and Change over time
  3. Periodization

II. Comparison and Contextualization 
  1. Comparison
  2. Contextualization
III. Crafting Historical Arguments from Historical Evidence
  1. Historical Argumentation
  2. Appropriate use of Relevant Hist. Evidence
IV. Historical Interpretation and Synthesis
  1. Interpretation
  2. Synthesis

Themes
Theme
Abbreviation
Identity
ID
Work, exchange, and technology
WXT
Peopling
PEO
Politics and power
POL
America in the World
WOR
Environment and geography
ENV
Ideas, beliefs, and culture
CUL

Periods
Unit
Dates
I.
1491-1607
II.
1607-1754
III.
1754-1800
IV.
1800-1848
V.
1844-1877
VI.
1865-1898
VII.
1890-1945
VIII.
1945-1980
IX.
1980-Present

Estimated Course Schedule

Given the nature of high school and all the extracurricular activities/holidays/breaks that take place throughout the year, the following schedule has been created for you to use as a tool to help plan your year. Please know that there may be changes made each week to accommodate proper instructional time. Your teacher will inform you of any changes.

Brief Course Outline and Estimated Pace

Unit
Dates Covered
Instructional Days
Chapter/s
Areas of Particular Focus
1
1491-1607
3-7
1-2
Early Contacts Among Groups in North America
2
1607-1754
12-15
2-5
N. Amer. Societies in the Context of the Atlantic World
3
1754-1800
14-16
6-10
Birth of a New Nation and Struggle for Identity
4
1800-1848
14-16
11-14
Growing Pains of the New Republic
5
1844-1877
22-25
15-22
Expansion, Regional Separation, the Civil War, & its Aftermath
6
1865-1898
22-25
23-27
Industrialization, Urbanization, and Cultural Transformation
7
1890-1945
22-25
28-35
Domestic & Global Challenges and the Creation of Mass Culture
8
1945-1980
12-15
36-39
Increasing Prosperity and Global Responsibility After WWII
9
1980-Present
3-5
40-42
Globalization and Redefining National Identity

Advanced Placement United States History Course Outline

Unit I:  1491-1607 Early Contacts Among Groups in N. America

Assignments/tasks
  • Kennedy – The American Pageant, Read chapters 1-2
  • Supplemental reading TBA
  • Reading quiz
  • Writing practice
  • Document analysis

Key Concepts:
KC 1.1: Before the arrival of Europeans, native populations in North America developed a wide variety of social, political, and economic structures based in part on interactions with the environment and each other.
KC 1.2: European overseas expansion resulted in the Columbian Exchange, a series of interactions and adaptations among societies across the Atlantic.
KC 1.3: Contacts among American Indians, Africans, and Europeans challenged the world views of each group.

SEE ADDENDUM FOR DETAILED KEY CONCEPTS
Unit II: North American Societies in the Context of the Atlantic World

Assignments/Tasks/Assessments:
  • Kennedy- The American Pageant, Read chapters 2-5
  • John Winthrop’s “City Upon a Hill”
  • Reading quizzes
  • Document Analysis
  • Writing practice
  • M/C Test


Key Concepts:
KC 2.1: Differences in imperial goals, cultures, and the North American environments that different empires confronted led Europeans to develop diverse patterns of colonization.
KC 2.2: European colonization efforts in N. America stimulated intercultural contact and intensified conflict between the various groups of colonizers and native peoples.
KC 2.3: The increasing political, economic, and cultural exchanges within the “Atlantic World” had a profound impact on the development of colonial societies in North America.

SEE ADDENDUM FOR DETAILED KEY CONCEPTS



Unit III: 1754-1800 Birth of a New Nation and Struggle for Identity

Assignments/Tasks/Assessments:
  • Kennedy- The American Pageant, Read chapters  6-10
  • Reading quizzes
  • Document Analysis
  • Writing practice
  • M/C unit test

Key Concepts
KC 3.1: Britain’s Victory over France in the imperial struggle for North America led to new conflicts among the British government, the North American colonists, and the American Indians, culminating in the creation of a new nation, the United States.
KC 3.2: In the late 18th century, new experiments with democratic ideas and republican forms of government, as well as other new religious, economic, and cultural ideas, challenged traditional imperial systems across the Atlantic World.
KC 3.3: Migration within North America, cooperative interaction, and competition for resources raised questions about boundaries and policies, intensified conflicts among peoples and nations, and led to contests over the creation of multiethnic, multiracial national identity.

SEE ADDENDUM FOR DETAILED KEY CONCEPTS




Unit IV: 1800-1848 Growing Pains of the New Republic

Assignments/Tasks/Assessments:
  • Kennedy- The American Pageant, Read chapters  11-14
  • Reading quizzes
  • Document Analysis
  • Writing practice
  • M/C unit test

Key Concepts
KC 4.1: The United States developed the world’s first modern mass democracy and celebrated a new national culture, while Americans sought to define the nation’s democratic ideals and to reform its institutions to match them.
KC 4.2: Developments in technology, agriculture, and commerce precipitated profound changes in U.S. settlement patterns, regional identities, gender and family relations, political power, and distribution of consumer goods.
KC 4.3: U.S. interest in increasing foreign trade, expanding its national borders, and isolating itself from European conflicts shaped the nation’s foreign policy and spurred government and private initiatives.

SEE ADDENDUM FOR DETAILED KEY CONCEPTS


Unit V:  1844-1877 Expansion, Regional Separation, The Civil War, and its Aftermath

Assignments/Assessments
  • Kennedy – The American Pageant, Read chapters 15-22
  • Supplemental Readings TBA
  • Reading Quizzes
  • Writing practice
  • Document analysis
  • Discussion groups
  • M/C unit test

Key Concepts
KC 5.1: The United States became more connected with the world as it pursued and expansionist foreign policy in the Western Hemisphere and emerged as the destination for many migrants from other countries.
KC 5.2: Intensified by expansion deepening regional divisions, debates over slavery and other economic, cultural, and political issues led the nation into civil war.
KC 5.3: The Union victory in the Civil War and the contested Reconstruction of the South settled the issues of slavery and secession, but left unresolved many questions about the power of the federal government and citizenship rights.

SEE ADDENDUM FOR DETAILED KEY CONCEPTS


MID-TERM EXAM
A comprehensive Exam will be given covering the first five units. There will be 55 multiple choice questions and two writing exercises.
Holiday Break

Return to School, Second Semester Begins

Review first semester material

Unit VI: 1865-1898 Industrialization, Urbanization, and Cultural Transformation

Assignments/Assessments:
  • Kennedy – The American Pageant, Read chapters  23-27
  • Supplemental Readings: William Jennings Bryan’s speech “The Cross of Gold”
  • Suggested readings: Frank Baum’s The Wizard of Oz; Jacob Riis - How the Other Half Lives;Andrew Carnegie’s The Gospel of Wealth; “Wealth;” Helen Hunt Jackson’s A Century of Dishonor; and William L. Riorden’s Plunkitt of Tammany Hall.
  • Presidents’ Charts
  • Document Analysis
  • Discussion group
  • Writing Practice
  • Reading quizzes
  • M/C Unit test

Key Concepts
KC 6.1: The rise of big business in the United States encouraged massive migrations and urbanization, sparked government and popular efforts to reshape the U.S. economy and environment, and renewed debates over U.S. national identity.
KC 6.2: The emergence of an industrial culture in the United States led to both greater opportunities for, and restrictions on, immigrants, minorities, and women.
KC 6.3: The “Gilded Age” witnessed new cultural and intellectual movements in tandem with political debates over economic and social policies.

SEE ADDENDUM FOR DETAILED KEY CONCEPTS

Unit VII:  1890-1945 Domestic and Global Challenges and the Creation of Mass Culture:

Assignments/Assessments
  • Kennedy – The American Pageant, Read chapters 28-35
  • Supplemental Readings TBA
  • Reading Quizzes
  • Writing practice
  • Document analysis
  • Discussion groups
  • M/C unit test
Key Concepts
KC 7.1:  Governmental, social, and political organizations struggled to address the effects of large-scale industrialization, economic uncertainty, and related social changes such as urbanization and mass migration.
KC 7.2: A revolution in communications and transportation technology helped to create a new mass culture and spread “modern” values and ideas, even as cultural conflicts between groups increased under the pressure of migration, world wars, and economic distress.
KC 7.3: Global conflicts over resources, territories, and ideologies renewed debates over the nation’s values and its role in the world simultaneously propelling the United States into a dominant international military, political, cultural, and economic position.

SEE ADDENDUM FOR DETAILED KEY CONCEPTS

Unit VIII: 1945-1980 Increasing Prosperity and Global Responsibility after WWII

Assignments/Assessments
  • Kennedy – The American Pageant, Read chapters 36-39
  • Supplemental Readings TBA
  • Reading Quizzes
  • Writing practice
  • Document analysis
  • Discussion groups
  • M/C unit test

Key Concepts
KC 8.1: The United States responded to an uncertain and unstable postwar world by asserting and attempting to defend a position of global leadership, with far-reaching domestic and international consequences.
KC 8.2: Liberalism, based on anticommunism abroad and a firm belief in the efficacy of governmental and especially federal power to achieve social goals at home, reached its apex in the mid-1960s and generated a variety of political and cultural responses.
KC 8.3: Postwar economic, demographic, and technological changes had a far-reaching impact on American society, politics, and the environment.

SEE ADDENDUM FOR DETAILED KEY CONCEPTS

Unit IX:  1980-Present Globalization and Redefining National Identity

Assignments/Assessments
  • Kennedy – The American Pageant, Read chapters 40-42
  • Supplemental Readings TBA
  • Reading Quizzes
  • Writing practice
  • Document analysis
  • Discussion groups
  • M/C unit test


Key Concepts
KC 9.1: A new conservatism grew to prominence in U.S. culture and politics, defending traditional social values and rejecting liberal views about the role of government.
KC 9.2: The end of the cold war and new challenges to U.S. leadership in the world forced the nation to redefine its foreign policy and global role.
KC 9.3: Moving into the 21st century, the nation continued to experience challenges stemming from social, economic, and demographic changes.

SEE ADDENDUM FOR DETAILED KEY CONCEPTS

This course requires students take an end of course test (EOC), which has been changed by the state to the Milestone testing label. The exam will be administered during May 2018. In addition, the AP exam will be administered in May 2018.  


THE LAST TWO WEEKS OF INSTRUCTIONAL TIME WILL BE DEVOTED TO REVIEWING FOR THE EOCT EXAM AS WELL AS THE AP EXAM.



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