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much attention will be devoted to the analysis and interpretation of historical
documents.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 Text: Required
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 Texts: Not Required
- Newman, John J., Schmalbach, John M.
United States History: Preparing for the Advanced Placement Examanination.
3rd Ed. New York, NY: Amsco School
Publications, 2015.
- Henretta, James A., David Brody,
Lynn Dumenil, & Susan Ware. America’s History. 5th ed. Boston:
Bedford/St. Martin’s, 2004.
- 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
(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
|
|
II. Comparison and Contextualization
|
|
III.
Crafting Historical Arguments from Historical Evidence
|
|
IV.
Historical Interpretation and 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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