Audit 2009

AP U.S. History Audit Syllabus Course Description: AP U.S. History is a challenging course in which students are able to earn college credit. This course is a survey of American history from the pre-Columbian era to the present. The class culminates in a rigorous, nationally administered test. Course Objectives: • Students will be prepared for the Advanced Placement U.S. History Exam. • Students will be taught to analyze and interpret primary and secondary source documents. • Students will take notes from printed materials and lectures. • Students will develop and improve their reading and writing skills through a variety of strategies. • Students will practice test-taking skills including how to successfully take timed exams. Student Expectations: • Students will do the majority of the text reading outside of class. • Assessments will be subjective and objective, and will be given every one or two weeks. • Students will be required to do primary source readings and discussions weekly to support textbook chapters. • There will be an emphasis on writing because half of the AP Exam is based on essay writing. • Students will be expected to take the AP Exam in May. Textbook: Divine, Robert A., et. al. America Past and Present: Eighth Edition (New York: Pearson/Longman, 2007) Primary Source Document Readers: Bailey, Thomas A. and David M. Kennedy. The American Spirit, Eight Edition, Volumes I, II (Boston: Houghton Mifflin, 1996) Boezi, Michael. Voices of America Past & Present, Volumes I, II (New York: Pearson/Longman, 2006) Brown, Victoria Bissell and Timothy J. Shannon. Going to the Source: The Bedford Reader in American History, Volumes I, II (Boston: Bedford/St. Martin’s, 2004) Davidson, James West and Mark Hamilton Lytle. After the Fact, with Primary Source Investigator CD: The Art of Historical Detection, 5th Edition (Boston: McGrawHill, 2005)

Secondary Source Readers: Madaras, Larry and James M. SoRelle. Taking Sides: Clashing Views In American History, Thirteenth Edition, Volumes I, II (New York: McGraw-Hill Publishing, 2009) Oates, Stephen B. and Charles J. Errico. Portrait of America, Ninth Edition, Volumes I, II (Boston: Houghton Mifflin, 2007) Additional Sources for Primary Documents and Student Activities: Barnes, Thomas and Gordon Utz, Multiple-Choice & Free Response Questions with DBQ in Preparation for the AP United States History Examination 5th ed. (Brooklyn: D & S Marketing Systems, Inc., 2006) Utz, Gordon. Preparing for Document-Based Questions Booklet: America Past & Present 8th ed. (New York: Pearson/Longman, 2007) Recommended Supplementary Texts: Newman, John J. and John M. Schmalbach, United States History: Preparing for the Advanced Placement Examination, Revised Edition (New York: Amsco School Publications, 2004) All students will be encouraged to buy the above book at the beginning of the school year to supplement their textbook as well as a quality AP US History Exam review book (Kaplan, REA, Fast Track to a Five, or AP Achiever) for use in April and early May. Students who purchase one of these books will receive modest extra credit. Course Themes: • American Diversity – The diversity of the American people and the relationships among different groups. The roles of race, class, ethnicity, and gender in the history of the U.S. • American Identity – Views of the American national character and ideas about American exceptionalism. Recognizing regional differences within the context of what it means to be an American. • Culture – Diverse individual and collective expressions through literature, art, philosophy, music, theater, and film throughout U.S. history. Popular culture and the dimensions of cultural conflict within American society. • Demographic Changes – Changes in birth, marriage, and death rates; life expectancy and family patterns; population size and density. The economic, social and political effects of immigration, internal migration, and migration networks. • Economic Transformations – Changes in trade, commerce, and technology across time. The effects of capitalist development, labor and unions, and consumerism. • Environment – Ideas about the consumption and conservation of natural resources. The impact of population growth, industrialization, pollution, and urban and suburban expansion.

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Globalization – Engagement with the rest of the world from the fifteenth century to the present: colonialism, mercantilism, global hegemony, development of markets, imperialism, cultural exchange. Politics and Citizenship – Colonial and revolutionary legacies, American political traditions, growth of democracy, and the development of the modern state. Defining citizenship; struggles for civil rights. Reform – Diverse movements focusing on a broad range of issues, including antislavery, education, labor, temperance, women’s rights, civil rights, gay rights, war, public health, and government. Religion—The variety of religious beliefs and practices in America from prehistory to the twenty-first century; influence of religion on politics, economics, and society. Slavery and Its Legacies in North America—Systems of slave labor and other forms of un-free labor (e.g. indentured servitude, contract labor) in Native American societies, the Atlantic World, and the American South and West. The economics of slavery and its racial dimensions. Patterns of resistance and the long-term economic, political, and social effects of slavery. War and Diplomacy—Armed conflict from the pre-colonial period to the twenty-first century; impact of war on American foreign policy and on the politics, economy and society.

Course Organization: Every three days students will be required to read a chapter of their textbook, America Past and Present, and complete one of the following homework assignments: outline, reading guide, Cornell Notes, textbook materials, questions and answers they create, or study guide. Forms and directions will be given to them for each assignment. A five-answer, multiple choice test will be given approximately every week over the previous unit. The first two tests will be 50 questions in length with no deduction for wrong answers. The rest of the tests will gradually increase in length to 80 questions. The last 2 tests and final will be graded “AP style” with a ¼ point deduction for wrong answers and a multiplier of 1.125. This approach closely approximates the format of the multiple choice portion of the AP US History exam. Students will also be required to write two in-class AP US History style essays for each unit, beginning with the second unit. The essay prompts will be previously asked AP US History essay questions. Students will do one DBQ essay for each unit, and an FRQ essay on the day of each test. Essays will be graded on the typical nine point AP US History rubric using the following conversion scale: 9=100, 8=95, 7=90, 6=85, 5=80, 4=75, 3=70, 2=60, 1=30, 0=0. All of these essays will be in class timed-writes. Students will be given 56 minutes to a write a DBQ and 35 minutes to write an FRQ. Students will be introduced to the previously listed 12 themes in American history as they work through the textbook. For each chapter, students will read and connect what they read to the themes. The students will create an ongoing

chart connecting each time period in history to the themes. For each unit, the discussions, lectures, and activities will be explicitly linked to the relevant course themes. Course Units: Summer Assignment: The Creation of American Society, 1550-1765 •Textbook Reading: Chapters 2 and 3 in America Past and Present •Topics: Competing European Empires in North America, Early British Colonization, The Role of Tobacco, Bacon’s Rebellion, Puritan Society, Contrast Between New England and the Chesapeake Regions, Indian Societies in New England, Emergence of a Slave Economy, Mercantilism, Salutary Neglect, Rise of Colonial Assemblies, Mid-Atlantic Colonies •Select Activities/Additional Readings: Examination of European woodcuts and Native American drawings in the early 1500s (American Spirit). Document analysis of the ships lists and other documents from the 1993 DBQ. Thesis statement development. Introduction to a DBQ. Examination of documents comparing indentured servants to slaves (Voices of America Past & Present) •Assessments: Thematic questions to be incorporated into the multiple choice tests and the document based and free response essay questions throughout the course. •Summative Assessments: 30 Question Multiple Choice Quiz, Map Test of USA: 50 states, select rivers, mountain ranges, lakes, geographical features the first week of school The Revolutionary War and Its Aftermath, 1720-1783 •Textbook Reading: Chapters 4-5 in America Past and Present •Topics: Great Awakening, Enlightenment in America, Women in Colonial Society, French and Indian War, Stamp/Sugar/Townsend Acts, Ideological Roots of Revolution, Boston Tea Party, Lexington and Concord, Declaring Independence, Key Revolutionary War Battles, French Involvement in the War, Loyalists vs. Patriots •Select Activities/Additional Readings: Examination of documents on Enlightenment and Great Awakening (Voices of America Past and Present). Reconciling conflicting accounts of the Boston Massacre (various sources). •Summative Assessments: o 50 Question Multiple Choice Test o FRQ (Students are given a choice between 2 FRQ essay prompts) Colonists v British on equal treatment and French and Indian War o 1999 DBQ Timed Write on the American Revolution The New Republic, 1776-1844 •Textbook Reading: Chapters 6-10 in America Past and Present •Topics: Articles of Confederation, Shays Rebellion, Constitutional Convention and Ratification, Hamilton’s Financial Plan, Federalists vs. DemocraticRepublicans, Louisiana Purchase, War of 1812, Social Changes for White Men and Women, Slave Society and Culture, The Factory System, Lowell Mills, Canals, Roads, and Railroads, Social Changes Caused by Early Industrialization, Rise of the Two-Party System, Jacksonian Democracy,

Nullification Crises, Indian Removal, The Bank War, Whigs, Republican Motherhood •Select Activities/Additional Readings: Comparing and contrasting the Articles of Confederation with the Constitution. Reading opposing excerpts from Jefferson and Hamilton (American Spirit). “The End of Homespun”—document shuffle on the causes of early industrialization (Center for Learning). Compare and contrast Jefferson’s vs. Jackson’s presidencies (Center for Learning). Examination of Jacksonian democracy through political cartoons (various sources). •Summative Assessments: o 50 Question Multiple Choice Test o FRQ (Students are given a choice between 2 FRQ essay prompts) Federalists and Hamilton’s financial program o 1998 DBQ Timed Write on Jeffersonian Republicans and Federalists Antebellum America and Sectional Strife, 1820-1860 •Textbook Reading: Chapters 11-14 in America Past and Present •Topics: Second Great Awakening, Transcendentalism, Utopian Experiments, Abolitionism, Women’s Rights Movement, Domestic Slave Trade, Social Structure in the South, Slave Christianity and Culture, The Cotton Economy, Manifest Destiny, Mexican-American War, Compromise of 1850, KansasNebraska Act, Dred Scott, Republican Party •Select Activities/Additional Readings: Compare and contrast the First and Second Great Awakenings (Various Sources). Mapping American geographical expansion. “Uncle Tom’s Cabin and It’s Impact” (American Spirit). Creating a timeline of events leading to the Civil War. Using Civil War photographs as a source (Going to the Source). •Summative Assessments: o 55 Question Multiple Choice Test o FRQ (Students are given a choice between 2 FRQ essay prompts) Transportation Revolution and social reform movements o 1990 DBQ Timed Write on Jacksonian Democrats Civil War, Reconstruction and the American West, 1860-1900 •Textbook Reading: Chapters 15-17 in America Past and Present •Topics: Secession, Total War, Key Battles, Emancipation, Union Victory, Presidential vs. Congressional Reconstruction, Johnson’s Impeachment, Southern Defiance, Compromise of 1877, Homesteaders and Indians on the Great Plains, Mining Frontier, California •Select Activities/Additional Readings: Reading and discussing several famous Lincoln documents (American Spirit and Voices of America Past and Present). Mapping Civil War battles and strategy. Chart comparing Lincoln’s, Johnson’s and the Radical Republicans’ reconstruction plans. Excerpts from Mississippi’s 1865 Black Codes (Pearson/Longman). •Summative Assessments: o 60 Question Multiple Choice Test o FRQ(Students are given a choice between 2 FRQ essay prompts) Lives of Plains Indians and Civil War

A Maturing Industrial Society, 1877-1900 •Textbook Reading: Chapters 18-20 in America Past and Present •Topics: Industrial Titans, Railroad Boom, New South, Laboring Class, Labor Unions, City Life and Culture, Settlement Houses, “New” Immigrants, Suburbs, Religious Changes, “Forgettable” Presidents, Supremacy of the Courts, Class Conflicts, Southern Politics, Farmers and Populists •Select Activities/Additional Readings: “The Philosophy of Industrialists”— document analysis (Center for Learning). Analyzing letters from Polish immigrants to relatives back home (History Matters Website). Small group document analysis and essay outline of 1979 “old style” DBQ on the federal government and laissez-faire. Analyze child labor pictures. •Summative Assessments: o 60 Question Multiple Choice Test o FRQ(Students are given a choice between 2 FRQ essay prompts) Andrew Carnegie and Immigration o 2000 DBQ Timed Write on organized labor Progressivism and America’s Emerging World Power, 1877-1920 •Textbook Reading: Chapters 21-24 in America Past and Present •Topics: Muckrakers, Progressive Ideology, Progressive Presidents, Women Progressives, State and Local Reforms, Roots of American Imperialism, Spanish-American War, Philippine Insurrection, “Big Stick”, Open Door, Panama Canal, Wilson and Mexico, The Great War, War on the Home Front, Wartime Progressive Reforms, 14 Points, Treaty of Versailles •Select Activities/Additional Readings: Excerpt from Upton Sinclair’s The Jungle. Comparing Roosevelt’s ‘Square Deal’ and ‘New Nationalism’ with Wilson’s ‘New Freedom’. Read “America’s First Southeast Asian War: The Philippine Insurrection” (Portrait of America) and discuss possible similarities with Vietnam and Iraq. Examining propaganda and WWI war posters (various sources). •Summative Assessments: o 65 Question Multiple Choice Test o 2003b DBQ Timed Write on the Progressive Era The Modern State and Society, 1920-1945 •Textbook Reading: Chapters 25-27 in America Past and Present •Topics: Red Scare, Republican Politics, Isolationism, Consumerism, Flappers, Automobile Culture, Nativism, Causes of the Great Depression, Dust Bowl, Hard Times, Hundred Days, First and Second New Deal, Legacies of the New Deal, Pearl Harbor, Mobilizing for War, Civil Rights During Wartime, Japanese Internment, War in Europe, War in the Pacific, Atomic Bomb •Select Activities/Additional Readings: Listening to music of the 1920’s and relating it to the social dynamics of the time (various sources). Comparing the first and second New Deal. Discussing and debating government curtailment of civil liberties during wartime with specific reference to World War II and the current “War on Terror.” •Summative Assessments: o 70 Question Multiple Choice Test

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FRQ (Students are given a choice between 2 FRQ essay prompts) Women’s Movement and Great Depression 1988 DBQ Timed Write on dropping of atomic bomb on Hiroshima

The Age of Cold War Liberalism, 1945-1968 •Textbook Reading: Chapters 28-30 in America Past and Present •Topics: Truman Doctrine and Containment, Korean War, “New Look” Foreign Policy, Fair Deal, Civil Rights (1945-60), Baby Boom, Suburbia, Prosperity vs. the “Other America,” Camelot, New Frontier, Kennedy Assassination, Great Society, Changing Civil Rights Movement, America’s Entry into Vietnam, Johnson’s Escalation, Anti-War Protests, Counterculture, Feminism, 1968 •Select Activities/Additional Readings: Examining video primary sources: Kennedy vs. Nixon presidential debate, Bert the Turtle, 1950’s television commercials (various sources). Read JFK’s inaugural address (JFKLibrary.org). Discussion of the counterculture movement and its relationship to current teen culture. •Summative Assessments: o 75 Question Multiple Choice Test (graded “AP-style”) o FRQ (Students are given a choice between 2 FRQ essay prompts) analyze America & Soviet relations and the containment policy o 1995 DBQ Timed Write on the Civil Rights Movement The Rise of the New Conservatism, 1968-2001 •Textbook Reading: Chapters 30-31 in America Past and Present •Topics: Vietnamization, Détente, Watergate, Energy Crisis, Economic Malaise, Environmental and Women’s Movements, Post-Watergate Politics, Reagan Revolution, Reaganomics, Social and Political Conservatism, Thousand Points of Light, Fall of the Berlin Wall, Gulf War, Clinton’s Presidency and Impeachment, Racial Diversity, Popular Culture and Technology, 2000 Presidential Election •Select Activities/Additional Readings: Read and discuss “Richard Nixon: I Have Never Been a Quitter” (Time.com). Examining population statistics and the effects of Immigration Act of 1965 (Going to the Source). Debate and rank the greatest American presidents. •Summative Assessments: o 80 Question Multiple Choice Test (graded “AP-style”) o FRQ (Students are given a choice between 2 FRQ essay prompts) Watergate and Reganomics Multi-Unit Student Projects: • Socratic Seminar—Students will be divided into groups of four and given a chapter from Taking Sides. Each group of four will join with another group of four with the opposite side. The groups of eight will have a discussion about their issue while asking higher level questions of the other group. • DBQ Projects—Students are required to create their own College Boardstyle AP US History DBQ from a list of topics that have not been previously asked as a DBQ on the APUSH Exam. Students must research the topic, create the question, choose and edit the documents, and write an essay.

They are also required to create the following: a document summary, inference and analysis sheet, a thorough list of outside information, a rationale as to why they chose those documents and why they put those documents in that order, a bibliography, and a nine point essay rubric.