Ted Estes
Social Studies Dept. PCHS
Advanced Placement U.S. History
Advanced Placement U.S. History is a college level survey course of U.S. History from the PreColumbian period to the present.
Classroom Rules: 1. Come to class everyday on time and be prepared. 2. Do not talk out-of-turn or be disruptive-disruptive behavior of ANY sort will not be tolerated. 3. No cell phones, MP3s, ipods, etc. without teacher approval. All such equipment will be taken up and school board policy followed. 4. Always pay full attention in class and treat teachers and other students with respect. 5. If you cannot keep your head off your desk (i.e. awake, alert, etc.) and pay attention during class, you do not need to enter the classroom. Pickens County board policy will be followed on all infractions.
Class time: Students will not be allowed to leave the classroom except when absolutely necessary. These events should be very few and far between. Bathroom breaks, visits to counselors, and the like should be taken care of BEFORE or AFTER class.
Make-Up work: It is the individual student’s responsibility to get, complete, and turn in all missed work. Please see the school board policy for further details.
Themes
While the course follows a narrative structure supported by the textbook and audiovisual materials, the following seven themes described in the AP U.S. History Course and Exam Description are woven throughout each unit of study:
1. Identity (ID)
2. Work, Exchange, and Technology (WXT)
3. Peopling (PEO)
4. Politics and Power (POL)
5. America in the World (WOR)
6. Environment and Geography (ENV)
7. Ideas, Beliefs, and Culture (CUL)
Historical Thinking Skills
These skills reflect the tasks of professional historians. While learning to master these tasks, AP U.S. History students act as "apprentice historians."
Chronological Reasoning
● Historical Causation
● Patterns of Continuity and Change Over Time
● Periodization
Comparison and Contextualization
● Comparison
● Contextualization
Crafting Historical Arguments from Historical Evidence
● Historical Argumentation
● Appropriate Use of Historical Evidence
Historical Interpretation and Synthesis
● Interpretation
● Synthesis
Readings
The main text Liberty, Equality, Power provides students with a basic overview of the evolving American experience. The text is supplemented by a diverse selection of primary and secondary sources. Using secondary works from Portrait of America, students will analyze essays by prominent historians. Throughout the year, students will be asked to write essays that are designed to develop skills in argumentation and the use of evidence and interpretation.
Textbook
Murrin, John M., et al. 2005. Liberty, Equality, Power: A History of the American People, 4th
Edition. United States: Thomson/Wadsworth.
Secondary Sources:
Colbert, D. 1998. Eyewitness to America. New York: Vintage Books.
Newman, J. J. & Schmalbach, J. M. 2015. United States History: Preparing for the advanced placement examination. Des Moines, IA: Amsco Publications, Inc.
Takaki, George. 2008. A Different Mirror: A history of multicultural America. New York: Back
Bay Books/Little, Brown and Company.
Zinn, Howard. 2005. A People's History of the United States. New York: Harper Perennial
Modern Classic.
AudioVisual Aids:
A Biography of America. Annenberg Media: Produced by Oregon Public Broadcasting:
http://www.learner.org/biographyofamerica/
Grading
● Grades will be calculated by points, Daily Grades 60%, Test Grades 40%.
● Student progress will be evaluated, on a unit basis, through homework, writing assignments, projects, quizzes, and tests.
● Students will complete a Key Terms Packet for each chapter of the textbook.
● Students will analyze diverse primary and secondary sources.
● There will be formal writing assignments based on the essay formats required for the AP U.S. History Exam.
● Students will be required to do group and individual projects requiring presentations.
● Homework will be announced and posted on the board.
● Students must have a 3ring binder filled with loose leaf paper. All homework, handouts, Key Term Packets, and other course material must be kept in student binders.
Academic Integrity: In an attempt to ensure that each student completes his/her own work with academic integrity, PHS has adopted a plagiarism policy:
- Students that have plagiarized any portion of their written work shall receive a grade of 1%. For the first offense a student may rewrite the assignment for a maximum grade of 70%.
- Each offense after the first, the student receives a grade of 1% with no opportunity to rewrite the assignment.
Plagiarism is defined as “the practice of taking someone else’s work or ideas and passing them off as one’s own.” Borrowing someone’s else’s work can include another student’s work, published material such as books or magazines, and/or cutting and pasting direct words from the internet. Ask your instructor if you are unsure if your actions are in violation of the nature of this rule.
Final Exam Policy- Since this course requires that each student take the Georgia Milestones EOC, there will be no exam exemption, and it will count for 20% of the student’s final average for the course.
Unit I
Period 1: 14911607
Text Readings: Liberty, Equality, Power Chapters 1,2
Audio Visuals: A Biography of America, Episode 1: New World Encounters
Historical Scholarship Analysis:
A Different Mirror
Eyewitness to America
Student's will analyze Takaki's argument, evaluate his thesis, evidence, reasoning, and respond to these in an essay focusing on the demographic and economic changes among Native American populations as a result of European colonization. Students will participate in a group discussion focusing on the article and individual responses. (WXT1)(WXT4)(POL1)(WOR1)(CUL1)
Student Activities:
● Students will map the Paleolithic Migration Routes from Asia to America. (PEO1)(ENV2)
● Students will complete a Society Comparison Chart analyzing similarities and differences between the Pueblo, Great Lakes, and Iroquois societies. The chart includes a section on the relationship between physical geography and societal development. (PEO1)(ENV2)
● After receiving primary source analysis instruction using SOAPStone (Subject, Occasion, Author, Speaker, Tone), the students will analyze the following primary source: Christopher Columbus: Letter to Ferdinand and Isabella of Spain. (CUL1)
● Students will complete a Columbian Exchange Chart and participate in an Inner Outer Circle Seminar on the Columbian Exchange. The chart includes the exchange of plants, animals, diseases and human migrations with a special focus on smallpox, corn, sugar, slaves, horses, and religion. (PEO4)(POL1)(ENV1) (CR12) Taken directly from AP Syllabus 1071806v1
● After reading the works of Bartolome de Las Casas, students using the analytical tool SOAPStone will complete an Impact of the Individual Chart to analyze his goals and accomplishments. (PEO4)(WXT1)(POL1)(CUL4)
● The students will complete a Documentary Analysis Chart for each episode of A Biography of America.
Unit II
Period 2: 16071754
Text Readings: Liberty, Equality, Power Chapters 3,4,5
Audio Visuals: A Biography of America, Episodes 2 and 3: English Settlement and Growth and
Empire
Historical Scholarship Analysis:
A Different Mirror
Students will analyze Takaki's argument, evaluate his thesis, evidence, and reasoning, and respond to these in an essay. Students will participate in a group discussion focusing on the article and their responses.
Student Activities:
● Students will analyze Spanish, French, and English empire building by completing an Empire Comparison Chart. During this process they will analyze a population and economic activity map of all three empires. (ID1)(WXT1)(PEO1)(POL1)(WOR1)(ENV2)(CUL1)
● Students will map the Triangular Trade. (ID6)(WXT1)(WXT2)(PEO1)
● Students will use their Columbian Exchange Charts, Map of Triangular Trade, and Takaki's article on slavery as the basis of a group discussion on the validity of studying the American colonies as part of the Atlantic World.
● Following AP Free Response Essay instructions, students will write an essay from the
2008 AP U.S. History exam: Early encounters between American Indians and European colonists led to a variety of relationships among different cultures. Students will write an essay that examines how the actions taken by BOTH American Indians and European colonists shaped those relationships in TWO of the following regions. Confine your answer to the 1600s and be sure to develop your thesis. (ID4)(PEO4)(POL1)
1. New England
2. Chesapeake
3. Spanish Southwest
4. New York and New France
● Students will compose a DBQ essay, including a thesis statement, on the culture and politics of the Puritans from the 2010 AP U.S. History Exam.
● Students will compare and contrast the Enlightenment and the Great Awakening by completing, and then discussing, an Idea Comparison Chart. (ID1)(WOR2)(CUL4)
Unit III
Period 3: 17541800
Text Readings: Liberty, Equality, Power Chapters 6,7,8
Audio Visuals: A Biography of America, Episodes 4 and 5: The Coming of Independence and
A New System of Government
Historical Scholarship Analysis:
A Different Mirror
Students will analyze Takaki's argument, evaluate his thesis, evidence and reasoning, and respond to these in an essay. Students will participate in a group discussion focusing on the article and the student responses.
Student Activities:
● Students will analyze Pontiac's Rebellion by completing a Conflict Analysis Chart. (PEO4)(POL1)
● Students will analyze primary sources from John Locke and Adam Smith to discover the influence of both authors in mainstream American political and economic values. (WXT1)(WXT2)(WXT6)(WOR2)(CUL4)
● Students will evaluate the term "ScotsIrish" and relate it to the overall concept of ethnic identity. (ID4)
● Students will evaluate the texts characterization of Benjamin Franklin as the embodiment of Enlightenment thought. (ID1)(WXT2)(WOR2)(CUL4)
● Students will write an essay with a thesis statement for the DBQ from the 2005 AP U.S.
History Exam: "To what extent did the American Revolution fundamentally change
American society?"
● Students will compose a set of six footnotes identifying Enlightenment ideas and diplomatic strategies in the Declaration of Independence. They will also summarize the assumption of thirteen independent States found in the document. (ID1)(WOR2)
● Students will compare and contrast the Articles of Confederation with the Constitution using a Comparison Chart.
● Using SOAPStone, students will analyze the following primary sources: Image: Paul Revere's version of the Boston Massacre
Image: John Trumbull: The Battle of Bunker Hill
Document: John Andres to William Barrell: Letter Regarding the Boston Tea
Party
Document: The Declaration of Independence Document: James Madison Defends the Constitution Document: George Alsop: The Importance of Tobacco
Unit IV
Period 4: 18001848
Text Readings: Liberty, Equality, Power Chapters 9,10,11,12
Audio Visuals: A Biography of America, Episodes 6,7,8, and 9: Westward Expansion, The Rise of Capitalism, The Reform Impulse, and Slavery
Historical Scholarship Analysis:
A Different Mirror
Students will analyze Takaki's argument and evaluate his thesis, evidence, and reasoning. Students will then write a FRQ with a thesis responding to Takaki's analysis of the abolitionist movement focusing on the article and the student responses.
Eyewitness to America
Students will analyze the articles and respond to them in an essay. Students will participate in a group discussion focusing on the articles and their responses.
Student Activities:
● Students will map how different social groups were affected by the Louisiana Purchase before 1860 by using region, race, and class as their tools of analysis. (PEO3)(WOR5)(ENV3)(ENV4)
● Students will examine the presidency and ideology of Thomas Jefferson by completing a President Profile Chart. The students will also examine the goals and accomplishments of Alexander Hamilton by completing an Impact of the Individual Chart. These assignments are designed to help students understand the range of political ideas that led to formation of political parties in the early Republic. (ID1)(WXT2)(WXT6)(POL2)(POL5)(CUL4)
● Students do the 2005 AP U.S. History DBQ on Republican Motherhood and the Cult of
Domesticity. (CUL2)
● Students will interpret the evolving historiography of the Trail of Tears presented in
Takaki. (PEO4)(PEO5)(CUL5)
● Students will analyze the goals and accomplishments of Frederick Douglass by completing an Impact of the Individual Chart. (POL3)(CUL5)
● Students will be divided into groups to do presentations on Temperance, Abolition, Women's Suffrage, and Workers' Rights. Each presentation will include a poster created in the style of the era and an analysis of primary sources related to the topic. (POL3)(CUL5)
● Students will research and write an epitaph for Richard Allen.
● Students will compose a poem or song reflecting the ideals and goals of the Seneca
Falls Convention.
● Students will analyze the following quantitative charts: Graph: American Export Trade: 17901815
Graph: Distribution of Slave Labor (1850) Table: Wealth in Boston: 16871848
● Using SOAPStone, students will analyze the following primary sources: Document: Memoirs of a Monticello Slave (1847)
Document: The Harbinger: The Female Workers of Lowell (WXT5)
Unit V
Period 5: 18441877
Text Readings: Liberty, Equality, Power Chapters 13,14,15,16,17
Audio Visuals: A Biography of America, Episodes 10,11, and 12: The Coming of the Civil War, The Civil War, and Reconstruction.
Student Activities:
● The students interpret the changing historiography of the start of the Mexican War as presented in Chapter 8 of Howard Zinn's A People's History of the United States. They will also research the effect of the war on the lives of Spanish Americans. (ID6)(PEO3)(WOR5)(WOR6)(ENV4)
● Using SOAPStone, students will analyze the following documents and images: Document: Across the Plains with Catherine Sager Pringle
Document: A White Southerner Speaks Out Against Slavery Document: George Fitzhugh: The Blessings of Slavery Document: Abraham Lincoln: A House Divided
Document: Mary Boykin Chesnut: A Confederate Lady's Diary
Document: A poster advertising Uncle Tom's Cabin
Image: A handbill warning against slave catchers
● Students will analyze a map of the Election of 1860 and develop a thesis statement summarizing the significance of the election results. (ID5)(PEO5)(POL3)(POL5)(POL6)
● The students will present the South's main arguments to justify secession. (ID5)(PEO5)(POL3)(POL5)(POL6)(ENV3)
● Students will research and then evaluate the thesis that the American Civil War was a total war impacting those on the home front, abroad, as well as those on the battlefield. Your essay must assess the impact of the war on all three areas by focusing on U.S. regional economies and U.S. and Confederate relations with Britain and France. (CR12) Taken directly from AP sample syllabus 1071806v1
● Students will analyze the presidency of Abraham Lincoln by completing a President
Profile Chart.
● To gain insight into the world history perspective on U.S. history, students will analyze accounts of Commodore Perry' Expedition to Japan from two AP World History textbooks and compare the account with that in Liberty, Equality, Power. (WOR3)
Concludes the First Semester
First Semester Exam
Working in groups of three, students will review for the first semester exam by analyzing and evaluating models of periodization of U.S. history by comparing the model of periodization in the AP U.S. History curriculum framework with the periodization in the class textbook, Liberty, Equality, Power, George Takaki’s A Different Mirror, and Howard Zinn's A People's History of
the United States. They will construct their own periodization based on their evaluations.
The First Semester Exam is the DBQ from the 2005 AP U.S. History Exam. It is a formative assessment because it is scaffolded. Additional directions are provided, and the students may use notes. Students will be provided with some of the historical information given to the 2005
AP U.S. History Exam Readers.
Unit VI
Period 6: 18651898
Text Readings: Liberty, Equality, Power Chapters 18,19,20
Howard Zinn's A People's History of the United States
Audio Visuals: A Biography of America, Episodes 13,14,15,16, and 17: America at the
Centennial, Industrial Supremacy, The New City, The West, and Capital and Labor
Historical Scholarship Analysis:
A Different Mirror
Students will analyze Takaki's argument, evaluate his thesis, evidence and reasoning, and respond to these in an essay. Students will participate in a seminar focusing on the article and the student responses.
Eyewitness to America
Student Activities:
● Students will compare and contrast the competing interests of labor and capital by completing a Competing Interests Chart. (WXT5)(WXT6)(WXT7)
● Students will evaluate the effectiveness of the Knights of Labor and the Grange in achieving their goals. (WXT7)
● Students will analyze a map: Major Indian battles and Indian reservations (18601900) and compose a thesis paragraph analyzing the effects of westward expansion on Native American peoples. (ID6)
● Students will analyze Elizabeth Cady Stanton's role in U.S. history by completing an
Impact of the Individual Chart. (POL3)
● Using SOAPStone, students will analyze the following primary soures: Document: Horace Greeley: An Overland Journey (1860) Document: Tragedy at Wounded Knee (1890)
Document: The Gilded Age (1880) (CUL3)
Image: Puck Magazine: Cartoon of Standard Oil Monopoly
Students will analyze the following quantitative visual: Table: Hand v. Machine labor on the Farm (c.a. 1880)
Unit VII
Period 7: 18901945
Text Readings: Liberty, Equality, Power Chapters 21,22,23,24,25,26
Howard Zinn's A People's History of the United States
Audio Visuals: A Biography of America, Episodes 18,19,20,21,22: T.R. and Wilson, A Vital
Progressivism, The Twenties, F.D.R. and the Depression, and World War II.
Student Activities:
● Students will write an essay comparing and contrasting progressive era reform with the antebellum reform movements. (WXT7)(WXT8)(PEO6)(CUL6)
● Students will take notes on the Russian Revolution and its significance for the 1920s and the 1930s in reference to U.S. domestic and foreign policies.
● Students will analyze Theodore Roosevelt by completing a presidential profile chart (Roosevelt's role in the Spanish American War and the development of National Parks will be emphasized). (POL6)(ENV5)
● Students will analyze the role of Father Charles Coughlin in national politics by completing an Impact of the Individual Chart. (WXT6)(WXT7)(POL4)(CUL5)
● Students, working in groups, will present the goals and accomplishments of New Deal programs. Students will interview two adults about the role of Social Security and FDIC then trace the history of these programs to the present and comment on how those programs reflect the nature of the U.S. semiwelfare state. (WXT8)(CUL6)
● Students, working in groups, will make presentations on the impact of radio, motion pictures and automobiles, as well as the increased availability of home appliances, on the changing role of women. (ID7)(CUL6)(CUL7)
● Students will examine the American home front during World War II by analyzing "The
War Machines," a selection from David M. Kennedy's Freedom from Fear.
● Students will interpret the changing historiography of Japanese internment as presented in Takaki? (POL6)
● Using SOAPStone, students will analyze the following primary sources: Document: Lincoln Steffens: From "The Shame of the Cities" (1904) Document: Newton B. Baker: The Treatment of German Americans Document: Eugene Kennedy: A Doughboy Describes the Fighting Front Document: Father Charles E. Coughlin: A Third Party (1936)
Document: Franklin D. Roosevelt: The Four Freedoms (1941)
● Students will analyze the following quantitative table:
The Great Migration: Black Population Growth in Selected Northern Cities
(191020) (PEO6)
● Using SOAPStone, students will analyze the following primary sources: Image: 1918 Liberty Loan poster: Halt the Hun
Image: Ford Automobile Advertisement
Image: Vacuum Cleaner Advertisement
Image: Recruiting Poster for the Civilian Conservation Corps
● Students will analyze the following map: Immigration to the United States 190120 (PEO6)
Unit VIII
Period 8: 19451980
Text Readings: Liberty, Equality, Power Chapters 27,28,29
Takaki’s A Different Mirror
Audio Visuals: A Biography of America, Episode 23, and Episode 24: The Fifties, and The
Sixties.
Student Activities:
● Students will examine Takaki's interpretation of the origins of the Cold War. They will answer the question, "Did the Cold War begin after the Russian Revolution of WWII?" Justify your answer. (POL6)(WOR7)(CUL5)
● Students will analyze the purpose and effectiveness of "Duck and Cover Drills'"
● Students, working in groups, will do a presentation on one of the pioneers of 1950's Rock and Roll that will include two songs by the artist and historical analysis. (ID7)(CUL6)(CUL7)
● Students will compare and contrast the Korean War and Vietnam Wars by completing a conflict comparison chart. (POL6)(WOR7)(CUL6)
● Students will compare and contrast public criticism of the Vietnam War with criticism of the war efforts in WWI and WWII. Drawing on Young Americans for Freedom, SDS, folk music, and NY Times editorials, write an essay that argues which of the sources best represented U.S. values. (POL6)(WOR7)(CUL6)
● Students will research and debate the following: "There was a fundamental contradiction between Lyndon Johnson's efforts to stop Communism abroad and renew America through the Great Society." (POL6)(WOR7)
● Students will write an essay comparing the Civil Rights movements of the 1950s and 60s with the Civil Rights movements of the Progressive Era, focusing on the southern, northern, and western regions of the U.S. (ID8)
● Students will analyze the Presidency of Richard Nixon by completing a President Profile
Chart.
● Students will compose poems expressing the changes brought about by the energy crisis and inflation of the 1970s. (ENV5)
● Students will analyze the following maps: Divided Europe, Southeast Asian War, Election of 1980.
● Using SOAPSTone, students will analyze the following documents and images:
○ Harry S. Truman: The Truman Doctrine; John F. Kennedy’s inaugural address
(1961); and Donald Wheeldin, “The Situation in Watts Today” (1967)
○ Photograph of Nixon Bidding Farewell (1974)
○ Comic Book Cover: This is Tomorrow
○ Photography: Aerial View of 1950s Track Housing
○ Students will analyze the following graphs: U.S. Military Forces in Vietnam and
Casualties (196181)
● Students will write response papers to images of the paintings and prints made by Andy Warhol and Richard Diebenkorn and comment on how these works remain relevant to universal truths todayor not.
Unit IX
Period 9: 1980Present
Text Readings: Liberty: Equality: Power Chapters 30, 31, 32
Audio Visuals: A Biography of America, Episodes 25 and 26: Contemporary History, and The
Redemptive Imagination.
Student Activities:
● Students will analyze the international and domestic effects of the Iranian Hostage Crisis by creating and completing an effects graphic organizer. (POL6)(WOR8)
● Working in groups, the students will research and do a class presentation showing at least two causes and two effects of the end of the Cold War. (WOR8)(POL6)
● Students will create an advertisement presenting the philosophy and objectives of Focus on the Family. (ID7)(CUL5)
● Students will analyze the Presidency of Ronald Reagan by completing a president profile chart.
● Students will complete a compare and contrast chart of 1980s conservative and New
Deal philosophies on the role of government. (WXT8)
● Students will summarize the arms reduction agreements initiated by Ronald Reagan and
Mikhail Gorbachev. (POL6)
● Students will complete a compare and contrast chart on Cold War and post9/11 national security policies. (WOR8)
● Using SOAPSTone, students will analyze the following document and evaluate the extent to which President Reagan met his goals: Ronald Reagan: First Inaugural Address (1981).
● Students working in pairs will research topics from 1980present and formulate interview questions. These questions will be critiqued by the teacher and will be used as the basis for interviews with four adults. Each group will do a class presentation of its findings.
● Students will compare the domestic and foreign policies of the Clinton, Bush Jr., and
Obama administrations in a FRQ essay.
● Students will examine different musical genres, from punk and rap to country western, and see how music from these genres comments on larger political and cultural trends.
AP Exam Review Period
The second semester concludes with a period of review for the Advanced Placement U.S. History Exam. Students will then take a practice exam.
Post AP Exam Period
Following the AP Exam, the course concludes with a review for the Georgia Milestones Exam in
United States History,
Social Studies Dept. PCHS
Advanced Placement U.S. History
Advanced Placement U.S. History is a college level survey course of U.S. History from the PreColumbian period to the present.
Classroom Rules: 1. Come to class everyday on time and be prepared. 2. Do not talk out-of-turn or be disruptive-disruptive behavior of ANY sort will not be tolerated. 3. No cell phones, MP3s, ipods, etc. without teacher approval. All such equipment will be taken up and school board policy followed. 4. Always pay full attention in class and treat teachers and other students with respect. 5. If you cannot keep your head off your desk (i.e. awake, alert, etc.) and pay attention during class, you do not need to enter the classroom. Pickens County board policy will be followed on all infractions.
Class time: Students will not be allowed to leave the classroom except when absolutely necessary. These events should be very few and far between. Bathroom breaks, visits to counselors, and the like should be taken care of BEFORE or AFTER class.
Make-Up work: It is the individual student’s responsibility to get, complete, and turn in all missed work. Please see the school board policy for further details.
Themes
While the course follows a narrative structure supported by the textbook and audiovisual materials, the following seven themes described in the AP U.S. History Course and Exam Description are woven throughout each unit of study:
1. Identity (ID)
2. Work, Exchange, and Technology (WXT)
3. Peopling (PEO)
4. Politics and Power (POL)
5. America in the World (WOR)
6. Environment and Geography (ENV)
7. Ideas, Beliefs, and Culture (CUL)
Historical Thinking Skills
These skills reflect the tasks of professional historians. While learning to master these tasks, AP U.S. History students act as "apprentice historians."
Chronological Reasoning
● Historical Causation
● Patterns of Continuity and Change Over Time
● Periodization
Comparison and Contextualization
● Comparison
● Contextualization
Crafting Historical Arguments from Historical Evidence
● Historical Argumentation
● Appropriate Use of Historical Evidence
Historical Interpretation and Synthesis
● Interpretation
● Synthesis
Readings
The main text Liberty, Equality, Power provides students with a basic overview of the evolving American experience. The text is supplemented by a diverse selection of primary and secondary sources. Using secondary works from Portrait of America, students will analyze essays by prominent historians. Throughout the year, students will be asked to write essays that are designed to develop skills in argumentation and the use of evidence and interpretation.
Textbook
Murrin, John M., et al. 2005. Liberty, Equality, Power: A History of the American People, 4th
Edition. United States: Thomson/Wadsworth.
Secondary Sources:
Colbert, D. 1998. Eyewitness to America. New York: Vintage Books.
Newman, J. J. & Schmalbach, J. M. 2015. United States History: Preparing for the advanced placement examination. Des Moines, IA: Amsco Publications, Inc.
Takaki, George. 2008. A Different Mirror: A history of multicultural America. New York: Back
Bay Books/Little, Brown and Company.
Zinn, Howard. 2005. A People's History of the United States. New York: Harper Perennial
Modern Classic.
AudioVisual Aids:
A Biography of America. Annenberg Media: Produced by Oregon Public Broadcasting:
http://www.learner.org/biographyofamerica/
Grading
● Grades will be calculated by points, Daily Grades 60%, Test Grades 40%.
● Student progress will be evaluated, on a unit basis, through homework, writing assignments, projects, quizzes, and tests.
● Students will complete a Key Terms Packet for each chapter of the textbook.
● Students will analyze diverse primary and secondary sources.
● There will be formal writing assignments based on the essay formats required for the AP U.S. History Exam.
● Students will be required to do group and individual projects requiring presentations.
● Homework will be announced and posted on the board.
● Students must have a 3ring binder filled with loose leaf paper. All homework, handouts, Key Term Packets, and other course material must be kept in student binders.
Academic Integrity: In an attempt to ensure that each student completes his/her own work with academic integrity, PHS has adopted a plagiarism policy:
- Students that have plagiarized any portion of their written work shall receive a grade of 1%. For the first offense a student may rewrite the assignment for a maximum grade of 70%.
- Each offense after the first, the student receives a grade of 1% with no opportunity to rewrite the assignment.
Plagiarism is defined as “the practice of taking someone else’s work or ideas and passing them off as one’s own.” Borrowing someone’s else’s work can include another student’s work, published material such as books or magazines, and/or cutting and pasting direct words from the internet. Ask your instructor if you are unsure if your actions are in violation of the nature of this rule.
Final Exam Policy- Since this course requires that each student take the Georgia Milestones EOC, there will be no exam exemption, and it will count for 20% of the student’s final average for the course.
Unit I
Period 1: 14911607
Text Readings: Liberty, Equality, Power Chapters 1,2
Audio Visuals: A Biography of America, Episode 1: New World Encounters
Historical Scholarship Analysis:
A Different Mirror
Eyewitness to America
Student's will analyze Takaki's argument, evaluate his thesis, evidence, reasoning, and respond to these in an essay focusing on the demographic and economic changes among Native American populations as a result of European colonization. Students will participate in a group discussion focusing on the article and individual responses. (WXT1)(WXT4)(POL1)(WOR1)(CUL1)
Student Activities:
● Students will map the Paleolithic Migration Routes from Asia to America. (PEO1)(ENV2)
● Students will complete a Society Comparison Chart analyzing similarities and differences between the Pueblo, Great Lakes, and Iroquois societies. The chart includes a section on the relationship between physical geography and societal development. (PEO1)(ENV2)
● After receiving primary source analysis instruction using SOAPStone (Subject, Occasion, Author, Speaker, Tone), the students will analyze the following primary source: Christopher Columbus: Letter to Ferdinand and Isabella of Spain. (CUL1)
● Students will complete a Columbian Exchange Chart and participate in an Inner Outer Circle Seminar on the Columbian Exchange. The chart includes the exchange of plants, animals, diseases and human migrations with a special focus on smallpox, corn, sugar, slaves, horses, and religion. (PEO4)(POL1)(ENV1) (CR12) Taken directly from AP Syllabus 1071806v1
● After reading the works of Bartolome de Las Casas, students using the analytical tool SOAPStone will complete an Impact of the Individual Chart to analyze his goals and accomplishments. (PEO4)(WXT1)(POL1)(CUL4)
● The students will complete a Documentary Analysis Chart for each episode of A Biography of America.
Unit II
Period 2: 16071754
Text Readings: Liberty, Equality, Power Chapters 3,4,5
Audio Visuals: A Biography of America, Episodes 2 and 3: English Settlement and Growth and
Empire
Historical Scholarship Analysis:
A Different Mirror
Students will analyze Takaki's argument, evaluate his thesis, evidence, and reasoning, and respond to these in an essay. Students will participate in a group discussion focusing on the article and their responses.
Student Activities:
● Students will analyze Spanish, French, and English empire building by completing an Empire Comparison Chart. During this process they will analyze a population and economic activity map of all three empires. (ID1)(WXT1)(PEO1)(POL1)(WOR1)(ENV2)(CUL1)
● Students will map the Triangular Trade. (ID6)(WXT1)(WXT2)(PEO1)
● Students will use their Columbian Exchange Charts, Map of Triangular Trade, and Takaki's article on slavery as the basis of a group discussion on the validity of studying the American colonies as part of the Atlantic World.
● Following AP Free Response Essay instructions, students will write an essay from the
2008 AP U.S. History exam: Early encounters between American Indians and European colonists led to a variety of relationships among different cultures. Students will write an essay that examines how the actions taken by BOTH American Indians and European colonists shaped those relationships in TWO of the following regions. Confine your answer to the 1600s and be sure to develop your thesis. (ID4)(PEO4)(POL1)
1. New England
2. Chesapeake
3. Spanish Southwest
4. New York and New France
● Students will compose a DBQ essay, including a thesis statement, on the culture and politics of the Puritans from the 2010 AP U.S. History Exam.
● Students will compare and contrast the Enlightenment and the Great Awakening by completing, and then discussing, an Idea Comparison Chart. (ID1)(WOR2)(CUL4)
Unit III
Period 3: 17541800
Text Readings: Liberty, Equality, Power Chapters 6,7,8
Audio Visuals: A Biography of America, Episodes 4 and 5: The Coming of Independence and
A New System of Government
Historical Scholarship Analysis:
A Different Mirror
Students will analyze Takaki's argument, evaluate his thesis, evidence and reasoning, and respond to these in an essay. Students will participate in a group discussion focusing on the article and the student responses.
Student Activities:
● Students will analyze Pontiac's Rebellion by completing a Conflict Analysis Chart. (PEO4)(POL1)
● Students will analyze primary sources from John Locke and Adam Smith to discover the influence of both authors in mainstream American political and economic values. (WXT1)(WXT2)(WXT6)(WOR2)(CUL4)
● Students will evaluate the term "ScotsIrish" and relate it to the overall concept of ethnic identity. (ID4)
● Students will evaluate the texts characterization of Benjamin Franklin as the embodiment of Enlightenment thought. (ID1)(WXT2)(WOR2)(CUL4)
● Students will write an essay with a thesis statement for the DBQ from the 2005 AP U.S.
History Exam: "To what extent did the American Revolution fundamentally change
American society?"
● Students will compose a set of six footnotes identifying Enlightenment ideas and diplomatic strategies in the Declaration of Independence. They will also summarize the assumption of thirteen independent States found in the document. (ID1)(WOR2)
● Students will compare and contrast the Articles of Confederation with the Constitution using a Comparison Chart.
● Using SOAPStone, students will analyze the following primary sources: Image: Paul Revere's version of the Boston Massacre
Image: John Trumbull: The Battle of Bunker Hill
Document: John Andres to William Barrell: Letter Regarding the Boston Tea
Party
Document: The Declaration of Independence Document: James Madison Defends the Constitution Document: George Alsop: The Importance of Tobacco
Unit IV
Period 4: 18001848
Text Readings: Liberty, Equality, Power Chapters 9,10,11,12
Audio Visuals: A Biography of America, Episodes 6,7,8, and 9: Westward Expansion, The Rise of Capitalism, The Reform Impulse, and Slavery
Historical Scholarship Analysis:
A Different Mirror
Students will analyze Takaki's argument and evaluate his thesis, evidence, and reasoning. Students will then write a FRQ with a thesis responding to Takaki's analysis of the abolitionist movement focusing on the article and the student responses.
Eyewitness to America
Students will analyze the articles and respond to them in an essay. Students will participate in a group discussion focusing on the articles and their responses.
Student Activities:
● Students will map how different social groups were affected by the Louisiana Purchase before 1860 by using region, race, and class as their tools of analysis. (PEO3)(WOR5)(ENV3)(ENV4)
● Students will examine the presidency and ideology of Thomas Jefferson by completing a President Profile Chart. The students will also examine the goals and accomplishments of Alexander Hamilton by completing an Impact of the Individual Chart. These assignments are designed to help students understand the range of political ideas that led to formation of political parties in the early Republic. (ID1)(WXT2)(WXT6)(POL2)(POL5)(CUL4)
● Students do the 2005 AP U.S. History DBQ on Republican Motherhood and the Cult of
Domesticity. (CUL2)
● Students will interpret the evolving historiography of the Trail of Tears presented in
Takaki. (PEO4)(PEO5)(CUL5)
● Students will analyze the goals and accomplishments of Frederick Douglass by completing an Impact of the Individual Chart. (POL3)(CUL5)
● Students will be divided into groups to do presentations on Temperance, Abolition, Women's Suffrage, and Workers' Rights. Each presentation will include a poster created in the style of the era and an analysis of primary sources related to the topic. (POL3)(CUL5)
● Students will research and write an epitaph for Richard Allen.
● Students will compose a poem or song reflecting the ideals and goals of the Seneca
Falls Convention.
● Students will analyze the following quantitative charts: Graph: American Export Trade: 17901815
Graph: Distribution of Slave Labor (1850) Table: Wealth in Boston: 16871848
● Using SOAPStone, students will analyze the following primary sources: Document: Memoirs of a Monticello Slave (1847)
Document: The Harbinger: The Female Workers of Lowell (WXT5)
Unit V
Period 5: 18441877
Text Readings: Liberty, Equality, Power Chapters 13,14,15,16,17
Audio Visuals: A Biography of America, Episodes 10,11, and 12: The Coming of the Civil War, The Civil War, and Reconstruction.
Student Activities:
● The students interpret the changing historiography of the start of the Mexican War as presented in Chapter 8 of Howard Zinn's A People's History of the United States. They will also research the effect of the war on the lives of Spanish Americans. (ID6)(PEO3)(WOR5)(WOR6)(ENV4)
● Using SOAPStone, students will analyze the following documents and images: Document: Across the Plains with Catherine Sager Pringle
Document: A White Southerner Speaks Out Against Slavery Document: George Fitzhugh: The Blessings of Slavery Document: Abraham Lincoln: A House Divided
Document: Mary Boykin Chesnut: A Confederate Lady's Diary
Document: A poster advertising Uncle Tom's Cabin
Image: A handbill warning against slave catchers
● Students will analyze a map of the Election of 1860 and develop a thesis statement summarizing the significance of the election results. (ID5)(PEO5)(POL3)(POL5)(POL6)
● The students will present the South's main arguments to justify secession. (ID5)(PEO5)(POL3)(POL5)(POL6)(ENV3)
● Students will research and then evaluate the thesis that the American Civil War was a total war impacting those on the home front, abroad, as well as those on the battlefield. Your essay must assess the impact of the war on all three areas by focusing on U.S. regional economies and U.S. and Confederate relations with Britain and France. (CR12) Taken directly from AP sample syllabus 1071806v1
● Students will analyze the presidency of Abraham Lincoln by completing a President
Profile Chart.
● To gain insight into the world history perspective on U.S. history, students will analyze accounts of Commodore Perry' Expedition to Japan from two AP World History textbooks and compare the account with that in Liberty, Equality, Power. (WOR3)
Concludes the First Semester
First Semester Exam
Working in groups of three, students will review for the first semester exam by analyzing and evaluating models of periodization of U.S. history by comparing the model of periodization in the AP U.S. History curriculum framework with the periodization in the class textbook, Liberty, Equality, Power, George Takaki’s A Different Mirror, and Howard Zinn's A People's History of
the United States. They will construct their own periodization based on their evaluations.
The First Semester Exam is the DBQ from the 2005 AP U.S. History Exam. It is a formative assessment because it is scaffolded. Additional directions are provided, and the students may use notes. Students will be provided with some of the historical information given to the 2005
AP U.S. History Exam Readers.
Unit VI
Period 6: 18651898
Text Readings: Liberty, Equality, Power Chapters 18,19,20
Howard Zinn's A People's History of the United States
Audio Visuals: A Biography of America, Episodes 13,14,15,16, and 17: America at the
Centennial, Industrial Supremacy, The New City, The West, and Capital and Labor
Historical Scholarship Analysis:
A Different Mirror
Students will analyze Takaki's argument, evaluate his thesis, evidence and reasoning, and respond to these in an essay. Students will participate in a seminar focusing on the article and the student responses.
Eyewitness to America
Student Activities:
● Students will compare and contrast the competing interests of labor and capital by completing a Competing Interests Chart. (WXT5)(WXT6)(WXT7)
● Students will evaluate the effectiveness of the Knights of Labor and the Grange in achieving their goals. (WXT7)
● Students will analyze a map: Major Indian battles and Indian reservations (18601900) and compose a thesis paragraph analyzing the effects of westward expansion on Native American peoples. (ID6)
● Students will analyze Elizabeth Cady Stanton's role in U.S. history by completing an
Impact of the Individual Chart. (POL3)
● Using SOAPStone, students will analyze the following primary soures: Document: Horace Greeley: An Overland Journey (1860) Document: Tragedy at Wounded Knee (1890)
Document: The Gilded Age (1880) (CUL3)
Image: Puck Magazine: Cartoon of Standard Oil Monopoly
Students will analyze the following quantitative visual: Table: Hand v. Machine labor on the Farm (c.a. 1880)
Unit VII
Period 7: 18901945
Text Readings: Liberty, Equality, Power Chapters 21,22,23,24,25,26
Howard Zinn's A People's History of the United States
Audio Visuals: A Biography of America, Episodes 18,19,20,21,22: T.R. and Wilson, A Vital
Progressivism, The Twenties, F.D.R. and the Depression, and World War II.
Student Activities:
● Students will write an essay comparing and contrasting progressive era reform with the antebellum reform movements. (WXT7)(WXT8)(PEO6)(CUL6)
● Students will take notes on the Russian Revolution and its significance for the 1920s and the 1930s in reference to U.S. domestic and foreign policies.
● Students will analyze Theodore Roosevelt by completing a presidential profile chart (Roosevelt's role in the Spanish American War and the development of National Parks will be emphasized). (POL6)(ENV5)
● Students will analyze the role of Father Charles Coughlin in national politics by completing an Impact of the Individual Chart. (WXT6)(WXT7)(POL4)(CUL5)
● Students, working in groups, will present the goals and accomplishments of New Deal programs. Students will interview two adults about the role of Social Security and FDIC then trace the history of these programs to the present and comment on how those programs reflect the nature of the U.S. semiwelfare state. (WXT8)(CUL6)
● Students, working in groups, will make presentations on the impact of radio, motion pictures and automobiles, as well as the increased availability of home appliances, on the changing role of women. (ID7)(CUL6)(CUL7)
● Students will examine the American home front during World War II by analyzing "The
War Machines," a selection from David M. Kennedy's Freedom from Fear.
● Students will interpret the changing historiography of Japanese internment as presented in Takaki? (POL6)
● Using SOAPStone, students will analyze the following primary sources: Document: Lincoln Steffens: From "The Shame of the Cities" (1904) Document: Newton B. Baker: The Treatment of German Americans Document: Eugene Kennedy: A Doughboy Describes the Fighting Front Document: Father Charles E. Coughlin: A Third Party (1936)
Document: Franklin D. Roosevelt: The Four Freedoms (1941)
● Students will analyze the following quantitative table:
The Great Migration: Black Population Growth in Selected Northern Cities
(191020) (PEO6)
● Using SOAPStone, students will analyze the following primary sources: Image: 1918 Liberty Loan poster: Halt the Hun
Image: Ford Automobile Advertisement
Image: Vacuum Cleaner Advertisement
Image: Recruiting Poster for the Civilian Conservation Corps
● Students will analyze the following map: Immigration to the United States 190120 (PEO6)
Unit VIII
Period 8: 19451980
Text Readings: Liberty, Equality, Power Chapters 27,28,29
Takaki’s A Different Mirror
Audio Visuals: A Biography of America, Episode 23, and Episode 24: The Fifties, and The
Sixties.
Student Activities:
● Students will examine Takaki's interpretation of the origins of the Cold War. They will answer the question, "Did the Cold War begin after the Russian Revolution of WWII?" Justify your answer. (POL6)(WOR7)(CUL5)
● Students will analyze the purpose and effectiveness of "Duck and Cover Drills'"
● Students, working in groups, will do a presentation on one of the pioneers of 1950's Rock and Roll that will include two songs by the artist and historical analysis. (ID7)(CUL6)(CUL7)
● Students will compare and contrast the Korean War and Vietnam Wars by completing a conflict comparison chart. (POL6)(WOR7)(CUL6)
● Students will compare and contrast public criticism of the Vietnam War with criticism of the war efforts in WWI and WWII. Drawing on Young Americans for Freedom, SDS, folk music, and NY Times editorials, write an essay that argues which of the sources best represented U.S. values. (POL6)(WOR7)(CUL6)
● Students will research and debate the following: "There was a fundamental contradiction between Lyndon Johnson's efforts to stop Communism abroad and renew America through the Great Society." (POL6)(WOR7)
● Students will write an essay comparing the Civil Rights movements of the 1950s and 60s with the Civil Rights movements of the Progressive Era, focusing on the southern, northern, and western regions of the U.S. (ID8)
● Students will analyze the Presidency of Richard Nixon by completing a President Profile
Chart.
● Students will compose poems expressing the changes brought about by the energy crisis and inflation of the 1970s. (ENV5)
● Students will analyze the following maps: Divided Europe, Southeast Asian War, Election of 1980.
● Using SOAPSTone, students will analyze the following documents and images:
○ Harry S. Truman: The Truman Doctrine; John F. Kennedy’s inaugural address
(1961); and Donald Wheeldin, “The Situation in Watts Today” (1967)
○ Photograph of Nixon Bidding Farewell (1974)
○ Comic Book Cover: This is Tomorrow
○ Photography: Aerial View of 1950s Track Housing
○ Students will analyze the following graphs: U.S. Military Forces in Vietnam and
Casualties (196181)
● Students will write response papers to images of the paintings and prints made by Andy Warhol and Richard Diebenkorn and comment on how these works remain relevant to universal truths todayor not.
Unit IX
Period 9: 1980Present
Text Readings: Liberty: Equality: Power Chapters 30, 31, 32
Audio Visuals: A Biography of America, Episodes 25 and 26: Contemporary History, and The
Redemptive Imagination.
Student Activities:
● Students will analyze the international and domestic effects of the Iranian Hostage Crisis by creating and completing an effects graphic organizer. (POL6)(WOR8)
● Working in groups, the students will research and do a class presentation showing at least two causes and two effects of the end of the Cold War. (WOR8)(POL6)
● Students will create an advertisement presenting the philosophy and objectives of Focus on the Family. (ID7)(CUL5)
● Students will analyze the Presidency of Ronald Reagan by completing a president profile chart.
● Students will complete a compare and contrast chart of 1980s conservative and New
Deal philosophies on the role of government. (WXT8)
● Students will summarize the arms reduction agreements initiated by Ronald Reagan and
Mikhail Gorbachev. (POL6)
● Students will complete a compare and contrast chart on Cold War and post9/11 national security policies. (WOR8)
● Using SOAPSTone, students will analyze the following document and evaluate the extent to which President Reagan met his goals: Ronald Reagan: First Inaugural Address (1981).
● Students working in pairs will research topics from 1980present and formulate interview questions. These questions will be critiqued by the teacher and will be used as the basis for interviews with four adults. Each group will do a class presentation of its findings.
● Students will compare the domestic and foreign policies of the Clinton, Bush Jr., and
Obama administrations in a FRQ essay.
● Students will examine different musical genres, from punk and rap to country western, and see how music from these genres comments on larger political and cultural trends.
AP Exam Review Period
The second semester concludes with a period of review for the Advanced Placement U.S. History Exam. Students will then take a practice exam.
Post AP Exam Period
Following the AP Exam, the course concludes with a review for the Georgia Milestones Exam in
United States History,
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