Advanced Placement United States History
We have a place, all of us, in a long story; a story we continue, but whose end we will not see. It is the story of a new world that became a friend and liberator of the old. The story of a slave-holding society that became a servant of freedom. The story of a power that went into the world to protect, but not possess; to defend, but not to conquer. It is the American story, a story of flawed and fallible people united across the generations by grand and enduring ideals.
- George Walker Bush, Forty third President of the United States
I. Instructor Information: Dr. Larry E. Gates, Jr.
School Email: email@example.com.
Home Email: firstname.lastname@example.org
School Telephone: 546-8516 Ext. 2125
Home Telephone: 365-8823
Students and parents should feel free to contact me at any time to discuss any concerns that may arise.
III. Text: Henretta, James A., et.al. America's History, Fifth Edition
III. . Course Objectives: Advanced Placement United States History is taught in anticipation of the fact that, by the end of the course, students will be able to:
· Demonstrate a working mastery of the facts and issues of United States history from pre-Columbian history through modern times.
· Complete a series of readings which should deepen the student’s understanding of the issues presented in the historical record.
· Be prepared to discuss either orally or in writing the various issues presented by the historical record.
· ·Demonstrate mastery of historical writing, including, but not limited to the ability to write historical essays. (Historical writing involves the ability to analyze and interpret primary sources, including documentary material, maps, statistical tables, pictorial and graphic evidence of historical events, etc. and explain the impact of the event on history, as evidenced by the documents. The student must be able to state a thesis and support the thesis with evidence from the historical record. Mere memorization of historical events is insufficient.)
· ·Express an opinion based on issues presented by the historical record and effectively defend that opinion.
· Incorporate documents from the historical record in a historical essay and effectively argue why the documents do or do not support the thesis of the essay.
· Demonstrate sufficient knowledge and writing ability to achieve a passing score on the APUSH examination. It is anticipated that all students will sit for the examination.
IV. Teaching Methods: Students of Advanced Placement U.S. History are presumed to be capable of a learning experience taught on the college level; for that reason, the course will be taught according to appropriate collegiate methodology. Lecture will rarely, if ever be used for instruction. When this method is employed, a brief lesson outline will be displayed on an overhead transparency. Liberal use will be made of historical documents for in-class discussion. For most lessons, liberal use will also be made of Socratic dialogue to enable students to discover the significance of important issues by themselves. Students will be encouraged to volunteer comments and contribute to the discussion in class.
In addition to lecture and questioning, the following techniques will be used:
Reading Quizzes: Students will be quizzed on assigned readings ensure that reading has been completed, and that the student has a working knowledge of the material to be discussed. Quizzes will consist of ten to fifteen questions. Students may expect Reading Quizzes for all assigned readings, including those from the text.
Free writing Exercises: Students will be given 5-8 minutes to write continuously on an issue discussed in class. Written exercises will not be graded, but students will be expected to share their writings in class which will be a part of the student’s class participation grade.
Silent Graffiti: a select number of students will write key concepts of the lesson on the board, which will be used for class discussion. Students who do not participate immediately may add additional thoughts to those written on the board, again to be used for class discussion.
Oral Essay: The class will be divided into groups, not more than five people to each group. Groups will be assigned a topic by means of a “grab bag,” and will develop a thesis statement, and supporting evidence which will be shared orally with the class.
Any of these techniques may be modified or abandoned and new techniques developed as circumstances warrant.
V. Term Paper: Currently, no term paper is anticipated. The course load is sufficiently demanding without a research project. However, I reserve the right to require a paper if I deem it sufficiently important.
VI. Course Website: Instructors notes, study guides, and web links as well as reading assignments for the course will periodically be posted on the Class Website located at www.historydoctor.net. Each student will have access to the site. No password is necessary. If sufficient interest is demonstrated, a chat room will be set up for after-hours discussion of historical issues, essay topics, etc. Participation in the chat room is encouraged, but is not mandatory. Students who do not have convenient access to the Worldwide Web will be given copies of notes and other pertinent materials posted on the website. Students with access will be expected to be familiar with all notes, assignments, and mandatory readings posted on the site.
VII. Student Assignments: Students will be assigned readings from the textbook not less than weekly in anticipation of topics to be discussed in class. Additional reading material from a variety of sources will also be provided as part of individual lessons. Students should anticipate a reading quiz each time a reading assignment is due. At the beginning of the term, quiz grades may be curved, to allow for any difficulty students encounter in interpreting college level readings; as they progress over the term, this policy will be adjusted as necessary. I anticipate that between two and three quizzes will be administered weekly.
Tests will be administered approximately every two chapters. Tests will consist of multiple-choice questions and on occasion, an essay which will require students to write a well structured historical essay. To the extent possible, multiple-choice questions from actual APUSH tests will be used to familiarize students with the question structure.
Students will also periodically be assigned essays for writing, approximately one each week. Essays will be assigned more frequently as students become comfortable with writing, and the date for the examination approaches. Every precaution will be taken that essays and tests are not scheduled too closely. A number of essays will be assigned as homework, with students normally given two to three days to complete the same. Other essays will be written in class with a time limit imposed similar to that imposed under actual testing conditions to acclimate students to writing under time constraints. Whenever possible, essays will be drawn from previous DBQ’s or Free Response Questions (FRQ’s). Examples of essay topics include the following:
· To what extent did geography influence the settlement of the northern, middle, and southern colonies?
· What were the social, political and economic effects of the French and Indian Wars on the American colonies?
· To what extent did the Civil Rights Movement of the 1960’s address the failures of Reconstruction?
· To what extent did American’s attitudes towards slavery change in the period 1767 – 1808?
A substantial portion of the essays assigned will be DBQ’s. Whenever possible, actual DBQ’s from previous APUSH Examinations will be used. All essays will be graded according to a rubric substantially in compliance with the rubric adopted for the 2004 APUSH exam. Students will not be penalized for spelling or grammatical errors on timed essays (unless the errors are egregious), but will be penalized for such errors on take-home essays. To the extent that outside readings have been assigned, students will be expected to demonstrate in their essays information obtained from such outside readings. Essays that rely entirely on information provided in class will be substantially penalized.
In addition to the readings indicated above, students will read as a class a number of books dealing with United States History. Reading assignments will be announced well in advance, and ample time provided to complete all readings. The projected reading list for the entire term is as follows:
|Zinn, Howard A People’s History of the United States|
Wood, Peter Black Majority: Negroes in Colonial South Carolina from 1670 to the Stono Rebellion
Ellis, Joseph Founding Brothers
|Stowe, Harriet Beecher: Uncle Tom’s Cabin|
|Sinclair, Upton The Jungle|
|Riis, Jacob How The Other Half Lives|
|Steinbeck, John The Grapes of Wrath|
|Bernstein, Carl, et.al. All the President’s Men|
VIII. Grading Scale: Grades will be determined as follows:
· Homework: 20%
· Reading Quizzes 30%
· Unit Tests and Essays 50%
Class Participation: All students are expected to be fully prepared and to participate actively in class discussion. Some students are more comfortable speaking publicly than others; therefore students who merely listen and are attentive will be considered to be actively participating in the lesson. All students must remain 100 per cent engaged throughout the course of the lesson. Sleeping, inattentiveness, and distractive behavior do not constitute active engagement, and any such conduct will bear heavily in my mind when grades are determined. No one is perfect, and occasional lapses are to be expected; for that reason, warnings will be given liberally before anyone is penalized. However any student who continuously or persistently fails to participate will be penalized. Students who are reading, working on assignments for other classes, or otherwise consciously disengaged will warrant immediate sanction. Please don’t insult my intelligence by telling me you can do two things at once.
IX. Due Dates: All assignments will be due at the tardy bell on the date designated. No late work will be accepted unless a student is absent on the due date and an excused absence presented on the date the student returns to class. Assignments not handed in by the tardy bell on the due date will receive a grade of zero. I reserve the right to require essays to be turned in at the beginning of the school day if circumstances warrant.
The intense level of work required in an Advanced Placement Course is such that daily attendance is essential to success. Students should take care that they are absent from class only when attendance is impossible. Students who are absent are responsible for all missed work. Those students who present an excused absence report from the school attendance office will be allowed three school days to complete missed assignments. This time may be extended for good cause shown. Students who fail to present an excused absence report will not be allowed to complete missed work and a grade of zero will be assigned. Additionally, students who fail to complete makeup work within three school days will receive a grade of zero. There will be no exceptions to this rule. Work eaten by dogs or computers is no excuse. It is the student's responsibility to complete missed work within the designated time limit. Reminders will not be given.
X. Extracurricular Activities: The very nature of Advanced Placement courses requires that students commit substantial time to completion of readings, essays, etc. Students who wish to be successful in the course and on the APUSH examination must be willing to apportion their time judiciously. There are no shortcuts. It is entirely possible, even likely, that out of class preparation time will interfere with extra curricular activities, sports, courtship, work, etc. The choice of priorities is yours; however do not expect sympathy or understanding if your grade is adversely affected..
XI. The Advanced Placement
Examination: The AP U.S. History
Examination is scheduled for , Friday May 11 2012.
Please Note: The APUSH exam is extremely rigorous and difficult; approximately one half of all students who sit for the exam achieve a grade of three or higher. Only AP Latin Grammar demonstrated a lesser passing rate over the past five years. Accordingly, each student must be prepared to work diligently and vigorously if he/she hopes to be successful.
The following comments are taken from the College Board AP Course Description Acorn Book, pp. 19.
"The examination is 3 hours and 5 minutes in length, and consists of two sections: a 55-minute multiple-choice section comprised of 80 questions and a 130 minute free-response section. The free-response section begins with a mandatory 15-minute reading period. Part A consists of a Document Based Essay Question (DBQ). Suggested writing time is 45 minutes. Parts B and C each include two standard essay questions that, with the DBQ, cover the period from the first European exploration of the Americas to the Present. Students are required to answer one essay question in each part in a total of 70 minutes. Suggested time to be spent on each of the essay questions they choose to answer in Parts B and C is 5 minutes of planning and 30 minutes of writing.
"The 80 questions that appear in the multiple-choice section of the examination
are designed to measure what candidates know of the subject matter commonly
covered in introductory college courses in
The DBQ requires the student to analyze and synthesize historical data and
assess verbal, quantitative, or pictorial materials as historical evidence.
Although confined to no single format, the documents contained in the DBQ are
unlikely to be the familiar classics (The Emancipation Proclamation; the
Each of the three essays will be judged on its thesis, argument and supporting evidence."
XII. Academic Integrity: All work turned in for credit must be the student’s own original work; it must not be plagiarized nor obtained by any other dishonest or inappropriate means. Assistance or coaching from any third person, including but not limited to former students, parents, etc. on any work submitted for credit is inappropriate. All computer generated work turned in for credit must be accompanied by a floppy disk with the student's name written legibly on an outside label. Additionally, all work submitted for credit of any kind (quizzes, tests, summaries, essays, etc) must be signed at the foot of the last page by the student. Your signature constitutes your attestation that the work is your own. Unsigned work will be returned unread, and the normal penalty for late work applied.
Typical college policy for academic dishonesty is expulsion from the institution for the first offense. Students who receive inappropriate assistance or commit any act of academic dishonesty, including but not limited to plagiarism, use of published summaries in place of assigned readings (Cliff's Notes, Sparks Notes, Pink Monkey, etc), snooping to copy answers from other students, crib sheets, etc, are guilty of theft, and will receive a grade of zero for the assignment. A disciplinary referral will also be written. Additionally, the student’s parents, the National Honor Society, and Educational Testing service will be notified. A signed report of the incident will be placed in the student’s scholarship file with appropriate recommendations...
Please Note: The intense workload of an Advanced Placement Course will frequently cause inappropriate shortcuts to suggest themselves to students who are rushed for time. Resist the temptation! It isn't worth it. Past experience has shown that the first defense of those who commit dishonest acts is to adamantly deny having done so. Outrage, tears, and appeals for parental intervention are often part of the scheme. I have no intention of engaging in a swearing contest with those whom I suspect of cheating; however those who do so should not assume that they have "gotten away with it" simply because no sanction was imposed. You, I, and your classmates will know that you are a thief, have stolen from us, and cannot be trusted.
XIII. A Final Word: Rest assured that I understand and appreciate more than anyone the difficult nature of this course and the demands on your time which will often appear unreasonable. The course has been designed to satisfy the requirements of Educational Testing Service, which sponsors the Advanced Placement Program; not out of any desire to punish or mistreat my students, all of whom are very special to me. I hope that you will feel free to contact me at any time with any question or concern. I will not be upset if you call me on weekends or at night (provided the hour is reasonable, of course.), and that you understand that I will do all I can to assist you. REMEMBER: (1) The only stupid question is the one you do not ask, and (2) The only time I will get angry with you is if you have a problem and DON'T share it with me.
The following sequence of study will be followed:
I. Pre-Columbian History
A. Origins and Culture of American Indians before European Contact.
B. European exploration of North America before
II. Discovery and
Settlement of the
A. Europe in the Sixteenth Century.
B. Spanish, English and French Exploration.
C. First English Settlements.
D. Spanish and French settlements, and long-term influence.
E. American Indians after European Contact
A. Chesapeake Country.
B. Growth of
C. Restoration Colonies.
D. Mercantilism: The Dominion of
E. Origins of slavery.
IV. Colonial Society in the Mid-Eighteenth Century:
A. Social Structure
2. Farm and town life; the economy.
1. The Great awakening
2. The American mind.
C. New Immigrants
V. Road to Revolution 1754 – 1775
A. Anglo-French Rivalries and the Seven Years War.
B. Imperial reorganization of 1763
1. Stamp Act
2. Declaratory Act
3. Townshend Acts
C. Philosophy of the American Revolution
VI. The American Revolution: 1775 – 1783
A. The Continental Congress.
B. The Declaration of
C. The War
1. French alliance.
2. War and society: Loyalists.
3. War economy.
D. Peace of
E. Articles of Confederation
F. Creating State governments
1. Political organization
2. Social reform: women, slavery.
VII. The Constitution and The New Republic: 1776 – 1800
A. Philadelphia Convention: drafting the constitution.
B. Federalists versus Anti-Federalists.
C. The Bill of Rights.
2. Foreign and domestic difficulties
3. Beginnings of political parties
E. John Adam’s Presidency
1 Alien and Sedition Acts
2. XYZ Affair
3. Election of 1800
VIII. The Age of
A. Jefferson’s Presidency
2. Burr Conspiracy
3. The Supreme Court under John Marshall
4. Neutral rights, impressments, embargo
C. War of 1812
2. Invasion of
4. Conduct of the War
5. Treaty of
IX.. Nationalism and Economic Expansion
A. James Monroe: Era of Good Feelings
B. Panic of 1819
C. Settlement of the West
E. Foreign affairs:
F. Election of 1824: end of Virginia Dynasty
G. Economic Revolution
1. Early railroads and canals.
2. Expansion of business
a. Beginnings of the factory system
b. Early labor movement: women
c. Social mobility: extremes of wealth.
3. The cotton revolution in the South
4. Commercial agriculture
A. The South
2. Southern trade and industry
3. Southern society and culture
a. Gradations of White society
b. Nature of slavery: "the peculiar institution."
c.. The mind of the South.
B. The North
1. Northeast Industry
c. Urban slums
2. Northwest agriculture
C. Westward Expansion
1. Advance of agricultural frontier
2. Significance of the frontier.
3. Life on the frontier: squatters.
4. Culture of Plains Indians before and after contact with Europeans and Americans.
5. Removal of American Indians.
XI. Age of
A. Democracy and the "common man."
1 Expansion of suffrage.
2. Rotation in office.
B. Second Party System
1. Democratic Party
2. Whig Party
C. Internal Improvements and States Rights
1. The Maysville Road veto.
D. The Nullification Crisis
E. The Bank War: Jackson and Biddle.
F. Martin Van Buren
1. Independent Treasury system.
2. Panic of 1837.
XII. Territorial Expansion and Sectional Crisis
A. Manifest Destiny and mission.
B. Texas annexation; the
C. James K. Polk and the Mexican War, slavery, and the Wilmot Proviso.
D. Later expansionist efforts.
XIII. Creating an American Culture
A. Cultural Nationalism.
B. Education reform/professionalism.
C. Religion: revivalism.
D. Utopian Experiments: Mormons,
F. National literature, art, architecture.
G. Reform crusades
1. Feminism: roles of women in the 19th century.
4. Criminals and the Insane.
XIV. The 1850’s: Decade of Crisis
A. Compromise of 1850
B. Fugitive Slave Act and Uncle Toms Cabin.
C. Kansas-Nebraska Act and realignment of parties.
1. Demise of the Whig Party.
2. Emergence of the Republican Party.
D. The Dred Scott Decision and the Lecompton crisis.
F. John Brown’s raid.
G. The election of 1860, Abraham Lincoln.
H. The secession crisis.
XV. Civil War
1. Mobilization and Finance.
2. Civil Liberties
3. Election of 1864.
B. The South
1. Confederate Constitution.
2. Mobilization and finance.
3. States rights and the confederacy.
C. Foreign affairs and diplomacy.
D. Military Strategy: Campaigns and battles.
E. The Abolition of Slavery
1. Confiscation Acts.
2. Emancipation Proclamation
3. Freedman’s Bureau
4. Thirteenth Amendment.
F. Effects of war on Society.
1 Inflation and public debt.
2. Role of women
3. Devastation of the South.
4. Changing labor patterns
XVI. Reconstruction to 1877
A. Presidential Plans: Lincoln and Johnson
B. Radical (Congressional) plans
1. Civil rights and the Fourteenth Amendment.
2. Military reconstruction
3. Impeachment of Johnson
4. African American suffrage: The Fifteenth Amendment.
C. Southern state governments: problems, achievements, and weaknesses.
D. Compromise of 1877 and the end of Reconstruction.
XVII. New Frontiers, South and West
A. Politics in the New South
2. Whites and African Americans in the New South.
3. Subordination of freed slaves: Jim Crow.
B. Southern Economy: colonial status of the South.
2. Industrial stirrings.
1. Open range ranching.
2. Day of the cowboy.
D. Building the Western Railroad.
E. Subordination of Western Indians: dispersal of tribes.
F. Farming the plains: problems in agriculture.
G. Mining Bonanza.
XVIII. Industrialization and Corporate Consolidation.
A. Industrial growth: railroads, iron, coal, electricity, steel, oil, banks.
B. Laissez-faire conservatism
1. Gospel of Wealth
2. Myth of the "self made man."
3. Social Darwinism: Survival of the fittest.
4. Social critics and dissenters.
C. Effects of technological development on worker/workplace.
D. Union Movement
1. Knights of Labor and American Federation of Labor.
XIX. Urban Society
A. Lure of the City
C. City problems
2. Machine Politics.
D. Awakening conscience: reforms.
1. Social legislation.
2. Settlement houses: Jane Addams and Lillian Wald.
3. Structural reforms in Government.
XX. Intellectual and Cultural Movements
1. Colleges and Universities.
2. Scientific Advances.
B. Professionalism and the social sciences.
C. Realism in literature and art.
D. Mass Culture
1. Use of leisure
2. Publishing and journalism.
XXI. National Politics, 1877 – 1896: The Gilded Age.
A Conservative Presidency
1. Tariff Controversy
2. Railroad Regulation
C. Agrarian Discontent
D. Crisis of 1890’s
2. Silver Question
3. Election of
1896: McKinley vs.
XXII. Foreign Policy, 1865 – 1914
Seward and the purchase of
B. The New Imperialism
2. International Darwinism: missionaries, politicians, and naval expansionists
3. Spanish-American War
b. Debate on
D. Theodore Roosevelt
E. Taft and Dollar Diplomacy
F. Wilson and moral diplomacy
XXIII. Progressive Era
A. Origins of Progressivism
1.Progressive attitudes and motives.
3. Social Gospel
B. Municipal, state and national reforms
1. Political suffrage
2. Social and economic regulation.
C. Socialism: alternatives.
1. Washington, DuBois and Garvey
2. Urban Migration
3. Civil rights organizations.
E. Women’s role: family, work, education, unionization, and suffrage.
F. Roosevelt’s Square Deal
1. Managing the trusts
1. Pinchot-Ballinger Controversy
2. Payne-Aldrich Tariff
H. Wilson’s New Freedom
2. Banking reform
3. Antitrust Act of 1914
XXIV. The First World War
A. Problems of Neutrality
2. Economic Ties
3. Psychological and ethnic ties
B. Preparedness and pacifism
1. Fighting the war
2. Financing the war
3. War Boards
4. Propaganda, public opinions, civil liberties.
1. Treaty of
2. Ratification Fight
E. Postwar Demobilization
1. Red Scare
2. Labor Strife.
XV. New Era: The 1920’s
A. Republican Governments
1. Business creed
2. Harding scandals.
B. Economic development
1. Prosperity and wealth
2. Farm and labor problems.
C. New culture
1. Consumerism, automobile, radio, movies.
2. Women – the family.
3. Modern religion.
4. Literature of alienation.
5. Jazz age.
D. Conflict of Cultures
1. Prohibition and bootlegging.
3. Ku Klux Klan
4. Religious Fundamentalism versus modernists.
E. Myth of Isolation
1. Replacing the
2. Business and diplomacy.
XXVI. Depression: 1929 – 1933
A. Wall Street crash
B. Depression Economy
C. Moods of despair
1. Agrarian Unrest
2. Bonus March
D. Hoover-Stimson diplomacy:
XXVII. New Deal
A. Franklin D. Roosevelt
1. Background, ideas.
2. Philosophy of the New Deal.
B. 100 Days: "alphabet agencies."
C. Second New Deal
D. Critics, Left and Right
E. Rise of CIO, Strikes.
F. Supreme Court Fight
G. Recession of 1938.
H. American People in the Depression
1. Social values, women, ethnic groups.
2. Indian Reorganization Act.
3. Mexican American deportation.
4. The racial issue.
XXVIII. Diplomacy in the 1930’s
A. Good Neighbor Policy:
B. London Economic Conference
D. Isolationism: neutrality legislation.
G. Rearmament: Blitzkrieg; Lend-Lease.
H. Atlantic Charter
XXIX. The Second World War
A. Organizing for War.
1. Mobilizing production.
3. Internment of Japanese Americans.
B. The War in Europe, Africa, and the
C. The War in the Pacific:
1. War Aims
2. Wartime Conferences: Teheran,
3. Postwar Atmosphere: the United Nations
XXX.. Truman and the Cold War
A. Postwar domestic adjustments.
B. The Taft-Hartley Act
C. Civil Rights and the election of 1948
D. Containment in Europe and the
1. Truman Doctrine.
2. Marshall Plan
E. Revolution in
F. Limited war:
XXXI. Eisenhower and Modern Republicanism
A. Domestic Frustrations, McCarthyism.
B. Civil Rights Movement
C. John Foster Dulles foreign policy
1. Crisis in
2. Massive retaliation.
3. Nationalism in Southeast Asia, the Middle East,
4. Khrushchev and
D. American people: homogenized society
1. Prosperity: economic consolidation.
2. Consumer culture.
3. Consensus of values.
E. Space Race.
XXXII. Kennedy’s New Frontier; Johnson’s Great Society
A. New domestic programs.
1. Tax cut
2. War on poverty
3. Affirmative action.
B. Civil Rights and Civil Liberties.
1. African Americans: political, cultural, and economic roles.
2. The leadership of Martin Luther King, Jr.
3. Resurgence of Feminism.
4. The New Left and Counterculture.
5. Emergence of the Republican Party in the South.
6 The Supreme Court and the Miranda decision.
C. Foreign Policy
2. Cuban Missile Crisis
A. Election of 1968.
B. Nixon-Kissinger foreign policy.
C. New Federalism
D. Supreme Court and Roe vs. Wade
E. Watergate Crisis and resignation.
A. The New Right and the conservative social agenda.
B. Ford and Rockefeller
2. Energy and inflation.
4. Iranian hostage crisis.
1. Tax cuts and budget deficits.
2. Defense buildup
3. New Disarmament treaties.
4. Foreign crises: the Persian Gulf and
1. Old and new urban problems
2. Asian and Hispanic immigrants.
3. Resurgent fundamentalism.4. African Americans