AP United States History - Download as DOC

							                                              AP United States History
                                                     45082001
                                              Stephenson High School

Teacher(s): Patrese Summers                   Phone Number: 678-676-4345
                                              Email:
Room Number/s: Rm. 115
                                              Patrese_L_Summers@fc.dekalb.k12.ga.us
Semester: Fall 2011                           Tutorial Days: Tuesdays and Thursdays
Textbook: The American Pageant                Tutorial Hours: 3:15 p.m.- 4:15 p.m.
Textbook Price: $Current Value                Tutorial Location: Rm. 115

Department Philosophy:
         Social studies educators teach students the content knowledge, intellectual skills, and
civic values necessary for fulfilling the duties of citizenship in a participatory democracy and
foster an appreciation for the diverse cultures, histories, and potential of all mankind.

Course Description: This course is intended to provide the student with the analytic
skills and factual knowledge necessary to deal critically with the problems and materials
in the United States history. The program prepares students for intermediate and
advanced college courses by making demands upon them equivalent to those made by
full-year introductory college courses. Students should learn to assess historical materials
and their relevance to a given interpretive problem, their reliability, and their importance,
ant weigh the evidence and interpretations presented in historical scholarship. The student
should develop the skills necessary to arrive at conclusions on the basis of an informed
judgment and to present reasons and evidence clearly and persuasively in essay format.


Course Prerequisites: None

GPS Standards/QCC Objectives: See attached page.

Course Outline (First Semester) :
             Pre-Columbian America and                                  Sectional Struggle Worsens
 Week 1:                                                  Week 10:
             Exploration                                                Civil War
             English Colonization in North and                          Industrial Revolution and the Gilded
 Week 2:                                                  Week 11:
             South                                                      Age
                                                                        The Great West and the Agricultural
 Week 3:     Events Leading to Revolution                 Week 12:
                                                                        Revolution
 Week 4:     Revolution                                   Week 13:      US Imperialism
 Week 5:     Confederation and Constitution               Week 14:      Roosevelt and the Progressive Era
 Week 6:     Federalist and Jeffersonian Periods          Week 15:      Civil War
                                                                        Wilson Progressivism at Home and
 Week 7:     Jacksonian Period and Reform                 Week 16:
                                                                        Abroad
 Week 8:     Manifest Destiny                             Week 17:      Word War I
 Week 9:     Growing Sectionalism                         Week 18:      Review
Grading Policy
Test and Essays                      40%
Daily Work/Homework/Projects         30%
Quizzes                              15%
Final Exam (Mid-term and EOCT)       15%

Required Materials and Assignments:
 Three ring binder (1 ½ inch and 1 inch)
 Agenda
 Highlighters
 5 dividers for warm-ups, notes, quizzes & test, journal, and other graded work
 Black or dark blue ink pens only (5 points will be deducted form an assignment if its
   not written in blue or dark blue ink and if you use both colors on one assignment).
 Access to the Internet at home (recommended)
 Dictionary at home (recommended)
 Each Friday a print-out from http://usatestprep.com/front/index.php will be
   turned in. This means that each student will complete an assigned practice test
   (for the GHSGT and the EOCT) on the website above.

STANDARD EXPECTATIONS
This class follows all DeKalb County policies relative to appropriate school and
classroom conduct as outline in the DeKalb Student Rights and Responsibilities
brochure. Stephenson High School Standard Expectations as explained in the
Stephenson Student Handbook also apply to this class. Students are expected to be alert
and attentive during class, punctual and prepared for learning each day, and respectful of
the teacher and other students and their property in this class.

Expectations
                                     Be prompt.
   1. Students must be in class before the tardy bell rings.
   2. Tardy students must quietly enter the classroom and sign the tardy log.

                                         Be prepared.
   3.   Bring required materials to class each day.
   4.   All assignments are due before or on the deadline given.
   5.   Make restroom stops before or after class.
   6.   No sleeping in class and do not place your head on the desk at any-time.

                                          Be polite.
   7. Follow directions the first time they are given.
   8. Respect the rights, property, and persons of others.
   9. Sit quietly during instruction.
   10. Consume gum, drink, food etc… in the Commons not in this classroom.
   11. When the bell rings the teacher will dismiss you.
   12. Use respectful language and tone at all times.
    Consequences
    1st Offense----Conference with student
    2nd Offense----Contact parent (verbal, email, letter)
    3rd Offense----Removal of student from class
    4th Offense----30 minute detention
    5th Offense----Referral


Tardy Policy: Each child should arrive to class on time each day. If you are tardy to
class the door will be closed and you must report to the Tardy Station on the 100 Hall to
receive a tardy slip. No passes from your teachers will be accepted.

Electronic devices: Please refer to the second to the last page of the syllabus.

Dress Code: Students may not wear torn clothing or clothing with the following: sexual
related issues, tobacco, alcohol, profanity, gang related content, or drugs. Hats, hair nets,
bandanas, and sweatbands are prohibited as well. Students will not be allowed to enter
the class or be asked to leave the class and report to the 100 Hall administrator.

Late Assignments & Extra Credit: No late assignments are accepted, unless there is an
excused absence. One day will be given for each of excused absence. No extra credit will
be given because students are expected to turn in all assignments when due.

Make-up Policy: If a student has an excused absence they have the number of days they missed
to make up the work. If the work is not made up within this time, the work will not be accepted.
The student must request the make-up work before or after school. Make-up work must be
completed by the end of the 4.5 week grading period. If it is not completed a zero will
remain in the grade-book.

Re-do Policy: Students may redo and replace any failing test or essay grade within five
days of receiving the failing grade as long as they have discussed the material with the
teacher and the reason for the failing grade has been determined. Students who refuse to
complete an assignment may not “redo” an assignment that they choose not to do the first
time. All redo attempts must be done in a tutorial situation during the teacher’s normal
before or after school tutorials. The test you failed and the redo test will be added and
averaged together.
AP Objectives:
1. Students will analyze the motives for “discovering” by three different peoples.
2. Students will evaluate the contributions of Native American and their unique ways of
    life.
3. Students will compare and contrast the attempts to colonize the Americas by different
    European countries.
4. Students will interpret how the Acts of the British Parliament affected the British
    Colonies.
5. Student will analyze the conduct of the American Revolution.
6. Students will analyze the achievement of the great men, who instituted the American
    Federal System.
7. Students will explain the westward expansion and frontier movement, and its effect
    on United States Foreign Policy.
8. Students will analyze the effects of slavery on American Culture and on African
    Americans.
9. Students will evaluate the United States before and after the Civil War.
10. Students will analyze the Civil War and compare it to other wars.




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GPS Objectives:
1. The student will describe European settlement in North America during the 17th
      century.
2. The students will trace the ways that the economy and society of British North
      America developed.
3. The students will explain the primary causes of the American Revolution.
4. The students will identify the ideological, military, and diplomatic aspects of the
      American Revolution.
5.    The students will explain specific events and key ideas that brought about the
      adoption and implementation of the United States Constitution.
6.    The students will analyze the nature of territorial and population growth and the
      impact of this growth in the early decades of the new nation.
7.    Students will explain the process of economic growth, its regional and national
      impact in the first half of the 19th century, and the different responses to it.
8.    The students will explain the relationship between growing north-south divisions
      and westward expansion.
9.    The student will identify key events, issues, and individuals relating to the causes,
      course, and consequences of the Civil War.
10.   The students will identify legal political and social dimensions of Reconstruction.
11.   The students will describe the growth of big business and technological
      innovations after Reconstruction.
12.   The students will analyze important consequences of American industrial growth.
13.   The students will identify major efforts to reform American society and politics in
      the Progressive Era.
14.   The students will explain America’s evolving relationship with the world at the
      turn of the twentieth century.
15.   The students will analyze the origins and impact of U.S. involvement in World
      War I.
16.   The students will identify key developments in the aftermath of WWI.
17.   The students will analyze the causes and consequences of the Great Depression.
18.   The student will describe Franklin Roosevelt’s New Deal as a response to the
      depression and compare the ways governmental programs aided those in need.
19.   The students will identify the origins, major developments and the domestic
      impact of World War II, especially the growth of the federal government.
20.   The students will analyze the domestic and international impact of the Cold War
      on the United States.
21.   The students will explain economic growth and its impact on the United States,
      1945-1970.
22.   The student will identify dimensions of the Civil Rights Movement, 1945-1970.
23.   The students will describe and assess the impact of political developments
      between 1945 and 1970.
24.   The students will analyze the impact of social change movements and
      organizations of the 1960s.
25.   The student will describe changes in national politics since 1968.
Reading Schedule
All of the following readings should be completed by the beginning of the week during
which they will be discussed. Test dates may be rearranged so that all classes can be
tested on the same day, but such changes will be announced well in advance.
Each unit also utilizes discussions of and writing about related historiography: how
interpretations of events have changed over time, how the issues of one time period have had
an impact on the experiences and decisions of subsequent generations, and how such
reevaluations of the past continue to shape the way historians see the world today.
August 13th -- August 21st
American Pageant: Chapter 1, New World Beginnings, Chapter 2, The Planting of
English America & Chapter 3 Settling the Northern Colonies
 August 22nd -27th
American Pageant: Chapter 4, American Life in the 17th Century
Chapter 5, Colonial Society on the Eve of the Revolution
 August 28th -31st
American Pageant: Chapter 6, The Duel for North America
Chapter 7, The Road to Revolution
                   th
 September 4             –   September 10th
American Pageant: Chapter 8, American Secedes from the Empire
Chapter 9, The Confederation and the Constitution
                    th        th
September 11 & 12
American Pageant: Chapter 10, Launching the New Ship of State
 September 13th – September 14th
American Pageant: Chapter 11, Triumphs and Travails of Jeffersonian Democracy
Chapter 12, The Second War for Independence/Nationalism
                             th
September 17th – 18
American Pageant: Chapter 13, The Rise of a Mass Democracy
                                              th
September 19th – September 20
American Pageant: Chapter 14, Forging the National Economy
                    st       th
September 21 – 26
American Pageant: Chapter 15, The Ferment of Reform and Culture
Chapter 16, The South and the Slavery Controversy
September 27th –28th
American Pageant: Chapter 17, Manifest Destiny and its Legacy Expansion under
Polk,
Manifest Destiny, war with Mexico
               st                 th
October 1 –October 4
American Pageant: Chapter 18, Renewing the Sectional Struggle
Chapter 19, Drifting Toward Disunion


October 5th –6th
American Pageant: Complete Chapter 19
In-class DBQ—T he role of the Constitution in the crisis of the 1850s
             th       th
October 9 –15
American Pageant: Chapter 20, Girding for War
Chapter 21, The Furnace of the Civil War
                th –18th
October 16
American Pageant: Chapter 22, The Ordeal of Reconstruction
               th                   th
October 19 –October 24
American Pageant: Chapter 22, The Ordeal of Reconstruction
Chapter 23, Political Paralysis in the Gilded Age
                  th                          th
October 25 – November 15
American Pageant: Chapter 23, Political Paralysis in the Gilded Age
                  Chapter 24 Industry Comes of Age
                   th                         th
November 16 –November 30
Chapter 25 America Moves to the City
Chapter 26 The Great West and the Agricultural Revolution,
Chapter 27 Empire and Expansion
December 3rd –7th
Chapter 26 The Great West and the Agricultural Revolution
December 10th –14th
Chapter 27 Empire and Expansion

December 17th 21st
Prepare for Midterm
December 24 –January 8th
Winter Break Assignments

January 8th to 18th
Review
Chapter 28 Progressivism and the Republican Roosevelt
January 22nd –31st
Chapter 29 Wilsonian Progressivism at Home and Abroad
February 1st –February 11th
Chapter 30 The War to End War
February 12th --19th
Chapter 31 American Life in the Roaring Twenties
February 20th –February 28                 th
Chapter 32 The Politics of Boom and Bust

March 1st –March 7th
Chapter 33 The Great Depression and the New Deal
March 11 –March 15
              th                  th
Chapter 34 Franklin D. Roosevelt and the Shadow of War and Chapter 35 America in World
War II

March 18th –March 22:
Chapter 36 The Cold War Begins and Chapter 37 The Eisenhower Era

March 25th –March 29th
Chapter 38 The Stormy Sixties and Chapter 39 The Stalemated Seventies

April 1st –April 5th
Chapter 40 The Resurgence of Conservatism and Chapter 41 America Confronts the Post
Cold War

April 8th –April 12th
Spring Break Assignment

April 15th –19th
Chapter 42 The American People Face a New Century

April 22nd—May 9th
Prepare for EOCT and AP Exam!!!!

May 10th –May 22nd
Work on Group Documentaries


Test Dates (tentative):
        8/23—Chapters 1-4
      9/7-- Chapters 5-8
      9/14—Chapters 9-12
      9/25—Chapters 13-15
      10/4—Chapters 16-19
      10/18—Chapters 20-22
      11/15—Chapters 23 -25
      11/30—Chapters 26 and 27
      2/19—Chapters 28-31
      3/15—Chapters 32-35
      3/29—Chapters 36-38
      4/19—Chapters 39-42

Essays (tentative): Topics will be given in advance
    8/ 24
    10/5
    12/3
    2/20
    4/22


   Project: Portfolio
    September 28th (Pre-Columbian Societies to Early Republic)
    November 14th (Transformation of the Economy and Society in Antebellum
      America to Origins of the New South)
    February 28th (Development of the West in the Late 19th Century—The
      Emergence of America as a World Power)
    May 17th (Modern Era)

Paired Courses:
         AP United States History will be paired with Constitutional Theory this semester.
This course is an extension of United States History in that the United States Constitution
in its present form and interpretation developed over time.

Objectives for Constitutional Theory:
  1. Students will analyze English common law and constitutional documents as a
      source of the United States Constitution.
  2. Students will examine Enlightenment Theorist such as Locke and Rousseau.
  3. Students will analyze the effects of Judicial Review.
  4. Students will examine the importance of precedent in the federal judiciary.
  5. Students will examine amending the constitution.
  6. Students will examine checks and balances, division of power, and the federal
      system.

The grade for Constitutional theory shall consist of:
       Test on the Constitution 20%
      Current Events Journal 20%
      Notebook of Constitution Law cases 20%
        United States Constitution Project 20%
        Participation in Constitutional Discussions and debates 20%

Current Events Journal:
   Each week students will use their journal section of their notebook and write about an
article that explains a current case and explain in detail about how it relates to one of the
Articles or Amendments of the Constitution. The articles must describe a political,
religious, social, medical, or technological issue. The composition notebooks will be
turned in on the following dates:

ADDITIONAL NOTES
 Each student will be given three emergency passes. Each pass is worth three points a
  piece. The passes that are not used will be added on to your final exam.
 Stephenson High School will issue progress reports on the following dates: 9/17,
  11/26 and 12/21
 Parent-Teacher Conferences: 9/17 and 12/26 (4:30 pm to 6:30 pm)
 The teacher reserves the right to change or adjust any section of this
  syllabus at any time to more adequately meet the needs and interest
  of the students in this class.



Cellular Phone Policy MUST be signed and returned
The classroom policy will follow the DBOE policy as stated in the Student Code of
Conduct page 37.
Students may possess and use electronic communication devices in accordance with procedures
promulgated by the Superintendent. Such procedures shall provide that electronic communication
devices may not be used during instruction time and must not interfere with the educational
mission of the schools or pose a safety hazard (O.C.G.A. § 20-2-1183).

All students are expected to adhere to the following rules relative to electronic communication
devices:
(1) Phones must be turned completely off (not on silent or vibrate mode) and put away out of view
(as directed by the school) during instructional time (official start of school day to the end of the
school day);
(2) No text messaging is allowed;
(3) Students with serious medical conditions or other unusual circumstances may be given
special permission by the school principal to use this device if it is determined to be essential for
the health of the student.

Parents/guardians are asked to refrain from calling, emailing, or texting their student
during instructional time. In the event of an emergency, the parent/guardian may contact the
student via the school’s phone system. All violations of these expectations will result in
confiscation of the device. Moreover, the confiscated device will be returned only to the
parent/guardian.

It should be noted that no one is allowed to take pictures or video of other persons at school
without the express permission of the principal.
STUDENTS ARE STRONGLY CAUTIONED THAT SENDING INAPPROPRIATE MESSAGES
AND/OR IMAGES VIA ELECTRONIC COMMUNICATION DEVICES OR THE
INTERNET/INTRANET AT ANY TIME COULD RESULT IN VERY SERIOUS SCHOOL,
PERSONAL AND/OR CRIMINAL CONSEQUENCES.

Electronic Communication Devices, Including Paging Devices, Cellular Phones, Walkie-Talkies and
Similar Devices Consequences for not following protocol page 13
Students shall not use any electronic communication device, including but not limited to paging
devices, cellular phones, smart phones, walkie-talkies, and similar devices, during instructional
time or on school buses (O.C.G.A. § 20-2-1183; Board Policy JCDAF).

Parents and students should refer to page 36 for important information about cell phones and
other electronic communication devices. Confiscated devices will be returned only to the
parent/guardian.
1st Offense: Warning and confiscation of the device battery. Device battery will be returned after
school. (If the child refuses to give the teacher the device security will be called to the class.)
2nd Offense: Parent notification by Mrs. Summers and confiscation of the device battery. Device
battery will be returned after class. Mrs. Summers may assign detention, community service/work
detail or comparable consequence and required conference with parent/guardian as denoted by
administration.
3rd Offense and Subsequent Offense(s): Parent notification by Mrs. Summers and confiscation of
the device battery. Device battery will be given to administrator. A written referral for disciplinary
action will be forwarded to the grade level administrator. Confiscation of the device and In-
School Suspension (ISS) pending a Local Formal Hearing, which may result in up to 10 days
of ISS.
Thank you for helping to preserve instructional time!
I have read the course syllabus for Mrs. Summer’s class, and I pledge to adhere to all polices and
procedures of this class. I also understand the consequences if I do not comply.


____________________________________
 Student’s Name (please print)                                    Date ____________________

                                                                  Period _______
____________________________________
Student’s Signature


  I have read the course syllabus and am fully aware of my child’s responsibility to follow all
  rules and procedures. If he or she does not follow the rules we both understand the
  consequences.


____________________________________
Parent or Guardian’s Signature

Parent or Guardian’s Phone Number __________________________________
Parent or Guardian’s E-mail Address __________________________________