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Advanced Placement United States History Pine View School Patricia Ann Regan, Instructor 2012 – 2013 Course Expectations COURSE DESCRIPTION: “The AP U.S. History course is designed to provide students with the analytic skills and factual knowledge necessary to deal critically with the problems and materials in U.S. 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 – their relevance to a given interpretative problem, reliability, and importance – and to weigh the evidence and interpretations presented in historical scholarship. An AP U.S. History course should thus 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.” (The College Board) COURSE EXPECTATIONS: 212 Effort as we “Strive for a “5!” Students and parents should understand that this is a rigorous and challenging college level course. The work load will be considerably greater than students would normally expect in an honors course. As your instructor, I consider myself to be a facilitator and partner in your learning. I am very committed to our school’s 212 philosophy, and will provide you with all the suggestions, strategies, and tools necessary to be successful. It is up to you to take advantage of these opportunities, to establish your personal academic goals, and to commit yourself to putting forth that ‘extra degree’ of effort. You will not be disappointed with the results! Please Note: The Pine View Administration expects all students enrolled in an Advanced Placement course to register for and complete the national exam at the end of the school year. Students choosing not to take the national exam will have to take a final exam during the scheduled exam week in May. CLASS FORMAT: Each class period will include a variety of teaching and learning modalities. Students are expected to complete required reading assignments BEFORE each class. You are responsible for learning the content presented in your text. Class time will be devoted to multimedia presentations, class discussion, class debates & Socratic Seminars. GRADING POLICY: Tests: 70%. All test dates are included on the course syllabus and posted on the instructor’s website and on the school’s test calendar. They are comprised of both multiple choice and essay questions (either DBQ or Free Response). Test questions will be based on information from the text, from supplemental readings, and from class presentations and discussions. Both multiple choice and essay questions will replicate the same style of questions you will encounter on your AP Exam in May. It is highly recommended that students form study groups to prepare for exams throughout the year. Position papers, article reviews, practice DBQs, knowledge checks, class participation and other class assignments: 30%. Position paper topics will be assigned in class. Assignments in this category may vary from one quarter to another. ASSIGNMENTS, MAKE-UP WORK AND TESTS: All assignments MUST be completed on time and submitted on the due date. If this is a problem, it is YOUR responsibility to see me immediately. If you are absent, you may turn in an essay or paper the day you return provided you have submitted it on time to Turnitin.com. Other assignments must be submitted the first day you return, if you are not able to send the assignment in with another student. If you are absent for class, but in school earlier or later in the day it is due, any work due MUST BE TURNED IN THAT DAY. Any late work will receive a deduction in points according to district policy. TURNITIN.COM: All assignments written outside of class will be submitted to Turnitin.com, which can be accessed from the Angel website. No credit will be given to any assignment, or portion of an assignment, that has not been submitted to Turnitin.com by the due date. TESTS ARE TO BE MADE UP ON THE DAY YOU RETURN AFTER A ONE-DAY ABSENCE. Being ill or away BEFORE the test DOES NOT excuse you from taking the test when scheduled. Only verifiable reasons for missing an exam will be accepted (i.e., field trip, all-day excused illness). Under those circumstances a make-up test will be allowed. Make-up essay tests will NOT be from the same prompt as the one given on the testing day. Extenuating circumstances will be handled on an individual basis. CONFERENCES/CONTACT: I am available most days during periods 3 & 5 in room 409. Please do not hesitate to see me if you have any questions, problems, or concerns. Parents may email me at Pat_Regan@sarasota.k12.fl.us. TEXTBOOKS ASSIGNED TO EACH STUDENT: The Enduring Vision, Boyer et. al. Student Guide with Map Exercises to Accompany the Enduring Vision, Barbara Blumberg. Portrait of America, Vols. I & II, Stephen B. Oates & Charles J. Errico. The History Handbook, Berkin & Anderson. Class sets available for class use and student check out: Discovering the American Past: A Look at the Evidence. Vols. I & II. Wheeler, Becker & Glover. Enduring Voices, Vols. I & II, James J. Lorence. The American Political Tradition, Richard Hofstadter. After the Fact, James Davidson & Mark Lytle. The American Record, Vols. I & II, ed. Graebner & Richards. Conflict & Consensus, Vols. I & II, ed. Davis & Woodman. Explorations In American History: A Skills Approach, Vol. I, Stoler & True. Additional supplemental readings will be provided in class. AP U.S. HISTORY EXPECTATIONS and ACADEMIC HONESTY PLEDGE: I have read the course description and am fully aware of the commitment required for a student to succeed in this class. I am prepared to make the necessary commitment, understanding all that entails. I also agree to adhere to our school’s policy regarding academic honesty. ____________________________ ____________________________ Student Signature Date Parent Signature Date __________________________________ __________________________________ Print Name Print Name AP U.S. History Curricular Requirements Established by The College Board According to guidelines established by The College Board, our AP U.S. History course: Will include the study of political institutions, social and cultural developments, diplomacy, and economic trends in U.S. history. Will use themes and/or topics such as those listed in The Course Description, selected at the teacher’s discretion, as broad parameters for structuring the course. The themes are designed to encourage students to think conceptually about the American past and to focus on historical change over time. Will teach students to analyze evidence and interpretations presented in historical scholarship. Will include extensive instruction in analysis and interpretation of a wide variety of primary sources, such as documentary material, maps, statistical tables, works of art, and pictorial and graphic materials. Will provide students with frequent practice in writing analytical and interpretive essays such as document-based questions (DBQ) and thematic essays. AP U.S. History Topic Outline as Recommended by The College Board 1. Pre-Columbian Societies a. Early inhabitants of the Americas b. American Indian empires in Mesoamerica, the Southwest, and the Mississippi Valley c. American Indian cultures of North America at the time of European contact 2. Trans-Atlantic Encounters and Colonial Beginnings, 1492 - 1690 a. First European contacts with American Indians b. Spain’s empire in North America c. French colonization of Canada d. English settlement of New England, the Mid-Atlantic region, and the South e. From servitude to slavery in the Chesapeake region f. Religious diversity in the American colonies g. Resistance to colonial authority: Bacon’s Rebellion, the Glorious Revolution, and the Pueblo Revolt 3. Colonial North America, 1690 - 1754 a. Population growth and immigration b. Transatlantic trade and the growth of seaports c. The eighteenth-century back country d. Growth of plantation economies and slave societies e. The Enlightenment and the Great Awakening f. Colonial governments and imperial policy in British North America 4. The American Revolutionary Era, 1754 - 1789 a. The French and Indian War b. The Imperial Crisis and resistance to Britain c. The War for Independence d. State constitutions and the Articles of Confederation e. The federal Constitution 5. The Early Republic, 1789 - 1815 a. Washington, Hamilton, and shaping of the national government b. Emergence of political parties: Federalists and Republicans c. Republican Motherhood and education for women d. Beginnings of the Second Great Awakening e. Significance of Jefferson’s presidency f. Expansion into the trans-Appalachian West; American Indian resistance g. Growth of slavery and free Black communities h. The War of 1812 and its consequences 6. Transformation of the Economy and Society in Antebellum America a. The transportation revolution and creation of a national market economy b. Beginnings of industrialization and changes in social and class structures c. Immigration and nativist reaction d. Planters, yeoman farmers, and slaves in the cotton South 7. The Transformation of Politics in Antebellum America a. Emergence of the second party system b. Federal authority and its opponents: judicial federalism, the Bank War, tariff controversy, and states’ rights debates c. Jacksonian democracy and its successes and limitations 8. Religion, Reform, and Renaissance in Antebellum America a. Evangelical Protestant revivalism b. Social reforms c. Ideals of domesticity d. Transcendentalism and utopian communities e. American Renaissance: literary and artistic expressions 9. Territorial Expansion and Manifest Destiny a. Forced removal of American Indians to the trans-Mississippi West b. Western migration and cultural interactions c. Territorial acquisitions d. Early U.S. imperialism: the Mexican War 10. The Crisis of the Union a. Pro- and antislavery arguments and conflicts b. Compromise of 1850 and popular sovereignty c. The Kansas-Nebraska Act and the emergence of the Republican Party d. Abraham Lincoln, the election of 1860, and secession 11. The Civil War a. Two societies at war: mobilization, resources, and internal dissent b. Military strategies and foreign diplomacy c. Emancipation and the role of African Americans in the war d. Social, political, and economic effects of war in the North, South, and West 12. Reconstruction a. Presidential and Radical Reconstruction b. Southern state governments: aspirations, achievements, failures c. Role of African Americans in politics, education, and the economy d. Compromise of 1877 e. Impact of Reconstruction 13. The Origins of the New South a. Reconfiguration of southern agriculture: sharecropping and crop-lien system b. Expansion of manufacturing and industrialization c. The politics of segregation: Jim Crow and disfranchisement 14. Development of the West in the Late Nineteenth Century a. Expansion and development of western railroads b. Competitors for the West: miners, ranchers, homesteaders, and American Indians c. Government policy toward American Indians d. Gender, race, and ethnicity in the far West e. Environmental impacts of western settlement 15. Industrial America in the Late Nineteenth Century a. Corporate consolidation of industry b. Effects of technological development on the worker and workplace c. Labor and unions d. National politics and influence of corporate power e. Migration and immigration: the changing face of the nation f. Proponents and opponents of the new order, e.g., Social Darwinism and Social Gospel 16. Urban Society in the Late Nineteenth Century a. Urbanization of the lure of the city b. City problems and machine politics c. Intellectual and cultural movements and popular entertainment 17. Populism and Progressivism a. Agrarian discontent and political issues of the late nineteenth century b. Origins of Progressive reform: municipal, state, and national c. Roosevelt, Taft, and Wilson as Progressive presidents d. Women’s roles: family, workplace, education, politics, and reform e. Black America: urban migration and civil rights initiatives 18. The Emergence of America as a World Power a. American imperialism: political and economic expansion b. War in Europe and American neutrality c. The First World War at home and abroad d. Treaty of Versailles e. Society and economy in the postwar years 19. The New Era: 1920s a. The business of American and the consumer economy b. Republican politics: Harding, Coolidge, and Hoover c. The culture of Modernism: science, the arts, and entertainment d. Responses to Modernism: religious fundamentalism, nativism, and Prohibition e. The ongoing struggle for equality: African Americans and women 20. The Great Depression and the New Deal a. Causes of the Great Depression b. The Hoover administration’s response c. Franklin Delano Roosevelt and the New Deal d. Labor and union recognition e. The New Deal coalition and its critics from the Right and the Left f. Surviving hard times: American society during the Great Depression 21. The Second World War a. The rise of fascism and militarism in Japan, Italy, and Germany b. Prelude to war: policy of neutrality c. The attack on Pearl Harbor and United States declaration of war d. Fighting a multi-front war e. Diplomacy, war aims, and wartime conferences f. The United States as a global power in the Atomic Age 22. The Home Front During the War a. Wartime mobilization of the economy b. Urban migration and demographic changes c. Women, work, and family during the war d. Civil liberties and civil rights during wartime e. War and regional development f. Expansion of government power 23. The United States and the Early Cold War a. Origins of the Cold War b. Truman and containment c. The Cold War in Asia: China, Korea, Vietnam, and Japan d. Diplomatic strategies and policies of the Eisenhower and Kennedy administrations e. The Red Scare and McCarthyism f. Impact of the Cold War on American society 24. The 1950s a. Emergence of the modern civil rights movement b. The affluent society and “the other America” c. Consensus and conformity: suburbia and middle-class America d. Social critics, nonconformists, and cultural rebels e. Impact of changes in science, technology, and medicine 25. The Turbulent 1960s a. From the New Frontier to the Great Society b. Expanding movements for civil rights c. Cold War confrontations: Asia, Latin America, and Europe d. Beginning of Détente e. The antiwar movement and the counterculture 26. Politics and economics at the End of the Twentieth Century a. The election of 1968 and the “Silent Majority” b. Nixon’s challenges: Vietnam, China, and Watergate c. Changes in the American economy: the energy crisis, deindustrialization, and the service economy d. The New Right and the Reagan revolution e. End of the Cold War 27. Society and Culture at the End of the Twentieth Century a. Demographic changes: surge of immigration after 1965, Sunbelt migration, and the graying of America b. Revolutions in biotechnology, mass communication, and computers c. Politics in a multicultural society 28. The United States in the Post-Cold War Period a. Globalization and the American economy b. Unilateralism vs. multilateralism in foreign policy c. Domestic and foreign terrorism d. Environmental issues in a global context PLEASE NOTE: Students will receive a daily syllabus, including all tests and assignments, with each unit studied. Any changes to the schedule will be announced in class and posted on my website.
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