Advanced Placement United States History Syllabus

							Advanced Placement United States History Syllabus                           Ms. Wright

This full year 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. This college-level experience will prepare students for the
Advanced Placement exam given each year in May. An emphasis is placed on interpreting documents, mastering a
significant body of factual information, and writing critical essays. Students will develop the necessary skills to arrive at
conclusions on the basis of an informed judgement and to present reasons and evidence clearly and persuasively in essay
format.

Topics for the course are listed below. In addition to these topics, the course will emphasize a series of key themes.
These themes have been determined by the College Board as essential to comprehensive study of United States history.
The themes will include discussion of American diversity, the development of a unique American identity, the evolution
of American culture, demographic changes over the course of America’s history, economic trends and transformations,
environmental issues, the development of political institutions and the components of citizenship, social reform
movements, the role of religion in making the United States and its impact in a multicultural society, the history of slavery
and its legacies in this hemisphere, war and diplomacy, and finally, the place of the United States in an increasingly global
arena. The course will trace these themes throughout the year, emphasizing the ways in which they are interconnected
and examining the ways in which each helps to shape the changes over time that are so important to understanding United
States history.

The Advanced Placement United States History Exam will be given in May, 2010. The exam is 3 hours and 5 minutes in
length and consists of two sections: a 55 minute multiple choice section and a 130 minute free response section. The free
response section begins with a mandatory 15 minute reading period. Students are advised to spend most of the 15 minutes
analyzing the documents and planning their answer to the document based question (DBQ) in Part A. Suggested writing
time for the DBQ is 45 minutes.

Parts B and C each include two standard essay questions that, with the DBQ, cover the period from the first European
explorations of the Americas to the present. Students are required to answer one essay question in each part in a total of
70 minutes. For each of the essay questions students choose to answer in parts B and C, it is suggested they spend 5
minutes planning and 30 minutes writing.

Both the multiple choice and the free response sections cover the period from the first European explorations of the
Americas to the present, although a majority of questions are on the nineteenth and twentieth centuries.

In the multiple-choice section, approximately 20% of the questions deal with the period through 1789, 45% with
the period 1790–1914, and 35% with the period 1915–present. Whereas the multiple-choice section may include a
few questions on the period since 1980, neither the DBQ nor any of the four essay questions in Parts B and C will
deal exclusively with this period. Together, the multiple-choice and free-response sections cover political
institutions and behavior and public policy (35%), social change, and cultural and intellectual developments
(40%), diplomacy and international relations (15%), and economic developments (10%).

The questions in the multiple-choice section are designed to test students’ factual knowledge, breadth of
preparation, and knowledge-based analytical skills. Essay questions are designed, additionally, to make it possible
for students from widely differing courses to demonstrate their mastery of historical interpretation and their
ability to express their views and knowledge in writing. The standard essay questions may require students to
relate developments in different areas (e.g., the political implications of an economic issue), to analyze common
themes in different time periods (e.g., the concept of national interest in United States foreign policy), or to
compare individual or group experiences that reflect socioeconomic, ethnic, racial, or gender differences (e.g.,
social mobility and cultural pluralism). Although historiography is not emphasized in the examination, students are
expected to have a general understanding of key interpretations of major historical events. When questions based
on literary materials are included, the emphasis will not be on literature as art but rather on its relation to politics,
social and economic life, or related cultural and intellectual movements.

Answers to standard essay questions will be judged on the strength of the thesis developed, the quality of the
historical argument, and the evidence offered in support of the argument, rather than on the factual information
per se. Unless a question asks otherwise, students will not be penalized for omitting one or another specific
illustration. The required DBQ differs from the standard essays in its emphasis on the ability to analyze and
synthesize historical data and assess verbal, quantitative, or pictorial materials as historical evidence. Like the
standard essay, however, the DBQ will also be judged on its thesis, argument, and supporting evidence.

Although confined to no single format, the documents contained in the DBQ are unlikely to be the familiar classics
(the Emancipation Proclamation or Declaration of Independence, for example), but their authors may be major
historical figures. The documents vary in length and are chosen to illustrate interactions and complexities within
the material. The material will include—where the question is suitable—charts, graphs, cartoons, and pictures, as
well as written materials. In addition to calling upon a broad spectrum of historical skills, the diversity of materials
will allow students to assess the value of different sorts of documents.

The DBQ will typically require students to relate the documents to a historical period or theme and, thus, to focus
on major periods and issues. For this reason, outside knowledge is very important and must be incorporated into the
student’s essay if the highest scores are to be earned. It should be noted that the emphasis of the DBQ will be on
analysis and synthesis, not historical narrative.

Scores earned on the multiple-choice and free-response sections each account for one-half of the student’s examination
grade. Within the free response section, the DBQ counts for 45 percent; the two standard essays count for 55 percent. 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 United States history. The difficulty of the
multiple-choice section of the examination is deliberately set at such a level that a candidate has to answer about 60
percent of the questions correctly to receive a grade of 3, in addition to doing acceptable work on the broader questions in
the free-response section. Students often ask whether they should guess on the multiple-choice questions. Haphazard or
random guessing is unlikely to improve scores because one fourth of a point is subtracted from the score for each
incorrect answer. (No points are deducted for a blank answer.) However, if a candidate has some knowledge of the
question and can eliminate one or more answer choices, selecting the best answer from among the remaining choices is
usually to his or her advantage.

Textbooks:

Bailey, Thomas., Kennedy, David M., and Cohen, Lizabeth. The American Pageant. 11th ed. Boston, Mass.: Houghton
Mifflin, 1998.

Zinn, Howard. A People’s History of the United States New York, Harper Perennial, 2002

You will need a notebook and a spiral pack of notecards. Textbooks need to be covered at all times.

Learning Process Grade (30%)
 Readiness for learning (Are you on time? Organized? Prepared with all the materials for class?)
 Effort on notecards (Are they on time, thorough and complete?)
 In-class work habits (Do you stay on-task in class? Work independently when appropriate?)
 Class participation (Do you contribute ideas to class discussions? Do you listen well?
 Behavior (Do you observe classroom policies? Do you contribute positively to the classroom environment?)

Course Content Grade (70%)
 Quality of written expression (Is your work clear, articulate, concise, and accurate?)
 Essays, Multiple Choice Tests and quizzes (How do you perform on these?)
 Evidence of critical thinking (Do you think thoroughly and carefully about the materials?)

There is NO extra credit and late work is NOT accepted.
If you are absence it is YOUR responsibility, not mine to ensure you receive work missed. Absences must be
cleared according to school policy.

Email: dwright415@gmail.com
There are a number of links to useful websites on my webpage on lincolnhigh.net.
ACADEMIC INTEGRITY: Cheating will result in automatic drop from AP US History

NOTE: This is NOT a college preparatory course but a COLLEGE LEVEL course

The following topics will be covered and assessments given:

1. Pre-Columbian Societies
     Early Inhabitants of the Americas
     American Indian empires in Mesoamerica, the Southwest and the Mississippi Valley
     American Indian cultures of North America at the time of European contact

2. Transatlantic Encounters and Colonial Beginnings, 1492-1690
     First European contacts with Native Americans
     Spain’s Empire in North America
     French colonization of Canada
     English Settlement of New England, the Mid-Atlantic region, and the South
     From servitude to slavery in the Chesapeake region
     Religious diversity in American colonies
     Resistance to colonial authority: Bacon’s Rebellion, the Glorious Revolution and the Pueblo Revolt

3. Colonial North America, 1690-1754
     Population growth and immigration
     Transatlantic trade and the growth of seaports
     The eighteenth-century back country
     Growth of plantation economies and slave societies
     The Enlightenment and the Great Awakening
     Colonial governments and imperial policy in British North America

4. The American Revolutionary Era, 1754-1789
     The French and Indian War
     The Imperial Crisis and resistance to Britain
     The War for Independence
     State constitutions and the Articles of Confederation
     The federal Constitution

5. The Early Republic, 1789-1815
     Washington, Hamilton, and shaping the national government
     Emergence of political parties: Federalists and Republicans
     Republican Motherhood and education for women
     Beginnings of the Second Great Awakening
     Significance of Jefferson’s presidency
     Expansion into the trans-Appalachian West: American Indian resistance
     Growth of slavery and free Black communities
     The War of 1812 and its consequences

6. The Transformation of Politics in Antebellum America
     Emergence of the second party system
     Federal authority and its opponents: judicial federalism, the Bank War, tariff controversy, and states’ rights
        debates
     Jacksonian democracy and its successes and limitations

7. Transportation of the Economy and Society in Antebellum America
     The transportation revolution and creation of a national market economy
      Beginnings of industrialization and changes in social and class structure
      Immigration and nativist reaction
      Planters, yeomen farmers, and slaves in the cotton South

8. Religion, Reform, and Renaissance in Antebellum American
     Evangelical Protestant revivalism
     Social reforms
     Ideals of domesticity
     Transcendentalism and utopian communities
     American Renaissance: literary and artistic expressions

9. The Crisis of the Union
     Pro- and antislavery arguments and conflicts
     Compromise of 1850 and popular sovereignty
     The Kansas-Nebraska Act and the emergence of the Republican Party
     Abraham Lincoln, the election of 1860, and secession

10. Territorial Expansion and Manifest Destiny
     Forced removal of American Indians to trans-Mississippi West
     Western migration and cultural interactions
     Territorial acquisitions
     Early U.S. imperialism: the Mexican War

11. Civil War
     Two societies at war: mobilization, resources, and internal dissent
     Military strategies and foreign diplomacy
     Emancipation and the role of African Americans in the war
     Social, political, and economic effects of war in the North, South and West

12. Reconstruction
     Presidential and Radical Reconstruction
     Southern state governments: aspirations, achievements, failures
     Role of African Americans in politics, education, and the economy
     Compromise of 1877
     Impact of Reconstruction

13. The Origins of the New South
     Reconfiguration of southern agriculture: sharecropping and crop lien system
     Expansion of manufacturing and industrialization
     The politics of segregation: Jim Crow and disfranchisement

14. Development of the West in the Late Nineteenth Century
     Expansion an development of western railroads
     Competitors for the West: miners, ranchers, homesteaders, and American Indians
     Government policy toward American Indians
     Gender, race, and ethnicity in the far West
     Environmental impacts of western settlement

15. Industrial America in the Late Nineteenth Century
     Corporate consolidation of industry
     Effects of technological development on the worker and workplace
     Labor and unions
     National politics and influence of corporate power
     Migration and immigration: the changing face of the nation
       Proponents and opponents of the new order, ,eg., Social Darwinism and Social Gospel




16. Urban Society in the Late Nineteenth Century
     Urbanization and the lure of the city
     City problems and political machines
     Intellectual and cultural movements and popular entertainment

17. Populism and Progressivism
     Agrarian discontent and political issues of the late nineteenth century
     Origins of Progressive reform: municipal, state, and national
     Roosevelt, Taft, and Wilson as Progressive presidents
     Women’s roles: family, workplace, education, politics, and reform
     Black America: urban migration and civil rights initiatives

18. The Emergence of America as a World Power
     American imperialism: political and economic expansion
     War in Europe and American neutrality
     The First World War at home and abroad
     Treaty of Versailles
     Society and economy in the postwar years

19. The New Era: 1920s
     The business of America and the consumer economy
     Republican politics: Harding, Coolidge, Hoover
     The culture of Modernism: science, the arts, and entertainment
     Responses to Modernism: religious fundamentalism, nativism, and Prohibition
     The ongoing struggle for equality: African Americans and women

20. The Great Depression and the New Deal
     Causes of the Great Depression
     The Hoover administration’s response
     Franklin Delano Roosevelt and the New Deal
     Labor and union recognition
     The New Deal coalition and its critics from the Right and the Left
     Surviving hard times: American society during the Great Depression

21. The Second World War
     The rise of fascism and militarism in Japan, Italy, and Germany
     Prelude to war: policy of neutrality
     The attack on Pearl Harbor and United States declaration of war
     Fighting a multifront war
     Diplomacy, war aims, and wartimes conferences
     The United States as a global power in the Atomic Age

22. The Home Front During the War
     Wartime mobilization of the economy
     Urban migration and demographic changes
     Women, work, and family during the war
     Civil liberties and civil rights during wartime
     War and regional development
      Expansion of government power




23. The United States and the Early Cold War
     Origins of the Cold War
     Truman and containment
     The Cold War in Asia: China, Korea, Vietnam, Japan
     Diplomatic strategies and policies of the Eisenhower and Kennedy administrations
     The Red Scare and McCarthyism
     Impact of the Cold War on American society

24. The 1950s
     Emergence of the modern civil rights movement
     The affluent society and “the other America”
     Consensus and conformity: suburbia and middle-class America
     Social critics, nonconformists, and cultural rebels
     Impact of changes in science, technology and medicine

25. The Turbulent 1960s
     From the New Frontier to the Great Society
     Expanding movements for civil rights
     Cold War confrontations: Asia, Latin America, and Europe
     Beginning of Détente
     The antiwar movement and the counterculture

26. Politics and Economics at the End of the Twentieth Century
     The election of 1968 and the “Silent Majority”
     Nixon’s challenges: Vietnam, China, Watergate
     Changes in the American economy: the energy crisis, deindustrialization, and the service economy
     The New Right and the Reagan revolution
     End of the Cold War

27. Society and Culture at the end of the Twentieth Century
     Demographic changes: surge of immigration after 1965, Sunbelt migration, and the graying of America
     Revolutions in biotechnology, mass communications, and computers
     Politics in a multicultural society

28. The United States in the Post-Cold War World
     Globalization and the American economy
     Unilateralism vs. multilateralism in foreign policy
     Domestic and foreign terrorism
     Environment issues in a global context
Please print and complete this page and return by the end of the first week of school.



Last Name: _______________________               First Name: _____________________


                       STATEMENT OF UNDERSTANDING                              AP US HISTORY

Parents/Guardians:
I have read the attached syllabus and understand the expectations of AP US History. I agree to support my child
by making it possible for him/her to meet the expectations of the course. I also understand that I am responsible
for providing the cost of the AP exam for the May exam.

Parent/Guardian Signature _________________________________________ Date____________

Parent Home Phone: ________________________ Work Phone: _______________________

Parent Email: _____________________________________________________

Students:
I have read the attached syllabus and understand the expectations of AP US History. I completed the summer
reading assignment and I promise to work hard to the best of my ability and to seek help when I need it. I
understand there will be a minimum of one hour of homework each night and I will be expected to complete
readings during Thanksgiving, Winter and Spring Breaks.

Student Signature________________________________________________ Date_______________

Student Email: ___________________________________________________