ADVANCED PLACEMENT U.S. HISTORY CLASSROOM INFORMATION MATERIALS: Textbook: Kennedy, David M., Lizbeth Cohen, and Thomas Bailey. The American Pageant. 13th ed. (Boston, Mass.: Houghton Mifflin Co., 2006) Each student is expected to purchase a review book for the AP U.S. History Exam. Select any one of the following: Advanced Placement Exam in U.S. History, McDuffie, Piggrem, Woodworth-REA: Research and Education Association. ARCO’s AP United States History, Crum-McMillan Barron’s AP United States History: How to Prepare for the Advanced Placement Examination, Kellogg CLIFFS Advanced Placement U.S. History Examination Preparation Guide, Paul Soifer and Abraham Hoffman. Cliff Notes. Cracking the AP United States History Exam, Metzer, Princeton Review
SUPPLEMENTARY WORKS: Allen Davis and Harold Woodman. Conflict and Consensus in Early American History and Conflict and Consensus in Modern American History (New York: Houghton Mifflin, 2003) Bailey, Thomas A. and David M. Kennedy. The American Spirit. 8th ed. (Mass.: D.C.Heath and Co. 1994) DeTocqueville, Alexis. Democracy in America. Edited and abridged by Richard D. Heffner, New American Library Douglass, Frederick. Narrative of the Life of Frederick Douglass. 1st ed. (New York: Dover Publications, 1991) Garraty, John. Historical Viewpoints (New York: Longman, 2002) Hofstadter, Richard, and Beatrice K. Hofstadter, eds. Great Issues in American History: From Reconstruction to the Present Day, 1864-1981. Rev.ed.(New York: Vintage Books, 1982) Hofstadter, Richard, and Beatrice K. Hofstadter, eds. Great Issues in American History: From Revolution to the Civil War, Rev.ed. (New York: Vintage Books, 1982) Maier, Pauline. From Resistance to Revolution. (New York: Vintage Books, 1974)
Newman, John J. and John M. Schmalbach. United States History: Preparing for the Advanced Placement Examination. (New York: AMSCO School Publications, Inc., 2004) Quint, Howard H. 1987)
Main Problems in American History. 5th ed. (Chicago, ILL: Dorsey Press,
Strunk, William R. and E.B. White. The Elements of Style. 3rd ed. (New York: Macmillan, 1974.) A VARIETY OF ARTICLES AND HANDOUTS
COURSE DESCRIPTION Advanced Placement U.S. History is designed to provide students with the analytical skills and factual knowledge necessary to deal critically with the problems and materials in American history. The demands upon the students should equip them to deal with intermediate and advanced college courses. Students will learn to assess historical materials—their relevance to a given interpretive problem, their reliability, and their importance—to weigh the evidence presented in historical scholarship. In addition, students will be required to analyze and interpret primary sources, including documentary materials, maps, statistical tables, and pictorial and graphic evidence of historical events. Students will learn to take notes from printed materials and lectures or discussions, and to write essay examinations and analytical and research papers. They should be able to express themselves with clarity and precision and know how to cite sources and credit the writing and ideas of others. COURSE EXPECTATIONS This class has two main goals. One is to prepare the student for the Advanced Placement Exam in U.S. History, which will be administered in May. The more important of the two goals of this class is to make students more perceptive and more informed. Students will have to know not simply what happened, but why, how and why it was significant. By the end of the year, students should be able to analyze the actions of historical figures, and how these actions affected different groups in the U.S. Students would be able to understand and defend a variety of points of view on a given issue, even if they do not agree with those positions or conclusions. Students will also learn how subjective history is: That different people see the same event in very different ways and that these varying versions dramatically affect the way people learn history. Students will learn to express their ideas clearly and concisely, both verbally and on paper. Finally, students would be able to absorb information from many different sources, including books, documents, pictures and cartoons, graphs and charts, and maps. COURSE REQUIREMENTS HOMEWORK: Completion of summer homework is a requirement of final admittance to APUSH. Summer homework is due the first day of school. APUSH is a demanding course requiring daily homework. Students planning to earn a grade of “A” or “B,” will discover that six to ten hours reading per week is MINIMAL. Begin planning and preparing now to take the exam next May. In addition to the textbook, assignments include supplementary readings varying from a few pages to book length, research projects, seminar presentations, oral reports, group discussion,
quizzes, objective and essay tests, document-based questions, critiques of current events, documentary programs, and flashcards. Major assignments will be given in advance with specific due dates assigned in advance to allow students to organize their time. LATE WORK WILL NOT BE ACCEPTED. WEEKLY READING: It is your responsibility to keep up with all reading and homework assignments. The pace is very demanding, two chapters a week followed by an exam. This is your first and most important responsibility. Without the readings it will be difficult, if not impossible to participate in class discussions and/or debates, pass objective tests, and complete other assignments. You will outline EVERY CHAPTER as you read it. Students are expected to follow course reading assignments. Each exam covers all assigned readings, discussion questions and class lecture notes. It is recommended that students develop good pacing techniques. Keeping up with the fast pace of this course may well be your greatest challenge. TESTS AND QUIZZES: Tests will be objective and essay questions. They will be given upon the completion of chapters/units. Quizzes will be unannounced. A variety of formats will be used for the quizzes. PARTICIPATION: A significant part of the APUSH grade will be student participation. Each day that you are in class, on time, and work productively and cooperatively you earn participation points. Points will be deducted for such things as, but not limited to, failure to bring work materials such as textbook, assignment, and notes to class, disruptive behavior, working on other subjects, reading unrelated materials, sitting idly, and so forth. GRADING: Your grade will be based on total points. Each assignment is given a point value. Listed below is the grading scale. There is no curve. 90% - 100% = A 80% - 89% = B 70% - 79% = C 60% - 69% = D 0% - 59% = F WORK HABITS: Attendance is VERY important. You need to be in class and you need to be in class on time. Three tardies in a 5-week period will result in a “U” in work habits. Six tardies in a 5-week period will result in an additional “U” in cooperation. TARDINESS: You must be in the classroom before the bell FINISHES ringing. Stay seated when the bell rings. If you are tardy, knock TWICE and wait outside of the classroom until you are allowed in by the instructor. Frequent tardiness will result in parent notification. ETHICS: All work turned in must be your own. If you have plagiarized from a published source (book or Internet), copied from another student, or use notes on a test, no credit will be given for the assignment. Additionally, I will contact your parents and the Dean and will ask that you be removed from the class. MAKE UP WORK: After an excused absence, it is the responsibility of the STUDENT to check on work missed due to an absence and to turn in make-up work on time. TESTS are to be taken when scheduled. If you miss a test due to an excused absence, an alternative make-up exam will be given the day you return either during the class period or after school, at the teacher’s discretion. If you fail to take the make-up exam you will receive a zero on the exam. NOTE: Make-up tests and quizzes are usually more difficult and are to be taken on the day the student returns.
Being absent on the DAY BEFORE THE TEST DOES NOT EXCUSE YOU FROM TAKING THE TEST WHEN SCHEDULED. Late Work: Late work will NOT be accepted. Assignments should be completed, stapled (if necessary), and properly labeled BEFORE you enter the classroom. If you were submitting work due to absence, you need to label, “absent” on the top of the assignment. All handout materials are to be kept in your NOTEBOOK. DO NOT THROW ANYTHING AWAY. See NOTEBOOK assignment for more information. Classroom Rules
> Be RESPECTFUL. 1. Respect for teachers 2. Respect for others 3. Respect for self 4. Responsibility > Be HONEST. > Be HARDWORKING. > NO food, drinks (except for water), or gum in the classroom. > The use of electronics in the classroom will NOT be permitted. I prohibit cell phones and other electronic devices in the classroom. Cell phones and other electronic devices often disturb the learning in the classroom, and if I find them, I will automatically hand them to the office. I excuse you when the class ends. Remember, it is not the bell that dismisses the students. Remain seated until I excuse you.
Out-of-room policies
Students cannot be allowed to use the restroom 15 minutes before and after the bell rings unless it is an emergency. Students must sign in and out when using the restroom. They also need to take the hall pass. The sign-in/out chart and the hall pass are available by the door.
Preparation for Class
Students are required to bring proper materials to class. (Textbook on assigned dates, black/blue pen or pencil, colored pencils, and papers)
Class/Homework
Your work should conform to these guidelines: 1. Work must be done in blue or black ink or in pencil. (NEVER IN RED) 2. Work must be done on lined paper. (NO SPIRAL-BOUND PAPER) 3. Heading should read: Your Name (First AND Last) The Date Period # My Name (Ms. Kim) on the top, right-hand corner of the paper, with the assignment title on the top line. 4. All work must be legible. “If I can’t read it, I can’t grade it.” No credit.
5. 6. *
No name, no credit. When answering questions, write the question AND answer in a COMPLETE sentence (question in the answer). All work will be kept in a 3-ring binder, which will be collected at the end of each unit for a grade.
Follow Directions
If you are not sure of the proper way to complete an assignment or are unclear of my directions, don't guess, ASK ME! I want you to understand both the content of the assignments and the proper way to complete them.
Conference Period
I am usually available right after school. Location: 233 You may also contact me via email at:
[email protected] Simply stated, “Don’t do it!” And, YES, copying someone else’s work IS cheating! See Student Planner for consequences. You are all capable of doing good work without cheating.
Plagiarism/Cheating
CURRICULUM CALENDAR Dates
Chapter Number/Title – Main Headings
PART 1
FOUNDING THE NEW NATION
June
Ch. 1 New World Beginnings
July
Ch. 2 The Planting of English America 1500-1733
25-42
July
Ch. 3 Settling the Northern Colonies 1619-1700
43-65
August
Ch. 4 American Life in the 17th Century 1607-1692 Ch. 5 Colonial Society on the Eve of Revolution 1700-1775
66-83 84-105
August
Ch. 6 The Duel for North America 1608-1763
Pages
c.33,000B.C. – A.D. 1783 4-24
106-121
DBQ ON THE FRENCH AND INDIAN WAR August
Ch.7
The Road to Revolution 1763-1775
122-139
DBQ ON THE AMERICAN REVOLUTION September
Ch. 8 America Secedes from the Empire
PART 2
BUILDING THE NEW NATION
September
Ch. 9 The Confederation and the Constitution
166-189
1776-1790 166-189
DBQ: ARTICLES OF CONFEDERATION September
Ch.10 Launching the New Ship of State 1789-1800
190-210
DBQ: HAMILTON AND JEFFERSON September
Ch.11 Triumphs and Travails of the Jeffersonian
211-232
October
Ch.12 Second War for Independence and the Upsurge of Nationalism, 1812-1824 233-255 DBQ COMPARIING THE POLICIES AND POLITICS OF JEFFERSON AND MADISON October
Ch.13 The Rise of a Mass Democracy 1824-1840
256-286
DBQ: COLLEGE BOARD’S 1990 JACKSON DBQ October
Ch.14 Forging the National Economy, 1790-1860
287-319
DBQ: WESTERN EXPANSION October
Ch.15 The Ferment of Reform and Culture 1790-1860
320-349
DBQ ON THE SUCCESS OF REFORM MOVEMENTS IN INCREASING DEMOCRACY IN AMERICAN SOCIETY
PART 3
THE SOUTH AND THE SLAVERY CONTROVERSY 1793-1860
October
Ch.16 The South and the Slavery Controversy 1793-1860
350-370
October
Ch.17 Manifest Destiny and Its Legacy 1841-1848
371-389
DBQ: THE CAUSES OF THE MEXICAN-AMERICAN WAR November
Ch.18 Renewing the Sectional Struggle 1848-1854
390-408
November
Ch.19 Drifting Toward Disunion 1854-1861
409-433
DBQ: THE ROLE OF THE CONSTITUTION IN THE CRISIS OF THE 1850S November
Ch.20 Girding for War: The North and the South 1861-1865 434-452
November
Ch.21 The Furnace of Civil War 1861-1865
453-478
DBQ: “RADICALS IN BOTH THE NORTH AND SOUTH MADE THE CIVIL WAR INEVITABLE BY 1861” December
Ch.22 The Ordeal of Reconstruction 1865-1877
479-503
December
Ch.23 Political Paralysis in the Gilded Age 1869-1896
504-529
December
Ch.24 Industry Comes of Age 1865-1900
530-557
December
Ch. 25 America Moves to the City 1865-1900
558-593
December Ch.26 The Great West/The Agricultural Revolution 1865-1896 DBQ: BUSINESS IN THE LATE NINETEENTH CENTURY
594-625
December
626-655
Ch.27 Empire and Expansion 1890-1909
DBQ: IMPERIALISM PART 5
STRUGGLING FOR JUSTICE AT HOME AND ABROAD 1901-1945
January
Ch.28 Progressivism and Roosevelt 1901-1912
656-678
END OF THE FIRST SEMESTER January
January
Ch. 29 Wilsonian Progressivism at Home and Abroad 1912-1916
679-695
Ch. 30 The War to End War 1917-1918
696-719
DBQ: TREATY OF VERSAILLES January
Ch. 31 American Life in the “Roaring Twenties” 1919-1929 720-745
February
Ch. 32 The Politics of Boom and Bust 1920-1932
February
Ch. 33 The Great Depression and the New Deal 1933-1939
746-769
770-799 DBQ: HOOVER AND FDR February
Ch.34 Franklin D. Roosevelt and the Shadow of War 1933-1941
800-820
MARCH 15: REVIEW OF SCHOLARLY ARTICLE #4 February
Ch.35 America World War II 1941-1945
821-851
PART 6
MAKING MODERN AMERICA/ 1945 to the Present
March
Ch. 36 The Cold War Begins 1945-1952
852-881
March
Ch. 37 The Eisenhower Era 1952-1960
882-908
March
Ch. 38 The Stormy Sixties 1960-1968
909-937
April
Ch.39 The Stalemated Seventies 1968-1980
938-965
DBQ: CIVIL RIGHTS IN THE 1960S April
Ch. 40 The Resurgence of Conservatism 1980-1992
April
Ch. 41 America Confronts the Post-Cold War Era 1992-2004
966-988
989-1010 April
REVIEW FOR AP EXAM
5/11
APUSH EXAM 8:00 A.M.: Library/G-90
May
PROJECT DUE TBA
PLEASE SIGN BELOW THAT YOU UNDERSTAND THE REQUIREMENTS OF THIS COURSE AND THAT YOU AGREE TO COMPLETE THEM TO THE BEST OF YOUR ABILITY. _________________________________________ APUSH STUDENT NAME
___________________ DATE
_________________________________________ APUSH STUDENT SIGNATURE
PLEASE HAVE YOUR PARENT/GUARDIAN SIGN BELOW THAT HE/SHE UNDERSTANDS AND AGREES TO THE REQUIREMENTS AND EXPECTATIONS OF THIS COURSE. __________________________________________ PARENT/GUARDIAN NAME __________________________________________ PARENT/GUARDIAN SIGNATURE __________________________________________ PARENT/GUARDIAN EMAIL
__________________ DATE