APUSH

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

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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

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