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AP U.S. History SyllabusMrs. Joanna Sutton
Purpose:
The AP U.S. History course is designed to provide students with the analytic skills and factual knowledge necessary to deal 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 interpretive 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.
Course Description:
AP U.S. history is a challenging course that is meant to be the equivalent of a freshman college course and can earn students college credit. It is a two-semester survey of American history from the migration of early peoples to the present time. The course is divided into periods of time and focuses on themes throughout American history including American identity, economic evolution and American foreign policy. Solid reading and writing skills, along with a willingness to devote considerable time to homework and study, are necessary to succeed. Emphasis is placed on critical and analytical thinking skills, essay writing and interpretation of primary and secondary sources.
Objectives:
Students will: Master a broad body of historical knowledge Demonstrate an understanding of historical chronology Use historical data to support an argument or position Interpret and apply data from original documents Prepare for and successfully pass the AP exam
Text:
Kennedy, D.M. and Cohen, L., The American Pageant, 15th edition, (2010). Wadsworth, Cengage Learning.
Supplemental Materials:
Boorstin, D.J. and Kelley, B.M., Perspectives: Readings on American History in
the 20 th Century, (1992). Prentice Hall.
Kennedy, D.M. and Bailey, T.A., The American Spirit, 12th edition, (2010). Wadsworth, Cengage Learning.
Loewen, J.W., Lies My Teacher Told Me, (1995). Simon and Schuster.
“Notes on Virginia” by Thomas Jefferson, from The Papers of Thomas Jefferson,
edited by Julian P. Boyd et al., Vol. I, copyrights 1950 by Princeton University Press; Vol. XII, copyright 1955 by Princeton University Press.
Opposing Viewpoints in American History. (2vols.) San Diego, California: GreenHave Press, 1996.
Tindall, G.B. and Shi, D.E., America: A Narrative History, 8th edition, (2010).W.W. Norton and Company.
Other materials including, but not limited to, primary sources, PowerPoint presentations, handouts, and videos will be employed throughout the course.
Assessments:
*Reading quizzes will accompany each chapter reading – 30 pts each*Chapter note checks – 15 pts each *Unit exams will follow the format of the AP Exam – 100 pts each*DBQ and FRQ practices – 100 pts each*9 weeks exams (AP format) – 200 pts each*Other grades as determined throughout the semester
Course Outline:
Unit 1: Colonial History (3 weeks)
Contents:
Motives and methods of colonization: Spain, France and Britain Push-Pull factors bringing colonists to the New World Comparison and contrast of Southern, middle, and New England
political, economic, social and religious patterns Cultural differences between Americans and Europeans
Themes: Environment, Globalization, American diversity, American Identity, Economic Transformation, Slavery, Culture
Week 1: Readings: American Pageant, Chapter 1, pp. 13-17 – New World
Beginnings Class Discussion: Two views of Columbus (Historiography) – Columbus,
The Indians and Human Progress and The Columbian Quincentenary: A Necessary Reassessment
Historiography of American History and The True Story of the Three Little Pigs by Jon Scieska
Writing for APUSH – thesis formulation
Week 2: Readings: American Pageant, Chapter 2 – The Planting of English
America
Week 3: Readings: American Pageant, Chapter 3 – Settling the Northern
Colonies & Chapter 4 - American Life in the Seventeenth Century
Free Response Essay Topics:
1. Compare and contrast the North, Middle and Southern colonies: socially, politically and economically.
2. How did the Indian societies of the South and North America differ from European societies at the time the two came into contact? In what ways did Indians retain a “world view” different from that of the Europeans?
3. What did England and the English settlers really want from colonization? Did they achieve the goals they set for themselves?
4. Did the Puritans really come to America seeking religious freedom? How did they reconcile their own religious dissent from the Church of England with their persecution of dissenters like Hutchinson and Williams?
5. Discuss women’s lives in the seventeenth century, including economic functions, religion, marriage and child-raising.
6. Why did slavery grow to be such an important institution in colonial America? What were the effects of slavery on the Africans who were brought to the New World?
Unit 2: Colonial Society and Revolution (2 weeks)
Contents:
Mercantilism – costs and benefits for Britain and the colonies British policy changes – post-1763 Emerging colonial corporation and decision for independence Military victory and terms of the Treaty of Paris
Themes: American Identity, Diversity, Culture, Demography, War and Diplomacy, Globalization, Politics and Citizenship, Economic Transformation
Week 4: Readings: American Pageant, Chapter 5 – Colonial Society on the Eve
of Revolution and Chapter 6 - The Duel for North America “Chesapeake/New England” released AP DBQ Exercise (Practice
“SOAPStone” technique as a class)
Week 5: Readings: American Pageant, Chapter 7 – The Road to Revolution and
Chapter 8 – America Secedes from the Empire Class Debate & Writing Practice: Opposing Viewpoints 10A & 10B Declaration of Independence
“The Colonial Era” DBQ – from DBQ Practice, Book 2, by Michael Hutchison, copyright 2004, Social Studies School Service
Free Response Essay Topics:
1. Evaluate the validity of the following statement: The American revolution was a war not for independence but for consolidation of power into the hands of the elite.
2. What was the Revolutionary movement at its core really all about – taxation, political corruption, separate national identity, or rule by a king? Was the revolution truly a radical overturning of government and society or something far more limited in its defense of traditional rights?
3. Did the Loyalists act primarily out of conviction and feelings of patriotism toward Britain or out of self-interest?
4. If you had been an African-American, free or slave, in 1776, would you have supported the Patriot cause or the Loyalist cause? Why?
Unit 3: Post-Independence and the Critical Period (2 weeks)
Contents:
Government under the articles of Confederation – successes and failures
Constitutional Convention – personalities, compromises, controversies, ratification
Hamilton vs. Jefferson British-French conflict and its impact on American politics – trade,
diplomacy, Alien and Sedition Acts
Themes: Politics and Citizenship, American Identity, Economic Transformation
Weeks 6 & 7: Readings: American Pageant, Chapter 9 – The Confederation and the
Constitution and Chapter 10 – Launching the New Ship of State United States Constitution Federalist #10 Federalist #51
Federalist #16 Federalist #17 “The Constitution” DBQ - from DBQ Practice, Book 1, by Michael
Hutchison, copyright 2004, Social Studies School Service Small Group Seminar – Opposing Viewpoints 14A & 14B Federalists/Anti-Federalists Comparison Chart Washington’s Farewell Address
Free Response Essay Topics:
1. What was really at stake in the debate between Federalists and Anti-Federalists? Did the Federalists win primarily because of their superior political skills or because they had a clearer view of the meaning of the Revolution and the future of the United States? Justify your responses.
2. Evaluate whether the U.S. Constitution creates a neutral, level playing field that mitigates the advantages of wealth.
Unit 4 – The Evolving Democracy (4 weeks)
(Mid-Term Exam: October 15, 16 or 17 – pending administrative scheduling)
Contents:
Jefferson’s “Revolution of 1800” – changes in party positions, Louisiana Purchase, diplomatic problems
War of 1812 – causes, conduct and consequences Era of Good Feelings Rise of Nationalism Marshall Court rulings and precedents Monroe Doctrine Election of 1824; Jackson’s Democratic Party Jackson Administration – spoils system, nullification, Bank War,
Cherokee removal Manifest Destiny – war with Mexico Immigration – social, political and economic developments; reform
movements (1820-1850)
Themes: Politics and Citizenship, War and Diplomacy, American Identity, Slavery, Economics Transformations, American Diversity, Demographic Changes, Reform, Religion, Culture
Weeks 8 & 9:
Readings: American Pageant, Chapter 11 – The Triumphs and Travails of the Jeffersonian Republic and Chapter 12 – The Second War for Independence and the Upsurge of Nationalism
Readings (for Small-group Seminar): Opposing Viewpoints 20A & 20B and “Decisions of the Marshall Court
Week 10: Readings: American Pageant, Chapter 13 – The Rise of Mass
Democracy and Chapter 14 - Forging the National Economy Reading: America: A Narrative History, pp. 414-421 Reading (for Class Debate & Writing Practice): Opposing Viewpoints
24A & 24 B “Jacksonian Democracy” DBQ - from DBQ Practice, Book 2, by Michael
Hutchison, copyright 2004, Social Studies School Service
Week 11: Readings: American Pageant, Chapter 15 – The Ferment of Reform and
Culture
Free Response Essay Topics:
1. Assess the validity of the following statement: Andrew Jackson’s Indian policy represented a fundamental change from the Indian policies of previous U.S. presidents.
2. Write your own definition of democracy. Use this definition to argue that Jefferson or Hamilton was the better spokesperson for democratic government in the 1790’s.
3. Before 1790, American leaders denounced political parties. Explain why, nonetheless, political parties came into existence and what function they performed in the early Republic.
4. Explain what you believe a common man is. Argue that Andrew Jackson was or was not a common man in the presidency.
5. Summarize the impact of the Industrial Revolution on American labor, on the rich and the poor, and on families and home life.
6. List the five most important inventions of the early nineteenth century and rank them in order of importance. Justify your ranking.
Unit 5: Compromise Requires Two Sides (2 weeks)
Contents:
Slavery as a social and economic institution Missouri Compromise Abolitionists Compromise of 1850 Kansas-Nebraska Act – Bleeding Kansas Dred Scott Decision Lincoln-Douglass Debates John Brown’s Raid Election of 1860
Themes: Slavery and its Legacies, American Diversity, War and Diplomacy, Globalization, American Identity, Politics and Citizenship,
Week 12: Readings: American Pageant, Chapter 16 – The South and the Slavery
Controversy and Chapter 17 – Manifest Destiny and Its Legacy “Slavery” DBQ - from DBQ Practice, Book 1, by Michael Hutchison,
copyright 2004, Social Studies School Service
Week 13: Readings: American Pageant, Chapter 18 – Renewing the Sectional
Struggle and Chapter 19 – Drifting Toward Disunion Readings (for Small-Group Seminar & Writing Practice): Opposing
Viewpoints 29A & 29B Uncle Tom’s Cabin excerpt
Free Response Essay Topics:
1. Did extreme abolitionists do more harm than good? In what ways? How would you have solved the slavery problem?
2. Explain the widespread popularity of the concept of popular sovereignty as a way to resolve the issue of slavery in the territories. Then explain why it ultimately failed.
3. What was responsible for the violence in “Bleeding Kansas”? Why might the violence be viewed as a “prelude to Civil War”?
Unit 6: Civil War and Reconstruction (4weeks)
Contents:
Military strategies, strengths and weaknesses, events and outcomes Mobilization Public opinion Social, economic and political impact of the war – North and South Reconstruction Plans New South Compromise of 1877 Booker T. Washington and W.E.B. Du Bois
Themes: War and Diplomacy, Politics and Citizenship, Slavery and its Legacies, American Diversity, Reform
Week 14: Readings: American Pageant, Chapter 20 – Girding for War: The North
and the South Readings: Opposing Viewpoints 31A & 31B – Class Debate Readings: America: A Narrative History, pp. 648-660 Comparison Chart: North vs. South
Week 15: Readings: American Pageant, Chapter 21 – The Furnace of the Civil
War Readings: America: A Narrative History, pp. 669-672 Emancipation Proclamation Gettysburg Address Second Inaugural Address – Abraham Lincoln
Weeks 16 & 17: Readings: American Pageant, Chapter 22 – The Ordeal of
Reconstruction Fourteenth Amendment Comparison Chart: Reconstruction Plans
“Civil War” DBQ - from DBQ Practice, Book 2, by Michael Hutchison, copyright 2004, Social Studies School Service
Free Response Essay Topics:
1. Explain what led the Southern states to secede from the Union after the election of 1860?
2. During the Civil War, many poor Southerners complained that it was a rich man’s war, but a poor man’s fight. On what basis did they make this complaint? Could Northerners have made the same accusation for the same reason? Explain.
3. Historians usually rank the “Great Emancipator,” Abraham Lincoln, as the “greatest” of American presidents. Do you agree? Why or why not?
4. Assess the validity of this statement: The American Civil War was fought to end slavery.
5. The Fourteenth Amendment is commonly referred to as one of the most important additions to the Constitution. Why?
6. Compare and contrast Lincoln’s, Johnson’s and Congress’s plans for Reconstruction. Cite what was included and what was omitted. Which program do you think was the best? Why?
7. Why was President Johnson impeached? Why didn’t the Senate convict him of “high crimes and misdemeanors?” What do you think his conviction in the Senate might have meant for our system of government?
(Semester Exam: December 19, 20 or 21 pending administrative scheduling)
Unit 7: The Gilded Age and World Stage (3 weeks)
Contents:
Gilded Age Political corruption and reform Industrial growth – mass production Gospel of Wealth Rise of organized labor Immigration and Urbanization – “New” and “Old” immigrants People’s Party – Election of 1896 Expansionism and Imperialism– Hawaii, Spanish-American War, Cuba,
Philippines Open Door Policy Panama Canal
Themes: Politics and Citizenship, Economic Transformations, American Diversity, Culture, Environment, Demographic Changes, Reform, Globalization, War and Diplomacy
Week 18: Readings: American Pageant, Chapter 23 – Political Paralysis in the
Gilded Age “The Gilded Age” DBQ - from DBQ Practice, Book 2, by Michael
Hutchison, copyright 2004, Social Studies School Service
Week 19: Readings: American Pageant, Chapter 24 – Industry Comes of Age and
Chapter 25 – America Moves to the City “Immigration” DBQ - from DBQ Practice, Book 1, by Michael Hutchison,
copyright 2004, Social Studies School Service
Week 20: Readings: American Pageant, Chapter 26 – The Great West and the
Agricultural Revolution and Chapter 27 – Empire and Expansion Readings (for Small-Group Seminar): Opposing Viewpoints, Volume 2,
6A & B and 7A & B
Free Response Essay Topics:
1. Who do you think was the best president in the Gilded Age? Why?2. How did racial issues, including Chinese immigration, affect economic
and political developments of the Gilded Age?3. What explains the rise of the Populist Party in the 1890’s? Were the
Populists reflecting only farmers’ discontent or did they express a deeper disaffection with the weaknesses of the two-party system?
4. Consider each of the following as a cause of war in 1898: public opinion; yellow journalism; business interests; strategic interests. Which do you consider the key cause of war? Why?
Unit 8 – Justice at Home and Abroad (3 weeks)
Contents:
Muckrakers Progressivism Consumer and environmental protection T. Roosevelt, Taft and Wilson administrations Taft’s “Dollar Diplomacy” Wilson’s “Moral Diplomacy” Neutrality, 1914-1917 World War I – economic impact, Espionage and Sedition Acts Propaganda Fourteen Points Treaty of Versailles
Themes: Globalization, War and Diplomacy, Reform, Politics and Citizenship, EnvironmentWeek 21:
Readings: American Pageant, Chapter 28 – Progressivism and the Republican Roosevelt
Readings (for Small-Group Seminar): Opposing Viewpoints, Volume 2, 8A & 8B
Week 22: Readings: American Pageant, Chapter 29 – Wilsonian Progressivism at
Home and Abroad Readings: America: A Narrative History, pp. 967-979
Week 23: Readings: American Pageant, Chapter 30 – The War to End War Readings (for Class Debate): Opposing Viewpoints, Volume 2, 13A &
13B “Peace Without Victory” – Woodrow Wilson Fourteen Points
Free Response Essay Topics:
1. In the view of the Progressives, what was wrong with American society? What solutions did they try to use? Be specific.
2. What were the most important of Wilson’s progressive reforms? Was Wilson actually a more effective progressive than Theodore Roosevelt? Why or why not?
3. Identify the political, social and economic effects of World War I on the United States.
4. Assess America’s contribution to the Allied victory in World War I. Do you think that the United States’ involvement was crucial to victory? Why or why not?
5. How was the Treaty of Versailles defeated and why?
Unit 9: The 1920’s and 1930’s (2 weeks)
Contents:
Post-war recession Problems for farmers Intolerance – KKK; immigration restrictions; Sacco and Vanzetti Prohibition Jazz Age Business Growth Harding, Coolidge and Hoover administrations Hoover’s approach to the Depression Roosevelt’s approach to the Depression – New Deal Court packing Dust Bowl
Themes: American Diversity, Culture, Religion, Economic Transformations, Politics and Citizenship, Demographic Changes, Reform
Week 24: Readings: American Pageant, Chapter 31 – American Life in the
“Roaring Twenties” Readings: America: A Narrative History, pp. 1048-1057 “The 1920’s” DBQ - from DBQ Practice, Book 2, by Michael Hutchison,
copyright 2004, Social Studies School Service
Week 25: Readings: American Pageant, Chapter 32 – The Politics of Boom and
Bust and Chapter 33 – The Great Depression and the New Deal Readings: America: A Narrative History, pp. 1073-1077 First Inaugural Address – Franklin D. Roosevelt Readings (for Class Debate & Writing Practice): Opposing Viewpoints
Volume 2, 20A & 20B “The Depression and New Deal” DBQ - from DBQ Practice, Book 2, by
Michael Hutchison, copyright 2004, Social Studies School Service
Free Response Essay Topics:
1. The 1920’s was a time of “heroes.” Why? Explain why Charles Lindbergh and Henry Ford were so greatly admired in this decade.
2. Do you think that the 1920’s should be most noted as a decade of anxiety and intolerance, hedonism and liberation or both? Cite specific features of life in the 1920’s to explain your view.
3. Do you think the “noble experiment” of prohibition did more harm than good or vice versa? Explain your view by citing specific consequences of the prohibition amendment.
4. Explain how the automobile industry in the 1920’s had an impact on the national economy similar to that of the railroad industry in the 1870’s and the 1880’s.
5. Compare the personal characteristics of Harding, Coolidge and Hoover. What did they have in common? How do their personal qualities help to explain their political success in the 1920’s?
6. What did Herbert Hoover do to combat the Great Depression? What more do you think he should have done? Why didn’t he?
7. Select the three most important programs of the New Deal, explain what they did, and tell why you chose these three.
Unit 10: World War II (2 weeks)
Contents:
Response to aggression – neutrality; Lend-Lease Act Pearl Harbor Military strategies – Germany first; Island hopping; atomic bomb Relocation of Japanese-Americans Impact on women and minorities Atlantic Charter United Nations Containment Division of Germany Truman Doctrine Marshall Plan NATO Korea
Themes: War and Diplomacy, Globalization, Economic Transformations, Demographic Changes, Reform
Week 26: Readings: American Pageant, Chapter 34 – Franklin D. Roosevelt and
the Shadow of War and Chapter 35 – America in World War II “Four Freedoms” – Franklin D. Roosevelt “World War II: The Home Front” DBQ - from DBQ Practice, Book 2, by
Michael Hutchison, copyright 2004, Social Studies School ServiceWeek 27:
Readings: American Pageant, Chapter 36 – The Cold War Begins and Chapter 37 – The Eisenhower Era
“The Cold War” DBQ - from DBQ Practice, Book 1, by Michael Hutchison, copyright 2004, Social Studies School Service
Free Response Essay Topics:
1. Do you think the argument that “one should not change horses in the middle of the stream” is sufficient to justify Franklin Roosevelt’s breaking two-term tradition in 1940? Do you think anyone should be allowed to serve more than two terms in the presidency? Why or why not?
2. How did World War II affect: the role of the national government in American life, the relationship between the government and the economy and minority groups in America?
3. Present arguments for and against using the atomic bombs on Hiroshima and Nagasaki in 1945. Had it been your decision, what would you have done? Why?
4. Why did President Truman relieve Gen. Douglas MacArthur of his command in Korea? Do you think that was wise decision? Why or why not?
5. What were the Cold War fears of the American people in the aftermath of World War II?
6. Identify the factors that produced the anti-communist “witch hunt” after World War II. List some of its most important short- and long-term consequences.
(Mid-Term Exam: March 13, 14, or 15 pending administrative scheduling.
Unit 11: The 60’s and Beyond (4 weeks)
Contents: John F. Kennedy Flexible response Geneva Accords Vietnam Peace Corps Bay of Pigs Cuban Missile Crisis Lyndon B. Johnson Civil Rights Richard Nixon Vietnamization Nixon Doctrine China Watergate Jimmy Carter Camp David Accords SALT II Iran Revolution and hostage crisis Ronald Reagan End of the Cold War
Themes: Reform, American Diversity, Politics and Citizenship, Culture, War and Diplomacy, Globalization, Environment, American Identity
Week 28: Readings: American Pageant, Chapter 38 – The Stormy Sixties and
Chapter 39 – The Stalemated Seventies Inaugural Address – John F. Kennedy “Civil Rights” DBQ - from DBQ Practice, Book 1, by Michael Hutchison,
copyright 2004, Social Studies School Service
Week 29: Readings: American Pageant, Chapter 40 – The Resurgence of
Conservatism Readings (for Small-Group Seminar): Opposing Viewpoints Volume 2,
35A & 35B
Week 30: Readings: American Pageant, Chapter 41 – America Confronts the
Post-Cold War Era
Week 31: Readings: American Pageant, Chapter 42 – The American People Face
a New Century
Free Response Essay Topics:
1. Do you think that President Kennedy handled the Cuban missile crisis as well as he could have? Why or why not? Evaluate the consequences of the crisis. Was it worth the enormous risk of nuclear war?
2. Evaluate President Johnson’s Great Society program. Do you think its goals were realistic? Admirable? Why did it receive such heavy support in Congress?
3. What was the impact of the 1960’s cultural rebellions on education, religion and the family?
4. What do you think lay at the root of the Watergate scandal? Who was responsible? Explain why it ballooned into a national crisis.
5. Define conservatism. Why did conservatism gain such strength in the 1980’s and 1990’s? Where did modern American conservatism originate?
6. What were Ronald Reagan’s goals as he entered the presidency in 1981? How successful was he in implementing them? In what ways did he fail to achieve his goals? Why?
7. What were Clinton’s greatest successes and failures in his first term? What were his greatest personal strengths and weaknesses as president? Was his impeachment largely a political effort to highlight his personal failings or did the charges reflect genuine constitutional issues?
Exam Review – From Week 32 until Exam
Review activities to include (but not limited to):
Released exams: 1996, 2001, and 2006 Test-taking strategies Supreme Court Decisions review Identification of items from student review sheets Presidential Quotes Evolution of Political parties Practice test from audit
