Hazel Tipton 2007-2008 AP US History Course … US History Course description AP United States ... across time and topic in the study of United States history ... create chart of English

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Hazel Tipton 2007-2008

AP US History Course description

AP United States History is designed to challenge students with college level skills and give them factual knowledge that will aid them to

deal analytically and critically with materials presented. Students will learn to assess historical materials and their relevance to an

interpretive problem. Understanding the reliability and importance of such sources and to weigh evidence and interpretations from a

variety of such sources in order to develop their own opinions. Unit goals are based on global ideas that can transcend any area of

history. Once students learn a goal then it will be used over and over to aid in a boarder and deeper knowledge of the connections

across time and topic in the study of United States history and the world.

Academic Responsibility: Students are expected to abide by ethical standards in preparing/presenting materials which demonstrates their

level of knowledge and used to determine grades. Such standards are founded on the basic concepts of honesty and integrity. Students

are given calendars that identify the Unit goal, concepts and all assignments due dates. Each Unit will end with a multiple choice test

styled after the AP exam.

Textbooks and readers:

Kennedy, David M., Lizabeth Cohen, and Thomas A. Bailey. The American Pageant: Advanced Placement. Boston: McDougal

Littell/Houghton Mifflin.

Thomas Bailey & David Kennedy, The American Spirit (8th edition). Boston: McDougal Littell/Houghton Mifflin.

James West Davidson & Mark Hamilton Lytle , After The Fact; The Art of Historical Detection. New York, McGraw-Hill

Smith, James L.. Ideas that Shape a Nation: A Survey of Historical Ideas Important to the Development of the United States. Las Cruces,

Suncrest Publications.

History Survey Project Teaching Materials Syllabus (Before)

Copyright (c) 2012, History Survey Project http://utep.edu.hsp 1

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Brown University, Choices for the 21st Century Education project, A program of the Thomas J, Watson Jr. Institute for International

Studies (Which specific book(s) being used are identified in the unit assignment)

* Primary text readings and assignments are identified but additional readings from the American Spirit@ vol 1 and 2 and selected reading from After

the Facts; The Art of Historical Detection@ have not been identified but will be assigned as time and relevance appear. 1 All reading from Smith including completing questions and terms. 2 Spiraling questions: students will be taught to create a series of questions based on readings, maps, tables, prior knowledge, etc... A three tiered

level of questions 3 fact based, 2 implied, and 1 global question meant to challenge preconceived ideas and display knowledge. 3 Choices Program contains both primary and secondary sources along with questions, essays, debates and simulations over specific topic areas with

extensions and added assignments designed by teacher.

UNIT 1: New World: Exploration, Discovery and Settlement. Goal: Students will understand how changes in population

(Black Death), technology (printing, shipping, weapons, bookkeeping), ideology (Reformation, Crusades, etc....) can/have

impacted the world.

New World: Investigate life in Pre-Colombian Americas; i.e. population distributions, culture, and economy.

Reading: text- pgs 2-24 and Smith1 5-13 (Aristotle)

Skill: Map: (Students will begin creation of map overlays using physical maps of the world, the Americas and the

United States). Students will create overlays that demonstrate the locations of major areas of population

concentrations, and political boundaries in 1492 for Europe and the Americas. Using your map name the three most

striking differences between the two continents and write an hypothesize to justify the reasons for differences.



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Exploration: Outline events that shaped Europe leading to desire and willingness to explore and colonize New World.

Reading-- pgs. 25-42, Smith1 , pgs 15- 24 (Thomas Hobbs)

Skill-- create a timeline that demonstrates the major religious, political, population and technical changes/events of the

12th through the 15th centuries.

Discovery: Assess the causes for exploration, immigration and migration.

Reading: Smith1 25-34 (Locke)

Skill: Map: create overlay that identifies the colonies of North America in the 17th century, with population, religion,

ethnic origins and predominant economic activity.

Essay: Short answer 3-4 paragraphs, all essay must be accompanied by an outline.

Prompt Why do people move? Homes, school cities, states, countries, planets? Discuss both past, present

and possible future reasons.

Settlement : Describe the settlements of N. America. Compare the reasons for settlement and discriminate the differences

between presence (i.e. coureur de bois) and permeant settlement (i.e. Jamestown).

Reading-- text pgs 43-65, Smith1 pgs 35-44 (Rousseau)

Skill-- create a table and map overlay that identifies the colonization efforts of Spain, France, England and Dutch in

the Americas. Table should include country, location, financial backing and primary reasons for colony.

Spiral questions2 -- using all materials from this Unit create questions to challenge yourself and your fellow students in

demonstrating depth of understanding of the Unit Goal. Finalize with a Socratic seminar.



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UNIT 2: Colonization. -- Goal: Students will understand how culture shapes values, beliefs and interactions with others.

English colonization -- Classify the differences between life in Southern, Northern and Middle colonies.

Reading: text pgs 66-83, and Taking Sides, vol 1, 5th ed. AWas American culture Uniquely American?@

Skill -- create chart of English colonies that contain the following information; 1) founders and reasons, 2) settlers and

reasons, 3) dates, 4) environment (natural resources, weather, etc...) 5) economy, 6) population (country of origin,

religion, sex, death and birth rates). You may create chart in any format you choose but 25% of grade depends on

clarity of information.

Essay: create an introduction with thesis on one of the following, then outline the rest of essay.

1) American culture was and is unique.

2) American culture was and is not unique but a mixture of ...

3) American culture was but is not unique today.

4) American culture was not unique but is today.

Religion and the colonies -- Illustrate how much did/does religion influence behavior (personal, politically, etc...)

Reading -- text pgs 84-105, Smith1 pgs 45-64 (New England Puritans and Roger Williams), Alan Alda AKnow what

your values are@ E.B. White AFreedom@

Skill -- spiral questions for each reading (except textbook). Use student questions to conduct a Socratic style

seminar. Focus will be on how values and beliefs change over time.

UNIT 3: War and Revolution. B Goal: Students will understand how economy and wars shape a country and world.



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England and France -- Review the history of relationship between England and France in order to understand French and

Indian War.

Reading -- text pgs 106-121

Economy -- Summarize the economic relationship between a colony and its mother country.

Reading -- text pgs 122-140 & Smith1 pgs 67-76 (Paine)

Skill -- compare economics of England and colonies by creating a chart that shows the flow of goods and cash

between the Americas and Europe.

Freedom -- Explain the relationship between religious and political freedom of the colonies and the Revolutionary War.


Skill -- Taking Sides, vol 1, 5th ed. “Was the Great Awakening a key to the American Revolution?”

Essay: Prompt -- Separation of Church and State is the anvil upon which this country was shaped, but the hammer

that defined it was religionBspecifically ChristianityBand that ideology still shapes us today. Evaluate the validity of this

statement.

Unit 4: Building a New Nation -- Goal: Students will understand how a country and its people shape and are shaped by the

laws of the land.

Weak vs strong government -- Demonstrate how a weak, corrupt or inflexible government can lead to political, social or



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economic turmoil.

Reading -- text pgs 166-189, Smith1 pgs 77-86 (Federalist) and Taking Sides, vol 1, 11th ed. “Was the American

Revolution a Conservative Movement?”

Skill -- Create a chart that compare and contrasts the grievances listed in the Declaration to the powers given to

government in both the Articles of Confederation and the Constitution.

Essay: Free Response B Identify the differences between Shay’s Rebellion and the Revolution. Why did one work and

not the other?

Creating a New Government B Explain how change, even if it is desired, can be difficult for society and government.

Reading -- text pgs 190-210, Smith1 pgs 87-136 (Anti-Federalists, Washington, Madison, Jefferson, Hamilton)

Skill --Based on readings students will conduct a Socratic seminar on the ratification of the Constitution, Bill of Rights

and the creation of a National Bank. (Students will be randomly assigned roles and sides)

Unit 5: Impact of governmental decisions. -- Goal: Students will understand how governmental policies effect society,

economic, and world relationships.

Policy B Identify how a president=s economic policies effects the not only our nation but others as well.

Reading -- pgs 211-232, Smith1 pgs 137- 146 (Marshall)

Skill -- Research and comparison B research 3 economic sanctions from list provided. Identify why sanctions were put

in place, when, and what were short and long term results.



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Foreign Policy -- Decide how foreign relations effect governmental policies, society, and economy.


Skill – “Challenges to the New Republic: the War of 1812"3 Student will look at primary and secondary sources and

then debate the causes and consequences of the War of 1812.

National Economy -- Prove how the government shapes economic policy.

Reading -- text pgs 287-319, Smith1 pgs 149-158 (Tocqueville)

Skill -- A current issue in the news will be used to shape this exercise.

Unit 6: Politics: Society, Culture and Reform 1800 to 1860 -- Goal: Students will understand how population changes can

create a chain reaction of reform that will alter government and society.

Movement -- Determine if westward movement and population growth was impetus for expansion of voting rights.

Reading -- text pgs 256-286 , Smith1 pgs, 159-168 (Thoreau) and Taking Sides vol 1, 5th ed. “Did the election of

1828 represent a democratic revolt of the people?”

Skill -- DBQ -- Were the Jacksonians guardians of the Constitution? College Board DBQ 1980

Population growth B Analyze how changes in population can effects values and beliefs of an area and country. Describe how

movement west and expanding population changed peoples concerns and lead to reform movements.

Reading -- text pgs 320-347, Bellamy ALooking Backward@

Skill -- Map: create a series of overlays that identifies the population, religion, ethnic origins, predominant economic

activity and political boundaries from 1790 to 1860. Student will decide how to break up information and class



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presentations with open discussions on chart creations and decisions.

Manifest Destiny -- Judge the impact of Manifest Destiny on Native Americans and the environment.

Reading -- text pgs 370-389. *appropriate reading from American Spirit are assigned throughout both semesters.

Skill -- Maps - create overlays of native American populations and territories in hundred year increments. Students will

then create outlines of facts from maps and Spiral2 questions for class discussion based on assigned reading and

maps from unit.

Unit 7: Strife and controversy, Road to the Civil War. -- Goal: Students will understand how differences in economy,

geography, and values traced back to colonial times helped create the sectional difference that lead to the Civil War.

Slavery -- Trace roots of slavery and its impact on sectionalism and the economy.

Reading B text pgs 350-369, Smith1 pgs 169-178 (Stanton)

Skill – “A forgotten History: The Slave Trade in America.”3 Primary and secondary sources with questions on impact

of slave trade and essay.

Sectional struggle -- Identify issues of conflict that lead to Civil War.

Reading -- text pgs 390-408, Smith1 pgs 179-188 (Calhoun)

Skill -- Create an annotated timeline of the events and the conflicts that helped lead to the Civil War.

Failure of compromise -- Explain how the compromises created due to sectionalism began to break down and finally

stopped completely.



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Reading -- text pgs 409-433 Smith1 pgs 189-198 (Douglass)

Skill -- Free response essay: Prompt -- Our country’s Constitution was based on the ability to compromise, why did

that skill break down in mid-1800? Why were the leaders unable to compromise one more time? Use your timeline to

aid you in gathering the facts to write this essay.

Mobilization for war -- Outline how the North and the South begin mobilization for war, with notations on amount and type of

destruction.

Reading -- text pgs 434-450, Smith1 pgs 210-210 (Lincoln)

Civil War -- Trace the battles and effects of the Civil War.


Skill -- Create a timeline and a map overlays of the battles of the Civil War.

Reconstruction -- Differentiate between the long and short term impacts of Reconstruction.

Reading -- text pgs 477-499, Taking Sides vol I, 11th ed. AWas reconstruction a “Splendid Failure”?

Skill -- Students will analyze the different views of reconstruction from a variety of historians from the 1870s to present

day. They will be assigned different writings and then they will create spiral questions to use in a class debate over

the changing interpretations of Reconstruction and the causes of the Civil War.

Unit 8: Creating an Industrial Society. -- Goal: Students will understand how industrialization, immigration and Anew@ age of

politics after Reconstruction altered the course of the country and lead us toward imperialism and world power.



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Politics in the Gilded Age -- Assess the changes in governmental behavior after 1865 and elaborate on the reasons for

political changes.

Reading -- text pgs 502-527, Smith1 pgs 213-222 (Smith), Rioredon. “Plunkitt of Tammany Hall”, Machiavelli, “The

Prince” Taking Sides vol, 1, 11th ed. “Did William Tweed Corrupt Post-Civil War New York?”

Railroads and big business -- Describe the growth of the railroads and industrialization during the late 1800s and their

impact on American economy, society and politics.

Reading -- text 528-556, Smith1 pgs 223-232 (Marx), Taking Sides vol, 2, 5th ed. “Were Nineteenth-Century

Entrepreneurs Robber Barons?”

Skill B Spiral3 questions on readings from Unit with Socratic Seminar.

Growth of Cities -- Determine the reasons for the mass migration and immigration of the late 1800s and early 1900s.

Illustrate how the new masses of populations changed the face of America forever.

Reading -- text pgs 557-589, Smith1 pgs (Sumner)

Skill -- U.S. Immigration Policy in an unsettled world. Using primary and secondary sources students will examine

immigration to the US form the 1600 hundreds to modern times. They will research policy and how immigration

effected the U.S. during the Gilded Age then they will look at modern immigration problems and debate on policy

solutions for the problems identified.

Unit 9: Manifest Destiny and beyond. -- Goal: Students will understand how the ideology of Manifest Destiny helped shape

America.



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Isolationism to World Power -- 1) Explain why America became increasingly more involved in World Affairs in the late

1800s. 2) Describe the reasons for U.S. involvement in the Spanish -American War. 3) Analyze American Imperialism and

its consequences to U.S. and the world. 4) Trace the roots and impact of the Roosevelt Corollary.

Reading -- text pgs 623-643 & 646-663, Smith1 pgs 243-252 (George), Taking Sides vol, 1, 11th ed. Did Yellow

journalism cause the Spanish-American War?

Skill – “Beyond manifest Destiny: American enters the Age of Imperialism”3. Spiral questions based on Yellow

Journalism reading and debate on role of media in politics.

Unit 10: Progressives. -- Goal: -- Students will understand how reform movements can and do alter society and government.

Analyze the origins and nature of reform movements -- 1) Describe the impact of Progressive reforms from the local and

state level upwards. 2) Identify the Progressive reforms of Theodore Roosevelt and Woodrow Wilson.

Reading -- text pgs 664-686, & pgs 687-704, Smith1 pgs 253-262 (Veblen), and Taking Sides vol, 1, 11th ed. “Did

the Progressives Fail?”

Skill -- In groups students will research reform movements past and present (minimum number will be established

based on time available) they will create charts that define ideology, major accomplishments and effectiveness in

shaping or changing society/government. Student will have to define criteria that they use and explain in a class

presentation. Socratic seminar based on reading, charts and presentations.



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Unit 11: World War I -- Goal: -- Students will understand role of Nationalism in shaping governmental policy and wars.

Weapons -- Elaborate on the impact of new technology on war and long term effects weapons of mass destruction have had

on the world.

Reading -- text pgs 705-727, Smith1 pgs 275-284 (Turner),

Skill – “To End all wars: WWI and the League of Nations”3 Using primary and secondary materials, students will

examine the transformation of the U.S. foreign policy and the emergence of the concept toward world peace through

cooperation. The students will gather information to use in debates of the Conference of Versailles and Senate

arguments over the Treaty of Paris.

Unit 12: Roaring Twenties. -- Goal: Students will understand how pivotal changes (i.e. war, depression) alter society.

Art and Literature --Determine how art, literature and music can shape and define society.

Reading -- text pgs 728-752, Smith1 pgs 287-296 (Wilson)

Skill -- Research questions: 1) How did Jazz define the struggle for equality for African Americans? How did the

minority music of jazz alter the life styles of the majority and why? 2) How was literature of the 1920s a reflection of

the inner fears of death, destruction and a meaningless life. Was all literature such a reflection? If not why? 3) Why



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were so many people willing to defy the law over Prohibition?B Students will pick an area to do a mini-research paper

on with presentations of papers followed by Socratic seminar that focus on how changes in social structures alter how

people interact with each other and the government.

Unit 13: Great Depression and New Deal. -- Goal: Students will understand how economic crisis can lead to governmental

action and what factors can cause the government to take actions.

Economic instability -- 1) Summarize the economic cycles of the U.S. 1776-1929; including explanation of the agrarian debt

and business cycles. 2) Explain the rise of Labor Unions and impact. 3) Examine impact of Great Depression on society;

family structure and migration patterns. 4) Catalog effects of New Deal on governmental structures and policies.

Reading -- text 753- 776 & 777-805, Smith1 pgs 297-306 (Roosevelt) and 307-316 (Keynes), Taking Sides vol II,

11th ed.”Did the New Deal prolong the Great Depression”?

Skill -- 1) Timeline of past economic depressions, panics and recessions from 1776-present day. 2) Spiral questions

from readings. 3) Class discussion/debate on government role in controlling economy. 4) Map overlay of population

shifts during the Great Depression. Class discussion will compare the reasons for movement and settlements of the

past (i.e. colonization, Great Migration) and present and the impact such movement have on society and economy.

Essay -- Prompt : Did the new Deal go to far? Or not far enough?



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Unit 14: World War II. -- Goal: Student will understand how WWII shaped the modern world and influences our current

relationships with other countries.

“War makes strange bedfellows” -- Explain how war and the threat of war can create strange alliances.

Reading -- text pgs 806-826, Smith1 pgs 317-326 (Regan)

Skill -- Between World Wars: FDR and the Age of Isolationism.3 Using primary and secondary sources student will

explore the effects of the Treaty of Versailles, Great Depression and the growing problems of Europe and debate the

Lend-Lease Act.

Fighting a Modern War -- Outline reasons for and events that caused America to become involved in fighting WWII.

Skill – “Ending the War against Japan: Science, Morality, and the Atomic Bomb”.3 Explore the political, military and

ethical issues involved in the creation of the Manhattan Project. Class debate.

Unit 15: Cold War. --Goal: Student will understand how the Cold War altered American society, politics and the economy in

entire country and changed our relationship with the rest of the world forever.

Divide, conquer and protect? -- Explain how and why the Allies divided Europe into zones of occupation/protection.

Reading -- text pgs 858-886, Smith1 pgs 329-338 (Douglas)

Skill – “The origins of the Cold War: U.S. choices after WWII”3 using primary and secondary sources student will

debate the decisions after WWII. They will write an opinion paper that clarifies their ideas on choices made and their

impact on the world.



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Eisenhower Era -- Trace the growing military complex and its effects on governmental spending during the Cold War.

Reading -- text pgs 887-915, Smith1 pgs 339-348 (King)

Skill -- create chart that shows impact and expenses of the Marshall Plan, Truman Doctrine and Eisenhower Doctrine.

Essay -- Using all prior knowledge and your chart, write an opinion essay that discusses why the U.S. felt

supporting Europe economically and militarily would prevent another war and if that was a correct assumption or

not.

McCarthyism -- Examine the role of hate in society. How hate/fear alters the country.

Reading -- selected pieces that show a snapshot of different times in history of intense hate/fear. i.e. Salem Witch

Trials, Red Scare, Scopes trial, Scottsboro, Andrew Johnson=s impeachment, Sacco and Vanzetti, Nazi, Kosovo, and

Rwanda.

Skill - create a chart that defines who, what, when and why certain groups have been persecuted in America and the

consequences of persecution to society and government. Class discussion will center on how such persecutions have

altered the U.S., what lessons were learned by society and what still must be done to prevent further persecutions.

Socratic seminar.

Unit 16: Technology -- Goal: Students will understand the impact that changes in technology have had on America.

Advancements B Hypothesis why periods of tremendous advancements have created changes in society, government, and

economy. Explain the role of government in helping society and the economy cope with changes caused by new technology.

Reading: Smith1 pgs 349-358 (Malcolm X)



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Skill -- Create a chart that describes the Aleaps@ in technology this country has experienced in the past. You must list

the major new inventions, their impact on society and how the economy and government reacted.

Essay -- Is it the government’s job to regulate in the internet?

Unit 17: Kennedy’s Presidency. -- Goal: Students will understand the impact on government and society that a charismatic

president can have.

Reading -- text pgs 916-945, Smith1 pgs 359-368 (Friedan)

Camelot -- Infer as to why Kennedy=s time in office was often called a Areturn to Camelot@.

Skill -- Allusion B comparison of selected concepts B AThe Crucible-McCarthy,@ Antebellum South-feudalism, Pancho

Villa-Robin Hood, and Kennedy-Camelot.

Essay -- By examining specific allusions of writers students will be able to explain why writers/historians use

allusions to describe certain times/concepts.

New Frontier -- Determine the impact on politics and society of the New Frontier. Explain Kennedy’s role in the Civil Rights

Movement. Evaluate his role in Vietnam and Cuba Missile Crisis.

Reading -- Smith1 pgs 369-378 (American Indian)

Johnson -- Compare the New Frontier to the Great Society and appraise Johnson’s Presidency.

Skill -- create a chart that compares the program and goals of the New Frontier to the Great Society.

Unit 18: Civil Rights. -- Goal: Students will understand the impact the desire and struggle for equality has/does have on

society, government and the economy.



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Struggle -- Describe the attempts to achieve equality from 1877 - 1950s. Determine the reasons for failure to achieve

equality after the Civil War. Trace the Civil Rights movement and its impact on other minorities and movements.

Reading -- text pgs 916-945, Smith1 pgs 379-388 (Chavez)

Skill - research -- Students will be assigned random groups to research a civil rights issue/minority group, then

groups will create newspapers dedicated to describing their assigned topic. After copies of newspapers have been

given to all students a Socratic seminar will be conducted on the achievements or failures of the Civil Rights of the

past and present.

Unit 19: Vietnam -- Goal: Student will understand how the Vietnam War altered the American psyche, changed our belief in

ourselves and our government.

Domino Theory -- Examine how the failure to stop communism and the losses in Vietnam changed how society viewed

government.

Reading -- Taking Sides vol II, 11th ed. “ Was the War in Vietnam Inevitable?”

World peacekeepers or policemen? -- Discuss if the Vietnam War altered the destiny of America that Monroe, Wilson and

Roosevelt had set it on. i.e. AKeep out,= AWorld safe for democracy@ and Aarsenal of defense@

Skill – “The Limits of power: The United States in Vietnam”3 Students will complete packets with primary and

secondary sources, we will watch the video “Dear America: Letters Home from Vietnam” and then hold a Socratic style

seminar discussing America’s role in Vietnam and the long term effects on foreign policy.



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Unit 20: Nixon and the Middle East. Students will understand the influence of the Nixon presidency on society, politics and

the economy.

Executive privilege -- Explain how Nixon=s action during Watergate effected office of the president and Supreme Court.

Reading -- text pgs 946-975, Taking Sides since 1945. “Will History forgive Nixon?”

Skill - Essay -- Prompt: Does the good a person does outweigh the bad? Use information from this reading and

history to pick your point and prove your opinion beyond a reasonable doubt. You may use any past or present

information but you must quote and cite sources.

Unit 21: Conservative Resurgence. -- Goal: Students will understand the impacts of the changes in politics of the 1980s and

how those changes effected society, the economy and world relations.

Reading -- text pgs 976-1012, Taking Sides: American History since 1945, ADid President Regan Win the Cold

War?

Presidential Power -- Describe the impact of changes in values in politics and society during the 1980s and 90s.

Skill -- Pick 1 political leader you feel has had impacted the nations political ideology and write an essay that proves

how they did so.

America and the Middle East -- Trace America=s relationships in and with the Middle East.

Skill -- Create map overlay of U.S. political, military and economic interventions in the Middle East.



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Influence -- Analyze how much influence a political leaders can have on the ideology of the nation.

Reading -- Smith1 pgs 391-400 (Carson)

Skill -- Using Kennedy’s “Profiles in Courage” hold a Socratic seminar discussing the values of our politicians.

Unit 22: Into the future. -- Goal: Throughout the year we have examined the history of this nation now we will take all we

have learned and project what is in store for the future and how what we have learned can help us to be good citizens and

help lead this country to success.

1) What will be the key issues of the next twenty years? 2) What from the past could help you to decide what those issues

will be? 3) How could we address those issues?

Reading -- text pgs 1014-1034, Smith1 pgs 401-410 (Toffler)

Skill -- Students will brainstorm the concept questions come up with a list of issues and as a final project they will

pick an issue and create a presentation to present to the class on the issue and options. A class discussion will be

held after all presentations debating the information form presentations.



Documents

Hazel Tipton 2007-2008 AP US History Course … US History Course description AP United States ... across time and topic in the study of United States history ... create chart of English