Northwest Cabarrus High SchoolAdvanced Placement United States History

Course SyllabusMrs. Kasey DelliSanti Fall 2013kasey.dellisanti@cabarrus.k12.nc.us 704-788-4111 ext. 178

Course Overview Welcome to AP U.S. History! Success in this an A.P. course requires students to devote ample time outside the class in order to be properly prepared for discussions and lessons inside the class. This year-long course will be fast-paced and highly challenging in which students will:

Get an idea of what to expect in an introductory college history course Demonstrate a mastery the history of the United States learn the analytic skills and factual knowledge necessary to deal with and write critically about

the history of the United States Demonstrate the skills of evaluation, cause and effect relationships, and compare and contrast

through Socratic Seminar and debate Use historical evidence to defend and support historical arguments and positions Interpret and draw conclusions from various primary and secondary sources including

documents, literary works, maps, cartoons, etc. Prepare for and receive a score of 3 or higher on the A.P. U.S. History Exam

A.P U.S. History Themes A.P. United States History is a search for an American identity. The course encompasses the scope of American development from the Pre-Columbian cultures through the Reagan Presidency. In turn we will examine a variety of themes:

American DiversityThe diversity of the American people and the relationships among different groups. The roles of race, class, ethnicity, and gender in the history of the United States.American IdentityViews of the American national character and ideas about American exceptionalism. Recognizing regional differences within the context of what it means to be an American.CultureDiverse individual and collective expressions through literature, art, philosophy, music, theater, and film throughout U.S. history. Popular culture and the dimensions of cultural conflict within American society.Demographic ChangesChanges in birth, marriage, and death rates; life expectancy and family patterns; population size and density. The economic, social, and political effects of immigration, internal migration, and migration networks.Economic TransformationsChanges in trade, commerce, and technology across time. The effects of capitalist development, labor and unions, and consumerism.EnvironmentIdeas about the consumption and conservation of natural resources. The impact of population growth, industrialization, pollution, and urban and suburban expansion.GlobalizationEngagement with the rest of the world from the fifteenth century to the present: colonialism, mercantilism, global hegemony, development of markets, imperialism, and cultural exchange.Politics and CitizenshipColonial and revolutionary legacies, American political traditions, growth of democracy, and the development of the modern state. Defining citizenship; struggles for civil rights.ReformDiverse movements focusing on a broad range of issues, including anti-slavery, education, labor, temperance, women’s rights, civil rights, gay rights, war, public health, and government.ReligionThe variety of religious beliefs and practices in America from prehistory to the twenty-first century; influence of religion on politics, economics, and society.Slavery and Its Legacies in North AmericaSystems of slave labor and other forms of unfair labor (e.g., indentured servitude, contract labor) in American Indian societies, the Atlantic World, and the American South and West. The economics of slavery and its racial dimensions. Patterns of resistance and the long-term economic, political, and social effects of slavery.1 | A P U S H N C H S K . D e l l i S a n t i

War and DiplomacyArmed conflict from the pre-colonial period to the twenty-first century; impact of war on American foreign policy and on politics, economy, and society.Class Fee All A.P. U.S. History students will purchase a copy of McGraw Hill’s 2014 5 Steps to a 5: AP U.S. History to help them further prepare for the A.P. Exam in May. This text will also be used in class. It is expected that it be purchased on or before September 12 (A-Day) & 13 (B-Day).

Texts Brinkley, Alan. The Unfinished Nation: A Concise History of the American People. 6th ed. (New York: McGraw-Hill, 2010).

The text will be supplemented with additional course readings and classroom handouts throughout the semester. Students are required to maintain their books in the same condition in which they were issued. Students will be charged the full replacement cost for lost or damaged books.

Supplemental texts include:

Boyer, Paul S., et al. The Enduring Vision. Fifth Edition. (Toronto: D.C. Houghton Mifflin Company, 2004).

Madaras, Larry, and James M. SoRelle. Taking Sides: Clashing Views on Controversial Issues in American History, Volumes One and Two (Guilford, CT: Dushkin Publishing Group Inc., 2002).

Zinn, Howard. A People’s History of the United States. (New York: Harper Perennial, 2005).

Schweikart, Larry, and Michael Allen. A Patriot’s History of the United States. (New York: Sentinel, 2007).

Bender, David L. Opposing Viewpoints in American History, Volumes One and Two.(San Diego: Greenhaven Press, 1996).

Reading Expectations A cornerstone of any AP course is reading to supplement the information learned in class. Students will be assigned reading every night and can expect reading quizzes whenever a chapter is assigned to be read.

Writing Expectations This course is writing intensive. In order to prepare students to take the A.P. U.S. History exam in May, students will be expected to compose Essays in response to various historical prompts. Document-Based Questions and Free-Response questions will be the two types of essays students will learn to write in this course. The following rubric will be used to grade students’ essays in both AP US History and AP Language and Composition.

Essay Score

CCS Grading Scale

9 1008 957 906 855 804 753 702 601 50

Office Hours Mrs. DelliSanti is available Monday-Thursday, afterschool for extra help. Please schedule a time, in advance.Unit review sessions will be offered after school, the day before each unit test.2 | A P U S H N C H S K . D e l l i S a n t i

Class Rules Students are expected to abide by all CCS policies including but not limited to: dress code, use of personal electronics, and support of a positive learning environment.

I will come to class prepared with my supplies and my mind, ready to learn. I will not bring food or drinks to class. I will follow instructions the first time given. I will be respectful of myself, my peers, my teacher, and my classroom. I will have a positive attitude and do my best each day.

Class Consequences for Poor Choices (Order could change depending on the severity of the offence)Step 1: Verbal WarningStep 2: Hallway (Timeout) Step 3: After School Detention with Mrs. DelliSanti (Student will fill out a “Reflecting on My Choices” Sheet)Step 4: Control Room & Call Home

Class Guidelines Students will engage in a variety of debates and discussions throughout the course year, many touching on controversial topics. It is imperative that students challenge and test each other’s assumptions and reasoning but do so in an appropriate and respectful manner. Use the following guidelines:R Responsibility- The ability to take charge of one’s life, fulfill one’s obligations, be accountable

for one’s actions, and not let people down. E Empathy - The ability to listen deeply to another person’s story / experience and connect to that personS Self-Discipline- The act of ensuring that everyone has an opportunity to participate in a

group task or a project, and that no one dominates the discussion. P Participation- The act of sharing and working with others to make decisions, complete a task, or initiate a project. E Enthusiasm -The feeling of great excitement which inspires zeal and fervor.C Cooperation - The important skill that helps us work successfully in groups and interact harmoniously with others. T Trust - The ability to let others know your feelings, emotions and reactions, and have the

confidence in them to be supportive and encouraging.

Required Materials Students purchase 5 Steps to a 5: AP U.S. History (mentioned above) due on or before September 12 (A-

Day) and 13 (B-Day). 1 ½-2 inch 3-Ring Binder 5 Dividers Labeled in the following way and in this order:

Unit Syllabi Notes Supplementary Resources/ Exam Review Homework Writing

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6 Packs of Index Cards (you will use all of these) Loose-Leaf Paper Highlighters

o Pinko Blueo Yellowo Orangeo Greeno Purple

Reams of 500-Sheet Colored Printer Paper- (not construction paper)o Pinko Blueo Yellowo Orangeo Greeno Purpleo Or any other color

Grading Tests/Essays/Papers/Projects 50%Multiple Choice Cumulative Tests, Document Based Questions, and Free Response Questions

Quizzes 30%Vocabulary Quizzes, Document & Cartoon Analysis, Announced and Unannounced Reading Quizzes

Homework/Classwork/Participation 20%Vocabulary Flashcards, Warm-Ups, HW Assignments, Journals, and participation in class discussion

and Socratic Seminars Minor Assignment Late Work Policy Daily, class, and homework assignments (with the exception of test grades) will not be accepted late; it is the expectation that students turn in all assignments on the due date, at the beginning of class!

Minor Assignments Get-Out-of-Jail Free Students are still expected to turn in the assignment. Students will receive 1 per quarter to use for the following reasons:Late Work-one calendar day from due dateComputer/Printer EmergencyDrop low grade

Major Assignment Late Work Policy All assignments, worth a test grade, adhere to this policy. The due date for assignments will be determined by the teacher. Students who submit on the due date may earn up to a 100 (minus quality points). Students who submit one day late may earn no higher than an 85 (minus quality points). Students who submit two days late may earn no higher than a 70 (minus quality points). Students who do not submit on the due date or on either late day will earn a 0. In summary, students must submit on the designated due date. The assignment’s grade

decreases by 15 points per day for two days (minus quality points). After the third day, the assignment is not accepted and is a 0.

Failure to turn in any assignment on the due date at the very beginning of class constitutes a late assignment.

In other words, you may not leave the room to retrieve an assignment or print, etc. Submitting late during the class period or the school day still constitutes a late assignment.

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Assignments are not to be worked on in class the day it is due, and doing so will result in a late grade or zero.

No assignments will be accepted after the three day late policy is reached. Remember, every school day applies to the three day late policy regardless of the

A/B Day Schedule. You may turn in assignments early. The Plagiarism Statement and Late Work Policy form attached to this syllabus must

be signed and returned.

Cheating ___________ Cheating, which is defined as copying from outside resource materials such as internet sites or Cliff’s Notes, copying assignments from other students, collaborating with other students on any non-group assignment, and an abundance of assistance from parents, will automatically result in a zero on the assignment and/or discipline referral per the Student Handbook.

The Plagiarism Statement, Late Work Policy, and Cheating form attached to this syllabus must be signed and returned.

Attendance /Make-Up Work Policy

It is the responsibility of the student to gather and complete all assignments and class work missed when absent.

Each student has a “pocket” in the classroom where missed work will be placed. Students will be given a “Unit Syllabus” at the beginning of each unit so the student knows all

assignments and due dates in advance. Therefore, the student will be expected to submit the assignment the day the student returns regardless of the A/B Day Schedule.

Students have five days from the date of their return to class to make up an assignment, per county policy. After five days, missing work will count as a zero.

Please note that five days is not extended do to A/B Day Schedule; every school day counts in this total number.

Assignments that are given prior to the students’ absence are due on the assigned due date regardless of absence, unless an extenuating circumstance is documented.

Alternative forms of assignments may be given in order to deter potential cheating. Assignments must be turned in (already stapled, paper-clipped, etc.) at the beginning of class.

Work turned in after class starts is considered late and will NOT BE ACCEPTED! Students are responsible for keeping up with the homework, vocabulary flashcards,

analogies, quizzes, notebook, and tests. It is expected that you will turn in all scheduled assignments and take all scheduled tests on

time, regardless of absences. Students absent on the day of a test must make arrangements to make-up missed work the first day they return to school. I will not initiate make-ups. After five days all missing assignments convert to a zero.

Work missed will be placed in that student’s “pocket” for pick-up.

Extra Credit Policy Because this is a college-level course, extra credit will not be given.

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The A.P. U.S. History Exam The A.P. US History Exam will be administered on Wednesday, May 14, 2014 at 8:00 A.M. All NCHS students, enrolled A.P. U.S. History, are expected to register and take the exam which exempts students from taking a teacher-made exam in June. The exam is 3 hours and 5 minutes and consists of two sections:

55-minute/80 Question multiple-choice section 130-minute free response section.

o Part A of the free response section includes a mandatory Document Based Question (DBQ).

o Part B and C of the free response section include two standard essay questions. The overall exam covers the period from European exploration to the present. The exam is graded on a 5-point scale. Students earning a score of 3, 4, or 5 on the national exam may be eligible for college credit.

Units of Study

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Unit 1: Discovery through French & Indian War 1492-1763 (8 Days)Topics:Pre-Columbian Societies (America before Columbus)Exploration and Arrival of the English (Spain, Portugal, France, England)Establishment of Colonial America Comparison of New England, Middle, and Southern Colonies (Religious, Economic, Political)Burdens of Empire (Salutary Neglect)Stirrings of Revolt (British Policies after 1763)American Revolutionary Era (French and Indian War, Imperial Crisis, War for Independence)The States United (Declaration of Independence, State Constitutions, Articles of Confederation, Shay’s Rebellion)

Objectives:To understand the beginning of the history of the United States, the student will be able to:

Analyze the issues and conflicts of transatlantic contact between various civilizations Describe the establishment of American colonies by the European nations during the sixteenth century

To understand the economic and political relationship between England and its colonies that would eventually lead to the American Revolution, the student will be able to:

Identify the causes and results of war and the American Revolution Explain the relationship between England and its colonies, and their development during the sixteenth and

seventeenth centuries of the Republic

AP Test Breakdown- Time Periods AP Test Breakdown- Concepts

Pre Columbian to 1789 20% Political Institutions, Behavior, and Public Policy 35% 1790 to 1914 45% Social Change, Cultural and Intellectual Developments 40%1915 to Present 35% Diplomacy and International Relations 15%

Economic Developments 10%

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Unit 1: Discovery through French & Indian War 1492-1763 (8 Days)Topics:Pre-Columbian Societies (America before Columbus)Exploration and Arrival of the English (Spain, Portugal, France, England)Establishment of Colonial America Comparison of New England, Middle, and Southern Colonies (Religious, Economic, Political)Burdens of Empire (Salutary Neglect)Stirrings of Revolt (British Policies after 1763)American Revolutionary Era (French and Indian War, Imperial Crisis, War for Independence)The States United (Declaration of Independence, State Constitutions, Articles of Confederation, Shay’s Rebellion)

Objectives:To understand the beginning of the history of the United States, the student will be able to:

Analyze the issues and conflicts of transatlantic contact between various civilizations Describe the establishment of American colonies by the European nations during the sixteenth century

To understand the economic and political relationship between England and its colonies that would eventually lead to the American Revolution, the student will be able to:

Identify the causes and results of war and the American Revolution Explain the relationship between England and its colonies, and their development during the sixteenth and

seventeenth centuries of the Republic

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Unit 2: Revolutionary Era-Establishing a New Nation 1763-1815 (9 Days)Topics:Stirrings of Revolt (British Policies after 1763)American Revolutionary Era (French and Indian War, Imperial Crisis, War for Independence)The States United (Declaration of Independence, State Constitutions, Articles of Confederation, Shay’s Rebellion)Constitutional ConventionGeorge Washington’s Administration and the First GovernmentFederalists versus the Democratic RepublicansWashington, Adams, Jefferson, Madison, and Monroe foreign and domestic policyWar of 1812 (Causes and Results)

Objectives:

To recognize the importance of the forging of the American nation, the student will be able to: Discuss the various issues involving the establishment of the American government and Constitution Compare and contrast the administrations of Washington, Adams, Jefferson, and Madison

To understand the peaceful transition of power from the Federalists to the Democratic Republicans and the federal government’s role in domestic and foreign programs, the student will be able to:

Evaluate the impact of territorial growth, domestic policies, and foreign policies on the early Republic Explain the impact of Madison’s Administration in regard to the causes and results of the War of 1812 Characterize the major accomplishments of the Monroe Administration regarding foreign policy and domestic

issues that led to nationalism and sectionalism in this time period

A.P. U.S. History Themes:American Identity, Demographic Changes, Politics & Citizenship, War & Diplomacy

Major Assignments & Readings:Brinkley, Chapters 4 (pg. 98-109); 5-7“Common Sense” by Thomas Paine Thomas Paine, "The Crisis"John Dickinson, “Letters from a Farmer in PA”J. Hector St. John De Crevecoeur “Letters from an American Farmer”Thomas Jefferson, “Declaration of Independence”Patrick Henry, "Speech to VA Convention"Olaudah Equiano,“The Interesting Narrative of the Life of Olaudah Equiano”Abigail & John Adams, “Letters”“Federalist Papers, No. 10 & No. 51”Opposing Viewpoints: “A National Bank would be Unconstitutional” by Thomas Jefferson

“A National Bank would be Constitutional” by Alexander HamiltonOpposing Viewpoints: “The Sedition Act Violates the Bill of Rights” by George Hay

“The Sedition Act Does Not Violate the Bill of Rights” by 5th Congress Majority ReportOpposing Viewpoints: “The Louisiana Purchase Should be Approved” by Thomas Jefferson

“The Louisiana Purchase Should be Opposed” by Samuel WhiteWashington’s Farewell Address

Activities:Reading Quizzes & Reading Assignments Free Response QuestionUnit 2 Test: 80 Multiple Choice Questions

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Unit 3: Jacksonian America, Nationalism and Sectionalism 1815-1850 (8 Days)Topics:Era of Good Feelings (Beginning of the Industrial Era, American System)Marshall Court Sectionalism v NationalismElection of 1824 & the Corrupt BargainJacksonian Democracy & Policy (Indian Removal, National Bank Veto, Texan War for Independence)Quincy Adams, Jackson, Van Buren, Harrison, Tyler, Polk, Taylor, Fillmore, Pierce Buchanan Administrations Election of 1840Manifest Destiny & Slavery DebateMexican American WarAntebellum ReformLiterary & Religious Movements

Objectives:To understand the development and evolution of democratic institutions in the United States, the student will be able to:

Characterize the rise of political prominence of Andrew Jackson Evaluate Jackson’s domestic and foreign policies Analyze the issues involved in the elections of 1824, 1828, 1836, and 1840 Explain the causes and results of antebellum reform movements in the United States

To recognize the importance of westward expansion and the looming issue of slavery in the United States, the student will be able to:

Identify the causes and results of American settlers moving west Discuss the causes and results of the Texan War for Independence & the Mexican American War Analyze the issues involving slavery and potential disunion during the 1840’s and 1850’s

A.P. U.S. History Themes:American Diversity, American Identity, Culture, Demographic Changes, Economic Transformations, Environment, Politics & Citizenship, Reform, Religion, Slavery & Its Legacies in North America, War & Diplomacy

Major Assignments & Readings:Brinkley, Chapters 8-12“Democracy in America” by Alexis de TocquevilleThe Monroe Doctrine“Walden” & “Civil Disobedience” by Henry David ThoreauRalph Waldo Emerson, “Nature,” “Self-Reliance”Elizabeth Cady Stanton, “Declaration of Rights and Sentiments”Frederick Douglass, “Narrative of the Life of Frederick Douglass”Harriet Ann Jacobs, “Incidents in the life of a Slave Girl”Alexis de Tocqueville, “Democracy in America”Opposing Viewpoints: “The Bank of the United States Should be Abolished” by Andrew Jackson

“The Bank of the United States Should Not be Abolished” by Daniel WebsterOpposing Viewpoints: “Indians Should be Removed from the West” by Andrew Jackson

“Indians Should be Allowed to Remain on Their Homeland” by Cherokee NationOpposing Viewpoints: “Immigrants Endanger America” by Native American Party

“Immigrants Do Not Endanger America” by Thomas L. NicholsOpposing Viewpoints: “Women Hold An Exalted Status in America” by Catherine E. Beecher

“Women Hold a Degraded Status in American” by Elizabeth Cady Stanton & The Seneca Falls ConventionOpposing Viewpoints: “American Should Not Annex Texas” by Henry Clay

“American Should Annex Texas” by John L. O’SullivanOpposing Viewpoints: “The United States Should Enter War with Mexico to Defend Itself” by James K. Polk

“The United States Fought Mexico to Gain Territory” by Ramon Alcaraz et al.“We Take Nothing By Conquest, Thank God” by Howard Zinn (Chapter 8)

Activities:Reading Quizzes & Reading Assignments Antebellum Reformers One-Pager

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Unit 4: Causes of the Civil War through Reconstruction 1850-1877 (9 Days)Topics:Long & Short-Term causes of the Civil WarSocial Aspects of the Civil War (Emancipation Proclamation, Civil War & Reconstruction Amendments)Major Battles of the Civil WarAdvantages & Disadvantages of the North & SouthMobilization, domestic issues, and policies during the warSocial, Economic, and political impact of the warReconstruction PlansThe New SouthCompromise of 1877

Objectives:To understand the conflict and reconstruction of the United States from the years leading up to 1860-1877, the student will be able to:

Characterize the demographic makeup of the Old South and the social relationship between African Americans and Whites

Identify the long and short-term causes of the Civil War Identify the results of the Civil War Evaluate Reconstruction and its impact on the nation as a whole

A.P. U.S. History Themes:American Diversity, American Identity, Culture, Demographic Changes, Economic Transformations, Environment, Politics & Citizenship, Reform, Religion, Slavery & Its Legacies in North America, War & Diplomacy

Major Assignments & Readings:Brinkley, Chapters 13-15“Uncle Tom’s Cabin” by Harriet Beecher StoweWalt Whitman, “O Captain, My Captain”House Divided Speech by Abraham Lincoln“Gettysburg Address” by Abraham Lincoln“Emancipation Proclamation” by Abraham LincolnOpposing Viewpoints: “Slavery is not Oppressive” by Nehemiah Adams

“Slavery is Oppressive” by Peter RandolphOpposing Viewpoints: “Popular Sovereignty Should Solve the Slavery Question” by Stephen A. Douglas

“Slaver Should Not Be Allowed to Spread” by Abraham LincolnOpposing Viewpoints: “War Justifies the Restriction of Civil Liberties” by Abraham Lincoln “War Does not Justify the Violation of Civil Liberties” by Ohio Democratic ConventionOpposing Viewpoints: “Sherman’s War Tactics are Inhumane” by James M. Calhoun, E.E. Rawson & S.C. Wells

“War is Necessarily Inhumane” by William T. ShermanOpposing Viewpoints: “The South is a Separate, Conquered Nation” by The Joint Committee on Reconstruction

“The South is not a Separate Conquered Nation” by Andrew JohnsonOpposing Viewpoints: “Reconstruction Should Be Harsh” by William Mason Grosvenor

“Reconstruction Should Be Lenient” by Herman Melville

Activities:Reading Quizzes & Reading Assignments Free Response Question“Henry’s Freedom Box” v. “Pink and Say” Socratic SeminarAnalysis of Civil War PhotographyAnalysis of Federal Writers Project Slave NarrativesUnit 4 Test: 80 Multiple Choice Questions

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Unit 5: The West & The Gilded Age 1865-1900 (8 Days)Topics:Native American WarsGilded Age (problems faced in business, politics, society, farming, minorities, factories, union organization, immigration)Robber Barons (methods, accomplishments, philosophies)Rise of Labor Unions (leaders, methods, successes, and failures)Populism

Objectives:To understand the development of and problems in society and industry during this time in the United States, the student will be able to:

Explain the issues that transformed the western frontier and the treatment of the Native Americans Describe the events leading to and resulting form American industrialization Explain the significance of the influx of immigrants and their impact on urbanization in the United States Identify the struggles facing various groups of people during the Gilded Age Identify the various cultural developments around the turn of the century

A.P. U.S. History Themes:American Diversity, American Identity, Culture, Demographic Changes, Economic Transformations, Environment, Politics & Citizenship, Reform, Religion, Slavery & Its Legacies in North America, War & Diplomacy

Major Assignments & Readings:Brinkley, Chapters 16-18; 19 (pg. 481-497)“A Century of Dishonor” by Helen Hunt Jackson“I will Fight No More, Forever” Chief Joseph“Gospel of Wealth,” Andrew Carnegie“The Significance of the Frontier in American History” by Frederick Jackson TurnerOpposing Viewpoints: “Labor Unions are Essential” by Samuel Gompers

“The Organizing of Labor into Unions is Dangerous”Opposing Viewpoints: “The Takeover of Indian Land: A White Man’s View” by Theodore Roosevelt

“The Takeover of Indian Land: And Indian’s View” by Chief JosephOpposing Viewpoints: “Excluding Chinese Immigrants Runs Counter to the Spirit of America” by George F. Hoar

“Chinese Immigrants Should Be Excluded” by James Harvey SlaterOpposing Viewpoints: “Concentrations of Wealth Harm America” by Henry George

“Concentrations of Wealth Help America” by Andrew CarnegieOpposing Viewpoints: “A Populist Prescription for Social Reform” by People’s Party Platform of 1892

“A Social Darwinist View of Social Reform” by William Graham Sumner“The Wizard of Oz: Parable on Populism” by William M. Littlefield

Activities:Reading Quizzes & Reading Assignments DBQ“Coolies” Socratic SeminarUnit 5 Test: 80 Multiple Choice Questions

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Unit 6: Progressive Era 1876-1920 (4 Days)Topics:Local and State Progressive ReformsNational Progressive ReformsPresidential Progressive Reforms & Domestic Policy (Roosevelt, Taft, Wilson)

Objectives:To understand the emergence of the modern United States through attempts to fix the problems during the Gilded Age, the student will be able to:

Compare and contrast the Roosevelt, Taft, and Wilson Administrations’ attitudes towards domestic reforms during the Progressive Era such as local and state progressive movements as well as national progressive reforms

A.P. U.S. History Themes:American Diversity, American Identity, Economic Transformations, Environment, Politics & Citizenship, Reform

Major Assignments & Readings:Brinkley, Chapters 20“The Bridge” by Hart Crane“The Jungle” by Upton Sinclair“The Shame of the Cities” by Lincoln Steffens“How the Other Half Lives,” Jacob Riis“Plessy v Ferguson”Opposing Viewpoints: “Blacks Should Stop Agitating for Political Equality” by Booker T. Washington

“A Critique of Booker T. Washington” by W.E.B. Du BoisOpposing Viewpoints: “Racial Segregation is Constitutional” by Henry R. Brown

“Racial Segregation is Unconstitutional” by John Marshall HarlanOpposing Viewpoints: “American Women Should have the Right to Vote” by Julia Ward Howe

“American Women Should not have the Right to Vote” by Emily P. BissellOpposing Viewpoints: “The Federal Government Should Regulate Trusts: Roosevelt’s New Nationalism” by Theodore Roosevelt

“The Federal Government Should Oppose Trusts” Wilson’s New Freedom” by Woodrow Wilson

Activities:Reading Quizzes & Reading Assignments Free Response QuestionProgressive Reformers One-PagersUnit 6 Test: 80 Multiple Choice Questions

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Unit 7: Imperialism, Spanish American War, & WWI 1876-1918 (6 Days)Topics:American Imperialism (Asia, Latin America, Pacific Islands)Causes & Results of the Spanish American WarOutbreak of WWI & US NeutralityCauses and Results of WWIUS involvement in WWI (Homefront & Infringements on Civil Rights)Wilson’s Foreign Policy (14 Points)Treaty of Versailles and its long-term effectsReturn to Normalcy (1st Red Scare)

Objectives:To understand the emergence of the modern United States through imperialism and WWI, the student will be able to:

Explain the causes and results of American imperialism in Asia and Central and South America Explain the causes and results of the Spanish American War Describe American attitudes toward and involvement in WWI

A.P. U.S. History Themes:American Diversity, American Identity, Culture, Demographic Changes, Economic Transformations, Politics & Citizenship, War & Diplomacy

Major Assignments & Readings:Brinkley, Chapters 19 (pg. 498-515); 21“The White Man’s Burden” Rudyard Kipling“The Roosevelt Corollary” by Theodore RooseveltJohn McCrae “In Flanders Fields”Opposing Viewpoints: “America Should Retain the Philippines” by Albert J. Beveridge

“America Should Not Rule the Philippines” by Joseph Henry CrookerOpposing Viewpoints: “America Should Enter WWI” by Woodrow Wilson

“America Should Not Enter WWI” by George W. NorrisOpposing Viewpoints: “The Department of Justice is Defending America from Communist Subversion” by A. Mitchell Palmer

“The Department of Justice is Violating Constitutional Freedoms” by National Popular Government LeagueOpposing Viewpoints: “WWI Protestors Should be Guaranteed Freedom of Speech” by Oliver Wendell Holmes

“WWI Protestors Should Not be Guaranteed Freedom of Speech” by John H. WigmoreZimmerman Telegram

Activities:Reading Quizzes & Reading Assignments DBQ Unit 7 Test: 80 Multiple Choice Questions

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Unit 8: Roaring Twenties, Great Depression, and New Deal 1918-1941 (7 Days)Topics:Return to Normalcy-Post-WWI Economy (Economic Boom & 1st Red Scare)Republican Government-Harding & Coolidge1920’s Culture & the conflict between these culturesCauses of the Great DepressionDepression LifeHerbert Hoover’s response vs FDR’s responseThe New Deal

Objectives:To recognize the importance of the 1920’s and the significance of the Great Depression’s impact on the United States socially, politically, and economically, the student will be able to:

Describe the domestic and foreign policies of the 1920’s Explain cultural developments during the “Roaring Twenties” Analyze the causes of and life during the Great Depression Compare and contrast the attempts of both Hoover and FDR at bringing the United States out of the depths of the

Great Depression

A.P. U.S. History Themes: American Diversity, American Identity, Culture, Demographic Changes, Economic Transformation, Environment, Politics & Citizenship, Religion in the US

Major Assignments & Readings:Brinkley, Chapters 22-24“Let America Be America Again” & “I Too Sing American” by Langston HughesBillie Holiday, “Strange Fruit”Various “Fireside Chats”Opposing Viewpoints: “Self-Help is the Best Response to Unemployment” by Henry Ford

“Self-Help is not Enough” by Charles R. WalkerOpposing Viewpoints: “The New Deal is a Momentous Achievement” by Allan Nevins

“The New Deal is a Limited Achievement” by Suzanne La Follette Opposing Viewpoints: “Social Security Will Harm America” by John C. Gall

“Social Security Will Benefit America” by Frances PerkinsOpposing Viewpoints: “Prohibition is a Success” by John Gordon Cooper

“Prohibition is a Failure” by William H. Stayton

Activities:Reading Quizzes & Reading Assignments Free Response QuestionBank Run Simulation“Strange Fruit” by Billie Holiday song analysisRelief, Recovery, Reform Categorizing ActivitySocratic Seminar using “The Great Migration: Journey to the North” by Eloise GreenfieldUnit 8 Test: 80 Multiple Choice Questions

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Unit 9: WWII-President Eisenhower 1930-1961 (10 Days)Topics:Causes of WWII (effects of the Treaty of Versailles, World) US Diplomacy at the outbreak of WWII & Pearl HarborTwo-Front War (Europe & the Pacific)American Wartime Economy & Life on the Homefront, Race & Gender during WWIIAmerica & the HolocaustEnd of WWII & Origins of the Cold WarAmerica, Post-WWII (Economic Boom and 2nd Red Scare)Korean War

Objectives:To understand the American society before, during, and after WWII the student will be able to:

Describe the events leading up to WWII Analyze the causes and results of American involvement in WWII Evaluate the motivations of the United States in rebuilding Europe and other nations after WWII

To understand the impact of the Cold War and the cultural shifts taking place in the United States during the 1950’s, the student will be able to:

Explain the origins of the Cold War Analyze the culture and economic boom of the postwar United States (compare and contrast with post-WWI

culture and economic boom) Evaluate the domestic and foreign policy during the 1950’s

A.P. U.S. History Themes: American Diversity, American Identity, Culture, Demographic Changes, Economic Transformation, War & Diplomacy

Major Assignments & Readings:Brinkley, Chapters 25-28Lillian Hellman’s, “Letter to the House UnAmerican Activities Committee”Opposing Viewpoints: “The Internment of Japanese Americas was Justified” by Hugo Black

“The Internment of Japanese Americans was Not Justified” by Frank MurphyOpposing Viewpoints: “The United States Should Not Drop the Atomic Bomb on Japan” by The Franck Committee

“The United States Should Drop the Atomic Bomb on Japan” by Henry L. StimsonOpposing Viewpoints: “Communist Subversives Threaten America” by Joseph R. McCarthy

“McCarthyism Threatens America” by The Tydings CommitteeThe Four Freedoms Speech by Franklin Delano Roosevelt

Activities:Reading Quizzes & Reading Assignments DBQWWI & WWII Propaganda Poster Analysis Station ActivityWWII Propaganda Cartoon Analysis“Hiroshima No Pika,” “Faithful Elephants,” and “Sadako” Socratic Seminar“Mercedes & the Chocolate Pilot” v. “The Wall” Socratic Seminar

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Unit 10: President Kennedy-Today 1961-Present (8 Days)Topics:Presidencies of Kennedy & Johnson (Foreign & Domestic Policy)Civil Rights MovementVietnam WarPresidency of Nixon (Vietnam, Watergate)Other Major Movements: Protest, Counterculture, Indian Civil Rights, Latino Activism, Gay Liberation, Feminism, Environmentalism Presidencies of Ford, Carter (Human Rights, Iran Hostage Crisis, Stagflation)Presidency of Regan (Iran Contra Scandal, Reagan Economics)Fall of Soviet UnionPresidency of George H.W. Bush (Gulf War)Presidencies of Clinton & George W. Bush (Foreign & Domestic)Changing Society (Graying of America, Changing immigration patterns)War on Terrorism

Objectives:To recognize the importance of societal shifts, domestic programs, and foreign policy during the 1960’s, the student will be able to:

Evaluate the domestic programs and foreign policy of the Kennedy and Johnson Administrations Analyze the causes and results of the American Civil Rights Movement Analyze the beginning and development of the “counterculture” Evaluate the causes and results of American involvement in the Vietnam War

To understand the role of America and its future in the world today, the student will be able to: Explain the causes and results of the downfall of the Nixon Administration Characterize society under the Ford and Carter Administrations

To understand the changing social trends of the 1980s and 1990s, as well as the role of the United States in world affairs on the threshold of the twenty-first century, the student will be able to:

Characterize society and foreign policy under the Reagan and H.W. Bush Administrations Evaluate the Clinton Administration regarding domestic and foreign policy of the ‘90s Analyze the domestic and foreign issues facing the United States today and in the near future

A.P. U.S. History Themes: American Diversity, American Identity, Culture, Demographic Changes, Economic Transformation, Environmental Issues, Globalization, Politics & Citizenship, Social & Political Movements, War & Diplomacy

Major Assignments & Readings:Brinkley, Chapters 29-32Opposing Viewpoints: “America Should Send a Man to the Moon” by John F. Kennedy

“America’s Race to the Moon is Misguided” by Carl DreherOpposing Viewpoints: “US Actions in Vietnam are Justified” by Lyndon Johnson

“US Actions in Vietnam are Not Justified” by Young Hum KimOpposing Viewpoints: “A Defense of the Nixon Presidency” by Richard M. Nixon

“President Nixon Should Be Impeached” by Barbara W. Tuchman and the House Judiciary Committee“Pentagon Papers”“Silent Spring” by Rachel Carson“Feminine Mystique” by Betty Friedan “I have a Dream” by Martin Luther KingTim O’Brien, “On the Rainy River”John F Kennedy, “Inaugural Address”

Activities:Reading Quizzes & Reading Assignments Free Response Question“The Butter Battle Book” Socratic Seminar“The Hurricane” and “Death of Emmitt Till” Song Analysis

NCHS A.P. Language and Composition and A.P. U.S. HistoryPLAGIARISM STATEMENT and LATE POLICY

PLAGIARISMPlagiarism is a direct violation of intellectual and academic honesty. While it exists in many forms, all plagiarism refers to the same act: representing somebody else’s work or ideas as one’s own. You are stealing from the original author.The most extreme forms of plagiarism include the following but are not limited to:

a paper written by another person, a paper obtained from a commercial source, or a paper made up of passages copied word for word without using parenthetical citations.

Other levels of plagiarism include the following but are not limited to: changing a few words in a passage from another source without using parenthetical citations. including ideas such as judgments, opinions, inferences, and experiments from another source in one’s own words without using a citation. letting someone copy your homework or class work and turn it in as his/her own. copying someone’s research without giving credit. printing out material from the internet without giving credit. copying from electronic library sources without acknowledging them. submitting a paper, which has previously been submitted for another class or assignment

Although often less obvious, the following are also examples of plagiarism but are not limited to: using the words of a source too closely when paraphrasing. building on the ideas, opinions, or theories taken from another source and not giving that source credit.

REQUIREMENTS You must turn in a new, original paper, which you created on your own. If within your paper you are copying directly from background reading sources, copy the words exactly, put quotation marks around them

and attribute the source. This identifies your words and gives credit to the “official source.” Instead of quoting a source, you may read through the material and ask yourself, “What is the main idea?” Once you have decided, you can write it in your own words and then give credit to the source.

Submit your paper to turnitin.com. Class time and instructions on how to submit your paper will be given in your class; however, it is the student’s responsibility to ensure the paper is properly submitted to the website. Your paper cannot be graded until it has been submitted to turnitin.com; therefore, a late grade as well as a zero may be assigned if you fail to submit on time or at all.

CONSEQUENCESIf plagiarism is found in a student’s work, the consequence(s) administered will follow the NCHS Parent-Student Handbook, which states in item #14 under “Out-of-School Suspension (OSS)”, that a student can be given OSS for “Cheating on schoolwork. Grade will be a ‘0’.”

LATE WORK POLICY All assignments, worth a test grade, adhere to this policy. The due date for assignments will be determined by the teacher. Students who submit on the due date may earn up to a 100 (minus quality points). Students who submit one day late may earn no higher than an 85 (minus quality points). Students who submit two days late may earn no higher than a 70 (minus quality points). Students who do not submit on the due date or on either late day will earn a 0. In summary, students must submit on the designated due date. The assignment’s grade decreases by 15

points per day for two days (minus quality points). After the third day, the assignment is not accepted and is a 0. Failure to turn in any assignment on the due date at the very beginning of class constitutes a late assignment. In other words, you may not leave the room to retrieve an assignment or print, etc. Submitting late during the class period or the school day still constitutes a late assignment. Assignments are not to be worked on in class the day it is due, and doing so will result in a late grade or zero. No assignments will be accepted after the three day late policy is reached. Remember, every school day applies to the three day late policy regardless of the A/B Day Schedule.

_____________________________________________________________________________________________________________________CHEATINGCheating, which is defined as copying from outside resource materials such as internet sites or Cliff’s Notes, copying assignments from other students, collaborating with other students on any non-group assignment, and an abundance of assistance from parents, will automatically result in a zero on the assignment and/or discipline referral per the Student Handbook.

______________________________________________________________________________________________________________________My parent/guardian and I have read the above information. We understand the seriousness of plagiarism/late work and understand that failure to follow these policies will result in failure of the paper. Please sign and return to class.

Student Name:_____________________________ Signature: ___________________________ Date: _____________

Parent Name: _____________________________ Signature: __________________________

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Class Syllabus & Information Receipt for A.P. U.S. History Please fill out and return this sheet for a homework grade. Please keep the other sheets for your reference in the front of your notebook.

I have read, understand, and agree to the terms of the syllabus/ information sheets for Mrs. DelliSanti’s A.P. U.S. History Class.

Printed Student Name: __________________________________________________________

Student Signature:______________________________________________________________

E-mail: ______________________________________________________________________

Printed Parent/Guardian Name: ___________________________________________________

Signature of Parent/Guardian: ____________________________________________________

Phone Number: ________________________________________________________________

E-mail: ______________________________________

CONCERNS: (Please list here any concerns regarding the above student.)__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Technology:I have access to a computer outside of school yes noI have access to a printer outside of school yes noI have access to internet/email outside of school yes no

Outside Activities:

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