Pre+US+History+Syllabus

COURSE SYLLABUS

Advanced Placement United States History

**Course Description: **This course prepares the student for the Advanced Placement test in United States History. The course surveys American history from discovery to modern times and emphasizes factual knowledge, document analysis, and the writing of critical and interpretive essays based on themes in US history as outlined in the AP Course description.

//**Course Topics and Objectives:**// In addition to the topics and objectives listed below, the following themes and questions will help to guide you in your overall study of US History. Be prepared to answer the questions as a part of class discussion, essay assignments, and final exam. I will add to these questions as the year progresses.

**American Diversity and Identity** What is American Identity? How do ethnic, cultural, racial, and religious diversity affect the national identity? How does this identity and diversity find expression through the arts? **Demographic Changes** What effect did immigration and expansion have on economic, social, and political development of the US? How did population size and density affect regionalism and nationalism? **Politics and Citizenship** Evaluate an individual's rights, responsibilities, and duties to the government. Analyze and evaluate Supreme Court decisions that have affected principles and ideals of government in civic life. Explain how government works**.** A. Describe the structure, organization and operation of government at the national, state and local levels. B. Explain the responsibilities and powers of the respective governments. C. Explain how a bill becomes a law. D. Explain the roles of the political parties in shaping government elections. E. Be able to evaluate political leadership in terms of goals and promises. **Economics** Analyze and interpret changes in the US economy from 1890 - present. A. Analyze the flow of products, resources, and money in a mixed economy. B. Evaluate the operation of noncompetitive markets. C. Analyze how the Federal Reserve influences interest rates and the economy. D. Evaluate changes in economic institutions over time. Predict how changes affect the economy. Identify and analyze forces that affect the economy. **Reform** What do movements such as abolitionism, temperance, women’s suffrage, environmentalism, and civil rights say about the American character? What is an American’s responsibility to these issues? **Globalization** Trace the development of American isolationism to global participant. **War and Diplomacy** Explain the impact of war on American society, politics, economy, and technology.

A. Explain how and why the first settlements were formed. B. Describe the state of Europe in the 1600’s. C. Evaluate the early forms of government in the colonies.
 * Topics **
 * 1. The Meeting of Cultures **

A. Be able to explain how and why the Chesapeake colonies were formed. B. Be able to explain how government worked in the colonies; analyze the sources, purposes and functions of early laws as set down by the colonists. C. Explain the reasons behind the Massachusetts Bay experiment, and why it didn’t work. D. Explain how the English Civil War and the Glorious Revolution affected the colonies.
 * 2. The English “Transplantations” **

A. Be able to explain how the colonies were populated. B. Explain how the economy operated. C. Explain how society worked in the different colonies. D. Evaluate the importance of the principles and ideals of civic life and analyze how these principles helped shape the government of the colonies. E. Be able to explain the causes and effects of the French and Indian War. F. Describe England’s policy toward its colonies. G. Explain which acts committed by the British inflamed the colonists.
 * 3. The Empire Under Strain **

A. Explain what caused the colonists to revolt. B. Identify the major battles. C. Explain the effects on the economy, politics, and society of the colonies and England. D. Explain how and why the constitution was created.
 * 4. The American Revolution **

A. Explain the basic tenets of the Federalist program as well as those of the Hamilton program. B. Describe the events leading to the election of 1796. C. Evaluate the principles and ideals that led to the writing of the Constitution and the Bill of Rights. D. Assess the Declaration of Independence and Constitution in terms of the ideals they were supposed to embody.
 * 5. The Constitution and the New Republic **

A. Explain what cultural nationalism means. B. Describe what the Industrial revolution in England meant for America. C. Be able to explain Jefferson’s politics. D. Be able to explain the events leading to the Louisiana Purchase and exploration of the west. E. Explain what the Burr Conspiracy was about.
 * 6. The Jeffersonian Era **

A. Explain Jefferson’s policies during the war. B. Explain the results of the war and the peace settlement. C. Explain events succeeding the war; westward expansion, acquisition of Florida, and the Panic of 1819.
 * 7. Varieties of American Nationalism **


 * 8. Jacksonian America**

A. Explain causes of the economic revolution. B. Explain how America became divided economically. C. Describe the major supreme court cases and their implications. D. Describe events leading to Jackson’s presidency. E. Be able to explain the Webster-Hayne Debate. F. Be able to explain the issue of States’ rights. G. Explain American policies concerning the Indians. H. Explain and assess the major Supreme Court cases under Taney. I. Be able to explain the emergence of the second party system.

A. Describe how slavery emerged as an institution. B. Explain why the South was so dependent on slavery. C. Describe the steps abolitionists took to drive out slavery. D. Explain what advances were made by the North in industrialization. E. Explain the events leading to the debate over slavery. F. Describe the relationship between the feminist movements and slavery. G. Explain the reasons for continued slavery in the South.
 * 9. Patterns of Society the North and the South **

A. Explain what Manifest Destiny means. B. Be able to explain how Manifest Destiny influenced expansion into Texas, Oregon, and California. C. Be able to explain the events leading to the Mexican War. D. Explain events leading to the Compromise of 1850. E. Explain events leading to the Kansas-Nebraska Controversy. F. Explain the Dred Scott decision and its implications. G. Be able to explain events leading to the election of Lincoln.
 * 10. The Impending Crisis **

A. Be able to explain the events leading to the secession crisis. B. Explain why compromise failed and America plunged into Civil War. C. Identify the major campaigns and battles. D. Describe the events leading to the end of the war and the conditions of Lee’s surrender.
 * 11. The Civil War **

A. Explain Lincoln’s plan for reconstruction. B. Describe the events leading from Lincoln’s assassination and Johnson’s “impeachment”. C. Explain the problems the Blacks faced as a result of their emancipation. D. Explain the major issues of Grant’s administration. E. Explain the reasons for the abandonment of reconstruction. F. Explain who the “Redeemers” were. G. Describe the impact industrialization had on the South. H. Describe how the Crop-Lien system works. I. Explain why blacks protested the Jim Crow laws.
 * 12. Reconstruction **


 * Textbook(s):** Brinkley, Alan. //The Unfinished Nation// 3rd Ed. Boston, Mass. McGraw Hill, 2000.

Handouts, worksheets, video/dvd as provided Janson, H.W. //History of Art//. Prentice-Hall, Englewood cliffs, NJ. 1974 Scott, Marvin. //World History Map Activities//. J. Weston Walch, Portland Maine. 1997. Chertok, Bobbi, Hirshfeld, Goody, Rosh Marilyn. //Teaching American History with Art Masterpieces.// Living Art Seminars, Scholastic, NY. 1998.
 * Resources**
 * Evaluation:**

Assignments must be turned in on time. If you are late, I will deduct 5 points for every day your assignment is late.
 * Keys for success in the course:** Read the text //before// you come to class. This will eliminate the need to take detailed notes and will enable you to recognize information in the lecture that is not covered in the book. You are responsible for all information; this includes lecture, text, videos, and all handouts given in class.

A = 93 to 100 points B = 83 to 92 points C = 73 to 82 points D = 70 to 72 points F = 69 points and below
 * Grading:**

Tests, essays, and DBQs - 100 points each Four Primary Document analyses - 300 points each Homework - value to be determined Worksheet/Maps - value to be determined Classroom projects – value to be determined Discussion/Participation - 20 points Summer Assignment – 250 points


 * Assignment**

//Week1// //Review of Summer Assignment// //The Historical Essay// Critical analysis of primary and secondary sources: the DBQ Interpretive essays

//Week 2 & 3 Discovery // Brinkley: Chapter 1

//Weeks 4 - 7// //The Meeting of Cultures and The English “Transplantations”// Brinkley: Chapters 2&3 //The Mayflower Compact// //The Body of Liberties of Massachusetts Bay// //The Maryland Toleration Act// Assignment 1 - Map study: the Early Chesapeake and Massachusetts Bay
 * Test – Chapters 2 & 3**

//Weeks 8 - 11// //The Empire Under Strain/The American Revolution// Brinkley: Chapters 4&5 //The Albany Plan of Union// Assignment 2 – DBQ: American identity and revolution Discussion Grant Wood //The Midnight Ride of Paul Revere// Emanuel Gottleib Leutze //Washington Crossing the Delaware// //The Origins of Slavery (page 68)// //American Identity//
 * Test – Chapters 4 & 5**

//Weeks 12 - 14// //The Constitution and the New Republic// Brinkley: Chapter 6 //The Constitution of the United States// //The Articles of Confederation// Assignment 3 - Bill of Rights Discussion Politics and Citizenship
 * Test – Chapter 6**

//Weeks 15 - 18// //The Jeffersonian Era: Varieties of American Nationalism// Brinkley: Chapters 7&8 //Jefferson’s First Inaugural Address// //Marbury v. Madison// //The Monroe Doctrine// Discussion War and Diplomacy Neo-classic architecture and the building of Washington, DC American Sculpture
 * Test – Chapters 7 & 8**

//Weeks 19 = 21// //Jacksonian America/ America’s Economic Revolution// Brinkley: Chapters 9 & 10 //Jackson’s Veto of the Bank Bill// //Jackson’s Proclamation against Nullification// Assignment 4 - Comparison of Jeffersonian and Jacksonian Democracy Assignment 5 - DBQ: Antebellum Reforms Discussion Economic change Robert Lindneux //The Trail of Tears//
 * Test – Chapter 9 & 10**

//Weeks 22 - 24// //Patterns of Society; the North and the South// Brinkley: Chapters 11 &12 //Polk’s Reassertion of the Monroe Doctrine// Polk’s Message of War with Mexico //The Compromise of 1850// Assignment 6 - DBQ: Beginnings of the Women’s Rights movement
 * Test – Chapters 11 & 12**

//Weeks 25 - 29// //The Impending Crisis/The Civil War// Brinkley: Chapters 13 & 14 //The South Carolina Ordinance of Secession// Assignment 7 – DBQ: What Caused Secession? Map study: Civil War Era Maps Primary Source Review Discussion Thomas Nast //Departure of the Seventh Regiment for War, April 19, 1861//
 * Test – Chapters 13 & 14**

//Weeks 30 - 33// //Reconstruction and the Conquest of the Far West// Brinkley: Chapters 15 &16
 * Test – Chapters 15 & 16**

//Week 34 to end of year// //Review of major concepts//

**Primary Source Reviews** will be required for both Pre US History and US History. A review is not a book report. A book report merely summarizes the contents of a book, while a review is a qualitative assessment of the book/source, its thesis, and its success in making its point(s). In your review you will not only briefly report on the contents, but you will also assess the book/source’s strengths and weaknesses. A review is your assessment of the content and its purpose, written from your own point of view.

**Pre US History:**10/22, 11/8, 3/2, 5/9 **US History:** 10/19, 1/10, 3/4, 5/11
 * Due Dates **