AP US History

2014-2015
Jarred Stewart & Katie Buchanan
Instructor Information

Katie Buchanan

katie.buchanan@risd.org
Tutoring Times:
Monday and Wednesday
8:15-9:00am
Afternoons by Appointment
Conference Period: ___ Period SOS Room: D206
Course Description
JJ Pearce High Schools Advanced Placement United States History course is a college-level survey course that AP U.S.
History is a survey course covering American history from the Pre-Columbian period to the present. The class is taught in
accordance with the AP U.S. History curriculum framework and the Texas Essential Knowledge & Skills, and is designed
to prepare students for the AP U.S. History Exam in May.
Students and parents should be aware that this course is taught and graded at the college level, and that the
assignments exceed the demands and expectations for other history courses. Eight points are added to the grade point
average after successful completion of each semester.
Required Materials
Standard Pen, Pencil, Paper, Folder with Metal Tabs Spiral Notebook(s) for Notes
3rd Period
Hand Sanitizer
5th period
1 pkg of white printer paper

7th Period
1 Bottle of Glue


Grading
60% Major Grades Tests
Essays
Quizzes All essays are graded according to the College Board rubric. Additional
feedback on essays is always available upon request. 40% Daily Grades Classwork
Reading Checks
Guided Readings

Extra Credit: The only extra credit offered is for participation in National History Day and submission of an NHD
project to the district contest.
Make-up & Late Work
We follow the Pearce guidelines for all make-up work. You are allowed one day for every day you missed to turn in late
work. You are encouraged to conference with me if there are issues that would require an extension.
If a quiz is missed you have 5 days to make up that quiz. Make up quizzes will differ from original quizzes.
Work is accepted one day late with a 30 point deduction after the assignment is graded. Work will not be accepted after
this. If there are extenuating circumstances that you feel would warrant an extension, please conference with me.
Technology- risd.blackboard.com
All multiple choice tests are taken online within a several day window, so students must have access to an internet
connected computer OR find time to use one of the many computers available at school. Laptops are available to use
from me or to check out from the library.
Class Standards
1. The class involves a great deal of discussion. You are expected to behave in a mature and non-disruptive manner.
2. Cell phones are prohibited during the class period unless you are EXPLICITELY told that it is permissible. Cell
phones will be turned in during any assessment.
3. You will be seated and ready to start when the bell rings.
4. ALL school policies, including tardies, dress code, and cell phone policies, will be strictly enforced.

What has changed with APUSH?
Format of the New Test

Portion of the Test Percentage of Your Score
55 multiple choice questions with stimulus
55 minutes
40%
4 Short Answer Questions (3 pts per question)
45 minutes
20%
1 DBQ (7 sources) (7 points) 25%
1 Long Essay (7 points) 15%

No more random historical trivia will appear on the test
Required historical knowledge is spelled out clearly
More flexibility to use the historical examples you know to answer written questions
Greater writing abilities required so greater practice in writing will be required
Writing rubric is clearer and easier to understand
Greater focus on economic and social history

Whats changing with this course
Multiple choice tests will be taken online at home (except the first one)
Essays will be written in class for a test grade
Students will be reading more from sources outside the textbook




Advanced Placement U.S. History
AP U.S. History is a survey course covering American history from the Pre-Columbian period to the present.
The class is taught in accordance with the AP U.S. History curriculum framework and the Texas Essential
Knowledge & Skills, and is designed to prepare students for the AP U.S. History Exam in May.

Themes
While the course follows a narrative structure supported by the textbook and audiovisual materials, the
following seven themes described in the AP U.S. History Course and Exam Description are woven throughout
each unit of study:
1. Identity (ID)
2. Work, Exchange, and Technology (WXT)
3. Peopling (PEO)
4. Politics and Power (POL)
5. America in the World (WOR)
6. Environment and Geography (ENV)
7. Ideas, Beliefs, and Culture (CUL)

Historical Thinking Skills
These skills reflect the tasks of professional historians. While learning to master these tasks, AP U.S. History
students act as apprentice historians.

Chronological Reasoning
Historical Causation
Patterns of Continuity and Change Over Time
Periodization

Comparison and Contextualization
Comparison
Contextualization

Crafting Historical Arguments from Historical Evidence
Historical Argumentation
Appropriate Use of Historical Evidence

Historical Interpretation and Synthesis
Interpretation
Synthesis

Textbooks

Kennedy, David. American Pageant (12/e). New York: Houghton Mifflin, 2001. Main Textbook (AP) [CR1a]
Supplemental Readings
Henretta, James A. Americas History (8/e). Boston: Bedford/St. Martins, 2014. (AH) [CR1a]
Dudley, William. (editor). Opposing Viewpoints in American History (2/e, 2 vols). New York: Cengage, 2006.
(primary source reader, OpV)
Kennedy, David. American Spirit (2 vol) New York: Houghton Mifflin, 2001. (primary source reader)
Selections from Major Problems in American History Series. New York: Houghton Mifflin.
Scope & Sequence

Unit & Chapters Time Period Instructional Time
Unit 1
AP CH 1- New World Beginnings
Period 1- 1492-1607 3 days (Review Time)
Unit 2
AP CH2-The Planting of English America
AP CH3- Settling Northern Colonies
AP CH4-American Life in the 17
th
Century
AP CH5- Colonial Society on the Eve of Revolution
Period 2- 1607-1754 Summer Assignment
Unit 3
AP CH6- The Duel for North America
AP CH7- The Road to Revolution
AP CH8- America Secedes from the Empire
Period 3a- 1754-1783 2 Weeks
Unit 4
AP CH9- The Confederation & the Constitution
AP CH10- Launching the New Ship of State
AP CH11- The Triumph and Travails of the
Jeffersonian Republic
Period 3b & 4- 1783-1808 2.5 weeks
Unit 5
AP CH12- The Second War for Independence and the
Upsurge of Nationalism
AP CH 13- The Rise of Mass Democracy
AP CH 17- Manifest Destiny and Its Legacy
Period 4- 1800-1848 3 weeks
Unit 6
AP CH14- Forging the National Economy
AP CH15- The Ferment of Reform and Culture
AP CH16- The South and the Slavery Controversy
Period 4- 1800-1848 2 weeks
Unit 7
AP CH18-Renewing the Sectional Struggle
AP CH19-Drifting Towards Disunion
AP CH 20-Girding for War: The North & South
AP CH22-The Ordeal of Reconstruction
Period 5- 1844-1877 3 weeks
Unit 8
AP CH 24- Industry Comes of Age
AP CH25-America Moves to the City
AP CH 26-The Great West and the Agricultural
Revolution
Period 6- 1865-1890 3 weeks
Unit 9
AP CH27- The Path of Empire
AP CH28- America on the World Stage
AP CH29- Progressivism and the Republican Roosevelt
AP CH 30-Wilsonian Progressivism at Home & Abroad
Period 7- 1890-1945 3 weeks
Unit 10
AP CH32- American Life in the Roaring Twenties
AP CH33- The Politics of Boom & Bust
AP CH34-The Great Depression & The New Deal
AP CH 35- FDR and the Shadow of War
AP CH36- America in World War II
Period 7- 1890-1945 4 weeks


Unit 11
AP CH37- The Cold War Begins
AP CH 38- The Eisenhower Era
AP CH39- The Stormy Sixties
AP CH40- The Stalemated Seventies
Period 8- 1945-1980 4 weeks
Unit 12
AP CH41- The Resurgence of Conservatism
AH CH31- Confronting Global and National Dilemmas,
1989 to Present
Period 9- 1980 to Present 1 week


Unit Descriptions

Unit I
Period 1: 1491-1607 [CR2]
Text Readings: American Pageant, Chapter 1

Selected Activities:

As part of a warm-up activity with Unit 1, ask students the following question, How has the introduction of new plants,
animals, and technologies altered the natural environment of North America and affected interactions among various groups
before European contact and after European contact? [ENV-1] [CR4]
Students will write an in-class timed write over the following topic: Explain how European attempts to change Indian
beliefs and worldviews caused American Indian resistance and conflict., students will be required to develop an argument
with a thesis statement, supported by relevant historical evidence [CR5], with a connection of the prompt to the broader
context [CR12][PEO-4].
Students will complete a compare and contrast graphic organizer examining British colonization and Spanish
colonization and why the differences and similarities existed. [CR11]


Unit II
Period 2: 1607-1754 [CR2]
Text Readings: American Pageant, Chapters 2, 3, 4 & 5

Primary Source Readings:
Cotton Mather Account of The Salem Witch Trials, 1673
Sebastian Brandt letter describing life in Jamestown, Virginia, 1622

Secondary Source Readings:
Excerpts from The Northern Colonies as an Empire of Goods T.H. Breen

Selected Activities:

Students will write an in-class timed write over the following topic: Compare and contrast the social and economic
development of the Chesapeake colonies with the New England colonies, students will be required to develop an argument
with a thesis statement, supported by relevant historical evidence [CR5], with a connection of the prompt to the broader
context [CR12][WXT-2].
Students will complete a turning point activity examining the characteristics and status of religion in the American colonies
before and after the 1
st
Great Awakening. [CR10]

Unit III
Period 3a: 1754-1783 [CR2]
Text Readings: American Pageant, Chapters 6,7, 8

Primary Source Readings:
Phillis Wheatleys poem on tyranny and slavery in the colonies, 1772
Patrick Henry Give Me Liberty, or Give Me Death speech 1775
Excerpts from Common Sense Thomas Paine, 1776
Joseph Brants, Mohawk Leader, letter committing his loyalty to Britain, 1776
Secondary Source Readings:
Radical Possibilities of the American Revolution, Gordon Wood, 1992

Selected Activities:
Students will read an excerpt from Crevecoeurs Letters from an American Farmer, What is an American? [CR1b], then
take part in a class discussion over the following question: Has a unique American identity developed on the eve of the
American Revolution? [ID-1] [CR4]
Students will write an in-class timed write over the following topic: Some historians argue the Seven Years War was a
turning point in British colonial society and their relationship with England. Support, modify, or refute this contention using
specific evidence., students will be required to develop an argument with a thesis statement, supported by relevant historical
evidence [CR5], with a connection of the prompt to the broader context [CR12].
Students will do the following warm-up activity, in partners, prior to our Class Discussion for that day: fill in a cause and
effect chart over the American Revolution, students will share with the class what they believe to be the single most
important cause and effect and the least important cause and effect. [CR8] Students then discuss which of the Learning
Objectives covers the topic and why? [CR3]

Unit IV
Period 3b & 4 : 1780-1808 [CR2]
Text Readings: American Pageant, Chapters 9,10, 11

Primary Source Readings
Excerpts from Federalist 10 (Madison), Federalist 51(Hamilton), and Federalist 69 (Hamilton), 1787-88
Patrick Henry speech to the Virginia Ratifying Convention, 1788
Alexander Hamiltons Report on the Subject of Manufactures, 1791
George Washingtons Farewell Address, 1796

Secondary Source Readings:
The Pressure of the People on the Framers of the Constitution, Alfred F Young, 1987
George Washington and the Constitution, Theodore J. Crackel, Gilder Lehrman Institute

Selected Activities:
Students will read excerpts from the Federalist and Antifederalist Papers (OpV) [CR1b], as well as the following articles,
Murray Dry Anti-Federalist Political Thought: Brutus and the Federal Farmer, James R. Stoner, Jr. The New
Constitutionalism of Publius (HoAPT) [CR1c], they will turn in an article review over the readings, then participate in a
class debate over the following question, Should America Ratify the U.S. Constitution? [POL-5] [CR4]
Students will write an in-class timed write over the following topic: Compare and contrast the Hamiltonian and Jeffersonian
views of America and the new Constitutional Republic between 1787 and 1800, students will be required to develop an
argument with a thesis statement, supported by relevant historical evidence [CR5], with a connection of the prompt to the
broader context [CR12].
As part of a warm-up activity with Unit IV, students address the following question, Is the election of Jefferson a turning
point in American political history? Students will be required to address changes and continuities for American political
history before and after 1800. [POL-2] [CR4]
Students will read excerpts from Salma Hales History of the United states (1841) and John C Millers Origins of the
American Revolution (1943) and compare and contrast the two historical interpretations of the American Revolution.
Students will then provide one piece of historical evidence that supports each interpretation.[CR6]
As part of a warm up, students in groups will identify the continuities and changes that occurred in American ideas about
government and citizenship between 1607 and 1800. [CR9]

Unit V
Period 4: 1808-1848 [CR2]
Text Readings: American Pageant, Chapters 12,13, 17

Primary Source Readings
Chief Tecumseh speech to William Harrison, 1810
Monroe Doctrine, James Monroe, 1823
Excerpt from South Carolina Exposition & Protest, John Calhoun, 1828
Excerpt from Proclamation to the People of South Carolina, Andrew Jackson, 1832


Secondary Source Readings
The US and Spanish American Revolutions, Jay Sexton, Gilder Lehrman
Andrew Jacksons Shifting Legacy, Daniel Feller, Gilder Lehrman

Selected Activities:
Students will do the following warm-up activity, in partners, prior to our Class Discussion for that day: fill in a periodization
chart in which they identify when the Era of Good Feelings began and ended, as well as identifying defining and
contradictory characteristics of that period, students will share with the class their information. [CR10] Students then discuss
which of the Learning Objectives covers the topic and why? [CR3]
Students will complete a Cause & Effect chart on the effect of Manifest Destiny on ideas about progress and American
identity [ID-2][CR4] and will explain the effects of these changes on politics and events of the antebellum period[CR8].

Unit VI
Period 4 & 5: 1800-1860 [CR2]
Text Readings: American Pageant, Chapters 14, 15, 16

Primary Source Readings
Excerpts from John Quiny Adamss State of the Union, 1825
1831 account of an Illinoi family trying to market their crops
1831 account of a Lowell Girl
Walkers Appeal, David Walker, 1829
Declaration of Rights & Sentiments, Seneca Falls Convention 1848

Secondary Source Readings
The Market Revolution and the Changes in Womens Work, Nancy F. Cott, 1997
Technology of the 1800s, Brent D. Glass, Gilder Lehrman

Selected Activities:
Students will read excerpts from Henry David Thoreau Civil Disobedience and complete a contextual activity where
students will complete a HIPP Analysis (Historical Context, Intended Audience, Purpose, and Perspective) and identify local,
broad, and other context for the document. [CUL-5] [CR12]
Students will read the following article, The Market Revolution in Early America. by John Lauritz Larson [CR1c], students
will turn in an article review of this article, then take part in a class discussion over the following question: How have
innovations in the market, transportation, and technology affected the economy and the different regions of North America?
[WXT-2] [CR4]
Students will read the following two primary source articles, Native American Party Immigrants Endanger America,
Thomas L. Nichols Immigrants Do Not Endanger America (OpV) [CR1b], they will turn in an article review over the
readings, then participate in a small group seminar in which they consider, by looking at 5-7 critical thinking questions, the
role of immigration in Ante-bellum America. [PEO-5] [CR4]

Unit VII
Period 5: 1844-1877 [CR2]
Text Readings: American Pageant, Chapters 18, 19, 20, 22

Primary Source Readings
The Meaning of the 4
th
of July, Frederick Douglass speech, 1852
Contrasting Reviews of Uncle Toms Cabin, 1852
Lincolns House Divided Speech, 1858
Lincolns 1
st
and 2
nd
Inaugural Addresses, 1861, 1865

Secondary Source Readings
The Sectional Divisions that Led to Civil War, David M. Potter, 1976
The Second American Revolution, James McPherson, 1992

Selected Activities
Students will write an in-class timed write over the following topic: Explain the effects of major attempts at sectional
compromise between 1820-1860, students will be required to develop an argument with a thesis statement, supported by
relevant historical evidence [CR5], with a connection of the prompt to the broader context [CR12].
Students will complete a compare and contrast chart examining the similarities and differences between the Whigs and the
Republican parties and the why the differences and similarities existed [CR11]
Students will read Thaddeus Stevens Speech on Radical Reconstruction, President Andrew Johnsons Speech on
Presidential Reconstruction, excerpts from Ending the War: The Push for National Reconciliation, David W. Blight, and
will take sides in a class debate on the question of which Reconstruction plan would best accomplish the goals of
Reconstruction.[POL-6][CR13a].

Unit VIII
Period 6: 1865-1890 [CR2]
Text Readings: American Pageant, Chapters 24,25,26

Primary Source Readings
Excerpts from Gospel of Wealth, Andrew Carnegie
What Does the Working Man Want? Samuel Gompers, 1890
Lee Chew Denounces Prejudice in America, 1882
Various Anti-Corporate cartoons, 1880s
Excerpts from A Century of Dishonor, Helen Hunt Jackson, 1881

Secondary Source Readings
Excerpts from The Frontier as a Cradle of Liberty, Ray Allen Billington
Robber Barons or Captains of Industry? T. J. Stiles, Gilder Lehrman
The Myth of the New South, Paul M. Gaston, 1970

Selected Activities
Students as warm-up activity with partners will complete a graphic organizer identifying the start and stop date for the Gilded
Age along with explanations, the identifying characteristics of the period, and those characteristics that do not fit [CR10].
Students will write an in-class timed write over the following topic: Explain how corruption in government and business
between 1865 and 1898 influenced efforts to reform American politics and society, students will be required to develop an
argument with a thesis statement, supported by relevant historical evidence [CR5], with a connection of the prompt to the
broader context [CR12].

Unit IX
Period 7: 1890-1945 [CR2]
Text Readings: American Pageant, Chapters 28, 29, 30

Primary Source Readings
Theodore Roosevelt Praises the Manly Virtues of Imperialism, 1899
Mark Twain Satirizes The Battle Hymn of the Republic, 1900
W.E.B. DuBois Denounces Compromise on Negro Education and Civil Rights, 1903
Excerpt from The Shame of the Cities, Lincoln Steffens, 1904

Secondary Source Readings
Baseball and the Values of Industrial America, Gunther Barth, 1980
A Distinctive American Progressivism: Women, Immigrants, and Education, Eric Rauchway, 2001

Selected Activities
Students will read excerpts from the following two primary source articles, Albert J. Beveridge America Should Retain the
Philippines, Joseph Henry Cooker America Should Not Rule the Philippines (OpV) [CR1b], they will turn in an article
review over the readings, then participate in a class debate over the following question, Should America Annex the
Philippines? [WOR-6] [CR4]
Students will write an in-class timed write over the following topic: Compare and contrast views of United States overseas
expansion in the late 19th century and early 20th centuries, students will do a HIPP analysis (historical context, intended
audience, point of view, and purpose) over the following documents in the document packet: Excerpt from the Colored
American by E.E. Cooper, Excerpt from William Sumners speech The Conquest of the United States by Spain, William
McKinley statement on the Philippines, Excerpt from Jane Addams Democracy or Militarism, Excerpt from Theodore
Roosevelts The Strenuous Life Speech, Excerpt from William Jennings Bryan campaign speech, Illustration from Puck on
imperialism] [CR7], students will be required to develop an argument with a thesis statement, supported by relevant
historical evidence [CR5], with a connection of the prompt to the broader context [CR12], and utilizing synthesis by
reconciling disparate historical evidence [CR13a].
Unit X
Period 7: 1890-1945 [CR2]
Text Readings: American Pageant, Chapters 32,33,34, 35, 36

Primary Source Readings
Ku Klux Klan Defines Americanism, 1926
The Automobile Comes to Middletown, USA, 1929
A Participant Recalls the Bonus Army March, 1932
Huey Long and the Share Our Wealth Society, 1935
Roosevelts Four Freedoms Speech, 1941

Secondary Source Readings
FDR: Opportunistic Architect of Big Government, Robert Higgs, 2004
World War II and American Liberalism, Alan Brinkley, 1996

Selected Activities
Students will write an in-class timed write over the following topic: Compare and contrast the Progressive and New Deals
successes in reforming American economics and society, students will be required to develop an argument with a thesis
statement, supported by relevant historical evidence [CR5], with a connection of the prompt to the broader context [CR12].
Students will write an in-class timed write over the following topic: Analyze major changes and continuities in the social
and economic experiences of African Americans who migrated from the rural South to urban areas in the North in the period
1910-1930, students will do a HIPP analysis (historical context, intended audience, point of view, and purpose) over the
following documents in the document packet [Southern African folk saying, Letter from a prospective African American
migrant-1917, Excerpt from Negroes as a Source of Industrial Labor from Industrial Management, Excerpt from Daily
News article on Chicago race riot, Lyrics to Cotton Belt Blues, Excerpt from The Messenger by George Schuyler] [CR7],
students will be required to develop an argument with a thesis statement, supported by relevant historical evidence [CR5],
with a connection of the prompt to the broader context [CR12], and utilizing synthesis by connecting the prompt to another
context. [CR13b].
Students will do the following warm-up activity, in partners, prior to our Class Discussion for that day: fill in a time-line
identifying continuities and changes over the role of African Americans in American society from the Civil War to World
War II, students will share with the class whether they believe there was more continuity or change within that time period.
[CR9] Students then discuss which of the Learning Objectives covers the topic and why? [CR3]
Students will do the following warm-up activity, in partners, prior to our Class Discussion for that day: fill in a Venn diagram
comparing and contrasting the American domestic experience of World War I and World War II, students will share with the
class their information the reasons for any similarities and differences between the two societies. [CR11] Students then
discuss which of the Learning Objectives covers the topic and why? [CR3]

Unit XI
Period 8: 1945-1980 [CR2]
Text Readings: American Pageant, Chapters 37, 38, 39, 40

Primary Source Readings
George Kennan Advocates Containment, 1946
Henry A. Wallace Questions the Get Tough Policy, 1946
Why We Cant Wait, Martin Luther King Jr., 1963
The Ballot or the Bullet, Malcolm X, 1964
Port Huron Statement, 1962
Time for Choosing Speech, Ronald Reagan, 1964

Secondary Source Readings
Before Jackie: How Strikeout King Satchel Paige Struck Down Jim Crow, Larry Tye, Gilder Lehrman
Different Perspectives on the Civil Rights Movement,Anthony J. Badger, Gilder Lehrman
The Impact of Vietnam on Americas World Role, Paul Kennedy, 1987
Oil, Revolution, and Jimmy Carters Iran Debacle, Daniel Yergin, 1992





Selected Activities
Students will read excerpts from Thomas G. Patersons Meeting the Communist Threat: Truman to Reagan, and John Lewis
Gaddiss Russia, the Soviet Union, and the United States: An Interpretive History that discuss the origins of the Cold War
[CR1c]. Students will explain how the two interpretations differ and will give supporting historical evidence for each
interpretation [CR6].
Students will write an in-class timed write over the following topic: Compare and contrast the Anti-Vietnam War movement
with the Anti-Imperialists of the 1890s, students will be required to develop an argument with a thesis statement, supported
by relevant historical evidence [CR5], with a connection of the prompt to the broader context [CR12].
Students will read Daniel Yergins Oil, Revolution, and Jimmy Carters Iran Debacle and participate in a small group
discussion examining the effects of Carters policies on the 1970s and future and current foreign policy problems. [CR13b]

Unit XII
Period 9: 1980-Present [CR2]
Text Readings: American Pageant, Chapters 41; Americas History, Henretta Ch 31

Primary Source Readings
Reagans First Inaugural Address, 1981
George W Bushs Address on the 9-11 Attacks, 2001

Secondary Source Readings
Ronald Reagan and the End of the Cold War: The Debate Continues, Michael Cox, Gilder Lehrman
Clash of Civilizations, Bernard Lewis, 2001

Selected Activities
Students will take 4 major events between 1980 and the present, and find at least 6 other historical events from before 1980
(3 from 1607-1877 and 3 from 1877-1980) and explain how those 6 events are similar or related to the current major
events.[CR11]