Course Design: AP U.S. History is a challenging course that is meant to be the equivalent of a freshman college course and can earn students college credit. It is a two-semester survey of American history from the age of exploration and discovery to the present. Solid reading and writing skills, along with a willingness to devote considerable time to homework and study, are necessary to succeed. Emphasis is placed on critical and evaluative thinking skills, essay writing, interpretation of original documents, and historiography.

Course Objectives — Students will:
• master a broad body of historical knowledge
• demonstrate an understanding of historical chronology
• use historical data to support an argument or position
• differentiate between historiographical schools of thought
• interpret and apply data from original documents, including
cartoons, graphs, letters, etc.
• effectively use analytical skills of evaluation, cause and effect,
compare and contrast
• work effectively with others to produce products and solve problems
• prepare for and successfully pass the Advanced Placement Exam

Course Texts and Readings:
Bailey and Kennedy The American Pageant, 13th edition
Hofstadter The American Political Tradition
Supplemental Reading List for Units

Course Purpose: This course has several purposes. First and foremost, students will learn U.S. history and government. The course is also intended to prepare students to take the AP U.S. History Exam.

Organization: Unit assignment sheets will be provided. Weekly reading assignments and “Discussion Questions” for outlining will be included. Quiz and test dates will be noted. Students are responsible for keeping up with reading assignments and being aware of, and ready for, quizzes and tests. Class will be a combination of lecture, group work, coverage of discussion questions, and answering student questions. Periodically, student essays, reports, or presentations will be required. All essays will be scored according to the 9-point rubric included in the syllabus.

Each unit will be organized around an essential question (EQ) related to the content and tied to one of the Core Content for Assessment goals. Approximately once each nine-week period, students will produce a product or performance, individually or in groups, based on those outcomes and essential questions. These projects will be fully explained on the unit reading schedules.

Supplies:
1. 3-ring binder (3” or 4” size would be best)
2. Pens (blue or black ink) or pencils
3. Loose-leaf paper
4. 1 package of dividers
5. 1 3.5 IBM formatted diskette

Tests: Tests will be a combination of objective and essay questions.

Study Techniques: The reading load, especially in the first 7-10 weeks, is considerable. In order to cover the maximum amount of material with the least amount of stress, sharing is definitely encouraged. While each student is expected to read all text material, outlining discussion questions and some supplemental readings may be shared with your group. You are responsible for understanding all of the material for testing. The amount of time required for homework for this class will vary with your reading speed. Assignments vary in length. Watch your daily assignment sheet and plan ahead for long assignments, supplemental readings, take-home essays, etc. Time management is an essential skill for this class, and you must take the responsibility for budgeting your time. As you become accustomed to the course format and texts, things will fall into place and become easier. It is important to not get discouraged.

The Key to Success: The most important grading factor in this class is consistent effort and improvement. Do not be discouraged if your grades seem low in the first quarter. If you knew the material already, you wouldn’t need the course. Effort and improvement are weighed heavily. What you will learn in terms of writing, thinking, and study skills will be worth the effort!

Grading: The grading scale is as follows: A=90%; B=80%; C=70%; F=Below 70%
This scale applies to tests, quizzes, and assignments. (Also remember the additional benefit of a 5.0 grade.)

1. Major Test will count for 50% of the grade
2. Major Assignments will count for 30%
3. Quizzes & Packets will count as 20%

Attendance: Attendance in this class is essential. Much of the material for success is provided through lecture/discussion. Missing class can create problems.

Advanced Placement Exam: The AP Exam is given in May. Registration for the exam takes place in February. Although the exam is not required, it is highly recommended and may earn college credit and/or advanced placement.

Comprehensive Class Exam: At the end of the first semester, all students will take a semester final exam. At the end of the second semester, all students, whether or not they have taken the AP Exam, will be required to take a comprehensive exam covering the entire year’s course. This comprehensive exam will be considered in computing final grades. Students not taking the AP Exam are encouraged to participate in the AP review sessions prior to the exams.


Unit 1: Colonial History
Readings:
Text, Bailey and Kennedy, Chapters 1-4
Handouts
Supplemental Book from Unit 1 List

Themes:
1. The emergence of American cultural traits and the factors that contributed to them.
2. Emerging regional patterns and how they evolved.

Content:
• Motives and methods of colonization: Spain, France, Britain
• Push-pull factors bringing colonists to the New World
• The exchanges involved in the encounters of Europeans, Native Americans, and Africans in the New World
• Comparison and contrast of Southern, Middle and New England political, economic, social, and religious patterns
• Cultural differences between Americans and Europeans

Major Assignments and Assessments: Develop a chart explaining the financing, motivation for founding, and political, social, and economic organization of each area: (a) the plantation colonies; (b) New England; (c) the middle colonies. Include a definition of “joint stock,” “proprietary,” and “Royal” or “Charter” colonies, the degree of self-government and extent of participation, economic base, labor, opportunities for social and political mobility, education, etc. What elements did all these colonies have in common? What major differences existed? What accounts for the differences?

DBQ: New England and Chesapeake Regions


Unit 2: Independence
Readings:
Text, Chapters 5-7

Themes:
1. Colonists reevaluate their relationship with Great Britain and with each other.
2. The American Revolution as a conservative or a radical movement.
3. The American Revolution’s place in world developments of the time period.

Content:
• Mercantilism — costs and benefits for Britain and colonies
• British policy changes, post-1763
• Emerging colonial cooperation and decision for independence
• Military victory and terms of the Treaty of Paris

Major Assignments and Assessments: 1.) Take-home Essay: “Mercantilism was actually more favorable to the colonies than to Great Britain.” Assess the validity of this statement.
2.) British Policy Chart: Create a chart detailing the various British policies enacted following the Seven Years’ War (Proclamation of 1763 through the Intolerable Acts). Indicate the content or provisions of these acts, the colonial response and the impact on growing colonial unity, and the impact of the experience on post-independence governance. Include the Proclamation of 1763, Grenville Acts, Townsend Duties, Committees of Correspondence, Tea Act, Boston Tea Party, Intolerable Acts [detail], First Continental Congress, Samuel Adams, and Sons of Liberty.
3.) The independence movement as a conservative or radical movement: The class is divided into five groups, each assigned to one article from Conflict and Consensus on the nature of the American Revolution. Each group makes a presentation to the class reflecting the views of the author about whether the American Revolution was more radical in nature. Students take notes on all five presentations and write a take-home essay taking a position on whether the independence movement was conservative or radical in its goals and results. They must cite references from at least two of the articles.


Unit 3: Post-Independence and the Critical Period
Readings:
Text, Chapters 8-10
The American Political Tradition, Chapters 1-2
Handouts

Themes:
1. Impact of colonial experience on post-independence government
2. Development of the United States Constitution and the Bill of Rights
3. The emergence of political parties and the factors that divided them
4. The development of sectional specialization and interdependence
5. The conflict between national power and states’ rights

Content:
Government under the Articles of Confederation — Successes and failures
Constitutional Convention
• Personalities
• Compromises
• Controversies
Ratification
Hamilton v. Jefferson
British-French conflict and its impact on American politics
• Trade
• Diplomacy
• Alien and Sedition Acts

Major Assignments and Assessments: Simulation — Virginia Ratification
Debate

DBQ: Articles of Confederation



Unit 4: Jefferson’s Administration/Growth of Nationalism
Readings:
Text, Chapters 11-13
The American Political Tradition, Chapter 2
Handouts

Themes:
1. The peaceful transfer of power from one party to another.
2. Changes in party positions.
3. National growth and the growth of nationalism.

Content:
Jefferson’s “Revolution of 1800”
• Changes in Party Positions
• Louisiana Purchase
• Diplomatic Problems
War of 1812: Causes, Conduct, Consequences
• Era of Good Feelings
• Rise of Nationalism
• Diplomatic Achievements
Marshall Court rulings and precedents
Monroe Doctrine

Major Assignments and Assessments: “Paper Chase” format for reporting on Marshall court decisions.



Unit 5: The Age of Jackson
Readings:
Text, Chapters 13-16
The American Political Tradition, Chapter 3
Handouts

Themes:
1. The emergence of the second American party system.
2. The emergence of the “Common Man” in American politics.
3. Geographical and economic expansion.
4. Reform movements and the American character.

Content:
Election of 1824 and the founding of Jackson’s Democratic Party
Jackson’s Administration:
• Spoils System
• Nullification
• Bank War
• Cherokee Removal
Manifest Destiny and the War with Mexico immigration; social, political, and economic developments; and reform movements, 1820-1850

Major Assignments and Assessments: 1.) Groups create a PowerPoint on one
of the following social developments during the 1820s-1850s:
• Scientific and technological developments
• Transportation and sectional interdependence
• Labor and labor organizations
• Social reforms and reformers
• Utopian societies
• Religious developments
• Immigration

2.) Simulated debate over declaration of War on Mexico.

DBQ: Cherokee Removal or Jacksonian Reformers



Unit 6: Slavery and Sectionalism
Readings:
Text, Chapters 17-20
The American Political Tradition, Chapter 4
Handouts

Themes:
1. Sectionalism
2. Slavery and causes of the Civil War

Content:
Slavery as a social and economic institution
The politics of slavery:
• Missouri Compromise
• Abolitionists
• Compromise of 1850
• Kansas-Nebraska Act and Bleeding Kansas
• Dred Scott Decision
• Lincoln-Douglas Debates
• John Brown’s Raid
• Election of 1860

Major Assignments and Assessments: 1.) Character Journals and Essay: Students identify a persona and maintain a journal from 1850 through Reconstruction. Final activity is to write an essay evaluating whether the problems between the sectional regions could have been solved by compromise or whether the Civil War was a necessary step in American history. They will use their experiences as their persona when writing their journals. This assignment is due at the end of the Reconstruction unit.
2.) Sectional Pen Pals: Students pair with a student character from the other section (North or South) and exchange letters on each of the journal entries.

DBQ: Constitutional Causes of Sectionalism



Unit 7: Civil War and Reconstruction
Readings:
Text, Chapters 21-23
The American Political Tradition, Chapters 5-6

Themes:
1. Secession and war
2. Reconstruction issues and plans
3. The struggle for equality
4. Native American relations

Content:
Military strategies, strengths and weaknesses, events and outcomes
The home front, North and South
• mobilizing manpower, finances, public opinion
• social, economic, and political impact of war
Presidential v. Congressional Reconstruction plans and actions
Economic development: The New South?
1877 Compromise and Home Rule
Booker T. Washington and W.E.B. Du Bois leadership styles and programs
Native Americans
• Plains Wars and Reservation Policy
• Dawes Act
Comparison of reform attitudes towards African-Americans and Native
Americans in late 19th century

Major Assignments and Assessments: 1.) Civil War Era Journals and Essays
(See Unit #6)
2.) Students, in groups, consider options and create a reconstruction policy to answer the following questions:
 What is the primary goal of reconstruction? Reunification, punishment, civil rights, other?
 What should be done to ex-Confederates?
 What should be done for the freedmen?
 Who should be able to vote and hold office in the new southern state governments?
 What requirements must be met before states regain full rights and representation?
 How should the Southern economy be restored?
 What role should Union troops play in policing, governing, or rebuilding the South?

DBQ: Washington and Du Bois


Unit 8: Rise of Business and Labor
Readings:
Text, Chapters 24-27
The American Political Tradition, Chapter 7
Handouts

Themes:
1. Political alignment and corruption in the Gilded Age.
2. Role of government in economic growth and regulation.
3. Social, economic, and political impact of industrialization.

Content:
Gilded Age politics
• Party alignment
• Political corruption and reform
Industrial growth
Government support and actions
Business tycoons: methods, accomplishments, philosophies
Rise of organized labor
Changing conditions
Unions, leaders, methods, successes and failures

Major Assignments and Assessments: Group Newspaper Assignment —required elements:
• Report of news articles on incidents or events during the late 1800s
• Biographical feature story on an important personality of the period
• Editorial
• Political cartoons
• Period appropriate advertisements

DBQ: Laissez-faire violations in the 1800s


Unit 9: Populists and Progressives
Readings:
Text, Chapters 28-31
The American Political Tradition, Chapters 8-10

Themes:
1. Inflation/Deflation — Role of government in the economy
2. Role and effectiveness of third parties
3. Immigration and urbanization
4. Patrician reformers
5. Bryan and Wilson: “Jeffersonian goals in Hamiltonian form” (Conflict and Consensus)
6. Teddy Roosevelt/Taft/Wilson: Conservatives as Progressives (reform to preserve)

Content:
Agrarian Revolt
• Post-war problems
• Attempts to organize
• Election of 1896
Immigration and urbanization in the late 19th century
Social and cultural developments of the late 19th century
Urban middle-class reformers lead a call for change
• Muckrakers
• Women’s issues and roles
• Political corruption and reforms
• Consumer and environmental protection
• Business and labor issues
Teddy Roosevelt, Taft, and Wilson administrations respond to Progressive
Movement

Major Assignments and Assessments: Bioboards — Reform Leaders
“60 Minutes” — “muckraking” presentation on a period issue

DBQ: Farm Problems



Unit 10: Imperialism and World War I
Readings:
Text, Chapters 32-33
Kennan, “Spanish-American War,” “World War I”
The American Political Tradition, Chapters 8-10
Handouts

Themes:
1. The changing role of the U.S. in world affairs — from isolationism to world power.
2. U.S. motives in World War I and post-war agreements.
3. Presidential and congressional roles in policy management.

Content:
Reasons for new interest in world affairs
Spanish-American War
• Cuban situation and U.S. reaction
• Military preparedness and action
• Treaty provisions
• Philippine Annexation — debate and results
Open Door Policy
Teddy Roosevelt’s “Big Stick” Diplomacy
• Roosevelt Corollary and applications
• Panama intervention and canal building
• Nobel Peace Prize
Taft’s Dollar Diplomacy
Wilson’s “Moral” or “Missionary” Diplomacy
• Relations with Panama, Mexico, Haiti, Philippines
• Neutrality, 1914-1917
• World War I as a war to “make the world safe for democracy”
Various interpretations of U.S. motives in World War I
World War I at home
• Economic impact
• Harassment of German-Americans
• Women and minorities
• Espionage and Sedition Acts
• Business and Labor relations
• Creel Committee — wartime propaganda
Treaty negotiations and Senate rejection of Versailles Treaty

Major Assignments and Assessments: 1.) Simulated debate over Philippine annexation, 2.) Political Cartoons: Students create one cartoon representing pro-annexation sentiment and one representing anti-annexation sentiment.

DBQ: Imperialism or Versailles Treaty

World War I Position Statement:
Students evaluate documents and make reports and position statements on whether the U.S. claim to be fighting a war to “make the world safe for democracy” was a valid claim. Groups evaluate the following sets of documents and readings:

1. U.S. neutrality statements, submarine warfare experiences, Zimmerman Note, Fourteen Points
2. U.S. trade and loan figures, Nye Commission report
3. Fourteen Points, Wilson War Message, Versailles Treaty negotiations (U.S. positions)
4. U.S. home front: gains and opportunities for women and minorities, treatment of German-Americans, Espionage and Sedition Acts Student newspaper: World War I on the home front
Students represent major developments on the home front by producing a newspaper consisting of: editorials, advertisements, reports of information, political cartoons, feature articles



Unit 11: 1920s-1930s
Readings:
Text, Chapters 34-36
The American Political Tradition, Chapters 11-12
Handouts


Themes:
The 1920s:
1. Post-World War I compared to post-Civil War nativism, laissez-faire, labor government, farmers, attitudes toward reform.
2. U.S. pursuit of “advantages without responsibilities.”
3. Administration policy of “nullification by administration.”
4. Cultural conflicts: native v. foreign; rural v. urban.
5. Revolution in manners and morals.
The 1930s:
1. The role of government in society and the economy.
2. Political realignment.
3. Human suffering and response to the Great Depression.

Content:
The 1920s:
• Post-war recession and agricultural problems
• Intolerance
• KKK
• Immigration restriction
• Sacco and Vanzetti
Prohibition and Organized Crime
Jazz Age culture, Youth Rebellion, Literature of Disillusionment
Business growth and consolidation, credit, advertising
Harding, Coolidge, Hoover administrations
• Scandals
• Trickle-down Economics
• “Business of America is Business”
• Boom and Bust In the Stock Market
• Foreign Policy

The 1930s:
• Hoover v. Roosevelt’s approaches to the Depression
• New Deal Legislation — Effectiveness and Criticisms
• Supreme Court Reactions and Court Packing Plan
• Dust Bowl and Demographic Shifts
• Extremist alternatives: Coughlin, Long, Townsend
• Political Party Alignment — the new Democratic Coalition
• Impact of the Great Depression on various population groups

Major Assignments and Assessments: 1.) Character Journals and Essay:
Students adopt a persona and maintain journals on teacher-assigned essay topics reflecting major domestic and foreign policy developments of 1920s and 1930s. Final essay evaluates the proper role of the government in American society.
2.) Stockmarket Simulation adapted from “Panic”
3.) Political Action/Policy Letter: Students identify one economic problem in the U.S. today. They research how the government dealt with that same or a similar problem during the 1920s or 1930s. They then write a letter to a local, state, or national political leader suggesting a course of action on the problem, citing evidence to support a suggested action based on their evaluation of the 1920s or 1930s policy.
4.) Create a DBQ: Choose an issue or development in the 1920s or 1930s. Develop a question, and select and arrange documents relevant to answering the question. Score is determined by significance of the issue, clarity of the question, and relevance of the documents in answering the question.

DBQ: Cultural conflicts in the 1920s or Hoover and Roosevelt as conservatives or liberals



Unit 12: World War II and Origins of the Cold War
Readings:
Text, Chapters 37-39

Themes:
1. Comparison of Wilson and Roosevelt as neutrals, wartime leaders, Allied partners, post-war planners.
2. U.S. adopts new role as peacetime leader in post-war world.
3. Home front conduct during World War I and World War II.

Content:
U.S. response to aggression — neutrality legislation, Lend-Lease Act
Pearl Harbor and U.S. response
Military Strategy
• Germany First
• Second Front Debate
• Island Hopping
• Atomic Bomb
Home Front
• Relocation of Japanese-Americans
• Women and Minorities In the Workplace
• Demographic Impact
Wartime Diplomacy and Cooperation
• Atlantic Charter (Compare to Fourteen Points)
• Wartime Conferences
• United Nations Founding and Participation
Splintering of Wartime Alliance and Adoption of Containment
• Berlin and German Division
• Truman Doctrine
• Marshall Plan
• NATO
• Korea

Major Assignments and Assessments: 1.) Group or individual reports on comparisons and contrasts of aspects of World War I and World War II:
Neutrality policies
Home front developments and regulations
1. Economic controls
2. Labor relations
3. Women and minorities
4. Civil liberties
5. Demographic changes
6. Manpower and financial mobilization efforts
Relations with Allies — wartime and communications
Wartime Goals — Fourteen Points and Atlantic Charter/League and U.N. post-war role in world affairs

2.) Take a Stand —
Group debate and position statements on:
• Reasons for relocation — national security or racism?
• Decision to drop the atomic bombs — military necessity, nationalism, or Cold War diplomacy?

3.) PowerPoint on Cold War issues

4.) Cold War Pen Pals: Students select a partner. Each creates a persona, one
a U.S. citizen and one a Soviet citizen. They exchange notes or letters
commenting on selected incidents and developments during the Cold War.

5.) Create a DBQ: Students select an issue, create a question, and select
documents to create a DBQ on the Cold War. Scores are based on the
significance of the issue, clarity of the question, and the relevance of
documents in answering their question.



Unit 13: Post-War Domestic Issues
Readings:
Text, Chapters 40
Handouts

Themes:
1. Continued impact of New Deal in government’s role in society.
2. Struggle for civil liberties and civil rights.
3. Checks and balances at work in American politics.

Content:
Truman’s Administration
• Fair Deal
• GI Bill of Rights
• Taft-Hartley Act
• 22nd Amendment
• 1948 Election
• Loyalty Program
Eisenhower’s Administration
• McCarthyism
• Modern Republicanism
• Highway Construction
• Brown v. Board of Education of Topeka
• Earl Warren Court
Kennedy/Johnson Administrations
• Civil Rights Movement: Popular and Government Response
• War on Poverty and Great Society Programs
• Counterculture and Anti-establishment Movements

Major Assignments and Assessments
DBQ: Civil Rights
Civil Rights Leaders and Tactics: Students read position statements by various civil rights leaders including Booker T. Washington, W. E. B. DuBois, Marcus Garvey, Martin Luther King, Jr., Jesse Jackson, Malcolm X, Stokely Carmichael, and Elijah Muhammad. They describe their philosophies, programs, and strategies for action and evaluate which policies were most effective and why.


Unit 14: Foreign Policy — Eisenhower-Reagan
Readings:
Text, Chapters 41-44
Handouts

Themes:
1. Cycles of freezes and thaws in East-West relations.
2. The “Vietnam Syndrome” in post-war foreign policy.
3. Human rights v. strategic self-interest in policy formulation.
4. Interrelationship of foreign policy and economic stability.

Content:
Eisenhower
Liberation, not containment
• John Foster Dulles
• Massive retaliation
Asia Policies:
• Korea
• Southeast Asia — Geneva Accords and aid to South Vietnam
Peaceful Co-existence — Khrushchev’s visit
U-2 Incident
Kennedy:
• Flexible Response
• Aid for Social and Economic Development
• Peace Corps
• Alliance for Progress
• Southeast Asia military and economic aid
• Bay of Pigs and Cuban Missile Crisis
Johnson:
• Vietnam War
Nixon/Ford:
• Vietnamization
• Nixon Doctrine
• China Card
• Detente
Carter:
• Human Rights Policies
• Camp David Accords
• Panama Canal Treaties
• SALT II, Afghanistan, and Olympic Boycott
• Iran Revolution and Hostage Crisis
Reagan:
• “The Evil Empire”
• Strategic Defense Initiative (SDI)
• End of the Cold War

Major Assignments and Assessments: 1.) Cold War Grid — Compare presidential policies, Truman to Reagan, on:
• Nature of the Cold War — ideological v. power struggle
• Containment in Europe
• Asia
• Middle East
• Latin America
• Neutralism/nonalignment

2.) Brown University “Choices” materials:
• Cuban Missile Crisis
• Vietnam