2015-2016 AP United States History Summer Assignment

Syllabus

A 2015-2016 syllabus has been provided for two reasons: so students know what textbooks to purchase over the summer to complete the summer assignment, and for you and your family to become familiar with the basic ideas and pace of the class, but the professor reserves the right to change the syllabus before the 2015-2016 school year starts. The Henretta text is provided by the school and must be picked up before the 2014-2015 school year ends, the Davis and Krieger texts must be purchased by the student. An updated 2015-2016 syllabus will be provided on the first day of school in August 2015.

Sample Papers

A sample Chapter Study Guide, vocab quiz, and a sample homework document with responses have been provided so that students can get a feel for what the professor is looking for in order to receive full credit for these assignments. These samples are from future assignments in the class and will be collected on the first day of school. They should not be plagiarized when those assignments are due during the school year.

Summer Assignment

1. Reading• Henretta text chapter 1 (pages 6-37)• Davis text pages 1-16

2. Henretta Assignment• Take notes on chapter 1 of the text (be thorough and have notes for each heading in the chapter)• Complete the attached Chapter 1 Study Guide• Vocab quiz over Henretta Chapter 1 words will be given the first week of school

3. Davis Assignment• To access the discussion forum go to: https://sites.google.com/a/guhsdaz.org/apush_greenway

and log into the site using your ID#@student.guhsdaz.org and your school password. Click on the “Don't Know Much About History” link, and answer the forum post for “Davis Summer Assignment” in at least 100 words.

4. Primary Documents• Read The Role of Women in Huron Society (1721) by Pierre de Charlevoix and answer questions

1-3. You do not need to answer the Further Thought questions.• Read Indian Populations of New France (1611) by Father Pierre Biard and answer questions 1-3.

Attachments

• 2015-2016 AP United States History Syllabus• Textbook Study Guide Chapter 19 (completed sample)• Chapter 33 Vocab Quiz (completed sample)• Document 38-1 questions and answers (completed sample)• Textbook Study Guide Chapter 1• The Role of Women in Huron Society (1721) by Pierre de Charlevoix• Indian Populations of New France (1611) by Father Pierre Biard

Greenway High SchoolAdvanced Placement United States History

Gateway Community College Dual EnrollmentFall 2015 HIS 103: United States History to 1865

Spring 2016 HIS 104: United States History 1865 to Present

Instructor

Mr. IrwinPhone: 623 915 8500Email: brandon.irwin@guhsdaz.orgWebsite: https://sites.google.com/a/guhsdaz.org/apush_greenway/home

Grading Standards and Practices

The intent of all class grading procedures is to reflect student learning of the knowledge and skills taught throughout this course. Your nine week and semester grade will be obtained from accumulating points through the successful completion of Tests/Quizzes, Essays, Homework/Classwork, Projects and a final exam. Your grade will be weighted according to the list below.

• Tests/Essays – 50%• Homework/Classwork – 25%• Projects – 10%• Final Exam – 15%

Final grades are based on a number system based upon a percentage of your total grade. This grading scale is as follows:

• To receive a one (1) you must earn a 90%• To receive a two (2) you must earn a 80%• To receive a three (3) you must earn a 70%• To receive a four (4) you must earn a 60%

Attendance Requirements

School policies as stated in the Greenway High School Student Handbook will be followed in the classroom. See your Student Handbook for a complete list of school policies.

List of required and recommended texts and materials

Henretta, James A., Eric Hinderaker, Rebecca Edwards, and Robert O. Self. (2014). America's History. 8th ed. Bedford/St. Martins: Boston.

Davis, Kenneth C. (2004). Don't Know Much About History: Everything you need to know about American History but never learned. Perennial: New York.

Krieger, Larry., Feldmeth, Gregory. (2015). AP* U.S. History Crash Course (3rd edition). Research & Education Association: New Jersey.

Statement of student responsibility for information in the syllabus

Due to the rigorous curriculum and demands of the course, diligent and consistent preparation by the student is absolutely necessary for success. The class will operate as a seminar, with heavy emphasis on discussion, analysis, critical thinking and thoughtful writing.

Student Responsibility for the College Policies included in the College Catalog and the Student Handbook

Students dual-enrolled in Gateway Community College HIS 103 and HIS 104 are responsible for Gateway Community College policies, in addition to class and high school policies. These policies can be found in the Gateway College Catalog & Student Handbook:

(http://www.gatewaycc.edu/Catalog//)

Information about the availability of services for students that require special accommodations

While Greenway High School has its own mechanisms for dealing with disabilities, at Gateway we provide the following information: The Disabled Student Services Office provides reasonable accommodations for students with disabilities. A student in need of accommodations should contact Emily Bluestein, Director of Disability Student Services at 602 286 8170

Information included in the Syllabus may be subject to Change

Students will be notified by the instructor of any changes in course requirements or policies as they arise.

Liberal Arts Courses

Students in Liberal Arts courses develop a dialectical approach to thinking through a variety of learning strategies including discussion. In order to have meaningful discussions, students are expectedto listen and communicate respectfully. They are encouraged to consider a broad spectrum of viewpoints, and to support their own ideas with appropriate evidence and relevant logical reasoning. Liberal Arts courses support the ability to learn from reading independently and writing to learn, communicate and organize thoughts.

Academic Misconduct

Plagiarism is a serious offense and will not be tolerated in this class. Simply stated, plagiarism is considered to be any attempt by a student to steal the work or ideas of another and pass it off as his/her own work. Plagiarism includes, but is not limited to, copying the homework of another student, looking off the paper of a student during a test or quiz, or reproducing information from the internet. If a student is guilty of plagiarism on any assignment, the student (or students) will receive a “0” for the assignment and a “U” in citizenship. All types of academic misconduct associated with the classroom and other course related activities includes, but is not limited to, cheating and plagiarism. Refer to the GWCC Catalog & Student Handbook regarding academic misconduct and sanctions.

Classroom Disruption

Students are expected to show respect for the educational process in the classroom. It is the instructor’s responsibility to maintain the educational process for all enrolled students. Behavior whichdisrupts the learning environment and/or hampers the ability of other students to learn, and of instructors to teach, will not be tolerated. Students who disrupt the educational process may be removed from class. Refer to the GWHS Student Handbook and the GWCC Student Handbook for policies regarding Disciplinary Standards.

Visitors

No unregistered persons, including children, are permitted in class.

Office Hours

I coach two sports at Greenway High School: Wrestling and Track and Field. During the Winter and Spring seasons after school office hours might be limited to one day a week, but morning office hours will not be effected. Office hours will be posted on our class website weekly to reflect practice schedules and competitions for the sports mentioned above.

Electronic Devices

Due to the disruptive nature of electronic devices such as cell phones, ipods, MP3 players, etc., use of these devices will be prohibited in class.

Conferences

You are welcome to arrange an appointment to talk with me at any time outside of class. I am typically available before school starts from 7:15-8:00, but it is best to arrange a specific meeting time with me in advance. Parents may also reach me by email at brandon.irwin@guhsdaz.org. Please feel free to call 623 915 8500, and I will return your call as quickly as I can.

AP U.S. History Exam: Friday May 6th, 2016(preparation begins today!)

I have read and understood this overview of AP U.S. History.

___________________________ ________________________(Student name printed) (Parent/Guardian signature)

HIS103 Official Course Description: The political, economic, and social development of the United States fromthe Pre‐Columbian period through the end of the Civil War (1865).  Prerequisites: None.  3 credits

HIS103 Official Course Competencies:1

1. Describe the Pre‐Columbian world on four continents, the Americas, Europe, and Africa. 2. Explain the factors behind European exploration in the 15th and 16th Centuries. 3. Describe the early colonization of North America by the English, French, and Dutch. 4. Describe and compare the permanent English settlements in North America, their relationship to 

Native Americans, and early slavery in the colonies. 5. Analyze the growing political and economic differences between Britain and the colonies, the role

of the French and Indian War, and Imperial decrees that led to the American Revolution. 6. Describe the major political and military events of the American Revolution leading to the 

collapse of British military forces at Yorktown, Virginia. 7. Explain the events leading to the Constitutional Convention, the early Administrations, and the 

development of Hamiltonian federalism and Jeffersonian democracy. 8. Explain the rise of nationalism and expansion following the War of 1812. 9. Describe the meaning of Jacksonian Democracy and the Age of Jackson. 10. Analyze the economic expansion of the U.S. between 1820‐60, in agriculture, transportation, 

manufacturing, population growth, and immigration.11. Review social changes in the nation between 1820‐60, including the emergence of a middle class, 

the reform movements, and a national literary renaissance. 12. Analyze slavery and the Ante‐Bellum South, the plantation culture, and the Abolitionist/anti‐

slavery movement in the North.13. Describe the doctrine of Manifest Destiny, the Oregon acquisition, Texas annexation, the 

Compromise of 1850, and the Kansas‐Nebraska Act.14. Review the increasing sectional tensions leading to Lincoln’s election, the secession of southern 

states, and the formation of the Confederacy.15. Explain the demographic and industrial advantages of the North.16. Describe the salient features of the Civil War and the turning points at Antietam, Shiloh, 

Gettysburg, and Vicksburg, leading to the surrender at Appomattox in 1865.17. Explain the impact of the assassination of Lincoln, and review the outcome of the War on the 

nation and its future.

1  These course objectives are defined by the Maricopa County Community College District (MCCCD).

HIS104 Official Course Description: The political, economic, and social development of United States from 1865 to the present time. Prerequisites: None.  3 credits

HIS104 Official Course Competencies:1. Describe the problems of re‐uniting the Union and Reconstructing the nation after the end of the 

Civil War, including differences between Presidential and Congressional Reconstruction.2. Explain the failed promise of Reconstruction, the political and economic revival of the 

“Redeemed” white South, and the Compromise of 1877.3. Describe the national shift of interest to westward expansion and development of the nation’s 

potential in agriculture, cattle, and minerals. 4. Describe the nation’s growing human resources resulting from industrialization, immigration and 

urbanization.5. Explain the creation of a climate for political and financial development, promoting the growth of 

enormous corporations and capital formations.6. Describe social reform during the Gilded Age leading to organized labor, populist agrarianism, and 

legislation to control big business and restrain political corruption.7. Review American foreign policy, including reaching outward for trade, expansion, and empire.8. Explain the Progressive Era, and the social, economic, and political reforms of Presidents T. 

Roosevelt, Taft and Wilson.9. Describe the initial stance of American neutrality in World War I, the nation’s early role in the war,

and why the U.S. eventually joined the war in 1917.10. Explain the defeat of the Central Powers, the Fourteen Points, and the Treaty of Versailles.11. Explain the clash of values in the 1920s as reflected in the Red Scare, prohibition, speakeasies, 

evolution, and revival of the KKK.12. Describe the economics of the Roaring Twenties as reflected by the automobile, the booming 

stock market, and the development of the consumer market, leading to the Great Crash of 1929.13. Explain the causes of the Great Depression, and the effects of unemployment, loss of income, 

homelessness, and bank closures.14. Describe the election of 1932, FDR and the New Deal, and their effect on the nation.15. Explain American isolationism pre‐World War II, the U.S. reaction to war, and eventual 

involvement in the War.16. Assess American participation in the war in Europe and the Pacific.17. Describe the factors creating the Cold War following World War II, and the nation’s response to it 

in Europe and Asia.18. Review domestic policy during the late 1940s and 1950s, including McCarthyism, and the 

consumer culture during the Eisenhower years.19. Explain the background and struggle of the Civil Rights movement, desegregation of schools, the 

Civil Rights and Voting Rights Acts, and African‐American activism.20. Describe the Cold War at home and abroad during the presidencies of John Kennedy, Lyndon 

Johnson, and Richard Nixon, including the Vietnam War and its aftermath.21. Explain the counter‐culture and reform activism of the 1960s, economic problems of the 1970s, 

and the presidency of Ronald Reagan.22. Describe the collapse of communism in Eastern Europe and the demise of the Soviet Union, 

ending the Cold War.23. Review post Cold War politics, the Persian Gulf War, and the presidency of Bill Clinton.

24. Explain the controversy over the 2000 presidential election, the post 9/11 global response, and wars in Iraq and Afghanistan.

25. Review the election of the first African‐American president, and the global challenges the nation faces in the future, including global warming and economic recession.

Schedule

The following is an outline of the course content and readings that will be covered during class. Although the schedule provided is subject to change, the syllabus nonetheless allows the students to become familiar with the major units and sub-units and the readings which correspond to the subject matter. The students who will be most successful on the AP exam in the spring will be those who prepare thoroughly.

Projects

Each semester students will be required to complete at least three projects: a movie report from a predetermined list of movies, a book report from a predetermined list of books, and a group presentation on a topic to be determined by the teacher. There will be other projects available for extra credit if students choose to do them. Due dates for these projects will vary and will be assigned by the teacher throughout the school year.

1st Semester

Week #1-2 Transformations of North America

A) Colliding Worlds: Summer AssignmentAmerica's History: Chaps. 1, 6-37 Don’t Know Much About History: 1-16Hwk packet: 1-4 Role of Women in Huron Society, 1-8 Indian Populations of New France

B) American Experiments: Week 1 readingsAmerica's History: Chaps. 2, 40-72Don't Know Much About History: 17-32Hwk packet: 2-7 The Examination of Anne Hutchinson

Week #3-4 British North America and the Atlantic World

A) The British Atlantic World: Week 2 readingsAmerica's History: Chaps. 3, 80-111Don't Know Much About History: 33-37Hwk packet: 3-2 The Glorious Revolution, 3-10 Stono Rebellion

B) Growth, Diversity, and Conflict: Week 3 readingsAmerica's History: Chap. 4, 114-143Don’t Know Much About History: 38-46Hwk packet: 4-5 Letter from a Scots-Irish Immigrant, 4-7 On Education

Week #5-6 Revolution and Republican Culture Part 1

A) The Problem Empire: Week 4 readingsAmerica's History: Chap. 5, 150-179Don’t Know Much About History : 49-63Hwk packet: 5-1 Rights of the Colonies Asserted and Proved, 5-4 The Stamp Act Riot, 5-10 An Account of the Boston Tea Party

B) Making War and Republican Governments: Week 5 readingsAmerica's Hi story: Chap. 6, 182-211Don’t Know Much About History : 63-71Hwk packet: 6-7 An Account of Life with the Army, 6-17 The Federalist #10

Week #7-8 Revolution and Republican Culture Part 2

A) Hammering Out a Federal Republic: Week 6 readingsAmerica's History: Chap.7, 214-245Don’t Know Much About History: 78-93Hwk packet: 7-1 Report on Public Credit, 7-10 Marbury v. Madison

B) Creating a Republican Culture: Week 7 readingsAmerica's History: Chap. 8, 248-277Don’t Know Much About History: 93-105Hwk packet: 8-2 McCullough v. Maryland, 8-5 Congressional Pugilists

Week #9-10 Overlapping Revolutions Part 1

A) Transforming the Economy: Week 8 readingsAmerica's History: Chap. 9, 284-311Don’t Know Much About History: 109-117Hwk packet: 9-5 The American System of Manufacture, 9-11 Influence of the Trading Spirit on Social and Moral Life

B) A Democratic Revolution: Week 9 readingsAmerican History: Chap.10, 314-341Don’t Know Much About History: 119-135Hwk packet: 10-3 The Tyranny of the Majority, 10-9 Ordinance of Nullification

Week #11-12 Overlapping Revolutions Part 2

A) Religion and Reform: Week 10 readingsAmerica's History: Chap. 11; 344-373Don’t Know Much About History: 135-155Hwk packet: 11-2 Walden, 11-7 What to the Slave is the Fourth of July

B) The South Expands: Week 11 readingsAmerica's History: Chap. 12, 376-404Don’t Know Much About History : 155-172Hwk packet: 12-5 Edmund Ruffin Defends Slavery, 12-8 The Plight of Female Slaves

Week #13-14 Creating and Preserving a Continental Nation Part 1

A) Expansion, War, and Sectional Crisis: Week 12 readingsAmerica's History: Chap.13, 410-440Don’t Know Much About History: 188-201Hwk packet: 13-2 The Great Prize Fight, 13-12 The Lincoln-Douglas Debates

B) Two Societies at War: Week 13 readingsAmerica's History: Chap. 14, 444-475Don’t Know Much About History: 203-222Hwk packet: 14-7 The New York Draft Riots, 14-14 Second Inaugural Address

Week #15-16 Creating and Preserving a Continental Nation Part 2

A) Reconstruction: Week 14 readingsAmerica's History: Chap. 15, 478-505Don’t Know Much About History: 238-249Hwk packet: 15-2 Report on Conditions in the South, 15-11 The Slaughterhouse Cases

B) Conquering a Continent: Week 15 readingsAmerica's History: Chap 16, 508-536Don't Know Much About History: 257-263Hwk packet 16-2 Letter from a Kansas Homesteader, 16-8 The Dawes Severalty Act

Week #17 Review/make up

Week #18 Final Exams

END OF FIRST SEMESTER

2nd Semesterweek #1-2 Industrializing America

A) Industrial America: Corporations and Conflicts Winter Break ReadingsAmerica's History: Chap. 17, 544-571Don’t Know Much About History: 264-276Hwk Packet: 17-1 Testimony before the U.S. Industrial Commission, 17-3 The Gospel of Wealth

B)The Victorians Make the Modern: Week 1 ReadingsAmerica's History: Chap. 18, 574-603Don’t Know Much About History: 277-283Hwk Packet: 18-2 The Solitude of Self, 18-8 Evolution and Religion

week #3-4 Industrializing America Part 2

A) The Rise and Reform of Industrial Cities: Week 2 ReadingsAmerican History: Chap. 19, 606-633Don’t Know Much About History: 289-298Hwk Packet: 19-4 How the Other Half Lives, 19-5 Plunkitt of Tammany Hall

B) Whose Government?: Week 3 ReadingsAmerican History: Chap. 20, 636-665Don’t Know Much A bout History: 298-303Hwk Packet: 20-5 People's Party National Platform, 20-7 Lynching at the Curve

week# 5-6 Domestic and Global Challenges

A) An Emerging World Power: Week 4 ReadingsAmerican History: Chap. 21, 672-700Don’t Know Much About History: 323-368Hwk Packet: 21-2 The Influence of Sea Power upon History, 21-12 Wartime Propaganda Poster Doctrine, 21-14 The War Industries Board

B) Cultural Conflict, Bubble, and Burst: Week 5 ReadingsAmerican History: Chap. 22, 704-730Don’t Know Much About History: 388-396Hwk Packet: 22-5 The Ku Klux Klan, 22-9 Advertisement for Listerine

week # 7-8 Domestic and Global Challenges Part 2

A) Managing the Great Depression, Forging the New Deal: Week 6 ReadingsAmerican Hist ory: Chap. 23, 734-763Don’t Know Much About History: 400-410Hwk Packet:, 23-3 Hard Times and Hoovervilles, 23-12 The Sit-Down Strike at General Motors

B) A) The World at War: Week 7 ReadingsAmerican History: Chap. 24, 766-797Don’t Know Much About History: 418-428Hwk Packet: 24-1 The Profits of War and Preparedness, 24-5 Women Working at the Home Front, 24-9 Executive Order 9066 to Prescribe Military Areas

week# 9-10 The Modern State and the Age of Liberalism

A) Cold War America: Week 8 ReadingsAmerican History: Chap. 25, 804-834Don’t Know Much About History: 428-436Hwk Packet: 25-5 Communists in the U.S. Government, 25-7 Cold War Foreign Policy

B) Triumph of the Middle Class: Week 9 ReadingsAmerican History: Chap. 26, 838-865Don’t Know Much About History: 441-463Hwk Packet: 26-5 The Footloose Migration, 26-7 What does Chicago's Renewal Program Mean?

week# 11-13 The Modern State and the Age of Liberalism Part 2

A) Walking into Freedom Land: Week 10 ReadingsAmerican History: Chapters 27, 868-899Don’t Know Much About History: 483-497Hwk Packet: 27-4 Describing My Arrest, 27-7 Black Nationalism

B) Uncivil Wars: Week 11 ReadingsAmerican History: Chap. 28, 902-933Don’t Know Much About History: 506-532Hwk Packet: 28-4 Address at the University of Michigan, 28-11 Fortunate Son, 28-17 Watergate: Taped White House Conversations

C) The Search for Order in an Era of Limits: Week 12 ReadingsAmerican History: Chap. 29, 936-965Don’t Know Much About History: 535-545Hwk Packet: 29-3 National Problems 1950-1999

week# 14-15 Global Capitalism and the End of the American Century

A) Conservative America in the Ascent: Week 13 ReadingsAmerican History: Chap. 30, 972-999Don’t Know Much About History: 546-572Hwk Packet: 30-6 Wealth and Poverty

B) Confronting Global and National Dilemmas: Week 14 ReadingsAmerican History: Chap. 31, 1002-1033Don’t Know Much About History: 572-587Hwk Packet: 31-6 What Compassionate Conservatism Is-and Is Not, 31-7 U.S. National Security Strategy, 31-8 The Two Towers of Lebanon, 31-9 This Crisis Is Largely of Our Own Making

week# 16 Review/Make Up

week# 17 AP Test

End of Second Semester