ap united states history 201 grades 11 length: 36 …...ap united states history 2016-2017 grades 11...

AP United States History 2016-2017

Grades 11

Length: 36 Weeks

COURSE DESCRIPTION: Many people view history merely as a set of dates and facts to be

memorized, but history is much more than that. History is an organic and ever-changing

discipline, periodically discovering new evidence and revising old commonly held beliefs. It’s

not enough to learn history itself; one must learn from history the true essence of the human

experience. This course is designed for that purpose.

The Advanced Placement course in United States History is designed to provide students with

the analytical skills and factual knowledge necessary to deal critically with the problems and

materials in U.S. history. Students will learn to assess historical materials, their relevance to a

given interpretive problem, reliability, and importance and to weigh the evidence and

interpretations presented in historic scholarship.

PRIMARY TEXTBOOK:

Kennedy, D., & Cohen, L. (2013). The American pageant: A history of the American people

(15th ed., AP ed.). Boston, MA: Wadsworth Cengage Learning.

PRIMARY SOUCES:

Kennedy, D. (2010). The American spirit: United States history as seen by contemporaries (12th

ed.). Boston, MA: Wadsworth Cengage Learning.

Schweikart, L. (2011). The patriot's history reader: Essential documents for every American.

New York: Sentinel.

SECONDARY SOURCES:

Dudley, W. (2007). Opposing viewpoints in American history. Detroit: Greenhaven Press.

Lindaman, D., & Ward, K. (2004). History lessons: How textbooks from around the world

portray U.S. history. New York: New Press.

Madaras, L. (2013). Taking sides (15th ed.). New York, NY: McGraw-Hill.

Ward, K. (2006). History in the making: An absorbing look at how American history has

changed in the telling over the last 200 years. New York: New Press.

Zinn, H. (2005). A people.s history of the United States: 1942-present. New York: Harper

Perennial Modern Classics.

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THEMES:

While the course follows a narrative structure supported by the textbook. The following seven

themes described in the AP U.S. History Course and Exam Description are woven throughout

each of the 9 units of study:

1. Identity (ID) - How has the American national identity changed over time?

2. Work, Exchange, and Technology (WXT) - How have changes in markets, transportation, and

technology affected American society?

3. Peopling (PEO) - How have changes and population patterns affected American life?

4. Politics and Power (POL) - How have various groups sought to change the federal

government’s role in American political, social, and economic life?

5. America in the World (WOR) - How has U.S. involvement in global conflicts set the stage for

domestic social change?

6. Environment and Geography (ENV) - How did the institutions and values between the

environment and Americans shape various groups in North America?

7. Ideas, Beliefs, and Culture (CUL) - How have changes in moral, philosophical, and cultural

values affected U.S. history?

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

Comparison and Contextualization

Crafting Historical Arguments from Historical Evidence

Historical Interpretation and Synthesis

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EVALUATION:

1. Assessments (Tests, Essay Tests, Quizzes) - 70%

2. Classwork / Discussions / Participation – 15%

3. Homework - 15%

MID-TERM AND FINAL EXAM: A mid-term examination will not be administered. The

mid-term grade will be calculated by averaging the first and second marking period grades.

Students that take an AP examination and have a cumulative average of C or better, at the time

of the AP examination, may opt out of taking the final examination. All other students enrolled

in AP courses will take a cumulative final examination at the end of the year. This examination

will constitute ten percent of the overall final grade.

COURSE OUTLINE:

UNIT 1: 1491-1607

Topics:

Demographics of Europe, the Americas, and West Africa; Meso-American

culture; transatlantic commerce; comparison of colonies across the Americas

(religion, economies, politics, cultures); and foundations of slavery.

Readings:

Kennedy, Chapter 1

Zinn, Chapter 1

Activities and Assessments:

Discussion of major Native American cultures in North America before

European exploration. (PEO-1)

Students create a T-chart in pairs and then as a group discuss the Columbian

exchange using the question “Was the arrival of Europeans to the New World

simply a case of conquest and exploration or a mutual cultural encounter with

benefits and disadvantages for both sides?” (WXT-1) (PEO-4) (ENV-1)

Historiographical analysis:

o Students will write a brief essay with a thesis statement that compares

the interpretations of Howard Zinn’s A People’s History of the United

States with that of Schweikart’s A Patriot’s History of the United States

on the impact of European exploration before Jamestown.

Unit 2: 1607 - 1754

Topics:

European colonization; American Indian resistance; economic and population

patterns; formation of race and identity; and tensions with Britain.

Readings:

Kennedy, Chapters 2-5

4

Zinn, Chapters 2-3

Assessments and Activities:

Introduce critical reading of primary sources using intended audience, purpose,

historical context, and point of view. Introduce helpful acronyms, such as AP-

HITS. Students will work in groups to analyze captivity narratives and runaway

advertisements found in chapters two and three of Going to the Source, Vol. 1.

(WXT-4) (PEO-1)

Introduce skills of cause and effect and compare and contrast through the 1993

DBQ: “Although New England and the Chesapeake region were both settled

largely by people of English origin, by 1700 the regions had evolved into two

distinct societies. Why did this difference in development occur?” (WXT-2)

(PEO-1) (WOR-1) (CUL-1) (WXT-4) (ENV-2) (ID-1) (ID-4)

o Students will use graphic organizers to brainstorm historical evidence.

o Students will use read the DBQ documents to assess intended audience,

purpose, historical context, and point of view.

o Students will analyze the diverse interpretations of the issue.

o Students will create a thesis to answer the DBQ question and create a

chart the organizing the documents and evidence into categories.


o Thomas J. Wertenbaker, The Founding of American Civilization (1938).

o Gary Nash, Red, White, and Black: The People of Early America (1974).

o Richard Bushman, From Puritan to Yankee (1967).

o Gary Nash, The Urban Crucible (1979).

Unit 3: 1754 - 1800

Topics:

British colonial policies; enlightenment ideas; war for independence; formation

of republic and national identity; work and labor (free and unfree); and regional

economic differences.

Readings:


Zinn, Chapters 4-5


Students create an annotated timeline analyzing the continuity and change in the

colonial relationship with Great Britain from the start of the French and Indian

War to the beginning of the Revolutionary War identifying the three most

significant turning-points in their relationship. (ID-1) (WOR-1) (CUL-1)

Students conduct a shared inquiry discussion of Thomas Paine’s “Common

Sense” and Thomas Jefferson’s “Declaration of Independence” addressing the

skills of intended audience, purpose, historical context, and point of view.

Discussion of the major events of the Revolutionary War. (CUL-1) (CUL-4)

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Students create an argument and debate the effectiveness of the Articles of

Confederation using the 1985 DBQ ("From 1781 to 1789 the Articles of

Confederation provided the United States with an effective government") using

the documents and their knowledge of the period. (POL-1)

Discussion of the Constitutional Convention’s debates and compromises. (POL-

1) (CUL-4)

Students debate the question “Was the American Revolution truly a

revolution?” using relevant historical evidence to argue their points. (POL-1)

(ID-1) (CUL-4)


o Carl L. Becker, Beginnings of the American People (1915).

o Bernard Bailyn, The Ideological Origins of the American Revolution (1967).

o Charles Beard, An Economic Interpretation of the Constitution (1913).

Students complete a take-home (1999) DBQ: “To what extent had the colonists

developed a sense of their identity and unity as Americans by the eve of the

Revolution?” (POL-1) (ID-1)

Unit 4: 1800 – 1848

Topics:

Definition of democratic practices; expansion of the vote; market revolution;

territorial and demographic growth; two-party system; Andrew Jackson; and

role of the federal government in slavery and the economy.

Readings:

Kennedy, Chapters 10-15, 17

Zinn, Chapters 6-8


Students create comic strips comparing the Federalists (Hamilton) and the

Democratic-Republicans (Jefferson). (POL-2) (POL-5)

Students assess the continuity over time of the Marshall Court by creating and

analyzing a chart of the major court decisions. (POL-2) (POL-5)

Discussions of the causes and effects of the War of 1812. (WOR-2) (WOR-5)

Students create a periodization chart outlining the beginning, end and

characteristics of the Era of Good Feelings. (POL-2)


characteristics of the Age of Jackson. (POL-1) (POL-3) (CUL-2) (ENV-4)

Students ‘grade’ Andrew Jackson’s presidency using relevant historical

evidence. (POL-1)

Students will research and role-play a major reformer during the Age of reform.

Students will assess the value of the reforms placed in the context of early 19th

century America. (POL-3) (CUL-2)

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Students will role-play members of Congress and rise of sectionalism as

reflected in issues such as the Bank of the U.S., sales of western lands, tariffs,

slave importation, Native American removal, and internal improvements.

Debriefing will focus on historical causation. (POL-3) (CUL-2) (WXT-2)

Students will examine the institution of slavery using photographs and

descriptions from the time period addressing the skills of intended audience,

purpose, historical context, and point of view. (ID-1) (ID-4) (ID-5) (WXT-2)

(ENV-2)


o Arthur M. Schlesinger Jr., The Age of Jackson (1945).

o Lee Benson, The Concept of Jacksonian Democracy: New York as a Test Case

(1961).

o David Donald, Lincoln Reconsidered (1956).

o Nancy Cott, The Bonds of Womanhood: “Women’s Sphere” in New England,

1780–1835 (1977).

o Stanley Elkins, Slavery (1959).

o Eugene Genovese, Roll, Jordan, Roll (1972).

In class DBQ (1990): “Jacksonian Democrats viewed themselves as the

guardians of the United States Constitution, political democracy, individual

liberty, and equality of economic opportunity. In light of the following

documents and your knowledge of the 1820's and 1830's, to what extent do you

agree with the Jacksonians' view of themselves?” (POL-1) (POL-3) (CUL-2)

Unit 5: 1844 – 1877

Topics:

Tensions over slavery; reform movements; imperialism; women and nonwhites;

public education; Mexican War; public education; Civil War; and

Reconstruction.

Readings:

Kennedy, Chapters 16, 18-23

Zinn, Chapters 9-10

Activities Assessments:

Working in small groups, students will prepare for the following DBQ: Discuss

the changing ideals of American womanhood between the American Revolution

and the outbreak of the Civil War. What factors fostered the emergence of

“republican motherhood” and the “cult of domesticity”? Assess the extent to

which these ideals influenced lives of women during this period. In your

answer, consider issues of class and race. Students then write a take home essay

on this question. (CUL-2) (POL-3)


characteristics of Antebellum America. (PEO-2) (WXT-2) (WXT-4) (ID-1)

(ID-4) (ID-5) (PEO-4) (ENV-3)

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Discuss the causes and outcome of the Mexican American War. (ID-2) (PEO-5)

(WOR-5) (WOR-6) (ENV-4)

Students create a cause and effect chart of the major events of the 1850s and

debate the question “When was the Civil War inevitable?” (CUL-2) (PEO-5)

(WXT-4) (ID-5) (POL-3) (POL-6) (ENV-3)

Discuss the Election of 1860 and its impact. (POL-6)

Introduce the Long Essay – FRQ “Slavery was the dominating reality of all

Southern life.” Assess the validity of this generalization for TWO of the

following aspects of Southern life from 1840-1860: political, social, economic

and intellectual life. (PEO-2) (WXT-2) (WXT-4) (ID-1) (ID-4) (ID-5) (PEO-4)

Students conduct a shared inquiry discussion of the “Emancipation

Proclamation” students debate the intended audience, purpose, historical

context, and point of view. (POL-6)

Discuss the major events of the Civil War.

Analyze Civil War photographs addressing the skills of intended audience,

purpose, historical context, and point of view.


characteristics of Reconstruction. (CUL-2) (ENV-4) (WXT-5) (ID-5)


o Charles and Mary Beard, The Rise of American Civilization (1927).

o David M. Potter, The Impending Crisis, 1848–1861 (1976).

o Michael Holt, Forging a Majority: The Formation of the Republic Party in

Pittsburgh, 1848–1860 (1969).

o T. Harry Williams, Lincoln and His Generals (1952).

o Allan Nevins, The War for the Union (1971).

o Thomas C. Cochran, “Did the Civil War Retard Industrialization?” Mississippi

Valley Historical Review (1961).

o James McPherson, Battle Cry of Freedom (1988).

o William A. Dunning, Reconstruction: Political and Economic (1907).

o Kenneth Stampp, The Era of Reconstruction (1965).

In class (1996) DBQ: “In what ways and to what extent did constitutional and

social developments between 1860 and 1877 amount to a revolution?” (CUL-2)

(ENV-4) (WXT-5) (ID-5)

Unit 6: 1865 – 1898

Topics:

Reconstruction; U.S. imperialism, industrialization, immigration, urbanization;

women’s movement; and working class culture and leisure.

Readings:


Zinn, Chapter 11

8


Students will recreate the various roles in the political machine system and

debate the extent to which political bosses were corrupt. Students will discuss

the arguments in small groups and then individually write a response to the

question. (ID-6) (PEO-3) (PEO-5) (PEO-6) (WOR-3)

Interpret statistics using data from the Digital History website on farming in the

Gilded Age, students will use OPTICS to discuss their findings in small groups

and report their conclusions to the class. (ENV-3) (PEO-6) (WXT-7)

Students synthesize the arguments of Frederick Jackson Turner’s Frontier

Thesis with census data maps of the United States from 1890. Write a thesis

statement agreeing or disagreeing with Turner’s contentions. (PEO-5) (ENV-5)

Discuss the technological changes in the United States in the post-Civil War

industrial era. (WXT-5)

Students analyze continuity and change over time in the architecture of the

emerging urban centers of the late 19th century. Students compare the form and

function of the new buildings. (CUL-3)

Students create a series of posters convincing workers to join the Knights of

Labor, American Federation of Labor, Socialist Party of America and the

Industrial Workers of the World. Students debate which organization would

most benefit workers in the industrial era. (CUL-5) (WXT-3) (WXT-5) (WXT-

6) (WXT-7)

Discuss the causes and outcome of the Spanish American War. (WOR-3)

(WOR-6)

Students examine a series of political cartoons concerning American views on

imperialism addressing the skills of intended audience, purpose, historical

context, and point of view. (ID-3)


o Lawrence Goodwyn, Democratic Promise: The Populist Moment in America

(1976).

o Richard Hofstadter, The Age of Reform (1955).

o Herbert Gutman, Work, Culture, and Society in Industrializing America (1976).

o Matthew Josephson, The Robber Barons: The Great American Capitalists, 1861–

1901 (1934).

o Richard White, The Middle Ground (1991).

o Frederick Jackson Turner, “The Significance of the Frontier in American History”

(1893).

o William Appleman Williams, The Tragedy of American Diplomacy (1959).

o Julius Pratt, Expansionists of 1898 (1951).

o Robert Wiebe, The Search for Order, 1877–1920 (1967).

o Gabriel Kolko, The Triumph of Conservatism (1963).

In class DBQ (2000): “How successful was organized labor in improving the

position of workers in the period from 1895 to 1900? Analyze the factors that

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contributed to the level of success they achieved.” (CUL-5) (WXT-3) (WXT-5)

(WXT-6) (WXT-7)

Unit 7: 1890 – 1945

Topics:

Progressive reform; radicalism; World War I and Russian revolution; first red

scare; first great migration of African Americans; race riots; culture wars of the

1920s; Hoover and FDR in the capitalist crisis; New Deal; and World War II.

Readings:


Zinn, Chapters 12-16


Students create a cause and effect chart and a periodization chart outlining the

beginning, end and characteristics of the Progressive Era. (ID-7) (WXT-3)

(WXT-7) (POL-3)

Students examine Jacob Riis’s photographs and his written descriptions and

explore the context of his work. In PowerPoint presentations, students must

provide evidence to support or refute the validity of his depictions of urban life.

(WXT-5) (PEO-6) (CUL-6)

Students compare the contributions of the Progressive Presidents by creating

campaign posters highlighting their contributions and exposing the problems of

his rivals. Students ‘elect’ the best president for the era. (POL-2) (POL-6)

Students will write a response to the following FRQ (2010): Analyze the roles

that women played in Progressive Era reforms from the 1880s through 1920.

Focus your essay on TWO of the following: Politics; social conditions; labor

and working conditions. Students will peer-edit each other’s papers to build

stronger essays. (ID-7) (WXT-3) (WXT-7) (POL-3)

Students create a cause and effect chart explaining the United States entry into

World War I. (WOR-3) (WOR-7)

Students analyze World War I posters and music addressing the skills of

intended audience, purpose, historical context, and point of view. (WOR-4)

(WOR-7)

Students create periodization chart outlining the beginning, end and

characteristics of the 1920s. (ID-3) (CUL-5) (CUL-7) (WOR-4) (PEO-3) (PEO-

7)

Students engage in a silent debate arguing the question “The 1920s ushered in a

conservative era in the United States” using relevant historical evidence. (ID-3)

(CUL-5) (CUL-7) (WOR-4) (PEO-3) (PEO-7)

Students create a cause and effect chart analyzing the causes of the Great

Depression. Round table discussion in which students argue which factor was

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most significant. Students then devise solutions to give to President Hoover to

fix their issue. (WXT-3) (WXT-8) (POL-4)

Students research and create charts of unemployment statistics by different

social groups. Students present their charts via Powerpoints analyzing their

effects and the needs of their group.

Discussion of FDR and the election of 1932. (POL-4)

Compare the New Deal’s use of Relief, Recovery and Reform to assist

Americans in the context of the Great Depression. (POL-4) (ENV-5) (WXT-3)

(WXT-8)

Students create an annotated timeline outlining the United States entrance into

World War II demonstrating the continuity and change of isolationism verses

intervention over the period. (WOR-7)

Discussion of major events of World War II. (WOR-7)

Students create posters demonstrating the continuity and change in the lives of

women, blacks, Japanese Americans and Mexican Americans during World

War II. (WOR-4)

Students debate the decision to drop the atomic bomb in the context of the state

of affairs in 1945. (WOR-7)


o Arthur Link, Wilson the Diplomatist (1957).

o George Kennan, American Diplomacy (1950).

o William E. Leuchtenberg, Franklin D. Roosevelt and the New Deal (1963).

o Arthur M. Schlesinger Jr., The Age of Roosevelt: The Coming of the New Deal

(1959).

o Gar Alperovitz, Atomic Diplomacy (rev. ed., 1985).

o Martin Sherwin, A World Destroyed (1975).

Mid-Unit Essay – Discuss the extent to which the United States underwent a

cultural transformation in the 1920. (ID-3) (CUL-5) (CUL-7) (WOR-4) (PEO-

3) (PEO-7)

End of Unit (2003) DBQ – “Analyze the responses of Franklin D. Roosevelt’s

administration to the problems of the Great Depression. How effective were

these responses? How did they change the role of the federal government?”

(POL-4) (ENV-5) (WXT-3) (WXT-8)

Unit 8: 1945 – 1980

Topics:

Atomic age and the Cold War; suburban development and the affluent society;

the other America; Vietnam; social movements of the long 1960s; Great Society

programs; economic and political decline in the 1970s; and rise of

conservatism.

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Readings:




Read excerpts from Kennan’s “X-Article,” the “Marshall Plan” and the

“Truman Doctrine.” Students engage in a silent debate on the question “Should

the United States send military aid to Greece and Turkey?” (WOR-7)

Complete a map highlighting Cold War hot spots. Identify specific

locations/events on all continents and include the U.S. president involved. Write

an essay on the following: Analyze the successes and failures of the U.S. Cold

War policy of containment as it developed in TWO of the following regions

during the period 1945 to 1975:

o Europe

o Asia and Southeast Asia

o Latin America

o Middle East

(WOR-7) (POL-6)

Assess continuity and change over time comparing the 1920s and 1950s. (ID-3)

(CUL-5) (CUL-7) (WOR-4) (PEO-3) (PEO-7)

View sections of “Eyes on the Prize.” Compare the effectiveness of the tactics

of different civil rights leaders/groups on bringing about change. (POL-7)

(PEO-6) (ID-8) (ID-3)

Create an annotated timeline of the actions of presidents between 1945 – 1975

dealing with Vietnam. Debate the question “Which president had the greatest

opportunity to change the course in the United States involvement in Vietnam?”

(WOR-7)

Analyze the causes and effects of the Supreme Court decision Roe v Wade on

women and the nation as a whole. (POL-7) (POL-4)

Discussion of the Great Society objectives and achievements. (WXT-8)

Discuss the Watergate Scandal. Read and discuss excerpts from The United

States v Nixon. Discuss continuity and change over time in the role and power

of the presidency. (POL-5)


o John Lewis Gaddis, The United States and the Origins of the Cold War (1972).

o Walter LaFeber, America, Russia, and the Cold War, 1945–1984 (1985).

o William O’Neill, Coming Apart (1971).

o Todd Gitlin, The Sixties: Years of Hope, Days of Rage (1987).

Mid-Unit Essay FRQ (2002) – “How did the African American Civil Rights

movement of the 1950’s and 1960’s address the failures of Reconstruction?”

(POL-7) (PEO-6) (ID-8) (ID-3)

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End of Unit DBQ (2001) – “What were the Cold War fears of the American

people in the aftermath of the Second World War” How successfully did the

administration of President Dwight D. Eisenhower address those fears?”

(WOR-7) (POL-6)

Unit 9: 1980 – present

Topics:

Reagan at home and abroad; growth of poverty; Bush, Sr. and end of Cold War;

Clinton and the internet; race relations; NAFTA and other trade agreements;

9/11; Patriot Act; education policies of Bush, Jr. and Obama; and environmental

policies.

Readings:




Students analyze a series of political cartoons to evaluate Regan’s handling of

the Cold War. (WOR-7) (POL-4) (POL-6)

Discussion of the New Right and the ascent of conservatism. Create a chart

evaluating the continuity and change over time of Progressive Reform and

Conservative Reaction in American history. (POL-3) (POL-4) (POL-6)

Students use a graphic organizer to compare and contrast the causes and goals

of each act as described in excerpts from the 1924, 1965, and 1990 Immigration

Acts. Analyze census data to analyze the change in American demographics at

the turn of the 21st century. (PEO-7)

Discussion of the presidencies of Bush, Clinton and Bush. Write an essay with a

strong thesis backed up with historical evidence answering the question “What

is the greatest crisis facing America in the 21st century, and what example from

American history could be used to advise our leaders going forward?”


o Kevin Phillips, Post-Conservative America (1982).

o Daniel Bell, ed., The Radical Right (1963).

Exam Review & Course Final Exam

ap united states history 201 grades 11 length: 36 …...ap united states history 2016-2017 grades 11...

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