AP U.S. History Syllabus and Curriculum Calendar This course is designed to prepare students for college credit, for advance level historical studies and to prepare students for the AP Exam. To achieve this goal, students will develop critical thinking skills and study skills that demonstrate a high level of commitment to historical studies. Students will be expected to develop historical writing skills that utilized document interpretation and analysis along with the development of a thesis statement that utilizes supporting evidence to illustrate a historical argument. This class will have a foundation of topics that overarch Units. The topics include Exploration and Colonization, Revolution and New Nation, Antebellum America and Westward Expansion, Sectionalism, Civil War and Reconstruction, Late Nineteenth Century America: Industrialization, Immigration and the Rise of the Debtor, Progressivism, Imperialism and World War I, Boom and Bust: The Years Between the Wars, World War II, Cold War, Social Conformity and Conflict of the 1950s and 1960s, Upheaval in American Society: The 1960s and 1970s, and Modernism, Conservativism, Globalization and Terrorism. In addition to the topics listed above, the course will emphasize themes. The themes will include American Diversity as reflected in the development of a diverse cultural mosaic that is now a integral part of the American landscape, the development of an American Identity from the birth of the spirit of nationalism during the War of 1812 to the modern idea of patriotism, the development and transformation of American Cultural expressions in Art, literature, philosophy, theater, music and film, Demographic Changes in the American population as they expand across the North American continent, Economic Transformations that affect American trade, commerce and technology, Environmental consumption and conservation of natural resources through the 19 th and 20 th centuries, America‟s changing role in Global history that took her from a weak military force in the 19 th century to a Super Power in the 20 th century, What creates American political traditions and defines Citizenship for Americans, How groups within American society have instituted Reform that addresses ills of society, How Religion shapes American politics, economics and society, The legacy that slavery has left in America, and War and Diplomacy in global conflicts that have spanned from colonial to modern times. Text Boyer, Paul S., et al. The Enduring Vision. Third Edition. (Toronto: D.C. Houghton Miffilin Company, 1996). Additional Readings Gorn, Elliott J., Roberts, Randy, and Bilhartz, Terry D. Constructing the American Past: A Source Book of a People’s History, Volumes One and Two Fourth Edition. (New York: Longman, 2002) Henretta, James A., Brody, David, and Dumenil, Lynn. America: A Concise History Second Edition. (Boston: Bedford/St. Martin‟s, 2002) Additional documents and DBQs that are listed throughout the syllabus will be provided in the form of handouts. Grading: 45% = Tests and Quizzes, 30% = Essays, Historical Journals and DBQ Prompts that are assigned as class work and/or homework, 25% = Final Exam/ AP Exam
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AP U.S. History Syllabus and Curriculum Calendar
This course is designed to prepare students for college credit, for advance level historical studies
and to prepare students for the AP Exam. To achieve this goal, students will develop critical thinking
skills and study skills that demonstrate a high level of commitment to historical studies. Students will be
expected to develop historical writing skills that utilized document interpretation and analysis along with
the development of a thesis statement that utilizes supporting evidence to illustrate a historical argument.
This class will have a foundation of topics that overarch Units. The topics include Exploration
and Colonization, Revolution and New Nation, Antebellum America and Westward Expansion,
Sectionalism, Civil War and Reconstruction, Late Nineteenth Century America: Industrialization,
Immigration and the Rise of the Debtor, Progressivism, Imperialism and World War I, Boom and Bust:
The Years Between the Wars, World War II, Cold War, Social Conformity and Conflict of the 1950s and
1960s, Upheaval in American Society: The 1960s and 1970s, and Modernism, Conservativism,
Globalization and Terrorism. In addition to the topics listed above, the course will emphasize themes.
The themes will include American Diversity as reflected in the development of a diverse cultural mosaic
that is now a integral part of the American landscape, the development of an American Identity from the
birth of the spirit of nationalism during the War of 1812 to the modern idea of patriotism, the
development and transformation of American Cultural expressions in Art, literature, philosophy, theater,
music and film, Demographic Changes in the American population as they expand across the North
American continent, Economic Transformations that affect American trade, commerce and technology,
Environmental consumption and conservation of natural resources through the 19th and 20
th centuries,
America‟s changing role in Global history that took her from a weak military force in the 19th century to a
Super Power in the 20th century, What creates American political traditions and defines Citizenship for
Americans, How groups within American society have instituted Reform that addresses ills of society,
How Religion shapes American politics, economics and society, The legacy that slavery has left in
America, and War and Diplomacy in global conflicts that have spanned from colonial to modern times.
Text
Boyer, Paul S., et al. The Enduring Vision. Third Edition. (Toronto: D.C. Houghton Miffilin Company,
1996).
Additional Readings
Gorn, Elliott J., Roberts, Randy, and Bilhartz, Terry D. Constructing the American Past: A Source Book
of a People’s History, Volumes One and Two Fourth Edition. (New York: Longman, 2002)
Henretta, James A., Brody, David, and Dumenil, Lynn. America: A Concise History Second Edition.
(Boston: Bedford/St. Martin‟s, 2002)
Additional documents and DBQs that are listed throughout the syllabus will be provided in the form of
handouts.
Grading: 45% = Tests and Quizzes, 30% = Essays, Historical Journals and DBQ Prompts that
are assigned as class work and/or homework, 25% = Final Exam/ AP Exam
DBQ’s and Testing DBQ‟s during the term will be completed in two formats cooperative groups and
independent. During cooperative group DBQ exercises, students are taught historical interpretation skills:
Recognize bias, categorize the importance of documents in relation to historical topic being analyzed and
obtaining historical evidence. Students will be required to submit an essay of their interpretation of the
documents.
Major tests will be given at the end of each Unit of study. They will include multiple choice
along with a DBQ. Students will be expected to interpret the documents in the DBQ independently and
submit an essay interpreting the documents.
Historical Journal: You will be required to maintain a historical journal that examines and reflects the
major themes of AP US History: American Diversity, American Identity, Culture, Demographic Change,
Economic Transformations, Environment, Globalization, Politics and Citizenship, Reform, Religion,
Slavery and its Legacies in North America along with War and Diplomacy. The historical journal will
include but is not limited to diary entries, editorials, journal entries, poems, songs and the collection of
visual historical documents. The quality of historical journal entries will be evaluated four times during
the semester and assigned a grade that will count as a major test grade.
Curriculum Calendar:
Unit 1: Exploration and Colonization
Time: 6 days
Unit 1 Objectives:
Goal 1: In order to understand the causes of European exploration and the impact of colonial
settlement in the America’s along with assessing the structure of European colonies, the student will
be able to:
1. Identify and analyze the early inhabitants of North America in relation to location, political
structure and economy.
2. Identify and evaluate the causes of European exploration from the late 15th to early 17
th century.
3. Analyze the social, economic and political effects of the British Empire on the American colonies
with regard to the New England, Middle and Southern colonies.
Required Reading:
A. The Enduring Vision: Chapter 1 “America Begins”
B. America: A Concise History: “The Customs of the Natchez” p. 13, “Hard Times in
Early Virginia” p. 48,“Slave Trade in Africa” p. 78
2. Jigsaw Reading
A. “The Emergence (Zuni)”. Feldmann, Susan ed. The Storytelling Stone: Traditional
Native American Myths and Tales (New York: Dell Publishing, 1999).
B. “The Flood (Zuni)”. Feldmann, Susan ed. The Storytelling Stone: Traditional Native
American Myths and Tales (New York: Dell Publishing, 1999).
C. “The Winnebago Origin Myth (Winnebago)”. “Feldmann, Susan ed. The Storytelling
Stone: Traditional Native American Myths and Tales (New York: Dell Publishing,
1999).
D. “The Twins After the Book of Life (Winnebago)” Feldmann, Susan ed. The Storytelling
Stone: Traditional Native American Myths and Tales (New York: Dell Publishing,
1999).
3. Hill, Lawrence. Someone Knows My Name. (New York: W.W. Norton & Company, 2007) p. 8-
54.
4. Jonathan Edwards. “Sinners of an Angry God”
5. Nathaniel Hawthorne. The Scarlet Letter (USA: Signet Publishing, 1999) or Arthur Miller. The
Crucible.
Major Assessments:
1. Readings with essential questions
2. Vocabulary and identification quiz
3. Historical Journal
a. Create a ship log of Quaker passage to the New World.
b. From a Native American point of view: Write journal entries of their contact with
colonists.
c. Create diary entries for a Puritan during the Salem Witch Trials
4. Historical Writing Essay - Points of View:
a. To a friend in your native country describe the conditions in the New World
b. Write a Native American account of European contact in relation to economic, social and
political changes.
5. Unit Multiple Choice Test with DBQ
Activities
Seminar: Native American‟s Traditional culture and impact of first contact.
Seminar: The Scarlet Letter and The Crucible Reading – What insight about Puritan society does
Hawthorne‟s writing give to his reader? Identify and discuss Puritan society cultural and political
norms.
Geographic Activity: Map the Physical Growth of the United States through 1783
Geographic Activity: Locate the Triangle Trade Ports
Graph Activities: Bar Graph populations of different ethnic groups in the colonies by the year
1750, Gar Graph the population of the three sections in 1690, 1750 and 1775
Complete a War Summary Chart for the French and Indian War
DBQ Analysis: Develop a Thesis and Identify Supporting Evidence in DBQ Documents:
Columbian Exchange DBQ, Colonial Foundations & Settlement of North America DBQ by John
A. Braithwaite, DBQ “Democracy in Colonial America”, Colonial Divisions between the North
and South DBQ
Topics: Renaissance Thought: Expanding World – The Search for a Route to the East
Questioning of Certainties: Arts and Sciences – Religion: The End of Consensus
Location of Native American Groups
Customs and Traditions of Native American Groups
Cultural Clashes and Exchanges: Language, Land Ownership, Religion, Flora and Fauna, Technology and Military Strategies,
Trade, Depopulation and Repopulation
The Transference of Political, Social and Economic Institutions: Spanish Settlement, Dutch Settlements, French Settlements,
Britain‟s Settlements
Economy of New England, Middle and Southern Colonies: Agriculture, Industry, Commerce and Professionals
Transfer and Transformation of Religion: Protestants, Puritans and Quakers
Education In the New World
Daily Life in the English Colonies
Arts and Letters as Reflections of the Period
Intercolonial Conflicts: Colonists relationships with Native Americans, New England Confederation, Albany Plan of Union
British Control of North America: Political and Economic
Decline and Rise of Religion: Salem, The Great Awakening and Scientific Revolution
French and Indian War: Causes and effects
Unit 2: Revolution and New Nation
Time: 10 Days
Unit 2 Objectives:
Goal 2: In order to understand the causes for revolution, the course of the war and evaluate the
results of the American Revolution, the student will be able to:
1. Examine the status of European rivalries in the New World and the causes for revolution among
the American colonies.
2. Trace the events leading up to the revolution and through the course of the war and assess the
impact that each had on the outcome
3. Evaluate the social, political and economic results of the American Revolution
4. Assess how the new national state and governments were formed and their effects on American
society
Goal 3: In order to understand the formation and effectiveness of the institutions of the emerging
republic, the student will be able to:
1. Identify and evaluate the events and compromises that led to the formation of a new government
and differentiate between the Federalists and the Anti-Federalist views.
2. Investigate the effectiveness of the presidents and other officers of the federal government in
leading the New Nation.
3. Assessing the major foreign and domestic issues and conflicts experienced by the nation during
this period and evaluate their impact on the new nation.
Required Reading:
a. The Enduring Vision: Chapter 5 “The Road to Revolution 1774-1776”,Chapter 6 “The
Forge of Nationhood 1776-1778”,Chapter 7 “Launching the New Republic 1789-
1800”,Chapter 8 “Jeffersonianism and The Era of Good Feelings”
b. America: A Concise History: “The Threat of Mob Rule” p. 136, “A British View of
Lexington and Concord” p. 153
2. Assigned Chapter From: Ellis, Joseph J. Founding Brothers: The Revolutionary Generation
(New York: Vintage Books, 2000)
Major Assessments
1. Readings with essential questions
2. Vocabulary and identification quiz
3. Historical Journal
a. Write a colonist response to Thomas Paine‟s “Common Sense”.
b. Editorial: Write an editorial that identifies the need for revolution.
a. Write to a friend in Britain and express the challenges present in the New Nation with
respect to social, political and economic change.
b. Editorial: Report on the weakness of the National Government under the Articles of
Confederation in relation to strong state governments. Write a proposal for change in
government.
c. Editorial “George Washington Strong Leader For The New Nation” Use the title and
write an editorial based on the evidence in the documents to support the headline.
4. Historical Writing Essay – Choice of Topic
a. Point of View: The system of mercantilism was viewed by the British as mutually
beneficial to both the colonists and the Mother Country. The colonists viewed
mercantilism in quite a different light. Write an essay which explains the differences in
viewpoint and shows how these divergences led to revolution.
b. The writing of the Constitution was as Catherine Drinker Bowen has observed, a
“Miracle at Philadelphia.” Yet, this “miracle” was based on historical experience. Trace
the intellectual origins of the Constitution from British theory and practices through the
philosophy and current events of the late 1780s.
5. Unit Multiple Choice Test with DBQ
Activities:
Geographic Activity: Map the events that caused the American Revolution
Graph Colonial exports to Britain and Imports from Britain
Seminar: America‟s Founding Brothers. What ideologies shaped the way the structured the
American government? Debate Federal government v. State government
Cooperative Groups: Examine the causes and effects of the Hartford Convention
Cooperative Groups: Analyze the views of Alexander Hamilton and Thomas Jefferson
George Washington foreign and domestic conflict seminar
Geographic Activity: Map the Louisiana Territory
Map the Election of 1824
Complete a War summary chart for the Revolutionary War
Complete a War summary chart for the War of 1812
DBQ Analysis: Organization & Writing: Writing a historical paper using a thesis and supporting
evidence from documents: Clashing Views During The Colonial Period DBQ, American
Revolution DBQ, Political Women in the American Revolution DBQ, Articles of Confederation
DBQ, Identity American Revolution DBQ, Jeffersonian Republicans Constructionalists DBQ
Topics: Political Problems with Britain after 1763:
Colonial-British Conflict: British Taxes, East India Company Monopoly, Boston Massacre, Intolerable Acts
American Revolution Causes
First Intercontinental Government – Second Continental Congress
Fighting the American Revolution
Treaty of Paris
State Governments after the Revolution
Articles of Confederation and Weak National Government
America’s early economic, political and social conflicts
Philadelphia Convention and Ratification Struggle for the Constitution
George Washington’s foreign, domestic and economic conflict
Conflict between Federalists and Democratic-Republicans
Hamilton’s Financial Plan
John Adams foreign, domestic and economic conflict
Thomas Jefferson’s foreign, domestic and economic conflict
Louisiana Purchase and westward expansion
James Madison foreign, domestic and economic conflict
War of 1812: America’s Second War for Independence
Era of Good Feelings: Rise of American Nationalism
Marshall Court 1801-1835: National Supremacy in power to tax and control interstate trade, National Supremacy in law and
property
Unit 3: Antebellum America and Westward Expansion
Time: 10 days
Unit 3 Objectives:
Goal 4: In order to analyze the competing forces of nationalism and sectionalism and assess the
effectiveness of the emerging reform movements, the student will be able to:
1. Examine the Reasons for the emergence of nationalism and sectionalism during this period and
assess their impact on America.
2. Examine the evolution of the American economy during the first half of the 19th century and
identify key events, inventions and ideas as well as determine their significance.
3. Compare the economies of the North and South and assess the factors that caused these
differences, as well as investigate the effects.
4. Evaluate the roles of the reform crusade on mid-19th century America and evaluate their
effectiveness.
Goal 5: In order to understand and analyze the causes and effects of Jacksonian Democracy and
Manifest Destiny, the student will be able to:
1. Evaluate the extent to which the characterization of this time period as the era of the common
man is correct
2. Formulate reasons for the rise of the second party system in American politics
3. Assess the actions of Andrew Jackson in dealing with issues such as: internal improvements,
states‟ rights and Indian removal.
4. Analyze American expansion through the major events of the time period such as the Texas issue,
Mexican War and Oregon controversy.
5. Examine the results and impact of expansion on slavery, politics and sectionalism.
Required Readings
1. The Enduring Vision: Chapter 8 “Jeffersonianism and The Era of Good Feelings”(The
Awakening of American Nationalism), Chapter 9 “The Transformation of American Society,
1815-1840”, Chapter 10 “Politics, Religion and Reform in The Age of Jackson”, Chapter 11
“Life, Leisure and Culture 1840-1860”, Chapter 12 “The Old South and Slavery 1800-1860”,
Chapter 13 “Immigration, Expansion and Sectional Conflict 1840-1848”
2. Elizabeth Cady Stanton, “The Seneca Falls Declaration” (1848)
3. Alexis de Tocqueville, excerpt from “Democracy in America”
4. Andrew Jackson, “Bank Veto Message” July 10, 1832
5. John C. Calhoun, excerpt from speech delivered to U.S. Senate, 15 February 1833
6. Catherine Beecher, excerpt from “A Treatise on Domestic Economy, For the Use of Young
Ladies at Home, and At School”
7. Horace Mann, “The Eighth Annual Report (1844), „Employment of Female Teachers‟.”
8. Andrew Jackson, excerpts from First and Second Annual Message to Congress, December 8,
1829 and December 6, 1830.
9. “Indian Removal Act of 1830”
10. “Removal of the Cherokees 1838-1839”
Major Assessments
1. Readings with essential questions
2. Vocabulary and identification quiz
3. Historical Journal
a. Advertisement: Job openings in a factory
b. Compare and Contrast: The economics of the North, South and West
c. Write an account of a Native American on the Trail of Tears
d. Poem: For the Northern American Review or The Dial from the viewpoint of a
Transcendentalist.
e. Write a diary entry of a reformer and illustrate how they expect to improve American
society.
4. Historical Writing Essay: John William Ward has called Andrew Jackson a “symbol for an age.”
In what ways does Jackson serve as a symbol for the years 1820-1848?
5. Unit Multiple Choice Test with DBQ
Activities:
Debate- Was Jacksonian Democracy Democratic in Nature?
Seminar- Who were the Reformers and how did they affect American society?
Cooperative Groups – Examine American Art and Literature for expressions of Nationalism.
Complete a War Summary Chart for the Mexican-American War
Complete a Jackson Reform Matrix
Geographic Activity: Map the U.S. in 1820/ States voted for Federalist party in 1804, States that
voted for Democratic Republicans in 1804: Complete the same for the Elections of 1808, 1812,
1816 and 1820
Geographic Activity: Plan a trip from New York to St. Louis. As you travel, locate the major
bodies, canals, roads, railroads and trails.
Pie Graph the population distribution between west, north and south in 1820
Geographic Activity: Map the major Native American tribes of the east and trace the route of the
Trail of Tears
Geographic Activity: Map the territory gained in the Oregon Treaty and the Treaty of Guadalupe
Hidalgo
Geographic Activity: Map the locations associated with the major reform movements
DBQ Analysis: Expansion of thesis by utilizing historical knowledge beyond documents:
Jackson DBQ, Era of Good Feelings DBQ, Settlement of the West DBQ, Reformers DBQ
Topics: America’s Industrial Revolution
Sectional Conflict arises over admission of slave states and states rights
John Q. Adams domestic conflict
Jacksonian Democracy: Political and Economic Democracy
Mexican-American War
Native Americans: Trail of Tears, Seminole War and Black Hawk War
Bank Wars
Political Evolution of the Democrats and Whigs
Reforms of Society: Abolition, Utopians, Prison, Temperance and Women’s Suffrage
Religion in American Society: Second Great Awakening
Education in America
Nationalism in Art, Literature, History, Music and language
Transcendentalism
Science challenges religion
Unit 4: Sectionalism, Civil War and Reconstruction
Time: 8 Days
Unit 4 Objectives
Goal 6: In order to understand and analyzed the issues that led to the Civil War, the effects of the war and
the impact of Reconstruction on the nation, the student will be able to:
1. Evaluate the role of compromise and crisis in bringing about the American Civil War
2. Assess the impact of Abraham Lincoln and the emergence of the Republican Party in relation to
Civil War and secession.
3. Analyze the major, military, political, economic and social events of the Civil War period and
determine their impact on the course of the war.
4. Examine Reconstruction and assess its effectiveness.
Required Readings
1. Enduring Vision: Chapter 14 From Compromise to Secession 1850-1861, Chapter 15 Reforging
The Union: Civil War, 1861-1865, Chapter 16 The Crises of Reconstruction 1865-1877
2. America: A Concise History: “The Character of a Northern Slave” p. 184, “Bleeding Kansas”:
A Southern View” p 390
3. Runaway Slave Advertisements
4. Fanny Kemble “Journal of a Residence on a Georgian Plantation”
5. Frederick Law Olmsted “A Tobacco Plantation in Virginia”
Compare and Contrast Truman, Eisenhower, Johnson, Nixon, Carter and Reagan‟s Visions
for America
Debate: Resolved: President Carter acted correctly in advocating the acceptance of the
Panama Canal Treaty.
Complete a War Summary Chart for the Gulf War
Discussion/ debate: What caused the Gulf War? Oil or Terrorism.
Discussion/ Cooperative Groups: “We didn‟t start the fire” Billy Joel: Do the lyrics of this
song stand true for today‟s society or was it exclusive to the 50s – 80s? Create lyrics that
represent the conflict of your lifetime.
DBQ Analysis: Reagan DBQ
Practice Tests and DBQ‟s
Topics:
Ford Presidency: Pardon and Foreign Affairs
Carter Presidency: Domestic and Foreign Policy
Reagan Presidency: Conservative Resurgence, Reaganomics and Tax Cuts
Reagan Escalation of the Cold War begins the Collapse of the Soviet Union
The Bush Years: Foreign and Domestic
Technological and Social Change In Modern America
AIDS in America
Terrorism Cuts through Peace: 9/11 and its aftermath
Persian Gulf War
Pre-AP US History Reading List Because AP US History is a rigorous course that prepares students for college credits, we will be utilizing a wide variety of
sources for analytical study of history. Part of the overall study of history involves reading of historical texts and
historical novels that give insight into time periods. Before you begin AP US History, you are required to read a total of
four books before you begin AP US History.
1. Two Required Readings:
a. Upton Sinclair. “The Jungle”
b. John Steinbeck. “Grapes of Wrath”
2. Two Books of your Choice:
a. These can be found on-line at the Gutenburg Free Press, in the library or in the class collection.
Exploration
"Guns, Germs, and Steel": Jarred Diamond. Norton Press, New York 1999.
Colonization
"The Scarlet Letter": Nathaniel Hawthorne. Signet Classic, USA 1999.
"Mayflower: A Story of Courage, Community and War": Nathaniel Philbrick. Penguin Group 2006.
“The Crucible”: Arthur Miller
Revolutionary America
"Common Sense": Thomas Paine. Barnes & Nobel, New York 1995.
"1776": David McCullough. Simon & Schuster, New York 2005.
New Nation
"Democracy In America": Alex de Tocqueville
Vol I: http://www.gutenberg.org/etext/815
Vol II: http://www.gutenberg.org/etext/816
"The Federalist Papers": Alexander Hamilton and James Madison
http://www.gutenberg.org/etext/18
"Founding Brothers": Joseph J. Ellis. Vintage Books, New York 2002.
Westward Expansion
"The Deerslayer": James F. Cooper
http://www.gutenberg.org/etext/3285
"The Last of the Mohicans": James F. Cooper
http://www.gutenberg.org/etext/940
"The Pathfinder": James F. Cooper
http://www.gutenberg.org/etext/1880
"The Pioneers": James F. Cooper
http://www.gutenberg.org/etext/2275
"The Prarie": James F. Cooper
http://www.gutenberg.org/etext/6450
"Children's Blizzard": David Laskin. Harper Collins, 2007.