Course Syllabus
A.P. United States History
"History cannot give us a program for the future, but it can give us a fuller understanding of ourselves, and of our common humanity, so that we can better face the future."
- Robert Penn Warren
AP United States History, 2019-2020
Instructor: Mr. Emery
Course Description/Goals
Welcome to Advanced Placement United States History. This course will challenge students’ academic abilities, develop students’ historical knowledge, understanding and thinking, while also preparing students for high levels of achievement on the College Board Advanced Placement Exam in United States History.
Advanced Placement United States history focuses attention upon understandings equivalent to those gained in a college level introductory course. The course emphasis is on the general narrative of American history from 1400 to 2000. As such, the study includes an examination of the political, diplomatic, intellectual, cultural, social, and economic history of the United States.
This class will use a variety of instructional procedures. One basal textbook as well as supplementary material will be used. In addition, there will be question and answer sessions, class discussions, lecture, group work, individual projects, maps, graphs, outside reading assignments, and study guides. Students will be exposed to regular writing assignments: in-class essays, research reports, a research paper, and Document Based Questions (DBQs). These writing activities will help each student prepare for the AP exam, where writing skills are of the utmost importance.
Those students who successfully meet the objectives of this course can receive college credit for their work as well as advanced placement in college history. To measure that success the College Board (the same people who bring you the SAT) will administer an advanced placement examination in American history in May 2020.
The work in this class will support you in preparing for the AP (course) exam, but this class is not only about test prep. All students enrolled in this course are expected to take the AP exam in May 2020. If you do not want to write the AP Exam, you must declare “not writing” to your teacher, and Ms. Donison (AP Coordinator) by November 7, 2019. If you are not writing the AP Exam, you will write an ACS year-end assessment designed for this course. Also note, if you choose not to write the AP exam, you will not receive the AP designation nor the grade point average bump on your transcript.
Course Objectives
1. To understand the discipline of history and the process a historian uses to reconstruct the past.
2. To teach students to analyze evidence and interpretations presented in historical
scholarship. (Historiography)
3. To understand the political, economic, cultural and social forces that have shaped the people of the United States from the early Eighteenth Century to the present day.
4. To use primary documents in the study of major themes of American History from the founding of the original colonies to the present time.
5. To prepare for the AP Exam in US History.
6. To reinforce skills necessary for student success in university studies.
Student Expectations
Advanced Placement United States History is an academically high-level Social Studies course offered to high school students. This course has the potential to provide college credit for students successful in passing the AP Exam. Therefore, AP US History students have very specific expectations both academically and behaviorally. AP US History students are expected to:
· Read assigned text and supplementary materials (Reading is an integral part of this course, students must be disciplined and prepared for extensive reading and note-taking in order to be prepared for the AP Exam)
· Turn in all assignments on time
· Consider the connections and significance of what you are reading and learning
· Participate as both members and leaders of our class learning community
· Communicate effectively (orally and in writing)
· Be a responsible and self directed learner
· Ask questions and seek understanding
ACADEMIC INTEGRITY:
Students are expected to demonstrate integrity by accepting responsibility for learning and for the accurate evidence of this learning. Academic dishonesty is defined as:
Plagiarism: the representation of the ideas or work of another person as your own.
Collusion: supporting malpractice by another student, as in allowing your work to be copied or submitted by another student.
Duplication of Work: the presentation of the same work as another student
Misconduct During an Assessment: including the possession of unauthorized material.
Disclosing information to another student, or receiving information from another student, about the content of an assessment.
(definitions from International Baccalaureate Organization, 2016, P 12).
All incidents of confirmed academic dishonesty are reported to the Assistant Principal and a conference is held with the student, the teacher, the Assistant Principal and/or IBDP Coordinator. Following the conference, a letter is sent to the student’s parents and a copy of the letter is placed in the student’s academic file. This letter remains in the student’s file until graduation or withdrawal. At the teacher's discretion and in consultation with the administration, the student may receive a reduced or failing grade for the work in question. Repeated incidents of academic dishonesty may result in failure in the course for the semester, suspension, or dismissal from school (see Major Rules Violations, Category II).
Books:
Primary Text:
America's History for the A.P. course, Henretta, Edwards, Hinderaker, Self
Supplementary Text:
AMSCO Publishing, United States History- Preparing for the Advanced Placement Examination
The American Yawp http://www.americanyawp.com/
Historical Thinking Skills are a key element to APUSH:
“The AP US History course seeks to apprentice students to the practice of history by explicitly stressing the development of historical thinking skills while learning about the past.”
Students will be trained to think like a historian using these skills and approaches.
Chronological Reasoning
Comparison and Contextualization
Crafting Historical Arguments from Historical Evidence
Historical Interpretation and Synthesis
Topics 1491-1607 Exploration and Non-English Colonization
1. Pre-Columbian Societies
2. Transatlantic Encounters and Colonial Beginnings, 1492-1690
3. Compare Spanish, French, Dutch, and English colonial development.
Topics 1607-1754 Early English Colonies
4. Colonial North America, 1690-1754
Topics 1754-1800 Revolution and Early Republic
5. The American Revolutionary Era, 1754-1789
6. The Early Republic, 1789-1815
Topics 1800-1848 Developing America
7. Transformation of the Economy and Society in Antebellum America
8. The Transformation of Politics in Antebellum America
9. Religion, Reform, and Renaissance in Antebellum America
10. Territorial Expansion and Manifest Destiny
Topics 1844-1877 Coming of the Civil War and Reconstruction
11. The Crisis of the Union
12. Civil War
13. Reconstruction
14. The Origins of the New South
Topics 1865-1914 Gilded Age and American Foreign Policy
15. Development of the West in the Late Nineteenth Century
16. Industrial America in the Late Nineteenth Century
17. Urban Society in the Late Nineteenth Century
18. Populism
19. The Emergence of America as a World Power
Topics 1890-1945 Progressivism, World War I, The Roaring 20’s, Foreign Policy Between the Wars, Great Depression, New Deal, World War II.
20. Progressivism
21. The New Era: 1920s
22. The Great Depression and the New Deal
23. The Second World War
24. The Home Front During the War
Topics 1945-1989, Cold War, Post War, 50’s,Civil Rights Movement, 60’s, 70s and 80’s
25. The United States and the Early Cold War
26. The 1950s
27. The Turbulent 1960s
1980-present, Reagan, Post-Cold War and Globalization
28. Politics and Economics at the End of the Twentieth Century
29. Society and Culture at the End of the Twentieth Century
30. The United States in the Post-Cold War World
"History cannot give us a program for the future, but it can give us a fuller understanding of ourselves, and of our common humanity, so that we can better face the future."
- Robert Penn Warren
AP United States History, 2019-2020
Instructor: Mr. Emery
Course Description/Goals
Welcome to Advanced Placement United States History. This course will challenge students’ academic abilities, develop students’ historical knowledge, understanding and thinking, while also preparing students for high levels of achievement on the College Board Advanced Placement Exam in United States History.
Advanced Placement United States history focuses attention upon understandings equivalent to those gained in a college level introductory course. The course emphasis is on the general narrative of American history from 1400 to 2000. As such, the study includes an examination of the political, diplomatic, intellectual, cultural, social, and economic history of the United States.
This class will use a variety of instructional procedures. One basal textbook as well as supplementary material will be used. In addition, there will be question and answer sessions, class discussions, lecture, group work, individual projects, maps, graphs, outside reading assignments, and study guides. Students will be exposed to regular writing assignments: in-class essays, research reports, a research paper, and Document Based Questions (DBQs). These writing activities will help each student prepare for the AP exam, where writing skills are of the utmost importance.
Those students who successfully meet the objectives of this course can receive college credit for their work as well as advanced placement in college history. To measure that success the College Board (the same people who bring you the SAT) will administer an advanced placement examination in American history in May 2020.
The work in this class will support you in preparing for the AP (course) exam, but this class is not only about test prep. All students enrolled in this course are expected to take the AP exam in May 2020. If you do not want to write the AP Exam, you must declare “not writing” to your teacher, and Ms. Donison (AP Coordinator) by November 7, 2019. If you are not writing the AP Exam, you will write an ACS year-end assessment designed for this course. Also note, if you choose not to write the AP exam, you will not receive the AP designation nor the grade point average bump on your transcript.
Course Objectives
1. To understand the discipline of history and the process a historian uses to reconstruct the past.
2. To teach students to analyze evidence and interpretations presented in historical
scholarship. (Historiography)
3. To understand the political, economic, cultural and social forces that have shaped the people of the United States from the early Eighteenth Century to the present day.
4. To use primary documents in the study of major themes of American History from the founding of the original colonies to the present time.
5. To prepare for the AP Exam in US History.
6. To reinforce skills necessary for student success in university studies.
Student Expectations
Advanced Placement United States History is an academically high-level Social Studies course offered to high school students. This course has the potential to provide college credit for students successful in passing the AP Exam. Therefore, AP US History students have very specific expectations both academically and behaviorally. AP US History students are expected to:
· Read assigned text and supplementary materials (Reading is an integral part of this course, students must be disciplined and prepared for extensive reading and note-taking in order to be prepared for the AP Exam)
· Turn in all assignments on time
· Consider the connections and significance of what you are reading and learning
· Participate as both members and leaders of our class learning community
· Communicate effectively (orally and in writing)
· Be a responsible and self directed learner
· Ask questions and seek understanding
ACADEMIC INTEGRITY:
Students are expected to demonstrate integrity by accepting responsibility for learning and for the accurate evidence of this learning. Academic dishonesty is defined as:
Plagiarism: the representation of the ideas or work of another person as your own.
Collusion: supporting malpractice by another student, as in allowing your work to be copied or submitted by another student.
Duplication of Work: the presentation of the same work as another student
Misconduct During an Assessment: including the possession of unauthorized material.
Disclosing information to another student, or receiving information from another student, about the content of an assessment.
(definitions from International Baccalaureate Organization, 2016, P 12).
All incidents of confirmed academic dishonesty are reported to the Assistant Principal and a conference is held with the student, the teacher, the Assistant Principal and/or IBDP Coordinator. Following the conference, a letter is sent to the student’s parents and a copy of the letter is placed in the student’s academic file. This letter remains in the student’s file until graduation or withdrawal. At the teacher's discretion and in consultation with the administration, the student may receive a reduced or failing grade for the work in question. Repeated incidents of academic dishonesty may result in failure in the course for the semester, suspension, or dismissal from school (see Major Rules Violations, Category II).
Books:
Primary Text:
America's History for the A.P. course, Henretta, Edwards, Hinderaker, Self
Supplementary Text:
AMSCO Publishing, United States History- Preparing for the Advanced Placement Examination
The American Yawp http://www.americanyawp.com/
Historical Thinking Skills are a key element to APUSH:
“The AP US History course seeks to apprentice students to the practice of history by explicitly stressing the development of historical thinking skills while learning about the past.”
Students will be trained to think like a historian using these skills and approaches.
Chronological Reasoning
Comparison and Contextualization
Crafting Historical Arguments from Historical Evidence
Historical Interpretation and Synthesis
Topics 1491-1607 Exploration and Non-English Colonization
1. Pre-Columbian Societies
2. Transatlantic Encounters and Colonial Beginnings, 1492-1690
3. Compare Spanish, French, Dutch, and English colonial development.
Topics 1607-1754 Early English Colonies
4. Colonial North America, 1690-1754
Topics 1754-1800 Revolution and Early Republic
5. The American Revolutionary Era, 1754-1789
6. The Early Republic, 1789-1815
Topics 1800-1848 Developing America
7. Transformation of the Economy and Society in Antebellum America
8. The Transformation of Politics in Antebellum America
9. Religion, Reform, and Renaissance in Antebellum America
10. Territorial Expansion and Manifest Destiny
Topics 1844-1877 Coming of the Civil War and Reconstruction
11. The Crisis of the Union
12. Civil War
13. Reconstruction
14. The Origins of the New South
Topics 1865-1914 Gilded Age and American Foreign Policy
15. Development of the West in the Late Nineteenth Century
16. Industrial America in the Late Nineteenth Century
17. Urban Society in the Late Nineteenth Century
18. Populism
19. The Emergence of America as a World Power
Topics 1890-1945 Progressivism, World War I, The Roaring 20’s, Foreign Policy Between the Wars, Great Depression, New Deal, World War II.
20. Progressivism
21. The New Era: 1920s
22. The Great Depression and the New Deal
23. The Second World War
24. The Home Front During the War
Topics 1945-1989, Cold War, Post War, 50’s,Civil Rights Movement, 60’s, 70s and 80’s
25. The United States and the Early Cold War
26. The 1950s
27. The Turbulent 1960s
1980-present, Reagan, Post-Cold War and Globalization
28. Politics and Economics at the End of the Twentieth Century
29. Society and Culture at the End of the Twentieth Century
30. The United States in the Post-Cold War World
Rubrics for the DBQ & LEQ from the college board
ap_history_rubrics.pdf | |
File Size: | 348 kb |
File Type: |