AP United States History
Syllabus Trimester One
AP U.S. History is a course that can earn students college credit. It is a three
trimester survey of American history. The course is designed to cover from the age of
exploration and discovery to the present. Emphasis is placed on analysis of documents
and primary sources, the use of critical and evaluative thinking skills, essay writing and
mastering a body of factual information. This is a college level class, and will be taught
as such. To be successful, students must take this class seriously and be prepared to
put in a lot of effort throughout the year.
Class Expectations:
School rules will be followed at all times. The following are guidelines that
students need to follow in order to be successful.
1. Students must have assignments completed before coming to class. Students
will not be allowed to turn in any assignment late. Also, students will not
have time to go to the library to print off assignments. They need to do that
before class. Unless told otherwise, students can not email assignments to me
for me to print out.
2. Students should regularly participate.
3. Students need to be a student of history. I will discuss this further below.
4. Students are expected to spend 30-60 minutes nightly at a minimum studying
and completing assignments.
5. Students are expected to maintain an organized binder.
6. Students are expected to respect each other in class.
7. Students are encouraged to take advantage of the Old AP tests that I have and
take them as practice throughout the semester. We will take at least two tests
together. You can also access old AP tests on line at:
http://apcentral.collegeboard.com/apc/members/exam/exam_information/2089.ht
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Assessments:
The length and type of assignments will vary. Please refer to
the class calendar for due dates. The class assessments will typically be made up of the
following types:
1. History Journal: Reactions to political cartoons, maps, tables, or
artwork. Students will be given one of the preceding sources
and will write a few sentences in response. This will be a daily
bell-ringer activity.
2. Chapter Interactive Notes: 3 will be collected at random on a
test day. Students are expected to do notes for each chapter.
3. Reading Check Daily Quizzes: Students without an id properly
displayed or that are tardy are not allowed to take the quiz and
will receive a zero. Students that show up late with a pass, will
have to make the quiz up before school. Any missed quiz must
be made up during office time.(Fridays 7:30-7:45 AM)
4. Chapter Tests-typically a combination of short answer and
multiple choice questions
5. DBQ’s(Taken from old AP Tests)
6. FRQ’s(Taken from old AP Tests)
7. Essays
8. Weekly Postings to Class Website(TBD)
9. Participation in class discussions
10. Unit Tests
11. Research Papers or Projects(1st Tri., 2nd Tri., and 3rd Tri.)
12. Group and Individual Projects
13. End of Trimester Exams or Review Papers
Explanations, expectations, and guidelines will be given out with each assignment and
will be posted on the class website, when possible.
Textbooks and Readings
The following books are the core part of the class. Other books, articles, or essays will be
added throughout the class
John Mack Faragher, Mari Jo Buhle, Daniel Czitrom, Susan H. Armitage. Out of
Many: A History of the American People (Fifth Edition, Prentice Hall 2007).
-Used for all chapters
Companion website:
http://wps.prenhall.com/hss_faragher_outofmany_5/36/9243/2366341.cw/index.html
United States History, Volume 1: Taking Sides - Clashing Views in United States
History, Volume 1: The Colonial Period to Reconstruction Mc Graw Hill 2008
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Larry Madaras, James M SoRelle Taking Sides - Clashing Views in United States
History, Volume 2: Reconstruction to the Present: McGraw Hill: 2008
David Emory Shi and George Brown Tindall. America a Narrative History. W.W. Norton
Company 2007
David M. Kennedy and Thomas A. Bailey The American Spirit Volume I Eleventh
Edition to 1877 Houghton Mifflin 2006
David M. Kennedy and Thomas A. Bailey The American Spirit Volume II Eleventh
Edition Since 1865 Houghton Mifflin 2006
Upton Sinclair. The Jungle
Parental Contact:
As of right now, I have first hour prep for next year. I would prefer that you
contact me during 7:45-8:45 AM. My phone number is 219-650-5307 Ext. 7109. I can
also be emailed at: rbedwell@mvsc.k12.in.us Please call me if you have any questions
about what is going on in the class. If there is a problem, I would like to know about it.
Please let me have the opportunity to deal with an issue and hopefully come up with a
solution.
Office Time:
Monday 3PM
Just as professors have set times for students to come and meet with them to
discuss class related issues, so will I. Students are encouraged to come and ask
questions, or to get extra help. I will stay after on that day to help students or other
times if arranged with me ahead of time.
AP US History Test:
Students taking this class are not required to take the corresponding AP test.
However, students are encouraged to take it. One of the main purposes of the class is
to prepare students for the AP test. Students are encouraged to start early to
successfully prepare for the test. I will draw attention to topics, events, or people that
could be tested on the AP test. At the end of each chapter, I will highlight key points
from each chapter that may be on the AP test. Students will also be given a review
packet early in class that they can use to help them prepare for the test.
Students can possibly receive college credit depending on how well they score
on the test. The test takes place in May, and is administered during the normal school
day. Regardless of whether or not the test is taken, or how they perform on the test, it
has absolutely no bearing on their grade for the class.
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Dual Credit:
AP US History is a class that is eligible for dual credit from Purdue University
North Central. This is an excellent opportunity for students to get college credit for work
that they do while in high school. This credit will transfer to any state school in Indiana
as a history credit, and the students will not have to take this class over. If you transfer
out of state, or to a private college, the credits might still transfer. You would need to
check with that school to make sure. Students will meet with someone from the
Guidance Department to discuss this further.
A Student of History:
US History is everywhere around you. History can be a bit boring if you only read
about it from a book. You need to try and experience it. Since there is a limited amount
of time in class and in the school year in which to learn US History, students are
encouraged to seek out information about it on their own. I would strongly encourage
students to watch the History Channel, PBS(American Experience), or other channels
that have history based shows. There is a wealth of information available to people now
about US History. What I will teach them will serve as building blocks for future study.
Neither I, nor our book can cover everything that a student might need to know to
prepare for the AP US History test. So, students need to try and learn about it on their
own. We will go on field trips to historical places or museums to help encourage
students to seek out information about US History. U.S. History is a great passion of
mine and I have studied it for more than 25 years and I am constantly learning new
things. I hope that I can inspire you as a student to learn about history on your own.
-We will take multiple field trips in this class. While they are not required, it is
strongly encouraged that you attend. Most of the expenses for the trips will be covered
through fundraisers. So, you don’t have to worry about spending a bunch of your own
money. Each of the trips covers a different period of US History that we cover and will
enhance your knowledge.(You might also like what you see )
-We will also have periodic class movie nights where we will watch a film that ties
in with what we are studying. Snacks/food will be provided on these nights. You will
have the opportunity to replace a low score with a follow up essay that you will be able
to write.
Interactive Notes: (In class notes and assigned
chapters)
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Students are required to take their notes using the Cornell Method. An example will be
provided. There is no substitute for taking good notes, this is the basis for any
humanities class. Students are encouraged to read each section first without writing
notes, then go back and write down the main ideas. For each section, students are to
write down the key points in incomplete sentences. It is easier to remember the material
if it is in chunks of information, rather than in complete sentences. Students are then
supposed to write a question off to the side that will help them later to quiz themselves
over the material. At the bottom of the page, students are to write a summary over the
section. The summary should be a brief recap of the section in a couple of sentences(13 maximum). For students to receive full credit for the notes, they will have to have
questions, summaries, and notes for each section of the chapter.
Binder Check:
Twice a trimester, I will check your binders for organization and
daily bell ringers. You are expected to have the binder set up the way I will assign it to
you. You will lose points if assignments, notes, bell ringer activities, and grade sheets
are not properly maintained and displayed.
Class Overview
This is a tentative class schedule that will be adjusted as needed. Assignments
that are listed might be modified. There will be additional assignments that might
replace or augment the current ones. Some of the chapters overlap the different
themes and will be addressed at various times throughout the course. For exact
days and specifics about the assignments or projects, check the class webpage.
Readings that are listed are to be done outside of class for homework. Extra
reading resources will be given during class and used for discussion or projects.
The Course is divided into periods of time with a focus on the following themes:
American Identity
Views of the American national character and ideas about American exceptionalism. Recognizing
regional
differences within the context of what it means to be an American.
Culture
Diverse individual and collective expressions through literature, art, philosophy, music, theater, and film
throughout U.S. history. Popular culture and the dimensions of cultural conflict within American society.
Demographic Changes
Changes in birth, marriage, and death rates; life expectancy and family patterns; population size and
density. The economic, social, and political effects of immigration, internal migration, and migration
networks.
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Economic Transformations
Changes in trade, commerce, and technology across time. The effects of capitalist development, labor and
unions, and consumerism.
Environment
Ideas about the consumption and conservation of natural resources. The impact of population growth,
industrialization, pollution, and urban and suburban expansion.
Globalization
Engagement with the rest of the world from the fifteenth century to the present: colonialism,
mercantilism,
global hegemony, development of markets, imperialism, and cultural exchange.
Politics and Citizenship
Colonial and revolutionary legacies, American political traditions, growth of democracy, and the
development of the modern state. Defining citizenship; struggles for civil rights.
Reform
Diverse movements focusing on a broad range of issues, including antislavery, education, labor,
temperance,
women’s rights, civil rights, gay rights, war, public health, and government.
Religion
The variety of religious beliefs and practices in America from prehistory to the twenty-first century;
influence of religion on politics, economics, and society.
Slavery and Its Legacies in North America
Systems of slave labor and other forms of unfree labor (e.g., indentured servitude, contract labor) in
Native
American societies, the Atlantic World, and the American South and West. The economics of slavery and
its racial dimensions. Patterns of resistance and the long-term economic, political, and social effects of
slavery.
War and Diplomacy
Armed conflict from the pre-colonial period to the twenty-first century; impact of war on American
foreign
policy and on politics, economy, and society.
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Trimester One
Pre-Columbian Societies:
Overview
Chapter 1 covers the first settlement of the Western Hemisphere by immigrants from Asia. Over the
centuries these immigrants developed a variety of technologies, and these communities adapted to
their physical environments. Europeans coming to the Americas would find not an empty land but
instead a populated continent of many villages. Native Americans had a great deal of diversity in
culture, community organization, language, and technology. European colonists would profit from
these technologies and regional adaptations.
Learning Goals: After learning the material from this chapter, students will be able to:
Illustrate how Cahokia is representative of the definition of the word “community.” (See the Preface of
the textbook for the author’s definition.)
List the scientific, archaeological, and oral tradition evidence that supports the migration hypothesis
and outline the basic details of the hypothesis.
Describe the first American technology, the Clovis tradition, and indicate how it affected the
development of the community.
List the regional geographic areas of North America and illustrate how each one affected the
development of the hunting, desert, and forest cultures.
Describe the effect of farming on the development of North American Indian cultures.
Describe what Europeans would find in North America in terms of the chapter title, “A Continent of
Villages,” and explain how this would affect European colonization.
Compare and summarize, from reading the entire chapter, various North American Indian attitudes in
regard to community.
Readings: Out of Many Chapter 1
-Chapter 1 Study Guide(Summer Assignment)
.
Transatlantic Encounters and Colonial Beginnings:
Themes Addressed:
Globalization
Economic Transformations
Demographics
Overview
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The impact of European expansion—first by the Spanish and French and later by the English—is
discussed in Chapter 2. Following the Portuguese tradition of seafaring exploration, the Spanish began
the exploration of the New World in search of new lands to conquer and precious metals. Ultimately,
the Spanish New World empire took root in what is now the West Indies, Central America, and Mexico,
later extending northward to the American south and southwest. While both the explorer and the
sponsoring nation often reaped the benefits of endless resources of the New World such as gold,
silver, corn, and tobacco, they also introduced uniquely European commodities—wheat, domesticated
animals, and disease, some of which proved disastrous for the Native peoples. Fish and fur played a
far more significant role in French interests than silver and gold and, unlike the Spanish and English,
their early relationships with natives were rarely based on conquest. Eventually, the English entered
the game, seeking to punish their enemy, Spain, and break the Spanish trade monopoly with tropical
America.
Learning Goals: After learning the material from this chapter, students will be able to:
Identify Roanoke and its significance as an example of community in the settlement of North America.
Explain the meaning of the chapter title “When Worlds Collide,” and list the results of the collision.
Discuss the experience of the Spanish in their New World empire.
Explain how events in Europe encouraged the age of exploration and expansion.
Compare the reactions of various Native American groups to European incursions.
Compare the views of various Europeans toward Native Americans.
Explain the difference between the village structure and agricultural societies of Native Americans and
Europeans.
Overview:
Chapter 3 emphasizes the European settlement of North America. The Spanish, French, and English
established settlements that would later be sections of the United States. French and Spanish settlers
mixed with the Indian population when building communities more than the British did. Differences in
economies, ideological outlooks, and events in England also accounted for differences between the
British colonies in the Chesapeake, New England, and the South. The colonists of New England built
the most vital communities. Various self-government systems were set up, but they were not
democratic. Conflicting views in England, as well as rivalry with France, brought an attempt at tighter
centralization of control under royal authority. Native Americans tried to use differences and rivalries
to keep their cultures intact and limit their rivals. A series of wars weakened Indian control east of the
Appalachians.
Learning Goals:
After reading this chapter you should be able to:
List the European colonies established in North America and compare them in terms of community
structure.
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Compare the English colonies to each other in terms of location, reasons for establishment, economy,
governmental structure, and ideology.
Explain the various conflicts between European countries represented in North America, between
Indians and Europeans, between English colonies and the government at home.
Outline the impact on the Indians of the different European plantings of colonies in North America.
Explain how various English conflicts over religion from Henry VIII to William and Mary partly affected
the settlement of North America.
Readings: Out of Many: Chapters 2 and 3
Primary Source Documents:
John Withrop: City on a Hill speech
-Chapter 2 and 3 Study Guide
-Explorer Paper
-Taking Sides Issue #4: Was the Salem Witch Hysteria due to a fear of women?
-article and follow up discussion
-Virginia vs. Mass. DBQ
Colonial North America 1690-1754:
Themes Addressed:
Religion
Globalization
Slavery and Its legacy in North America
War and Diplomacy
Overview
Chapter 4 illustrates how the success of European empires was based on a system of slavery, and
particularly how the English benefited from that system in the Americas and at home. Just as the
English gained knowledge and skills from the Indians, colonists also were aided by the skills and
agricultural knowledge of African slaves. The hardship and suffering of slavery was buffered by the
development of African-American communities among people drawn from many different West African
cultures, as well as from positive, if unintended, cultural exchanges between Europeans and enslaved
peoples.
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Learning Goals:
After reading this chapter you should be able to:
Illustrate how African slaves made a community of their own from many different cultures. Use the
area of coastal Georgia as your example.
Trace how the system of slavery developed and entrenched itself in the Americas.
Describe the effects of the slave trade on enslaved Africans and on the African economy.
Describe the process of acculturation in becoming an African American as well as the process of
Africanizing the South.
Explain the connection between slavery and empire indicated in the chapter title.
Summarize the skills of both Indians and Africans that enabled European colonists to survive in the
New World.
Overview
Chapter 5 emphasizes the number of distinct European colonial regions and new Native American ones
that had developed by the 1700s. These regions (Spanish, French, English, and Indian) created
distinct forms of community life that would continue to shape American history. The maturing of the
European colonies, particularly those held by Britain, brought many social and religious tensions in the
1700s. These tensions produced much public discussion in the British colonies, which may have
encouraged more political involvement on the part of ordinary people.
Learning Goals:
After reading this chapter you should be able to:
Use the community of Deerfield, Massachusetts, to illustrate the cultural problems of a New England
community.
Compare the cultures of colonial North America from 1700 to 1780, including Indian America.
Explain how the various cultures of colonial North America dealt with balancing tradition and change.
Describe the impact of immigration on British colonial culture.
Describe the Great Awakening and summarize its impact on certain colonial areas.
Describe how the colonial regions of North America in the 1700s continue to reflect the regions
discussed in Chapter 1.
Readings: Out of Many: Chapters 4 and 5
-Chapter 4 and 5 Study Guide
-Ben Franklin’s Maxims: Students are to rewrite them to apply to today.
-Chapter 1-5 Test
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The American Revolutionary Era 1754-1789:
Themes Addressed:
War and Diplomacy
Politics and Citizenship
Overview
Chapter 6 covers the development of hostility between Britain and its colonies. While Britain became
the dominant European power in North America, its very success and subsequent attempts to
centralize power brought resistance from British colonists. Through many types of organization, the
colonies developed an “American” identity. This new community of interest was often encouraged by
inept British actions. The outcome of this unhealthy dynamic was that thirteen colonies decided to
leave the empire and declare themselves independent.
After reading this chapter you should be able to:
Explain how overwhelming British success in the Seven Years’ War, also known as the French and
Indian War, led to an imperial crisis in Britain’s North American holdings.
Describe the changes in British policy toward the colonies from 1750 to 1776.
Trace the development of the sentiment of “American” community, the political ideas supporting it,
and the organizational machinery to act in common.
Outline the events from the Sugar Act to the Boston Massacre in encouraging community.
Summarize the developments from the Tea Party to the Declaration of Independence in establishing
an American national community.
Discuss what the First Continental Congress demonstrated in regard to a national community of
leadership.
Explain how the ideals of Protestant culture, the Great Awakening, and the Enlightenment inspired the
American community in its move to independence.
Overview
Chapter 7 covers the struggle for independence from the British as well as a struggle for national
identity. Americans had traditions of local autonomy and power competing against the new and much
more fragile concept of nationhood. Various groups based on class, sex and ethnic identity also made
demands upon the new state governments and Congress. Economic dislocation added to the volatile
mix. The national government under the Articles of Confederation managed successfully to gain
independence and make certain reforms. Its inability to solve economic problems and resulting
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internal rebellions led to a desire to strengthen the national government and create a more centralized
United States.
After reading this chapter you should be able to:
Explain how the experience of Valley Forge helped build a greater sense of being American.
Outline the basic events of the war for independence and the negotiation for peace.
Summarize the contributions of various groups (Indians, African Americans, women) in the Revolution,
as well as the Revolution’s effects on these groups.
Describe the structure of the government under the Articles of Confederation and list its successes.
List the various rights and reforms enacted in the states in the revolutionary era.
Discuss the major economic problems and the resulting dislocations and rebellions that took place.
Trace the continued development of Americans as a united people as opposed to individual colonies
from 1763 to 1786.
Readings: Out of Many: Chapters 6 and 7
Chapter 7: The Road to Revolution 1763-1775-American Spirit
Issue #6: Were the Founding Fathers Democratic Reformers?-Taking Sides Vol. #1
Chapter 6 Notes
Chapter 6 Study Guide Questions
Chapter 6 Vocab and People Quiz
Chapter 7 Notes
Chapter 7 Study Guide Questions
Chapter 6 and 7 Test
The Early Republic 1789-1815:
Themes Addressed:
Politics and Citizenship
War and Diplomacy
Culture
Overview
Chapter 8 covers the challenge of blending local community sentiments with national ones once the
unifying factor of a common enemy was eliminated by victory in the Revolution. A new Constitution
was developed that was stronger than the old Articles of the Confederation. Washington as the first
president set many precedents for the government of the new nation. Thomas Jefferson and
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Alexander Hamilton debated the future of the nation in their efforts at interpreting the real meaning of
the new Constitution. Under pressure of external events such as the French Revolution and the
Napoleonic Wars, political factions developed into the Federalist and Democratic-Republican parties.
Writers and artists helped to develop a national culture.
Learning Goals:
After reading this chapter you should be able to:
Discuss the motivations, issues, and process of ratification of the new Constitution.
Outline the crises faced by the administrations of Washington and Adams and explain their effects on
the national government.
Compare the ideas of the opposing factions particularly as they are represented by the arguments and
policies of Alexander Hamilton and Thomas Jefferson, including the development of party politics.
Discuss the problem of the struggle for liberty balanced against the need for unity faced by the nation
from 1787 to 1800, particularly the example of the Whiskey Rebellion and the community of Mingo
Creek farmers.
Illustrate how the revolutionary generation of writers, artists, and other intellectuals built a national
culture.
Explain how the experiences in colonial government and the arguments leading up to the Revolution
affected the development of a national government.
Readings: Out of Many: Chapter 8, Declaration of Independence, Articles of
Confederation, Virginia Constitution, Virginia Declaration of Rights, and U.S.
Constitution
-Chapter 8 Notes
-U.S. Constitution Study Guide
-Chapter 8 Vocab and People Quiz
-U.S. Constitution Test and Chapter 8 Test
An Agrarian Republic, 1790-1824:
Themes Addressed:
Demographic Changes
Globalization
Politics and Citizenship
Overview
Chapter 9 covers the growth of a mostly agrarian United States in terms of a developing economy,
territorial expansion, and reassertion of national unity in the War of 1812. In each case, however,
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regional conflicts appeared. In spite of an “Era of Good Feelings” and successful diplomatic
settlements, the slavery issue reasserted itself as a crucial divisive issue in American politics, but
conflict was temporarily averted with the Missouri Compromise of 1820.
Learning Goals:
After reading this chapter you should be able to:
Discuss the collision of cultures using Lewis and Clark’s meetings with the Mandans as your example.
Outline the communities on the Pacific and Atlantic coasts in the 1800s.
Describe the national economy in this era and the continued development of it.
Trace America’s struggle with neutrality with England and France and the outbreak and outcome of the
War of 1812.
Summarize the foreign policy achievements of the Jeffersonians in expanding American territory and
establishing policies toward Indians tribes, South America, and Europe.
Describe the growth of religion in this era.
Explain the issues behind the Missouri Compromise.
Compare the first Great Awakening to the second one.
Readings: Out of Many: Chapter 9
Chapter 10: Launching the New Ship of State, 1789-1800-American Spirit
Chapter 9 Study Guide
Chapter 9 Quiz
Transformation of the Economy and Society in Antebellum America:
4 Weeks
Themes Addressed:
Demographic Changes
Slavery and Its legacy in North America
Economic Transformations
Reform
Overview
Chapter 10 covers the development and continued entrenchment of the slave labor system in the
South. As cotton became “king,” the slavery system became even more rigid and encouraged an
economic and social system quite different from that of the rest of the country. While the slave culture
was intertwined with the white plantation and yeoman culture, slaves built and maintained a
supportive culture of their own.
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After reading this chapter you should be able to:
Use the example of the Natchez community to illustrate the problems caused when slave owners tried
to maintain a closed society and keep their slave system intact.
Explain the economic and social significance of the King Cotton economy.
Compare the planter and yeoman cultures, including how they were connected to slavery.
Outline the diversity of the American slave system and describe how the black community, both slave
and free, mitigated its effects.
Trace the development of anti-slavery sentiment and summarize the pro-slavery arguments in
response to it.
Discuss the experiences of Andrew Jackson as representative of southern experiences.
Trace the development of African American culture by combining material from Chapter 4, “Slavery
And Empire, 1441–1770” with this chapter.
Overview
Chapter 12 covers the way in which the North was affected by the commercialization and
industrialization that defined the Market Revolution. The preindustrial ways of work and trade gave
way to industrial and commercial methods. The Market Revolution transformed the North into an
urbanized, industrializing society of workers connected to expanded commercial markets. As new
social classes emerged in urban areas, an equally new social order developed to cope with the deeprooted, substantial changes in patterns of work and daily living.
After reading this chapter you should be able to:
Use the Lowell mill women to illustrate the development of a community of workers.
Compare the preindustrial ways of working to the changes brought on by the Market Revolution.
Trace the beginning of the Market Revolution in America.
Outline the transition from an artisan to a worker.
Explain the changes in the social order due to the Market Revolution.
Describe the changes in values and attitudes in people as they experienced the Market Revolution.
Discuss how evangelical religion, sentimentalism and transcendentalism, helped the new middle class
adjust to change.
Discuss how the North and South developed different types of regional cultures due to the changes in
their economic systems.
Readings: Out of Many: Chapter 10,12, and 13
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Chapter 11: The Triumps and Travails of the Jeffersonian Republic, 1800-1812American Spirit
Chapter 12: The Second War for Independence and the Upsurge of Nationalism-18121824-American Spirit
Issue #11: Did Slavery Destroy the Black Family-Taking Sides Vol. I
Chapter 10 Notes
Chapter 10 Study Guide
Chapter 10 Quiz
Chapter 12 Notes
Chapter 12 Study Guide
Chapter 13 Notes
Project:
Antebellum Reformer Roundtable Assignment-Students will discuss problems of the
era and how their reformer would have felt about this topic and what they would have
proposed to fix the problem.
Antebellum Reformer 2 Page Paper: Students write a two page paper about their
reformer.
The Transformation of Politics in Antebellum America: (Combined
with Previous Theme)
Themes Addressed:
Politics and Citizenship
American Identity
Culture
Economic Transformation
Overview
Chapter 11 covers the development of a number of factors that helped build national unity. A strong
national party system and mass participation in politics developed. As president, Andrew Jackson
advanced the powers of the presidency through national appeals. Economic growth, especially in
transportation, created unifying forces. Writers, artists, and builders all promoted national themes in
their works. Sectional differences, however, did not disappear as a force.
After reading this chapter you should be able to:
Discuss the political trends that dominated this era—the development of the two party system, mass
participation in politics, and growth in presidential powers.
Summarize Andrew Jackson’s political views and effect on national government.
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List the changes in transportation, communication, and commerce that helped unify the nation.
Summarize the changes in American arts and letters that helped promote national political unity.
Summarize the issues that worked toward sectionalism and against national economic growth and
national political unity.
Trace the development of the concept of political parties from the Federalists and Jeffersonians to the
Democrats and Whigs.
Readings: Out of Many: Chapter 11
Chapter 11 Notes
Chapter 11 Study Guide
Chapter 11 Test
DBQ: Jacksonian Democrats(1990)
Territorial Expansion and Manifest Destiny:
Demographic Change
Economic Transformation
War and Diplomacy
Globalization
Overview
Chapter 14 covers the territorial growth of the United States. Supported by the ideology of “manifest
destiny,” Americans added Oregon, Texas, California, and the Southwest to the nation’s territory.
Through diplomacy and war, the United States became a continental nation. Settlers repeated the old
pattern of initial friendliness to natives and earlier settlers, followed by hostility and domination.
Adding new territory also caused intensification of sectional hostility over extending slavery into new
territory.
After reading this chapter you should be able to:
Use the Texan and Tejano community groups to illustrate recurring patterns in American frontier
expansion and occupation.
Trace the patterns and causes of continental exploration, including its effects on the Indians.
Explain the concept of manifest destiny and its effects on Oregon and Texas settlement.
Outline the causes and results of the Mexican War, including its connection with manifest destiny.
Discuss American involvement in California and the effects of the Gold Rush.
Connect the issues of frontier expansion and manifest destiny to party politics, including the election
of 1848.
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Trace the territorial expansion of the United States from the Louisiana Purchase territory to the Pacific
coast. (Review Chapter 9.)
Reading: Out of Many: Chapter 14
Primary Source Document:
Document 14-2: A Newspaper Man Declares the “Manifest Destiny” of the
United States in 1845: Questions to accompany the document.
Chapter 14 Notes
Chapter 12/13/14 Test
Donner Party Video: Reaction Paper
1st Trimester Final Review Paper:
How had America developed from a series of struggling colonies into a power that
rivaled France and Great Britain? In doing the paper, you need to discuss the social,
political, and economic changes that took place during the 18 th and 19th Century. 3-5
Pages Long Due Nov. 9th ***No Late Papers***
Final Exam: 100 Questions Multiple Choice.
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APUSH
Class Calendar
This is a tentative schedule that will/can be adjusted if needed. Please consult the website for any
changes to this. Assignments that are listed may be changed, or alternate assignments may be
added.
Week
Monday
Tuesday
Wednesday
Thursday
Friday
Chapter 1
Notes
Chapter 1
Notes
Lecture
Lecture
Chapter 2
Notes
Chapter 2
Notes
1st Day of
Class
-Pass out
Textbooks
-Rules and
Expectations
Chapter 3
Notes
Chapter 3
Notes
Chapter 4
Notes
Lecture
Lecture
Lecture
Lecture
Lecture
Labor
Day
Chapter 4
Notes
Chapter 5
Notes
Chapter 5
Notes
Lecture
Lecture
Lecture
-Chapter 1-5
Test
Multiple
Choice and
Essay Test
-Chapter 1-5
Study Guide
Questions
Due(Summer
Assignment)
1
Aug.
18-22
2
Aug.
25-29
3
Sept. 15
19
State
Standards
Covered
Week
Monday
Tuesday
Wednesday
Thursday
Friday
4.
Sept. 8-12
Pick up
Chapter
Discussion
Questions
Chapter 6
Reading
Quiz #1
Pgs.162172
Chapter 6
Reading
Quiz #2
Pgs.173-182
Chapter 6
Reading
Quiz #3
Pgs.183194
Chapter 6
Lecture
Chapter
Intro.
Movie
Lecture
Lecture
-DBQ Intro
-DBQ Intro
-DBQ Intro
5.
Sept. 1519
Pick up
Chapter
Discussion
Questions
Chapter
Intro.
Movie
6.
Sept. 2226
Pick up
Chapter
Discussion
Questions
Chapter
Intro.
Movie
Class
Discussion
Chapter 7
Chapter 7
Chapter 7
Reading
Reading
Reading
Quiz #1
Quiz #2
Quiz #3
Pgs.200Pgs.212-220 Pgs.221211
229
Lecture
Lecture
-Chapter 6
-DBQ Intro and Ch. 7
-DBQ Intro
Multiple
Choice
Quiz
-DBQ Intro
Class
Discussion
Chapter 8
Chapter 8
Chapter 8
Reading
Reading
Reading
Quiz #1
Quiz #2
Quiz #3
Pgs.236Pgs.245-254 Pgs.255244
262
Lecture
Lecture
Class
Discussion
20
-Chapter 6
and Chapter 7
FRQ
-Binder
Check
Constitutional
Issues
throughout
US History
State
Standards
Covered
Week
Monday
Tuesday
Wednesday
Thursday
Friday
7.
Sept. 29Oct. 3
Pick up
Chapter
Discussion
Questions
Chapter 9
Reading
Quiz #1
Pgs.268277
Chapter 9
Reading
Quiz #2
Pgs.278-288
Chapter 9
Reading
Quiz #3
Pgs.289301
Chapter 8
and
Chapter 9
Test
Multiple
Choice and
FRQ
-Ch. 8 and 9
Study
Guides Due
-Slave
Revolts
Presentations
Chapter
Intro.
Movie
8.
Oct. 6Oct. 10
9.
Oct. 13Oct. 17
Pick up
Chapter
Discussion
Questions
Chapter
Intro.
Movie
Pick up
Chapter
Discussion
Questions
Chapter
Intro.
Movie
Lecture
Lecture
Chapter 10
Reading
Quiz #1
Pgs.308319
Class
Discussion
Chapter 10
Reading
Quiz #2
Pgs.320-329
Chapter 10
Reading
Quiz #3
Pgs.330339
Lecture
Lecture
Chapter 11
Reading
Quiz #1
Pgs.346355
Lecture
Class
Discussion
Chapter 11
Chapter 11
Reading
Reading
Quiz #2
Quiz #3
Pgs.356-365 Pgs.366375
Lecture
Class
Discussion
21
Chapter 11
Test
-Chapter 10
and 11 Study
Guides Due
-Pickup
DBQ from
1990 AP
Test
State
Standards
Covered
Week
Monday
Tuesday
Wednesday
Thursday
Friday
10.
Oct. 20Oct. 24
-Pick up
Chapter
Discussion
Questions
Chapter 12
Reading
Quiz #1
Pgs.380390
Chapter 12
Reading
Quiz #2
Pgs.391-401
Chapter 12
Reading
Quiz #3
Pgs.402411
No School
Fall Break
-Chapter
Intro.
Movie
11.
Oct. 27Oct. 31
12.
Nov. 3Nov. 7
-DBQ #2
1990 DBQ
Due
No School
Fall Break
-Pick up
Chapter
Discussion
Questions
-Chapter
Intro Movie
Lecture
Lecture
Class
Discussion
Pick up
Chapter
Discussion
Questions
Chapter 13
Reading
Quiz #2
Pgs.427-438
Chapter
Intro.
Movie
Lecture
Chapter 13
Reading
Quiz #1
Pgs.416426
Chapter 14
Reading
Quiz #1
Pgs.454464
Chapter 13
Reading
Quiz #3
Pgs.439447
Class
Discussion
Lecture
Chapter 14
Reading
Quiz #2
Pgs.465-475
Chapter 14
Reading
Quiz #3
Pgs.476483
Lecture
Lecture
Class
Discussion
Chapter
12/13/14
Multiple
Choice Test
-Pick up
Final Exam
Review
Sheet
22
Chapter
12/13/14
Test
FRQ
Questions
-Ch.
12/13/14
Study
Guides Due.
State
Standards
Covered
Week
13.
Nov. 10-14
Monday
Review
Paper #1
Due
-Binders
Due
Tuesday
Review for
Final
Wednesday
Review for
Final
-
23
Thursday
Final Exam
Chapters 114 100
Questions
Friday
Class Reading Schedule
The pages need to read by the date that is given. A 5 question Quiz will be given on that
day over the material.
Date
9-9-2014
9-10-2014
9-11-2014
9-16-2014
9-17-2014
9-18-2014
9-23-2014
9-24-2014
9-25-2014
9-30-2014
10-1-2014
10-2-2014
10-7-2014
10-8-2014
10-9-2014
10-14-2014
10-15-2014
10-16-2014
10-21-201
10-22-2014
10-23-2014
10-28-2014
10-29-2014
10-30-2014
11-04-2014
11-05-2014
11-06-2014
Page #’s
162-172
173-182
183-194
200-211
212-220
221-229
236-244
245-254
255-262
268-277
278-288
289-301
308-319
320-329
330-339
346-355
356-365
366-375
380-390
391-401
402-411
416-426
427-438
439-447
454-464
465-475
476-483
Chapter
6
6
6
7
7
7
8
8
8
9
9
9
10
10
10
11
11
11
12
12
12
13
13
13
14
14
14
24