ADVANCED PLACEMENT UNITED STATES HISTORY
2014-2015 COURSE REQUIREMENTS
TEACHER:
PHONE:
E-Mail:
Lisa Johnson
(763) 792-5256
ljohnson@isd12.org
TEXTBOOK:
THE AMERICAN PAGEANT: A History of the Republic
Thomas A. Bailey, David M. Kennedy, and Elizabeth Cohen
13th ed., Houghton-Mifflin, 2002
PRIMARY SOURCES:
THE AMERICAN SPIRIT: United States History as Seen by
Contemporaries, Vol. 1 & 2,
Thomas A. Bailey and David M. Kennedy
6th ed., D. C. Heath & Co., 1987
SECONDARY SOURCES:
HISTORICAL VIEWPOINTS, Vol. 1 & 2
Edited by John A. Garraty
9th ed., Longman Publishers, 2003
COURSE DESCRIPTION
The Advanced Placement United States History course is a two-semester class that offers a general
survey of American History from Pre-Columbian times until 2008. In taking this class, students will be
held to the standards of the College Board, which emphasize historical analysis as well as extensive
reading, writing, and study skills. This class concludes at the end of the year with a college level exam,
prepared by the College Board, which, if passed, may result in college credit. The exam for 2015 will be
given on Friday, May 8th, at 8:00 am. There is a fee for this exam.
The course is designed to offer the opportunity to:
 Learn a comprehensive overview of U. S. History
 Learn analytical skill and use factual knowledge to deal critically with the problems and materials
in United States history.

Learn to assess historical materials – their relevance to a given interpretive problem, their
reliability and their importance – and to weigh the evidence and interpretations presented in
historical scholarship
 Prepare for and successfully pass the AP US History exam
HOMEWORK
Advanced Placement courses are demanding and require daily homework. Students planning to earn a
score of 4 or 5 will spend a MINIMUM of SEVEN hours per week studying. Begin planning and preparing
now to take the A.P. exam in May.
Homework mainly consists of reading and NOT daily written work or take-home worksheets. However,
students will be expected to take notes in a systematic fashion. Assigned chapters in the textbook are
due every Monday. Students should read the assigned chapter/s, take notes, and be prepared to discuss
the material at the beginning of the week. Student notes will be checked every Monday and they will take
a quiz on the assigned chapter. The bonus to students is that they can plan their own study time to more
easily match their schedule. The pitfall is that the student can rapidly fall behind. All assignments are
given in advance to allow students to organize their time. The College Board’s AP US History curriculum
demands a tight schedule. Every effort will be made to strictly adhere to the syllabus, although items may
be subject to change.
WRITING
Because your instructor believes that “writing is thinking” and the AP Exam has three major components,
this course will involve considerable writing.
LEQ’s – Long Essay Questions – At least two of these long essay papers will be assigned every
Semester. In these papers students will propose a thesis about an issue in the unit studied and provide
documentation in support of the thesis.
DBQ’s – Document Based Questions – At least two of these essays, based upon your historical
knowledge and nine primary documents, will be given each semester.
Short Answer Questions- We will regularly practice this format to prepare for the exam.
APPARTS – Primary Source Analysis– You will be reading an average of four outside primary and
secondary sources each week. During most weeks, students will have two of the readings assigned and
two will be student choices. Students will be required to analyze the documents using APPARTS.
CLASS PARTICIPATION
You will be expected to be involved in class discussions and activities. You are expected to have an
opinion. Your opinion does not need to be the same as either the instructor’s or anyone else in the class.
However, you are expected to support your opinion with facts. You will be asked to complete
presentations and work with others on projects. Students are expected to be respectful of the opinions of
others.
GRADING
Semester Grading for AP will be based upon a variety of activities. The percent of the grade for each
activity is as follows:
Weekly quizzes and notes
APPARTS / Daily Work
LEQ’s, Short Answers and DBQ’s
Unit Exams
Final Exam
15%
15%
30%
30%
10%
GRADING SCALE:
93-100% = A
90-92.9% = A-
87-89.9% = B+
83-87% = B
80-82.9% = B-
77-79.9% = C+
73-77% = C
70-72.9% = C-
67-69.9% = D+
63-67% = D
60-62.9% = D0-59.9% = F
LATE WORK AND TESTS
All assignments MUST be completed on time and turned in on the date listed. If this is a problem, it is
YOUR responsibility to see me immediately. If you are absent, and your absence is excused, you must
turn your work in at the beginning of the class the day you return. In other words: NO LATE PAPERS –
EVEN BY ONE MINUTE! If you are absent for class, but in school earlier or later in the day it is due, the
paper MUST BE TURNED IN THAT DAY. Any late work will receive a 50% reduction of the grade. If the
absence is unexcused on the day the assignment is due, the work receives a zero.
TESTS ARE TO BE MADE UP ON THE DAY YOU RETURN AFTER A ONE-DAY ABSENCE. Tests must
be made up before or after school. Being ill or away BEFORE the test DOES NOT excuse you from
taking the test when scheduled. Only verifiable reasons for missing an exam will be accepted (i.e., field
trip, all-day illness phoned in by parent, etc.) Under those circumstances a make-up test will be allowed.
Make-up essay tests will NOT be from the same prompt as the one given on the testing day. Extenuating
circumstances will be handled on an individual basis.
CONFERENCES
If you are having problems, it is your duty and responsibility to come and see me outside of class time. I
am generally available before and after school.
ATTENDANCE POLICY
There will be strict adherence to Centennial’s attendance policies. When the attendance standards are
exceeded, a loss of credit will be enacted. It is very important that each student be in class, and on time,
every day. If attendance or tardiness is a problem, perhaps AP is not for you.
THREE RING BINDER
Your will need a large three ring binder to keep your handouts, readings, etc. in. Keep all your materials
for review for the AP Exam.
BEHAVIOR EXPECTATIONS
Because this is a very demanding course, students are expected to behave in an adult manner. Students
need to be on task, to be respectful to the instructor and their peers, and to strive to do their best. Always
remember, grades are earned, not given.
EXTRA CREDIT
Opportunities for earning extra credit will be offered throughout the course. One of those opportunities will
be to read a history or biography book outside of class time. The book must be from the list of approved
list found on the Media Center Web site. Book reports may add up to four percent to the student’s
semester grade.
Historical site visits. Students may visit important historical sites and museums for additional extra credit.
Students may visit up to two museums per semester. An appropriate report will add one percent to the
student’s semester grade.
ADDITIONAL RESOURCES
There are resources available to help students take practice quizzes, review terms, outlines, notes,
vocabulary, etc. These can be very helpful in preparing for quizzes and tests.
http://www.course-notes.org/us_history/
This site is tied to our textbook. It contains flashcards, practice quizzes, and notes. Be careful as not all
the information is accurate.
http://www.montereyinstitute.org/nroc/nrocdemos.html
This site has links to an online AP US History course. It contains very good narrated lectures with
transcripts.
APPARTS
Analyzing Primary Source Documents
Who created this source? What do we
Author
know about this author? What is this
author’s point of view?
P
Where and when was this source
Place and produced? Contextualize it. How does
Time
this affect the meaning?
P
Beyond the author and the context, what
Prior
else do you know that would further help
Knowledge you understand this source?
A
For whom was this source created? How
Audience does this affect the reliability of the
source?
R
Why was this source created at the time
Reason
it was produced?
T
What point is this source trying to
The Main convey?
A
Idea
S
Significanc
e
Why is this source important? What
inferences can we draw from this
document? Ask yourself “so what?” in
relation to the question asked.
Historical Thinking Skills
I. Chronological
Reasoning
Historical Causation
Continuity and Change over
Time
Periodization
II. Comparison &
Contextualization
Comparison
Contextualization
III. Historical
Interpretation &
Synthesis
Interpretation
IV. Crafting Historical
Arguments
Historical Argumentation
Appropriate Use of
Relevant Historical
Evidence
Synthesis
How and why did
something happen?
What is similar and what is
different over time?
What time period/era does
this fit in to?
What are the similarities
and differences?
Why did it matter/happen
at that given time in
history?
What is it saying and what
does it mean?
So what? Why does it
matter?
What is your position?
How will you use evidence
to support your argument
and stance on a historical
topic?
A.P. UNITED STATES HISTORY
2014 - 2015 COURSE OUTLINE
Book chapters are assigned for Monday of the week listed.
Several primary and secondary sources will be assigned each week.
Unit 1: The New World and Colonial Period
1
Sept. 3 - 5
Course introduction
Readings
-Columbus articles by Zinn and Bennett (handouts from teacher)
2
Sept. 8 - 12
Chapter 1: New World Beginnings, 33,000 B.C.-A.D. 1769
Chapter 2: The Planting of English America, 1500-1733
Current Event #1 (13th)
Readings
-The Starving Time” John Smith (1609) p31
-The Intolerant Act of Toleration (1649) p38
3
Sept. 15 - 19
Chapter 3: Settling the Northern Colonies, 1619-1700
Chapter 4: American Life in the Seventeenth Century, 1607-1692
Readings
-John Cotton Describes New England’s Theocracy’ (1636) p45
-A Defense of Buying Indian Land (1722) p51
-The Baconite Grievances (1677) p70
-Slavery is Justified (1757) p73
4
Sept. 22 - 26
Chapter 5: Colonial Society on the Eve of the Revolution, 1700-1775
FRQ #1
Unit 1 Exam – Chapters 1-5
Readings
-Benjamin Franklin Analyzes the Population (1751) p83
-Crevecoeur Finds a Perfect Society (c. 1770) p102
Unit 2: The Revolutionary Period
5
Sept. 29 –
Oct. 3
Chapter 6: The Duel for North America
Current Event #2 (4th)
Readings
-Sir William Johnson Describes the Indian’s Grievances (1763) p114-116
-Andrew Burnaby Scoffs at Colonial Unity (1760) p122
6
Oct. 6- 10
Chapter 7: The Road to Revolution, 1763-1775
DBQ #1
Readings
-Patrick Henry Demands boldness (1775) p141
-Conflicting Versions of the Outbreak (1775) p143
7
Oct 13 - 17
Chapter 8: America Secedes from Empire, 1775-1783
Readings
-Thomas Paine Talks Common Sense (1776) p150
-The Abortive Slave Trade Indictment (1776) p156
8
Oct 20 - 24
Chapter 9: The Confederation and the Constitution, 1776-1790
Chapter 10: Launching the New Ship of State
Unit 2 Exam Chapters 6-10
Readings
-James Madison Defends the New Constitution (1787) p184
-A President Bids Farewell (1796) p206
Unit 3: Nationalism
9
Oct. 27-Oct 31 Chapter 11: The Triumph and Travails of Jeffersonian Democracy,
1800-1809
Current Event #4
Readings
-Marshall Asserts the Supremacy of the Constitution (1803) p219
-Jefferson Stretches the Constitution to Buy Louisiana (103) p224
10
Nov. 3 - 7
Chapter 12: The Second War for Independence and the Upsurge of
Nationalism, 1809-1815
FRQ #2
Readings
-Tecumseh Challenges William Henry Harrison (1810) p237
-Representative Charles Pinckney Upholds Slavery (1820) p252
11
Nov. 10 - 14
Chapter 13: The Rise of a Mass Democracy, 1824-1840
Chapter 14: Forging the National Economy, 1790-1860
Readings
-Jackson Endorses the Indian Removal (1829) p284
-Chattel Slavery Versus Wage Slavery (1840) p306
-The Impact of the Erie Canal (1853) p310
12
Nov. 17 - 21
Chapter 15: The Ferment of Culture and Reform, 1790-1860
Unit 3 Exam Chapters 11-15
Readings
-A Catholic Views Camp Meetings (c. 1801) p316
-The Seneca Falls Manifesto (1848) p327
Unit 4: Civil War and Reconstruction
13
Nov. 24 - 26
Chapter 16: The South and the Slavery Controversy, 1793-1860
DBQ #2
Readings
-The Blessings of the Slave (1849) p364
-A Slave Boy Learns his Lesson (c. 1827) p 351
14
Dec. 1 - 5
Chapter 17: Manifest Destiny and Its Legacy, 1841-1848
Readings
Current Event #4 (6th)
-Senator George McDuffie Belittles Oregon (1843) p380
-Massachusetts Voices Condemnation (1847) p392
-On Manifest Destiny (1839) Handout
15
Dec. 8 - 12
Chapter 18: Renewing the Sectional Struggle, 1848-1854
Chapter 19: Drifting Toward Disunion, 1854-1861
FRQ #3
Readings
-John Calhoun Demands Southern Rights (1850) p403
-Tom Defies Simon Legree (1852) p427
16
Dec. 15 - 19
Chapter 20: Girding for War: The North and the South, 1861-1865
Unit 4 Exam Chapters 16-20
Readings
-The War to Preserve the Union (Gettysburg Address 1863) p463
-The War to End Slavery (Lincoln’s Second Inaugural Address 1865)
p463
Unit 5: Civil War, Reconstruction, and Industry in America
17
Dec 22- Dec 23
Chapter 21: The Furnace of Civil War, 1861-1865
Current Event #5 (3rd)
Readings
-English Working Classes Cheer (1863) p484
-Davis Deplores Lincoln’s Murder (1891) p 497
18
Jan. 5 - 9
Chapter 22: The Ordeal of Reconstruction, 1865-1877
Readings
-W.E.B. Du Bois Justifies Black Legislators (1910) p523
-Benjamin Tillman’s Antiblack Tirade (1907) p524
-“Call Me Mister”: The Black Experience During Reconstruction
(Handout)
19
Jan. 12 - 16
Chapter 23: Political Paralysis in the Gilded Age, 1869-1896
Semester 1 Final Exam
Readings
-Booker T. Washington Portrays the Plight of Black Tenant Farmers
(1889) p49
-The Supreme Court Declares That Separate is Equal (1896) pg58
END OF 1st SEMESTER
____________________________________________________________________________________
2nd SEMESTER
Unit 5: Continuation
20
Jan. 20 - 23
Chapter 24: Industry Comes of Age, 1865-1900
Readings
-Andrew Carnegie's Gospel of Wealth (1889) p73
-Capital Versus Labor (1871) p92
21
Jan 26 - 30
Chapter 25: America Moves to the City, 1865-1900
FRQ #4
Readings
-Jacob Riis Goes Slumming (1890) p103
-The Life of a Working Girl (1905) p121
Unit 6: Domestic Reform and Overseas Expansion
22
Feb. 2 – 6
Chapter 26: The Great West and the Agricultural Revolution, 1865-1900
Chapter 27: Empire and Expansion, 1890-1909
Current Event # 6 (7th)
Readings
-The Significance of the Frontier in American History - Frederick Jackson
Turner (handout)
-Albert Beveridge Trumpets Imperialism (1898) p177
23
Feb. 9 - 12
Chapter 28: Progressivism and the Republican Roosevelt, 1901-1912
DBQ #3
Readings
-Exposing the Meatpackers (1906) p191
-Roosevelt Defends the Forests (1903) p206
24
Feb. 18 - 20
Chapter 29: Wilsonian Progressivism at Home and Abroad, 1912-1916
Readings
-Theodore Roosevelt Proposes Government Regulation (1912) p222
-Robert Lansing’s Pro-Ally Tactics (c. 1916) p236
25
Feb. 23 - 27
Chapter 30: The War to End War
Unit 6 Exam Chapters 24-30 (includes ch 24 & 25)
Readings
-Robert La Follette Demands His Rights (1917) p244
-Un-Christlike Preachers (1918) p242
Unit 7: The Boom and Bust Years- The 20’s and 30’s
26
Mar. 3 - 6
Chapters 31: American Life in the Roaring Twenties, 1919-1929
Chapter 32: The Politics of Boom and Bust, 1920-1932
Current Event 7 (7th)
Readings
-Margaret Sanger Campaigns for Birth Control (1920) p281
-Hoover Defends His Record (1932) p303
27
Mar. 16 - 20
Chapter 33: The Great Depression and the New Deal, 1933-1939
FRQ #5
Readings
-Senator Huey P. Long Wants Every Man to Be a King (1934) p315
-A Salesman Goes on Relief (1930s) p308
28
Mar. 23 - 27
Chapter 34: Franklin D. Roosevelt and the Shadow of War, 1933-1941
Readings
-Charles Lindbergh Argues for Isolation (1941) p345
-Secretary Henry Stimson Charges Negligence (1946) p361
29
Mar 30 - April 2
Chapter 35: America in World War II, 1941-1945
Unit 7 Exam Chapters 31-35
Readings
-Harry Truman Justifies the Bombing (1945) p387
Unit 8: World War Two: Causes, Conflict, and Consequences, and Post WW II
30
Apr. 7 - 10
Chapter 36: The Cold War Begins, 1945-1952
Chapter 37: The Eisenhower Era, 1952-1960
DBQ #4
Readings
-George Kennan Proposes Containment (1946) p402
-The Court Rejects Segregation (1954) p441
31
Apr. 13 - 17
Chapter 38: The Stormy Sixties, 1960-1968
Current Event #8 (17th)
Readings
-Open Letter to Dr. King (handout)
-Letter from a Birmingham Jail (handout)
32
Apr. 20 - 24
Chapter 39: The Stalemated Seventies, 1968-1980
FRQ #6
Readings
-Nixon’s Grand Plan in Foreign Policy (1968-1969) p517
-Phyllis Schlafly Upholds Traditional Gender Roles (1977) p542
33
Apr. 27 May 1
Chapter 40: The Resurgence of Conservatism, 1980-2000
Chapter 41: America Confronts the Post-Cold War Era 1992-2004
Cumulative Final Exam (info from both semesters)
Readings
-The Supply-Side Gospel (1984) p550
-President Bush Claims the Right of Preemptive War (2002) p615
34-35
May 4 - 8
REVIEW
May 8 at 8AM AP U.S. History Exam Day (official)
36+
May 11 - June 4
Course Reflection - Year in Review
History Through Film, Presidential Tournament,
We Didn’t Start the Fire Assignment, Decade Projects