AP United States History Syllabus
Teacher’s Name:
E-Mail Address:
School:
Phone:
Veronica Gaytan
vgaytan@lfcisd.net
Los Fresnos High School
(956) 254-5300
Course Description:
AP United States History is a two-semester survey course covering pre-Columbian
times to the present. The course is divided into periods of time and emphasizes themes
throughout American history. These themes include discussions of American diversity,
development of American identity, evolution of American culture, demographic changes
over the course of America’s history, economic trends and transformations,
environmental issues, development of political institutions and components of
citizenship, social reform movements, role of religion and its impact in society, slavery
and its legacy, war and diplomacy, and finally, the place of the United States in the
global arena. Emphasis is placed on critical and evaluative thinking skills, essay writing,
and interpretation of original documents. Strong reading and writing skills are
necessary to be successful in the course. Time is spent analyzing documents of various
natures and participating in writing labs. The ultimate goal of this course is preparation
for the AP Exam in the spring. However, if a student fails to achieve a passing score on
the AP Exam, the experience of taking a college course at this level is immeasurable.
Course Objectives:
 Students will understand a broad base of American history
 Students will comprehend historical chronology
 Students will use historical information to support arguments in debate or in
essays
 Students will learn to interpret primary source documents such as cartoons,
graphs, charts, letters and memoirs.
 Students will learn to address the skills of understanding deeper thinking through
writing essays that address comparison and contrast, cause and effect, to what
extent, etc.
 Students will prepare for and pass the AP United States History Examination in
May
Goals & Expectations:
AP US History is a college course taught in highs school to students who desire a
challenge. The course is designed to teach analytical skills, provide a college
preparation foundation, and to train students to get a qualifying score on the national AP
Exam in May. The course is demanding, requiring an enormous amount of time for
reading and writing. The expectation is that you work hard, behave respectfully and
take the AP Exam in the spring. In order to ensure success on this exam (a passing
score of 3 or higher) you will be expected to attend class regularly and also attend
additional class meetings after school.
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Textbook:
Kennedy, David M., Lizabeth Cohen, and Thomas Bailey. The American Pageant: A
History of the Republic. 12th Edition. Boston, Mass.: Houghton Mifflin Co., 2002.
Supplemental Readers:
Bailey, Thomas A. and Kennedy, David M. The American Spirit: United States History
as Seen by Contemporaries, Volume I. Lexington, Massachusetts: D. C. Heath and
Company, 2006.
Bailey, Thomas A. and Kennedy, David M. The American Spirit: United States History
as Seen by Contemporaries, Volume II. Lexington, Massachusetts: D. C. Heath
and Company, 2006.
Baltimore and Beyond: The Civil Rights Movement in the 1960s. Documents for the
Classroom, Maryland State Archives.
Bender, David L. Opposing Viewpoints in American History, Volume I: From Colonial
Times to Reconstruction. San Diego, CA: Greenhaven Press, Inc., 1996.
Bender, David L. Opposing Viewpoints in American History, Volume II: From
Reconstruction to the Present. San Diego, CA: Greenhaven Press, Inc., 1996.
Bennett, Clifford T. A Political Cartoon History of the United States. Glenview, Illinois:
Scott Foresman, 1992.
Garraty, John A. Historical Viewpoints: Notable Articles from American Heritage. Vol. 1
& 2. 6th Ed. New York, New York: HarperCollins Publishers, 1991
Heffner, Richard D. A Documentary History of the United States, 7th Ed. New York:
Penguin Putnam, Inc., 2002.
Kennedy, David M., Lizabeth Cohen, and Thomas Bailey. The American Spirit Volume
1&2. Boston, Mass.: Houghton Mifflin Co., 2002
Zinn, Howard. A People’s History of the United States. New York: Harper Perennial,
2003.
Materials Required:
2” inch Binder
1 pack of 5 Dividers
Loose Leaf Notebook Paper (Number packages of paper may vary throughout the
school year)
1 Spiral Notebook (College-Ruled) (150 pages)
Blue/Black/Red Pens
Highlighters (4 colors: pink, blue, yellow, and green)
2 package 4x6 index cards
Post-it notes( Very Important)
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Grading will be as follows:
A variety of oral and written, group and individual assignments will be given. Homework
takes various shapes: group assignments and presentations, debates, and more. The
worth of such projects will be announced as they are assigned.
Exams and Special Projects-60%
 Essays, both FRQ’s and DBQ’s, are graded based upon the College Board
scoring rubric (0-9)
 Multiple choice tests grades are adjusted to reflect College Board scoring. (80
questions)
o Multiple choice and essay test are modeled after the AP Exam. Questions
come primarily from the textbook and will always cover information not
discussed in class.
o Special research projects will be assigned periodically.
Quizzes- 20%
 Quizzes will be given as needed and are announced.
Homework and Classwork- 20%
 Classwork
 Cornell notes taken on each chapter
 History Logs
 Brief Bio’s Due at the end of each nine week period
 Class participation and discussion
A further word about homework: Needless to say, APUSH means extensive and challenging
reading and writing assignments. Students are encouraged from the first day to keep up with all
assignments. Do not procrastinate or the joys of sophisticated learning become quickly discounted if you
place yourself in a position of always having to “catch-up.”
Make-Up and Late Work:
Late work: Late work WILL NOT BE ACCEPTED. All assignments are due at the beginning of the class
period on the assigned due date.
Make-Up Work: If you know you will miss class, YOU MUST TURN IN YOUR ASSIGNMENT(S) THE
DAY BEFORE YOUR ABSENSE. If you are unexpectedly absent, your assignments will be due the day
you return. If you are absent on the day of a pre-announced test, you will be required to make-up the
missed test during class the first day back. This means you will miss the presentation or activities for that
day. Students who are absent for class, but who are at school at any time during the day an assignment
is due, must submit the pre-assigned work on the due date. NO LATE WORK WILL BE ACCEPTED.
Assignments will be posted on www.edmodo.com. Please check your account daily, especially if you are
absent.
History Binder:


Bring to class each day and keep plenty of paper in the binder
Dividerso Objectives
 Syllabus
 Objectives
o Daily Work
o Writing Activities
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o
o

Quizzes
APUSH Review Materials
Label and date EACH page!
General Information:
Attendance
The pace of this course is accelerated and missing class might cause problems. All
assignments should be completed in a timely fashion and according to district policy.
Calendar
A tentative calendar will be given each nine weeks to help you keep up with assignments.
Look at it often.
Assignments
Check the calendar for due dates for most assignments. Keep up, especially with your
reading! All papers written outside of class should be typed. All in class papers should be
in BLACK OR BLUE ink- NO EXCEPTIONS!
Mid-term &
Final Exam
These exams are comprehensive and AP style.
Make-up
Refer to “Make-Up Work” section above.
Late Work
LATE WORK WILL NOT BE ACCEPTED! Refer to “Late Work” section above.
Missing Assignments- If you fail to come to class prepared, complete a missing assignment form and turn
it in to me. These will be kept on file and parents will be contacted as needed. You will
not be allowed to complete missing assignments.
No Names
Ten points will be deducted from the grade if a name is not on the paper. Please be sure
to write your last name first followed by your first name. LAST NAME, FIRST NAME on
the upper right hand corner of your assignments at all times unless otherwise directed by
the teacher.
Integrity
The highest degree of integrity is expected at all times. Collaboration is expected on
homework assignments. However, collaboration is not copying. It does include discussion
for understanding or providing examples. Every paper with your name on it should be
your own, independent work. Copied work is considered cheating. Both students involved
in copied work will be given a zero on the assignment. Plagiarism is cheating, and
cheating is wrong!!! Students are reminded that plagiarism is not permitted. Any student
involved in plagiarism will receive a zero on the assignment. If you are not clear about
plagiarism, please ask me for a further explanation.
School Rules
LFHS rules are enforced in this classroom in reference to tardies, absences, discipline,
and dress code. See student handbook for a detailed explanation.
Study Groups
Every student is encouraged to become a member of a study group that meets often. If a
student becomes a member of a study group, the study group should include 4-5
students who will work together for optimal benefit. This is recommended but not
required.
Edmodo
Every student will create an account on www.edmodo.com and use it to keep Account
up with assignments and announcements. Check your account daily.
HAC
Every student will have access to his/her grades. Once a grade for an assignment is
posted, you have one week to communicate the need for corrections to me.
BYOD
Electronic devices will be allowed on a limited basis for EDUCATIONAL PURPOSES, at
the discretion of the teacher and WILL BE TEACHER DIRECTED. Pay close attention to
LFCISD district policy regarding BYOD.
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AP EXAM
MAY 14, 2014. This is the day of the APUSH exam! Please be sure you have attended all
pertinent tutorials and/or study sessions and are ready for the NATIONAL exam!
Discipline Policy:
1st offense: Private student-teacher conference (Documented)
2nd offense: Referral to office
*In case of extreme behavior, the above steps may be disregarded and the student will
be immediately referred to the principal.
Tardies:
Three tardies will equal to one absence for exemption purposes on the midterm and
final exams.
 3 Tardies = 3 days Lunch detention
 6 Tardies = 3 days ISS that period
 9 Tardies = 3 days ISS (full)
Emergency/Restroom Passes:
Students will be allowed three passes per nine weeks. Each student will sign out each
time he/she asks to go to the restroom, front office, nurse, etc. unless he/she is called
out by school faculty or staff. Your actual and valid hall pass will be the color-coded
hall pass provided by Los Fresnos High School. Without the color-coded card to
serve as your hall pass, you will not be allowed out of the classroom. NO EXCEPTIONS
TO THIS RULE!
Writing:
You will be writing in various forms throughout the duration of this course- journaling,
history logs, essays, reports, brief bio’s, and of course, plenty of document based
questions. Keep the writing in your binder under the writing section. Write in ink on the
front side of the paper.
Explanations of Assignments:
Quizzes:
Will be 10 questions in length. Students will be given 12 minutes to complete the quiz.
Quizzes will be Multiple-Choice. Each quiz will have 5 answer choices (A-E). Questions
are derived from your assigned chapter(s) from The American Pageant. Eventually the
amount of time given on the quizzes will be 8-10 minutes.
Handouts:
A set of handouts will accompany each chapter covered. These handouts are intended
to help the student better understand their assigned readings. The handouts will provide
students with opportunities to: answer multiple-choice questions, place events in
chronological order, correct statements apply map skills, answering short answer
questions and write essays. The handouts will be available on www.edmodo.com .
SOAPS
APPARTS:
Will come from a Political Cartoon or short readings. These skills will help when working
with primary documents, excerpts, and will help on DBQs and organization.
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DBQs:
Document Based Questions. Students will be expected to work on a thesis statement
and outline for each question during the week. One of the five will be the assigned DBQ
for the week. DBQs will cover the topic(s) of the week.
Discussion&
Participation
All students are expected to participate. Discussion and participation will be
monitored. Students should be prepared to discuss the material assigned.
Exams:
80 Multiple Choice Questions - Five Answer Choices (A-E)
Questions will cover the
topics that may or may not have been covered in class that week. Test questions will
come from assigned readings! Keep up with daily reading assignments.
Dialectical
Journals:
Cornell
Notes:
Journals will be assigned occasionally on selected readings.
Cornell notes are a form of two column notes that transform the note- taking process to
note-making. This is accomplished by students summarizing the information noted.
Cornell notes are due on the day of a test.
History Log:
These are written in class based upon the notes you have taken over the assigned pages
from the textbook. See the calendar for specific pages.
Brief Bio:
Short, informative biographies on significant individuals. They will be assigned each nine
weeks. More information will be provided at a later date.
Book
Analysis:
Quote of
The Week:
A critical book analysis, a summary of a book, will be assigned during the spring
semester. A list of novels will be provided for you to choose from. More information will
be provided at a later date. This assignment will count as an exam grade.
Each week a quote will be on the board. Write the quote on your paper. Once you write
the quote on your paper, label the quote with the speaker’s name and answer the
questions: What do you know about the speaker? What does the quote make you think
of? Place in your binder behind the writing section. Make sure to label and date. The
quotes are due at the end of the nine weeks for a daily grade.
Course Evaluation
Students will be graded based on their performance with daily assignments; quizzes on
reading assignments, pop quizzes, and vocabulary and identification quizzes; and unit
tests. Daily grades will consists of homework, vocabulary assignments, journals,
document-based question essays (when applicable), and any projects assigned during
the course of the year. Document-Based Question essays (DBQs) must be typed
(double-spaced) or written in ink. Essays will vary in length depending on the topic and
are graded on content, use of documentary and outside supporting evidence, grammar,
spelling, and evidence of critical thinking.
COURSE PLAN
All of the following readings should be completed by the beginning of the week during
which they will be discussed. Test dates may be rearranged so that all classes can be
tested on the same day, but such changes will be announced well in advanced.
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1st Semester
PRE-COLUMBIAN-COLONIZATION UNIT
Week 1: August 26- 30
Introduction
The student will:
 Identify the different schools of historiography and the historians associated with each.
Read “What is Historiography?” Class Discussion.
Read “A Patriot’s History of the United States.” (Larry Schweikart pp. 35-44)
Read Chapter 1 of Howard Zinn’s A People’s History of the United States of America.
What is the difference between the two versions of Columbus’ journey to the New World?
Paideia Seminar on Zinn Article
Cornell Notes
What are they?
Examples will be given.
American Pageant: Chapter 1, New World Beginnings
Pre-Columbian cultures, early explorations, introduction of slavery, Spanish and French
claims, the rise of mercantilism
Week 2: September 2- 6
American Pageant: Chapter 2, The Planting of English America
The Chesapeake and southern English colonies, ties with Caribbean economies, British
Mercantilism
American Pageant: Chapter 3, Settling the Northern Colonies
New England and the Puritans, religious dissent, colonial politics and conflict with British
authority, the middle colonies
The American Spirit, Volume I- 3A: Complete Dialectical Journal
Possible Essay Questions for Chapters 1-3(CR8)
Although the thirteen American colonies were founded at different times by people with
different motives and with different forms of colonial charters and political organization, by
the Revolution the 13 colonies had become remarkably similar. Assess the validity of this
statement.
In what ways were the experiences of the English Southern Colonists similar to the
experiences of the Spanish New World colonists and in what ways were the experiences
different?
Week 3: September 9- 13
American Pageant: Chapter 4, American Life in the 17th Century
Tobacco and rice colonies, African-American culture, colonial family life, dissent in New England
and the Witch trials (CR2)
The American Spirit, Volume I- 4B
Week 4: September 16-20
American Pageant: Chapter 5, Colonial Society on the Eve of the Revolution
Immigration and demographic change, (CR2) the Atlantic economy, the Great Awakening,
education and culture, colonial politics.
The American Spirit, Volume I- 5B
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Exam on Unit I: Pre-Columbian-Colonial Unit (Chapters 1-5)
Possible Essay Questions for Chapters 4-5 (CR8)
1. Evaluate to what extend did each of the three sections of England’s North American
colonies advance the cause of religious liberty by 1700?
2.Evaluate the relative importance of the following factors prompting Americans to
rebel in 1776:

Parliamentary taxation

Restriction of civil liberties

British military measures

The legacy of colonial and religious and political ideas
AMERICAN REVOLUTION UNIT
Week 5 – September 23-27
American Pageant: Chapter 6, The Duel for North America
Colonial involvement in British imperial wars, consequences of the French and Indian
War and the Proclamation of 1763.
The American Spirit, Volume I- 6C
American Pageant: Chapter 7, The Road to Revolution
Roots of revolution and the role of mercantilism, end of benign neglect, failure of
diplomacy, first conflicts
The American Spirit, Volume I- 7D, E
Documentary History: Chapter 1
Common Sense (CR7)
The Declaration of Independence
Analysis of the Declaration of Independence; critique of Jefferson’s charges against the
King
Week 6: September 30- October 4
American Pageant: Chapter 8, American Secedes from the Empire
The American Revolution, wartime diplomacy, life on the home front, women and the war,
the impact of the war on the institution of slavery.
The American Spirit, Volume I- 8B
American Pageant: Begin Chapter 9, The Confederation and the Constitution
The Articles of Confederation and the Constitution, the role of the Enlightenment, slavery and
religion in the political process, wartime diplomacy
Documentary History: Chapter 2
The Constitution of the United States
Federalist Number Ten (CR7)
Possible Essay Questions for Chapters 6-8 (CR8)
To what extent did the results of the French and Indian War [1754-1763] alter the basic
relationship between the British and their American subjects?
Analyze the political, diplomatic, military, reasons for the United States victory in the
Revolutionary War. Confine your answer to the period 1775-1783. (2010)
Analyze the ways in which British imperial policies between 1763 and 1776 intensified
colonials’ resistance to British rule and their commitment to republican rule.
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Despite the view of some historians that the conflict between Great Britain and its
thirteen North American colonies was economic in origin, in fact the American
Revolution had its roots primarily in politics and other areas of American life. Assess
the validity of this statement.
Week 7 : October 7-11
American Pageant: Continue Chapter 9, The Confederation and the Constitution
The Articles of Confederation and the Constitution, the role of the Enlightenment, slavery
and religion in the political process, wartime diplomacy
American Pageant: Chapter 10, Launching the New Ship of State
Early national politics and economics, diplomacy during the French Revolution, the
making of the office of the presidency
The American Spirit, Volume I- 10A, B, D, E, G
Documentary History, Chapter 2
The Constitution of the United States
Federalist Number Ten
Documentary History: Chapters 3 and 4
“Federalists and Republicans,” “The Constitutionality of the Bank”
”Washington’s Farewell Address”
Exam: American Pageant: American Revolution Unit Test (Chapters 6-10)
Essay Questions for Chapter 9-10 (CR8)
Analyze the degree to which the Articles of Confederation provided an effective form of
government with respect to any TWO of the following (1995)

Foreign relations

Economic conditions

Western lands
“At Paris in 1783, the American negotiators obtained a more generous peace accord
from the British than anyone had a right to expect. It was a strong foundation for the
difficult nation building of the next fifty years.” Assess the validity of this statement.
Discuss the impact of THREE of the following on American foreign policy at the end of
the 18th century:

Citizen Genet

Jay’s Treaty

Pinckney’s Treaty

Washington’s Farewell Address
THE EARLY REPUBLIC UNIT
Week 8: October 14-18
American Pageant: Chapter 11, Triumphs and Travails of Jeffersonian Democracy
The “Revolution of 1800,” the Marshall Court, diplomacy of Jefferson and Madison, the
Embargo Act, acceleration of expansion west.
The American Spirit, Volume I- 11C, D
Essay Questions for Chapters 11-13 (CR8)
To what extent did the “Era of Good Feelings” (1816-1824) mark the appearance of
issues that transformed the nature of American politics in the next thirty years.
The debate over the Alien and Sedition Acts of 1798 revealed bitter controversies on a
number of issues. Discuss the issues involved and explain why these controversies
developed.
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The War of 1812 was foisted upon an unwilling nation by a Congress controlled by a
group of congressmen called the “War Hawks” whose main goal was the conquest of
Canada. Assess the validity of this statement using the documents and your
knowledge of U S History.
Week 9: October 21-25
American Pageant: Continue Chapter 12, The Second War for Independence/Nationalism
The War of 1812, The Era of Good Feeling, The American System, the diplomacy of
expansion, forging a new national identity
The American Spirit, Volume I- 12B, D
American Pageant: Chapter 13, The Rise of a Mass Democracy
Jacksonian democracy and the Whigs, national policy toward American Indians, the era
of the “common man,” expansion with the Texas revolution, slavery and sectionalism
The American Spirit, Volume I- 13C, F
Brief Bios are due at mid-term point.
Week 10: October 28-November 1
American Pageant: Chapter 14, Forging the National Economy
The rise of the market economy, immigration and the increase in nativism, women in the
workplace, the factory system, the transportation revolution, expansion west (CR4)
The American Spirit, Volume I- 14 A, B, E- Group outlines and presentations on assigned
readings.
American Pageant: Begin Chapter 15, The Ferment of Reform and Culture
The Second Great Awakening and the growth of reform, women’s roles in reform
movements, creation of a national culture, advances in education and the sciences.
Exam: American Pageant: Early Republic Unit (Chapters 11-14)
Assign 2nd Nine Week Individuals for Brief Bio’s Assignment
ANTEBELLUM UNIT
Week 11: November 4-8
American Pageant: Chapter 15, The Ferment of Reform and Culture
The Second Great Awakening and the growth of reform, women’s roles in reform
movements, creation of a national culture, advances in education and the sciences.
The American Spirit, Volume I- 15 A, B, D
Antebellum Religion and Reform Coffeehouse
American Pageant: Chapter 16, The South and the Slavery Controversy
Cotton culture, southern society and the impact of the plantation system, the rise of
abolitionist movements
The American Spirit, Volume I- 16 A, B, E
Documentary History: Chapters 10 and 11
The first issue of The Liberator
Seneca Falls Declaration of Sentiments and Resolutions (CR7)
Week 12: November 11-15
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American Pageant: Chapter 17, Manifest Destiny and its Legacy Expansion under Polk,
Manifest Destiny, war with Mexico
The American Spirit, Volume I- 17 A, B, C
American Pageant: Chapter 18, Renewing the Sectional Struggle
Popular sovereignty, the Compromise of 1850 and the Fugitive Slave Law, the
economics of expansion
The American Spirit, Volume I- 18 A,B, D
Northern News Alert Group Activity Assigned
Week 13: November 18-22
American Pageant: Chapter 19, Drifting Toward Disunion
Abolition in the 1850s, the impact of Dred Scott, the financial panic of 1857, political crisis
in the election of 1860, the coming of the Civil War
The American Spirit, Volume I- 19 A, C, D, F
Presentations: Northern News Alert
Exam: American Pageant: Antebellum Unit (Chapters 15-19)
Possible DBQs for Antebellum Unit (CR8)
To what extent were economic and social differences in the North and the South
increasing in the first half of the 19th century?
In what ways are the issues that led to the Civil War similar to those that led to the
American War for Independence?
Discuss the elements of causation for the American Civil War from 1820-1861?
To what extent was the election of Abraham Lincoln a mandate for the abolition of
slavery in the United States?
Throughout our history, the Supreme Court has acted as a partisan political body,
rather than a neutral arbiter of constitutional principles. Assess the validity of this
generalization for the period 1810-1860.
CIVIL WAR AND RECONSTRUCTION UNIT
Week 14: November 25-26
American Pageant: Chapter 20, Girding for War
Wartime diplomacy, economic changes in the North and South, women and the war,
issues of civil liberties in wartime
The American Spirit, Volume I- 20 E, C
Documentary History: Chapters 13 and 14
Abraham Lincoln’s First Inaugural Address
The Emancipation Proclamation
The Gettysburg Address (CR7)
Week 15: December 2-6
American Pageant: Chapter 21, The Furnace of the Civil War
The Peninsula Campaign, the “Anaconda,” the war in the West, Sherman’s March,
Appomattox, the Emancipation Proclamation, the legacy of war in both the North and
South
The American Spirit, Volume I- 21C
Dialectical Journal over “How Lincoln Freed…”
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From Historical Viewpoints Vol. 1
American Pageant: Begin Chapter 22, The Ordeal of Reconstruction
The politics and economics of Reconstruction, experiences of freedmen, the rise of the
Bourbon South and the fate of Reconstruction, impeachment politics and the balance of
power
The American Spirit, Volume I- 22 B, D, E
Week 16: December 9-13
American Pageant: Chapter 22, The Ordeal of Reconstruction
The politics and economics of Reconstruction, experiences of freedmen, the rise of the
Bourbon South and the fate of Reconstruction, impeachment politics and the balance of
power
The American Spirit, Volume II- 22 B, D, E
Documentary History: Chapter 15
Lincoln’s Second Inaugural Address
Brief Bios are due for second marking period.
Essay Questions for Civil War and Reconstruction (CR8)
"The Civil War was not inevitable; it was the result of extremism and failures of
leadership on both sides." Assess this statement, using the following documents and
your knowledge of the period from 1830 to 1860.
Assess the validity of this statement…”the North won the Civil War, but the South won
Reconstruction.”
What were the key factors that convinced the South that it could not obtain justice
within the American Union?
Southerners maintained that secession was the ultimate expression of democracy,
while Lincoln believed that secession was a rejection of democracy. Which position is
correct?
Week 17: December 16-20
Exam: American Pageant: Civil War and Reconstruction Unit (Chapters 20-22)
Review for mid-term exams.
Mid-term Exams (AP Style Format)
2nd Semester
GILDED AGE UNIT
Week 1: January 8-10
American Pageant: Chapter 23, Political Paralysis in the Gilded Age
The rise of big business and the role of business in politics, class and ethnic conflict, the
rise of Jim Crow, Populism
The American Spirit, Volume II- 23B
Assign Brief Bio’s for Marking Period 3.
Week 2: January 13-17
American Pageant: Chapter 24, Industry Comes of Age
Era of the Robber Barons, the lives of the working classes and the growth of unionism,
government and politics of regulation, the United States in the world economy (CR4)
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The American Spirit, Volume II- 24A, B, C, D, E
Documentary History: Chapters 16
Andrew Carnegie, Wealth (CR7)
Exam: American Pageant: Gilded Age Unit Test I (Chapters 23-24)
Possible Essays and DBQs (CR8)
The years after the American Civil War have been characterized by Mark Twain and
others as “The Gilded Age.” Generally, historians have emphasized the decline of
human values, the low state of public morality, greed, corruption and crass
materialism. Do you feel this characterization presents an accurate overall picture of
the years 1865-1890? If so, what caused this marked departure from the past in a
nation with such strong religious and moral cultural traditions? Use the documents and
your knowledge of U S History to answer the question.
Assess the validity of this statement:
“During the age of industrialization, the American cultural and intellectual community
contributed to the development of a distinctive American national consciousness”
Assess the validity of these views (1986 AP U.S. History Exam)
“Andrew Carnegie has been viewed by some historians as the ‘primitive representative
of the industrial age’ and by others as ‘an industrial leader atypical of the period’.
How successful was organized labor in improving the position of workers in the period
from 1875 to 1900? Analyze the factors that contributed to the level of success
achieved. Use the documents and your knowledge of the period from 1875 to 1900 to
construct your response.
Week 3: January 20-24
American Pageant: Chapter 25, America Moves to the City
Urbanization, new waves of immigration, renewed instances of nativism, cultural life in urban
America, the “New Woman,” African-American push for expanded civil rights (CR2)
The American Spirit, Volume II- 25B
Week 4: January 26-31
American Pageant: Chapter 26, The Great West and the Agricultural Revolution
The close of the frontier and its impact, industrialization of agriculture and political dissent
among farmers
The American Spirit, Volume II- 26D, E, F
Documentary History: Chapter 18
Populist Party Platform (CR7)
Exam: American Pageant: Gilded Age Unit Test II (Chapters 25-26)
Possible Essays and DBQs for Gilded Age Unit (CR8)
Between l800-l896, farmers and workers claimed that the government and the courts
overwhelmingly favored big business and the rich. To what extent were they correct in
their judgment of the situation?
Using the documents and your knowledge of the period, (a) explain the reasons for
agrarian discontent and (b): evaluate the validity of the farmers' complaints.
Labor conditions were so abysmal in the latter years of the 19th Century that laborers
had no choice but to use violence to defend themselves and to obtain their fair share of
the economic pie. Assess the validity of this statement.
Students will complete “The Settlement of the West” from Spoehr, Doing the DBQ,
pages 110-5, and “The Populists” pages, 130-6.
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IMPERIALISM UNIT
Week 5: February 3-8
American Pageant: Chapter 27, The Path of Empire
American Expansion overseas, a new age of imperialism, The Spanish-American War
(CR3)
The American Spirit, Volume II- 27A
American Pageant: Chapter 28, America on the World Stage
American expansion overseas, a new age of imperialism, the Open Door, America on the
world stage (CR3)
The American Spirit, Volume II- 28C
Exam: American Pageant: Imperialism Unit (Chapters 27 and 28)
Possible DBQs for American Imperialism (CR8)
To what extent was late nineteenth-century and early twentieth-century United States
expansionism a continuation of past United States expansionism and to what extent
was it a departure? Use the documents and your knowledge of United States history to
1914 to construct your answer.
The period 1875-1920 has been described by some historians as a period of “selfless
altruism” during which the United States defended weaker nations against
aggrandizement by rapacious European powers and spread the “blessings of
democracy and civilization.” Others have described the “New Manifest Destiny” as a
time of “ruthless American expansion” at the expense of weaker nations and in
violation of our own most sacred principles of consent of the governed and popular
sovereignty. Using the documents, and your knowledge, how would you characterize
this period of “Becoming a World Power”
PROGRESSIVISM
Week 6- February 10-14
American Pageant: Chapter 29, Progressivism and the Republican Roosevelt
Progressive reform and the trusts, demographics of urbanization and the resulting
political impact, “Dollar Diplomacy,” environmental issues (CR1)
The American Spirit, Volume II- 29A, B, C, D, E
American Pageant : Begin reading Chapter 30, Wilsonian Progressivism at Home and Abroad
The New Freedom versus the New Nationalism (CR1), Progressive economic reform,
diplomacy of
neutrality, recent scholarship: Wilsonianism, Idealism, Pragmatism
The American Spirit, Volume II- 30A, C
.
Possible Essays and DBQs for Progressive Era (CR8)
Assess the validity of this statement. (1987 AP U.S. History Exam)
“The Progressive Movement of 1901-1917 was as triumph of conservatism rather than
a victory for liberalism.”
To what extent was the Progressive era (1870-1920) was a unified movement of reform
and change in American Society?
Week 7: February 17-21
Chapter 30, Wilsonian Progressivism at Home and Abroad
The New Freedom versus the New Nationalism,
Progressive economic reform, diplomacy of neutrality
Recent scholarship: Wilsonianism, Idealism, Pragmatism
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The American Spirit, Volume II- 30A, C
Taking Sides, Clashing Views on Controversial Issues in American History, Volume 2
Did the Progressives fail? Essay (CR8)
Cooperative Learning Activity: Law and Order on the Progressive Era Presidents.
Exam: American Pageant: Progressivism Chapters 29-30
Possible Essays and DBQs for Progressive Era (CR8)
"Under Jacksonian Democracy it seemed in the public interest to separate
banking and government; under Wilsonian Progressivism it seemed in the
public interest to join them." Compare the economic philosophies behind each
view and explain the conditions that brought the change from one to the other.
For the period between 1875 and 1925, explain the ways in which the
American people changed their perception of immigration, why that perception
changed, and the legislative policy revisions which followed.
To what extent did economic and political developments as well as
assumptions about the nature of women affect the position of American
women during the period 1890-1925 ? Use the documents and your
knowledge of the history of the years 1890-1925 to construct your response.
Evaluate the effectiveness of Progressive Era reformers and the federal
government in bringing about reform at the national level. In your answer be
sure to analyze the successes and limitations of these efforts in the period
1900-1920.
To what extent had the Progressive Movement all but disappeared from the
national scene by 1925.
WORLD WAR I
Week 8- February 24-26
American Pageant: Chapter 31, The War to End War
War in Europe and war on the home front, propaganda and civil liberties, the politics
behind the making of the Treaty of Versailles and its rejection by the U.S. Senate.
The American Spirit, Volume II- 31A, B, C, E
Documentary History: Chapter 21
Woodrow Wilson, War Message to Congress
Woodrow Wilson, The Fourteen Points
WWI Simulation
American Pageant: Begin Reading Chapter 32, American Life in the Roaring Twenties
The “Red Scare” and immigration issues, a mass-consumption economy, the Jazz Age
and the Harlem Renaissance, traditionalism versus modernism
The American Spirit, Volume II- 32A, B, C
Possible DBQs for World War I (CR8)
Compare and contrast how the Presidencies of Woodrow Wilson and Abraham Lincoln
dealt with the challenges of both war and peace.
It was the strength of the opposition forces, both liberal and conservative, rather than
the ineptitude and stubbornness of President Wilson that led to the Senate defeat of
the Treaty of Versailles. Using the documents and your knowledge of the period 19171921, assess the validity of this statement.
Assess the validity of this statement:
“The greatest impact of WWI was not diplomatic, economic or political. It was social
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Assess the validity of this statement:
“World War I had a revolutionary impact on the United States.”
THE 1920’S and GREAT DEPRESSION UNIT
Week 9- February 27- March 9
American Pageant: Complete Chapter 32, American Life in the Roaring Twenties
The “Red Scare” and immigration issues, a mass-consumption economy, the Jazz Age
and the Harlem Renaissance, traditionalism versus modernism
The American Spirit, Volume II- 32A, B, C
American Pageant: Chapter 33, The Politics of Boom and Bust
Isolationism in the 1920s, foreign debt and diplomacy, the coming of the Great
Depression (CR4)
The American Spirit, Volume II- 33 B, C
Brief Bio’s for nine week marking period 3 are due.
Week 10: March 17- 19
Chapter 34, The Great Depression and the New Deal
FDR and “recovery, relief, reform,” demographic changes associated with the
Depression, cultural changes in the 1930s, the Supreme Court and the balance of
political power in government
The American Spirit, Volume I- 34D, F
Dialectical Journal, Opposing Viewpoints, Chapter 5 Historical Assessments of the New Deal
American Pageant: Begin reading Chapter 35, FDR and the Shadow of War
Attempts at neutrality and isolation, diplomacy and economics of the prewar years, the
move to war following Pearl Harbor
The American Spirit, Volume II- 35A, B
Exam: American Pageant: 1920’s and Great Depression Unit (Chapters 32-34)
Assign Brief Bio’s for final Marking Period 4.
Assign Critical Book Analysis. Due at the end of Marking Period 4.
Possible Essays and DBQs for 1920’s and Great Depression (CR8)
Some historians have described the 1920s as a “watershed” in American history, the
point where “modern America” began. To what extent do you agree with this
characterization?
To what extent did the 1920's exemplify a decade of confidence, disillusionment, and
isolation? Attention should be paid to political, economic, cultural, and social issues.
The 1920's were a period of tension between new and changing attitudes on the one
hand and traditional values and nostalgia on the other. What led to the tension
between old and new AND in what ways was the tension manifested?
Historians have generally described the 1920s and early 1930s as a period of
isolationism. Assess the validity of this generalization using the documents and your
knowledge of U S History.
“The economic policies of Harding and Coolidge and not the policies of Hoover
resulted in the Great Depression.” Assess the validity of this statement.
Analyze the responses of Franklin D. Roosevelt's administration to the problems of the
Great Depression How effective were these responses? How did they change the role
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of the federal government? Use the documents and your knowledge of the period
1929-1941 to construct your essay.
WORLD WAR II UNIT
Week 11- March 21-28
American Pageant: Chapter 35, FDR and the Shadow of War
Attempts at neutrality and isolation, diplomacy and economics of the prewar years, the
move to war following Pearl Harbor (CR3)
The American Spirit, Volume II- 35 C, D
Group Outline and Presentation over “The ‘Day of Infamy’”
From Historical Viewpoints Vol. 2
American Pageant: Chapter 36, America in World War II
The war in Europe and in the Far East, the home front, changes for women and
minorities during the war, the decision to use the atomic bomb and its
consequences (CR3)
The American Spirit, Volume II- 36B
Documentary History: Chapter 24
Franklin Roosevelt, The Quarantine Speech
Franklin Roosevelt, The Four Freedoms Speech
The Atlantic Charter (CR7)
Exam: American Pageant: World War II (Chapters 34-36)
Possible Essays and DBQs for World War II (CR8)8)
To what extent was Woodrow Wilson's neutrality policy [1914-17] different than
Franklin D. Roosevelt's neutrality policy 1935-40?
Compare and contrast the attitudes of Americans toward war in 1937-1941 with the
attitudes of 1914-1917.
It is often claimed that the major American wars of the last 150 years have resulted in
the most important social and political gains of minorities and women. Evaluate this
statement with regard to the experience of minorities and women during World War II.
Use evidence from the documents and your knowledge of the period from 1941 to
1945 to compose your answer.
“The path to Pearl Harbor had the United States and Japan walking arm and arm with
both parties certain of the destination.” Assess the validity of this statement.
United States foreign policy during the period 1930-1941 was the master of events
rather than the servant of events historians have made it. Assess the validity of this
statement.
What conclusions can be drawn from the evidence about the use of the atomic bomb?
THE COLD WAR UNIT
Week 12- March 31- April 4
American Pageant: Chapter 37, The Cold War Begins
Postwar prosperity and the Baby Boom, communism and containment, diplomacy and
the Marshall Plan, the Korean War, the Red Scare, the United States as a world power
The American Spirit, Volume II- 37 A,C, D, E, G
American Pageant: Begin Chapter 38, The Eisenhower Era
Consumer culture in the 1950s, the civil rights revolution, McCarthyism, Cold War
expansion, the space race, postwar literature and culture (CR2)
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The American Spirit, Volume II- 38 A, C, E
Documentary History: Chapter 26
Brown v. Board of Education
Taking Sides Clashing Views on Controversial Issues in American History, Volume II
#14 Did the Brown decision fail to desegregate and improve the status of African Americans?
Possible Essays and DBQs for Cold War (CR8)
To what extent did the United States successfully meet the challenge of Communism
during the years 1945-1960?
American foreign policy during the administration of Harry S. Truman was a “historic
reversal” of traditional American foreign policy, so much so that the historian is justified
in calling it revolutionary. Assess the validity of this statement using the documents
and your knowledge of U S History.
Was American foreign policy during the administration of Harry S. Truman [1945-53]
the master or servant of events? Answer this question using the documents and your
knowledge of U S History.
“The Cold War was induced by the rigid policies of President Truman towards the
Soviet Union, rather than the actions of the Soviet Union itself.” Assess the validity of
this statement.
1960’s-1980’s UNIT
Week 13- April 7-11
April 7-8: American Pageant: (April 7-8) Continue Chapter 38, The Eisenhower Era
Consumer culture in the 1950s, the civil rights revolution, McCarthyism, Cold War
expansion, the space race, postwar literature and culture.
The American Spirit, Volume II- 38 E
Exam: American Pageant: Cold War (Chapters 37-38)
April 9-11 American Pageant: Begin Chapter 39, The Stormy Sixties
The Cold War continues, expansion of the war in Vietnam, the civil rights revolution and
evolution, Johnson and the Great Society, immigration and demographic changes
The American Spirit, Volume II- 39A, B, C, D, E
Documentary History: Chapter 27
John Kennedy, Inaugural Address
Martin Luther King, Jr., Letter from a Birmingham Jail
Martin Luther King, Jr., “I Have a Dream” speech
Lyndon Johnson, “The Great Society” speech
Possible Essays and DBQs for Cold War Era(CR8)
From 1900 to 1950, American Presidents promised and offered the people: “a Square
Deal”, “a New Deal”, and “a Fair Deal”. What was offered by these Presidents? Did
they offer new hope, break new ground, and offer reforms as evidence of progress for
the American people? Analyze and explain.
“On such a miserable showing as an exposer of Reds, how has Joe McCarthy created
such uproar and kept it roaring?” asked Time Magazine in 1951. How do you account
for the appeal of McCarthyism in the United States in the era following the Second
World War?
What were the Cold War fears of the American people in the aftermath of the Second
World War? How successfully did the administration of President Dwight D.
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Eisenhower address these fears?
Compare and contrast U.S. society in the 1920s and 1950s with respect to TWO of the
following:

Race relations

Role of women

consumerism
The 1920's and 1960's witnessed tremendous social upheaval, unrest and
reevaluation of our goals. Compare and contrast the 1920s and 1960s in each of the
following areas: (a) literature (b) respect for the law (c) social customs (d) foreign
policy.
Did the attitudes and policies of the United States government regarding the war in
Viet Nam (1965-1975) reflect the attitudes of the American people during the time of
the war? Why or why not? Include present-day opinions and facts about the war in
assessing this question as well as the documents.
More than any other influence of the 20th Century, the decisions of the Warren Court
[1953-69] had a revolutionary impact on American society. Assess the validity of this
statement.
Week 14- April 14-18
American Pageant: Chapter 40, The Stalemated Seventies
Rise of conservatism, economic stagnation, and crisis over presidential power,
environmental issues, feminism and the women’s movement, civil rights and affirmative
action, foreign policy and the issue of oil
The American Spirit, Volume II- 40B, D, E
Week 15- April 21-25
American Pageant: Chapter 41, The Resurgence of Conservatism
Reagan and the “New Right,” the end of the Cold War, Reaganomics, politics and the
Supreme Court, globalization, war and diplomacy in the Middle East (CR1)
The American Spirit, Volume II- 41A, B
American Pageant: Begin Chapter 42, The American People Face a New Century. The
emergence of a post-industrial economy, widening inequality, immigrants, and the future.
Exam: American Pageant: 1960’s- 1980’s (Chapters 39-41)
Week 16- April 28- May 2
American Pageant: Continue Chapter 42, The American People Face a New Century. The emergence of a
post-industrial economy, widening inequality, immigrants, and the future.
The American Spirit, Volume II- 42 F
Begin Review for AP Exam.
Possible Essays and DBQs for the 1960’s-1990’s(CR8)
The Nixon Presidency was not the abysmal failure it has been described as being. In
the not too distant future, the Nixon Presidency will be viewed by historians as the
most successful presidency in the second half of the Twentieth Century. Assess the
validity of this statement.
“Some presidents have been more successful in foreign affairs than in domestic
affairs.” Assess the validity of this generalization for TWO of the following presidents:
Richard Nixon, Jimmy Carter, Ronald Reagan, or George H.W. Bush.
Despite the massive efforts by the Johnson Administration to win a war on poverty, the
United States in 1985 could hardly be called a fulfillment of their hopes. If Johnson had
been alive in 1985 he would have been profoundly disappointed. Assess the validity of
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this statement.
To what extent and in what ways has contemporary music impacted American society
1950-1980?
REVIEW UNIT
Week 17 – May 5-13
Reviews for the AP Exam will be held. Reviews will be done in reverse order. The intent of this type of
review is to make the most distant history the most recent in the minds of the students at the time of the AP
Exam. As calendar dates may vary, in each class period 3-6 chapters will be reviewed.
Week 18- Continue APUSH Review.
Week 19- APUSH Exam scheduled Ma y 14, 2014.
Week 20- Critical Book Analysis Due.
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APUSH AGREEMENT
SIGN AND RETURN TO ME WITHIN 2 DAYS- DUE: _____________________________
I have read the AP US History course syllabus and understand this is a college level course
with all the challenges and intensity of such. I understand that the purpose of this course is
to prepare for the national AP US History Exam in May. To the best of my ability I will
 Keep up with assignments.
 Read assigned materials on a daily basis.
 Meet often with my study group, if needed.
 Maintain my integrity my placing my name only on work I have completed.
 Create a balance between my mental, spiritual, physical, and emotional being.
If I have any problems, I will contact Ms. Gaytan immediately.
_______________________________
Student Name (Print)
___________________________
Date
_______________________________
Student Signature
I am fully aware of the district policy regarding grading, taking the AP Exam, and other
pertinent AP policies and/or classroom rules/procedures outlined in this course syllabus.
___________________________________
Parent/Guardian Name (Print)
____________________________
Signature
___________________________________
Phone Number
______________________________
Alternate Phone Number
___________________________________
E-mail address
______________________________
Alternate E-mail Address
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P
I
E
C
E
People
Chapter _______
Page # From Book _______
Note Taking Area
Main Idea and details
Skip lines between main ideas
Use abbreviations
Ideas
Use only the first syllable of a word
Pol-politics
Lib-liberal
Use only the first syllable and only the first letter of the second syllable
Subj-subject
Cons-conservative
Eliminate final letters
Assoc- associate
Info- information
Intro- Introduction
Omit vowels from middle of words
Bkgd- background
Gvt- government
Events
Leave out unimportant verbs
Went, came, be
Use symbols
&@ =+?$%
Cause
Effect
Summaries
Explain the cause and effects of the people, ideas, and events included on this
page.
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