1
Advanced Placement United States History Syllabus
Dr. Garcia
APUSH has been taught for over 20 years at our school. It meets in a traditional daily,
43 minute period. The focus of the course is to provide students with a rigorous, comprehensive
study of United States history as one would find in any introductory college course. There are
high expectations for our students to master skills in time management, comprehension, class
discussions, and critical thinking and analysis.
Homework is assigned nightly and includes any or all of the following types of readings:
textbook, primary source material, excerpts from other historical sources. Assignments require
written analysis or outlining of these reading assignments. Shorter and longer writing pieces are
also regularly assigned. In addition, students may also be assigned web based work utilizing sites
such as Library of Congress, Pro Quest, PBS, and Gilder Lehrman. Unit tests are designed to
mimic the AP exam by using released multiple choice questions and Free Response Questions
(FRQs).
Local city and county history is incorporated into the course whenever possible. Outside
speakers are brought in for their expertise in various topics including the Revolutionary War, the
Vietnam War, Colonial art, The Hudson River School of Art, and the desegregation of local
schools. In addition to in class discussions, there is a strong emphasis on writing skills, especially
focusing on creating and proving thesis statements. Almost every unit of study includes
DBQ and/or FRQ assignments that require the student to either outline (more at the start of the
year) or fully write. There is often a longer term, more ‘creative’ written assignment such as The
Gilded Age University and the Civil Rights Dinner papers. After the AP exam is given in May,
students are assigned a 5-10 page research paper, usually focusing on the 20th century. Research
skills are taught while the students are working on this paper.
Course Texts
Brinkley, Alan. American History A Survey (New York: McGraw Hill, 2003) (only required)
12th ed
Supplementary texts:
Bailey, Thomas and David M. Kennedy. The American Spirit. (New York: Houghton Mifflin
Company, 1997)
Davidson and Lytle. After the Fact: The Art of Historical Detection (New York: McGraw Hill,
2004)
Zinn, Howard. A People’s History of the United States (New York: Harper Perennial, 2005)
(recommended) http://www.historyisaweapon.org/zinnapeopleshistory.html
Grading Policy
Tests and Projects= 50%
Homework= 25%
Classwork and Participation= 25%
2
Tests and Projects- Includes your performance on unit exams, quizzes, essay and research
papers, as well as certain individual and group projects.
Homework- Includes your performance on textbook assignments, worksheets, short writing
assignments, and other take-home tasks. All homework must be typed. Homework may
randomly be collected. There will be random reading verification quizzes where homework
can be used. Homework cannot be used on tests or other quizzes.
Classwork and Participation- Includes your general classroom behavior (see rules listed below)
and level of participation in daily discussions and activities.


Assignments should be turned in on time. You can hand in a maximum of two late
assignments by the end of the quarter. Each late assignment will receive a 65.
If the student is absent, it will be his/her responsibility to get the assignment or inquire
about making up tests. If you cut, you forfeit your opportunity to make up materials/tests.
Law of the Land
*BE RESPECTFUL- No name-calling; no put-downs; no laughing at the ideas of your peers; no
disruptive behavior.
*DO NOT TALK UNLESS YOU HAVE BEEN CALLED UPON- Listen and learn.
*BE IN CLASS ON TIME- Punctuality is essential.
*ARRIVE TO CLASS WITH ALL NEEDED MATERIALS- Be prepared to learn!!!
Materials
You should have a 1-inch 3-ring binder that is dedicated to this class. All of your notes,
handouts, homework assignments, and quizzes should be hole-punched and placed in this binder
throughout each unit of study. BEWARE- Random notebook checks may be conducted in order
to ensure that students are bringing the necessary materials to class.
In addition, you should have a folder at home in which you place class notes, handouts,
homework assignments, quizzes, and exams at the end of each unit. It is especially important for
you to save all of the unit exams that you take in this class. Since each exam will contain
questions from old AP examinations, they will all serve as useful study guides at the end of this
year.
Unit One European Settlement in the New World and the English Colonies
Readings:

Brinkley chapters 1, 2, 3

Zinn Chapters 1 and 2

Excerpts from summer readings
3

New York Times readings on role of Historian, History is buried in Cemeteries,

Colonial Westchester History, Slavery in Colonial New York, New York Historical
Society’s Website on “Slavery in Colonial New York”

Excerpts from Buried Stories

Lessons from African Burial Ground by New York Historical Society.

Assignments and Activities:

Class discussion of role of “Historian” and what factors impact the record upon
which “History “ is determined

Class discussion on how “History is buried in cemeteries” and how cemeteries
reflect a change in cultural evolution (CR 2)

Viewing of tombstones from local area and apply the knowledge learned to
“dating” the tombstones and cemeteries (CR 2)

Class discussion on the importance of slavery based upon readings

Analysis of documents and charts/graphs/data about the evolution of slavery in

Colonial New York (CR 7)

Assignment to explore the Websites for the major colonial historical restorations and
compare and contrast how they have presented and integrated slavery and enslaved
people into their site and their restoration. ( CR 6, CR 7)

Essay assignment: Prove the thesis: “Slavery grew to be an essential piece of colonial

New York City’s development, as well as the development of colonial America.”
(CR 6, CR 8)

View PowerPoint on colonial history of White Plains and Westchester County
(created by the teacher)

Lecture on colonial development and the impact of Puritans upon NE society

Class discussion of the major beliefs of Puritans and their impact upon the social,
political and economic development of New England
Unit Two Road to Revolution and the American Revolution
Readings:
· Brinkley Chapters 4 & 5
· Zinn Chapter 5
4
Assignments and Activities:

Lecture on development of political institutions within English colonies

Lecture on the sequence of events that led to American Revolution

Presentation on the Battle of White Plains and the Battle for New York City

Analysis of the Declaration of Independence for its philosophy and class discussion
whether the grievances of the American colonies were “ justified”. (CR 1)

Class discussion of the “benefits” the Americans gained from being an English
colony.

DBQ essay assigned- 2004 AP-French & Indian War (CR 8)

DBQ essay assigned American Revolution 1999; 2005 (CR 8)

Exploration and description of the Battle of White Plains 1776.

Use excerpts from Africans in America: Venture Smith; PBS Race: Power of an
Illusion.

Test: Units 1,2:

Multiple choice questions from AP released test banks and a
Thematic essay (from released AP tests)( CR 8)
Unit Three: US Constitution & Early Republic
Readings:

Brinkley Chapter 6

NY Times article on NSA Wiretaps without Warrants

Excerpts from The Negro President by Garry Wills

Assignments and Activities:

Analysis of the Articles of Confederation by using documents DBQ assigned
which asked students to prove that the Articles of Confederation failed (CR 7,CR 8)

DBQ essay-1985 and / or 2009 Part B (FRQ)- The Articles of Confederation. (CR 8)

Lecture on structure of US Federal Government and how it was created to “balance
increased federal power and protect civil liberties”

Group work and discussion of differences between equality, liberty and right of
property. Exploration of how they are often in opposition to each other.( CR1)

Analysis of Federalist Papers #10, 78, 51 (CR 6)
5

Analysis of Garry Wills’ thesis about the “Slave Power” and the 3/5 Compromise’s
impact upon regional power during early 1800s.

Lecture on the Administration of Washington and Hamilton’s economic plan.

Discussion of which groups benefited from this proposal and how he had used “the
debt as a cement of union.” ( CR 1)

Lecture on the Presidency of John Adams and the Alien and Sedition Acts.

Comparison made between Adam’s actions and Bush’s actions in the war on terror.
(CR 1 ,CR 3)

Analysis of the Sedition and Alien Act.( CR 6)

To illustrate the conflicts inherent in the constitution and the use of powers;

Classroom presentation and discussion dealing with Pres. Bush’s use of the NSA and

Guantanamo Base in dealing with suspected and confined terrorists suspects. (CR 1,
CR 5)

Classroom discussion on whether “torture is an appropriate/justified method to be
used “ to win the war against terror.” (CR 5, CR 1)

Analysis of the differences between Liberals and Conservatives and of the political
spectrum. Analysis of Democratic and Republican Party beliefs 2007. Discussions
about the inherent inconsistencies found in both a Liberal and Conservative
positions/beliefs. (CR 1)

Analysis of 2000 Census data and information on reapportionment to predict future
trends in the strength of Democratic and Republican parties. (CR 7 )
Unit Four Jefferson and Marshall
Readings:

Brinkley Chapter 7; Chapter 8

Excerpts from Slavery at Monticello by Lucia Stanton

NY Times article on Sally Hemmings

Excerpts from In the Heart of the Sea; The Tragedy of the Whaleship Essex by Nathaniel
Philbrick

Assignments and Activities:
6

Discussion of the recent discoveries concerning Sally Hemings and its “importance.” (CR
6)

Assignment; Read Jefferson’s First Inaugural Address and decide what political party
he would support today. (CR 1)

Lecture on the importance of the Marshall Court. (CR 1)

Lecture on the Presidency of Jefferson and his impact upon the office.

Discussion: Why is Pres. Jefferson called an enigma? Was he consistent with his
political beliefs? (CR 1)

Use Lewis and Clark Video and discuss the struggle of the decision

Use excerpts from PBS: Race: Power of an Illusion
Unit Five War of 1812, Election of 1828

Readings :

Brinkley Reread: Chapter 7 pg. 209-213; Chapter 8 p.228-230

Excerpts from Five Points by Tyler Anbinder

Assignments and Activities:

Lecture on causes and results of War of 1812

American Nationalism lecture

Lecture on Westward Expansion

‘Era of Good Feelings’ Use AP exam 2002 AP Form B

Discussion of the Second Great Awakening and the question : Are we in the midst of
a Third Great Awakening?

Test: Units 3-5
Unit Six Age of Jackson

Readings:
Brinkley Chapter 9

Assignments and Activities:
·
DBQ –Jacksonian Democracy (CR 8)
·
Discussion of differences between Jeffersonial and Jacksonian Democracy
7

Tech assignment evaluation of The Hermitage’s Website as it relates to the portrayal of
slavery and enslaved persons.
Unit Seven Changing Economy of the North
Readings:

Brinkley Chapter 10

Assignments and Activities:

DBQ Women and the Cult of Domesticity (CR 8)

Group work analysis of documents relating to transportation revolution and the
impact of the Erie Canal on travel time and New York City

Presentation on development of Croton Dam (local history) and the water system to
supply New York City. PPT
Unit Eight: Slavery and the South
Readings:

Brinkley Chapter 11

Zinn, Chapter 9 up to page 184

Primary sources on slave stories

Assignments and Activities:

Quilt of stories where each student readings from a primary source excerpt in a noninterrupted fashion to create a quilt of stories (CR 6,CR 2 CR 5)

Watch video ”Africans in America”, Ken Burn’s Civil War series

Reading verification quizzes

Free Response Questions
Unit Nine: Antebellum Culture and Reform

Readings :
·

Brinkley Chapter 12
Primary source excerpts from William Lloyd Garrison, Susan B. Anthony, Utopian
Societies, Frederick Douglass

Assignments and Activities
Compare Northern and Antebellum culture and society through reform
movements.(CR2)
8
Examine 19th Century reform movements, Romanticism, Utopianism,

Transcendentalism and compare with 21st century reform movements.(CR6)
Divide the class into groups with each group representing one of the 19th Century
movements and they are to gather information and then share the information about
their movement with the class(CR 2)
Primary sources will be handed out to each group and the jigsaw method will be
used.
Reading verification quiz on Chapter 12

·
Written assignment on comparison of reform movements
·
Creative assignment where each student takes a characteristic of the Northern or
Antebellum culture and illustrate this characteristic in a creative way.
·
Test Units 6-9
Unit Ten: Westward Expansion and the Coming of the Civil War

Readings:
o Brinkley Chapter 13
o Zinn Chapter 8
o Primary sources :

Sullivan’s view of Manifest Destiny

Diaries of people who traveled westward.

Turner Thesis

Mexican American War 1848

Assignments and Activities:
o Discuss Texas annexation and the Mexican-American

War with an examination of the role that America plays in the origin of this war.
Compare to other wars.(CR3,4,5)

Describe the chronological events of the 1850’s to evaluate why the Civil War begins at
the end of this decade.(CR1,2,4)
o Debate the main cause of the Civil War including different sectional
perspectives(CR7,8)
o Comparison of the Mexican War and the Vietnam War(CR 6)
o Reading verification Quizzes
9
o Venn diagram of Brinkley and Zinn
o Essay on the main cause of the Civil War
o 2009 Form B DBQ (CR 8)
Unit Eleven: The Civil War

Readings:
o Brinkley Chapter 14

Zinn, pg. 184-193; 228-235
o Primary Sources:

Handouts on the constitutional issues of the Civil War. Buchanan

Lincoln’s Response to the secession of South Carolina

Diary of Isaac Hirsch(Relative of history teacher at WPHS who fought in the

Civil War)

Assignments and Activities:

Examine federal government’s response to the secession movement and the attack at

Fort Sumter.(CR 1)

Discuss the advantages and disadvantages for the North and the South as a reflection

of the economic and social differences.(CR2,3)

Discuss the role of women and African Americans during the Civil War

Evaluate Lincoln’s role of expanding presidential power during wartime.

(CR 1, 6, 7)

Essay on the Main Cause of the Civil War

Free response questions on the Civil War (CR8)

Venn diagram of Brinkley and Zinn
Unit Twelve: Reconstruction

Readings:
o Brinkley Chapter 15
o Zinn, pg. 193-205

Historiography of Reconstruction and Eric Foner’s summary on Reconstruction (CR 6)

Assignments and Activities:
10

Examine the Radical Republicans view of Reconstruction, President Johnson’s view and
the Southern perspective(CR2, CR7)
o Discuss the conditions of the Freedmen and the establishment of Jim Crow
laws/segregation.(CR2,CR4)

Evaluate the emergence of the first Civil Rights movement: DuBois, Washington and
Wells.(CR2, CR7)
o Essay on “Is There a Need for a Third Civil Rights Movement?”
o Reading verification quizzes on readings
FRQ 2008 Part C (CR 8)
o Test units 10-12
Unit Thirteen: Industrialization and its impact on the West and Native Americans

Readings:
o Brinkley Chapter 16
o Primary Source Material:

Conflict of Native American culture and the white culture with excerpts from
each culture to illustrate these differences

Assignments and Activities:

Use films to illustrate the cultural conflict and examine Hollywood’s presentation of
Native Americans(CR2, CR5, CR7 )
o Group activity that will focus on the readings on the clash of culture (CR2, CR7 )
o Reading verification quizzes
o Free Response Essay Questions
Unit Fourteen: Industrialization and its Impact on the Cities

Readings:
o Brinkley Chapter 17 and Chapter 18
o Zinn, chapter 11
o Primary Sources:

Leaders of the Gilded Age

Labor Unionists

Immigrants’ stories

Mass Culture
11

Urbanization

Assignments and Activities:

Debate whether the business leaders were captains of industry or robber barons?(CR 4 )

Examine business organizations during the Gilded Age with business organization in the
21st century (CR 4,5)

Discuss urbanization during the Gilded Age and compare to urban areas in the 21st
century. Use the Tenement Museum website (CR2,4 )
o Discuss the term ”Gilded Age”(CR5 )

Development of American culture in the late 19th century and examine mass culture
today.(CR 5 )
o Reading Verification quizzes
o Gilded Age (2003 Part C #4)
Unit Fifteen: Reactions to Industrialization

Readings:
o Brinkley: Reread: Chapter 17 p. 472--485; chapter 19; chapter 21; chapter 22 p.
592-598
o Zinn chapter 11 p. 261-276, chapter 13

Assignments/Assessments:
o 2003 DBQ Form B Progressive Reforms
o Industrial response: Trace successes and failures of labor unions using 2000

DBQ 2007 Part C #4 (CR 4,8)

Farmers’ response: Discuss emergence of Populist party, and impact of 3rd parties on US
political system (include Bull Moose, Ross Perot, Green Party)
o Urban response: Progressive Hall of Fame simulation (CR2,5)
o Test units 13-15
Unit Sixteen: Foreign Affairs 1880’s-1919
Readings
o Brinkley chapter 20, chapter 22 p. 604-609, chapter 23 until p.619
o Zinn chapters 12, 14
o “Joseph Pulitzer Demands Intervention” & “William Randolph Hearst Stages a
12

Rescue” from The American Spirit by Bailey and Kennedy
o Discovering America’s Past chapter 5

Assignments/Assessments:

Imperialism: lecture and discussion regarding the debate about imperialism, focusing on
Bailey and Kennedy readings (CR 3, 7); discussion of American imperialism today using
contemporary readings (CR 7)

WWI: mini debate in class on US entering war; discuss homefront propaganda and
Schenk v US; lecture/discuss Wilson’s idealism vs reality of Versailles and Wilson
vs. Congress (CR1, 3, 5)
o 2x 1 page papers on debates regarding US imperialism and US entry into WWI
Unit Seventeen: The Roaring 20’s

Readings
o Brinkley chapter 23 (p. 621-638) & chapter 24

Assignments/Assessments:
o Overview of decade (time of change): lecture/discussion (CR 2,4)

Reaction to changes: Group presentations of “You are There”. Students are divided into
various groups corresponding to different important aspects of the decade (women’s
roles, prohibition, Scopes trial, etc) and present a 5-10 minute sketch based on the “You
are There” series.
o Harlem Renaissance: Presentation of Jacob Lawrence’s Migration series (CR 2)
o Group work paper on topic
o Individual paper critique of You Are There show (CR 8)
o Test units 16 & 17
Unit Eighteen: The Great Depression and the New Deal
Readings:
o Brinkley chapters 25, 26
o Zinn chapter 15

Assignments/Assessments:
o 2003 DBQ: Roosevelt & New Deal (CR 8)
o Great Depression: show parts of PBS series
o New Deal
13
o Overview of programs: lecture/discussion (CR 1)

Eleanor Roosevelt: Read letters from kids to her; compare with kids’ issues today: what
would kids today write to the first lady about? Also, role of first lady (CR 7)
o Legacy of New Deal: lecture/discuss
Unit Nineteen: WWII

Readings
o Brinkley chapters 27, 28
o Zinn chapter 16

Assignments/Assessments:
o Why join: lecture/discuss
o Home front: create propaganda posters extolling important behaviors on the
home- front

Japanese internment: Read Hearings before the select committee investigating National
defense migration from Fenton; display large photos of internment camps (CR 5, 7)
o Atomic bomb: mini debate in class
o 1 page paper mini debate on dropping atomic bomb
o Home-front propaganda posters
Unit Twenty: Cold War Abroad and at Home

Readings

Brinkley chapter 29, chapter 30, p. 788-797; chapter 31, p. 832-846, chapter 32,
p. 869-873

Assignments/Assessments:

Group powerpoint presentations on US Cold War involvement in various global regions
(Asia, Middle East, Europe, Latin America, home)
o Diplomacy during the Cold War: lecture/discuss (CR3)
o Vietnam: overview lecture/discussion
o In class FRQ: writing on Cold War (CR 8)
o Test units 18-20
Unit Twenty One: US Culture and Domestic Politics of the 1950’s & 1960’s

Readings:
14

Brinkley: chapter 30, chapter 31, chapter 32

Assignments/Assessments:
o The 1950’s: lecture/discuss themes of 1950’s; show parts of Eyes on the Prize
The 1960’s (social): Eyes on the Prize (CR 2)
o Politics: lecture/discuss War On Poverty, Warren Court (CR 1 )
o 2007 DBQ Form B (Lyndon Johnson 60s-70s)
Unit Twenty Two: Civil Rights for African Americans and Other Groups
Readings:
o Zinn chapter 17 & 19

Assignments/Assessments:

Civil Rights for African Americans: overview lecture and powerpoint presentation of
highlights of the movement (CR 1,2)

Dinner party presentation: each student is an active member of either the movement for
African American civil rights or of another group that was active during and after that
time (women, Hispanics, gays, etc.) Each participant will give a 23 min speech as an
answer to the question: where do we go from here? This paper must also describe this
person’s contribution to the their movement. (CR 2)
Show parts of Eyes on the Prize
o Civil rights for other groups: Powerpoint/lecture/discussion (CR 2)
o Paper on their person’s contribution to civil rights
o Paper comparing their person to two others who presented at the dinner
o Test units 21 & 22
Unit Twenty Three: 1970’s-1990’s

Readings
o Brinkley chapters 33-34
o Zinn chapter 20

Selected readings on Presidents from Carter to Clinton

Assignments/Assessments:

1970’s: Lecture/discussion of events during this decade; discuss article on Nixon,
especially focusing on Watergate; Lemann’s article in light of 9/11/01 (CR 1, 4)
15

1980’s: Lecture/discussion of events during this decade; discuss article on Reagan,
especially focusing on economic impact and end of Cold War: How much credit should
Reagan get for ending Cold War? (CR 3, 4);

1990’s: Lecture/discussion of events during this decade; discuss article on Clinton,
especially focusing on impeachment (remind Johnson) and economic impact (CR 1, 4)