Advanced Placement United States History
Southwest High School
APUSH 2013-2014 Syllabus
Brian Meyer
Email: bmeyer@mpls.k12.mn.us
Course Description:
APUSH is a full year survey course in United States History from its origins to 2001. The course seeks to explore
major issues, turning points, and people in U.S. History. The introductory college level course will challenge students
to develop their historical skills through reading, speaking, writing, debating, and presenting.
Key facts and the gathering of data, using multiple resources bring a better understanding of the events by historians
and literary works of a period in time. By collecting multiple resources, the student moves from one perspective to
another perspective, from one story to another story; searching for truth through the process of historical analysis.
Students study past foundations of the people, places and events of United States history, using the ideas and
concepts of the time period through the use of primary sources, as well as a variety of secondary interpretations.
Students will practice and engage in substantive conversation about history consistently
It is not only the gathering of data that is important as a historian, but the development of critical thinking skills and
the ability to create a thesis statement, analyze content material, and draw a logical conclusion through the use of
inductive or deductive reasoning. Students will practice the discipline of history, understanding the impact of cause
and effect and cycles over time. Students learn to become the critical thinker, obtaining their own valid view point
according to the available source and/or sources.
Solid reading and writing skills, along with a willingness to devote considerable time to homework and study are
necessary to succeed. Emphasis is placed on critical and evaluative thinking skills, essay writing, interpretation of
original documents, and historiography.
Course Objectives:
Students will:
•
master a broad body of historical knowledge
•
demonstrate an understanding of historical chronology
•
use historical data to support an argument or position
•
differentiate between historiographical schools of thought
•
interpret and apply data from original documents, including cartoons, graphs, letters, articles, etc..
•
effectively use analytical skills of evaluation, cause and effect, compare and contrast
•
work effectively with others to analyze and solve problems
•
prepare for the AP US History Exam
Class Expectations:
1.
2.
3.
4.
5.
6.
Brian Meyer
Be present and on time for daily lesson.
Be prepared with books and relevant materials every day.
Complete and turn in assignments on time.
Respect an academic learning environment for everyone.
Cell phones and electronic devices turned off and put away in back pack.
Bottled water is acceptable, no food or beverages in class.
Friday, August 23, 2013 11:22:46 AM Central Daylight Time
THEMES OF AP US HISTORY COVERED IN THIS COURSE
1. 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.
2. American Diversity – diversity of U.S. people and relationships among different groups. The
role of race, class, ethnicity, and gender in the history of the U.S.
3. American Identity –views of the American national character & ideas about U.S. exceptionalism.
Recognizing regional differences within the context of what it means to be an American.
4. Demographic Changes – political, social, economic implications – 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.
5. Economic Transformation – changes in trade, commerce, and technology across time. The
effects of capitalist development, labor and unions, and consumerism.
6. Environmental Issues – ideas about the consumption and conservation of natural resources.
The impact of population growth, industrialization, pollution, and urban and suburban expansion.
th
7. Globalization – engagement with the world from the 15 century to present: colonialism,
mercantilism, global hegemony, development of markets, imperialism, cultural exchange.
8. Politics & Citizenship – colonial and revolutionary legacies, U.S. political traditions, growth of
democracy, & development of the modern state. Defining citizenship; struggles for civil rights.
9. Religion in the U.S. – the variety of religious beliefs and practices in America from prehistory to
st
the 21 century; influence of religion on politics, economics, and society.
10. Slavery and its impact and legacy – systems of slave labor and other forms of unfree labor
(e.g., indentured servants, 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.
11. Social & Political Movements and Reforms – includes anti-slavery, education, labor,
temperance, women’s rights, civil rights, gay rights, public health, and government.
st
12. War & Diplomacy – armed conflict from the pre-colonial period to the 21 century; impact of war
on American foreign policy and on politics, economy, and society.
Brian Meyer
Friday, August 23, 2013 11:22:46 AM Central Daylight Time
2
AP United States History Course Sequence
Each unit also utilizes discussions of and writing about the related historiography: how interpretations
of events have changed over time, how the issues of one time period have had an impact on the
experiences and decisions of subsequent generations, and how such reevaluations of the past
continue to shape the way historians see the world today. These discussions are woven, throughout
the course, but several are explicitly presented below.
Students will be required to complete one to two chapters per week: Cornell Notes/Chapter Summaries
and assigned chapter study group questions. There will be Document Based Questions (DBQ) and/or
Free Response Questions (FRQ) for each unit of study, as well as frequent discussions/seminars.
First Semester
Week 1
Introduction to APUSH course syllabus, Cornell Notes /Homework Assignments.
In-class lesson- patterns of indigenous life
Secondary source readings:
•
America Before Columbus (Individual responses and classwide discussion: Compare and Contrast
cultural views of Native Americans and Europeans in regards to property, land use, spirituality, warfare,
and nature)
•
“American Exceptionalism (Individual responses and small group discussions: What does it mean to be
exceptional? Is America an exceptional nation? What viewpoint does the author hold? What evidence
does the author use as proof?)
Week 2
American Pageant Chapter 1, New World Beginnings- Cornell Notes and summaries
Primary Source Readings:
•
Columbus, Excerpts from his log, Aztec Account of the Conquest of Tenochtitlan, Excerpts from Las
Casas, A brief Account of the Devastation of the Indies (Individual responses and classwide
discussions: What happens when people of different cultures first encounter one another? What
pressures motivated Columbus and his men? How did the natives perceive the Europeans? How did
the conquistadores justify their actions? What was the impact of Las Casas’ memoirs?)
Week 3
American Pageant Chapter 2, The Planting of English America- Cornell Notes and summaries
American Pageant Chapter 3, Settling the Northern Colonies- Cornell Notes and summaries
In class lesson and discussion topics: What prepared and motivated the English to colonize in the New
World? How were Jamestown and Plymouth similar and how were they different? How did interactions with
Native Americans proceed in the northern and southern colonies?
Supplementary Secondary Source reading: Africa on the Eve of Contact (Nash)—(Brief FRQ writing
practice. Write a thesis sentence and offer bullet point support for the following questions: In what ways
were the civilizations of West Africa advanced? Compare and contrast African tribal slavery to European
enslavement of Africans in the Americas.)
Primary Source Readings:
Brian Meyer
Friday, August 23, 2013 11:22:46 AM Central Daylight Time
•
The trial of Anne Hutchinson- Why was Hutchinson accused of witchcraft? What arguments did
Hutchinson use to defend herself? What does the trial tell us about the power of the ministers in
Plymouth? What does the trial tell us about the status of women in Plymouth?
Week 4
th
American Pageant Chapter 4, American life in the 17 Century- Cornell Notes and summaries
Class lesson: Puritan and Anglican theology, the English Civil War and the Glorious Revolution (religion,
rebellion, and rights in England and in the colonies)
Primary Source Reading:
The Trial of Anne Hutchinson (Individual responses and small group discussions- What crimes was
Hutchinson accused of? What arguments did Hutchinson use to defend herself? What does the trial tell us
about the power of the ministers in New England? What does the trial tell us about the status of women in
New England?
Week 5
American Pageant Chapter 5, Colonial Society on the Eve of Revolution- Cornell Notes and summaries
American Pageant Chapter 6, The Duel for North AMERICA
Exam Review, including DBQ instructions
Exam One (Chapters 1-6 and supplementary lessons)
Day One- Multiple Choice
Day Two- Group DBQ (To what extent do you agree with the idea that the English colonies set the
tone for representative democracy, civil rights, and economic opportunity in America? Groups of
three analyze documents and prepare a prewriting plan--thesis sentence, topic sentences, and
offer bulleted references to support from document and from outside knowledge)
Week 6
Lecture and supplementary reading: Causes of the American Revolution
Primary Source Reading:
The Declaration of Independence (Students rewrite the first two sections in modern student language, then
interpret and analyze 5 grievances from the list)
Week 7
Continental Congress Project
•
Students are placed in groups, assigned an issue (e.g. Taxation without Representation or the
Proclamation Line Act) and assigned the loyalist or the rebel viewpoint. They will research, prepare
arguments, create a thesis-structured powerpoint presentation, and try to convince their classmates.
After each issue has been presented from each perspective, the class/Continental Congress will vote
on whether or not to declare independence from England)
•
Students note strength of arguments, ask follow-up questions, and vote accordingly
Week 8
American Pageant Chapter 8, America Secedes from the Empire- Cornell Notes and summaries
Brian Meyer
Friday, August 23, 2013 11:22:46 AM Central Daylight Time
American Pageant Chapter 9, The Confederation and the Constitution- Cornell Notes and summaries
Class supplementary lessons- What were the strengths and weaknesses of the Revolutionaries and the
British considering morale, financing, allies, military factors, and strategies? What roles did women, African
Americans, and Native Americans play in the war?
DBQ- To what extent did the American Revolution fundamentally change American society (from AP
Exam 2005)
Week 9
American Pageant Chapter 10, Launching the New Ship of State- Cornell Notes and summaries
Class lecture and supplementary activities for Chapter 11- The Triumphs and Travails of the Jeffersonian
Republic
Small group debates: Democracy vs. Republic, Local vs. Centralized Government, Proportional vs. Direct
Congressional Representation,
Primary Source Readings:
The Articles of Confederation (individual analysis and class discussion about the strengths and weaknesses
of each of the ten articles)
Washington’s Farewell Address (Small group discussion: Do you agree with his warnings about foreign
entanglements and political parties?)
Week 10
Extra Credit Packet: The Mechanics of the Federal Government (Branches- powers and responsibilities,
Checks and Balances, the Bill of Rights)
Exam 2 Review
Exam 2 (Chapters 7-11 and supplementary lessons)
Day 1- Multiple Choice
Day 2- FRQ (Choices: Analyze the ways in which British policies from 1763-1776 intensified
colonial resistance to British rule and their commitment to republican values; Analyze the political
diplomatic, and military reasons for the rebel victory in the Revolutionary War; To what extent dod
political parties contribute to the development of national unity in the U.S. between 1790 and
1820?)
Week 11
American Pageant: Chapter 13, The Rise of a Mass Democracy- Cornell Notes and summaries
American Pageant: Chapter 14, Forging the National Economy- Write 10 thesis sentences in response to
ten questions concerning topics from the chapter
Instructor-led lessons and class-wide discussions:
Jacksonian democracy and the Whigs, national policy toward
American Indians, the era of the “common man”, Manifest Destiny, expansion through
The Texas revolution, slavery and sectionalism, the rise of the market economy, immigration and the
increase in nativism, women in the workplace, the factory system, the Transportation
Brian Meyer
Friday, August 23, 2013 11:22:46 AM Central Daylight Time
Revolution
Primary Source Readings:
Indian Removal- excerpts and quotes from Andrew Jackson’s annual address, the Cherokee Protest to the
Treaty of Ocheta, article from the Philadelphian condemning removal of the five civilized tribes (Small group
debates; conjecture: the Five Civilized Tribes were removed for their own safety and the security of their
cultures---students are placed in the pro or con sides)
Week 12
Lecture Topic: Money, Banking, Tariffs, Nullification, and Secession threats before the Civil War
Writing activity: Don’t Mess With Texas (students must write the story of the Texas rebellion against Mexico
and the creation of the Lone Star Republic from the perspective of the Mexican government or its people.
Week 13
American Pageant: Chapter 15, The Ferment of Reform and Culture- Cornell Notes and summaries
Class discussion topics: How did the Second great Awakening impact politics, sectionalism, reform
movements, literature, and expansion?
Week 14
American Pageant: Chapter 16, The South and the Slavery Controversy- Cornell Notes and summaries
Class-wide Image analysis: painting of harvesting Cotton on p. 352, maps of cotton land expansion on p.
354, photos of the slave trade on p. 357, painting of slave auction on p. 359 (How was slavery justified?
How did cotton extend the slave system? What were the worst aspects of the slave trade?)
Primary Source Readings:
Slave spirituals, with music from Youtube
Class lecture: Whigs and Democrats- views on slavery, expansion, and government projects
Individual creative writing: Create catchy slogans promoting the stance of the Whigs and Democrats on the
issues of the era
DBQ- Slave Agency vs. Oppression: To what extent was slavery dehumanizing?
Week 15
Direct Instruction- the Mexican American War, Manifest Destiny, and the question of the expansion of
slavery
Primary and Secondary Source Readings:
Viewpoints of the Mexican War- excerpts from two American textbooks, two Mexican textbooks, newspaper
articles from the period from Mexico and the U.S., and excerpts from U.S. Congressmen (Individual
analysis: What caused the Mexican American War? What were the results of the war, in terms of
diplomacy, territory, and human life? How did the two sides view one another?)
Brian Meyer
Friday, August 23, 2013 11:22:46 AM Central Daylight Time
Week 16
American Pageant: Chapter 18, Renewing the Sectional Struggle- Cornell Notes and summaries
American Pageant: Chapter 19, Drifting Toward Disunion- Cornell Notes and summaries
Video Lesson: Sectionalism and Compromises
Group work: Charting the Compromises from a sectional and slavery focus (Great Compromise, Missouri
Compromise, Compromise of 1850, Popular Sovereignty “Compromise”)
Primary Source Readings:
Plot summary and quotes from Uncle Tom’s Cabin (Class discussion- How did it enflame southern anger?
How did it make the cause of abolition more mainstream? How can the recreational media affect social
change?)
Quotes from the letters, debates, and speeches of Abraham Lincoln (Individual written analysis- How did
Lincoln’s views concerning slavery, abolition, and equality of the races evolve? How do the documents
exhibit Lincoln’s skills as a politician? Was Lincoln a racist?)
Week 17
American Pageant: Chapter 20, Girding for War- Cornell Notes and summaries
Class-wide analysis: the Election of 1860 (Why so controversial? How did the results illustrate the depth of
sectionalism?)
Small group thesis and support points writing: Why did the South feel confident going into the war? What
caused the outpouring of volunteers on both sides at the outset of the war? Compare and contrast the
strategic plans of the Union and the Confederacy.
Winter Break December 22 – January 2
Weeks of January 2 and January 7
Week 18
American Pageant: Chapter 21, The Furnace of Civil War- Write thesis sentences for 10 questions
Class discussion: Why was the Confederacy winning at first? What was significant about the Battle of
Antietam? What roles did African Americans play in the Civil War? Why was the Civil War so costly in
human lives? Why did the Union ultimately win?
Primary Source Reading:
Lincoln’s second Inaugural Address (Why is the speech so short? What is his hope for the resolution of the
Civil War? How is he implicit and explicit in his statements about slavery?)
Weeks 19 and 20
Small Group research and presentations: The Reconstruction Era (topics include the Black Codes and the
Jim Crow Laws, the Southern Redeemers and the KKK, the Freedman’s Bureau, the Freedmen in Politics,
Freedmen in Society and the Economy, Radical vs. Moderate Republicanism, and Federal Military
Occupation
Presentations must include primary quotes, photos, cartoons, etc. as well as analysis
Students take notes and ask questions during presentations
Brian Meyer
Friday, August 23, 2013 11:22:46 AM Central Daylight Time
Week 21
Small Groups analyze primary documents illustrating the issues of the Gilded Age (Political corruption, Jim
Crow, Chinese immigration and exclusion, and Populism)
Week 22
American Pageant: Chapter 24, Industry Comes of Age- Cornell Notes and summaries
American Pageant: Chapter 25, America Moves to the City- Cornell Notes and summaries
Week 23
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
Documentary History: Chapters 17-18
Frederick J. Turner, The Significance of the Frontier in American History
Samuel Gompers: “Letter on Labor in Industrial Society”
Booker T. Washington, “Atlanta Exposition Address”
Populist Party Platform
Chapter 26 Homework due
DBQ Quiz-in-class: Captains of Industry
DBQ Seminar
Week 24
American Pageant: Chapter 27, Empire and Expansion
Documentary History: Chapter 19
Alfred T. Mahan, The United States Looking Forward
Theodore Roosevelt, Corollary to the Monroe Doctrine
American Pageant: Chapter 28, Progressivism and the Republican
Roosevelt, Progressive reform and the trusts, demographics
of urbanization and the resulting political impact, “Dollar Diplomacy”,
environmental issues.
Chapter 27/28 Homework due
Unit Test Chapter 25-28
Week 25
Chapter 29: Wilsonian Progressivism at Home and Abroad.
The New Freedom versus the New Nationalism, Progressive
Economic reform, diplomacy of neutrality.
Recent scholarship: Wilsonianism, Idealism, Pragmatism
Documentary History: Chapter 20
Theodore Roosevelt, “The New Nationalism”
Woodrow Wilson, The Old Order Changeth
American Pageant: Chapter 30, The War to End War
Documentary History: Chapter 21
Woodrow Wilson, War Message to Congress
Woodrow Wilson, The Fourteen Points
Brian Meyer
Friday, August 23, 2013 11:22:46 AM Central Daylight Time
Chapter 29/30 Homework due
Week 26
American Pageant: Chapter 31, American Life in the Roaring Twenties
Chapter 32: The Politics of Boom or Bust
Isolationism in the 1920s, foreign debt and diplomacy, the coming of
the Great Depression
Documentary History: Chapter 22
Herbert Hoover: “Rugged Individualism”
Chapter 31-32 Homework due
Week 27
American Pageant: Chapter 33, 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.
Recent Scholarship: The Nature of the New Deal
Documentary History, Chapter 23
Franklin Roosevelt, First Inaugural Address
N.L.R.B. versus Jones and Laughlin Steel Corporation
Chapter 33 Homework due
FRQ Quiz / Seminar
Week 28
American Pageant: Chapter 34, FDR and the Shadow of War
Attempts at neutrality and isolationism, diplomacy and economics of the
prewar years, the move to war following Pearl Harbor.
Chapter34 Homework due
FRQ Quiz-in-class/Seminar
Week 29
Chapter 35, 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.
Documentary History: Chapter 24
Franklin Roosevelt, The Quarantine Speech
Franklin Roosevelt, The Four Freedoms Speech
The Atlantic Charter
Test Chapter 29-34
Test format will include both multiple choice and essay questions to be completed in class
Brian Meyer
Friday, August 23, 2013 11:22:46 AM Central Daylight Time
9
Week 30
American Pageant: Chapter 36, 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.
Recent Scholarhsip: The Origins of the Cold War
Week 31
Quarter 3 Review Activities
Presidential Review of Events Handout due Qtr 4 – (Presidents 22-44)
Chapter 37, The Eisenhower Era
Consumer culture in the 1950s, the civil rights revolution,
McCarthyism, Cold War expansion, the space race, postwar
Literature and the culture.
Documentary History: Chapters 25 and 26
George Kenman, Sources of Soviet Conduct
William Faulkner, Acceptance Speech for the Nobel Prize
Brown versus the Board of Education
Dwight D. Eisenhower, Farewell Address
Chapter 37 Homework due
Test format will include both multiple choice and essay questions to be completed in class,
in class DBQ on civil rights in the 1960s
Spring Break – March 29 – April 6
Week 32
American Pageant: Chapter 38, 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
Chapter 39: The Stalemated Seventies
Rise of conservatism, economic stagnation, crisis over presidential
Power, environmental issues, feminism and the women’s movement,
Civil rights and affirmative action, foreign policy and the issue of oil
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 B. Johnson, The Great Society Speech
Chapter 38/39 Homework due
Brian Meyer
Friday, August 23, 2013 11:22:46 AM Central Daylight Time
Week 33
American Pageant: Chapter 40, 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.
Documentary History: Chapters 28-29
NOW Statement of Purpose
American Pageant: Chapter 41, America Confronts the Post Cold War Era
The Clinton era, post Cold War politics and foreign policy, the contested
Election of 2000, the attack on the World Trade Center and America post 9/11
Chapter 40/41 Homework due
Week 34
Chapter 42: The American People Face A New Century
Demographic changes, changes in the family, immigration and related issues,
a multicultural society, the high tech economy, America in a global context.
Documentary History: Chapters 30 and 31
George W. Bush, Washington National Cathedral Prayer Services,
September 2001
George W. Bush, Joint Session of Congress, September 2001
Rudy Giuliani, Farewell Address, 2001
Chapter 42 Homework due
Presidential Review of Events – (Presidents’ Quiz 22-44)
Test Format will include both multiple choice and essay questions to be competed in class
Week 35 – APUSH Final Review Activities – Practice Exams
Week 36 - APUSH Final Review Activities
Week 37- APUSH Final Review Activities
Week 38- APUSH Final Review Activities
May 14- APUSH EXAM
Weeks 39-42 APUSH Personal Connections to American History project – May 15– June 6
Grading Procedures:
Students are responsible for reading, Cornell note-taking, and reviewing chapter guiding questions as
well as the assigned activities on each of the documents and handouts. Students are assessed weekly
by reviewing responses to chapter questions, checking chapter notes, as well as performance on tests
and papers. Periodically student essays, seminars, reports, or presentations will be required. All essays
will be scored according to the AP US History rubric.
Brian Meyer
Friday, August 23, 2013 11:22:46 AM Central Daylight Time
Grading for AP will be on a point system. Points are totaled to determine the grade for each grading
period. Students will be able to access grades and progress reports through the MPS/Discovery
Parent portal online. 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 AP exam in May. The scale is listed below.
Grading Scale:
93% or more – A range
80-92% - B range
70-79% - C range
60-69% - D range
Below 60% - F
GRADE COMPONENTS:
Class Participation/Discussion/Attendance = 100 points per quarter
Interactive Discussion/Questioning/Active Participation = 3 points per lecture/discussion/activity period
Chapter Cornell Notes = 100 points per quarter
Cornell Notes checks= 20 points per chapter (checked randomly)
Supplementary readings, comprehension/analysis/evaluation responses= 100 points per quarter
Assessed in class discussions or writing activities based upon primary and secondary sources.
Group Learning Activities= 50 points per quarter
Groups research topics and themes, develop knowledge and prepare content for presentation, and
collaboratively share with the class.
Unit Archives= 120 pts per qtr
Chapter Cornell Notes, chapter summaries, document analysis, in-class lecture notes, small-group
activities, and other important class material must be completed thoughtfully and organized following the
class model.
Unit Multiple Choice Tests/DBQ Essay- FRQ Essay Tests/Quizes = 200 points per quarter
DBQ Essay = 9 points
Free Response Essays = 9 points
Unit Multiple Choice Tests = 40 questions = 40 points
Unit Exams
Each history unit exam will follow the format of the multiple choice/essay portions of the AP exam.
Each exam will have 40 multiple choice questions, and a DBQ and/or FRQ essay on the second day.
Written Work
Students will write 3-4 DBQ or FRQ each quarter based on the readings and analysis of selected primary and
secondary sources. Students will keep an AP US History notebook/folder of class notes from lectures, discussions,
and handouts. Students will keep a homework section of chapter outlines, Cornell notes, and assigned chapter study
guide questions
12
History Essays: There will be two types of essays in this course to prepare for the AP Exam.
Free Response Question (FRQ):
A “regular” thesis-based essay. You will be expected to utilize facts from your
knowledge base to support your thesis.
Document Based Questions (DBQ)
These are also thesis-based essays but the written material is guided by a set of documents
related to the question. The key to these essays is how well you analyze
the given material and complexity of the assigned question.
Brian Meyer
Friday, August 23, 2013 11:22:46 AM Central Daylight Time
Assignment Due Dates:
ALL assignments must be turned in on the day and time assigned. Late work will not be accepted. Students
with excused absences are expected to turn in work that was due during their absence on the day of their return
unless previously arranged with their instructor. Students with individualized education plans may arrange other
accommodations.
Students who have excused absences on days of Weekly Quizzes or Unit Exams must schedule a make-up
session before or after school and take the assessment within one week of its original date.
ADVANCED PLACEMENT UNITED STATES HISTORYCOURSE
Textbook
th
Kennedy, Cohen, and Bailey, The American Pageaant,13 ed., New York Houghton Mifflin, 2006.
th
Heffner, Richard D., A Documentary History of the United States, 7 ed., New York, Penguin
Putnam, Inc. 2002
Reference Books used in class and/or as homework:
Reference materials of primary source documents/readings will be taken from the following selections:
There will also be various articles and handouts provided by the teacher from APUSH trainings.
Degler, Carl, Out of the Past,New York, Harper Collins, 1984.
Goldfarb, Theodore D., Taking Sides: Clashing Views on Controversial Issues in American History,
th
5 ed.,the Dushkin Publishing Group, Inc. Guilford, CT, 1993.
th
Yazawa, Melvin, Documents to Accompany America’s History,Vol One: to 1877, 6 ed., Henretta,
Brody,and Dumenil, Bedford/St. Martini’s, Boston, MA, 2008.
th
Yazawa, Melvin, Documents to Accompany America’s History,Vol Two: Since 1865, 6 ed., Henretta,
Brody,and Dumenil, Bedford/St. Martini’s, Boston, MA, 2008.
th
Kennedy and Bailey, The American Spirit,vol 1, 11 ed., New York Houghton Mifflin, 2006.
Kennedy, Cohen and Bailey, The American Spirit, Vol. 2, New York Houghton Mifflin, 2006.
rd
Lorence, James J., Enduring Voices, Vol 1: to 1877,3 ed. D.C. Heath & Co.., Lexington, MA 1996.
rd
Lorence, James J., Enduring Voices, Vol 2: to 1877,,3 ed. D.C. Heath & Co.., Lexington, MA 1996.
th
Oates, Stephen B. and Errico, Charles J., Portrait of America: From Reconstruction to Present, 9 ed.,
Vol 2, New York Houghton Mifflin Co., 2007.
Suggested Student Purchase:
Kaplan AP US History Review Book
Brian Meyer
Friday, August 23, 2013 11:22:46 AM Central Daylight Time