Ponderosa High School
Advanced Placement United States History
Instructor: James Olsen
INTRODUCTION TO ADVANCED PLACEMENT US HISTORY
2010-2011
Textbook:
Kennedy, David M., Lizabeth Cohen, and Thomas Bailey. The American Pageant. 14th ed. Boston, MASS.:
Houghton Mifflin Co., 200.
ISBN-13: 978-0-547-16662-9
Introduction:
Welcome to AP US History! You have chosen to take a demanding, COLLEGE LEVEL, survey course in
American History. You will read the entire primary text in addition to several other primary and secondary resource
materials. You will have the opportunity to choose one work of historical non-fiction in preparation for a
presentation toward the end of the first semester (a list of possible works is abailalble and you may find your own with
approval of the instructor). You will be expected to analyze, synthesize, and draw original conclusions based upon a
survey of historical materials. You will firmly and fully support those conclusions, both orally and in writing. You
will be expected to understand and criticize some of the new interpretations of the history of United States and its
people. You will be expected to do more than memorize names, dates, and facts. You will use factual information to
construct a meaningful “larger picture.” The course will follow a chronological path but some topics or issues will
bridge and overlap time as articulated themes of the course. You will interpret the impact of various cycles and
trends over time. The course is designed to challenge your thinking about the history of this nation. In essence, you
are being asked to “think about your thinking.”
This is not a class for those just looking to pad their academic resume with an AP course. You will have to
work very hard and you must be prepared to be frustrated with some of the grades you receive, particularly on
multiple-choice exams. The tests are very difficult. You will have to think and analyze – just memorizing
information is not sufficient to earn an “A” or a “B.”
Another important skill to be refined is how to successfully negotiate multiple choice questions like those that
appear on the AP exam. These questions will challenge students’ thinking by asking them to make accurate and
thoughtful selections from among options that may range from incorrect to correct, but not as precise, as significant,
or accurate as another choice. A strong vocabulary is an important asset to successfully answer these questions which
usually demand that students pull together knowledge from a variety of sources in order to make a reasoned selection
for the answer. The questions test understanding, not recall; often a difficult task for those raised on memorizing
information.
Because of the unique nature of this course, students and their parents will need to be aware of specific
commitments required. After reading the following expectations and responsibilities, your signature indicates an
agreement to these terms. Your parent or guardian must also sign, indicating his or her understanding and support of
the requirements of AP US History, including the time commitment for the course and if taking the AP exam, the
preparation and financial obligation entailed.
Student Responsibilities:
Please note that in this course, YOU, the student, must take primary responsibility for your success. One of
the most important tasks for you is to read the text and the other resources assigned. The instructor cannot cover all
of US History in detail. During the course of the year you will be asked to read one to two chapters from The
American Pageant per week, in addition to selections from the secondary text and other documents. Take notes both
while reading and in class, do research outside of class, prepare projects and presentations, read additional novels and
non-fiction, write essays and respond to DBQs (Document Based Questions), and take multiple-choice tests. You
must be proactive and ask for help when you need it.
Participation: In order to approach the level of competency needed to be successful in this course, it is
essential that we create a positive and scholarly atmosphere in the classroom. For some activities participation points
will be awarded directly in accordance with the rubric, but at all times, keep in mind that your participation will
greatly affect the outcome of your learning and therefore your success in this class. Remember to bring 100% of self
each day.
Homework and Class work: AP US History is a demanding course requiring a great deal of work outside
of class. Students planning to earn an “A” or a “B” will discover that four to ten hours of reading per week is average,
and often minimal. Begin to prepare today for the exam in May.
The class will be structured to teach the skills necessary for success both on the exam and for life-long
learning. Time in class will be devoted to addressing typical AP multiple-choice questions, as well as learning how to
write a response to the DBQ and free-response essay questions similar to those found upon the AP exam and in the
typical college class. A great deal of time will be dedicated to learning how to think as a historian would about
events, issues, people, etc. In order to get the most out of classroom instruction keeping up with the reading is
essential.
In addition to reading the textbook, assignments include supplementary readings varying from a few pages to
book length, research projects, oral presentations, group discussions, quizzes, objective and essay tests, critiques of
documentary films, and others. Major assignments will be given with specific due dates so that you can organize your
time. You will always have at least one week’s notice prior to an exam, and although most quizzes will be
announced, some may not – so be prepared. In general, late work is unacceptable, or graded down unless there are
extenuating circumstances and prior arrangements have been made with the instructor. The pace of the course is
rigorous, but in order to allow ample time to review for the exam it is absolutely necessary.
Materials: Students are to bring the textbook (unless told otherwise), paper, writing utensils, and other
work-related materials to class daily. On occasion students may check out materials from the classroom to use at
home but prompt return of said items is essential. Students assume all financial responsibility if not returned, or if
returned in damaged condition.
Grades:
This is a weighted course in terms of your GPA and therefore a tremendous opportunity to help yourself in
this regard. Your quarter grades and semester grades will reflect the percentage of total points earned in comparison
to the total points available. I will not average the quarter grades to determine the semester grade. The following
scale will be used to determine the student’s grade:90% + - A, 80% - 89% - B, 70% - 79% - C, 60% - 69% - D.
Keep a record of the points you have earned and keep all assignments returned to you. If you grow out of your
notebook, which you may, please file the work in an organized manner so that you can conveniently retrieve it to
study for the final exam.
Instructor Contact Information:
I am available before school and after school. I will make every effort to accommodate your need to meet.
Please advocate for yourself and communicate any concerns promptly as you will find that I am very approachable.
My planning periods are 1st and 6th and I check my e-mail throughout each day.
(303) 387-0770 ext 64228
james.olsen@dcsdk12.org
Your signature and the signature of your parent(s) or guardian(s) constitute a commitment and agreement to do your
best in AP US History. It also implies that all the undersigned understand and accept the obligations that accompany
this course.
_________________________________________
Student Signature
Date
________________________________________
Parent(s) or Guardian(s) Signature Date
AP US HISTORY COURSE OUTLINE
This course surveys American History beginning with the Pre-Columbian Native American societies and
ending with international affairs and domestic changes in the post 1945 period to approximately 2004. The course is
designed to provide a comprehensive overview of US History and to provide students the opportunity to enhance
their analytical skills by using factual knowledge to deal critically with the problems and materials in this nation’s past.
In addition to historical content, students will learn to assess historical materials as to their relevance to a given
interpretive problem, their reliability, and their importance, while weighing the evidence and interpretations
presented in historical scholarship. The course will help students to develop the skills necessary to reach conclusions
on the basis of informed judgment and to present thoughts and evidence clearly and persuasively in essay format as
well as discussion.
The use of several predetermined themes will ensure that students are faced with the problem of organizing
material and thinking throughout US History. It will be necessary to think conceptually in accordance with the
following themes as focus upon change over time: American Diversity, American Identity, Culture,
Demographic Changes, Economic Transformations, Environment, Globalization, Politics and
Citizenship, Reform, Religion, Slavery and Its Legacies in North America, and War and Diplomacy.
These themes will give us a common thread to pull throughout our study.
Aside from the thematic concepts associated with this course there are several very important topics that we
will encounter as a class, and you will independently as a researcher. What follows this description is a tentative
outline of topics as well as reading assignments for both semesters. Listed in addition to the topics will be a rough
schedule for exams, the type of exam, and other assessments. Our goal will be to progress toward replication of
settings and pace of the actual AP Exam. You will find that the exams will lengthen and become more difficult as we
continue our study.
Supplementary Texts and Resources:
Degler, Carl. Out of Our Past: The Forces That Shaped Modern America. New York, NY.: Harper and Row
Publishers, 1984.
Hodgsen, Godfrey. America in Our Time: From World War II to Nixon What Happened and Why. New
York, NY.: Vintage Books, 1976.
Hofstadter, Richard. The American Political Tradition: And the Men Who Made It. New York, NY.: Vintage
Books, 1989.
If you do not want to choose your own books for semester readings, you may read the following
work and the chapters assigned are listed in the syllabus.
Zinn, Howard. People’s History of the United States: 1492 to Present. New York, NY.: Harper Perennial
Modern Classics, 2005.
US National Archives – Our Documents Project – www.ourdocuments.gov
The assigned readings below are due by the date indicated and the discussion and evaluation of said material will
commence thereafter…
UNIT ONE: Pre-Revolutionary America
 Pre-Columbian Societies (CH 1 American Pageant, CH1 People’s History – 8/11/10)
o Native American cultures, early explorations, slavery, and the rise of mercantilism.
o European claims in new world
 Colonial Beginnings (CH 2 American Pageant, CH 2-3 People’s History – 8/16/10)
o Chesapeake and southern colonies, British mercantilism
o New England – religion, political conflict, and middle colonies
 Northern Colonies (CH 3 American Pageant – 8/21/09)
o Glorious Revolution in England – Puritanism, Calvinism, the Dutch
o Planting the seeds of discontent
 Colonial North America (CH 4-5 American Pageant, CH 4 People’s History – 8/23/10)
o Population growth, trade, life in the 1700’s, African-American culture, colonial family
o Dissent in New England, the Great Awakening, education and culture
Colonial One Pager – Graphic Organizer
Thesis Writing
Writing the DBQ
UNIT TEST – CH 1-5 (Objective and Document Based Question 9/1-2/10)
UNIT TWO: Birth of a Nation
 The American Revolutionary Era (CH 6-7 American Pageant, CH 5 People’s History, Our Documents: Common
Sense, Declaration of Independence – 9/9/10)
o French and Indian War, Proclamation of 1763
o Economic roots of revolution, failure of diplomacy, first conflicts
 Revolution (CH 8 American Pageant, CH 6 People’s History, Our Documents: Articles of Confederation,
Constitution of the United States, The Federalist Papers No. 10 and 51, Bill of Rights – 9/17/10)
o War, wartime diplomacy, role of women, and impact on slavery
o The role of the Enlightenment
UNIT TEST – CH 1-8 (Objective and Free Response Essay Question 9/22-23/10)
UNIT THREE: The Trials of Infancy
 The Early Republic (CH 9-10 American Pageant, Our Documents: President Washington’s Farewell Address, Alien
and Sedition Acts – 09/27/10)
o The Articles and the Constitution
o Making of a President, Federalists and Republicans, Hamilton’s Bank
o John Adams rewarded?
 Jeffersonian Democracy (CH 11 American Pageant, Our Documents: Louisiana Purchase Treaty, Marbury vs.
Madison – 10/4/10)
o The “Revolution of 1800,” Madison, Marshall Court, Lewis and Clark
o Diplomacy, Embargo Act, expansion
 The Second War For Independence (CH 12 American Pageant, CH 7 People’s History, Our Documents:
McCullough vs. Maryland, Missouri Compromise 10/11/10)
o War of 1812, national identity, the American System, The Era of Good Feeling
o Kentucky and Virginia Resolutions, Monroe Doctrine
UNIT TEST – CH 1-12 (Objective and DBQ 10/13-15/10)
FALL BREAK: 10/18 – 10/22
UNIT FOUR: Reform and Mass Politics
 Jacksonian Democracy (CH 13 American Pageant, CH 8 People’s History, Our Documents: Monroe Doctrine
Gibbons vs. Ogden, Jackson’s Message to Congress ‘On Indian Removal’ 10/25/10)
o Mass politics, Whigs, Indian Removal, expansion of the Cotton Kingdom
o Texas Revolution, slavery and sectionalism
Formal Paper: Jefferson vs. Jackson (4-6 pages to be written as a group with details upcoming) DUE 11/1/10
UNIT FOUR: Antebellum
 A National Economy (CH 14 American Pageant – 11/2/10)
o Markets, nativism and immigration, transportation and expansion west
o Factory system, women in the workplace
 Reform, Culture, and the Slaveholding South (CH 15 American Pageant, CH 9 People’s History , Seneca Falls
Declaration of Sentiments and Resolutions 11/9/09)
o The Second Great Awakening, education and sciences, women’s role in reform
o The Cotton Culture, plantation system, abolitionist movement
UNIT TEST – CH 1-15 (Objective and Free Response Questions – 11/10-11/10)
Antebellum Roundtable Assessment
UNIT FIVE: A Terrible Ordeal
 Manifest Destiny (CH 16-17 American Pageant, Our Documents: Treaty of Guadalupe Hidalgo 11/15/10)
o Southern slavery and its stubborn struggle
o Expansion, Polk’s War, Manifest Destiny
 Collision Course (CH 18-19 American Pageant, Our Documents: Compromise of 1850, Kansas-Nebraska Act, Dred
Scott vs. Sanford 11/29/10)
o Popular Sovereignty, economics of expansion, Compromise of 1850
o Abolition, political and financial crisis, the coming of war.
UNIT TEST – CH 1-19 (Objective and DBQ – 12/1-2/10)
UNIT SIX: Civil War and Reconstruction
 Be Home For Supper (CH 20-21 American Pageant, Our Documents: Homestead Act, Emancipation Proclamation,
Lincoln’s Second Inaugural Address, Gettysburg Address 12/6/10)
o Economic preparations, advantages and disadvantages of the North and South, civil liberties in war
o The Peninsula, Antietam, Emancipation, Sherman’s March, Appomattox
 Reconstruction (CH 22 American Pageant, CH 10 People’s History, Our Documents: 13th Amendment, 14th
Amendment, 15th Amendment, Treaty of Ft. Laramie 12/13/10)
o Economic, Social, Political, Military, Gender Reconstruction
o Are we reconstructed? North vs. South
CIVIL WAR MUSEUM ASSESSMENT – 12/15-16/10
HOLIDAY BREAK
UNIT TEST – CH 1-22 (Objective and Two Free Response Essay Questions 1/3/11)
UNIT SEVEN: The Gilded Age
 Political Paralysis (CH 23 American Pageant, CH 11 People’s History, Our Documents: Chinese Exclusion Act,
Dawes Act, Plessy vs. Ferguson 1/13/11)
o Problems of enforcement, Freedmen, Transitional society
 Industrial Boom (CH 24 American Pageant, Our Documents: Interstate Commerce Act, Sherman Anti-Trust Act
1/20/11)
o Robber Barons, growth of unionism, global economy
o Government regulation, class structure
UNIT ASSESSMENT – CH 23-24 (Alternative Assessment: Creative Expression – fine art, writing, technology
1/27/11)
UNIT EIGHT: An American Empire
 Tale of Two Lives (CH 25-26 American Pageant, CH 13 People’s History, Reading Packet: The Significance of
the Frontier in American Society – Turner, Labor in Industrial Society- Gompers, Atlanta Exposition Address- Washington,
Cross of Gold-Bryan 2/1/11)
o Urbanization, waves of immigration, cultural life in cities
o Role of women, push for civil liberties, nativism
o Closing the frontier, impact on farming
 Empire (CH 27 American Pageant, CH 12 People’s History, Our Documents: Joint Resolution for Annexing
Hawaii, Roosevelt’s Corollary to the Monroe Doctrine 2/5/10)
o Big Stick, Lion in the White House, Spanish-American War
o America now a player on the world stage
UNIT TEST – CH 1-27 (Objective, DBQ, and one Free Response Essay 2/9-10/11)
UNIT NINE: 20th Century’s Resounding Entrance – Struggle for Justice
 Progressive Reform (CH 28-29 American Pageant, Excerpt from The Jungle, Our Documents: Keating-Owen
Child Labor Act 2/18/11)
o Trust-Busting, environmental issues, reform
o New Freedom vs. New Nationalism, Gospel of Democracy, Dollar Diplomacy

World on Fire (CH 30 American Pageant, CH 14 People’s History, Our Documents: Zimmerman Telegram,
Declaration of War Against Germany, Wilson’s Fourteen Points – Treaty of Versailles 2/22/11)
o Europe’s seeding conflict, Princip, Depraved humanity
o Planting the seeds of discontent, US neutral?
UNIT TEST – CH 28-30 (Objective 2/28/11)
UNIT TEN: The Interlude
 Boom and Bust (CH 31-32 American Pageant, CH 15 People’s History, Our Documents: 19th Amendment
3/4/11)
o Prosperity, credit crisis, speculation
o Culture, Life under Prohibition, the Crash
UNIT TEST – CH 31-32 (Creative Assessment – One pager, Choice in representation 3/9/11)
UNIT ELEVEN: World Is Changing
 The Great Depression (CH 33 American Pageant, Our Documents: Reading Packet – New Deal Legislation 3/1617/11)
o FDR, “Recovery, Relief, Reform,” Socialist challenge
o Balance of Power? Agriculture in trouble
SPRING BREAK: 3/21-25

World at War (CH 34-35 American Pageant, CH 16 People’s History, Our Documents: Declaration of War
Against Japan, Executive Order 9066: Japanese Relocation, Eisenhower’s Order of the Day, UN Charter, Truman
Doctrine 3/30/11)
o Versailles’ Legacy, Europe erupts, Lend-Lease Act
o A Century of Genocide
o Allied advance, Island Hopping, ABomb, the Atlantic Charter
UNIT TEST – CH 31-35 (Objective, DBQ, and Free Response Essay 4/6-7/11)
UNIT TWELVE: The Cold War Emerges
 Animosity (CH 36 American Pageant, CH 17 People’s History 4/12/11)
o Stalin and the Iron Curtain, containment, Red Scare
o Marshall Plan, Korean War, US as a world power
 Eisenhower (CH 37 American Pageant, Our Documents: Censure of Senator Joseph McCarthy, Brown vs. Board of
Education, President Eisenhower’s Farewell Address 4/18/11)
o Consumer culture, civil rights revolution
o Post-war culture, space race
MOCK AP EXAM: TBA
UNIT THIRTEEN: Free Reign?
 Turbulent 60s (CH 38 American Pageant, CH 17-18 People’s History, Our Documents: President Kennedy’s
Inaugural Address, Missiles in Cuba, Civil Rights Act 1964, Letter From a Birmingham Jail, I Have a Dream Speech
4/18/11)
o Vietnam, civil rights evolution, immigration and demographic changes
o Johnson and the Great Society
 Holding Pattern 70s (CH 39-40 American Pageant, CH 20 People’s History 4/26/11)
o OPEC, recession
o The “New Right”, globalization, Reaganomics
o Capitalist Revolution, Middle East boiling
Review Writing Strategies – Answering Prompts, Docs, Thesis – Objective Question Quizzes CH 36-40
AP Preparation and Review: 4/29/011 – 5/6/11
 Group Presentations of the Common Thread Themes
 Needs Assessment based upon Mock Exam results
 Review Test Strategies
AP EXAM: May 7, 2011
Non-Fiction Book Reports - Due: May 20, 2011
UNIT FOURTEEN: A Path to Choose
 Clinton to Bush (CH 41-42 American Pageant, CH 21-23 People’s History 5/17/11)
o Clinton, NAFTA, globalization
o Election of 2000
o Return to the Right, War on Terror
FINAL REFLECTION PAPER: 5/18-19/11