AP United States History
Course Description:
AP US History is a challenging course that is meant to be the equivalent of a freshman college course in which
students can earn college credit. The objective of the course is for the student to develop a deep understanding
of the principle political, historical, economic, and cultural themes in US History since 1492. This is
accomplished through the study and interpretation of primary and secondary source materials, statistical data
and maps, classroom lecture, discussion, ample opportunities to write analytically and interpretively, and the
development of critical thinking and evaluative skills.
Solid reading and writing skills, along with a willingness to devote considerable time to homework and study are
necessary to succeed. The student is responsible for understanding all of the material for testing. Students will
be provided with assignment sheets and a course syllabus which allow each one to work ahead at appropriate
rates of speed. Free response essays, DBQs, and research topics will be assigned. Assessments will range
from written, to oral, to visual. Unit tests will be administered as appropriate. The style of the test will be the
same as that used in the AP Standard Examination. Quizzes may be given based on any of the assigned
readings. These may be announced or unannounced. Class participation is expected of all students. A final
exam or taking the College Board AP exam is required.
Themes emphasized throughout the course that transcend time include Society (Soc) which examines its social
and cultural development; Development of Government (Gov); Military Conflicts (Conflict); Economics (Econ);
and Development of Foreign Policy (For Pol). See “Titles of Units” for specifics.
Policies:
Plagiarism is not acceptable in any form and will be dealt with as per the student handbook. Students will be
required to submit major written assignments to turnitin.com to ascertain originality.
The course meets every other day for 90 minutes during one full school year.
* The term “week” in section titled “Curricular Calendar” may or may not refer to an actual 5 day period.
Course Materials:
Textbooks:
John Garraty, A Short History of the American Nation, 7thedition, Addison-Wesley Educational Publishers, Inc.,
New York, 1997,
Thomas A. Bailey and David M. Kennedy, The American Spirit, Vol I and II, 8th Edition, D. C. Heath and Co,
Mass., 1994,
Howard Zinn, A People’s History of the United States Harper Perennial, 2005
Website Resources:
www.americanhistory.abc-clio.com
www.americangovernment.abc-clio.com
Other Resources:
Variety of supplemental books, readings, maps, graphs, and statistical charts.
Titles of Units
1. Discovery of American – American Revolution
A. Europe Discover America (Soc; Econ)
B. American Society in the Making (Soc)
C. America in the British Empire (Gov)
D. The American Revolution (For Pol; Conflict)
2. Creating a Nation
A. The Federalist Era (Gov)
B. Jeffersonian Democracy (Gov)
C. National Growing Pains (Soc; Econ; Gov)
D. Towards a National Economy (Econ)
3. A Different Kind of Culture
A. Jacksonian Democracy (Gov)
B. The Making of Middle-Class America (Soc)
C. A Democratic Culture (Soc; Gov)
4. The American Civil War and Reconstruction
A. Expansion and Slavery (Soc; Econ)
B. The Sections Go Their Ways (Soc; Econ)
C. The Coming of the Civil War (Gov; Conflict)
D. The War to Save the Union (Conflict)
E. Reconstruction and the South (Gov; Soc; Econ)
F. In the Wake of War (Gov; Soc; Econ)
5. 19th Century Industrial American
A. An Industrial Giant (Soc; Econ)
B. American Society in the Industrial Age (Soc; Econ)
C. Intellectual and Cultural Trends (Soc)
6. Corruption and Reform in 19th Century Politics
A. Politics: Local, State and National (Gov)
B. The Age of Reform (Gov)
7. US Foreign Policy: Isolation to the World War and Back
A. From Isolation to Empire (For Pol)
B. Woodrow Wilson and the Great War (Gov; For Pol; Conflict))
C. Postwar Society and Culture: Change and Adjustment (Soc)
8. The 20’s and 30’s: Growth then Depression
A. The New Era: 1921-1933 (Soc; Econ)
B. The New Deal: 1933-1941 (Soc; Econ)
9. US Foreign Policy, World War II-1960: Hot and Cold Wars
A. War and Peace (Gov; For Pol; Conflict)
B. The American Century (Soc; Econ; Gov)
10. The USA, 1961-Present
A. The Best of Times, the Worst of Times (Soc)
B. Society in Flux (Soc;)
C. Our Times (Soc; Econ; Gov)
2 weeks
2 weeks
1.5 weeks
2.5 weeks
1 week
.5 week
1.5 weeks
2 weeks
2.5 weeks
1.5 weeks
AP American History Syllabus for reading in text, A Short History of the American Nation by John Garraty, 7th Ed
Garraty Readings are required
American Pageant readings strongly suggested
September 1-11
Garraty Chapters 1, 2, 3
American Pageant Chapters 1-7
September 14-25
Garraty 4, 5 (pp. 89-99)
American Pageant Chapters 7-9
September 28 - October 9
Garraty Chapters 5 (pp. 100-108), 6, 7
American Pageant Chapters 10-12
October 12-23
Garraty Chapters 8, 9
American Pageant Chapters 12-14
October 26 - November 13
Garraty 12, 10, 11
American Pageant Chapters 15-18
November 16 – December 4
Garraty 13, 14, 15 (pp. 252-254)
American Pageant Chapters 15, 19, 20, 21
December 7-22
Garraty Chapters 15 (pp. 254-68), 16
American Pageant Chapters 22,23
January 4-14
Garraty Chapters 17, 18
American Pageant Chapters 25, 27
January 19-29
Garraty Chapters 19, 20
American Pageant Chapters 24, 26
February 1-11
Garraty 21, 22
American Pageant Chapters 27-30
Mid-Term
February 16-26
Garraty Chapters 23, 24
American Pageant Chapters 31-34
March 1 -11
Garraty Chapters 25, 26
American Pageant Chapters 35-38
March 15-26
Garraty Chapters 27, 28
American Pageant Chapters 39-41
March 29 - April 14
Garraty Chapters 29, 30
American Pageant Chapters 42 on
April 15 – May 6
Garraty Chapters 31, 32, 33
Review
Final Exam
Curricular Calendar
Students will be given the following summer assignment:
The summer assignment is in two parts:
1. Choose one of the books on a reading list provided.
Thoroughly read selection and consider the books content, the author’s purpose and the historical context in
which it was written. In a 2-3 page paper (typed and double-spaced) write a book response. There is an
emphasis on evaluation and analysis, and insights that extends the student’s understanding of American
History. Paper due at beginning of the course.
2. Read chapters 1-3 in the Garraty text. Write detailed summaries of each chapter
in paragraph form. Test on summer reading at beginning of the course.
Completion of these assignments is a perquisite for entrance into the AP American History course
offered during the 2009-2010 school year.
Week One
Reading:
Garraty – Lecture, discussion, and review Chapters 1-3 as per summer
assignment.
Assessment:
Prepare for test on chapters 1-3 on Friday.
Week Two
Reading:
Garraty Chapter 4 and 5 (pages 89-99)
Zinn, Chapter 5 “A Kind:of Revolution”
Bailey, Vol 1. p. 137 “Daniel Leonard Deplores Rebellion”;
p. 139 “Patrick Henry Demands Boldness”
p. 149 “Thomas Paine Talks Common Sense”;
p. 151 “Thomas Jefferson’s Declaration of Independence”
Assessment:
Essay: Most modern revolutions cause major changes in society. Conversely, the American Revolution did not
bring a drastic change in class control. Using class notes the Garraty and Bailey readings, and most importantly
Zinn’s Chapter 5, explain why this was true. Cite sources appropriately.
Free Response Timed Writing (see example below for choice)
Question 1: The political debate about slavery began at the Constitutional Convention in 1787 and
continued to stir political debate until 1860. Evaluate the growing political debate about slavery and the
rise in sectionalism from 1787 until 1860.
Question 2: Social and political tension illustrated growing problems in colonial America. Choose three
of the following and discuss the impact of each one had on colonial society from the mid-1630’s to the
1770s.
Halfway Covenant; Bacon’s Rebellion; Salem witchcraft trials; Albany Plan of Union; Boston Massacre
Week Three
Reading:
Garraty Chapter 5 pp. 100-108;
George Washington’s “Farewell Address”;
Read handouts on Federalists and Republicans and “Opposing Views of the Whiskey Rebellion.”
Read handout “Alexander Hamilton Speaks in Favor of the National Bank”
Read Pageant on topic of Hamilton and the National Bank.
Use information to write essay below
Read Garraty Chapter 6 – Jefferson Democracy
Read Garraty Chapter 7 – National Growing Pains
Assessment:
Essay: Hamilton v Jefferson: Hamilton and Jefferson staked out positions on constitutional interpretation and
approaches to federalism and the role of government in society that have dominated political debate to this day.
What were their respective positions on these issues and why did each man feel the way that he did? What
echoes of their debate are evident today?
Week Four
Reading:
Garraty Chapter 8 – Toward National Economy;
Bailey, Vol. I, p. 245-48, “Representative John Calhoun Pleads for Federal Aid”;
“Representative Thomas Robertson Trusts the States”.
Read Chapter 9 – Jacksonian Democracy,
Bailey, Vol. I, p. 276-283, “Jackson Vetoes the Maysville Road Bill; Clay Protests,”
“Senator Robert Hayne Advocates Nullification,”
“Daniel Webster Pleads for the Union,”
“Jackson Vetoes the Bank Recharter,”
“A Boston Journal Attacks Jackon,”
Assessment:
Test – Chapters 4-8
Week Five (10 days)
Reading:
Bailey, Vol. I Readings: p. 402-413 “Senator McDuffie Belittles Oregon”;
“Senator Hannegan Demands 54 40’,”
“Summer Assails the Texas Land Grab,”
“Polk Justifies the Texas Coup,”
“The Cabinet Debates War,”
“Massachusetts Voices Condemnation.”
Garraty Chapter 12 – Expansion and Slavery ;
Garraty Chapter 10 – The Making of Middle Class America;
Garraty Chapter 11 – A Democratic Culture; Zinn Chapter 8 “We Take Nothing by Conquest, Thank God.”
Bailey, Vol I Readings, p. 314-15 “The Coming of the Irish”;
“The Burning of a Convent School;”
p. 344-52, “Lucy Stone protests traditional marriage”;
“Orestes Brownston explores the women question”;
“The Seneca Falls Manifesto”;
“New Yorkers Ridicule Feminists”.
Read play: The Night Thoreau Spent in Jail;
Assessment:
1820-1870 Reform Era Topics; Prepare for in-class presentations. Provide some handout and/or visual to
reinforce student comprehension. In class essay test “A Democratic Culture and Making of Middle Class
Culture”
Week Six (9 days)
Reading:
Garraty Chapter 13-The Sections Go Their Ways;
Bailey, Vol. I Readings: p. 421-428, “David Wilmot Appeals for Free Soil,”
“Southerners Threaten Secession,”
“John Calhoun demands Southern rights,”
“Daniel Webster Concessions,”
“Free-Soilers Denounce Webster.”
Activity
“Growth of Sectionalism” topics for oral presentation. Student must also construct written handout for
classmates “Antebellem South” worksheet packet for partner work.
Reading:
Garraty Chapter 14 – The Coming of the Civil War;
Bailey, Vol. I, p. 441-57, “The South Scorns Mrs. Stowe;
p. 444 “Sumner Assails the Slavocracy”;
p. 445 “The South Justifies Yankee-Beaters”;
p. 447 “The Pro-Southern Court Speaks”;
p. 448 “The North Breathes Defiance”;
p452 “The Richmond Enquirer is Outraged”;
p. 454 “Greeley Hails Martyr”;
p. 456. “Fire-eaters Urge Secession;
p. 457 “The North Resents Threats”
Read Garraty Chapter 15 (pp. 252-254 )
Assessment:
Test-Chapter 9-14. Essay: Manifest and Mexican-American War: When a student of 19th century American
History analyzes our nation’s quest for “Manifest Destiny”, it is obvious that the goal was realized by defeating
weake5r peoples that stood in our way (Indians and Mexicans). Using Bailey, Garraty and Zinn, as well as
handout readings on the Mexican conflict, decide whether the war was justified of not. Use the attached charts,
information, and activities to help prepare you to write a concise, coherent, and convincing essay. Be sure to
include supporting quotes from people involved in the decisions as well as the observations of modern
historians.
Week Seven (7days)
Reading:
Garraty Chapter 15 – The War to Save the Union;
Bailey, Vol. I p. 462, “Fort Sumter Inflames the North”;
p.485-96 “McCellan Snubs the President and McCellan Upbraids his Superiors,”.
“Lincoln Expresses Misgivings,”
“Davis Deplores Emancipation,”.
Border States are Alarmed,”
“English Working Classes Cheer,”
p. 501-05 “General William Sherman Dooms Atlanta,”
“Georgia Damns the Yankees,”
“General Ulysses S. Grant Displays Generosity,”
Activity:
Civil War Timeline with primary source photographs. Use internet sources (example http://rs6.loc/cwphome.html). Access timeline hyperlink to review the major events of the Civil War. Studying
year assigned, examine the available photographs for that year, Choose at least 10 photographs and take notes
on them. Construct a poster timeline listing the major events of that year and their significance. Include the
selected photographs next to these events write a brief caption. Draw of print a map of the United States and
the Confederate States during the year selected. Mark on the map the location of the events listed on the
timeline. Create symbols for the battles to show the outcome and explain the symbols on the key. Oral
presentations to the class must include explanation of the timeline and handout created for the class which
defines the highlights of the selected year.
Assessment:
Essay: Choose from one of the following two topics:
1. Analyze the key qualities which made Lincoln a great president.
2. What were the risks of the Emancipation Proclamation and ultimately what were the key reasons
Lincoln decided to accept these risks?
Reading:
Garraty Chapter 16 – Reconstruction and the South;
Bailey, Vol. II, p 1-5. “Carl Schurz Reports Southern Defiance,”
“General Ulysses S. Grant is Optimistic.”
Week Eight
Reading:
Garraty Chapter 17 – In the Wake of War;
Bailey, Vol. II, p. 5-7 “The Former Slaves Confront Freedom.”
p. 27-28, “Booker T. Washington Reflects.”
Garraty Chapter 18 – An Industrial Giant;
Bailey, Vol. II, p. 58-60 “A Defense of Long-Haul Rates,”
“Railroad President Sidney Dillon Supports Stock Watering,”
p. 64-68, “An Oil Man Goes Bankrupt,”
“Weaver Attacks the Trusts,”
“Andrew Carnegie’s Gospel of Wealth.”
Assessment:
Essay – By 1900 the industrial output of the USA was far and away the largest in the world. This growth
occurred at the expense of industrial workers, and in many cases, the nation’s natural resources. Choose either
area (human or resource exploitation) and analyze how our nation’s industrial growth brought with it some
negative effects.
Week Nine
Reading:
Garraty Chapter 19 – American Society in the Industrial Age;
Garraty Chapter 20 - Intellectual and Cultural Trends;
Zinn – “Robber Barons and Rebels”
Activity:
Document-Based lesson (How to Construct One) Topic: “The Growing Economic Crisis of the Late Nineteenth
Century” Class activity – Second Industrial Revolution: Understanding economic and social development in the
later half of the 19th century by understanding the interrelationships of the time.
Assessment:
DBQ – Chapters 17-21
Test on Chapters 15-20
Week Ten
Reading:
Garraty Chapter 21 – Politics, Local, State, and National;
Garraty Chapter 22 - The Age of Reform
American Pageant Chapters 27-30.
Activity: Review flashcards
Assessment:
Reform Era Reports: Research topics and oral presentations
Timed Writing – Free Response Question: Choose one of two: “After its startling success of the late 1880’s and
early 1890’s, why did the Populist Party quickly fade after 1896?” or “Compare the work of the Progressives at
the state and local levels.”
Mid Term Exam – Chapters 1-22
Week Eleven
Reading:
Garraty: Chapter 23 – From Isolation to Empire;
Bailey, Vol. II, p. 194-99, “Roosevelt Launches a Corollary,”
“A Latin American Protests,”
“President Roosevelt Anticipates Trouble,”
“Japan Resents Discrimination,”
“The Gentlemen’s Agreement.”
Garraty – Chapter 24 – Woodrow Wilson and the Great War,
supplemental readings “Making the World Safe for Democracy,” – Woodrow Wilson’s Declaration of War
Message,” “The Question of First Amendment Rights,” “A Soldier’s View of the War,” “Opposition to the League
of Nations.”
Week Twelve
Reading:
Garraty Chapter 25 – Postwar Society and Culture;
supplemental readings – brief excerpts from The Great Gatsby, A Farewell to Arms, Main Street and Elmer
Gantry;
Garraty, Chapter 26 – The New Era: 1921-1933;
Supplemental Readings and primary source pictures on Social Effects of the Depression;
Reading charts and graphs of Stock Market before and after the crash and employment and foreclosure figures.
Activity:
In Class role-play of Sacco Vanzetti Trial
Assessment:
DBQ – The Stock Market Crash and the Depression
Week Thirteen
Reading:
Garraty, Chapter 27 – The New Deal;
Bailey, Vol. II, p.336-43, “The Planned-Scarcity Scandal,”
“Henry Wallace Puts People Above Pigs,”
“George Norris Plays Down Electric Power,’
“Wendell Willkie Exposes the Rubber Yardstick.”
Garraty, Chapter 28 – War and Peace.
Assessment:
Essay: Choose one of two
1. Compare and contrast the approaches that Herbert Hoover and Franklin D. Roosevelt had towards
solving the Depression.
2. Explain three foreign policy actions taken by FDR from the start of the war in 1939 until Pearl Harbor
in Dec. 1941. The foreign policy actions you choose should be decisions that “stretched or ignored” the
concept of neutrality. In addition, analyze why FDR took each of the three actions.
Test Chapters 23-27 – take home test
Week Fourteen
Reading:
Garraty, Chapter 29 – The American Century;
Chapter 30 – From Camelot to Watergate
Activity:
Cold War Activity
Assessment:
Topics for investigation, preparation of outline and brief oral presentation to class: JFK (election, Camelot,
Peace Corps, Cuban Missile Crisis, Bay of Pigs, Assassination); LBJ – Domestic; LBJ – Foreign Policy; Nixon
1968-72; Nixon 1972-74
Timed essay on Cold War
Week Fifteen
Reading:
Garraty, Chapter 31 – Society in Flux;
Chapter 32 – Running on Empty;
Chapter 33 – Crimes and Misdemeanors;
Bailey, Vol. II, p. 672-74, “Black Enterprise Champions Affirmative Actions,” “
p. 681-87, “Chicanos on the Move,”
p. 699-705, “A Chicano Writer Fears the Loss of His Cultural Heritage.”
Activities:
Review sessions for exam
Practice DBQ and FRQ
Assessments:
Small Group topics: Civil Rights, Feminism, Watergate; End of the Cold War; Immigration, Multiculturalism