AP United States History
Syllabus
Mr. Trost
LHS
Advanced Placement United States History is a chronological and thematic survey
course in United States History covering the time period from Pre-Columbian America
(1491) to contemporary America (2016). The Advanced Placement program in United
States History is designed to provide students with the analytic skill and factual knowledge to
deal critically with the problems and issues in United States History. The course prepares
students for intermediate and advanced college courses by making demands equivalent to
those made by full year introductory college courses. Students will learn to assess historical
materials—their relevance to a given interpretive problem, their reliability, and their
importance, and to weigh the evidence and interpretations presented in historical
scholarship. The course will emphasize these key skills in United States history:
AP US History Curriculum Framework
Skill
I.
Chronological Thinking
II.
Comparison &
Contextualization
III.
Crafting
IV.
Historical Interpretation
and Synthesis
Historical Thinking Skill
1. Historical Causation
2. Patterns of Continuity and Change
Over Time
3. Periodization
4. Comparison
5. Contextualization
6. Historical Argumentation
7. Appropriate Use of Relevant
Historical Evidence
8. Interpretation
9. Synthesis
Thematic Learning Objectives
1. Identity (ID) This theme focuses on the formation of both American national
identity and group identities in U.S. history. Students should be able to explain how
various identities, cultures, and values have been preserved or changed in different
contexts of U.S. history, with special attention given to the formation of gender,
class, racial, and ethnic identities. Students should be able to explain how these subidentities have interacted with each other and with larger conceptions of American
national identity. Overarching questions: How and why have debates over
American national identity changed over time? How have gender, class, ethnic,
religious, regional, and other group identities changed in different eras?
2. Work, Exchange, and Technology (WXT) This theme focuses on the
development of American economies based on agriculture, commerce, and
manufacturing. Students should examine ways that different economic and labor
systems, technological innovations, and government policies have shaped American
society. Students should explore the lives of working people and the relationships
among social classes, racial and ethnic groups, and men and women, including the
availability of land and labor, national and international economic developments, and
the role of government support and regulation. Overarching questions: How have
changes in markets, transportation, and technology affected American society from
colonial times to the present day? Why have different labor systems developed in
British North America and the United States, and how have they affected U.S.
3.
4.
5.
6.
society? How have debates over economic values and the role of government in the
U.S. economy affected politics, society, the economy, and the environment?
Peopling (PEO) This theme focuses on why and how the various people who
moved to, from, and within the United States adapted to their new social and
physical environments. Students examine migration across borders and long
distances, including the slave trade and internal migration, and how both newcomers
and indigenous inhabitants transformed North America. The theme also illustrates
how people responded when “borders crossed them.” Students explore the ideas,
beliefs, traditions, technologies, religions, and gender roles that migrants/immigrants
and annexed peoples brought with them, and the impact these factors had on both
these peoples and on U.S. society. Overarching questions: Why have people
migrated to, from, and within North America? How have changes in migration and
population patterns affected American life?
Politics and Power (POL) Students should examine ongoing debates over the role
of the state in society and its potential as an active agent for change. This includes
mechanisms for creating, implementing, or limiting participation in the political
process and the resulting social effects, as well as the changing relationships among
the branches of the federal government and among national, state, and local
governments. Students should trace efforts to define or gain access to individual
rights and citizenship and survey the evolutions of tensions between liberty and
authority in different periods of U.S. history. Overarching questions: How and
why have different political and social groups competed for influence over society
and government in what would become the United States? How have Americans
agreed on or argued over the values that guide the political system, as well as who is
a part of the political process?
America in the World (WOR) In this theme, students should focus on the global
context in which the United States originated and developed, as well as the influence
of the U.S. on world affairs. Students should examine how various world actors
(such as people, states, organizations, and companies) have competed for the
territory and resources of the North American continent, influencing the
development of both American and world societies and economies. Students should
also investigate how American foreign policies and military actions have affected the
rest of the world as well as social issues within the U.S. itself. Overarching
questions: How have events in North America and the United States related to
contemporary developments in the rest of the world? How have different factors
influenced U.S. military, diplomatic, and economic involvement in international
affairs and foreign conflicts, both in North America and overseas?
Environment & Geography--Physical and Human (ENV) This theme examines
the role of environment, geography, and climate in both constraining and shaping
human actions. Students should analyze the interaction between the environment
and Americans in their efforts to survive and thrive. Students should also explore
efforts to interpret, preserve, manage, or exploit natural and man-made
environments, as well as the historical contexts within which interactions with the
environment have taken place. Overarching questions: How did interactions with
the natural environment shape the institutions and values of various groups living on
the North American continent? How did economic and demographic changes affect
the environment and lead to debates over use and control of the environment and
natural resources?
7. Ideas, Beliefs, and Culture (CUL) This theme explores the roles that ideas,
beliefs, social mores, and creative expression have played in shaping the United
States. Students should examine the development of aesthetic, moral, religious,
scientific, and philosophical principles, and consider how these principles have
affected individual and group actions. Students should analyze the interactions
between beliefs and communities, economic values, and political movements,
including attempts to change American society to align it with specific ideals.
Overarching questions: How and why have moral, philosophical, and cultural
values changed in what would become the United States? How and why have
changes in moral, philosophical, and cultural values affected U.S. history?
Key Concepts for AP US History
PERIOD 1: (1491–1607) On a North American continent controlled by American Indians,
contact among the peoples of Europe, the Americas, and West Africa created a new world.
Key Concept 1.1: Before the arrival of Europeans, native populations in North America
developed a wide variety of social, political, and economic structures based in part on
interactions with the environment and each other.
Key Concept 1.2: European overseas expansion resulted in the Columbian Exchange, a
series of interactions and adaptations among societies across the Atlantic.
Key Concept 1.3: Contacts among American Indians, Africans, and Europeans challenged
the worldviews of each group.
PERIOD 2: (1607–1754) Europeans and American Indians maneuvered and fought for
dominance, control, and security in North America, and distinctive colonial and native
societies emerged.
Key Concept 2.1: Differences in imperial goals, cultures, and the North American
environments that different empires confronted led Europeans to develop diverse patterns
of colonization.
Key Concept 2.2: European colonization efforts in North America stimulated intercultural
contact and intensified conflict between the various groups of colonizers and native peoples.
Key Concept 2.3: The increasing political, economic, and cultural exchanges within the
“Atlantic World” had a profound impact on the
development of colonial societies in North America.
PERIOD 3: (1754–1800) British imperial attempts to reassert control over its colonies and
the colonial reaction to these attempts produced a new American republic, along with
struggles over the new nation’s social, political, and economic identity.
Key Concept 3.1: Britain’s victory over France in the imperial struggle for North America
led to new conflicts among the British government, the North American colonists, and
American Indians, culminating in the creation of a new nation, the United States.
Key Concept 3.2: In the late 18th century, new experiments with democratic ideas and
republican forms of government, as well as other new religious, economic, and cultural ideas,
challenged traditional imperial systems across the Atlantic World.
Key Concept 3.3: Migration within North America, cooperative interaction, and
competition for resources raised questions about boundaries and policies, intensified
conflicts among peoples and nations, and led to contests over the creation of a multiethnic,
multiracial national identity.
PERIOD 4: (1800–1848) The new republic struggled to define and extend democratic ideals
in the face of rapid economic, territorial, and demographic changes.
Key Concept 4.1: The United States developed the world’s first modern mass democracy
and celebrated a new national culture, while Americans sought to define the nation’s
democratic ideals and to reform its institutions to match them.
Key Concept 4.2: Developments in technology, agriculture, and commerce precipitated
profound changes in U.S. settlement patterns, regional identities, gender and family relations,
political power, and distribution of consumer goods.
Key Concept 4.3: U.S. interest in increasing foreign trade, expanding its national borders,
and isolating itself from European conflicts shaped the nation’s foreign policy and spurred
government and private initiatives.
PERIOD 5: (1844–1877) As the nation expanded and its population grew, regional
tensions, especially over slavery, led to a civil war — the course and aftermath of which
transformed American society.
Key Concept 5.1: The United States became more connected with the world as it pursued
an expansionist foreign policy in the Western Hemisphere and emerged as the destination
for many migrants from other countries.
Key Concept 5.2: Intensified by expansion and deepening regional divisions, debates over
slavery and other economic, cultural, and political issues led the nation into civil war.
Key Concept 5.3: The Union victory in the Civil War and the contested Reconstruction of
the South settled the issues of slavery and secession, but left unresolved many questions
about the power of the federal government and citizenship rights.
PERIOD 6: (1865–1898) The transformation of the United States from an agricultural to an
increasingly industrialized and urbanized society brought about significant economic,
political, diplomatic, social, environmental, and cultural changes.
Key Concept 6.1: The rise of big business in the United States encouraged massive
migrations and urbanization, sparked government and popular efforts to reshape the U.S.
economy and environment, and renewed debates over U.S. national identity.
Key Concept 6.2: The emergence of an industrial culture in the United States led to both
greater opportunities for, and restrictions on, immigrants, minorities, and women.
Key Concept 6.3: The “Gilded Age” witnessed new cultural and intellectual movements in
tandem with political debates over economic and social policies.
PERIOD 7: (1890–1945) An increasingly pluralistic United States faced profound domestic
and global challenges, debated the proper degree of government activism, and sought to
define its international role.
Key Concept 7.1: Governmental, political, and social organizations struggled to address the
effects of large-scale industrialization, economic uncertainty, and related social changes such
as urbanization and mass migration.
Key Concept 7.2: A revolution in communications and transportation technology helped to
create a new mass culture and spread “modern” values and ideas, even as cultural conflicts
between groups increased under the pressure of migration, world wars, and economic
distress.
Key Concept 7.3: Global conflicts over resources, territories, and ideologies renewed
debates over the nation’s values and its role in the world, while simultaneously propelling the
United States into a dominant international military, political, cultural, and economic
position.
PERIOD 8: (1945–1980) After World War II, the United States grappled with prosperity
and unfamiliar international responsibilities, while struggling to live up to its ideals.
Key Concept 8.1: The United States responded to an uncertain and unstable postwar world
by asserting and attempting to defend a position of global leadership, with far-reaching
domestic and international consequences.
Key Concept 8.2: Liberalism, based on anticommunism abroad and a firm belief in the
efficacy of governmental and especially federal power to achieve social goals at home,
reached its apex in the mid-1960s and generated a variety of political and cultural responses.
Key Concept 8.3: Postwar economic, demographic, and technological changes had a farreaching impact on American society, politics, and the environment.
PERIOD 9: (1980–Present) As the United States transitioned to a new century filled with
challenges and possibilities, it experienced renewed ideological and cultural debates, sought
to redefine its foreign policy, and adapted to economic globalization and revolutionary
changes in science and technology.
Key Concept 9.1: A new conservatism grew to prominence in U.S. culture and politics,
defending traditional social values and rejecting liberal views about the role of government.
Key Concept 9.2: The end of the Cold War and new challenges to U.S. leadership in the
world forced the nation to redefine its foreign policy and global role.
Key Concept 9.3: Moving into the 21st century, the nation continued to experience
challenges stemming from social, economic, and demographic changes.
Course Objectives:
-Student will acquire fundamental and advanced knowledge of United States political, social,
economic, constitutional, cultural, and intellectual history.
-Students will be able to develop historically accurate interpretations of the events of United
States History.
-Students will develop the ability to think and reason analytically as demonstrated
through essay and expository writing of document based and free response essay
questions as well as article reviews, and book reviews.
Course Materials:
Primary Textbook
American History A Survey, Brinkley, Alan, McGraw-Hill, Boston. Twelfth ed., 2008.
AP Achiever-Advanced Placement Exam Prep Guide, George, Jason and Brown Jerald (Revised by
George Henry), McGraw-Hill, Boston, 2009.
Primary Sources
The American Record Images of the Nation’s Past, Vol. I & II, Graebner, William and Richards,
Leonard, McGraw-Hill, Boston, 5th edition, 2006.
For The Record, Vol. 1 and 2, David Shi and Holly Mayer, W.W. Norton, 2004.
Opposing Viewpoints, Vol. 1 & 2, William Dudley and Thomson Gal, 2007.
Documents of American Constitutional & Legal History, Vol. 1 & 2, Melvin I Urofsky & Paul
Finkelman, 3rd edition, 2008.
A March of Liberty: A Constitutional History of The United States, Vol 1 & 2, Melvin I Urofsky &
Paul Finkelman, 3rd edition, 2011.
Secondary Sources
A People’s History of the United States 1492-present, Zinn, Howard, Harper Perennial. New York,
2003.
A Different Mirror: A History of Multicultural America, Takaki, Ronald, Back Bay Books. New
York, 2008.
Lies My Teacher Told Me. Harper Perennial, Loewen, James, New York, 2001.
From Slavery to Freedom, 8th ed., John Hope Franklin and Alfred A. Moss, Jr., Alfred A. Knopf,
New York, 2003.
Conflict and Consensus in American History, edited by Allen F. Davis and Harold D. Woodman,
D. C. Heath and Co., 1984.
A Sense of History, ed. American Heritage, IBOOKS Inc., 2003.
Course Requirements:
-Students will create and maintain and AP U.S. History notebook. The notebook will be of a
loose-leaf type and dividers will clearly identify the following sections: notes, reading
journal, class activities, document analysis, conceptual identifications, test
preparation and review.
-There will be nine unit examinations each semester and one cumulative final exam. Expect
unannounced quizzes on the required readings. The examination format will include multiple
choice questions, short essay questions, free response questions, and document based essay
questions. Students must clearly understand what the US History time periods are. Be able
to create and defend an argument. Crafting Historical Arguments from Historical Evidence:
It is an argumentative essay, NOT persuasive. You must be able to support your argument
with factual information from the documents. Evidence also must be specific and clear to
the argument that they are making.
The final examination each semester will be
comprehensive. Examinations will count up to 45% of the final grade.
-Students will submit written responses and evaluations of primary and secondary sources.
These analytic writing assignments which are based on the readings handed out by Mr. Trost
and will comprise up to 25% of the final grade. Evaluations of primary & secondary
materials will count for 25% of the final grade.
-Students are expected to participate in classroom discussions, debates, intellectual exercises,
socratic seminars, etc… Participation in these activities are in place to promote critical
thinking and historical analytical skills. Participation will account for 30% of the final
grade.
-Late assignments will not be accepted. All assignments are due on the due date at the
beginning of class, no exceptions. Assignments may not be electronically transmitted.
-All students enrolled in AP U.S. History are expected to take the Advanced Placement
United States History Examination. The AP test will be administered the morning of Friday
May 15, 2015.
Grading policies:
-Grades for objective work will be determined using standard deviation. Written work will
be evaluated on the clarity and strength of the thesis, quality of the supporting details, and
strength of the analytic and evaluative arguments presented. All written work will be
evaluated using a nine point rubric. U.S. History is a required course. If you fail to pass the
semester you must make it up before graduation. Grades will be recorded in points using
the following scale:
93-100% =A
87-89% =B+
77-79% =C+
67-69% =D+
90-92% =A83-86% =B
73-76% =C
60-66% =D
80-82% =B70-72% =C0-59% =F
U.S. History is a required course. If you fail to pass the semester you must make it up before
graduation.
Student Grades/Attendance: Will consist of the following criteria:
- Class participation = 30%
- Tests/Quizzes/ Student Writing/Projects = 45%
- Classroom Activities/Supplemental Reading & Analysis= 25%
Classroom Texts and Required Materials: All students will come to class prepared
everyday with the required notebooks, paper, and pens.
Fines will be given for damaged or lost school issued materials.
- Selected supplemental literature, primary sources, and atlas.
- A separate 2” binder with section dividers for this class only. Have this here
everyday. You will always need it for notes, writing, and projects.
- I suggest a key ring USB flash drive/memory stick for storing papers and projects.
$5-$20
Notes On Evaluation and Classroom Procedures:
- Homework is due at the beginning of class. Absolutely NO late work is accepted.
These rules are set in stone and not flexible.
- Keep a homework planner and write down all of your assignments for all your
classes. You’ll be amazed how much your grades will improve.
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Assignments, tests, and quizzes are weighted in points according to their difficulty
and importance.
Quizzes are done in a variety of ways and are not always announced. Do your work
and be prepared.
Extra credit is never available. Don’t even ask for extra credit. If I do make it
available everyone will know about it. There are no packets to make up for failed or
missed work.
The length of absences is considered when setting due dates for missed assignments.
The general rule is one extra day per day of absence. You are responsible for finding
out about missed assignments. Before or after test make ups may be necessary.
If you are planning a family vacation or long absence during school, you must see me
as far in advance before you go to get your assignments. You will find that I am very
flexible for students who are responsible and plan ahead.
The classroom is a learning environment. Do NOT turn on or take out electronic
devices (ipods, cd players, headphones, gameboys, cell phones, etc...) into the
classroom because they do not contribute to your learning. Turn them off before
you come into the room and put them away in your backpack. If Mr. Trost sees
them he will keep them, turn them into the office and your parents will have to come
in to pick them up. No exceptions.
Attendance Policy is the same as what is in your LHS student handbook, please read
& practice it. (5 mins late = Tardy, 4 Tardies = 1 Unexcused Absence) The
curriculum adopted by the LHS Social Studies Department emphasizes the
importance of participation in class discussions and other activities. Given the
spontaneous nature of many classroom activities, students must understand that
missing such activities can and will have a negative impact on their grade.
Period Date Range
Unit 1 1491-1607
Course Outline/Units of Study
Approximate Percentage of…
Instructional Time: 5%
AP Exam: 5%
Unit 2 1607-1754
Instructional Time: 10%
Unit 3 1754-1800
Instructional Time: 12%
Unit 4 1800-1848
Instructional Time: 10%
Unit 5 1844-1877
Instructional Time: 13%
Unit 6 1865-1898
Instructional Time: 13%
Unit 7 1890-1945
Instructional Time: 17%
Unit 8 1945-1980
Instructional Time: 15%
Unit 9 1980-Present
Instructional Time: 5%
AP Exam: 45%
AP Exam: 45%
AP Exam: 5%
Semester 1
**For the following Essential Documents, Reading Assignments, & Media Resources
students will utilize the material to conduct debates, write journal articles, oral histories, local
histories, family histories, diaries, letters, create news shows or counter-factual assignments,
create music, newspapers, advertising, mediate disputes, conduct trials, simulation games, or
congressional or senate hearings, simulate a walk west, and participate in a rendezvous
among other activities to enhance student learning of US History.**
Unit 1 1491-1607
Essential Question: In what ways did the peopling of the Americas drive the identity and
cultural interactions between various groups of people and their interests?
Themes: ID, WXT, PEO, WOR, ENV
Content:
Native American cultures before European contact
European colonization of North America: France, Spain, Great Britain
Merging of Cultures: Native American, African, European
Religion in America
Conceptual Identifications:
Immigration, slavery, labor, race, class, gender, geographic differences
Written Documents:
The Devastation of the Indies: A brief Account (excerpts) - Bartolome de Las Casas
American History A Survey: Chapter 1
The American Record:
“The Indians’ New World”- James H. Merrell
“The Labor Problem at Jamestown”- Edmund S. Morgan
“Anne Marbury Hutchinson: This Great and Sore Affliction”- Willard S. Randall
A People’s History: Chapters 1-3
A Different Mirror: A History of Multicultural America Chapters 2-3
Maps:
Pre-Columbian Native American Tribes and Cultural Attributes Map, New World Explorers
Map, European Land Claims Map, Columbian Exchange Map, Triangular Trade Map,
Religious Affiliations in North America Map 1763
Visual:
Pre-Columbian Native American Artifacts & Artwork, Spanish Conquest of the America’s
Image Analysis, First African Slaves Arrive at Jamestown, Native Women, Warriors, &
Children Image Analysis
Quantitative Data:
Population Graph of Pre-Columbian Native American Populations, Sources of European
Immigration Chart, European Colonization Land Ownership Graph
Media Resources:
Africans in America Part I (PBS)
500 Nations (Warner Bros. Productions)
Methods of Assessment:
-Students will evaluate at least three of each of the historians/experts interpretations of
written, cartographic, visual and qualitative data for the unit listed above & use APPARTS or
SOAPSTONE to determine their: audience, purpose, point of view, format, argument,
limitations, and context.
-Six multiple choice questions, two short answer questions, and one teacher created FRQ on
the Indian/African/settler interaction.
-Teacher created DBQ on economic development in the Americas.
-Theme: Peopling (PEO): Students will critically analyze two of each of the following:
maps, visuals, quantitative data and expert analysis beyond the textbook to answer the
following questions: Why have people migrated to, from, and within North America? How
have changes in migration and population patterns affected American life?
Unit 2 1607-1754
Essential Question: How did the development of northern, middle and southern colonies
in America during the period 1607-1754 affect economic, social and political change?
Themes: ID, WXT, PEO, POL, WOR, CUL
Content:
European colonization of North America: France, Spain, Great Britain
Merging of Cultures: Native American, African, European
Religion in America
The Great Awakening
Society and Culture in Colonial America: Southern, Middle, Northern colonies
Conceptual Identifications:
Colonialism, mercantilism, representative government, Protestantism
Written Documents:
An Indentured Servant Describes Life in Virginia- Richard Frethorne
A Model of Christian Charity (City upon a Hill) John Winthrop
The Mayflower Compact, 1620
Navigation Acts, September 13, 1660
A Model of Christian Charity (City upon a Hill) John Winthrop
An Indentured Servant Describes Life in Virginia- Richard Frethorne
American History A Survey:
Chapters 2-3
The American Record:
“The Labor Problem at Jamestown”- Edmund S. Morgan
“Anne Marbury Hutchinson: This Great and Sore Affliction”- Willard S. Randall
A People’s History:
Chapters 1-3
A Different Mirror: A History of Multicultural America
Chapters 2-3
Maps:
Map of Salem w/locations of accusers and victims in regards to wealth, English Colonial
Charters and Land Grants to 1760, Spread of the Great Awakening, Crops grown by region
and labor required (1650, 1700, 1750)
Visual:
Great Awakening Paintings Analysis, Name The Colonial Artifact Student Research/Game,
Quantitative Data:
Salem Witch Trials Landowners/Victims Graph analysis, Indentured Servitude Table by
region, Slavery table by region to 1750, Demographic Data Graph 1700
Media Resources:
Africans in America Part I (PBS)
In Search of History: The Salem Witch Trials (The History Channel)
Methods of Assessment:
-Students will evaluate at least three of each of the historians/experts interpretations of
written, cartographic, visual and qualitative data for the unit listed above.
-Six multiple choice questionns, two short answer questions, and one teacher created FRQ
on the development of the northern, middle, and southern colonies.
-DBQ: Although New England and the Chesapeake region were both settled largely by
people of English origin, by 1700 the regions had evolved into two distinct societies. Why
did this difference in development occur? (1993 AP U.S. History exam)
-Theme: Identity (ID): Students will compare and contrast the Salem Witch video and
written documents listed above to interpret and debate in class the following questions:
How and why have debates over American national identity changed over time? How have
gender, class, ethnic, religious, regional, and other group identities changed in different eras?
Unit 3 1754-1800
Essential Question: What were the social, political and economic factors that drove the
American colonies from dependency on Great Britain to independence?
Themes: ID, WXT, PEO, POL, WOR, ENV
Content:
Colonial North America
Population growth and immigration
Transatlantic trade and mercantilism
Growth of plantation economies
The Enlightenment
The American Revolution
The French and Indian War
The Imperial crises and resistance to Britain
The War for Independence
The New Republic
Forming a national government: Confederation and Constitution
Washington, Adams, and the shaping of a national government
Emergence of political parties: Federalists and Republicans
Federalism: National power and States rights
Hamilton, Jefferson and the creation of the National Bank
Conceptual Identifications:
Revolution, enlightenment, identity, federalism, confederation
Written Documents:
Stamp Act of 1765
Declaration of Independence
“Join or Die”
“Common Sense”- Thomas Paine
“Letters from a Farmer in Pennsylvania”-John Dickinson
Hamilton and Jefferson on the creation of the National Bank
American History A Survey:
Chapters 4,5,6
The American Record:
“The Shoemaker and the Revolution” Alfred F. Young
A People’s History:
Chapters: 4, 5
A Different Mirror: A History of Multicultural America
Chapters: None
Maps:
1763-1776 Spread of Americans into the Frontier, Trade and Smuggling in Later Colonial
Society, Northwest Ordinance Map
Visual:
Runaway Slave Advertisements Image and Wording Analysis,
Quantitative Data:
Colonial Trading Partners Pie Chart, Percentages of Loyalist/Patriots in Colonies, Early
Federalist Period State Land Claims Increasing Holdings, Northwest Ordinance Land
Redistribution to Create New States
Media Resources:
Liberty Part I (PBS)
Methods of Assessment:
-Students will evaluate at least three of each of the historians/experts interpretations of
written, cartographic, visual and qualitative data for the unit listed above & use APPARTS or
SOAPSTONE to determine their: audience, purpose, point of view, format, argument,
limitations, and context.
-Six multiple choice questions, two short answer questions, and one teacher created FRQ on
American Revolution.
-FRQ: Analyze the extent to which the American Revolution represented a radical alteration
in American political ideas and institutions between 1750-1781
-DBQ: To what extent had the colonists developed a sense of their identity and unity as
Americans by the eve of the Revolution? (1999 DBQ) In what ways and to what extent did
the Articles of Confederation provide the United States with and effective government from
1781-1789?
-Examine The Hamilton v. Jefferson documents/arguments to answer the following questions in
regards to Theme: Work, Exchange, and Technology (WXT): How have changes in
markets, transportation, and technology affected American society from colonial times to the
present day? Why have different labor systems developed in British North America and the
United States, and how have they affected U.S. society? How have debates over economic
values and the role of government in the U.S. economy affected politics, society, the
economy, and the environment?
Unit 4 1800-1848
Essential Question: What challenges did the early federal government face in establishing a
strong central government from 1800-1848?
Themes: ID, WXT, WOR, POL, CUL
Content:
Republican Motherhood and education for women
The Supreme Court in the Creation of American National government
The significance of Jefferson’s Presidency: The Revolution of 1800
The Louisiana Purchase
Expansion in to the trans-Appalachian West:
Native American resistance
Growth of slavery and free Black communities
The War of 1812
John Marshall and the Supreme Court
Early national politics
The Second party system
Industrialization, transportation, the creation of a national market economy
Changes in class structure
Immigration and nativist reaction
The economic and social system of the South
Sectionalism: The Missouri Compromise
Egalitarianism and Jacksonian Democracy
Nullification and the Bank War
Reform Movements
Ideals of domesticity
Slavery as a moral issue
Indian Removal
Conceptual Identifications:
Nationalism, sectionalism, reform, industrialization
Written Documents:
The Louisiana Purchase
Washington’s farewell address
Marbury v Madison
First Inaugural address, Thomas Jefferson
Alien and Sedition Acts
Missouri Compromise
“Why we have a Bill of Rights” Leonard W. Levy
McCullough v Maryland
Gibbons v Ogden
“Ain’t I a Woman?”- Sojourner Truth
“On Manifest Destiny, 1839”- John L. O’Sullivan
“South Carolina Exposition and Protest”- John C. Calhoun
“The Liberator”- William Lloyd Garrison
American History A Survey:
Chapters 7-12
The American Record:
“The Hamiltonian Miracle”- John Steele
“The Framers and the People”- Alfred F. Young
A People’s History:
Chapters 6,7,8
A Different Mirror: A History of Multicultural America
Chapters: 4,5,6,7,8
Maps:
War of 1812 Map, Trail of Tears Map, US Land Acquisitions Map 1800-1846, MexicanAmerican War Map
Visual:
2nd Great Awakening Multiple Paintings Analysis, Original Photographs of MexicanAmerican War, Trail of Tears Images Comparison
Quantitative Data:
Slave Percentages in All States 1800-1860, Graph of Land Acquisitions by US 1800-1860,
Changes in American Economic Production 1800-1840
Media Resources:
Daughters of Free Men (American Social History Film Library)
Sins of Our Mothers (PBS American Experience Series)
Slavery in American Pt. II PBS
Methods of Assessment:
-Students will evaluate at least three of each of the historians/experts interpretations of
written, cartographic, visual and qualitative data for the unit listed above & use APPARTS or
SOAPSTONE to determine their: audience, purpose, point of view, format, argument,
limitations, and context.
-Six multiple choice questions, two short answer questions, and one teacher created FRQ on
territorial expansion between 1800-1850.
-FRQ: In what ways did developments in transportation bring about economic and social
change in the United States in the period 1820-1860?
-DBQ: “Reform movements in the United States sought to expand democratic ideals.”
Assess the validity of this statement with specific reference to the years 1820-1850
-Theme: Politics and Power (POL): Students will close read the documents above and
categorize them into their conceptual identifications and explain their reasoning for their
choices within the confines of the Politics and Power theme. Students will also be able to
answer the following questions: How and why have different political and social groups
competed for influence over society and government in what would become the United
States? How have Americans agreed on or argued over the values that guide the political
system, as well as who is a part of the political process?
Unit 5 1844-1877
Essential Question: In what ways and to what extent did the forces of growth and
expansion beginning with the Constitution contribute to disunion? Explain the growing
economic, social, and political divisions with the United States between 1800-1877.
Themes: ID, WXT, POL, CUL, WOR, ENV
Content:
Early national politics
The Second party system
Industrialization, transportation, the creation of a national market economy
Changes in class structure
Immigration and nativist reaction
The economic and social system of the South
Sectionalism: The Missouri Compromise
Egalitarianism and Jacksonian Democracy
Nullification and the Bank War
Reform Movements
Ideals of domesticity
Slavery as a moral issue
Indian Removal
Civil War and Reconstruction
Two societies at war: mobilization, resources, and internal dissent
Military strategies and foreign diplomacy
Emancipation and the role of African Americans in the war
Social, political and economic effects of war in the North, South and West
Presidential and Radical Reconstruction
Southern state governments: aspirations, achievements, failures
African Americans in politics, education and the economy
Compromise of 1877
Impact of Reconstruction
Conceptual Identifications:
Egalitarianism, states’ rights, civil disobedience, reconstruction, nativism, nationalism,
sectionalism, reconstruction
Written Documents:
Gibbons v Ogden
“Ain’t I a Woman?”- Sojourner Truth
“On Manifest Destiny, 1839”- John L. O’Sullivan
“South Carolina Exposition and Protest”- John C. Calhoun
“The Liberator”- William Lloyd Garrison
“Defense of the American System”- Henry Clay
Dred Scott v Sanford
The Emancipation Proclamation
The Gettysburg Address
Lincoln’s Second Inaugural Address
“A former slave writes to his former master”
The Civil War Amendments to the U.S. Constitution
American History A Survey:
Chapters 9-15
The American Record:
“Now Defend Yourself, You Damned Rascal”-Elbert B. Smith
“Civilizing the Machine”-John F. Kasson
“The Commitment to Immediate Emancipation”-James Brewer Stewart
“The Quest for Room”-William L. Barnes
A People’s History of the United States:
Chapters: 6-8
A Different Mirror: A History of Multicultural America
Chapters: 4-9
Maps:
Popular Sovereignty Map 1803-1860, Bleeding Kansas Map, Civil War State Cessession
Visual:
Slavery Photographs and Drawings Analysis, John Brown and Raid on Harper’s Ferry,
Quantitative Data:
Immigration by Year Into the US & Country of Origin Table & Graphs, Percentages of
Economic Activity Highlighting the Major Role Slavery Played, Economic Activity
Comparison North v. South 1860-1865, Southern State Readmission by Year, States
Denying African American Rights Chart
Media Resources:
Slavery in American Pt. III PBS
The Civil War Pt. I, Ken Burns, PBS
Methods of Assessment:
-Students will evaluate at least three of each of the historians/experts interpretations of
written, cartographic, visual and qualitative data for the unit listed above & use APPARTS or
SOAPSTONE to determine their: audience, purpose, point of view, format, argument,
limitations, and context.
-Six multiple choice questions, two short answer questions, and one teacher created FRQ on
civil rights before and after the Civil War.
FRQ: Analyze the social, economic and political results of the Civil War.
DBQ: -In what ways and to what extent did constitutional and social developments between
1860 and 1877 amount to a revolution? (1996 DBQ)
-Theme: Ideas, Beliefs and Culture (CUL): Students will select eight of the written
documents/quantitative documents/maps to demonstrate their understanding and historical
thinking of the following questions: How and why have moral, philosophical, and cultural
values changed in what would become the United States? How and why have changes in
moral, philosophical, and cultural values affected U.S. history? Students will complete this
task in a written explanation in one class period.
Semester 2
Unit 6 1865-1898
Essential Question: How did the United States become an industrialized, modernized
nation?
Themes: ID, WXT, POL, WOR, CUL
Content:
The New South and the Post Civil War West
Reconfiguration of southern agriculture
Expansion of manufacturing and industrialization
The politics of segregation: Jim Crow and disfranchisement
Expansion and development of western railroads
Competitors for the West: miners, ranchers, homesteaders and Native Americans
Government policy towards Native Americans
Gender, race and ethnicity in the West
Environmental impacts of western settlement
Industrialization/Urbanization
Corporate consolidation of industry
Effects of technological developments on the worker and workplace
Labor and Unions
National politics and influence of corporate power
Migration and immigration: the changing face of the nation
Social Darwinism and the Social Gospel
Urbanization and the city: Machine politics; problems
Intellectual and cultural movements and popular entertainment
Agrarian discontent and political issues of the late 19th century
Imperialism
American Imperialism: political and economic expansion
The Spanish American War
Conceptual Identification:
Imperialism, urbanization, laissez-faire, progressivism
Written Documents:
Sherman Anti-trust Act
1892 Populist Party Platform
“Cross of Gold”-William Jennings Bryan
Thomas Nast Cartoons
Plessey v Ferguson, 1896
“Our Country”-Josiah Strong
“Of Mr. Booker T. Washington”-W.E.B. DuBois
“Atlanta Compromise”-Booker T. Washington
The Gospel of Wealth-Andrew Carnegie
“The Significance of the Frontier in American History”-Frederick Jackson Turner
American History A Survey:
Chapters 16-20
The American Record:
“Gunfire and Brickbats: The Great Railway Strikes of 1877-Gerald G. Eggert
“Black Soldiers and the White Man’s Burden”-Willard B. Greenwood
A People’s History:
Chapters: 11, 12
A Different Mirror: A History of Multicultural America
Chapters: 10,11,12
Maps:
Native American Land Loss Maps 1800-1900, Mining Booms 1860-1900, Growth of
American Cities 1865-1900
Visual:
How the Other Half Lives-Jacob Riis, Spanish American War Political Cartoons Analysis,
Sharecropping vs. Slavery Image Analysis
Quantitative Data:
Ethnic Makeup of West Table, Native American Population Graph 1850-1900, Chinese
Immigration Chart, European Immigration Chart, American Industrial Production 18651900 in Railroads, Steel, Oil, & Labor Unions
Media Resources:
Andrew Carnegie: The Richest Man in the World-(The American Experience, PBS)
Crucible of Empire: The Spanish American War. (PBS)
Methods of Assessment:
-Students will evaluate at least three of each of the historians/experts interpretations of
written, cartographic, visual and qualitative data for the unit listed above & use APPARTS or
SOAPSTONE to determine their: audience, purpose, point of view, format, argument,
limitations, and context.
-Six multiple choice questions, two short answer questions, and one teacher created FRQ on
American Imperialism.
FRQ: Although the economic growth of the U.S. between 1860-1900 has been attributed to
the governmental policy of laissez-faire, it was in facts encouraged and sustained by direct
governmental intervention.” Assess the validity of this statement
DBQ: 1-How successful was organized labor in improving the position of workers in the
period from 1875-1900? Analyze the factors that contributed to the level of success
achieved (2000 DBQ)
2-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?
- Theme: Environment & Geography--Physical and Human (ENV): Students will
examine the two media resources above to conduct a two day Socratic Seminar on the
following questions: How did interactions with the natural environment shape the
institutions and values of various groups living on the North American continent? How did
economic and demographic changes affect the environment and lead to debates over use
and control of the environment and natural resources? Students may of course draw
information from earlier time periods and the material in this unit to complete this task.
Unit 7 1890-1945
Essential Question: Analyze and interpret the changes in the social, political, and economic
involvement of government in American Society
Themes: ID, WXT, PEO, POL, WOR, CUL
Content:
Progressivism:
Origins of progressive reform: municipal, state and national
Roosevelt, Taft and Wilson as Progressive presidents
Women’s roles: family, workplace, education, politics, and reform
Black America: urban migration and civil rights initiatives
America as a World Power
War in Europe and American neutrality
World War I at home and abroad
Wilson the Progressive Moralist: The Treaty of Versailles
American Society postwar
The New Era: 1920’s
The Business of America
Normalcy
Republican politics: Harding, Coolidge, Hoover
The culture of modernism: science, the arts, sports and entertainment
Responses to Modernism: religious fundamentalism, natives, and Prohibition
The Harlem Renaissance
The modern woman
The Great Depression and New Deal
Causes of the Great Depression
The Hoover administration’s response
FDR and the New Deal
Labor and union recognition
The New Deal coalition and its critics from the Right and the Left
American Society during the Great Depression
World War II
The rise of fascism and militarism in Japan, Italy and Germany
The United States policy of Neutrality
Pearl Harbor and the U.S. declaration of war
Diplomacy, war aims, wartime conferences
The Home front during WW II
Urban migration and demographic changes
Women, work and family during the war
Expansion of government power
Civil liberties and civil rights: Japanese internment;
Atomic Power and is implications
Conceptual Identifications:
Fascism, militarism, demography, ethnocentrism
Written Documents:
Pure Food and Drug Act 1914
Clayton Anti-Trust Act
Immigration Act of 1921, 1924
17th, 18th, 19th Amendments
The Fourteen Points
“A Dream Deferred”-Langston Hughes
“The Bridge”-Joseph Stella
First Inaugural Address-Franklin D. Roosevelt
Dorthea Lange photographs
“Fireside Chats” Franklin D. Roosevelt
“The Decision to Drop the Bomb”-Harry S. Truman
Executive Order 9066-Franklin D. Roosevelt
Korematsu v United States, 1944
American History A Survey:
Chapters 21-28
The American Record:
“Political Fundamentalism”-William E. Leuchtenburg
“Strangers from a Different Shore: The relocation…”-Ronald Takaki
A People’s History:
Chapters: 13-16
A Different Mirror: A History of Multicultural America
Chapters: 13-15
Maps:
Electoral Votes for Roosevelt, Taft, and Wilson Presidencies, Great Migration Routes, Great
Depression Migration Routes, WWII Fronts
Visual:
“Mean Streets: Black Harlem in the Great Depression”-Cheryl Greenberg, Suffrage
Movement Images, WWI Propaganda Images Analysis, Great Depression Art and Political
Cartoons Analysis, WWII Propaganda Images Analysis
Quantitative Data:
Percentages of Women Working Outside of the Home 1880-1950, African-American
Migration North Chart 1900-1990, American Troop Inolvement WWI, Economic Growth
and Decline 1920-1940, Unemployment Rates 1890-1950
Media Resources
The Century: America’s Time, Volumes 1-3 (The History Channel, ABC News)
Methods of Assessment
-Students will evaluate at least three of each of the historians/experts interpretations of
written, cartographic, visual and qualitative data for the unit listed above & use APPARTS or
SOAPSTONE to determine their: audience, purpose, point of view, format, argument,
limitations, and context.
-Six multiple choice questions, two short answer questions, and one teacher created FRQ on
rise of progressivism in the early 20th century.
FRQ:
To what extent did the United States achieve the objectives that led it to enter the First
World War?
Describe and account for the rise of nativism in American society from 1900 to 1930
DBQ:
1-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? (1986)
2-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 of
the federal government? (2003)
3-The United States decision to drop an atomic bomb on Hiroshima was a diplomatic
measure calculated to intimidate the Soviet Union in the post-Second-World War era rather
than a strictly military measure designed to force Japan’s unconditional surrender. (1988)
-Theme: America in the World (WOR): Students will examine the following documents:
The American Record:
“Political Fundamentalism”-William E. Leuchtenburg
“Strangers from a Different Shore: The relocation…”-Ronald Takaki
A People’s History:
Chapters: 13-16
They will then utilize those documents to create a group video to demonstrate their
understanding of the key questions: How have events in North America and the United
States related to contemporary developments in the rest of the world? How have different
factors influenced U.S. military, diplomatic, and economic involvement in international
affairs and foreign conflicts, both in North America and overseas?
Unit 8 1945-1980
Essential Question: In what ways and to what extent did the Cold War and the Civil Rights
Movement shape American society between 1945-1980?
Themes: ID, WXT, PEO, POL, WOR, ENV, CUL,
Content:
The United States and the Early Cold War
Origins of the Cold War
Truman and containment
The Cold War in Asia: China, Korea, Vietnam
The Cold War in Europe, Latin America
The Red Scare and McCarthyism
Diplomatic strategies and policies of Truman, Eisenhower, and Kennedy.
The military-industrial complex
The New Frontier
Lyndon Johnson and the Vietnam War
The Civil Rights Movement:
The impact of World War II on the modern civil rights movement
The impact of Brown v Board of Education.
The Lynching of Emmett Till.
The Montgomery Bus Boycott
Martin Luther King emerges as a National Leader
Non-violent campaigns to desegregate America
Television and the Civil Rights Movement
Lyndon Johnson and the Civil Rights Movement
Consensus and Conformity in America
Suburbia and middle class America
The impact of television on Cold War and Civil Rights
War on Poverty: The Great Society
The impact of science and technology on American Life
Postwar Economic expansion
The Counter-culture
Conceptual Identifications:
Military industrial complex, militancy, non-violence, sphere of influence, containment, black
power
Written Documents
“The Containment Doctrine”-Harry S. Truman
“The Marshall Plan”-George Marshall
“The Long Telegram”-George F. Kennan
“The Wheeling West Virginia Speech”-Joseph McCarthy
Brown v Board of Education, 1954
“Letter from a Birmingham Jail”-Martin Luther King, Jr.
“I have a Dream”-Martin Luther King, Jr.
The Gulf of Tonkin Resolution
The Things they Carried-Tim O’Brien
American History A Survey:
Chapters 29-31
The American Record:
“Two Halves of the same Walnut”- Walter LeFeber
“Rebels without a Cause…”-Beth Bailey
“The Politics of Civility”-Kenneth Cmiel
“Challenging the Consensus: Integrating the Public Schools”-Melba Pattillo Beals
People’s History:
Chapters 17-19
A Different Mirror: A History of Multicultural America
Chapters: 15
Maps:
US Cold War Allies World Map, US Cold War Overseas Intervention Map, Korean War
Maps, Vietnam War Maps, Civil Rights Riots Map, American Migration to the Sun Belt and
the South
Visual:
McCarthyism Image Analysis, Emergence of Suburban America Photographs, White Flight
Images, Vietnam War Protest Images, Civil Rights Photographs Analysis
Quantitative Data:
US Military Spending Chart 1940-2015, Total Percentage of US Spending on Military 19402000, Communist Party Membership in US 1930-1960, Known Lynchings Per State 18901970, Economic Growth by Sector 1945-2000
Media Resources:
Eyes on the Prize: America’s Civil Rights Years (PBS)
The Century America’s Time Vol. 4, The History Channel, and ABC News
Methods of Assessment:
-Students will evaluate at least three of each of the historians/experts interpretations of
written, cartographic, visual and qualitative data for the unit listed above & use APPARTS or
SOAPSTONE to determine their: audience, purpose, point of view, format, argument,
limitations, and context.
-Six multiple choice questions, two short answer questions, and one teacher created FRQ on
1950’s social and cultural conformity.
DBQ:
1-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. Eisenhower
address these fears? (2001)
2-Analyze the changes that occurred during the 1960’s in the goals, strategies and support of
the movement for African American civil rights. (1995)
- FRQ: Analyze the successes and failures of the United States Cold War policy of
containment as it developed in TWO of the following regions of the world during the period
1945-1975
“1968 was a turning point for the United States.” To what extent is an accurate assessment?
In your answer discuss TWO of the following: National politics, Vietnam War, Civil Rights
Analyze the extent to which TWO of the following transformed American society in the
1960’s and 1970’s: The Civil Rights Movement, The antiwar movement, the women’s
Movement.
Unit 9 1980-Present
Essential Question: In what ways and to what extent has the neoconservative revolution
altered American social, political, and economic structure in the late twentieth and early
twenty first centuries?
Themes: ID, PEO, POL, WOR, CUL
Content:
Politics and Economics at the end of the Twentieth Century
The election of 1968 as a turning point
Nixon’s challenges: Vietnam, China, Watergate
Jimmy Carter the Washington outsider
The New Right and the Reagan revolution
End of the Cold War
The George H.W. Bush Presidency
The Clinton Presidency
Society and Culture at the End of the Twentieth Century
Demographic Changes in American
Revolutions in biotechnology, communication and computers
Identity politics in a multicultural society
Liberal democracy
The United States in the Post Cold-War World
Globalization and the American economy
Unilateralism vs. multilateralism in foreign policy
Domestic and foreign terrorism
Environmental issues in a global contest
9/11
US Response to 9/11 and The War on Terror
The George W. Bush Presidency
The Failure or Success of Iraq/Afghanistan
The Growth of ISIL
Conceptual Identifications:
Human rights, liberalism, neo-conservatism
Written Documents:
“Reflections of a Neoconservative…”-Irving Kirstol
“Vietnam Veterans against the War” (1971) - John Kerry
“The Equal Rights Amendment”
“Remarks at the Annual Convention of the National Association of Evangelicals”-Ronald
Reagan
“Hate, Rape and Rap”-Tipper Gore
“2 Live Crew, Decoded”- Henry Louis Gates, Jr.
American History A Survey:
Chapters 31-34
The American Record:
“Confronting the War Machine”-Michael S. Foley
“Culture Wars”-James Davison Hunter
“From Integration to Diversity”-Bruce J. Schulman
“Reckoning with Reagan”-Michael Schaller
A People’s History:
Chapters: 20-23
A Different Mirror: A History of Multicultural America
Chapters: 16,17
Maps:
Nixon’s Vietnam & Cambodian War, Reagan’s Cold War Involvement Overseas, Fall of the
Soviet Union and Decline of Communism, 9/11 & The War on Terror Maps
Visual:
End of the Vietnam War, Democratic National Convention 1968, Watergate Protest Image
Analysis, Iran Hostage Crisis, The Miracle on Ice, Iran-Contra Affair Cartoons Analysis,
9/11 and The War on Terror
Quantitative Data:
1968 Election Data Analysis, Percentages of Americans Supporting Nixon 1968-1974,
Growth of Evangelicalism & Televangelist Earnings 1970-1990, Percentages of Americans
Supporting the ERA, US Troop Involvement in the War on Terror in Afghanistan and Iraq,
US Military Spending 1991-2015
Media Resources:
“The Century: America’s Time” Vols. 5, 6 The History Channel, ABC News
“Eyes on the Prize” Vol. 7. PBS
Methods of Assessment
-Students will evaluate at least three of each of the historians/experts interpretations of
written, cartographic, visual and qualitative data for the unit listed above & use APPARTS or
SOAPSTONE to determine their: audience, purpose, point of view, format, argument,
limitations, and context.
-Six multiple choice questions, two short answer questions, and one teacher created DBQ on
America in the age of terrorism.
AP Exam Review Period
The second semester concludes with a period of review for the Advanced Placement U.S.
History Exam. Students will then take a practice exam. This practice exam will count
toward the second grade and is worth 50 points.
Post AP Exam Period
Following the AP Exam, the course concludes with a historical film festival in which the
students compare documentary and feature films about historical events. Students will then
conduct research on American Foreign Policy in the late 20th and early 21st century. The
resulting presentation will count as the second semester final exam grade.
Plagiarism
Personal and Academic Honesty:
Students are expected to do their own work. The definition of plagiarism/cheating includes
(but is not limited to):
1.
2.
3.
4.
copying or lending assignments
communicating, in any way, during a test
using notes in a situation where notes are not acceptable
plagiarism (the intentional or unintentional failure to give clear credit to the author of
any words/ideas not your own) in any form (individual/group work)
-A first offense will result in loss of grade points for the assignment (for all individuals
claiming credit) with no possibility of make-up, the parents will be notified, and
documentation of the incident will be placed in the student’s file.
-A second offense, regardless of date, previous grades, or the class, will result in a loss of
semester credit for the course.
-Students who turn in undocumented work products (in any form) will be charged with
plagiarism and will receive a zero for the assignment. Remember: NOTHING matters more
than your honor.
Academic Video Permission Form
In conjunction with our US History & AP US History class I am asking your permission to
allow your student to view videos and clips that may contain foul language and violence.
The language and violence is in the context of the topic which we are studying. The videos
will not be used as entertainment or to simply fill class time, they are supplemental learning
tools utilized to enhance student learning. I feel it is important for students to see all angles
and issues when it comes to politics, media, our country, and understanding our history.
If you have any questions or suggestions please feel free to contact me by email or phone as
listed below. It is my hope that they clips shown in class will help better equip students as
they leave my class. This process will create a better understanding and perspective of all
that goes on in their world, teaching them to always question what they see and hear. Their
opinions will be informed and be able to withstand the pressure of others by having more
than just a thought behind it.
Students who do not turn in the signed form will not be allowed to view these videos and
clips. They will be given alternative assignments to cover any points given related to the
video clips. It is my sincere belief that students not allowed to view the material will miss
out on valuable learning opportunities and class discussions.
If there are any concerns, please feel free to contact me by phone at (425)431-5237 or by
email at trostd@edmonds.wednet.edu.
Doug Trost
US History/AP US History Teacher
Lynnwood High School
Note to Parents/Guardians: Please take time to ask your child about our classroom work,
to read through their rough drafts, help them prepare for quizzes and tests, and ask them
about the projects they are working on for class. Education is a lifelong process that
continues twenty four hours a day. Work with your child to help them develop ways of
being a successful student. Successful student practices include, using a planner to record
homework, avoiding procrastination, and keeping their notebooks and school materials
organized. Every year I notice that the students who are successful have parents/guardians
that are actively involved not only in their lives but in their education. I’m looking forward
to all of us working together to make this year fun and successful for everyone.
**Please sign the form on the next page & return it to me and give your child ten points for
sharing this with you. It’s the easiest points they’ll earn all year.**
Please call or email me anytime with questions or concerns you might have.
Office Phone # (425) 431-5237 Email: TrostD@edmonds.wednet.edu
LHS Webpage: http://teacher.edmonds.wednet.edu/lhs/dtrost/index.php
I’m looking forward to working with all of you this year.
Doug Trost
Teacher’s Copy: Turn in to Mr. Trost by
Wednesday, September 23rd.
STUDENTS: I have read this classroom syllabus, video permission form, &
classroom syllabus. I understand them, and will abide by them. I will honor it while
under the supervision of Mr. Trost.
Signature________________________________ Date_____________________
Printed Name___________________________________
E-mail address _____________________________________________________
PARENTS: My child has discussed the classroom syllabus, video permission form, &
classroom discipline plan with me. I understand it and will support it.
Signature________________________________ Date_____________________
Printed Name___________________________________
E-mail address _____________________________________________________
******IMPORTANT******
Turn in this copy to Mr. Trost by Wednesday, September 23rd, 2015 for credit.
Following 9/23/15 any unsigned syllabus by parents or students will be regarded as
recognition and acceptance of the above syllabus and its conditions.
Thank you