Northwest Cabarrus High School
Advanced Placement United States History
Course Syllabus
Mrs. Kasey DelliSanti
kasey.dellisanti@cabarrus.k12.nc.us
Fall 2013
704-788-4111 ext. 178
Course Overview
Welcome to AP U.S. History! Success in this an A.P. course requires students to devote ample time outside the class in order to
be properly prepared for discussions and lessons inside the class. This year-long course will be fast-paced and highly
challenging in which students will:
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Get an idea of what to expect in an introductory college history course
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Demonstrate a mastery the history of the United States
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learn the analytic skills and factual knowledge necessary to deal with and write critically about the history of the
United States
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Demonstrate the skills of evaluation, cause and effect relationships, and compare and contrast through Socratic
Seminar and debate
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Use historical evidence to defend and support historical arguments and positions
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Interpret and draw conclusions from various primary and secondary sources including documents, literary works,
maps, cartoons, etc.
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Prepare for and receive a score of 3 or higher on the A.P. U.S. History Exam
A.P U.S. History Themes
A.P. United States History is a search for an American identity. The course encompasses the scope of American development from the PreColumbian cultures through the Reagan Presidency. In turn we will examine a variety of themes:
American Diversity
The diversity of the American people and the relationships among different groups. The roles of race, class, ethnicity, and gender in the
history of the United States.
American Identity
Views of the American national character and ideas about American exceptionalism. Recognizing regional differences within the context of
what it means to be an American.
Culture
Diverse individual and collective expressions through literature, art, philosophy, music, theater, and film throughout U.S. history. Popular
culture and the dimensions of cultural conflict within American society.
Demographic Changes
Changes in birth, marriage, and death rates; life expectancy and family patterns; population size and density. The economic, social, and
political effects of immigration, internal migration, and migration networks.
Economic Transformations
Changes in trade, commerce, and technology across time. The effects of capitalist development, labor and unions, and consumerism.
Environment
Ideas about the consumption and conservation of natural resources. The impact of population growth, industrialization, pollution, and urban
and suburban expansion.
Globalization
Engagement with the rest of the world from the fifteenth century to the present: colonialism, mercantilism, global hegemony, development
of markets, imperialism, and cultural exchange.
Politics and Citizenship
Colonial and revolutionary legacies, American political traditions, growth of democracy, and the development of the modern state. Defining
citizenship; struggles for civil rights.
Reform
Diverse movements focusing on a broad range of issues, including anti-slavery, education, labor, temperance, women’s rights, civil rights,
gay rights, war, public health, and government.
Religion
The variety of religious beliefs and practices in America from prehistory to the twenty-first century; influence of religion on politics,
economics, and society.
Slavery and Its Legacies in North America
Systems of slave labor and other forms of unfair labor (e.g., indentured servitude, contract labor) in American Indian societies, the Atlantic
World, and the American South and West. The economics of slavery and its racial dimensions. Patterns of resistance and the long-term
economic, political, and social effects of slavery.
War and Diplomacy
Armed conflict from the pre-colonial period to the twenty-first century; impact of war on American foreign policy and on politics, economy,
and society.
1|APUSH
NCHS
K. DelliSanti
Class Fee
All A.P. U.S. History students will purchase a copy of McGraw Hill’s 2014 5 Steps to a 5: AP U.S. History to help them further
prepare for the A.P. Exam in May. This text will also be used in class. It is expected that it be purchased on or before September
12 (A-Day) & 13 (B-Day).
Texts
Brinkley, Alan. The Unfinished Nation: A Concise History of the American People. 6th ed. (New York: McGraw-Hill, 2010).
The text will be supplemented with additional course readings and classroom handouts throughout the semester. Students are required to maintain their
books in the same condition in which they were issued. Students will be charged the full replacement cost for lost or damaged books.
Supplemental texts include:
Boyer, Paul S., et al. The Enduring Vision. Fifth Edition. (Toronto: D.C. Houghton Mifflin Company, 2004).
Madaras, Larry, and James M. SoRelle. Taking Sides: Clashing Views on Controversial Issues in American History, Volumes One and Two
(Guilford, CT: Dushkin Publishing Group Inc., 2002).
Zinn, Howard. A People’s History of the United States. (New York: Harper Perennial, 2005).
Schweikart, Larry, and Michael Allen. A Patriot’s History of the United States. (New York: Sentinel, 2007).
Bender, David L. Opposing Viewpoints in American History, Volumes One and Two.(San Diego: Greenhaven Press, 1996).
Reading Expectations
A cornerstone of any AP course is reading to supplement the information learned in class. Students will be assigned reading
every night and can expect reading quizzes whenever a chapter is assigned to be read.
Writing Expectations
This course is writing intensive. In order to prepare students to take the A.P. U.S. History exam in May, students will be
expected to compose Essays in response to various historical prompts. Document-Based Questions and Free-Response
questions will be the two types of essays students will learn to write in this course. The following rubric will be used to grade
students’ essays in both AP US History and AP Language and Composition.
Essay Score
CCS Grading Scale
9
8
7
6
5
4
3
2
1
100
95
90
85
80
75
70
60
50
Office Hours
Mrs. DelliSanti is available Monday-Thursday, afterschool for extra help. Please schedule a time, in advance.
Unit review sessions will be offered after school, the day before each unit test.
2|APUSH
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K. DelliSanti
Class Rules
Students are expected to abide by all CCS policies including but not limited to: dress code, use of personal electronics, and
support of a positive learning environment.
 I will come to class prepared with my supplies and my mind, ready to learn.
 I will not bring food or drinks to class.
 I will follow instructions the first time given.
 I will be respectful of myself, my peers, my teacher, and my classroom.
 I will have a positive attitude and do my best each day.
Class Consequences for Poor Choices
(Order could change depending on the severity of the offence)
Step 1: Verbal Warning
Step 2: Hallway (Timeout)
Step 3: After School Detention with Mrs. DelliSanti (Student will fill out a “Reflecting on My Choices” Sheet)
Step 4: Control Room & Call Home
Class Guidelines
Students will engage in a variety of debates and discussions throughout the course year, many touching on controversial topics.
It is imperative that students challenge and test each other’s assumptions and reasoning but do so in an appropriate and
respectful manner. Use the following guidelines:
R
Responsibility- The ability to take charge of one’s life, fulfill one’s obligations, be accountable for one’s actions, and
not let people down.
E
Empathy - The ability to listen deeply to another person’s story / experience and connect to that person
S
Self-Discipline- The act of ensuring that everyone has an opportunity to participate in a group task or a project, and that
no one dominates the discussion.
P
Participation- The act of sharing and working with others to make decisions, complete a task, or initiate a project.
E
Enthusiasm -The feeling of great excitement which inspires zeal and fervor.
C
Cooperation - The important skill that helps us work successfully in groups and interact harmoniously with others.
T
Trust - The ability to let others know your feelings, emotions and reactions, and have the confidence in them to be
supportive and encouraging.
Required Materials
 Students purchase 5 Steps to a 5: AP U.S. History (mentioned above) due on or before September 12 (A-Day) and 13 (B-Day).
 1 ½-2 inch 3-Ring Binder
 5 Dividers
Labeled in the following way and in this order:
 Unit Syllabi
 Notes
 Supplementary Resources/ Exam Review
 Homework
 Writing
 6 Packs of Index Cards (you will use all of these)
 Loose-Leaf Paper
 Highlighters
o Pink
o Blue
o Yellow
o Orange
o Green
o Purple
 Reams of 500-Sheet Colored Printer Paper- (not construction paper)
o Pink
o Blue
o Yellow
o Orange
o Green
o Purple
o Or any other color
3|APUSH
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K. DelliSanti
Grading
Tests/Essays/Papers/Projects
50%
Multiple Choice Cumulative Tests, Document Based Questions, and Free Response Questions
Quizzes
30%
Vocabulary Quizzes, Document & Cartoon Analysis, Announced and Unannounced Reading Quizzes
Homework/Classwork/Participation 20%
Vocabulary Flashcards, Warm-Ups, HW Assignments, Journals, and participation in class discussion and Socratic Seminars
Minor Assignment Late Work Policy
Daily, class, and homework assignments (with the exception of test grades) will not be accepted late; it is the expectation that
students turn in all assignments on the due date, at the beginning of class!
Minor Assignments Get-Out-of-Jail Free
Students are still expected to turn in the assignment. Students will receive 1 per quarter to use for the following reasons:
Late Work-one calendar day from due date
Computer/Printer Emergency
Drop low grade
Major Assignment Late Work Policy
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All assignments, worth a test grade, adhere to this policy.
The due date for assignments will be determined by the teacher.
Students who submit on the due date may earn up to a 100 (minus quality points).
Students who submit one day late may earn no higher than an 85 (minus quality points).
Students who submit two days late may earn no higher than a 70 (minus quality points).
Students who do not submit on the due date or on either late day will earn a 0.
In summary, students must submit on the designated due date. The assignment’s grade decreases by 15
points per day for two days (minus quality points). After the third day, the assignment is not accepted and is a 0.
Failure to turn in any assignment on the due date at the very beginning of class constitutes a late assignment.
In other words, you may not leave the room to retrieve an assignment or print, etc.
Submitting late during the class period or the school day still constitutes a late assignment.
Assignments are not to be worked on in class the day it is due, and doing so will result in a late grade or zero.
No assignments will be accepted after the three day late policy is reached.
Remember, every school day applies to the three day late policy regardless of the A/B Day Schedule.
You may turn in assignments early.
The Plagiarism Statement and Late Work Policy form attached to this syllabus must be signed and returned.
Cheating
___________
Cheating, which is defined as copying from outside resource materials such as internet sites or Cliff’s Notes, copying
assignments from other students, collaborating with other students on any non-group assignment, and an abundance of
assistance from parents, will automatically result in a zero on the assignment and/or discipline referral per the Student
Handbook.
The Plagiarism Statement, Late Work Policy, and Cheating form attached to this syllabus must be signed and returned.
4|APUSH
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K. DelliSanti
Attendance /Make-Up Work Policy
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It is the responsibility of the student to gather and complete all assignments and class work missed when absent.
Each student has a “pocket” in the classroom where missed work will be placed.
Students will be given a “Unit Syllabus” at the beginning of each unit so the student knows all assignments and due
dates in advance. Therefore, the student will be expected to submit the assignment the day the student returns regardless
of the A/B Day Schedule.
Students have five days from the date of their return to class to make up an assignment, per county policy. After five
days, missing work will count as a zero.
Please note that five days is not extended do to A/B Day Schedule; every school day counts in this total number.
Assignments that are given prior to the students’ absence are due on the assigned due date regardless of absence,
unless an extenuating circumstance is documented.
Alternative forms of assignments may be given in order to deter potential cheating.
Assignments must be turned in (already stapled, paper-clipped, etc.) at the beginning of class. Work turned in after
class starts is considered late and will NOT BE ACCEPTED!
Students are responsible for keeping up with the homework, vocabulary flashcards, analogies, quizzes, notebook, and
tests.
It is expected that you will turn in all scheduled assignments and take all scheduled tests on time, regardless of
absences. Students absent on the day of a test must make arrangements to make-up missed work the first day they
return to school. I will not initiate make-ups. After five days all missing assignments convert to a zero.
Work missed will be placed in that student’s “pocket” for pick-up.
Extra Credit Policy
Because this is a college-level course, extra credit will not be given.
The A.P. U.S. History Exam
The A.P. US History Exam will be administered on Wednesday, May 14, 2014 at 8:00 A.M. All NCHS students, enrolled A.P.
U.S. History, are expected to register and take the exam which exempts students from taking a teacher-made exam in June. The
exam is 3 hours and 5 minutes and consists of two sections:
 55-minute/80 Question multiple-choice section
 130-minute free response section.
o Part A of the free response section includes a mandatory Document Based Question (DBQ).
o Part B and C of the free response section include two standard essay questions.
The overall exam covers the period from European exploration to the present. The exam is graded on a 5-point scale. Students
earning a score of 3, 4, or 5 on the national exam may be eligible for college credit.
AP Test Breakdown- Time Periods
Pre Columbian to 1789
1790 to 1914
1915 to Present
5|APUSH
AP Test Breakdown- Concepts
20%
45%
35%
Political Institutions, Behavior, and Public Policy
Social Change, Cultural and Intellectual Developments
Diplomacy and International Relations
Economic Developments
NCHS
K. DelliSanti
35%
40%
15%
10%
Units of Study
Unit 1: Discovery through French & Indian War 1492-1763 (8 Days)
Topics:
Pre-Columbian Societies (America before Columbus)
Exploration and Arrival of the English (Spain, Portugal, France, England)
Establishment of Colonial America
Comparison of New England, Middle, and Southern Colonies (Religious, Economic, Political)
Burdens of Empire (Salutary Neglect)
Stirrings of Revolt (British Policies after 1763)
American Revolutionary Era (French and Indian War, Imperial Crisis, War for Independence)
The States United (Declaration of Independence, State Constitutions, Articles of Confederation, Shay’s Rebellion)
Objectives:
To understand the beginning of the history of the United States, the student will be able to:
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Analyze the issues and conflicts of transatlantic contact between various civilizations
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Describe the establishment of American colonies by the European nations during the sixteenth century
To understand the economic and political relationship between England and its colonies that would eventually lead to the American Revolution, the
student will be able to:
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Identify the causes and results of war and the American Revolution
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Explain the relationship between England and its colonies, and their development during the sixteenth and seventeenth centuries
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of the Republic
A.P. U.S. History Themes:
American Culture, American Diversity, American Identity, Demographic Changes, Economic Transformation, Globalization, Religion in America
Major Assignments & Readings:
Brinkley, Chapters 1-3; 4 (pg. 90-97)
“Journal of the First Voyage to America” by Christopher Columbus
“The Witchcraft Trials in Salem: A Commentary” by Douglas Linder
“Sinners in the Hands of an Angry God” by Jonathan Edwards
“The examination of Mrs. Anne Hutchinson, at the Court of Newton”
“Mayflower Compact”
John Winthrop, “A Model of Christian Charity”
Phillis Wheatley, “On being brought from African to America”
Activities:
Reading Quizzes & Reading Assignments
“AAPARTS” Strategy to dissect Columbus Letters
“Hands on History” Seminary Strategy to dissect Salem Witch Trials
Colonies Chart
Teach Students how to answer DBQ & Free Response Questions
Unit 1 Test: 80 Multiple Choice Questions
6|APUSH
NCHS
K. DelliSanti
Unit 2: Revolutionary Era-Establishing a New Nation 1763-1815 (9 Days)
Topics:
Stirrings of Revolt (British Policies after 1763)
American Revolutionary Era (French and Indian War, Imperial Crisis, War for Independence)
The States United (Declaration of Independence, State Constitutions, Articles of Confederation, Shay’s Rebellion)
Constitutional Convention
George Washington’s Administration and the First Government
Federalists versus the Democratic Republicans
Washington, Adams, Jefferson, Madison, and Monroe foreign and domestic policy
War of 1812 (Causes and Results)
Objectives:
To recognize the importance of the forging of the American nation, the student will be able to:
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Discuss the various issues involving the establishment of the American government and Constitution
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Compare and contrast the administrations of Washington, Adams, Jefferson, and Madison
To understand the peaceful transition of power from the Federalists to the Democratic Republicans and the federal government’s role in domestic and
foreign programs, the student will be able to:
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Evaluate the impact of territorial growth, domestic policies, and foreign policies on the early Republic
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Explain the impact of Madison’s Administration in regard to the causes and results of the War of 1812
 Characterize the major accomplishments of the Monroe Administration regarding foreign policy and domestic issues that led to nationalism
and sectionalism in this time period
A.P. U.S. History Themes:
American Identity, Demographic Changes, Politics & Citizenship, War & Diplomacy
Major Assignments & Readings:
Brinkley, Chapters 4 (pg. 98-109); 5-7
“Common Sense” by Thomas Paine
Thomas Paine, "The Crisis"
John Dickinson, “Letters from a Farmer in PA”
J. Hector St. John De Crevecoeur “Letters from an American Farmer”
Thomas Jefferson, “Declaration of Independence”
Patrick Henry, "Speech to VA Convention"
Olaudah Equiano,“The Interesting Narrative of the Life of Olaudah Equiano”
Abigail & John Adams, “Letters”
“Federalist Papers, No. 10 & No. 51”
Opposing Viewpoints: “A National Bank would be Unconstitutional” by Thomas Jefferson
“A National Bank would be Constitutional” by Alexander Hamilton
Opposing Viewpoints: “The Sedition Act Violates the Bill of Rights” by George Hay
“The Sedition Act Does Not Violate the Bill of Rights” by 5th Congress Majority Report
Opposing Viewpoints: “The Louisiana Purchase Should be Approved” by Thomas Jefferson
“The Louisiana Purchase Should be Opposed” by Samuel White
Washington’s Farewell Address
Activities:
Reading Quizzes & Reading Assignments
Free Response Question
Unit 2 Test: 80 Multiple Choice Questions
7|APUSH
NCHS
K. DelliSanti
Unit 3: Jacksonian America, Nationalism and Sectionalism 1815-1850 (8 Days)
Topics:
Era of Good Feelings (Beginning of the Industrial Era, American System)
Marshall Court
Sectionalism v Nationalism
Election of 1824 & the Corrupt Bargain
Jacksonian Democracy & Policy (Indian Removal, National Bank Veto, Texan War for Independence)
Quincy Adams, Jackson, Van Buren, Harrison, Tyler, Polk, Taylor, Fillmore, Pierce Buchanan Administrations
Election of 1840
Manifest Destiny & Slavery Debate
Mexican American War
Antebellum Reform
Literary & Religious Movements
Objectives:
To understand the development and evolution of democratic institutions in the United States, the student will be able to:
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Characterize the rise of political prominence of Andrew Jackson
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Evaluate Jackson’s domestic and foreign policies
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Analyze the issues involved in the elections of 1824, 1828, 1836, and 1840
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Explain the causes and results of antebellum reform movements in the United States
To recognize the importance of westward expansion and the looming issue of slavery in the United States, the student will be able to:
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Identify the causes and results of American settlers moving west
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Discuss the causes and results of the Texan War for Independence & the Mexican American War
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Analyze the issues involving slavery and potential disunion during the 1840’s and 1850’s
A.P. U.S. History Themes:
American Diversity, American Identity, Culture, Demographic Changes, Economic Transformations, Environment, Politics & Citizenship, Reform,
Religion, Slavery & Its Legacies in North America, War & Diplomacy
Major Assignments & Readings:
Brinkley, Chapters 8-12
“Democracy in America” by Alexis de Tocqueville
The Monroe Doctrine
“Walden” & “Civil Disobedience” by Henry David Thoreau
Ralph Waldo Emerson, “Nature,” “Self-Reliance”
Elizabeth Cady Stanton, “Declaration of Rights and Sentiments”
Frederick Douglass, “Narrative of the Life of Frederick Douglass”
Harriet Ann Jacobs, “Incidents in the life of a Slave Girl”
Alexis de Tocqueville, “Democracy in America”
Opposing Viewpoints: “The Bank of the United States Should be Abolished” by Andrew Jackson
“The Bank of the United States Should Not be Abolished” by Daniel Webster
Opposing Viewpoints: “Indians Should be Removed from the West” by Andrew Jackson
“Indians Should be Allowed to Remain on Their Homeland” by Cherokee Nation
Opposing Viewpoints: “Immigrants Endanger America” by Native American Party
“Immigrants Do Not Endanger America” by Thomas L. Nichols
Opposing Viewpoints: “Women Hold An Exalted Status in America” by Catherine E. Beecher
“Women Hold a Degraded Status in American” by Elizabeth Cady Stanton & The Seneca Falls Convention
Opposing Viewpoints: “American Should Not Annex Texas” by Henry Clay
“American Should Annex Texas” by John L. O’Sullivan
Opposing Viewpoints: “The United States Should Enter War with Mexico to Defend Itself” by James K. Polk
“The United States Fought Mexico to Gain Territory” by Ramon Alcaraz et al.
“We Take Nothing By Conquest, Thank God” by Howard Zinn (Chapter 8)
Activities:
Reading Quizzes & Reading Assignments
Antebellum Reformers One-Pager
DBQ
Unit 3 Test: 80 Multiple Choice Questions
8|APUSH
NCHS
K. DelliSanti
Unit 4: Causes of the Civil War through Reconstruction 1850-1877 (9 Days)
Topics:
Long & Short-Term causes of the Civil War
Social Aspects of the Civil War (Emancipation Proclamation, Civil War & Reconstruction Amendments)
Major Battles of the Civil War
Advantages & Disadvantages of the North & South
Mobilization, domestic issues, and policies during the war
Social, Economic, and political impact of the war
Reconstruction Plans
The New South
Compromise of 1877
Objectives:
To understand the conflict and reconstruction of the United States from the years leading up to 1860-1877, the student will be able to:
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Characterize the demographic makeup of the Old South and the social relationship between African Americans and Whites
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Identify the long and short-term causes of the Civil War
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Identify the results of the Civil War
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Evaluate Reconstruction and its impact on the nation as a whole
A.P. U.S. History Themes:
American Diversity, American Identity, Culture, Demographic Changes, Economic Transformations, Environment, Politics & Citizenship, Reform,
Religion, Slavery & Its Legacies in North America, War & Diplomacy
Major Assignments & Readings:
Brinkley, Chapters 13-15
“Uncle Tom’s Cabin” by Harriet Beecher Stowe
Walt Whitman, “O Captain, My Captain”
House Divided Speech by Abraham Lincoln
“Gettysburg Address” by Abraham Lincoln
“Emancipation Proclamation” by Abraham Lincoln
Opposing Viewpoints: “Slavery is not Oppressive” by Nehemiah Adams
“Slavery is Oppressive” by Peter Randolph
Opposing Viewpoints: “Popular Sovereignty Should Solve the Slavery Question” by Stephen A. Douglas
“Slaver Should Not Be Allowed to Spread” by Abraham Lincoln
Opposing Viewpoints: “War Justifies the Restriction of Civil Liberties” by Abraham Lincoln
“War Does not Justify the Violation of Civil Liberties” by Ohio Democratic Convention
Opposing Viewpoints: “Sherman’s War Tactics are Inhumane” by James M. Calhoun, E.E. Rawson & S.C. Wells
“War is Necessarily Inhumane” by William T. Sherman
Opposing Viewpoints: “The South is a Separate, Conquered Nation” by The Joint Committee on Reconstruction
“The South is not a Separate Conquered Nation” by Andrew Johnson
Opposing Viewpoints: “Reconstruction Should Be Harsh” by William Mason Grosvenor
“Reconstruction Should Be Lenient” by Herman Melville
Activities:
Reading Quizzes & Reading Assignments
Free Response Question
“Henry’s Freedom Box” v. “Pink and Say” Socratic Seminar
Analysis of Civil War Photography
Analysis of Federal Writers Project Slave Narratives
Unit 4 Test: 80 Multiple Choice Questions
9|APUSH
NCHS
K. DelliSanti
Unit 5: The West & The Gilded Age 1865-1900 (8 Days)
Topics:
Native American Wars
Gilded Age (problems faced in business, politics, society, farming, minorities, factories, union organization, immigration)
Robber Barons (methods, accomplishments, philosophies)
Rise of Labor Unions (leaders, methods, successes, and failures)
Populism
Objectives:
To understand the development of and problems in society and industry during this time in the United States, the student will be able to:
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Explain the issues that transformed the western frontier and the treatment of the Native Americans
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Describe the events leading to and resulting form American industrialization
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Explain the significance of the influx of immigrants and their impact on urbanization in the United States
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Identify the struggles facing various groups of people during the Gilded Age
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Identify the various cultural developments around the turn of the century
A.P. U.S. History Themes:
American Diversity, American Identity, Culture, Demographic Changes, Economic Transformations, Environment, Politics & Citizenship, Reform,
Religion, Slavery & Its Legacies in North America, War & Diplomacy
Major Assignments & Readings:
Brinkley, Chapters 16-18; 19 (pg. 481-497)
“A Century of Dishonor” by Helen Hunt Jackson
“I will Fight No More, Forever” Chief Joseph
“Gospel of Wealth,” Andrew Carnegie
“The Significance of the Frontier in American History” by Frederick Jackson Turner
Opposing Viewpoints: “Labor Unions are Essential” by Samuel Gompers
“The Organizing of Labor into Unions is Dangerous”
Opposing Viewpoints: “The Takeover of Indian Land: A White Man’s View” by Theodore Roosevelt
“The Takeover of Indian Land: And Indian’s View” by Chief Joseph
Opposing Viewpoints: “Excluding Chinese Immigrants Runs Counter to the Spirit of America” by George F. Hoar
“Chinese Immigrants Should Be Excluded” by James Harvey Slater
Opposing Viewpoints: “Concentrations of Wealth Harm America” by Henry George
“Concentrations of Wealth Help America” by Andrew Carnegie
Opposing Viewpoints: “A Populist Prescription for Social Reform” by People’s Party Platform of 1892
“A Social Darwinist View of Social Reform” by William Graham Sumner
“The Wizard of Oz: Parable on Populism” by William M. Littlefield
Activities:
Reading Quizzes & Reading Assignments
DBQ
“Coolies” Socratic Seminar
Unit 5 Test: 80 Multiple Choice Questions
10 | A P U S H
NCHS
K. DelliSanti
Unit 6: Progressive Era 1876-1920 (4 Days)
Topics:
Local and State Progressive Reforms
National Progressive Reforms
Presidential Progressive Reforms & Domestic Policy (Roosevelt, Taft, Wilson)
Objectives:
To understand the emergence of the modern United States through attempts to fix the problems during the Gilded Age, the student will be able to:
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Compare and contrast the Roosevelt, Taft, and Wilson Administrations’ attitudes towards domestic reforms during the Progressive Era such as
local and state progressive movements as well as national progressive reforms
A.P. U.S. History Themes:
American Diversity, American Identity, Economic Transformations, Environment, Politics & Citizenship, Reform
Major Assignments & Readings:
Brinkley, Chapters 20
“The Bridge” by Hart Crane
“The Jungle” by Upton Sinclair
“The Shame of the Cities” by Lincoln Steffens
“How the Other Half Lives,” Jacob Riis
“Plessy v Ferguson”
Opposing Viewpoints: “Blacks Should Stop Agitating for Political Equality” by Booker T. Washington
“A Critique of Booker T. Washington” by W.E.B. Du Bois
Opposing Viewpoints: “Racial Segregation is Constitutional” by Henry R. Brown
“Racial Segregation is Unconstitutional” by John Marshall Harlan
Opposing Viewpoints: “American Women Should have the Right to Vote” by Julia Ward Howe
“American Women Should not have the Right to Vote” by Emily P. Bissell
Opposing Viewpoints: “The Federal Government Should Regulate Trusts: Roosevelt’s New Nationalism” by Theodore Roosevelt
“The Federal Government Should Oppose Trusts” Wilson’s New Freedom” by Woodrow Wilson
Activities:
Reading Quizzes & Reading Assignments
Free Response Question
Progressive Reformers One-Pagers
Unit 6 Test: 80 Multiple Choice Questions
11 | A P U S H
NCHS
K. DelliSanti
Unit 7: Imperialism, Spanish American War, & WWI 1876-1918 (6 Days)
Topics:
American Imperialism (Asia, Latin America, Pacific Islands)
Causes & Results of the Spanish American War
Outbreak of WWI & US Neutrality
Causes and Results of WWI
US involvement in WWI (Homefront & Infringements on Civil Rights)
Wilson’s Foreign Policy (14 Points)
Treaty of Versailles and its long-term effects
Return to Normalcy (1st Red Scare)
Objectives:
To understand the emergence of the modern United States through imperialism and WWI, the student will be able to:

Explain the causes and results of American imperialism in Asia and Central and South America

Explain the causes and results of the Spanish American War

Describe American attitudes toward and involvement in WWI
A.P. U.S. History Themes:
American Diversity, American Identity, Culture, Demographic Changes, Economic Transformations, Politics & Citizenship, War & Diplomacy
Major Assignments & Readings:
Brinkley, Chapters 19 (pg. 498-515); 21
“The White Man’s Burden” Rudyard Kipling
“The Roosevelt Corollary” by Theodore Roosevelt
John McCrae “In Flanders Fields”
Opposing Viewpoints: “America Should Retain the Philippines” by Albert J. Beveridge
“America Should Not Rule the Philippines” by Joseph Henry Crooker
Opposing Viewpoints: “America Should Enter WWI” by Woodrow Wilson
“America Should Not Enter WWI” by George W. Norris
Opposing Viewpoints: “The Department of Justice is Defending America from Communist Subversion” by A. Mitchell Palmer
“The Department of Justice is Violating Constitutional Freedoms” by National Popular Government League
Opposing Viewpoints: “WWI Protestors Should be Guaranteed Freedom of Speech” by Oliver Wendell Holmes
“WWI Protestors Should Not be Guaranteed Freedom of Speech” by John H. Wigmore
Zimmerman Telegram
Activities:
Reading Quizzes & Reading Assignments
DBQ
Unit 7 Test: 80 Multiple Choice Questions
12 | A P U S H
NCHS
K. DelliSanti
Unit 8: Roaring Twenties, Great Depression, and New Deal 1918-1941 (7 Days)
Topics:
Return to Normalcy-Post-WWI Economy (Economic Boom & 1st Red Scare)
Republican Government-Harding & Coolidge
1920’s Culture & the conflict between these cultures
Causes of the Great Depression
Depression Life
Herbert Hoover’s response vs FDR’s response
The New Deal
Objectives:
To recognize the importance of the 1920’s and the significance of the Great Depression’s impact on the United States socially, politically, and
economically, the student will be able to:

Describe the domestic and foreign policies of the 1920’s

Explain cultural developments during the “Roaring Twenties”

Analyze the causes of and life during the Great Depression

Compare and contrast the attempts of both Hoover and FDR at bringing the United States out of the depths of the Great Depression
A.P. U.S. History Themes:
American Diversity, American Identity, Culture, Demographic Changes, Economic Transformation, Environment, Politics & Citizenship, Religion in
the US
Major Assignments & Readings:
Brinkley, Chapters 22-24
“Let America Be America Again” & “I Too Sing American” by Langston Hughes
Billie Holiday, “Strange Fruit”
Various “Fireside Chats”
Opposing Viewpoints: “Self-Help is the Best Response to Unemployment” by Henry Ford
“Self-Help is not Enough” by Charles R. Walker
Opposing Viewpoints: “The New Deal is a Momentous Achievement” by Allan Nevins
“The New Deal is a Limited Achievement” by Suzanne La Follette
Opposing Viewpoints: “Social Security Will Harm America” by John C. Gall
“Social Security Will Benefit America” by Frances Perkins
Opposing Viewpoints: “Prohibition is a Success” by John Gordon Cooper
“Prohibition is a Failure” by William H. Stayton
Activities:
Reading Quizzes & Reading Assignments
Free Response Question
Bank Run Simulation
“Strange Fruit” by Billie Holiday song analysis
Relief, Recovery, Reform Categorizing Activity
Socratic Seminar using “The Great Migration: Journey to the North” by Eloise Greenfield
Unit 8 Test: 80 Multiple Choice Questions
13 | A P U S H
NCHS
K. DelliSanti
Unit 9: WWII-President Eisenhower 1930-1961 (10 Days)
Topics:
Causes of WWII (effects of the Treaty of Versailles, World)
US Diplomacy at the outbreak of WWII & Pearl Harbor
Two-Front War (Europe & the Pacific)
American Wartime Economy & Life on the Homefront, Race & Gender during WWII
America & the Holocaust
End of WWII & Origins of the Cold War
America, Post-WWII (Economic Boom and 2nd Red Scare)
Korean War
Objectives:
To understand the American society before, during, and after WWII the student will be able to:

Describe the events leading up to WWII

Analyze the causes and results of American involvement in WWII

Evaluate the motivations of the United States in rebuilding Europe and other nations after WWII
To understand the impact of the Cold War and the cultural shifts taking place in the United States during the 1950’s, the student will be able to:

Explain the origins of the Cold War

Analyze the culture and economic boom of the postwar United States (compare and contrast with post-WWI culture and economic boom)

Evaluate the domestic and foreign policy during the 1950’s
A.P. U.S. History Themes:
American Diversity, American Identity, Culture, Demographic Changes, Economic Transformation, War & Diplomacy
Major Assignments & Readings:
Brinkley, Chapters 25-28
Lillian Hellman’s, “Letter to the House UnAmerican Activities Committee”
Opposing Viewpoints: “The Internment of Japanese Americas was Justified” by Hugo Black
“The Internment of Japanese Americans was Not Justified” by Frank Murphy
Opposing Viewpoints: “The United States Should Not Drop the Atomic Bomb on Japan” by The Franck Committee
“The United States Should Drop the Atomic Bomb on Japan” by Henry L. Stimson
Opposing Viewpoints: “Communist Subversives Threaten America” by Joseph R. McCarthy
“McCarthyism Threatens America” by The Tydings Committee
The Four Freedoms Speech by Franklin Delano Roosevelt
Activities:
Reading Quizzes & Reading Assignments
DBQ
WWI & WWII Propaganda Poster Analysis Station Activity
WWII Propaganda Cartoon Analysis
“Hiroshima No Pika,” “Faithful Elephants,” and “Sadako” Socratic Seminar
“Mercedes & the Chocolate Pilot” v. “The Wall” Socratic Seminar
Unit 9 Test: 80 Multiple Choice Questions
14 | A P U S H
NCHS
K. DelliSanti
Unit 10: President Kennedy-Today 1961-Present (8 Days)
Topics:
Presidencies of Kennedy & Johnson (Foreign & Domestic Policy)
Civil Rights Movement
Vietnam War
Presidency of Nixon (Vietnam, Watergate)
Other Major Movements: Protest, Counterculture, Indian Civil Rights, Latino Activism, Gay Liberation, Feminism, Environmentalism
Presidencies of Ford, Carter (Human Rights, Iran Hostage Crisis, Stagflation)
Presidency of Regan (Iran Contra Scandal, Reagan Economics)
Fall of Soviet Union
Presidency of George H.W. Bush (Gulf War)
Presidencies of Clinton & George W. Bush (Foreign & Domestic)
Changing Society (Graying of America, Changing immigration patterns)
War on Terrorism
Objectives:
To recognize the importance of societal shifts, domestic programs, and foreign policy during the 1960’s, the student will be able to:

Evaluate the domestic programs and foreign policy of the Kennedy and Johnson Administrations

Analyze the causes and results of the American Civil Rights Movement

Analyze the beginning and development of the “counterculture”

Evaluate the causes and results of American involvement in the Vietnam War
To understand the role of America and its future in the world today, the student will be able to:

Explain the causes and results of the downfall of the Nixon Administration

Characterize society under the Ford and Carter Administrations
To understand the changing social trends of the 1980s and 1990s, as well as the role of the United States in world affairs on the threshold of the twentyfirst century, the student will be able to:

Characterize society and foreign policy under the Reagan and H.W. Bush Administrations

Evaluate the Clinton Administration regarding domestic and foreign policy of the ‘90s

Analyze the domestic and foreign issues facing the United States today and in the near future
A.P. U.S. History Themes:
American Diversity, American Identity, Culture, Demographic Changes, Economic Transformation, Environmental Issues, Globalization, Politics &
Citizenship, Social & Political Movements, War & Diplomacy
Major Assignments & Readings:
Brinkley, Chapters 29-32
Opposing Viewpoints: “America Should Send a Man to the Moon” by John F. Kennedy
“America’s Race to the Moon is Misguided” by Carl Dreher
Opposing Viewpoints: “US Actions in Vietnam are Justified” by Lyndon Johnson
“US Actions in Vietnam are Not Justified” by Young Hum Kim
Opposing Viewpoints: “A Defense of the Nixon Presidency” by Richard M. Nixon
“President Nixon Should Be Impeached” by Barbara W. Tuchman and the House Judiciary Committee
“Pentagon Papers”
“Silent Spring” by Rachel Carson
“Feminine Mystique” by Betty Friedan
“I have a Dream” by Martin Luther King
Tim O’Brien, “On the Rainy River”
John F Kennedy, “Inaugural Address”
Activities:
Reading Quizzes & Reading Assignments
Free Response Question
“The Butter Battle Book” Socratic Seminar
“The Hurricane” and “Death of Emmitt Till” Song Analysis
Unit 10 Test: 80 Multiple Choice Questions
15 | A P U S H
NCHS
K. DelliSanti
NCHS A.P. Language and Composition and A.P. U.S. History
PLAGIARISM STATEMENT and LATE POLICY
PLAGIARISM
Plagiarism is a direct violation of intellectual and academic honesty. While it exists in many forms, all plagiarism refers to the same act:
representing somebody else’s work or ideas as one’s own. You are stealing from the original author.
The most extreme forms of plagiarism include the following but are not limited to:
 a paper written by another person,
 a paper obtained from a commercial source, or
 a paper made up of passages copied word for word without using parenthetical citations.
Other levels of plagiarism include the following but are not limited to:
 changing a few words in a passage from another source without using parenthetical citations.
 including ideas such as judgments, opinions, inferences, and experiments from another source in one’s own words without using a citation.
 letting someone copy your homework or class work and turn it in as his/her own.
 copying someone’s research without giving credit.
 printing out material from the internet without giving credit.
 copying from electronic library sources without acknowledging them.
 submitting a paper, which has previously been submitted for another class or assignment
Although often less obvious, the following are also examples of plagiarism but are not limited to:
 using the words of a source too closely when paraphrasing.
 building on the ideas, opinions, or theories taken from another source and not giving that source credit.
REQUIREMENTS
 You must turn in a new, original paper, which you created on your own.
 If within your paper you are copying directly from background reading sources, copy the words exactly, put quotation marks around them
and attribute the source. This identifies your words and gives credit to the “official source.” Instead of quoting a source, you may read
through the material and ask yourself, “What is the main idea?” Once you have decided, you can write it in your own words and then give
credit to the source.
 Submit your paper to turnitin.com. Class time and instructions on how to submit your paper will be given in your class; however, it is the
student’s responsibility to ensure the paper is properly submitted to the website. Your paper cannot be graded until it has been submitted
to turnitin.com; therefore, a late grade as well as a zero may be assigned if you fail to submit on time or at all.
CONSEQUENCES
If plagiarism is found in a student’s work, the consequence(s) administered will follow the NCHS Parent-Student Handbook, which states in item
#14 under “Out-of-School Suspension (OSS)”, that a student can be given OSS for “Cheating on schoolwork. Grade will be a ‘0’.”
LATE WORK POLICY
 All assignments, worth a test grade, adhere to this policy.
 The due date for assignments will be determined by the teacher.
 Students who submit on the due date may earn up to a 100 (minus quality points).
 Students who submit one day late may earn no higher than an 85 (minus quality points).
 Students who submit two days late may earn no higher than a 70 (minus quality points).
 Students who do not submit on the due date or on either late day will earn a 0.
 In summary, students must submit on the designated due date. The assignment’s grade decreases by 15
points per day for two days (minus quality points). After the third day, the assignment is not accepted and is a 0.
 Failure to turn in any assignment on the due date at the very beginning of class constitutes a late assignment.
 In other words, you may not leave the room to retrieve an assignment or print, etc.
 Submitting late during the class period or the school day still constitutes a late assignment.
 Assignments are not to be worked on in class the day it is due, and doing so will result in a late grade or zero.
 No assignments will be accepted after the three day late policy is reached.
 Remember, every school day applies to the three day late policy regardless of the A/B Day Schedule.
_____________________________________________________________________________________________________________________
CHEATING
Cheating, which is defined as copying from outside resource materials such as internet sites or Cliff’s Notes, copying assignments from other
students, collaborating with other students on any non-group assignment, and an abundance of assistance from parents, will automatically
result in a zero on the assignment and/or discipline referral per the Student Handbook.
______________________________________________________________________________________________________________________
My parent/guardian and I have read the above information. We understand the seriousness of plagiarism/late work and understand that failure to
follow these policies will result in failure of the paper. Please sign and return to class.
Student Name:_____________________________ Signature: ___________________________ Date: _____________
Parent Name: _____________________________ Signature: __________________________
16 | A P U S H
NCHS
K. DelliSanti
Class Syllabus & Information Receipt for A.P. U.S. History
Please fill out and return this sheet for a homework grade. Please keep the other sheets for your reference in the front
of your notebook.
I have read, understand, and agree to the terms of the syllabus/ information sheets for Mrs. DelliSanti’s A.P. U.S.
History Class.
Printed Student Name: __________________________________________________________
Student Signature:______________________________________________________________
E-mail: ______________________________________________________________________
Printed Parent/Guardian Name: ___________________________________________________
Signature of Parent/Guardian: ____________________________________________________
Phone Number: ________________________________________________________________
E-mail: ______________________________________
CONCERNS: (Please list here any concerns regarding the above student.)
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
Technology:
I have access to a computer outside of school
I have access to a printer outside of school
I have access to internet/email outside of school
yes
yes
yes
no
no
no
Outside Activities:
17 | A P U S H
NCHS
K. DelliSanti