Course Syllabus for AP United States History
Spring Semester 2016
Instructor: Mrs. Tricia Trapp
Email: tricia.trapp@barrow.k12.ga.us
Our goal at Winder Barrow High School is to promote the academic success of each student. Students are expected to take
advantage of all opportunities for success, which are made available to them by all teachers.
Course Description:
The Advanced Placement (AP) course and examination in United States History are intended for qualified students who
wish to complete studies in secondary school equivalent to college introductory courses in U.S. History. AP US History
prepares the student to pass the AP Examination in May 2016 as well as become a skilled student of history. The AP
program in United States History is designed to provide students with the analytic skills and factual knowledge necessary
to deal critically with the problems and materials in United States History. Students will continue to learn to assess
historical materials – their relevance to a given interpretive problem, their reliability, and their importance – and to weigh
the evidence and interpretation presented in historical scholarship. An emphasis is placed on integrating documents,
mastering a significant body of factual information, and writing critical essays.
Required Textbook:
Bailey, Thomas A., Lizabeth Cohen, and David Kennedy. The American Pageant: A History of the Republic. 16th ed.,
Boston: Houghton Mifflin Co., 2015.
Newman, John J., and John M. Schmalbach. United States History: Preparing for the Advanced Placement
Examination. New York: Amsco School Publications, Inc, 2015.
Required Readings:
Bailey, Thomas A. and David Kennedy. The American Spirit. 10th ed. 2 vol., Boston: Houghton Mifflin Co., 2002.
Binder, Frederick M., and David M. Reimers, comps. The Way We Lived: Essays and Documents in American Social
History. 3rd ed. 2 vol. Lexington, Mass.: D.C. Heath, 1996.
Madaras, Larry and James M. SoRelle. Taking Sides: Clashing Views on Controversial Issues in American History. 9th
ed. 2 vol. Guilford, CT: McGraw-Hill Co., 2001.
Zinn, Howard. A People’s History of the United States, 1492-Present. New York: Harper Collins, 2003.
Additional Readings and Handouts will be provided by the instructor throughout the course
Overview of the Course
The AP U.S. History course will follow a portion of the U.S. History Georgia Performance Standards, as well as a topic list
from College Board. An emphasis will be placed on the content knowledge gained through the specific standards for the
application of the information in essays, debates, and other essential activities for the continued development of Advanced
Placement skills. This outline provides an overview of concepts that will be covered. Please note, the textbook does not
provide all required material. In-class discussions, lectures, and various handouts will be significant in the understanding
of the content.
*Pace and order of material covered is subject to change at the discretion of the instructor.
Unit I – Migration and Industrialization Change Society
Georgia Performance Standards: SSUSH11, SSUSH12,
SSUSH14
Unit EQ(s): What economic, political, cultural, and
technological changes shaped the United States during the
Gilded Age?
Key Topics
 Expansion and development of western railroads
(11b, 14a)
 Competitors for the West: miners, ranchers,
homesteaders, and American Indians (12c)
 Government policy toward American Indians (12c)
 Gender, race, and ethnicity in the far West
 Environmental impacts of western settlement
 Corporate consolidation of industry (11a,c)
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Effects of technological development on the worker
and workplace (11a,d)
Migration and Immigration: the changing face of the
nation (12a, 14a)
Labor Unions (12 b, d)
National politics and influence of corporate power
Proponents and opponents of the new order, e.g.,
Social Darwinism and Social Gospel
Urbanization and the lure of the city
City problems and machine politics
Intellectual and cultural movements and popular
entertainment
Unit II – The Age of Imperialism
Georgia Performance Standards: SSUSH14
Unit EQ- How did America’s relationship with the world
change at the turn of the twentieth century?
Key Topics
 Spanish-American War and the war in the
Philippines
 American Imperialism: political and economic
expansion
 U.S. involvement in Latin America; creation of the
Panama Canal
 Roosevelt Corollary
Unit III– The Progressives and the Great War
Georgia Performance Standards: SSUSH13, SSUSH15
Unit EQ(s): What were the major efforts to reform
American society and politics in the Progressive era?
What was the cause, course, and impact of WWI?
Key Topics
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Origins of Progressive Reform: municipal, state,
national
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Roosevelt, Taft, and Wilson as Progressive presidents
Women's roles: family, workplace, education,
politics, and reform
Black America: urban migration and civil rights
initiatives
War in Europe and American neutrality
The First World War at home and abroad
Treaty of Versailles
Society and economy in the postwar world
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Unit IV – The Roaring Twenties
Georgia Performance Standards: SSUSH16
Unit EQ(s): What new inventions and innovations helped
create the “Roaring Twenties” and how were new forms of
cultural expression impacted?
Key Topics
 The business of America and the consumer economy
 Republican politics: Harding, Coolidge, Hoover
 The culture of Modernism: science, the arts, and
entertainment
 Responses to Modernism: religious fundamentalism,
nativism, and Prohibition
 The ongoing struggle for equality: African Americans
and women
Unit V – The Great Depression and New Deal
Georgia Performance Standards: SSUSH17, SSUSH18
Unit EQ(s): What factors lead to the Great Depression?
What was the impact of the Great Depression?
Key Topics
 Causes of the Great Depression
 The Hoover administration's response
 Franklin Delano Roosevelt and the New Deal
 Labor and union recognition
 The New Deal coalition and its critics from the Right
and the Left
 Surviving hard times: American society during the
Great Depression
Unit VI – World War II and Origins of the Cold War
Georgia Performance Standards: SSUSH19, SSUSH20,
SSUSH21, SSUSH22
Unit EQ(s): What were the origins, major developments,
and impact of World War II? What was the domestic and
international impact of the Cold War?
Key Topics
 The rise of fascism and militarism in Japan, Italy,
and Germany
 Prelude to war: policy of neutrality
 The attack on Pearl Harbor and United States
declaration of war
 Fighting a multi-front war
 Diplomacy, war aims, and wartime conferences
 The United States as a global power in the Atomic
Age
 Wartime mobilization of the economy
 Urban migration and demographic changes
 Women, work, and family during the war
 Civil liberties and civil rights during wartime
 War and regional development
 Expansion of government power
 Origins of the Cold War
 Truman and containment
 The Cold War in Asia: China, Korea, Vietnam, Japan
 Diplomatic strategies and policies of the Eisenhower
administration
 The Red Scare and McCarthyism
 Impact of the Cold War on American society
 Emergence of the modern civil rights movement
 The affluent society and "the other America"
 Consensus and conformity: suburbia and middleclass America
 Social critics, nonconformists, and cultural rebels
 Impact of changes in science, technology, and
medicine
Unit VII – The Turbulent Sixties and the Stalemated
Seventies
Georgia Performance Standards: SSUSH20, SSUSH21,
SSUSH22, SSUSH23, SSUSH24, SSUSH25
Unit EQ(s): What political, economic, and social changes
impacted the U.S. from 1960-1980?
Key Topics
 From the New Frontier to the Great Society
 Expanding movements for civil rights
 Diplomatic strategies and policies of the Kennedy
administration
 Cold War confrontations: Asia, Latin America, and
Europe
 Beginning of Détente
 The antiwar movement and the counterculture
 The election of 1968 and the "Silent Majority"
 Nixon's challenges: Vietnam, China, Watergate
 Changes in the American economy: the energy crisis,
deindustrialization, and the service economy
 Demographic changes: surge of immigration after
1965, Sunbelt migration, and the graying of America
 Revolutions in biotechnology, mass communication,
and computers
Unit VIII – Contemporary America
Georgia Performance Standards: SSUSH25
Unit EQ(s): What were the domestic and international
events from 1980 to present?
Key Topics
 The New Right and the Reagan revolution
 End of the Cold War
 Revolutions in biotechnology, mass communication,
and computers
 Politics in a multicultural society
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Globalization and the American economy
Unilateralism vs. multilateralism in foreign policy
Domestic and foreign terrorism
Environmental issues in a global context
Classroom Policies and Expectations
AP United States History
Materials/Supplies Needed:
3 Ring Binder
Pencils
Blue or Black Pens ONLY
Colored Pencils/Markers
3X5 Note Cards
Expectations of Workload:
AP U.S. History is a rigorous, college-level course. As such, students should expect to be assigned homework a minimum of
four times a week, including weekends and during school breaks. A significant amount of reading and essay writing is
required, both in and out of the classroom setting. Furthermore, it is essential that students complete all assignments prior
to their due dates.
Grading Policy:
Grades will be earned in the following ways:
Category
Tests/Projects
Percentage of
Grade
20%
Individual FRQs/DBQs
15%
Subject Area Quizzes
10%
Quizzes/Classwork/Homework
25%
Midterm Examination
10%
Georgia Milestone
20%
Information
-Multiple-choice format that may include political
cartoons, charts, maps, graphs, etc. (short answer
questions may be included from time to time). Tests are
given at the end of each unit of study.
-Document-Based Questions (DBQ) require students to
write an essay and interpret the documents, recognize
conflicting viewpoints, and use/refer to the documents
effectively in the context of the essay.
-Individual FRQs will be assigned periodically to gauge
student understanding of specific areas of instruction.
-Subject area quizzes are given at different intervals in
order to prepare students for unit tests.
-Vocabulary activities require students to master a certain
number of terms per chapter. Students will be required to
keep an APUSH vocabulary notebook, and their
knowledge of these terms will be assessed.
-Pop quizzes are unannounced, and are given at irregular
intervals at the discretion of the instructor.
-Multiple-choice exam covering all material covered to
date in the course.
-Standardized exam required by the state to meet U.S.
History course requirement. Per state regulations, there
can be no exemptions from this exam.
A reflection of student progress should be evident every 2 weeks in Infinite Campus. Teachers, students, and parents should be able
to monitor student progress with evidence through the parent portal. It is the responsibility of the teacher, student, and parent to
discuss student progress. This communication should be collaborative and transparent.
The instructor adheres to the WBHS grading scale, which is as follows:
Excellent = 90-100
Good, Above Average = 80-89
Average to Below Average = 70-79
Failing = 69 and below
*Students may exempt the last unit exam (given on final exam day), if they meet the requirements listed in their student
handbook.
Class Rules:
1.) Respect your teacher and peers (including property).
2.) Electronic devices may only be used with express permission from instructor.
3.) Raise your hand if you have a question or comment.
4.) Be on time and in your seat when class begins.
5.) Bring necessary materials to class (books, paper, and pencil should be brought EVERY DAY).
6.) You are dismissed from class by the instructor.
Consequences:
1.) Verbal warning
2.) Teacher-student conference (after class or after school)
3.) Parent/guardian contact (email or phone call)
4.) Should the problem continue, student is referred to administration
Policy for Leaving the Room During Class:
If you need to leave the room, please follow these procedures:
1.) Wait to get permission to leave when it will not disrupt class.
2.) Wait until no one else is out of the room to ask (only one person out of room at a time)
3.) Limit your requests –you should need to leave the room very infrequently, if at all
Winder-Barrow High School is an active participant in the “Bring Your Own Technology” (BYOT) initiative. As such, students are
encouraged to utilize their devices when deemed appropriate by the classroom teacher.
Students are expected to adhere to the cell phone policy set forth by the school and classroom teacher. If a student does not adhere
to the policy, the student will be referred to the discipline administrator for insubordination.
Students are expected to dress appropriately for school and without causing a disruption to the learning environment. If a student
causes a distraction, that student will be placed in ISS unless/until he/she is able to correct the issue. In doing so a 2 nd time, that
student will be referred to the discipline administrator for insubordination.
Attendance and Make-Up Work Policy:
Regular attendance is very important and make-up work cannot fully replace the instructional time lost in the classroom. It
has often been said that “absences and AP do not mix,” which means you must make every effort to be in class each and every
day. Please refer to your student agenda for absence policies. If you have an excused absence, please follow these procedures
to make up work.
1.) Always get notes from a classmate.
2.) It is the responsibility of the student to request any missed work.
3.) The teacher and student will conference to determine the due date of the missed assignments.
Cheating/Plagiarism Policy:
Cheating/plagiarism will result in a zero on the assignment and appropriate administrative action. If you do not know
when/how to cite a source, please ask the instructor before the assignment is due.
Food/Drink Policy –You may have food and drinks in class. Please dispose of food and drink containers appropriately.
If containers are left around classroom, class food/drink privileges will be revoked.
NEW WBHS Tardy Policy:
Upon the bell ringing, teachers will shut their doors and students not in class will report to a tardy station where they will
be marked tardy and given a pass to class. Students will not be admitted to class without a pass after the late bell rings.
Tardies will be cumulative regardless of period.
Consequences:
Tardies 1-3: Warning
Tardies 4-6: Saturday School
Tardies 7-10: ISS
Tardies 11-14: 2 days of ISS and a behavior contract
The instructor will provide additional information on these and other classroom procedures. Please note that items on this
syllabus are subject to change.
Please sign below to indicate your understanding of the syllabus and the policies and expectations for AP U.S. History.
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*Parents – please sign up for access to Parent Portal for regular access to grades. Information is available on both the school
and county Web sites.