AP United States History Syllabus Course Description The goal of our AP US History course is to provide a college-level humanities study surveying the disciplines of history, philosophy, theology, civics, art, music, and architecture in America. The course aims to foster in its students a love of learning, a passion for reading, and the ability to discern worldviews and to think critically. We will study American history and culture by focusing on several key themes throughout the year, such as American identity, culture, migration, economic structures, political shifts, the affects of religious developments, slavery, war, and diplomacy. We will discuss historical changes over time related to these themes, and how these concepts shaped the history of our country. [SC8] Overall, if our focus through this study were summed up in three words, it would be that Ideas Have Consequences: the beliefs that individuals and cultures hold result in major political, historical, and cultural events. We will trace the theme of worldview impacting historical change throughout the story of American history. [SC6, SC8] This course follows the curricular requirements in the AP US History Course Description. Numbers in brackets (eg. [SC1]) refer to specific AP scoring component requirements met by that element of the curriculum.

Prerequisite Courses • •

English Composition Modern History, which includes the study of o Changes in women’s roles in the 20th century o The women’s rights movement o World War I at home and abroad o Economic changes in the 1920s o 20th century changes in the arts o The Great Depression and the New Deal o Labor and union recognition o World War II o The Cold War o Expansion of governmental power in the 20th century o The Red Scare and McCarthyism o The modern civil rights movement o Changes in science, technology, and medicine o Shift in cultural attitudes in the 1960s o The Vietnam conflict o Watergate o The energy crisis o The Reagan revolution AP US History Syllabus

o End of the Cold War o Domestic and foreign terrorism o Environmental issues

Texts Primary Texts: Johnson, Paul. A History of the American People. New York: HarperCollins, 1999. An interpretation of American history from the first settlements through the Clinton administration. It covers every aspect of U.S. history -- politics; business and economics; art, literature and science; society and customs; complex traditions and religious beliefs. The story is told in terms of the men and women who shaped and led the nation and the ordinary people who collectively created its unique character. Wherever possible, letters, diaries and recorded conversations are used to ensure a sense of actuality. George Grant, ed. The Patriot's Handbook: A Citizenship Primer for a New Generation of Americans, 2nd ed. Nashville, TN: Cumberland House, 2004. An extensive compilation of primary source documents related to American history. Particular primary texts we will read are cited below by unit. Hamilton, Alexander , James Madison, and John Jay. The Federalist Papers. http://thomas.loc.gov/home/histdox/fedpapers.html . Lodge, Henry Cabot and Theodore Roosevelt. Hero Tales from American History. From teacher handouts. (Also available from Butler Books, 2011.) The authors’ 26 favorite stories of outstanding individuals who helped make America. First published in 1895. Newman, John J. and John M. Schmalbach. United States History: Preparing for the Advanced Placement Examination, 2nd ed. New York: Amsco School Publications, 2010. We will use this text for review and for exam prep. Articles: DeMille, Oliver and Brad Bolon. “How to Read a Book: The Cure for the Common Education.” This excellent article will prepare you well for how to get the most out of the extensive reading assignments of this course. Campbell, Janice. “Formats and Models: Approach Paper Format.” In Excellence in Literature: American Literature (Reading and Writing through the Classics), 109-113. Institute for Excellence in Writing, 2008. We will use this approach paper format for several writing assignments. Additional Texts Longitude by Dava Sobel AP US History Syllabus

Greyfriars Anthology of Puritan Sermons edited by Gregory Wilbur Greyfriars Anthology of Early American Short Stories edited by Gregory Wilbur The Last Crusader by George Grant

Course Elements Lectures While students should certainly use the lecture outlines as guides to help order their notes, avoid the temptation to copy the information and then relax. The teacher will check notebooks occasionally to make sure students are getting the important information. It is expected that students’ note-taking skills will improve throughout the year. A series of bad quiz grades could be another indication that you are merely copying the outlines rather than taking substantive notes. Class Discussions Students will participate actively each week in class discussions of the themes and concepts of the course. Discussions will be based on themes covered in lectures, primary source materials [SC10], and essay questions which students have prepared from the Study Guides. Reading Assignments Reading assignments are to be completed before the lectures, which assume familiarity with the readings and build upon those themes. Reading Journal Dawson Trotman often said, "Thoughts tend to disentangle themselves when they flow over the tip of a pencil." The reading journal is a book or notebook reserved only for writing reflections on one's reading, thus organizing and giving coherence to one's thoughts. The use of a reading journal also promotes good writing skills by providing the impetus to write daily. Each student should keep a reading journal of some sort, a book or notebook reserved only for writing journal entries. For the purpose of our study, journal entries should be reflections on readings in the textbook assignment or the supplementary reading books. The student should discuss his thoughts on the ideas, themes, and characters in the books; journal entries should not be what he did that day, what TV show he is watching, or other "mental laundry." However, grammar standards will be relaxed because the student should be more concerned with content rather than making corrections, etc. Students are expected to write about a page, approximately two hundred to two hundred fifty words. Students are required to make five journal entries a week, except for unusual weeks where it will be announced that journaling will be replaced by other assignments. Every week, students are required to post at least one of their journals on the class blog site and to comment on a few other students’ journal entries from that week. Journals

AP US History Syllabus

which are not posted on the blog should be submitted to the teacher each week for review. Approach Papers Occasionally, Approach Papers will be written in place of 5 journal entries. Approach papers consist of five parts: 1. Summary: three- or four-sentences summarizing the work in as much descriptive detail as possible 2. Character Descriptions: Choose three or four main characters in the work. Vividly describe them in four or five adjectives each. 3. Essay Questions: Write three thought-provoking essay questions about the work, for discussion in class. These must be questions of interpretation, not just questions of fact. 4. Key Passage: Choose and type up the passage you feel is the most important passage in the work. 5. Key Passage Explanation: In a fully developed paragraph, explain why this passage is key to understanding the work, including its relation to major theme(s) of the work. Study Guides Approximately once per week, students will have a study guide homework assignment. The study guides will require students to write identifications of key people, events, battles, places, and terms (a few sentences per identification will be adequate) as well as answer essay questions. You should go through the study guides as if they were tests and then correct them with a different color pen based on the corresponding answer key. The study guide assignments reinforce important information from the previous lectures and reading assignments; therefore, one question may appear on multiple study guides for reinforcement. Your study guides will be used as the basis of class discussion and will be excellent preparation for quizzes and exams. All of the questions listed as Goals in the Course Schedule below will be answered by the students as essay questions within the Study Guides. [SR11] Quizzes Quizzes will generally be unannounced, so make sure you are always caught up with your work and prepared. Exams Two major exams, the midterm and the final, will be given. These will be proctored, comprehensive, closed book, and will take 2.5-3.5 hours apiece. They will include identification of key people, places, events, and concepts as well as numerous free response essay questions. [SC11] The midterm will be returned after grading, as it will be a valuable study guide for the final exam. AP US History Syllabus

Projects Projects will engage your more creative side, which is especially important for those of you who may be less academically inclined. The required projects are described at the beginning of each grading period. The 40-Hour Project synthesizes all of the different areas and ideas which have been studied during the course of the year, but each student will also design this project along the lines of his own interests. In addition to written work, projects will always have an oral presentation component in order to give you an opportunity to work on your oratory skills.

Schedule Unit 1: Early Exploration (Lessons 1-7) I.

II.

III.

Topics 1. Orientation and Christendom 2. Old World Order 3. Meso-America 4. Early Contacts 5. Navigation and Exploration 6. Christopher Columbus 7. Conquistadors Goals: The student will be able to [SC11] a. Identify and describe the causes of the collapse of the Old World Order. [SC8] b. Identify and describe the factors which contributed to the reform of civilization in the New World Order. [SC8] c. Discuss the importance of chronology and geography in the study of humanities. d. Distinguish between the Mayan, Incan, and Aztec cultures. e. Relay the stories and specific discoveries of key explorers. f. Give specific examples of how the Meso-American cultures were similar to one another and similar to civilizations of the Fertile Crescent and the banks of the Nile. g. Explain why early explorers set out to find new lands. h. Explain how the defeat of the Muslims in the Iberian Peninsula directly related to the voyages of Columbus. i. Create a timeline of significant events in the life of Columbus. Discuss how his life, motivations, and frustrations equipped him for his achievements. [SC6] j. Discuss how the inventions and discoveries of the Sagres School enabled the exploration of new lands, especially around the coast of Africa, which led to the perceived need for slave labor and the advent of the slave trade. [SC5] Reading AP US History Syllabus

IV.

a. Articles i. “How to Read a Book: The Cure for the Common Education” ii. “Formats and Models: Approach Paper Format” b. Primary Sources: The Patriot's Handbook, pgs. xiii-xiv, 5-7 [SC10] i. “Apologia,” Christopher Columbus ii. “America,” Arthur Cleveland Cox c. Literature i. The Last Crusader ii. Longitude, c.1-9 d. Other Texts i. A History of the American People, pg. 3-10 ii. c. 1 (“Exploration, Discover, and Settlement, 1492-1700”), US History: Preparing for the AP Exam Assignments a. Approach Paper on The Last Crusader b. Study Guides #1-3 (after lectures 3, 5, and 7, respectively) c. Document Based Question Essay from c. 1 (“Exploration, Discover, and Settlement, 1492-1700”), US History: Preparing for the AP Exam [SC12]

Unit 2: Early Settlers (Lessons 8-13) I.

II.

III.

Topics 1. Scramble for Colonies 2. The Pilgrims 3. The Puritans 4. Salutary Neglect 5. Great Awakening 6. Scottish Influx Goals: The student will be able to [SR11] a. Explain how the conquest of Mexico was a liberation effort as opposed to a colonial acquisition. b. Distinguish between the ideas of reformation and revolution. c. Explain how the settlements in North America were different from the ones in Latin America. d. Tell the story of the Pilgrims from Scrooby to Leyden to the Speedwell to the Mayflower to Cape Cod and how their belief system led to such a dramatic change in their residency and lifestyle. [SC6, SC8] e. List the first twenty-one North American colonies and give details about 10 of them. f. Explain: “Puritans never believed America was perfect, but they believed it was right.” [SC3, SC6] g. List the effects of George Whitefield’s preaching. [SC3, SC6] h. Discuss how the concept of Salutary Neglect contributed to the freedom of the American colonies (including both external and internal factors). [SC4] Reading a. Primary Sources: The Patriot's Handbook, pgs. 8-25, 57-71 [SC10] i. Flawless His Heart by James Russell Lowell AP US History Syllabus

ii. The Mayflower Compact iii. A Model of Charity by John Winthrop iv. The First Proclamation by Margaret Preston v. Thanksgiving in Boston by Hezekiah Butterworth vi. Essays to Do Good by Cotton Mather vii. Sir Humphrey Gilbert, Henry Wadsworth Longfellow viii. Pocahontas by William Makepeace Thackeray ix. Five Kernels of Corn by Hezekiah Butterworth x. The Courtship of Miles Standish by Henry Wadsworth Longfellow xi. The Method of Grace by George Whitefield xii. Awaken by Lawrence Tribble b. Primary Sources: Greyfriars Anthology of Puritan Sermons, pg. 1-53 [SC10] c. Other Texts i. A History of the American People, pg. 10-117 ii. Longitude, c. 10-15 IV.

Assignments a. Approach Paper, Longitude b. Illustrated Cartography Report: Due after Lesson 10. i. The student will make a written report on a person or event that solved an issue in navigation and led to a change in cartography. [SC8] ii. The student will examine historical, primary source maps and create a map (8.5”x11” or larger) similar to one of the time period of their study. Maps may not be traced. [SC10] iii. Students will present their work in a 2-4 minute oral presentation in class. c. Study Guides #4-7 (after lectures 9, 10, 11, and 13, respectively) d. Free Response Essay from c. 2 (“The Thirteen Colonies and the British Empire, 1607-1750”), US History: Preparing for the AP Exam e. Document Based Essay from c. 3 (“Colonial Society in the Eighteenth Century”), US History: Preparing for the AP Exam [SC12]

Unit 3: The Revolution (Lessons 14-22) I.

Topics 14. Global War 15. Mercantilism 16. Henry and Adams 17. Continental Congress 18. Lexington and Concord 19. War Erupts 20. Reluctant Revolutionaries 21. Covenant Lawsuit 22. Prosecuting the War II. Goals: The student will be able to [SR11]

AP US History Syllabus

III.

IV.

a. Explain what George Washington meant when he said that the destruction of one nation led to the birth of another. Apply this idea to the Great Awakening, the arts in American culture, and the forces which led to the struggle for freedom against the British. [SC3] b. List the differences between French and English settlements. c. With regard to the movement towards American independence, explain the importance of the Seven Year’s War. d. List and describe the Coercive/Intolerable Acts. [SC4] e. Describe the essential doctrines of the Presbyterian Parson’s Rebellion. [SC6] f. Explain why the Pamphleteers were essential to the spreading of the Presbyterian Parson’s Rebellion. g. Discuss the importance of the First Continental Congress. [SC4] h. Explain how the differences of backgrounds, gifts, and occupations in the lives of Samuel Adams and Patrick Henry created a stronger, more unified resistance movement in the colonies against the English. [SC4] i. Explain what drove the patriots in their fight for liberty. [SC4, SC6] j. Study historical change in war methods by comparing and contrasting the war tactics of the Americans and the British and discussing how those tactics led to or hindered their success on American soil. [SC8] k. List & describe the three essential elements included in a Covenantal Lawsuit. [SC4] Reading a. Primary Sources: The Patriot's Handbook, pgs. 53-54, 72-157, 200-218, 230249 [SC10] i. Ned Braddock by John Williamson Palmer ii. A Ballad of the Boston Tea Party by Oliver Wendell Holmes iii. The Divine Source of Liberty by Samuel Adams iv. Liberty or Death by Patrick Henry v. Paul Revere’s Ride by Henry Wadsworth Longfellow vi. The Dominion of Providence over the Passions of Men by John Witherspoon vii. Liberty Tree by Thomas Paine viii. The Declaration of Independence ix. On the Right to Rebel by Samuel West x. Lexington by John Greenleaf Whittier xi. Nathan Hale by Francis Miles Finch xii. Valley Forge by Thomas Buchanan Read xiii. The Articles of Confederation xiv. The Bunker Hill Oration by Daniel Webster xv. Signers of the Declaration xvi. Presidential Fathers b. Primary Sources: Greyfriars Anthology of Puritan Sermons, pg. 54-65 [SC10] c. Other Texts i. A History of the American People, pg. 134-167 Assignments a. Approach Paper, Puritan Anthology [SC10] AP US History Syllabus

i. Student will pick one essay, poem, or sermon from the Greyfriar’s Puritan Anthology and write an approach paper based on that primary source b. Persuasive Pamphlet Project [SC10] i. Student will research the Pamphleteers and examine examples of primary source pamphlets from the time period ii. Student will design a pamphlet to try to persuade others on one side of a debate (historical or modern) iii. Students will present their work in a 3-5 minute oral presentation in class. Be prepared to respond to questions persuasively. c. Study Guides #8-11 (after lectures 15, 17, 19, and 21, respectively)

Unit 4: Post Revolutionary War (Lessons 23-25) I. Topics

II.

III.

IV.

23. Victory 24. Forgotten Presidents 25. Rise of Federalism Goals: The student will be able to [SR11] d. Explain why the Founding Fathers may be called “reluctant revolutionaries.” Discuss the essential differences between a revolutionary and a reformational approach to change. [SC4, SC6, SC8] e. Explain why the colonists considered themselves to be in a covenantal relationship with England. Discuss the fundamental difference(s) between a covenant and a contract and an application of how relationships with those in a community are ultimately defined by covenantalism. [SC4, SC6] f. Discuss how George Washington was able to win American Independence from England and yet not win a major engagement or a pitched battle until the end of the war. g. Discuss the benefit(s) the Americans received through the alliance with French. [SC4] h. Explain how Washington’s resignation as Commander of the Continental army displayed a Christian understanding of submission to authority. [SC6] i. Discuss how Washington’s submission to President Mifflin actually nurtured a spirit of reformation rather than one of revolution. Reading a. Primary Sources: The Federalist Papers [SC10] b. Primary Sources: The Patriot's Handbook, pgs. 151-165, 220-230 [SC10] i. The Articles of Confederation ii. The Vow of Washington by John Greenleaf Whittier iii. The Northwest Ordinance iv. The Forgotten Presidents v. The Founding Fathers c. Other Texts vi. A History of the American People, pg. 168-184 vii. Hero Tales, c.1-26 Assignments

AP US History Syllabus

a. Approach Paper on one of the Hero Tales of your choice (alternatively, students may journal this week instead) b. Study Guide #12-13 (after lectures 23 and 25, respectively) c. Midterm Exam in class

Unit 5: Early Nation (Lessons 26-32) I.

II.

Topics 26. A Christian Nation 27. American Destiny 28. Washington’s Leadership 29. Adams and Jefferson 30. Napoleon and Louisiana 31. War of 1812 32. Adams and Jackson Goals: The student will be able to [SR11] a. Identify the first Ten Amendments of the Constitution. [SC1] b. Discuss how legal realism or sociological jurisprudence has shaped the way the constitution is often interpreted today. [SC1, SC6] c. Explain how the Connecticut Compromise harmonized ideas from both the Virginia Plan and New Jersey Plan, thus solving the dilemma between equal representation and proportionate representation. [SC1] d. Evaluate whether the Founding Fathers exhibited wisdom and discernment when they faced the issue of slavery. [SC2] e. Identify three different reactions to the Constitution. [SC1] f. Explain how George Washington’s personable nature and wisdom in leadership protected the U.S. from a second war with England and quelled the revolutionary spirit of many within the nation itself. [SC4] g. Discuss John Adam’s response to the Ordinance of Religious Freedom, including what he believed would become the second and third order consequences of such a decision. h. Explain why the “Rule of Law” is important to the structure and function of government and society. Apply these concepts to a current political debate such as abortion. [SC1] i. Discuss the nature of leadership versus individualism as exhibited by the administration of George Washington especially as it pertains to the composition of his cabinet (Adams, Hamilton, and Jefferson). j. Discuss the paradox of the personality of John Adams, specifically regarding his public versus private life. k. Explain the relationship between John Adams and Thomas Jefferson with regard to their professional and personal lives. l. Discuss the relationship between science, art, and politics (eg. Napoleon’s hegemony and Jefferson’s administration) [SC1, SC3] m. Discuss both the challenges and accomplishments of the Lewis and Clark expedition, and why this mission was one of “undaunted courage.” [SC6] n. Explain why the War of 1812 can be titled “the unnecessary war.” [SC4] o. Explain the relationship between embargos and piracy. [SC5] p. Discuss the relationship between hubris and war. [SC4, SC6] AP US History Syllabus

III.

IV.

q. Explain why Napoleon believed that control over Jerusalem would give him world dominance. [SC6] Reading a. Primary Sources: The Patriot's Handbook, pgs. 151-157; 179-189, 193-200, 219, 255-263 [SC10] i. The Constitution ii. Washington’s Inaugural by George Washington iii. Farewell Address by George Washington iv. Farewell Peace v. First Fruits in 1812 vi. The Star Spangled Banner vii. The Missouri Compromise viii. The Monroe Doctrine b. Literature i. American Short Story Anthology edited by Gregory Wilbur 1. “Rip Van Winkle”, “The Legend of Sleepy Hollow,” Washington Irving (1783-1859) 2. “Eclipse,” James Fenimore Cooper (1789-1851) c. Other Texts i. A History of the American People, pg. 211-267 Assignments A. Study Guides #14-17 (after lectures 28, 29, 30, and 32, respectively) B. Document Based Essay Questions [SC12] a. Student will replace some journal assignments with Document Based Essays from US History: Preparing for the AP Exam

Unit 6: Nation Divided (Lessons 33-41) I. Topics

II.

33. Clay, Calhoun, and Webster 34. Indian Wars and the Trail of Tears 35. Manifest Destiny/Regionalism and Nullification 36. Chattel Slavery 37. Firebreathers 38. An Uncivil War 39. Revival and Reversal 40. The Lost Cause 41. Reconstruction Goals: The student will be able to [SR11] a. List and describe seven principles of leadership as evidenced by key figures in American history. b. Compare & contrast the lives and administrations of Andrew Jackson and John Quincy Adams. Explain what it means when it is said that both Jackson and Adams knew that “the best way to be popular was to do nothing.” c. Compare & contrast political ideas and lives of John C. Calhoun, Daniel Webster, and Henry Clay. [SC1, [SC6]] AP US History Syllabus

III.

d. Explain the difference between the Biblical gospel and the gospel as a socializing influence. [SC2, SC6] e. Discuss how America’s treatment of the Indians undermined America’s message of liberty. [SC2] f. Explain how the idea of Manifest Destiny can be so influential in shaping American history and yet so difficult to trace and document for historical record. (a) What were the consequences and/or results of the idea of Manifest Destiny? (b) How did the idea of Manifest Destiny take precedence over other concerns—legal, moral, ethical? (c) What was the connection between Manifest Destiny and the nation’s relationship and/mentality towards its neighbors? (d) How does the foregone conclusion that the U.S stretches from “sea to shining sea” influence our own perceptions of the inevitability of Manifest Destiny and our attitudes towards the policies, actions, and reactions in our nation’s history? [SC4, SC6] g. List, define, and provide references for seven different definitions of slavery in the Bible. [SC2, SC6] h. Compare & contrast the philosophy of transcendentalism and empiricism, particularly as it relates to reality and truth. In your answer, include a discussion of the Biblical perspective of reality and truth. [SC3, SC6] i. Identify and describe the relationships of Abraham Lincoln & Alexander Stevens and Robert E. Lee & Winfield Scott. Include a discussion of how each man grew in understanding and maturity through relationship with the other, and how their relationships were a microcosm of the war. [SC4] Reading a. Primary Sources: The Patriot's Handbook, pgs. 263-270 p297-316, p322323; 328-331 [SC10] i. National Bank Veto ii. Inaugural Address iii. Constitution of the Confederate States iv. The Battle Hymn of the Republic v. The Volunteer vi. Music in Camp vii. The Emancipation Proclamation viii. O Captain! My Captain! b. Literature i. American Short Story Anthology edited by Gregory Wilbur 1. “Young Goodman Brown,” “The Minister's Black Veil,” Nathaniel Hawthorne (1804-1864) 2. “The Cask of Amontillado,” “The Tell Tale Heart,” “The Purloined Letter,” “The Masque of the Red Death,” The Fall of the House of Usher,” Edgar Allan Poe (1809-1849) 3. “Bartleby, the Scrivener: A Story of Wall-Street,” Herman Melville (1819-1891)

AP US History Syllabus

IV.

4. “The Private History of a Campaign That Failed,” “Luck,” “The Celebrated Jumping Frog of Calaveras County,” “The Story of the Bad Boy Who Didn't Come to Grief,” Mark Twain (1835-1910) 5. “The Outcasts of Poker Flat,” “The Luck of Roaring Camp,” Bret Harte (1836-1902) c. Other Texts i. A History of the American People, pg. 267-279, 283-296, 307-327, 332-359, 435-486 Assignments a. Comparative Historical Scholarship Assignment: Read 2 or more of the following 4 Sterling Bridge articles about Calhoun and the Rule of Law. What similarities and differences do you see between the different historians’ perspectives? Journal your reactions and thoughts. You must pick articles by 2 different historians. [SC9] i. "Protecting Minorities: Calhoun and the Rule of Law" by George Grant ii. "Lost Causes" by George Grant iii. "The Tyranny of the Majority?" by Patrick Poole iv. "Warding Off the Fire Breathers" by Robert Fulcher b. Study Guides #18-21 (after lectures 33, 35, 37, and 39, respectively) c. Document Based Essay Questions [SC12] i. Student will replace some journal assignments with Free Response Essays from US History: Preparing for the AP Exam

Unit 7: A Nation Expands (Lessons 42-51) I.

II.

Topics 42. The Wild, Wild West 43. Westward Ho! 44. Utopias and Dystopias 45. Revival and Revivalism 46. Immigration and Urbanization 47. Industrialism 48. Social Gospel 49. Labor and Capital 50. Cross of Gold 51. The American Century Goals: The student will be able to [SR11] a. Discuss the role, background, intent, and result of European mercenaries in the War Between the States. b. Explain how the following statements can apply to the War Between the States. 1. Words matter. What we call things defines those things. 2. He who defines the words defines the debate. 3. Greatness often emerges from defeat rather than victory. 4. Wrong virtue is preferred over right reprobation. AP US History Syllabus

III.

IV.

5. The right thing done in the wrong way is always wrong. [SC6] b. Discuss why and how the narrow idea of the American West is such a fundamentally important aspect of how America views itself and is viewed by others. [SC3] c. Explain the first lesson of a growth economy. [SC5] d. Describe what caused the creation of the Democratic Party. [SC1] e. List the two essential items for pioneer families and what other types of items they took with them. [SC3] f. Discuss the glories and responsibilities of living in a nation with a wide variety of nationality, heritage, and cultural traditions. [SC2] g. Explain how the revivals of 1800 demonstrated a mixture of both genuine spiritual revival and man-centered revivalism (give examples). [SC3] h. Explain how the revivals of 1800 dramatically changed religious belief and practice in America. [SC3, SC8] i. List benefits and problems that resulted from capitalism and development. [SC5] j. Explain the concept of the “loss leader.” [SC5] k. Explain why ownership of private property decreased while the wealth of the nation increased during this time period. [SC5, SC8] l. Considering how the terms wealth, work, and production are used Biblically, discuss the obvious tension between capitalism and the Biblical command to “love your neighbor as yourself” (Matthew 22:39). [SC5, SC6] Reading a. Primary Sources: The Patriot's Handbook, pgs. 351-357, 369-370, 384-387 [SC10] i. Reconstruction Oration ii. Ode to the Confederate Dead iii. My Country ‘Tis of Thee iv. Seneca Falls Declaration v. Pledge of Allegiance vi. Atlanta Exposition Address vii. The New Colossus viii. Fourteen Points b. Literature: i. American Short Story Anthology edited by Gregory Wilbur a. “An Occurrence at Owl Creek Bridge,”, “What Occurred at Franklin,” Ambrose Bierce (1842-1914) b. “The Gift of the Magi,” O. Henry (1867-1910) c. “A Dark Brown Dog,” Stephen Crane (1871-1900) d. “To Build a Fire,” Jack London (1876-1916) c. Other Texts i. A History of the American People, pg. 486-507, 511-531, 537-614 ii. Assignments a. 40-hour creative project AP US History Syllabus

i. Students will design their own projects; teacher approval will be required. In the past students have done projects such as research papers, websites, cooking a period meal, sewing clothing, creating architectural models, etc. Pick a project which engages your own interest. ii. All projects should grow out of comprehensive understanding of the history and culture studies of the entire course. iii. Non-written projects must be accompanied by a written statement explaining what you did, how you did it, and how it relates to the topics of study over the year. iv. You should spend at least 40 hours on this project. Many of you will spend significantly more than this amount of time. v. Primary source materials must be used as part of your research work. [SC10] vi. In addition to handing in your project, you will give an oral presentation to the class describing your work. b. Study Guides #23-26 (after lectures 44, 46, 48, and 50, respectively) c. Final Exam

Unit 8: Twentieth Century I. II.

This time period was covered extensively in Modern History, which is a prerequisite to AP US History. The prerequisite course included a study of A. Changes in women’s roles in the 20th century B. The women’s rights movement C. World War I at home and abroad D. Economic changes in the 1920s E. 20th century changes in the arts F. The Great Depression and the New Deal G. Labor and union recognition H. World War II I. The Cold War J. Expansion of governmental power in the 20th century K. The Red Scare and McCarthyism L. The modern civil rights movement M. Changes in science, technology, and medicine N. Shift in cultural attitudes in the 1960s O. The Vietnam conflict P. Watergate Q. The energy crisis R. The Reagan revolution S. End of the Cold War T. Domestic and foreign terrorism U. Environmental issues

Unit 9: Exam Prep I.

Reading AP US History Syllabus

II.

III.

A. United States History: Preparing for the Advanced Placement Examination (assigned selections) Review Sessions A. Our review time will consist of small groups of students working together to go over review chapters from US History: Preparing for the AP Exam, inclass games and tests to review the year’s work, and online review quiz materials made specifically for our class. Assignments A. Document Based Essay Questions [SC12] a. As assigned from the US History: Preparing for the AP Examination text. b. Some will be take-home essay assignments and some will be timed, inclass assignments. B. Free Response Essay Questions [SC11] a. As assigned from the US History: Preparing for the AP Examination text. b. Some will be take-home essay assignments and some will be timed, inclass assignments.

Grading Although the goal of this class is to learn and grow in understanding of history and culture, for accountability’s sake students will receive a letter grade at the end of the course. Point divisions are tentative; any changes in the grading scale will be announced in class. The course grade will be based on: Exams 20% Midterm 10% Final 10% Projects 20% Cartography project 30 pts. Persuasive pamphlet 50 pts 40-hour project 100 pts Class participation 20% Includes completion of Study Guides Writing assignments 20% Journals Approach papers AP practice essays Quizzes 20% The lowest quiz score will be dropped.

AP US History Syllabus

Numerical Average

Letter Grade

97-100% 93-96% 90-92%

A+ A A-

87-89% 83-86% 80-82% 77-79%

B+ B BC+

73-76% 70-72% 67-69%

C CD+

65-66% 64% and below

D F