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History (APUSH) is a college-level survey course that introduces students to the political, economic, cultural, social, and intellectual heritage of the United States. It is part of a cooperative endeavor by high schools, colleges, and the College Board that provides highly motivated students the challenge and opportunity to earn college credit during their high school years. Performance on the College Board’s Advanced Placement U.S. History Exam determines a student’s eligibility for up to six hours of college credit (the equivalent of a two-semester college course). Course curriculum, materials, and expectations are designed to prepare students for success with this three hour exam. The purpose of this course, however, extends beyond the possibility of earning college credit by providing students the opportunity to develop skills and knowledge that will form a useful foundation for their continuing educational endeavors. COURSE DESCRIPTION In addition to providing a basic exposure to the factual narrative, the goals of Advanced Placement United States History (APUSH) are to develop (a) an understanding of some of the principal themes in United States history, (b) an ability to analyze historical evidence, and (c) an ability to express that understanding and analysis both orally and in writing. Students in this course are expected to demonstrate a knowledge of basic chronology of major events and trends from the discovery of America to the recent past. The broad themes of political behavior, diplomacy (relations between nations), economic development, and social/cultural trends, as well as intellectual currents form the basis of the course within that chronology. This course includes history both as content and as methodology. Emphasis is placed on students developing intellectual and academic skills including (a) effective analysis of primary sources, including documents, maps, statistics, pictorial, and graphic evidence, (b) effective note taking, both from class lectures and from your text and handouts (c) clear and precise expression, both oral and written, and (d) the ability to weigh evidence and reach conclusions on the basis of facts. This course will utilize discussions of and writing about related historiography: how interpretations of event have changed over time, how the issues of one time period have had an impact on the experiences and decisions of subsequent generations, and how such reevaluations of the past continue to shape the way historians see the world today. [CR6] For this purpose we will use the section of the text titled: Where Historians Disagree, as well as selected handouts analyzing different schools of interpretation. STUDENT PERFORMANCE AND EVALUATION Students enrolling in this course should be aware that Advanced Placement classes are taught and graded at the college level, and that they exceed the demands and expectations for other honor courses. Students are evaluated in the following ways. Discussion Questions (DQs): Discussion questions are meant to direct students to the major themes of the units of study. Students should prepare a thesis statement and an essay outline for each question which would include a list of key terms that should be used to address the theme. [CR8] Each group of students will be responsible for turning in a single set of discussion question outlines and may divide the work in any manner they wish. Quizzes - given on many reading assignments. Why? To keep you honest! There is too much to cover by the teacher alone. You must do your part, and there is no substitute for reading. Generally, seven unannounced quizzes will be given each six weeks; the reading quizzes will be counted as a single test grade. Quizzes will be in the form of short ids over major concepts from the unit. Tests - several tests will be given each six weeks. These tests are generated from the text and from class lectures/discussions. Some of the material will not be covered in class; read the book! Also included on unit tests will be questions that are representative of the AP Exam itself. The number of tests per grading period will vary. Essays (FRE’s and DBQ’s) are also counted as test grades. There will be several of these each six weeks. DBQ are drawn from Doing the DBQ (22 years of AP® U.S. History document-based questions) – teacher resource. Essays that are not written in class for a test grade will be assigned as homework to be outlined for a general understanding of the theme. DBQ’s not written in class as an essay will be used individually or in groups to teach item analysis. AP ESSAYS AND DBQ’s 1979 – 2007 incomplete – Teacher use only [CR8] IN ORDER BY SUBJECT INTRODUCTION Remind students that the essays have varying time limits from 30 minutes to 45 minutes. Students who wrote these on the AP exam did NOT get to see the questions in advance and used no notes to study for them. Those essays marked DBQ came with documents which are not included here. In addition the true difficulty of these questions is essay analysis...what is the question really asking? How is this question different from just a descriptive essay? I change which essays we discuss in class and which ones we write for a test grade every year. Essays for test grades are held in reserve and are not seen until test day…essays assigned for outlining are given at the beginning of the unit and are due on test day.
17th - 18th c - EXPLORATION AND COLONIZATION 2006 – Analyze the difference between the Spanish settlements in the Southwest and the English colonies in New England in the seventeenth century in terms of TWO of the following: Politics Religion Economic development 2005B – “Geography was the primary factor in shaping the development of the British colonies in North America.” Assess the validity of this statement for the 1600’s. #1 – 1993 - DBQ - Although New England and the Chesapeake region were both settled largely by people of English origin, by 1700 the regions had evolved into two distinct societies. Why did this difference in development occur? #2 - 1994 Analyze the ways in which TWO of the following influenced the development of American society. Puritanism during the 17th c. The Great Awakening during the 18th c. The Second Great Awakening during the 19th c. #3 - 1983 In the seventeenth century, New England Puritans tried to create a model society. What were their aspirations, and to what extent were those aspirations fulfilled during the 17th century? #4 - 1981 To what extent and why did religious toleration increase in the American colonies during the 17th and 18th c? Answer with reference to THREE individuals, events, or movements in American religion during the 17th and 18th centuries. #5 Analyze the relative importance of religious dissent and demographic change in undermining the Puritan dream of establishing a godly and orderly society in 17th c New England. #6 - 1985 Most major religious movements reflect significant shifts in religious beliefs and produce important social changes. Apply this generalization to TWO of the following: A. Seventeenth - century Puritanism B. The First Great Awakening C. The Second Great Awakening D. The Social Gospel movement #7 - 1990 "Throughout the Colonial period, economic concerns had more to do with the settling of British North America than did religious concerns." Assess the validity of this statement with specific reference to economic and religious concerns. 2005 – Compare and contrast the ways in which economic development affected politics in Massachusetts and Virginia in the period from 1607 to 1750. AMERICAN REVOLUTION #1 - 1979 • "During the 17th c and increasingly in the 18th c, British colonists in America charged Great Britain with violating the ideals of rule of law, self-government, and ultimately, equality of rights. Yet the colonists themselves violated these ideals in their treatment of blacks, American Indians (Native Americans), and even poorer classes of white settlers." Assess the validity of this view.
#2 - 1995 • For the period before 1750, analyze the ways in which Britain's policy of salutary neglect influenced the development of American society as illustrated in the following. Legislative assemblies Commerce Religion
#3 - 1982 • "The American Revolution should really be called "The British Revolution," because marked changes in British colonial policy were more responsible for the final division than were American actions." Assess the validity of this statement for the period 1763-1776.
#4 - 1986 • "Despite the view of some historians that the conflict between Great Britain and its thirteen North American colonies was economic in origin, in fact the American Revolution had its roots in politics and other areas of American life." Assess the validity of this statement.
#5 - 1987 • • "Britain's wars for empire, far more than its mercantilist policies, dictated the economic fortunes of Britain's North American colonies in the eighteenth century." Assess the validity of this statement.
#6 - 1988 • "This history of the present King of Great Britain is a history of repeated injuries and usurpation, all having in direct object, the establishment of an absolute tyranny over these States." Evaluate this accusation made against George III in the Declaration of Independence.
#7 - 1989 • "In the two decades before the outbreak of the American Revolutionary War, a profound shift occurred in the way many Americans thought and felt about the British government and their colonial governments." Assess the validity of this statement in view of the political and constitutional debates of these decades.
#8 - 1992 • Evaluate the relative importance of the following as factors prompting Americans to rebel in 1776: parliamentary taxation British military measures restriction of civil rights the legacy of colonial religious and political ideas #9 - 1997 Analyze the extent to which the American Revolution represented a radical alteration in American political ideas and institutions. Confine your answer to the period 1775 to 1800. #10 – 1999 - DBQ To what extent had the colonists developed a sense of their identity and unity as Americans by the eve of the Revolution? Use the documents and your knowledge of the period 1750 to 1776 to answer the question. 2005 DBQ – To what extent did the American Revolution fundamentally change American society? In your answer, be sure to address the political, social, and economic effects of the Revolution in the period from 1775 to 1800.
Early National Period - Domestic Policy #1 – 1985 - DBQ - Evaluate the statement: "From 1781 to 1789 the Articles of Confederation provided the United States with an effective government." #2 – 1996 - Analyze the degree to which the Articles of Confederation provided an effective form of government with respect to any TWO of the following. Foreign relations Economic conditions Western lands 2005B – To what extent was the United States Constitution a radical departure from the Articles of Confederation?
#3 – 1984 - What evidence is there for the assertion that the basic principles of the Constitution were firmly grounded in the political and religious experience of America's colonial and revolutionary periods? 2006 - “The United States Constitution represented an economic and ideological victory for the traditional American political elite.” Assess the validity of that statement for the period 1781-1789. #4 - 1991 The Bill of Rights did not come from a desire to protect the liberties won in the American Revolution, but rather from a fear of the powers of the new federal government. Assess the validity of this statement. #5 - 1985 During the past four decades, historians consistently have rated Washington, Lincoln, and Franklin D. Roosevelt as the greatest Presidents. Assess the greatness of any TWO of these chief executives, making clear the criteria on which you base your judgment. #6 - 1994 Evaluate the relative importance of domestic and foreign affairs in shaping American politics in the 1790's #7 -.2007 Settlers in the eighteenth century American backcountry sometimes resorted to violent protest to express their grievances. Analyze the causes and significance of TWO of the following: March of the Paxton Boys Regulator movement Shay’s Rebellion Whiskey Rebellion Early Nationalism - 1776 - 1860 - FOREIGN POLICY DBQ – 2006 - Discuss the changing ideals of American Womanhood between the American Revolution (1770’s) and the outbreak of the Civil War. What factors fostered the emergence of “republican motherhood” and the “cult of domesticity”? Assess the extent to which these ideals influenced the lives of women during this period. In your answer be sure to consider issues of race and class. #1 - 1979 (partial) • "Between 1776 and 1823 a young and weak United States achieved considerable success in foreign policy when confronted with the two principal European powers, Great Britain and France." Discuss this in comparison with later periods to be defined when we get there. Assess the validity of this statement.
#2 - 1983 • "Early United States foreign policy was primarily a defensive reaction to perceived or actual threats from Europe." Assess the validity of this generalization with reference to United States foreign policy on TWO major issues during the period from 1789 to 1825. #3 - 1985 • How and why did the Monroe Doctrine become a cornerstone of United States foreign policy by the late 19th c?
#4 - 1993 • Compare the expansionist foreign policies of President Thomas Jefferson and James K. Polk. To what extent did their policies strengthen the United States.
#5 - 1997 • Discuss the impact of territorial expansion on national unity between 1800 and 1850.
JACKSONIAN PERIOD - CIVIL WAR 2006 – In what ways and to what extent was industrial development from 1800 to 1860 a factor in the relationship between the northern and the southern states? #1 – 1999 How did two of the following contribute to the reemergence of a two party system in the period 1820 to 1840? Major political personalities States Rights Issues Economic Issues
#1 - 1996 • Analyze the extent to which TWO of the following influenced the development of democracy between 1820 and 1840. Jacksonian economic policy Changes in electoral politics Second Great Awakening Westward movement #2 - 1991 • Although historically represented as distinct parties, the Federalists and Whigs in fact shared a common political ideology, represented many of the same interest groups, and proposed similar programs and policies. Assess the validity of this statement.
#3 - 1990 • DBQ: Jacksonian Democrats viewed themselves as the guardians of the U.S. Constitution, political democracy, individual liberty, and equality of opportunity. In light of the following documents and your knowledge of the 1820's and 1830's, to what extent do you agree with the Jacksonians' view of themselves?
#4 - 1979 • "American social reform movements from 1820 to 1860 were characterized by unyielding perfectionism, impatience with compromise, and distrust of established social institutions. These qualities explain the degree of success or failure of these movements in achieving their objectives." Discuss with reference to both antislavery and ONE other reform of the period 1820 - 1860 (for example, temperance, women's rights, prison reform, communitarianism, or education reform). #5 - 1988 • "American reform movements between 1820 and 1860 reflected both optimistic and pessimistic views of human nature and society." Assess the validity of this statement in reference to reform movements in THREE of the following areas: Education Temperance Women's Rights Utopian experiments Penal institutions #6 - 1993 • In what ways did the early nineteenth-century reform movements for abolition and women's rights illustrate both the strengths and the weaknesses of democracy in the early American republic?
#7 - 1991 • From the 1840's through the 1890's, women's activities in the intellectual, social, economic, and political spheres effectively challenged traditional attitudes about women's place in society. Assess the validity of this statement.
#8 - 1986 • In the first half of the nineteenth century, the American cultural and intellectual community contributed to the development of a distinctive American national consciousness.
2007 – In what ways did the Second Great Awakening in the NORTH influence TWO of the following? Abolitionism Temperance The cult of domesticity Utopian community #9 - 1981
"At various times between 1789 and 1861, Americans changed their positions on the constitutional question of loose construction or strict construction as best suited their economic or political interests." Discuss this statement with reference to any TWO individuals or groups who took positions on this constitutional question.
#10 - 1984 • • "Throughout our history, the Supreme Court has acted as a partisan political body rather than a neutral arbiter of constitutional principles." Assess the validity of this generalization for the period 1800-1860.
#11 - 1987 • DBQ: "By the 1850's the Constitution, originally framed as an instrument of national unity, had become a source of sectional discord and tension and ultimately contributed to the failure of the union it had created." Assess the validity of this statement.
2005 – In the early nineteenth century, American sought to resolve their political disputes through comjpromise, yet by 1860 this no longer seemed possible. Analyze the reasons for this change. Period 1820-1860 #12 - 1990 • "Although Americans perceived Manifest Destiny as a benevolent movement, it was in fact an aggressive imperialism pursued at the expense of others." Assess the validity of this statement with specific reference to American expansionism in the 1840's.
2005 – To what extent did the debates about the Mexican War and its aftermath reflect the sectional interests of New Englanders, westerners, and southerners in the period from 1845 to 1855? #13 - 1982 • DBQ - John Brown's raid on the federal armory at Harper's Ferry, Virginia, in October, 1859, involved only a handful of abolitionists, freed no slaves, and was over in two days. Although many Northerners condemned the raid, by 1863 John Brown had become a hero and martyr in the North. To what extent and in what ways do the views about John Brown expressed in the documents illustrate changing NorthSouth relations between 1859 and 1863? #14 • Identify THREE of the following and evaluate the relative importance of each of the THREE in laying the groundwork for the Civil War. Abolitionism The Mexican War The Kansas-Nebraska Act The Dred Scott Decision #15 - 1981 • "In American politics the most significant battles have occurred within the major parties rather than between them." Discuss this statement with reference to the periods 1850-1861 and 1900-1912. #16 - 1984 • • "Slavery was the dominating reality of all Southern life." Assess the validity of this generalization for TWO of the following aspects of Southern life from about 1840 to 1860: political, social, economic, and intellectual life.
#17 - 1995 • Analyze the ways in which supporters of slavery in the nineteenth century used legal, religious, and economic arguments to defend the institution of slavery.
#18 - 1988 • "I am not, nor ever have been, in favor of bringing about in any way the social and political equality of the white and black races." How can this statement of Abraham Lincoln be reconciled with his 1862 Emancipation Proclamation?
#19 - 1997 • Discuss the impact of territorial expansion on national unity between 1800 and 1850.
RECONSTRUCTION #1 - 1982 • #2 • Assess the impact of THREE of the following on the status of African Americans from the end of Reconstruction to 1900. The Fourteenth Amendment "Black Codes" Plessy v. Ferguson #3 - 1992 • Discuss the political, economic, and social reforms introduced in the South between 1864 and 1877. To what extent did these reforms survive the Compromise of 1877? Compare the goals and strategies of Black reform movements in the period 1890-1910 to the goals and strategies of Black reform movements in the period 1950-1970.
#4 - 1996 - DBQ • In what ways and to what extent did constitutional and social developments between 1860 and 1877 amount to a revolution?
THE WEST 2006 – For whom and to what extent was the American West a land of opportunity from 1865 to 1890? #1 - 1991 • Although the economic development of the Trans-Mississippi West is popularly associated with hardy individualism, it was in fact largely dependent on the federal government. Assess the validity of this statement.
#2 - 1992 • DBQ: To what extent did the natural environment shape the development of the West beyond the Mississippi and the lives of those who lived and settled there? How important were other factors? Use BOTH evidence from the documents AND your knowledge of the period from the 1840's through the 1890's to compose your answer.
#3 - 1987 • "Popular fascination with the cowboy, the pioneer, and the stories of Horatio Alger in the period 1870 to 1915 reflected Americans' uneasiness over the transition from an agrarian to an industrial society." Assess the validity of this statement.
GILDED AGE 2006 – Explain why and how the role of the federal government changed as a result of the Civil War with respect to TWO of the following during the period 1861-1877: Race relations Economic development Westward expansion #5 - 1997 • Analyze the economic consequences of the Civil War with respect to any TWO of the following in the United States between 1865 and 1880 Agriculture Labor Industrialization
Transportation #1 - 1989 • "Developments in transportation, rather than in manufacturing and agriculture, sparked American economic growth in the first half of the nineteenth century." Assess the validity of this statement.
#2 - 1990 • "The reorganization and consolidation of business structures was more responsible for late nineteenth-century American industrialization than was the development of new technologies." Assess the validity of this statement with specific reference to business structures and technology between 1865 and 1900.
#3 - 1979 • DBQ - To what extent and for what reasons did the policies of the federal government from 1865 to 1900 violate the principles of laissez faire, which advocated minimal governmental intervention in the economy? Consider with specific reference to the following three areas of policy: railroad land grants, control of interstate commerce, and antitrust activities.
#4 - 1988 • "Although the economic growth of the United States between 1860 and 1900 has been attribute to a governmental policy of laissez-faire, it was in fact encouraged and sustained by direct governmental intervention." Assess the validity of this statement.
#5 - 1981 • DBQ - How and why did the lives and status of Northern middle-class women change between 1776 and 1876.
#6 - 1982 • Americans have been a highly mobile people. Describe and account for the dominant population movements between 1820 and 1900.
#7 - 1987 • "Throughout its history, the United States has been a land of refuge and opportunity for immigrants." The Scotch-Irish on the eighteenth-century Appalachian frontier The Irish in the nineteenth-century urban Northeast The Chinese in the nineteenth century West 2005 – Describe the patterns of immigration in TWO of the periods listed below. Compare and contrast the responses of Americans to immigrants in these periods. 1820 – 1860 1880 – 1924 1965 – 2000 #8 - 1982 • "Despite often brutal clashes between labor and capital in the United States during the period 1865-1940, collective working-class protest did not constitute a basic attack on the capitalist system." Assess the validity of this statement.
#9 - 1994 • Compare and contrast the attitudes of THREE of the following toward the wealth that was created in the United States during the late 19th c. Andrew Carnegie Eugene V. Debs Horatio Alger Booker T. Washington Ida M. Tarbell #10 - 1986
Andrew Carnegie has been viewed by some historians as the "prime representative of the industrial age" and by others as "an industrial leader atypical of the period." Assess the validity of this statement.
#11 - 1985 • • The size, character, and effectiveness of the organized labor movement changed significantly during the late 19th c and the first half of the 20th c. Apply this statement to TWO of the following periods: A. 1870-1915 B. 1915-1935 C. 1935-1950 POPULISTS #1 - 1983 • DBQ - (In the period 1880-1900), "explain the reasons for agrarian discontent and evaluate the validity of the farmers complaints."
#2 - 1989 • In what ways were the late-nineteenth-century Populists the heirs of the Jacksonian Democrats with respect to overall objectives AND specific proposals for reform?
#3 - 1995 • Analyze the reasons for the emergence of the Populist movement in the late nineteenth century.
#4 – 2007 DBQ-Analyze the ways in which technology, government policy, and economic conditions changed American agriculture in in the period 1865-1900. In your answer be sure to address farmers’ responses to these changes. PROGRESSIVES #1 - 1984 • A number of writers and reformers in the period 1865-1914 discussed the growing gap between wealth and poverty in the United States. Compare and contrast THREE of the following authors' explanations for this condition and their proposals for dealing with it. A. Henry George, Progress and Poverty B. Edward Bellamy, Looking Backward C. Andrew Carnegie, The Gospel of Wealth D. William Graham Sumner, What Social Classes Owe to Each Other E. Upton Sinclair, The Jungle #2 - 1993 • Analyze the ways in which state and federal legislation and judicial decisions, including those of the Supreme Court, affected the efforts of any TWO of the following groups to improve their position in society between 1880 and 1920. African Americans Farmers Workers #3 - 1979 • "Most reform legislation since 1900 has been the work of special interests seeking to advance their own well-being, but the adoption of such legislation has required the general support of others who were not directly affected but who perceived it to be in the public interest." Assess the validity of this statement with reference to THREE examples of reform legislation since 1900. You may draw your examples from reform at any level of government: national, state, or municipal.
#4 - 1987 • "The Progressive movement of 1901 to 1917 was a triumph of conservatism rather than a victory for liberalism." Assess the validity of this statement.
#5 - 1988 • Why did socialism fail to become a major force in American in American politics between 1900 and 1940 despite widespread dissatisfaction with the social and economic order and significant support for radical movements during that period?
#6 - 1989 • DBQ: Booker T. Washington and WEB DuBois offered different strategies for dealing with the problems of poverty and discrimination faced by Black Americans at the end of the nineteenth and beginning of twentieth centuries. Assess the appropriateness of each of these strategies in the historical context in which each was developed.
#7 - 1981 • "In American politics the most significant battles have occurred within the major parties rather than between them." Discuss this statement with reference to the periods 1850-1861 and 1900-1912. #8 - 1983 • "Shifts in party control of the presidency during the 20th c have typically not brought major shifts in domestic policy." Assess the validity of this statement. Illustrate your argument by discussing the extent to which TWO of the following Presidents adopted the domestic programs of the previous presidential administrations given in parenthesis beneath their names. Woodrow Wilson (Administrations of Taft and Roosevelt) FDR (Administration of Hoover) Eisenhower (Administrations of FDR and Truman) Richard M. Nixon (Administrations of JFK and LBJ) #9 - 1989 • "Vice Presidents who have succeeded to the presidency on the death of the President have been less effective in their conduct of domestic AND foreign policy than the men they replaced." Assess the validity of this statement for any TWO of the following pairs: William McKinley and Theodore Roosevelt Franklin D. Roosevelt and Harry S. Truman John F. Kennedy and Lyndon B. Johnson #10 - 1997 - DBQ • To what extent did economic and political developments as well as assumptions about the nature of women affect the position of American women during the period 1890 - 1925?
2005B – How successful were progressive reforms during the period 1890 to 1915 with respect to TWO of the following? Industrial conditions Urban life Politics 2006 - Historians have argued that Progressive reform lost momentum in the 1920’s. Evaluate this statement with respect to TWO of the following. Regulation of business Labor Immigrants 2007- To what extent did the role of the federal government change under President Theodore Roosevelt in regard to TWO of the following: Labor Trusts Conservation
IMPERIALISM #1 - 1985 • How and why did the Monroe Doctrine become a cornerstone of United States foreign policy by the late 19th c?
#2 - 1986 • "Both the Mexican War and the Spanish-American War were premeditated affairs resulting from deliberately calculated schemes of robbery on the part of a superior power against weak and defenseless neighbors." Assess the validity of this statement.
#3 - 1992 • Compare the debates that took place over American expansionism in the 1840's with those that took place in the 1890's, analyzing the similarities and differences in the debates of the two eras.
WORLD WAR I #1 - 1989 • "The United States entered the First World War not 'to make the world safe for democracy' as President Wilson claimed, but to safeguard American economic interests." Assess the validity of this statement.
#2 - 1979 • "Between 1776 and 1823 a young and weak United States achieved considerable success in foreign policy when confronted with the two principal European powers, Great Britain and France. Between 1914 and 1933, however, a far more powerful United States was far less successful in achieving its foreign policy objectives in Europe." Discuss by comparing United States foreign policy in Europe during the period 1776-1823, with United States policy in Europe during the following period:1914-1932. #3 - 1982 • Prior to American involvement in both the First and Second World Wars, the United States adopted an official policy of neutrality. Compare the policy and its modifications during the period 1914 - 1917 to the policy and its modifications during the period 1939 - 1941
#4 - 1991 • DBQ: It was the strength of the opposition forces, both liberal and conservative, rather than the ineptitude and stubbornness of President Wilson that led to the Senate defeat of the Treaty of Versailles. Using the documents and your knowledge of the period 1917 - 1921, assess the validity of this statement.
#5 - 1995 • Assess the relative influence of THREE of the following in the American decision to declare war on Germany in 1917. German naval policy American economic interests Woodrow Wilson's idealism Allied propaganda America's claim to world power THE 1920'S AND THE GREAT DEPRESSION 2006 – How did TWO of thefollowing help shape American national culture in the 1920’s? #1 - 1986
DBQ: The 1920's were a period of tension between new and changing attitudes on the one hand and traditional values and nostalgia on the other. What led to the tension between old and new AND in what ways was the tension manifested?
#2 - 1983 • "The economic policies of the federal government from 1921 to 1929 were responsible for the nation's depression of the 1930's." Assess the validity of this statement.
#3 - 1979 (partial) • "During the Twentieth century, American 'progressives' or 'liberals' at some times advocated a strong presidency and expanded executive power, while 'conservatives' opposed the expansion of these powers. At other times the 'liberal' and 'conservative' positions were reversed." Assess the validity of this statement with reference to the period 1900-1940. #4 - 1990 • Although American writers of the 1920's and the 1930's criticized American society, the nature of their criticisms differed markedly in the two decades." Assess the validity of this statement with specific reference to both decades.
#5 - 1996 • Analyze the ways in which the Great Depression altered the American social fabric in the 1930's.
#6 - 1981 • "The New Deal secured the support of labor and agriculture after 1932 as the Republican party had secured the support of industry and commerce since 1920, with special-interest programs giving financial aid, legal privileges, and other types of assistance." Assess the validity of this statement, giving attention to both periods (1920-1932 and 1932-1940). #7 - 1984 • DBQ - President FDR is commonly thought of as a liberal and President Hoover as a conservative. To what extent are these characterizations valid?
#8 - 1993 • Identify THREE of the following New Deal measures and analyze the ways in which each of the three attempted to fashion a more stable economy and a more equitable society. Agricultural Adjustment Act Securities and Exchange Commission Wagner National Labor Relations Act Social Security Act Analyze the ways in which TWO of the following contributed to the changes in women’s lives in the United States in the midtwentieth century. Wars Literature and/or popular culture Medical and/or technological advances WORLD WAR II #1 • "Between 1776 and 1823 a young and weak United States achieved considerable success in foreign policy when confronted with the two principal European powers, Great Britain and France. Between 1914 and 1950, however, a far more powerful United States was far less successful in achieving its foreign policy objectives in Europe." Discuss by comparing United States foreign policy in Europe during the period 1776-1823, with United States policy in Europe during ONE of the following periods: 1914-1932 or 1933-1950." #2 - 1988
DBQ - The United States decision to drop an atomic bomb on Hiroshima was a diplomatic measure calculated to intimidate the Soviet Union in the post-Second-World- War era rather than a strictly military measure designed to force Japan's unconditional surrender. Evaluate this statement using the documents and your knowledge of the military and diplomatic history of the years 1939 - 1947.
COLD WAR #1 - 1992 • In 1945 Winston Churchill said that the United States stood at the summit of the world. Discuss the developments in the thirty years following Churchill's speech which called the global preeminence of the United States into question.
#2 - 1981 • • Why did United States foreign policy after the Second World War (1945-1960) take a different direction from that after the First World War (1918-1939)? Give approximately equal attention to both periods.
#3 - 1996 • Analyze the influence of TWO of the following on American-Soviet relations in the decade following the Second World War. Yalta Conference Communist revolution in China Korean War McCarthyism #3 - 1984 • "Harry S. Truman was a realistic, pragmatic President who skillfully led the American people against the menace posed by the Soviet Union." Assess the validity of this generalization for President Truman's foreign policy from 1945-1953. #4 • Analyze the ways in which THREE of the following called into question United States preeminence as a global power. The postwar reconstruction of Germany and Japan Nuclear proliferation The Vietnam War The Organization of Petroleum Exporting Countries (OPEC) #5 - 1997 • How do you account for the appeal of McCarthyism in the United States in the era following the Second World War?
2006 - While the United States appeared to be dominated by consensus and conformity in the 1950’s, some Americans reacted against the status quo. Analyze the critiques of the United States society made by TWO of the following. Youth Civil Rights Activists Intellectuals DBQ – 2006B – Analyze developments from 1941 to 1949 that increased suspicion and tension between the United States and the Soviet Union.
POST WORLD WAR II DOMESTIC POLICY 1960'S REFORM MOVEMENTS
#1 - 1979 • "During the Twentieth century, American 'progressives' or 'liberals' at some times advocated a strong presidency and expanded executive power, while 'conservatives' opposed the expansion of these powers. At other times the 'liberal' and 'conservative' positions were reversed." Assess the validity of this statement with reference to the periods 1900-1940 and 1965-1974. #2 - 1987 • "Social dislocations resulting from wartime conditions frequently bring lasting change within a society." Evaluate the relevance of this generalization to American society in the twentieth century in view of the experiences of Blacks AND Women. #3 - 1993 • Describe THREE of the following and analyze the ways in which each of the three has affected the status of women in American society since 1940. Changing economic conditions The rebirth of an organized women's movement Advances in reproductive technology The persistence of traditional definitions of women's roles #4 - 1994 • To what extent did the decade of the 1950's deserve its reputation as an age of political, social, and cultural conformity?
#5 - 1985 • What accounted for the growth between 1940 and 1965 of popular and governmental concern for the position of Blacks in American society?
#6 - 1991 • Although the 1960's are usually considered the decade of greatest achievement for Black civil rights, the 1940's and 1950's were periods of equally important gains. Assess the validity of this statement.
#7 - 1994 - DBQ • Analyze the changes that occurred during the 1960's in the goals, strategies, and support of the movement for African American civil rights.
2005 – Describe the patterns of immigration in TWO of the periods listed below. Compare and contrast the responses of Americans to immigrants in these periods. 1820 – 1860 1880 – 1924 1965 – 2000 2005 – Analyze the extent to which TWO of the following transformed American society in the 1960’s and 1970’s. The Civil Rights movement The antiwar movement The Women’s movement #8 - 1986 • "Reform movements of the twentieth century have shown continuity in their goals and strategies." Evaluate this statement in reference to one of the following: Progressivism and the New Deal Woman's suffrage and post-Second World War feminism The New Deal and the Great Society #9 - 1992 • In what ways did the Great Society resemble the New Deal in its origins, goals, and social and political legacy? Cite specific programs and policies in support of your arguments.
#10 - 1990
"Foreign affairs rather than domestic issues shaped presidential politics in the election year 1968." Assess the validity of this statement with specific reference to foreign and domestic issues.
Modern times 2007 - “Landslide presidential victories do not ensure continued political effectiveness or legislative success.” Assess the validity of this statement by comparing TWO of the following presidential administrations. Franklin Roosevelt (1936) Lyndon Johnson (1964) Richard Nixon (1972) Ronald Reagan (1984)
Nine Weeks Tests – these are comprehensive tests given after approximately nine weeks of study. They are designed to keep you fresh on content. Semester Exam - it is comprehensive for all material covered during the first semester (roughly 350 years of material). National Exam - the AP exam (May 9, 2008) is a comprehensive exam, covering material from the entire school year. This is a most challenging exam, and preparation is an on going effort, beginning in August. We will finish the course in time for some review time; however, preparation for the exam is the student’s responsibility. The course is designed to prepare you for this test. EVERYONE IN THE CLASS IS EXPECTED TO TAKE THE EXAM. Students opting not to take the AP Exam will be expected to take the semester final which will be similar in difficulty level to an AP Exam, but without the use of a curve. In addition, those students who take the AP Exam will be exempted from taking the course final exam. REQUIREMENTS FOR GOOD STANDING There is no substitute for reading. Other aspects of preparation enhance understanding and learning, but a student must read to be prepared for this class and the types of tests and evaluations that go with it. The text, American History, A Survey is widely used for AP and college survey courses, but is “user-friendly” for high school students. The course moves very quickly, so preparation and attendance are essential. Attendance is very important in Advanced Placement courses. Students should avoid scheduling appointments during this class period when possible. Please note, I am fanatical about make up work! Student success in this class and on the AP exam is important to all of us. The advice printed below is from AP alumni, with teacher comments. In addition to the textbook, students will be expected to use TAKING SIDES: Clashing Views on Controversial Issues in American History, Volume I, Tenth Edition Larry Madaras, HOWARD COMMUNITY COLLEGE; James M. SoRelle, BAYLOR UNIVERSITY; ISBN: 0-07-285029-9 to analyze various historical interpretations of events. Students will also be expected to read and analyze a variety of original source documents. DO THE READING FAITHFULLY. Reading is assigned for virtually every night, and quizzes accompany many reading assignments. Students must adapt and develop skills needed to keep up; it is most important not to get behind. COMPLETE ASSIGNMENTS. Chapter outlines are designed to help students focus on the factual material and check their comprehension of concepts. Plus, these can “buy entrance” into the class curve. Lastly, good outlines will help immensely in preparing for the end of course AP Exam. DO THE UNIT REVIEWS. The course is divided into ten thematic units. Keep up with these. Do them as we finish studying the material. It is a tremendous study tool for the AP Exam. JOIN A STUDY GROUP. Students should realize that these are not a substitute for individual reading and studying, but they are an excellent opportunity to review, compare, and extend understanding. Study groups come highly recommended by past AP classes.
SHOW UP, PAY ATTENTION, ASK QUESTIONS. Do not miss class! Stay focused from bell-to-bell! Don’t hesitate to ask questions! Finally, this is an honors course. You must make the grades to remain in the class, but since there is no comparable on-level class, students cannot be removed from the class until the end of the semester. Please keep this in mind. If you do not drop within the first two weeks of the semester, you are locked into the class. THEMES IN UNITED STATES HISTORY [CR5] Students are expected to be able to interrelate or to trace developments in numerous general themes and categories in United States history through several chronological periods. The following are course themes that may be covered on the AP exam, and, therefore, comprise the thematic content of this course. POLITICAL AND DIPLOMATIC HISTORY – [CR1] • Evolution of political institutions and development of political parties and ideologies • Creation and expansion of constitutional government • Extension and limitation of political rights • Development and growth of nationalism • Forms of political protest, reform, and revolution • Relationship between domestic and foreign policies • Efforts to restrain conflict • War and civil conflict SOCIAL AND ECONOMIC HISTORY – [CR4] • The role of urbanization in transforming values and relationships • The shift in social structures from hierarchical orders to modern classes • The influence of sanitation and health care practices on society • The development of commercial practices and their economic and social impact • The origins, development, and consequences of industrialization • Change and continuity in the American family structure • Changes in the demographic structure of the U.S. and their consequences • Gender roles and their influence on work, social structure, and interest groups • The growth of competition and interdependence in national and world markets • Private and state roles in economic activity • Development of racial and ethnic group identities • The development of mercantilism and capitalism as they apply to US History. • The impact of the business cycle and the development of economic theory including Keynesian economics and Reaganomics. • The development of banks, stock markets and the Council of Economic Advisors and the use of macroeconomic tools to influence and control the economy. INTELLECTUAL AND CULTURAL HISTORY • Changes in religious thought and organization • Secularization of learning and culture • Scientific and technological developments and their consequences • Major trends in literature and the arts • Intellectual developments as statements of values and as historical evidence • Developments in social, economic, and political thought • Developments in literacy, education, and communication • Diffusion of new intellectual concepts among social groups • Changes in popular culture, such as new attitudes about family, work, and religion Visit the College Board online http://www.collegeboard.org/ap to find out more about Advanced Placement courses. Their website is:
CHRONOLOGICAL UNITS OF STUDY This is a suggested outline. It may vary. However the outline coincides with your text: Brinkley, Alan. American History, A Survey (1999) As an additional supplement, I highly recommend Barron’s EZ-101 Study Keys, American History to 1877 and American History 1877 to the Present (can be found at most bookstores).
Part One I. Discovery and Settlement of the New World II. The British Influence in North America – I combine II and III. III. Colonial Society and Culture IV. Road to the American Revolution – I combine IV and V V. The American Revolution VI. The Critical Period (1780s) – I combine VI and VII VII. The Federalist Era VIII. The Age of Jefferson - I combine VIII, IX, and X IX. Nationalism and Economic Expansion X. Sectionalism XI. The Age of Jackson XII. Antebellum Society and Culture XIII. Manifest Destiny and Sectional Crises XIV. Civil War and Reconstruction Part Two I. The Last Frontier and the New South II. The Industrial Revolution – I combine II, III, and IV III. Late 18th Century Society and Culture IV. Gilded Age Politics V. The Progressive Era VI. Becoming a World Power VII. The U.S. and World War I VIII. The Roaring Twenties IX. The Great Depression and The New Deal X. The U.S. and World War II XI. The Cold War XII. Postwar America – 1945 - 1960 XIII. The Rise of the Liberal State – 1961-1968 XIV. A Return to Conservatism – 1969 - 1991 XV. The U.S. Since the 1980s IN CONCLUSION I commend you for taking this Advanced Placement course. It is challenging, but, if we work together, it will pay off. Students (and parents) should feel comfortable contacting me whenever I might be of help, answer questions, or respond to concerns. I am here before school and after school. My office phone number is 355-2144; my e-mail address is firstname.lastname@example.org. My website address is: http://classroom.springisd.org/webs/johnp/home.htm. If I can be of any assistance, do not hesitate to let me know. Let’s have a great year! Calendar attached below is given to students and posted on my webpage...it will be adjusted to reflect 2007-2008 Dates.
Advanced Placement U.S. History 2007-2008 – dates still need to be modified to fit new calendar Six Weeks 1 Monday 8/14 Work Day 5 Reading Quizzes per Six Weeks = One Test Grade 8/21 Read pp. 47-59 8/28 Tuesday 8/15 First Day Stuff… 8/22 Read pp. 59-70 8/29 Ch. 1-3 Colonial America Test Take home tests due Outlines due + 10 pts. Read pp. 117-124 9/5 Read pp. 151-159 9/12 Ch. 4-5 American Revolution Test Take home tests due Outlines due Read pp. 193-204 9/19 Ch. 6 The Federalist Era Test Take home tests due Outlines due 9/26 Wednesday 8/16 Thursday 8/17 Friday 8/18 Read pp. 37-47 8/25 Read pp. 100-111 9/1
pp. 3-24 8/23 Read pp. 75-88 8/30
pp. 25-34 8/24 Read pp. 88-100 8/31
9/4 Labor Day 9/11 Essay
Read pp. 124-131 9/6 Read pp. 159-168 9/13 Read pp. 204-215
Read pp. 131-143 9/7 Read pp. 169-177 9/14
Read pp. 143-148 9/8 Read pp. 177-187 9/15
9/18 DBQ Work Take-Home DBQ
9/20 In-Class Essay Read pp. 221-235
9/21 HW – pp. 236-248
9/22 HW – pp. 248-259
9/27 In-Service Day
End of Six Weeks Note: There Will Be FIVE Unannounced Reading Quizzes that Will Count as a Test Grade
AP U.S. History Six Weeks 2 Monday Tuesday Wednesday Thursday 9/28 HW – pp. 265-276 10/5 Essay Friday 9/29
10/2 HW – pp. 277-285 10/9 Columbus Day
10/10 In-Class Essay
10/11 Review Day
10/12 Nine-Weeks Test HW – pp. 291-303
10/6 Ch. 7-8 Early National Period Test Take home tests due Outlines due 10/13
HW – pp. 303-311 10/20 325-370
10/16 HW – pp. 311-319 10/23 371-398
10/18 PSAT Testing
10/19 Ch. 9 Jacksonian America Test Take home tests due Outlines due 10/26 DBQ Essay
10/24 pp. 399-410
10/25 pp. 410-421
10/30 In-Service Day
10/27 Ch. 10-12 Reform and Sectionalism Test Take home tests due Outlines due pp. 429-437 11/3
HW – pp. HW – pp. HW – pp. 437-449 449-462 467-474 End of Six Weeks Note: We will have unannounced homework (reading) quizzes. They will add up to a test grade.
AP U.S. History Six Weeks 3 Monday 11/6 Ch. 13 Causes of Civil War Test Take home tests due Outlines due 11/11 HW – Read pp. 517-526 Tuesday 11/7 In-Class DBQ HW – Read pp. 474-485 11/12 HW – Read pp. 526-534 Wednesday 11/8 HW – Read pp. 485-496 11/13 HW – Read pp. 534-547 Thursday 11/9 HW – Read pp. 496-501 11/14 Friday 11/10 HW – Read pp. 507-517 11/15 Ch. 14&15 Reconstruction Test Take home tests due Outlines due Next Week: Thanksgiving 12/1 Ch. 16 The West Test Take home tests due Outlines due 12/8 AP Essays - 2 12/15 Exams End of Fall Semester Note: We will have the usual unannounced homework reading quizzes this six weeks. Be prepared.
11/27 In-Class DBQ HW – Read pp. 555-565 12/4 Review Day 12/11 Review Day
11/28 HW – Read pp. 565-576 12/5 Review Day 12/12 Exams
11/29 HW – Read pp. 576-588 12/6 AP Practice Test MC 12/13 Exams
12/7 AP DBQ 12/14 Exams
AP U.S. History Six Weeks 4 Monday 1/1 Tuesday 1/2 Wednesday 1/3 In-Service Day HW – Read pp. 595-604 1/10 Essay Thursday 1/4 Gilded Age II Friday 1/5
1/8 HW – Read pp. 604-614 1/8 HW – Read pp. 717-726 1/13 MLK Holiday
1/9 HW – Read pp. 614-620 1/9 Progressive Era HW – Read pp. 726-735 1/14 Finish Unit
1/10 Unit, Cont’d HW – Read pp. 735-743 1/15 DBQ Essay
1/11 Ch. 17 Industrial Revolution Test Take home tests due Outlines due 1/11 Unit, Cont’d HW – Read pp. 749-757 1/16 Prog. Era Test Essays Due Tomorrow 1/25 WP Test HW – Read pp. 775-782 2/1 The 1920s HW – Read pp. 818-827 2/8 1920s Test 2/15 Unit, Cont'd
1/12 Unit, Cont’d HW – Read pp. 757-764 1/17 Rise to World Power HW – Read pp. 691-707 1/26 U.S. & WWI HW – Read pp. 782-792 2/2 Unit, Cont’d HW – Read pp. 827-835 2/9 DBQ Essay HW – Read pp. 841-855 2/16 Finish Unit Test Monday End of Six Weeks
1/22 Unit, Cont’d HW – Read pp. 707-711&764-770 1/29 Unit, Cont’d HW – Read pp. 792-802 2/5
1/23 Unit, Cont’d
1/24 TAKS ELA Field Test
1/31 WWI Test HW – Read pp. 809-818 2/7 Finish Unit 2/14 Unit, Cont’d
2/6 Unit, Cont'd
2/12 Unit, Cont’d
2/13 Unit, Cont’d
HW – Read pp. HW – Read pp. HW – Read pp. HW – Read pp. 864-870&875-882 882-892 892-901 855-864 We have the usual homework quizzes this six weeks. Be prepared. They will count as a test grade.
AP U.S. History Six Weeks 5 Monday 2/19 GD/ND Test HW - Read pp. 907-918 2/26 Staff Development Day 3/5 Unit, Cont'd HW - Read pp. 998-1012 3/19 Review Day Tuesday 2/22 TAKS Testing Wednesday 2/23 U.S. and WWII HW – Read pp. 918-925&931-936 2/28 U.S. and WWII Test HW – Read pp. 963-975 3/7 Finish Unit Thursday 2/24 Unit, Cont'd HW - Read pp. 936-948 3/1 The Crucial Decade HW – Read pp. 975-982 3/8 CD Test Friday 2/25 Unit, Cont'd HW - Read pp. 948-957 3/2 Unit, Cont'd HW – Read pp. 982-986&993-997 3/9 DBQ Essay Next Week: Spring Break! 3/23
2/27 Finish Unit
3/6 Unit, Cont'd HW – Read pp. 1012-1025 3/20 9-Weeks Test! HW – Read pp. 1031-1038 3/27 Unit, Cont'd HW – Read pp. 1055-1063 4/3 Unit, Cont'd HW – Read pp. 1085-1093 4/10 Nixon Test
3/21 JFK/LBJ HW – Read pp. 1038-1047 3/28 Unit, Cont'd
3/22 Unit, Cont'd HW – Read pp. 1047-1055 3/29 Finish Unit
3/26 Monday Off!
3/30 JFK/LBJ Test HW – Read pp. 1067-1079 4/6 Good Friday Holiday
4/2 Nixon Years HW - Read pp. 1079-1085 4/9 Easter Holiday
4/4 Unit, Cont'd HW - Read pp. 1093-1100 4/11 Essay
4/5 Unit, Cont'd
4/13 Unit, Cont'd HW – Read pp. 1130-1137 End of Six Weeks
Carter/Reagan HW – Read pp. HW – Read 1116-1123 and pp. 1105-1116 1127-1130 We have the usual homework quizzes this six weeks. Be prepared. They will count as a test grade.
AP U.S. History Six Weeks 6 Monday 4/16 Postwar Test Tuesday 4/17 Math TAKS Wednesday 4/18 Math TAKS Thursday 4/19 Science TAKS Friday 4/20 Social Studies TAKS
4/23 AP Exam Review 4/30 AMSCO Test Due
4/24 Review 5/1 Practice Test 1
4/25 Review 5/2 AP Essay
4/26 Review 5/3 Practice Test 2
4/27 AP DBQ 5/4 AP Essay
5/7 Practice Test 3
5/9 AP Test
5/10 Debrief HW - Read Remainder of Text 5/17
5/11 Bush-Clinton-Bush 5/18
5/14 Unit, Cont'd
5/22 Finish Unit
5/23 Unit Test
5/24 Post-Course Stuff
5/25 7th Period Final
5/28 Memorial Day Holiday
5/29 5th-6th Final
5/30 1st-2nd Final
5/31 3rd-4th Final
6/1 Teacher Workday
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