Mrs.

Nancy Abay
Social Studies Department
Hialeah Gardens Senior High School
2010-2011

ADVANCED PLACEMENT UNITED STATES HISTORY

COURSE SYLLABUS, COURSE DESCRIPTION, & CLASS
PROCEDURES

CONTACT INFORMATION:

E-mail address: nkabay@dadeschools.net

School telephone: (305) 698-5000
School website: hghs.dadeschools.net
Miami-Dade County Public Schools website: dadeschools.net

NECESSARY CLASS MATERIALS

1. Three ring binder; any size, any color

2. Dividers (five)
3 Highlighter marker
4 No. 2 pencil
5. Blue or black ink pens
6. School Planner or other type of calendar
7. Recommended 2.0 flash drive or higher
8. Cracking the AP U.S. AP U.S. History Exam, 2010 Edition (College Test
Preparation)

Note: Any necessary materials needed for other assignments, advance notice will be
given.

REQUIRED COURSE TEXTBOOK

Divine, Robert A., T.H. Breen, George M. Frederickson, R. Hal Williams, Ariel J. Gross,
H.W. Brands. America Past and Present. 7th ed. AP ed. New York: Pearson Longman

BOOKS THAT MAY BE USED FOR SUPPLEMENTAL AND PRIMARY SOURCE

READINGS:

Brown, Richard D., ed. Major Problems in the Era of the American Revolution, 1760-
1791. 2nd ed. Boston: Houghton Mifflin Company, 2000.

Cobbs Hoffman, Elizabeth and Jon Gjerde. eds. Major Problems in American History
Vol. 2: since 1865. Boston: Houghton Mifflin Company, 2007.
Davidson, James West, Mark Hamilton Lytle. After the Fact: the Art of Historical
Detection Vol. II. 5th ed. New York, NY: McGraw Hill, 2005.

Kennedy, David M., Thomas A. Bailey. The American Spirit Vol. 1: To 1877. 11th ed.
Boston: Houghton Mifflin Company, 2006.

Kennedy, David M., Thomas A. Bailey. The American Spirit Volume 2: Since 1865. 11th
ed. Boston: Houghton Mifflin Company, 2006.

Lorence, James J. Enduring Voices. Vol. 1 and 2, 3rd ed. Lexington, MA: D. C. Heath
and Company, 1996.

Schweikart, Larry, Michael Allen. A Patriot’s History of the United States: From
Columbus’s Great Discovery to the War on Terror. New York: Sentinel, 2004.

Yazawa, Melvin. Documents to Accompany America’s History Vol. 1: To 1877. 6th ed.
Boston: Bedford St. Martin’s, 2008.

Zinn, Howard. A People’s History of the United States, 1492-Present. New York:
HarperPerennial, 2003.

Journal Articles: AHA, OAH, The Historical Society and other journals may also be
used to review various historical interpretations examining events and people in
American History.

Videos: Annenberg Media’s A Biography of History Series

American Experience and PBS

Recommended: AP Review Books or study tools from the publisher, Princeton Review
or Henry, Michael’s, Threads of History: A Thematic Approach to Our Nation’s Story for
AP* U.S. History. Saddlebrook, NJ: Peoples Education, 2006. McGraw Hill’s 5 Steps
to a 5 AP U.S. History, 2010-2011Edition has practical information for students as well.

Supplemental readings, both primary and secondary may be provided to you online and
as handouts in class. Some readings not mentioned, may be added to the course if
they directly correlate to the time period, objectives, or themes. Examples might be
recent newspaper, journal, or magazine articles.

Overview of Books being Used

The required textbook provides the general framework of the course schedule.
Introduced into the course are supplemental readings to provide varying points of view
in interpreting history. Primary and secondary sources are provided in the textbook but
also in the other books mentioned above which are vital in studying history. For
example Cobbs Hoffman provides primary and secondary sources on major problems in
the American past and will be used extensively from the Reconstruction forward.
Varying viewpoints of eminent historians will be examined in the essays assigned in the
course outline. According to the editors:
“this volume focuses on some of the enduring themes of United States History,
including the impact of changing technologies on the lives of workers and
families, and the periodic waves of reform that have defined the nation since its
inception. The transformation of gender expectations and race relations are also
highlighted through out the volume.”
Examples of popular historians who interpret history will challenge students to look at
many varying points of view. Zinn’s reading assignments will provide diverse
interpretations of history from the bottom up. Zinn provides an examination of various
groups of people, such as women, Native Americans, minorities, and workers
traditionally left out of American History textbooks in the past. Schweikart and Allen
provide historical interpretations that celebrate America and “puts the spotlight back on
America’s role as a beacon of liberty.” Davidson and Lytle’ book will examine events in
history and analytical approaches of historians in “doing” history. These readings are
necessary in meeting the guidelines of an AP* designated course.

Additional Information: www.collegeboard.com

AP U.S.HISTORY COURSE OVERVIEW

This course is taught at the college level. Advanced Placement U.S. History is a
college-level course that students may take to fulfill the 11 th grade Social Studies
requirement for graduation. In addition, students may have an opportunity to earn
college credits if they pass their AP exam. Students are eligible to take this course
based on teacher and/or counselor recommendations. The major difference between
a regular high school history course and a college-level history course is the greater
amount of reading and the depth of focus that is found in the college-level course.
Moreover, the AP curriculum demands higher-order thinking skills within a rigorous
academic context. Thus, students are frequently required to analyze, synthesize, and
evaluate primary and secondary historical sources, in addition to comprehending,
memorizing, and applying facts. The course is divided into periods of time and focuses
on the themes in the AP Course Description, including American Diversity, Culture,
Economic Transformations, Globalization, Politics and Citizenship, Reform, Religion,
and Slavery and its Legacies in North America.
 TENTATIVE COURSE SCHEDULE

KEY: (T) Textbook (D) Documents (SR) Supplemental Readings (V) Video (J)
Journal Articles

NOTE: Each week has home learning, in class assignments, reading, and
assessments. Some assignments and readings may be omitted or changed due
to time constraints or other various school activities.

************SCHOOL BEGINS AUGUST 23, 2010************

SEMESTER 1
Unit Schedule: Class Orientation, US Geography Review, Textbook Distribution,
and Writing Skills Introduction (1 week)

Unit 1: Pre-Columbian Societies, Transatlantic Encounters, Colonial Beginnings

1492-1690 Chapters 1-4 (3 weeks)

APUSH TOPIC CORRELATION

1. Pre-Columbian Societies
• Early inhabitants of the Americas
• American Indian empires of Mesoamerica, the Southwest, and the Mississippi Valley
• American Indian cultures of North America at the time of European contact
2. Transatlantic Encounters and Colonial Beginnings, 1492-1690
• First European contacts with Native Americans
• Spain’s empire in North America & French colonization of Canada
• English settlement of New England, the Mid-Atlantic region, and the South
• From servitude to slavery in the Chesapeake region
• Religious diversity in the American colonies
• Resistance to colonial authority: Bacon’s Rebellion, the Glorious Revolution, and the
Pueblo Revolt

Objectives

1) Account for the origins of the “Indian” inhabitants of the New World.
2) Describe and explain the cultural exchanges that occurred between Europe and the New
World following the discovery of America.
3) Explain the factors in European development that prompted and promoted exploration of
the New World.
4) Describe the government and developments in the Spanish-controlled southwestern
United States.
 5) Explain the different characteristics of the French, Dutch, and English contacts with the
New World before the permanent settlements of the seventeenth century.
6) Appreciate the role of the Reformation in the settlement of America.
7) Understand the development in England that helped to promote colonization.
8) Understand the events in Stuart England that affected colonization and the relations
between mother country and the colonies.
9) Understand the nature of Indian life and some key interactions among the Indians and the
English settlers.
10) Appreciate the key features in the settlement and early development of each of the
thirteen North American colonies of England, in particular the colonies of Virginia,
Massachusetts, Maryland, Pennsylvania, and New York.
11) Understand the chief features of English colonization in North America as a whole and in
comparison with the colonization efforts of Spain and France.
12) Identify population patterns in the colonies and explain their impact on institutions and
the development of the colonies.
13) Identify and compare the chief features of the Southern, New England, and Middle
colonies.
14) Explain the land and labor systems developed in the colonies, the reasons for their
development, and their long-range influences on the colonies
15) Describe the major features of social life in the colonies in the seventeenth and eighteenth
centuries.
16) Explain the effects of the Enlightenment and the Great Awakening on the colonies.
17) Understand the extent and limits of British political and economic control of the colonies.
18) Explain the major institutions of colonial government in the mother country.
19) Explain the major institutions of colonial government in the colonies.
20) Explain the general relations between the British settlers and the Indians.
21) Describe the nature of French colonization of North America and compare France’s
colonial policy with Britain’s.
22) Explain the general course of the conflict for empire between France and Britain, and
indicate why the British won.
23)Explain the consequences of Britain’s victory in its Great War for Empire with France.

ESSENTIAL QUESTIONS:
 To what extent should Europeans be congratulated or condemned for their
conquest of the America’s?
 How did the colonies develop different social, political, and economic systems?
 In what ways was American culture during the 1700s different than European
culture?
 How did slavery get introduced into the American colonies?

Week 1 (08/23-08/27) 5 DAYS: Introduction & (T) Divine CH 1

Class Orientation
Pre-Test Multiple Choice AP Exam
“Why study History” reading and lesson
US Geography Review
Textbook Distribution
Writing Skills Introduction
Introduction to Primary and Secondary Sources
Introduction to ID lists (Key Terms) Assigned CH 1
(T) Divine CH 1

Week 2 (08/30-09/03) 5 DAYS: (T) Divine CH 1 & CH 2

ID List: CH 2
Lecture (these are based on notes from historysage.com, PowerPoint’s from
historyteacher.net, textbook, and self-made
Introduction to Note-Taking, Cornell Notes
Introduction to Analyzing Documents using National Archives Document Analysis
Worksheets and APPARTS Worksheets
(D) Yazawa CH 1 and 2:
“History of the Indies”
“A True Relation of Virginia”
“Pocahontas and John Smith”
“Checklist for Virginia-Bound Colonists”
“Notes on Indentured Servitude”
“A Modell of Christian Charity”
“Puritan Attack on the Pequots at Mystic River”
(V) Annenberg Media: A Biography of History #1 “New World Encounters”
Quiz on Reading and or ID Lists
Chapter Test 1 & 2

Week 3 (09/06-09/10) 4 DAYS: (T) Divine CH 3 (No School 09/06/10)

ID List: CH #3
PERSIA chart
Lecture
Map Activity: Divine’s CH 2 Map Exercise, CH 3 Map Exercise
(V) AM #2 “English Settlement”
(D) Yazawa CH 3:
“The Groans of the Plantations”
“The Glorious Revolution in Massachusetts”
“The Secret Diary of William Byrd II”
“Slavery and Prejudice: An Act for the Better Order and Government of Negroes and
Slaves, South Carolina”
“A Journal of a Voyage Made in the Hannibal”
“Conflicts between Master and Slaves: Maryland in the Mid-Seventeenth Century”
(V) PBS: Slavery and the Making of America: Episode 1
Quiz on Reading and or ID Lists
Chapter Test 3
Week 4 (09/13-09/17) 5 DAYS: (T) Divine CH 4

(V) PBS: Slavery and the Making of America Episode 1 con’t.

ID List CH 4
Lecture
PERSIA
Quiz on Reading
Introduction to Writing Thesis Statements
Introduction to Free Response Essay (FRE):
Discuss the ways that the Anglo-American economic relationship changed during the
18th century. Further, discuss what impact those changes had upon the colonial
economy?
No Chapter Test!! Use time to write, peer review using AP* based rubric, and dissect
and rewrite essays.

Unit 2: Colonial North America 1690-1754, The American Revolution 1754-1789

Chapters 4-6 (3 weeks)

APUSH TOPIC CORRELATION

3. Colonial North America, 1690-1754

• Population growth and immigration

• Transatlantic trade and the growth of seaports
• The eighteenth-century back country
• Growth of plantation economies and slave societies
• The Enlightenment and the Great Awakening
• Colonial governments and imperial policy in British North America

4. The American Revolutionary Era, 1754-1789

• The French and Indian War

• The Imperial Crisis and resistance to Britain
• The War for Independence

Objectives:

1. Explain how the British victory over France in the Great War for
Empire, the new government of George III, and other factors worked
together to produce Grenville’s program.
2. Account for and assess the importance of the colonial reaction to the
Grenville program, and especially the stamp tax.
3. Explain the counter play of British actions and colonial reactions from
the repeal of the stamp tax to the Revolution in 1775.
4. Assess British and colonial responsibility for the coming of the
Revolution.
 5. Explain the major military strategies of the war, especially focusing on
the turning points.
6. Account for the division of sentiments in the colonial population during
the war.
7. Assess the degree to which the Revolution was a social revolution - the
impact of the war on slavery, women, religion, and socioeconomic
levels.
8. Explain the governmental principles incorporated into the new national
and state governments.
9. Describe America’s postwar nationalism and show its impact on various
aspects of American culture.
10. Analyze the strengths and weaknesses of the government under the
Articles of Confederation.
11. List and explain the key accomplishments of the Confederation
government in diplomacy, governmental organization, land policy, and
finance.
12. List and explain the major problems that the Confederation government
faced in finance and diplomacy.
13. Account for the movement to adopt a new constitution and assess the
degree to which a new government was needed.
14. Analyze the principles considered and incorporated in the Constitution.
15. Explain the key historiographical analyses of the constitution-making
process, including the contributions of Charles Beard, Forrest
McDonald, and Jackson T. Main.
16. Account for the success of the movement to ratify the Constitution.

ESSENTIAL QUESTIONS:

 Compare and contrast social conditions in the New World with those in the Old,
and explain why the New World had certain advantages. In what ways did the
composition of colonial society foreshadow the social structure of the modern
United States?
 To what extent did English colonists identify themselves as “American” by 1750?
 Could the American Revolution have been avoided?
 How were the Americans able to defeat the most powerful military on the planet?
 In what sense was the Constitution a democratic document, and in what sense a
conservative one? What did democracy mean to the Founding Fathers, African
Americans, and women?

Week 5 (09/20-09/24) 4 1/2 days: (T) Divine CH 4 & 5 (Early Release 09/23/10)

ID List CH 5
Lecture
Introduction to DBQs
Practice DBQ: Revolutionary War & Society 2005 (work with a partner)
Quiz on Reading
Chapter Test 4

Week 6 (09/27-10/01) 5 days: (T) Divine CH 5 & 6

ID Lists: CH 5 & 6
Persia Chart
Lecture
Map Activity from Divine
(D) Kennedy CH 7:
“Adam Smith’s Balance Sheet”
“Benjamin Franklin Testifies Against the Stamp Act”
“Two Views of the British Empire”
(D) Kennedy CH 8:
“Thomas Paine Talks Common Sense”
“Thomas Jefferson’s Declaration of Independence”
“Lord Chatham Assails the War”
(SR) Davidson & Lytle After the Fact: “Prologue: The Strange Death of Silas Deane
Readings from this book are meant “to introduce students to the detective work and
analytical approaches historians use when they are actually doing history.”
Quiz on Readings and or ID Lists
Chapter Test 5

Week 7 (10/04-10/08) 5 days: (T) Divine CH 6

ID List: CH 6
Lecture
PERSIA
Quiz on Readings and or ID lists
(D) Kennedy CH 9:
“The Debate on Representation in Congress”
“The Argument over Slave Importations”
“Alexander Hamilton Scans the Future”
“George Mason is Critical”
An Anti-federalist Demands Deliberation”
James Madison Defends the Constitution”
Chapter Test 6

Unit 3: The New Nation 1783-1824 Chapters 7-9 (3 weeks)

APUSH TOPIC CORRELATION

4. The American Revolutionary Era, 1754-1789

• State constitutions and the Articles of Confederation

• The Federal Constitution
5. The Early Republic, 1789-1815

• Washington, Hamilton and shaping of the national government

• Emergence of political parties: Federalists and Republicans
• Republican Motherhood and education for women
• Beginnings of the Second Great Awakening
• Significance of Jefferson’s presidency

6. Transformation of the Economy and Society in Antebellum America

• The transportation revolution and creation of a national market economy

• Beginnings of industrialization and changes in social and class structures
• Immigration and nativist reaction
• Planters, yeoman farmers, and slaves in the cotton South

Objectives:

1) Summarize some major demographic and economic features of the new nation as
it launched the new government.
2) Explain the challenge that confronted the Washington administration in creating a
new government.
3) Name and summarize the three major proposals presented by Alexander Hamilton
for establishing the new government on a sound financial basis.
4) Analyze the conflict of philosophy between Hamilton and Jefferson over the
constitutionality of the National Bank and explain how that conflict led to the
development of two political parties.
5) Account for the diplomatic problems with Britain, France, and Spain that buffeted
the new nation, and explain the resolution of each.
6) Explain the differing roles played by Adams, Hamilton, and Washington, in
Federalist politics and describe their effects on Adam’s administration.
7) Explain the significance of the elections of 1796 and 1800.
8) Explain the importance of the Alien and Sedition Acts and the Kentucky and
Virginia Resolutions as parts of continuing conflicts between individual liberty
and governmental authority, between states’ rights and national governmental
authority.
9) Asses the impact of Republican control of the government under Jefferson’s
administration.
10) Understand the growth of the judicial branch under John Marshall and the partisan
disputes between Republicans and Federalists over the judiciary.
11) Explain and account for the notable acts of political dissidence in the years 1801-
1815.
12) Evaluate the causes of the War of 1812 and draw a conclusion about their relative
importance.
13) Explain the impact of the War of 1812 on the United States.
14) Explain the emergence of nationalism after the War of 1812 in the economy, the
government, diplomacy, Supreme Court decisions, and politics.
 15) Account for the outbursts of sectionalism in the era 1816-1828.
16) Explain the demise of the first political party system and analyze the shifting
patterns of party principles in this era.
17) Explain the significant Supreme Court decisions of this time.
18)Account for the political rise of Andrew Jackson.

ESSENTIAL QUESTIONS:

 To what extent does the Constitution represent the ideals and principals fought
for during the American Revolution?
 Compare and contrast the presidencies of John Adams and Thomas Jefferson.
Were they successful in strengthening the United States domestically and
internationally?
 Analyze how the rulings of the Marshall Court influence us today?

Week 8 (10/11-10/15) 5 days: (T) Divine CH 7

ID List CH 7
Introduction to first Presidential Chart: Graphic Organizer to Analyze Domestic and
Foreign Policy, plus Key Facts
PERSIA
(V) AM #5 “A New System of Government”
Lecture
Quiz on Reading
Chapter Test 7
Map Activity: CH 8 of Divine Resources Map Exercise 1 & 2

Week 9 (10/18-10/22) 5 days: (T) Divine CH 8

ID List CH 8
Presidential Chart
Persia
Lecture
(V) AM #6 “Westward Expansion”
(D) Yazawa CH 7:
“The Sedition Act”
“The Kentucky Resolutions”
“Marbury v. Madison”
“Jefferson and the Embargo”
“Hartford Convention Resolutions”
FRE: Historians often consider Thomas Jefferson a “liberal” and Alexander Hamilton a
“conservative” during the 1790s. How valid is this assessment of the two men’s political
philosophies and actions during that era?
Quiz on Reading and or ID Lists
Chapter Test 8
Week 10 (10/25-10/29) 4 ½ days: (T) Divine CH 9 (Early Release 10/28)

ID List
Presidential Chart
Lecture
PERSIA
(SR) Zinn’s CH 6 The Intimately Oppressed (Women’s Issues)
Discuss questions assigned based on Zinn
Unit Exam: 1, 2, 3
DBQ: 2002 Form B

END OF 1st QUARTER