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Advanced Placement United States History

Mr. Kim
Course Syllabus
2011-2012

Advanced Placement United States History is a two semester survey course incorporating all major
themes oI U.S. History. Every student who enrolls in an Advanced Placement course should come in
with the expectation oI passing the Advanced Placement Exam in May. Every student is required to take
the A. P. Exam. The level oI instruction in this class is geared towards that goal. The pace and content oI
the material will reIlect college level work. ThereIore, it is imperative that you never lose Iocus oI that
criteria. No doubt there is a tremendous amount oI work in this class and the expectations are high. What
is taught and how it is taught reIlects the curriculum and standards set by the College Board. It is not
based on the level oI the class. However, your grades are. You are in competition with all the other
students in the course.
In AP American History, grades are based on oral work, homework, and tests. Depending on the type oI
group work, credit will be either oral credit or homework credit. A high grade in this course is not
possible without ample participation in class discussions.
'Equity and 'access are two guiding principles oI the College Board and the Advanced Placement
Program. Just as all students deserve an opportunity to participate in rigorous programs, all students who
take an AP course have the right, and are urged, to take the exam. However, it would be my
recommendation that any student earning a D in the Iirst semester should consider transIerring out oI the
course.

Homework Policy
I do not accept any late work unless I am given prior notice or unless you have a veriIiable crisis. I do not
give partial credit Ior late work. Either the assignment is turned in on time or you will not receive any
credit. That includes iI you are absent on the day an assignment is due. The majority oI homework
assignments will be papers and discussion board posts. Additionally, there are a number oI smaller
assignments as well as a Iew larger projects. They will be weighted accordingly. Students have the
option oI submitting a paper in lieu oI threaded discussion posts.
In-class work that you miss can not be made up. Truly, your grade will suIIer iI you miss a lot oI class
time. Excessive absences will result in mandatory additional assignments.

Binders
You must have a binder speciIically Ior this course. You will maintain this portIolio throughout the year.
I will have several binder checks during the year. You do not have to bring it to school each day. It is a
signiIicant part oI the grade you earn. Do not Iall behind.
These are the Iollowing tabs:
1. Calendars 2. Notes 3. The AP Center (Prompts)
4. Tests 5. Documents/Readings 6. History Themes
7. The Decades Paper 8. Assignments & Projects


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Notetaking
You must have textbook notes prior to class. And they must be your own. I consider it cheating iI you
use another student`s notes. It is unacceptable to use study outlines in place oI the notes you take Irom
reading the textbook. It is recommended that you use my note-taking Iormats. Templates will be
available on the course website. Always have the notes Irom previous chapters with you in class.
Periodically, I will collect and check your binders. Be as thorough as you need to be, Ior most days you
will not be allowed to use your text during class.

Grading Policy
The high standards oI Advanced Placement will be reIlected in the workload oI the course. II you choose
not to keep up with the work, then I will choose to remove you Irom the class. II you are caught
unprepared Ior class, we will have a conIerence aIter class. A second time will result in a call to your
parents. II you are caught a third time unprepared, I will consider dropping you Irom the class.
I will attempt to watch each student`s progress in the class. II you are having diIIiculty, we will try to
Iind help.
II you receive a grade oI a 'D Ior the Iirst quarter or semester, it is recommended that you drop the class
Ior the second semester.
As mentioned earlier, grades are based on oral work, homework, and tests. Grades on exams are based
upon a curve, as well as the oral averages. I do not grade on a point system. Rather, all scores Ior
homework, projects, and exams are marked as letter grades. Oral Points are a diIIerent matter. They
become converted to a grade-point average. The student with the highest point total will receive an 4.0
average Ior oral points. The coursework accounts Ior 75 oI the semester grade and the Final Exam is
worth 25.

Keep in mind, I am here to help you. The class time alone may not be enough. You can email me iI you
have to get a hold oI me: apgolflordgmail.com.
Take advantage oI the group email and website. I have uploaded several key documents onto the course
website. You should register as soon as possible on each oI the sites:
Class Website: http://googlegroups.com/group/schurrapush/
Discussion Board: http://z15.invisionfree.com/schurrapush (Use Iull name Ior username)
Paper submissions: http://turnitin.com (Class ID: 4136440, Password: schurr)

Calendars will be passed out usually a month in advance. Be aware that there will be exams Ior each unit.
In class DBQs are scheduled usually Ior every other unit. Each exam will be comprised oI 30-40 AP style
multiple choice questions and an essay question.



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Overview

* Themes come directly Irom the College Board AP U.S. History Course Description. It is recommended
that you assign dates to each oI the themes and check oII each theme as they are covered in the course.
* All readings and podcasts are located on the CDs passed out at the beginning oI the school year.


0nlt 1 ~ colonlzatlon (1wo Weeks)
Text: 1he American Pageant, Chapters 1-3
Themes:
1. Pre-Columbian Societies
4 Early inhabitants oI the Americas
4 American Indian empires in Mesoamerica, the Southwest, and the Mississippi Valley
4 American Indian cultures oI North America at the time oI European contact
2. Transatlantic Encounters and Colonial Beginnings, 1492-1690
4 First European contacts with Native Americans
4 Spain`s empire in North America
4 French colonization oI Canada
4 English settlement oI New England, the Mid-Atlantic region, and the South
4 From servitude to slavery in the Chesapeake region
4 Religious diversity in the American colonies
4 Resistance to colonial authority: Bacon`s Rebellion, the Glorious Revolution, and the Pueblo
Revolt
Major Assignments:
Columbian Exchange Paper



0nlt 2 ~ Engllsh colonles (1wo Weeks)
Text: 1he American Pageant, Chapters 4-5
Readings:
epore King Philip`s War
Themes:
3. Colonial North America, 1690-1754
4 Population growth and immigration
4 Transatlantic trade and the growth oI seaports
4 The eighteenth-century back country
4 Growth oI plantation economies and slave societies
4 The Enlightenment and the Great Awakening
4 Colonial governments and imperial policy in British North America
Major Assignments:
Social/Political/Economic Posters



0nlt 3 ~ Revolutlon (1wo Weeks)
Text: 1he American Pageant, Chapters 6-8

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Readings:
Berkin Myths oI the American Revolution
Roswenc, American Revolution Readings, Ch. 14-17
Themes:
4. The American Revolutionary Era, 1754-1789
4 The French and Indian War
4 The Imperial Crisis and resistance to Britain
4 The War Ior Independence
4 State constitutions and the Articles oI ConIederation
4 The Iederal Constitution
Major Assignments:
Revolution Paper



0nlt 4 ~ 1he crltlcal Perlod (1hree Weeks)
Text: 1he American Pageant, Chapters 9-12
Readings:
Ellis The Character oI Thomas JeIIerson
Additional reading TBA
Themes:
5. The Early Republic, 1789-1815
4 Washington, Hamilton, and the shaping oI the national government
4 Emergence oI political parties: Federalists and Republicans
4 Republican Motherhood and education Ior women
4 Beginnings oI the Second Great Awakening
4 SigniIicance oI JeIIerson`s presidency
4 Expansion into the trans-Appalachian West; American Indian resistance
4 Growth oI slavery and Iree Black communities
4 The War oI 1812 and its consequences
Major Assignments:
Threaded Discussions



0nlt 6 ~ 1acksonlan 0emocracy (1wo Weeks)

Text: 1he American Pageant, Chapters 13-15
Readings:
Roswenc, emocracy in the Age of Jackson, Ch. 17-20
Themes:
6. The Transformation of Economy and Society in Antebellum America
4 The transportation revolution and creation oI a national market economy
4 Beginnings oI industrialization and changes in social and class structures
4 Immigration and nativist reaction
4 Planters, yeoman Iarmers, and slaves in the cotton South
8. Religion, Reform, and Renaissance in Antebellum America
4 Evangelical Protestant revivalism
4 Social reIorms
4 Ideals oI domesticity
4 Transcendentalism and utopian communities

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4 American Renaissance: literary and artistic expressions
Major Assignments:
Threaded Discussion



0nlt 6 ~ Manlfest 0estlny/8ectlonal 8truggle (1wo Weeks)
Text: 1he American Pageant, Chapters 16-18
Reading:
Roswenc, $lavery. . . Breakdown of the American Consensus, Ch. 11-13
Ayers Slavery and the Early American Economy
Reynolds John Brown, Abolitionist
Themes:
7. The Transformation of Politics in Antebellum America
4 Emergence oI the second party system
4 Federal authority and its opponents: judicial Iederalism, the Bank War, tariII controversy, and
states` rights debates
4 Jacksonian democracy and its successes and limitations
9. Territorial Expansion and Manifest Destiny
4 Forced removal oI American Indians to the trans-Mississippi West
4 Western migration and cultural interactions
4 Territorial acquisitions
4 Early U.S. imperialism: the Mexican War
Major Assignments:
Slavery Paper



0nlt 7 ~ clvll War & Reconstructlon (1wo Weeks)
Text: 1he American Pageant, Chapters 19-22
Readings:
Roswenc, Reconstruction and the Race Problem, Ch. 13-15
Gallagher The Civil War in American Memory
Foner The SigniIicance oI Reconstruction
Themes:
10. The Crisis of the Union
4 Pro- and antislavery arguments and conIlicts
4 Compromise oI 1850 and popular sovereignty
4 The KansasNebraska Act and the emergence oI the Republican Party
4 Abraham incoln, the election oI 1860, and secession
11. Civil War
4 Two societies at war: mobilization, resources, and internal dissent
4 Military strategies and Ioreign diplomacy
4 Emancipation and the role oI AIrican Americans in the war
4 Social, political, and economic eIIects oI war in the North, South, and West
12. Reconstruction
4 Presidential and Radical Reconstruction
4 Southern state governments: aspirations, achievements, Iailures
4 Role oI AIrican Americans in politics, education, and the economy
4 Compromise oI 1877

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4 Impact oI Reconstruction
Major Assignments:
Threaded Discussions



0nlt 8 ~ lndustrlal 8oclety (1wo Weeks)
Text: 1he American Pageant, Chapters 23-25
Readings:
Roswenc, %he Entrepreneur in the Gilded Age, Ch. 10-12
Themes:
13. The Origins of the New South
4 ReconIiguration oI southern agriculture: sharecropping and crop lien system
4 Expansion oI manuIacturing and industrialization
4 The politics oI segregation: Jim Crow and disIranchisement
15. Industrial America in the Late Nineteenth Century
4 Corporate consolidation oI industry
4 EIIects oI technological development on the worker and workplace
4 abor and unions
4 National politics and inIluence oI corporate power
4 Migration and immigration: the changing Iace oI the nation
4 Proponents and opponents oI the new order, e.g., Social Darwinism and Social Gospel
16. Urban Society in the Late Nineteenth Century
4 Urbanization and the lure oI the city
4 City problems and machine politics
4 Intellectual and cultural movements and popular entertainment
Major Assignments:
TBA



0nlt 9 ~ lmperlallsm, the West, and Agrlculture (1wo Weeks)
Text: 1he American Pageant, Chapters 26-27
Readings:
Roswenc, %he United $tates and the New Imperialism, Ch. 14-17
Themes:
14. Development of the West in the Late Nineteenth Century
4 Expansion and development oI western railroads
4 Competitors Ior the West: miners, ranchers, homesteaders, and American Indians
4 Government policy toward American Indians
4 Gender, race, and ethnicity in the Iar West
4 Environmental impacts oI western settlement
Major Assignments:
Imperialism Paper


Decade Paper Due in 1anuary


First Semester Final

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0nlt 10 ~ Progresslvlsm and WW1
Text: 1he American Pageant, Chapters 28-30
Readings:
Roswenc, %he $tatus Revolution & the Progressive Movement, Ch. 9-11
Roswenc, Realism & Idealism in Wilsons Pease Program, Ch. 11-15
Gerstle The Progressive Era
Themes:
17. Populism and Progressivism
4 Agrarian discontent and political issues oI the late nineteenth century
4 Origins oI Progressive reIorm: municipal, state, and national
4 Roosevelt, TaIt, and Wilson as Progressive presidents
4 Women`s roles: Iamily, workplace, education, politics, and reIorm
4 Black America: urban migration and civil rights initiatives
18. The Emergence of America as a World Power
4 American imperialism: political and economic expansion
4 War in Europe and American neutrality
4 The First World War at home and abroad
4 Treaty oI Versailles
4 Society and economy in the postwar years
Major Assignments:
Threaded Discussion



0nlt 11 ~ 1he 1wentles, the 0epresslon, and the New 0eal
Text: 1he American Pageant, Chapters 31-33
Readings:
Kramer The Rise and Fall oI Federal Power Irom 1800s to the 1930s
Roswenc, Presidential Power in the New eal, Ch. 9-12
Atler and Brinkley FDR's First 100 Days
Kennedy Freedom Irom Fear: The American People in Depression and War
Themes:
19. The New Era: 1920s
4 The business oI America and the consumer economy
4 Republican politics: Harding, Coolidge, Hoover
4 The Culture oI Modernism: science, the arts, and entertainment
4 Responses to Modernism: religious Iundamentalism, nativism, and Prohibition
4 The ongoing struggle Ior equality: AIrican Americans and women
20. The Great Depression and the New Deal
4 Causes oI the Great Depression
4 The Hoover administration`s response
4 Franklin Delano Roosevelt and the New Deal
4 abor and union recognition
4 The New Deal coalition and its critics Irom the Right and the eIt
4 Surviving hard times: American society during the Great Depression
Major Assignments:
Threaded Discussion




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0nlt 12 ~ World War 2
Text: 1he American Pageant, Chapters 34-35
Themes:
21. The Second World War
4 The rise oI Iascism and militarism in Japan, Italy, and Germany
4 Prelude to war: policy oI neutrality
4 The attack on Pearl Harbor and United States declaration oI war
4 Fighting a multi-Iront war
4 Diplomacy, war aims, and wartime conIerences
The United States as a global power in the Atomic Age
22. The Home Front During the War
4 Wartime mobilization oI the economy
4 Urban migration and demographic changes
4 Women, work, and Iamily during the war
4 Civil liberties and civil rights during wartime
4 War and regional development
4 Expansion oI government power
Major Assignments:
TBA



0nlt 13 ~ cold War Era
Text: 1he American Pageant, Chapters 36-37
Readings:
Roswenc, Containment and the Origins of the Cold War, Ch. 13-16
Gaddis The Origins oI the Cold War
Themes:
23. The United States and the Early Cold War
4 Origins oI the Cold War
4 Truman and containment
4 The Cold War in Asia: China, Korea, Vietnam, Japan
4 Diplomatic strategies and policies oI the Eisenhower and Kennedy administrations
4 The Red Scare and McCarthyism
4 Impact oI the Cold War on American society
24. The 1950s
4 Emergence oI the modern civil rights movement
4 The aIIluent society and 'the other America
4 Consensus and conIormity: suburbia and middle-class America
4 Social critics, nonconIormists, and cultural rebels
4 Impact oI changes in science, technology, and medicine
Major Assignments:
Cold War Paper



0nlt 14 ~ 1he 60's & 70's
Text: 1he American Pageant, Chapters 38-39
Readings: TBA
Themes:

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25. The Turbulent 1960s
4 From the New Frontier to the Great Society
4 Expanding movements Ior civil rights
4 Cold War conIrontations: Asia, atin America, and Europe
4 Beginning oI Detente
The antiwar movement and the counterculture
26. Politics and Economics at the End of the Twentieth Century
4 The election oI 1968 and the 'Silent Majority
4 Nixon`s challenges: Vietnam, China, Watergate
4 Changes in the American economy: the energy crisis, deindustrialization, and the service economy
4 The New Right and the Reagan revolution
4 End oI the Cold War
Major Assignments:
Themes Project



0nlt 16 ~ 1he Present Age
Text: 1he American Pageant, Chapters 40-42
Readings:
Ayers DeIining the Twentieth Century
Blanton The End oI the Cold War
Patterson America at the End oI the Twentieth Century
Themes:
27. Society and Culture at the End of the Twentieth Century
4 Demographic changes: surge oI immigration aIter 1965, Sunbelt migration, and the graying oI
America
4 Revolutions in biotechnology, mass communication, and computers
4 Politics in a multicultural society
28. The United States in the Post-Cold War World
4 Globalization and the American economy
4 Unilateralism vs. multilateralism in Ioreign policy
4 Domestic and Ioreign terrorism
4 Environmental issues in a global context
Major Assignments:
Threaded Discussion
DBQ Project



Second Semester Final Practice AP Exam

A Iinal project will be assigned to be completed aIter all AP exams are completed.


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Key Concepts and Skills
The AP U.S. History Exam is designed to measure students` knowledge oI historical Iacts, degree oI comprehension oI Iorces
oI change and causality, and inIormation-based analytical skills. The AP U.S. History course should be designed to move
beyond mere recall to an understanding oI historical chronology, topical concepts and themes, cause and eIIect, similarities and
diIIerences, major turning points, and signiIicant issues and problems. In addition, students should demonstrate their mastery oI
historical interpretation and be able to express in writing their opinions and knowledge. They should be able to integrate their
learning suIIiciently to construct a logical historical argument.
As a history teacher, you assume responsibility Ior helping students develop and apply those analytic skills that will allow them
to understand the themes, answer the important questions, see the larger picture, and thereby Iind meaning in the vast amount
oI Iactual inIormation that is beIore them. The AP U.S. History Exam tests skills that generally Iall into three broad,
overlapping categories: mastery and application oI Iactual knowledge, understanding and analysis oI concepts, and a grasp oI
historical generalizations and ability to synthesize inIormation. Students should be able to do the Iollowing:
Ask thoughtIul questions about and make sound inIerences Irom Iactual inIormation
Determine the causes that led to a particular event
Recognize the signiIicance oI important events
Assess the relative importance oI causes and eIIects
Account Ior apparent inconsistencies and ambiguity in the materials they examine
Recognize common themes and trends
Recognize and explain change or continuity over time
Categorize inIormation
Read, understand, and interpret primary sources
Examine the extent or the degree to which an assertion is true
Discern and account Ior diIIerent points oI view
Compare and contrast two historical phenomena
Construct a logical historical argument


How is the exam structured?
The AP U.S. History Examination is three hours and Iive minutes long. Following a 55-minute, 80-item multiple-choice
section, students are given a packet that contains Iive essay questions. The Iirst is the required document-based question; the
remaining Iour questions are divided into two pairs. Students must respond to one essay question Irom the Iirst pair (labeled #2
and #3) and one Irom the second (labeled #4 and #5). Prior to writing any oI these essays, students are given a mandatory 15-
minute planning period. They are advised to spend most oI this time planning their response to the DBQ; however, students are
also Iree to select and plan their other essays.
Following the 15-minute planning time, students are given a packet oI lined paper and are told to begin writing their responses
to the DBQ and the two Iree-response questions they have selected. They are given 115 minutes in which to write all three oI
these essays. It is suggested that students use 45 minutes to write the DBQ and 35 minutes each (5 minutes to plan and 30
minutes to write) Ior the two Iree-response questions. Remind your students that this 115-minute block oI time is not broken up
Ior them; they must allot their time careIully so that they are certain to complete all three responses.
Both the multiple-choice and essay questions cover the period Irom the Iirst European contact to the present, but by Iar the
largest number oI questions relate to the nineteenth and twentieth centuries. In the multiple-choice section, the questions are
distributed approximately as Iollows:
Through 1789 20 percent
1790 through 1914 45 percent

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1915 to the present 35 percent
In terms oI content, the multiple-choice section is, in general, broken down this way:
Political institutions, behavior, and public policy 35 percent
Social change, and cultural and intellectual developments 40 percent
Diplomacy and international relations 15 percent
Economic developments 10 percent
Students may encounter a Iew questions on events since 1980 in the multiple-choice section, but this time period is never the
exclusive Iocus oI the DBQ or the other essay questions. The multiple-choice questions are intended to assess students` overall
grounding in the subject as well as speciIic, Iactual knowledge. The essay questions are designed so that students have the
opportunity to exhibit their interpretive skills and their ability to develop insightIul analysis.

How is the exam scored?
Every June, more than 1200 college and high school U.S. history teachers meet at one site to score more than 1,200,000 essays.
Those Readers are speciIically trained to maintain consistency in scoring, thereby assuring that the assessments students
receive reIlect the knowledge that they have incorporated and the analytical skills that they have mastered in U.S. history.
The DBQ and the two Iree-response questions are scored on a 09 scale and are evaluated on the basis oI thesis, argument, and
supporting evidence (including documents in the case oI the DBQ). The multiple choice section accounts Ior 50 percent oI the
student`s grade on the exam and the essays Ior the other 50 percent. OI the essay component oI the Iinal score, the DBQ has a
weight oI 45 percent and the other two essays 27.5 percent each. The Readers` scores on the essay and problem-solving
questions are combined with the results oI the computer-scored multiple-choice questions, and the total raw scores are
converted to a composite score on AP`s 5-point scale.

AP GRADE QUALIFICATION
5 Extremely well qualiIied
4 Well qualiIied
3 QualiIied
2 Possibly qualiIied
1 No recommendation