AP European HistorySYLLABUS

Goals

The study of European history since 1450 introduces students to cultural, economic, political, and social developments that played a fundamental role in shaping the world in which we live. Without this knowledge, we could lack the content for understanding the development of contemporary institutions, the role of continuity and change in present-day society and politics, and the evolution of current forms of artistic expression and intellectual discourse.In addition to providing a basic narrative of events and movements, the goals of AP European History are to develop (a) an understanding of some of the principal themes in modern European history, (b) an ability to analyze historical evidence and historical interpretation, and (c) an ability to express historical understanding in writing.

Students

Admission to an Advanced Placement course should depend upon a student’s commitment to the subject as well as such formal credentials as high aptitude scores or outstanding grade records.Many students lacking outstanding credential have successfully completed Advanced Placement courses and obtained college credit or Advanced Placement through the Advanced Placement Examination. The aim of an Advanced Placement course should be to provide the student with a learning experience equivalent to that obtained in most college introductory Western Civilization History courses.

All students should develop an impeccable work ethic and become responsible for his or her success in the course. Time should be set aside daily to review course information and prepare course material.

The Advanced Placement Course

Although there is little to be gained by rote memorization of names and dates in an encyclopedic manner, a student must be able to draw upon a reservoir of systematic factual knowledge in order to exercise analytic skills intelligently. Striking a balance between teaching factual knowledge and critical analysis is a demanding but crucial task in the design of a successful AP course in history.

Students will be assessed by a series of Document-Based Questions (DBQs)

A quarterly DBQ is required. (Student choice is from one of the quarter units.)

Analytical Essays: One thematic essay is required per unit. It may be one of the essential content questions or based on other thematic content.

Multiple Choice questions: Each unit will be assessed by 33 MC items, five choices each.

Group Presentation Projects: All groups will be assessed according to the criteria rubric that is presented with the assigned projects. Projects include ArtAppreciation, Biographical Profiles, Cultural Literacy, Debate Issues

and other areas of interest deemed by the instructor. Reading Assignments:

Reading assignments are assigned from primary and secondary sources, handout excerpts, and various reader text and internet sources.

Each Student will turn in one Conceptual Assessment Portfolio per semester. The “Portfolio Packet” will be received at the beginning of each semester and due at its end. Only quality work will be accepted!1st semester, The Enlightenment and the Age of Reason2nd semester, Imperialism and World War I

Note: Each assignment will be accompanied by an in-depth rubric that describes the detailed explanations of the assignment’s format and grading scale.

Note: All projects, portfolios debate issues, etc., MUST be approved by the Instructor before any work is initiated.

Textbooks

One textbook is furnished to the students. Civilizations of the West (The Human Adventure) – Publisher Longman

(ISBN 0-673-99849-5)Students can check out supplemental textbooks for additional home and classroom

support including: Traditional Encounters – McGraw Hill Various AP Review Support Books by - Barber, Eder, Pearl, etc. Various Source Books of Original Documents

Course Units of Study include:1. The Transition from the Middle Ages to Renaissance 2. The Renaissance3. The Reformation4. The Rise of Nation States and the Age of Exploration5. The Age of Absolute Monarchs6. The Scientific Revolution and the Age of Reason7. The French Revolution and Napoleonic Era8. The Agricultural and Industrial Revolution 9. Democratic and Socialist Response 10. Unification Movements and Multi-National Empires

11. Imperialism and WW I and the Russian Revolution12. In Between the Wars / WWII13. The Cold War

14. Contemporary Europe

Course Outline

Unit 1: Transition from the Middle Ages to the Renaissance (2 Weeks)Readings:

Text: Civilizations of the West, Chapter(s) 8, 9, 10Supplemental Document Excerpts: The Rights of a French Town,

Gregory VII on Papal Authority, Magna Carta, Pope Urban II - A Call to Crusaders,

A Muslim’s View of the Crusades

Themes: Disintegration and Invasion of the Roman Empire Feudal Society; the Aristocracy and Medieval Peasantry Urban Development and Town Life The Growth of the Monarchy The Holy Roman Empire and the Church The Crusades and the Diminishing Byzantine Empire The Iberian Peninsula and the Reconquista Russia and the Mongol Conquest The Medieval Church Scholarship - Law, Science, Medicine, Art, Architecture Famine and the Black Death The Hundred Years’ War The Demise of Church Prestige

Essential Content Questions: Analyze the effects of the Hundred Years’ War on early European

nationalism and the rise of monarchs. Analyze the effects that the loss of Church prestige had toward

creating a new sense of inquisitiveness in Europe. Examine how plagues, famine, war, and revolts favorably

improved the condition of the peasants.

Major Assignments and Assessments:Group Migration and Transformation Project: Develop short

presentation explaining one of the events below. All groups are to abide by the rubric criteria. (a) The Invasion of the Roman Empire (b) The Crusades (c) The Spanish Reconquista (d) The Mongol Conquest

DBQ Exercise:

Introduce DBQs / DocumentsIntroduce the DBQ Grading RubricIntroduce Thematic Essays

Unit 2: The Renaissance

Readings:Text, Civilizations of the West, Chapter(s) 11Supplemental Document Excerpts: Petrarch - On Petrarch, -

Castiglione - Aristocratic Women, Pizan - The Case for Educating Young Ladies, Machiavelli - Advice to a Renaissance Prince, Vasari - On the Sistine Chapel Ceiling

Themes: The Urban Setting of the Renaissance Secularism and Individualism The Advent of Humanism Women and the Renaissance Culture Machiavelli and the Culture of Power The Religious Based Northern Renaissance The Advent of the Printing Revolution The Fine Arts; Painting and Sculpture Architecture and Classical Influence

Essential Content Questions: Analyze the effects geography had on Italy as a major trade and

banking center, and eventually the cultural center of Europe. Analyze and discuss the impact of the art of the Renaissance

that typifies the values of leading thinkers of the time. Mention examples of art and artist of the time.

Compare and contrast the Italian and Northern Renaissance.

Major Assignments and Assessments: Art Appreciation Project: Develop a PowerPoint Presentation on one of the categories below. All groups abide by the rubric criteria. (a) Paintings of the Italian Renaissance (b) Paintings of the Northern Renaissance (c) Sculptured Art

(d) Renaissance Architecture

DBQ Exercise: Document Interpretation Developing a Thesis Citing Documents in DBQ

Unit 3: The Reformation

Readings:Text: Civilizations of the West, Chapter(s) 12Supplemental Document Excerpts: Erasmus-A Bible for the

People, Luther- Justification by Faith, Luther-The Ninety -Five Thesis, Ignatius - On Obedience, Maleficarum - Women and Witchcraft

Themes: Institutional Decay and the Late Medieval Church Early Reformers and Lay Piety The Influence of the Humanist Luther and the German Reformation The Reform Movements and Spread of Calvinism The Radical Reformist The English Reformation The Catholic Response Reaction; Jews and Nonconformist The Thirty Years’ War

Essential Content Questions: Compare and contrast the views of the leaders of the

Reformation toward secular and religious authority. Support your answer with specific examples.

Analyze the influence of Calvinism as being radically different than the Roman Catholic Church or Lutheranism.

To what extent did the Protestant Reformation change society, politics, and the economy of sixteen century Europe?

Major Assignments and Assessments: Biographical Presentation Project: Develop a biographical profile of one of the religious leaders from one of the categories below. Abide by the rubric criteria. (a) Early Reformers (b) Reformers of the Catholic Counter-Reformation (c) Leaders of the Thirty Years’ War.

DBQ Exercise: Reducing Documents to Excerpts Utilizing the 15-Minute Reading Time

Unit 4: The Rise of Nation States and the Age of ExplorationReadings:

Text: Civilizations of the West, Chapter(s) 13, 14 Supplemental Document Excerpts: Columbus - Description of the

“well formed Indians,” Manucci - A Jesuit View of China, Mun - Trade as the Key to Wealth, Anonymous - The Sack of Antwerp (1576)

Themes: Europe on the Eve of Exploration The Search for New Trade Routes Europe in Africa and Asia The European Conquest of America Technological Advances The European Economy: The Commercial Revolution Philip II and Spanish Dominance The Slave Trade The Rise of the Dutch The Rise of France and England as Nation States

Essential Content Questions: Analyze Spain’s ascendancy as the most richest and powerful

nation-state during the 16th century. Mention factors that contributed to its equally dramatic decline.

Describe the process of exploration, discovery, and colonization during the 1400s and 1500s among the European Atlantic states.

Analyze the motives for colonization of the Americas by the Spanish, English and French.

Major Assignments and Assessments:Group Exploration Project: Develop a short PowerPoint

presentation on one of the categories below. Abide by the rubric criteria. (a) Technological Advances (b) Mercantilism and Triangular Trade (c) The Slave Trade

DBQ Exercise: Students chose from units periods listed below and write first quarter DBQ.

The Renaissance ReformationAge of Exploration

Unit 5: The Age of Absolutes and the Contrasting European Society

Readings:Text: Civilizations of the West, Chapter(s) 14, 15,Supplemental Document Excerpts: Bossuet - On the Nature of

Majesty, Pososhkov - Law and Justice under Peter the Great, Locke - The Right to Alter Government, Comenius - Who Should Be Educated?

Themes: France Under Louis XIV The Wars of Louis XIV Peter the Great and Westernization The Rise of Austria and Prussia England and the Triumph of Parliamentary Government European Social Society Family and Marriage and the Status of Women Literacy and Education Poverty, Crime, and Social Conditions

Essential Content Questions: Analyze the development of absolutism in France. Assess the rise of absolutism in England. Compare and contrast the development of absolutism in Russia

and Prussia

Major Assignments and Assessments:

Group Cultural Literacy Project: Develop an informative presentation on one of the early modern European social topics listed below. Abide by rubric criteria. (a) Literacy and Education (b) Crime and Poverty (c) Food and Medical Care (d) popular pastimes and culture

DBQ Exercise: Summary Readings Analyze DocumentsAvoiding “Laundry Listing” Documents

Unit 6: The Scientific Revolution and the Age of Reason

Readings:Text: Civilizations of the West, Chapter(s) 17, 18, 19Supplemental Documents Excerpts: Bruno - On the Infinity of the

Universe, Pascal - On Humankind’s Place in the Universe, Bacon - The Scientific Method, Hobbes - On the Institution of the Common Wealth, Rousseau - On the Social Contract, Frederick the Great - On the Enlightened Despot

Themes: From Ancient Science to the Copernican Universe On the Shoulders of Giants - The Newtonian Synthesis and the

Scientific Method Inductive Bacon and Deductive Descartes - The Philosophies of

Reasoning Other Scientific Advances The Contrasting States of Nature of Thomas Hobbes and John

Locke Deism - the Religion of Reason The French Philosophes - Voltaire and Rousseau The Enlightened Despots Enlightened Windfall - Jewish Emancipation, the Abolitionist

Movement, and the Rights of Women

Essential Content Questions: Compare the relationship between the Newtonian Revolution and

the Enlightenment. Compare and contrast the states of nature as perceived by

Hobbes, Locke and Rousseau. Discuss how Deism is a logical “offshoot’ of the Enlightenment as

opposed to an alternative to Protestantism or Catholicism.

Major Assignments and Assessments:Group Debate Project: Prepare for a classroom debate. Students

will draw to be on one side or the other debating the below issues. Abide by classroom debate rubric. (a) The Best of all Possible Worlds vs. Cultivate Ones Own Garden, Inductive Reasoning vs. Inductive Reasoning, Man is born Good vs. Man is Born Bad, vs. Man is born Good but is Corrupted by Society

Conceptual Assessment Portfolio Project: Can be substituted for the Debate

DBQ Exercises: Summary Readings Analyze DocumentsUsing Quotes in DBQs

Unit 7: The French Revolution and Napoleonic Era

Readings:Text: Civilizations of the West, Chapter(s) 20Supplemental Document Excerpts: Humbert - Eyewitness

Account of the fall of the Bastille, Robespierre - On the Principles of Revolutionary Government, Gourges - Declaration of the Right of Women, Napoleon - On Napoleon,

Burke - Reflections on the Revolution in France

Themes: Crisis and the Old Regime in France The Revolution of 1789 The Bourgeoisie in Power - Church and State Reorganization The Impact of the Revolution in Europe The Radical Revolution and the Reign of Terror The Thermidorian Reaction Women and the French Revolution The Napoleonic Era The Bourbon Restoration The Congress of Vienna

The Age of Metternich Liberalism and the French Revolution of 1830 The Liberalistic and Nationalistic Revolutions of 1848

Essential Content Questions Analyze how the Third Estate “became something.” Compare and contrast the stages of the French Revolution. “Napoleon’s successes in battle awakened the nationalistic

forces that defeated him.” Assess the validity of this statement. Analyze and discuss the extent to which European rulers

attempted to suppress nationalism and liberalism between 1815 and 1848.

Major Assignments and Assessments:Biographical Presentation Project: Develop a biographical profile

of one of the major players of the French Revolution listed below. Abide by the rubric criteria. (a) Abbe Sieyes, (b) Marquis de Lafayette, (c) Georges Danton, (d) Jean Paul Marat, (e) Charlotte Corday, (f) Jacques-Louis David, (g) Arthur Wellesley,

(h) Olympe de Gouges

DBQ Exercise:Summary Readings Analyze DocumentsAdding Historical Information to DBQ Essays

Unit 8: The Agricultural and Industrial Revolutions

Readings:Text: Civilizations of the West, Chapter(s) 21, 22 Supplemental Document Excerpts: Malthus - On Population,

Hebergam Testimony to Parliament on Child Labor, Ned Ludd’s Office - Luddism,

Henry Ford - On the Blessings of the Assembly Line

Themes: Population, Energy, and Technology Commerce and the Capitalistic Society The Agriculture Revolution Britain’s Industrial Transformation The Population Explosion The Spread of the Industrial Revolution The Second Industrial Revolution The New Social Order

The Romantic Movement Responds to the Age

Essential Content Questions: Analyze the impact that the discovery of Western trade routes

contributed to the on coming Industrial Revolution. Examine the economic and social changes that led to the

population explosion in Europe before 1800. “It is no accident that the Industrial Revolution occurred in late

18th century England.” Assess the validity of this statement.

Major Assignments and Assessments:Group Presentation Project: Develop a PowerPoint presentation

on one of the topics below. Abide by the rubric criteria. (a) Major contributors to the Agricultural Revolution, (b) The Textile Industry, (c) Mechanization,

(d) Transportation and Communication

DBQ Exercise: Students choose from periods listed below and write second quarter DBQ.Age of AbsolutesScientific Revolution and Age of ReasonFrench Revolution and Napoleonic Era The Agricultural and Industrial Revolutions

Unit 9: Democratic, Socialist, and Cultural Response to the Era

Readings:Text: Civilizations of the West, Chapter(s) 21, 24, 26Supplemental Document Excerpts: Mill - On Liberty, Engels - The

Conditions of the Working Class in England, Proudhon - What is Property?,

Kroptkin - Anarchism, Marx - The Communist Manifesto

Themes: The Classical Economist and Utilitarianism The Utopian Socialist and Anarchism The Socialist Response to the Industrial Revolution Women in Society

The Growing Ideologies of Liberalism and Nationalism Science, Society, and the Darwinist Revolution Culture and Crisis in the Age of Science A New Era in the Arts

Essential Content Questions: Explain how Marx’s theories offered both a reason for, and a

solution to, mass poverty in the industrialized world. Describe and compare the origins and proposals of the utopian

socialist, the Marxist, the anarchist, and the revisionist during the 19th century.

Using specific examples, contrast the ideologies in liberalism, conservatism, and nationalism during the 19th century.

Major Assignments and Assessments: Group Debate Project: Choose from the list below. Each group will develop and present an affirmative and negative position based on the historical culture of the time. Abide by the rubric criteria. (a) Darwin on Evolution, (b) Nietzsche on the “Death of God”

(c) Freud’s Psychoanalysis as a Science

DBQ Exercise:Summary Readings Analyze DocumentsChecking Your Essay against the Rubric

Unit 10: Unification Movements and Multi-National Empires

Readings:Text: Civilizations of the West, Chapter(s) 23Supplemental Document Excerpts: Mazzini - Humanity and the

Nation,Bismarck - Ems Telegram, Alexander II - On Emancipation of the

Serfs, Lincoln - Emancipation Proclamation, Herzl - On the Need for a

Jewish State

Themes: France: From Republic to Empire The Crimean War The Unification of Italy Blood and Iron: The Age of Bismarck Austrian Hungry: The Dual Monarchy Russia: Reform and Reaction Ottoman Empire: The Sick Man of Europe United States: A Divided Nation The Jews: The Birth of Modern Zionism

Essential Content Questions: Compare and Contrast France’s contribution toward the

unification of Italy and Germany. Discuss the 19th century European events that heightened the

historical birth of modern Zionism. Analyze why Russia’s attempts at reform and modernization

failed to materialize by the early 20th century.

Major Assignments and Assessments:Biographical Presentation Project: Develop a biographical profile

of one of the major players of the Unification and Empire Period listed below. Abide by the rubric criteria. (a) Mazzini, (b) Cavour, (c) Garibaldi, (d) William I ,

(e) Nicholas I, (f) Alexander II, (g) Alexander III, (h) Louis Kossuth

DBQ Exercise:Summary Readings Analyze DocumentsDeveloping an Outline

Unit 11: Imperialism, WW I, and the Russian Revolution

Readings:Text: Civilizations of the West, Chapter(s) 25, 27, 28

Supplemental Document Excerpts: Hobson - Imperialism as Retrograde Nationalism, Marx - On British Rule in India, Kipling - White Man’s Burden, Fukuzawa - A Japanese Response to the West, Macdonald - Trench Warfare, Lenin - The April Thesis, Wilson - Fourteen Points, Treaty of Versailles

Themes: The Scramble for Africa The Impact of Colonial Rule The Europeans in Asia China Becomes a Target Militarism, Nationalism, and Alliances The Power Keg Explodes Trenched on the Western Front A Series of Russian Conflicts The Peace of Victors: Justice Verses Revenge

Essential Content Questions: Analyze and discuss the motives of Europeans during the

imperialism of the late nineteenth century. Compare and contrast Old Imperialism with New Imperialism. Compare and contrast the Fourteen Points with the peace

settlements in Paris. Analyze the long term cost of the Treaty of Versailles.

Major Assignments and Assessments:Conceptual Assessment Portfolio Project: Students will organize

an objective portfolio on the era according to the rubric criteria. Document interpretation and map skills will be verbally assessed. The portfolio’s required essay must focus on an original observer of the era. (Examples: Erich Remarque’s description of trench warfare in All is Quiet on the Western Front, John Sargent’s use of a soccer game in the background of the mural “Gassed.” All choices are from the rubric choice sheet or must be approved by the teacher.

DBQ Exercise: Students choose from the units below and write teacher-furnish third quarter DBQ.

Democratic and Socialist Response to the Era (1815 - 1848)Unification Movements and Multinational Empires Imperialism, World War I, and the Russian Revolution

Unit 12: In Between the Wars and World War II

Readings:Text: Civilizations of the West, Chapter(s) 28, 29Supplemental Document Excerpts: Stalin - On the World’s

“Irreconcilable Camps,” Mussolini - The Fascist Spirit, Broadfoot - The Human Prospective of the Great Depression, Hitler - On the Jews, Chamberlain - On Appeasement, Eisenberg - The Death Camps, Nimitz - The Case Against the Bomb

Themes: The Totalitarian Challenge to Liberalism The Bolshevik Consolidation The Fascist in Italy The Great Depression The Nazi Seizure of Power Aggression and Appeasement World War II: The European Theater World War II: The Pacific Theater The Holocaust The Organizing of the United Nations

Essential Content Questions: Discuss the extent to which the Treaty of Versailles contributed

the outbreak of World War II. Compare and contrast Fascism under Adolf Hitler and Benito

Mussolini. Contrast military technological advances between World War I

and World War II.

Major Assignments and Assessments:Begin AP Test Review

DBQ Exercise:Summary ReadingsAnalyze Documents

Developing Arguments to Support your Thesis

Unit 13: The Cold War

Readings:Text: Civilizations of the West, Chapter(s) 29, 30Supplemental Document Excerpts: Churchill - The Sinews of

Peace, Acheson - On the Marshall Plan, Khrushchev - Stalin’s Crimes, Demands of the Hungarian Rebels, Kennedy - “Ich Bin Ein Berliner,” Brezhnev - The Brezhnev Doctrine, Gorbachev - Democracy and Glasnost

Themes: The Communization of Eastern Europe From the Truman Doctrine to NATO The End of European Empires Brinkmanship to Mutually Assured Destruction Korea, Vietnam, and the Cuban Missile Crisis The Middle East: The Limits of Diplomacy From Détente the Beginnings of Disarmament Gorbachev and the Breakup of the Soviet Union

Essential Content Questions: Compare and contrast the status of the Eastern European

satellites before and in the two decades after the death of Stalin. Trace the history of the Cold War from its beginnings to its thaw. Analyze the 1989 events that describe the fall of Communism.

Major Assignments and Assessments:Continue AP Test Review

DBQ Exercise: Students choose from the units below and write teacher-furnish

last quarter DBQ. In Between the Wars and World War IIThe Cold War

Unit 14: The Contemporary Europe and 21st Century Trends

Readings:Text: Civilizations of the West, Chapter(s) 30, 31Supplemental Document Excerpts: Eco - I Do not Fear German Nationalism, Janekovic - Ethic Cleansing in Bosnia, Beckett - Waiting for Godot, Gutierrez - Liberation Theology, Beauvoir - On Women’s Sexuality

Themes:

The Advance Toward Economic Stability Trends: Unity, Ethnic Nationalism, Global Capitalism The Postwar Mood and Existentialist Philosophy Religion and the Ecumenical Movement The Revolt of the Young The Rise of Consumer Culture Family Values in Crisis the New Arts and Post Modern Movement

Essential Content Questions: Analyze Europe’s gradual advance toward economic

interdependence and the development of a single economic community.

Discuss how the entrance of great numbers of women into the workplace has altered European society.

Analyze social trends as Europe begins the twenty-first century.

Major Assignments and Assessments:Continue AP Test Review

DBQ Exercise:Review DBQ Exercises to Prepare for AP Test

Post-AP Test…. Movie Time! After the AP Exam my students are rewarded for their endurance for surviving the eight month push toward the test. The students will research films they would like to view from a furnished list. Two films will be watched in class and another will a group homework assignment. Movies include:

A Man for All Seasons, On the Banks of the Niemen, Dr. Zhivago, Schindler’s List, The Great Escape, Enemy at the Gate, Band of Brothers, etc.

AP United States HistorySYLLABUS - THOMPSON

GoalsThe AP program in United States History is designed to provide students with analytic skills and factual knowledge necessary to deal critically with the problems and materials in United States history. The program prepares students for intermediate and advanced college courses by making demands upon them equivalent to those made by full-year introductory college courses. Students should learn to assess historical material – their relevance to a given interpretive problem, their reliability, and their importance – and to weigh the evidence and interpretations presented in historical scholarship. An AP United States History course should thus develop the skills necessary to arrive at conclusions on the basis of and informed judgment and to present reasons and evidence clearly and persuasively in essay format.

StudentsAdmission to an Advanced Placement course should depend upon a student’s commitment to the subject as well as such formal credentials as high aptitude scores or outstanding grade records.Many students lacking outstanding credential have successfully completed Advanced Placement courses and obtained college credit or Advanced Placement through the Advanced Placement Examination. The aim of an Advanced Placement course should be to provide the student with a learning experience equivalent to that obtained in most college introductory United States History courses.

All students should develop an impeccable work ethic and become responsible for his or her success in the course.

The Advanced Placement CourseAlthough there is little to be gained by rote memorization of names and dates in an encyclopedic manner, a student must be able to draw upon a reservoir of systematic factual knowledge in order to exercise analytic skills intelligently. Striking a balance

between teaching factual knowledge and critical analysis is a demanding but crucial task in the design of a successful AP course in history.

AssessmentsStudents will be assessed by a series of

Document-Based Questions (DBQs)A quarterly DBQ is required. (Student choice is from one of the quarter

units.) Test will consist of a thematic essay, and / or multiple choice questions,

depending on the length and indepthness of the unit. Analytical Essays: One thematic essay is required per unit. It may be one of

the essential content questions or based on other thematic content. Multiple Choice questions: Usually 33 MC items, five choices each.

Group Presentation Projects: All groups will be assessed according to the criteria rubric that is presented with the assigned projects. Projects include

Biographical Profiles, Cultural Literacy, Debate Issues and others deemed by the instructor.

Reading Assignments:Reading assignments are assigned from primary and secondary sources,

handout excerpts, and various reader text and internet sources. Each Student will turn in one Conceptual Assessment Portfolio per semester. The

“Portfolio Packet” will be received at the beginning of each semester and due at its end. Only quality work will be accepted!1st semester, Decade in Crisis and the Civil War2nd semester, The Civil Rights Movement

Note: Each assignment will be accompanied by an in-depth rubric that describes the detailed explanations of the assignment’s format and grading scale.

Note: All projects, portfolios debate issues, etc., MUST be approved by the Instructor before any work is initiated.

TextbooksOne Textbook is furnished to the students:

Out of Many – Prentice Hall (2004) TSBN 0-13-09892-5Students can check out supplemental textbooks for supporting reading including:

American Pageant – Heath Publishing ISBN 0-669-33892-3

Course Units of Study include:

15. Discovery, Settlement and Colonial Society 16. Conflicts, Revolution and the Creation of Government17. The Constitution and the New Republic18. The Revolution of 1800 and the Age of Jefferson19. Age of Jackson and the Growth of Democracy

20. Expansion Across the Continent and Reform Movements21. Decade in Crisis, Civil War, and Reconstruction22. The Gilded Age and the Rise of Industrial America 23. The American West and Native Americans24. Populism and the Progressivism25. Imperialism and World War I26. The Roaring 1920s and the Great Depression27. World War II and the Post war Era28. The Cold War29. The Civil Rights Movement30. The Contemporary World

Course Outline

Unit 1: Discovery, Settlement, and Colonial Society

Readings:Text, Out of Many, Chapter(s) 2, 3, 4, 5 Supplemental Document Excerpts: Mayflower Compact, Maryland Toleration Act, Constitution of Iroquois Nations, Massachusetts Body of Liberties

Themes:

Mediterranean Trade and European Expansion Columbus and the “Geographic Revolution’ Spanish Exploration and Conquest The Evolution of Chesapeake Society Origins and Development of a Slave Labor System Protestant Reformation and the Origins of Puritanism The Evolution of English Society The Colonies and the British Empire

Essential Questions: Analyze social and economic impact of contacts between Native American

peoples and early explorers. Analyze Spanish, French, and British motives for colonization Analyze political, economic, social, and religious comparison of the British New

England, Middle Atlantic, and Southern colonies.

Major Assignments and Assessments:Develop a chart explaining the motives of establishing the Spanish, English, and French claims to the New World. Include: Native interaction Religious motives Geography Economic motives The development of North America slave societies

The establishment of government Unit Test: MC DBQ Exercise: Introduce the DBQs / Documents

Introduce the DBQ Grading Document

Unit 2: Conflicts, Revolution and the Beginnings of Government

Readings: Text, American Pageant Chapter(s) 6, 7, 8

Supplemental Documents Excerpts: Albany Plan of Union, Letters from a Farmer Pennsylvania, Common Sense, Declaration of Independence, Articles of Confederation,

Northwest Ordinance (1785, 1787)

Themes: The Economics of Mercantilism Anglo-French Rivalries The Seven Years War in America and the Expulsion of France The Emergence of American Nationalism The Economics of Resistance Independence and Beginnings of Government Revolutionary Effects on State Politics

Essential Questions: Compare / contrast the American and British views regarding the philosophy of

the British policy of “salutary neglect” toward the colonies after the French and Indian War.

Trace the evolution of government from the Albany Congress to the creation of the Articles of Confederation.

It can be argued that “America lost the Revolutionary War but won the peace.” Assess the validity this statement

Major Assessments and Assessments:Interpreting original document project: Using excerpts from the Declaration of Independence create a chart to define the three major conditions of John Locke’s contract theory of government. Abide by the handout rubric.Unit Test: MC / Thematic Essay Writing

DBQ Exercise: Document InterpretationDeveloping a Thesis Citing Documents in DBQ Essays

Unit 3: The Constitution and the New Republic

Readings: Text: Out of Many, Chapter(s) 8Supplemental Document Excerpts: Abigail to John Adams, Correspondence on Women’s Rights, The Federalist no. 10, United States Constitution, Washington’s Farewell Address, Kentucky and Virginia Resolutions

Themes: State Constitutional Governments Shay’s Rebellion and the Necessity of Reform The Constitution Convention Ratification and the Bill of Rights President Washington and the Nation Hamilton’s Controversial Fiscal Policy The Beginnings of United States Foreign Policy The Rise of National Politics and Political Parties The Jeffersonian Revolution of 1800

Essential Questions: Analyze the factors that combined to bring about the ratification of the

Constitution. Compare and contrast the views of Thomas Jefferson and Alexander Hamilton

while they were members of Washington’s cabinet. Examine evidence that supports the primary goal of the development of United

States foreign policy under Washington and Adams was to avoid war.

Major Assignments and Assessments:Choose one of the assignments. (a) Create a chart titled “Debating the Constitution.” Categorize leaders, arguments, strategy, advantages, and disadvantages. Abide by the handout rubric. (2) Create a chart titled “Comparison of Federalist and democratic-Republican Parties.” Categorize leaders, view of the Constitution, foreign policy, military policy, domestic policy, and chief supporters. Abide by the handout rubric. Unit Test: MC / Thematic Essay

DBQ Exercise:Differentiating Between Primary / Secondary Sources Reducing Documents to Excerpts

Utilizing the 15-Minute Reading Time

Unit 4: The Revolution of 1800 and the Age of Jefferson

Readings:Text, American Pageant, Chapter(s) 11, 12, 13 Supplemental Document Excerpts: Supreme Court Case Briefs, Charles Dickens - On the Lowell Factory Girls, Monroe Doctrine

Themes: Jefferson’s Government and Republican Agrarianism An Independent Judiciary and the Doctrine of Judicial Review The Louisiana Purchase Foreign Policy Under Jefferson The War Hawks Come to Power Mr. Madison’s War Nationalism and the Era of Good Feeling Clay’s American System and the Panic of 1819 Sectionalism and the Missouri Compromise The Nationalistic Monroe Doctrine

Essential Questions: Discuss foreign policy under Jefferson’s administration. Include foreign

intervention and decisions made for domestic expediency. Discuss to what extent the Federalist assumed support for state rights as opposition

to the Democratic-Republicans toward the end of the War of 1812. From Madison’s point of view, the War if 1812 achieved none of its

original aims. Explain why its consequences were important for the future development of the United States.

Major Assignments and Assessments:Group Constitutional Case Brief Project: Choose one of the Supreme Court cases below and present a case brief to the class. Include: Case facts, Constitutional question, Court’s decision, and Court’s reasoning. Abide by the rubric criteria. (a) Marbury vs. Madison (b) Fletcher vs. Peck (c) McCulloch vs. Maryland (d) Dartmouth College vs. Woodward (e) Gibbons vs. Ogden Unit Test: MC / Thematic Essay

DBQ Exercise:Students are to write the First Quarter DBQ. Instructor choices include:Discovery and Settlement, Conflicts and Revolution

The Constitution and the New Republic, the Age of Jefferson

Unit 5: The Age of Jackson and the Growth of Democracy

Readings:Text: Out of Many, Chapter(s) 10 American Pageant, Chapter(s) 17Supplemental Document Excerpts: Daniel Webster – Reply to Haynes,

Case Brief - Worcester v. Georgia (1832), South Carolina Legislature –On the Nullification Issue, Jackson - On the Bank Veto

Themes: The Election of 1824 and “Corrupt Bargain” Politics The Presidency under John Q. Adams King Cotton and Southern Expansion Slavery and the African American Community Yeomen and the Poor White Farmer The Pre-industrial Work Place The Transportation Revolution The Advent of Andrew Jackson The Spoils System and New Politics in the Kitchen Crisis: Nullification, the Eaton Affair, and the Battle over the Bank Indian Removal King Veto and the Rise of the Whigs The Panic of 1837

Essential Questions: Believed to be unqualified in political and social experience to be president of the

United States, Jackson’s presidency is considered on of the most influential in American history. Explain the factors that changed the political atmosphere that made his election possible.

Discuss who benefited from the transportation revolution and why was the issue of government support for internal improvements so controversial.

Constitutional issues were raised by the Nullification Crisis and Indian removal. Discuss the rights of the minority being governed by majority rule concerning each issue.

Major Assignments and Assessments:Unit Test: MC /Thematic Essay

DBQ Exercise:Summary ReadingsAnalyzing DocumentsAvoiding “Laundry Listing” Documents

Unit 6: Expansion across the Continent and Reform Movements

Readings:Text, Out of Many, Chapter(s) 13, 14Supplemental Document Excerpts: Polk - Message on War with Mexico, Calhoun – Speech on the Compromise of 1850, Grimke - Letters on the Equality of the Sexes, Declaration of Sentiments, Thoreau – On Civil Disobedience

Theme: Exploring the West Manifest Destiny and Expansionist Ideology Western Migration and Overland Trails Texas Independence and the Politics of Annexation The Mexican American War California and the Gold Rush The Politics of Manifest Destiny The Compromise of 1850 The Second Great Awakening Antislavery and Abolitionism The Early Women’s Rights Movement Artistic Achievements and American Philosophy

Essential Questions: Define and discuss the concept of Manifest Destiny. Assess and identify the ways that the success of Manifest Destiny and expansion

of the United States would lead to a resurrection of issues that would eventually divide the nation.

Evaluate the ways in which women transformed the reform movements of the 1820s-1850s. How did the role of women in those movements transform the image and status of women?

Major Assignments and Assessments:Biographical Presentation Project: Choose from the list below and develop a biographical profile of one of major players of the early reform movement. Abide by the rubric criteria. (a) Margaret Fuller, (b) Dorothea Dix, (c) Horace Mann,(d) Sarah or Angelina Grimke, (e) Lucretia Mott or Elizabeth Stanton, (f) George Ripley, (g) Samuel Howe, (h) Charles Finney Unit Test: MC /Thematic Essay

DBQ Exercises:Summary Readings

Analyzing DocumentsAdding Historical Information to DBQ Essays Unit 7: Decade in Crisis, Civil War and Reconstruction

Readings: Text, Out of Many, Chapter(s) 11, 15, 16 Supplemental Document Excerpts: Taney – Supreme Court Opinion in Dred Scott Case, Lincoln – Message to Congress 1861, Lincoln - Gettysburg Address,Douglas - On Reconstruction

Themes: The Domination of Southern Life by the Slave System The Economic Implications of “King Cotton” Creation of African-American Communities The Social Structure of White South The Failure of Compromise on the Slavery Issue The Rise of the Republican Party Secession of the Southern States Social and Political Changes Due to the War Major Military Campaigns The End of Slavery Completing Political Plans for Reconstruction Reconstructing the States Sharecropping; the New Slavery The Compromise of 1877 and the End of Reconstruction

Essential Questions: “The sectional compromises of the first half of the nineteenth century were not in

fact compromises but rather “sectional sellouts” in which the North gave in to the insistent demands of the slaveholding South.” Assess the validity of this statement.

Analyze the impact of two of the following in the ending of slavery during the Civil War. (a) President Lincoln, (b) U.S. Congress, (c) Slaves and former slaves

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.

Major Assignments and Assessments:Group Role Play Debate Project: The class will role-play the Congressional debate that led to the Compromise of 1850. Students will be assigned to research one of the major players and role-play their position during the debate. Abide by the debate criteria rubric.Civil War Portfolio: Abide by the Rubrics located in the Civil War PacketUnit Test: MC /Thematic Essay

DBQ Exercise:Students are to write the Second Quarter DBQ. Instructor choices include:Age of Jackson and the Growth of Democracy Expansion across the Continent and Reform Movements

Decade in Crisis, Civil War and Reconstruction

Unit 8: The Gilded Age and the Rise of Industrial America

Readings:Text, Out of Many, Chapter(s) 18,19 Supplemental Document Excerpts: Vanderbilt –The Public be

Damned, Rockefeller – On the Virtues of Integration, Carnegie – On Wealth, Jane Adams - On the Clash of Cultures, Chinese Exclusion Act

Themes: The Rise of Industry The Gospel of Wealth Politics During the Gilded Age The Spoils System verses Civil Service Reform The Rise of Labor and Triumph of Big Business The Industrial City The Impact of Immigration The Rise of Boss Control and Political Machines The New South and Southern Industrialization Labor Conflicts Culture and Society During the Gilded Age Culture in Common: Culture in Conflict Education, Leisure and National Pastimes

Essential Questions:

Compare and contrast the economic patterns and lifestyles of middle class urbanites with the working class urbanites during the Gilded Age.

The term “robber barons” or “captains of industry’ are often used to describe the“prime movers” of the second industrial revolution period. Choose one of the

descriptors and defend your position. How did the rise of organized sports and commercial amusements reflect and

shape social divisions at the end of the century?

Major Assignments and Assessments:Group Presentation Project: Develop a PowerPoint presentation on one of the topics listed below. Abide by the rubric criteria. (a) Labor Conflicts, (b) Immigrants and Leisure Time, (c) Cultural Conflicts, (d) National Pastimes Unit Test: MC /Thematic Essay

DBQ Exercise:Summary ReadingsAnalyzing Documents

Checking Your Essay against the Rubric

Unit 9: The American West and Native Americans

Readings: Text, Out of Many, Chapter(s) 17 Supplemental Document Excerpts: Red Cloud – On the Original American Race,

Chief Joseph – Fight No More Forever, Dawes Plan, Turner Thesis

Themes: Indian Peoples under Siege The Impact of the “Iron Horse” Reservations and the Slaughter of the Buffalo The Indian Wars Mining Communities, Mormon Settlements The Cattle Industry Farming Communities of the Great Plains The Range Wars Technological Advances on the Great Plains The Western Landscape The Transformation of Indian Societies The Closing of the Frontier

Essential Questions:

Discuss the federal government’s policies toward Native Americans from the 1830s to the 1900s.

Explain how two of the following influenced the development of the last of the West from the 1850s to 1900.

To what extent were the problems of the American farmers in the period of 1865 – 1900 caused (a) by big business and government policy and (b) by farmers owndecisions?

Major Assignments and Assessments: Unit Test: MC /Thematic Essay

DBQ Exercise: Summary ReadingsAnalyzing DocumentsDeveloping an Outline

Unit 10: The Populist and Progressive Movements

Readings:Text, Out of Many, Chapter(s) 20, 22Supplemental Document Excerpts: Pollack v. The Farmers Loan and Trust Co., Bryan - Cross of Gold, Lewis – Jungle, Riis - How the Other half Lives, Steffens – Shame of the Cities, Brandeis Brief, Washington – Atlanta Compromise, Du Bois – Soul of the Black Folks

Themes:

The Dilemma of the Farmer The Grange and Farmer’s Alliances The Economics of Free Silver The Rise and Fall of the Populists Party Social Gospel Movement The Underlying Currents of Progressivism The Grass-Root Progressives and Muckrakers The Women’s Movement Achieves Suffrage The Triumph of Prohibition Conflicting Philosophy: Washington and Du Bois Racism and Accommodation Presidential Activism and Domestic Policy During the Era Presidential Politics and the Election of 1912

Essential Questions: Identify two problems that Progressives addressed and, for each, describe a

democratic reform that was designed to deal with the problem. Compare and contrast the philosophies of Booker T. Washington and

W. E. B. Du Bois regarding their objectives and methods. Compare and contrast presidential domestic policy between 1901 and 1920.

Major Assignments and Assessments:Read / study teacher made portfolio, “Show Me the Money.” The data-based portfolio provides an analysis of the national debt, bank debates, tariffs, silver and gold issues and other monetary issues from Hamilton to the creation of the Federal Reserve.Unit Test: MC /Thematic Essay

DBQ Exercise:Summary ReadingsAnalyzing DocumentsDeveloping Arguments to Support your Thesis

Unit 11: Imperialism and World War IReadings:

Text, Out of Many, Chapter(s) 22Supplemental Document Excerpts: Mahan – On Sea Power, The De Lome Letter, Teller Amendment, Hay – On the Open Door Policy, Roosevelt - On the Corollary to the Monroe Doctrine, The Zimmermann Telegram, Wilson - Address to Congress, Wilson - the Fourteen Points, Palmer – The Case Against the Reds

Themes: China and the Open Door Policy Roosevelt adds a Corollary to the Monroe Doctrine Taft and Dollar Diplomacy Wilson, Moralism, and Mexico The Great War and the Attempt to Remain Neutral American Mobilization The Home Front: The Business of War and Volunteerism The Home Front: Controlling Dissent and Labor Strife The War Front: “Over There” on the Western Front The Fourteen Points, Treaty of Versailles and Ratification The Russian Revolution and the Red Scare

Essential Questions: In the late 1800s, the United States embarked on a new wave of expansionism

during which it acquired overseas territories. Explain the reasons for this new wave of expansionism.

World War began in 1914. The United States entered the War in 1917. Chronologically explain the events the led the United States into the War.

Assesses the influence of two of the following on the United State’s involvement in World War I.

Civil Liberties African Americans Business Women

Major Assignments and Assessments:Unit Test: MC /Thematic Essay

DBQ Exercise: Students are to write the Third Quarter DBQ. Instructor choices include:The Gilded Age and the Rise of Industrial America The American West and Native AmericansPopulism and the ProgressivismImperialism and World War IUnit 12: The Roaring 1920s and the Great Depression

Readings:Text, Out of Many, Chapter(s) 22, 23

Supplemental Document Excerpts: Barton – The Man Nobody Knows, Bryan - The Menace of Darwinism, Herndon – What Scottsboro Means, Hoover – American Individualism, Roosevelt – First Inaugural, Roosevelt – Four Freedoms Eleanor Roosevelt – This I Remember, Westin – How Women Survived the ‘30s

Themes: Return to Normalcy – and Scandal The Emergence of a Mass-Consumption Economy Immigration and Restrictions The Impact of the Automobile The Great Migration and Cultural Renaissance Popular Culture in the Jazz Age Prohibition and the Rise of Organized Crime Intellectuals and The Lost Generation Resistance to Modernity Foreign Policy and Isolation The Bull Market Crash Hoover’s Gradualism and Failure Roosevelt’s New Deal and the Hundred Day Congress The Devastation of the Dust Bowl The Second New Deal A New Deal for Native Americans The Resurrection of Labor and The New Deal Critics The Recession of 1937 and Keynesian Economics Political Capital and Court Packing War in Europe Primes the Economic Pump

Essential Questions: “The business of America is business!” Explain the significant of President

Coolidge’s statement in terms of United States government policies in the 1920s and the long term impact of these policies.

What were the underlying causes of the Great Depression? What consequences did it have for ordinary Americans, and how did the Hoover administration attempt to deal with the crisis?

Evaluate the impact that the New Deal had toward solving the economic crisis of the Great Depression.

Major Assignments and Assessments:

Unit Test: MC /Thematic Essay

DBQ Exercise:Summary ReadingsAnalyzing Documents

Unit 13: World War II and the Post War Era

Readings:Text, Out of Many, Chapter(s) 25Supplemental Document Excerpts: Roosevelt - Quarantine Speech, Roosevelt – War Message to Congress, Korematsu v. U.S., Prange - At Dawn We Slept, Toland - Infamy: Pearl Harbor and Its Aftermath

Themes: Isolationism and Neutrality Fascist Aggression The Break in Isolation The Road to Pearl Harbor The Arsenal of Democracy The War on the Home Front Internment and Dissent Women and African Americans in Industry, Labor Strikes The Pacific Theatre of War The European Theatre of War War Conferences and Strategies The Holocaust The Creation and Decision to Use the Bomb Post War Culture

Essential Questions: To what extent and why did the United States adopt an isolationist policy in the

1920’s and the 1930’s? Analyze the discrimination two of the following groups faced during World War

II.o African Americanso Japanese Americanso Women

Argue either for or against this statement: “President Truman’s decision to use the atomic bomb was completely justified.”

Major Assignments and Assessments:Unit Test: MC /Thematic Essay

DBQ Exercise:Summary ReadingsAnalyzing Documents

Unit 14: The Civil Rights Movement

Readings:Text, Out of Many, Chapter(s) 26, 27,29Supplemental Document Excerpts: Truman – Executive Order 9981, Brown v. Board of Education, King - Letter from the Birmingham Jail, King - I Have a Dream, Hamer – Address to the Democratic Convention, Steinem – Hearing on the Equal Rights Amendment

Themes: African American Nationalism before 1950 The Political Solid South Brown v. Board of Education and the Crisis in Little Rock Dr. Martin Luther King: The Movement Finds a Leader “Sick and Tired of Being Sick and Tired” –The Movement Becomes Pro-active From Birmingham to Washington Presidential Leadership and Congressional Acts Separatist Movements and Black Power The American Indian Movement The Women’s Liberation Movement Mexican Americans and Asian Americans

Essential Questions: What accounted for the growth between 1940 and 1965 of popular and governmental concern for the position of Blacks in American society? How did African American communities challenge legal segregation in the

South? Compare the strategies of key organizations, such as the NAACP, SNCC, SCLC, and CORE.

What relationship did the African American struggle for civil rights have with other American minorities? How did these communities benefit and build their own versions of the Civil Rights Movement.

Major Assignments and Assessments:

Civil Rights Portfolio: Abide by the Rubrics located in the Civil Rights Portfolio Packet.

Unit Test: MC /Thematic Essay

DBQ Exercise:Summary ReadingsAnalyzing Documents

Unit 15: The Cold WarReadings:

Text, Out of Many, Chapter(s) 28, 29, 30Supplemental Document Excerpts: Wilson – Sinews of Peace, Kennan – The Sources of Soviet Conduct, U.S. Senate – Censure of Senator McCarthy,NSC – Memo 68, Kennedy – Inaugural Address,Gulf of Tonkin Resolution

Themes: The Evolution of the United Nations The Iron Curtain and Truman’s Doctrine Marshal Plan, Berlin Crisis, and the Formation of NATO The Second Red Scare American Society in the 1950’s The Cold War Heats Up Asia – Korea From Brinkmanship to Mutually Assured Destruction The Bay of Pigs and the Cuban Missile Crisis The Vietnam Quagmire The Philosophy of Détente

Essential Questions: To what extent did President Eisenhower continue the containment policy of

Harry Truman? The 1950s were an era of “conformity and complacency.” Give reasons for

agreeing or disagreeing with this statement. Compare and contrast the military foreign policy of President Johnson to that of

President Nixon.

Major Assignments and Assessments:Unit Test: MC /Thematic Essay

DBQ Exercise: Students are to write the Fourth Quarter DBQ. Instructor choices include:

Roaring 1920s and Great DepressionWorld War II and the Post war EraThe Cold WarThe Civil Rights Movement

Unit 16: The Contemporary WorldReadings:

Text, Out of Many, Chapter(s) 30, 31

Supplemental Document Excerpts: Nixon – Address to the American People, Carter – On the Erosion of Confidence, Reagan – Inaugural Address, Bush – On the New World Order, Clinton – On NAFTA, Bush Jr. – Bush Doctrine

Themes: The Effects of the Democratic War and Republican Scandal The Global Politics of Oil, Middle East Blunders, and Accords Reagan and the Conservative Revolution From Evil Empire to the Collapse of the Soviet Union The Persian Gulf War Trends and the New Millennium The National Debt v. Government Spending The Electronic Culture New Immigration Issues Global Environmental Issues Cultural Challenges: Drugs, AIDS, Homelessness The War On Terror

Essential Questions: Analyze the key structural factors underlying recent changes in American

economic and cultural life. Do you see any political solutions for the growth of poverty and inequality?

The concept of globalization is highly controversial. Are borders betweennations “melting away” as some scholars contend? Does this concept apply primary to economics, or is it useful for discussing issues related to culture, media, the environment, and population trends.

Earlier scholars predicted that the end of the Cold War would bring peace and promote democracy throughout the world. Events, beginning with the Persian Gulf War, have instead suggested a new basis for international affairs. Describe the importance of regional and ethnic conflicts in the Middle East and Central Europe.

Major Assignments and Assessments:AP Test Preparation

DBQ Exercise: AP Test Preparation

Post-AP Test…. Movie Time! After the AP Exam my students are rewarded for their endurance for surviving the eight month push toward the test. The students will research films they would like to view from a furnished list. Two films will be watched in class and another will a group homework assignment. Movies include Last of the Mohicans, Dancing with Wolves, Glory, Citizen Kane, the Grapes of Wrath, The Patriot, Dr. Strangelove, etc.