ap united states history -...

AP United States HistorySyllabus Trimester One

AP U.S. History is a course that can earn students college credit. It is a three

trimester survey of American history. The course is designed to cover from the age of exploration and discovery to the present. Emphasis is placed on analysis of documents and primary sources, the use of critical and evaluative thinking skills, essay writing and mastering a body of factual information. This is a college level class, and will be taught as such. To be successful, students must take this class seriously and be prepared to put in a lot of effort throughout the year.

Class Expectations:

School rules will be followed at all times. The following are guidelines that students need to follow in order to be successful.

1. Students must have assignments completed before coming to class. Students will not be allowed to turn in any assignment late. Also, students will not have time to go to the library to print off assignments. They need to do that before class. Unless told otherwise, students can not email assignments to me for me to print out. 2. Students should regularly participate.3. Students need to be a student of history. I will discuss this further below.4. Students are expected to spend 30-60 minutes nightly at a minimum studying and completing assignments.5. Students are expected to maintain an organized binder. 6. Students are expected to respect each other in class. 7. Students are encouraged to take advantage of the Old AP tests that I have and take them as practice throughout the semester. We will take at least two tests together. You can also access old AP tests on line at:http://apcentral.collegeboard.com/apc/members/exam/exam_information/2089.html

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http://apcentral.collegeboard.com/apc/members/exam/exam_information/2089.html

http://apcentral.collegeboard.com/apc/members/exam/exam_information/2089.html

Assessments: The length and type of assignments will vary. Please refer to the class calendar for due dates. The class assessments will typically be made up of the following types:

1. History Journal: Reactions to political cartoons, maps, tables, or artwork. Students will be given one of the preceding sources and will write a few sentences in response. This will be a daily bell-ringer activity.

2. Chapter Interactive Notes: 3 will be collected at random on a test day. Students are expected to do notes for each chapter.

3. Reading Check Daily Quizzes: Students without an id properly displayed or that are tardy are not allowed to take the quiz and will receive a zero. Students that show up late with a pass, will have to make the quiz up before school. Any missed quiz must be made up during office time.(Fridays 7:30-7:45 AM)

4. Chapter Tests-typically a combination of short answer and multiple choice questions

5. DBQ’s(Taken from old AP Tests)6. FRQ’s(Taken from old AP Tests)7. Essays8. Weekly Postings to Class Website(TBD)9. Participation in class discussions10.Unit Tests11.Research Papers or Projects(1st Tri., 2nd Tri., and 3rd Tri.)12.Group and Individual Projects13.End of Trimester Exams or Review Papers

Explanations, expectations, and guidelines will be given out with each assignment and will be posted on the class website, when possible.

Textbooks and ReadingsThe following books are the core part of the class. Other books, articles, or essays will be added throughout the class

John Mack Faragher, Mari Jo Buhle, Daniel Czitrom, Susan H. Armitage. Out of Many: A History of the American People (Fifth Edition, Prentice Hall 2007).

-Used for all chaptersCompanion website: http://wps.prenhall.com/hss_faragher_outofmany_5/36/9243/2366341.cw/index.html

United States History, Volume 1: Taking Sides - Clashing Views in United States History, Volume 1: The Colonial Period to Reconstruction Mc Graw Hill 2008

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http://wps.prenhall.com/hss_faragher_outofmany_5/36/9243/2366341.cw/index.html

Larry Madaras, James M SoRelle Taking Sides - Clashing Views in United States History, Volume 2: Reconstruction to the Present: McGraw Hill: 2008

David Emory Shi and George Brown Tindall. America a Narrative History. W.W. Norton Company 2007

David M. Kennedy and Thomas A. Bailey The American Spirit Volume I Eleventh Edition to 1877 Houghton Mifflin 2006

David M. Kennedy and Thomas A. Bailey The American Spirit Volume II Eleventh Edition Since 1865 Houghton Mifflin 2006

Upton Sinclair. The Jungle

Parental Contact:

As of right now, I have first hour prep for next year. I would prefer that you contact me during 7:45-8:45 AM. My phone number is 219-650-5307 Ext. 7109. I can also be emailed at: [email protected] Please call me if you have any questions about what is going on in the class. If there is a problem, I would like to know about it. Please let me have the opportunity to deal with an issue and hopefully come up with a solution.

Office Time:

Monday 3PMJust as professors have set times for students to come and meet with them to

discuss class related issues, so will I. Students are encouraged to come and ask questions, or to get extra help. I will stay after on that day to help students or other times if arranged with me ahead of time.

AP US History Test:Students taking this class are not required to take the corresponding AP test.

However, students are encouraged to take it. One of the main purposes of the class is to prepare students for the AP test. Students are encouraged to start early to successfully prepare for the test. I will draw attention to topics, events, or people that could be tested on the AP test. At the end of each chapter, I will highlight key points from each chapter that may be on the AP test. Students will also be given a review packet early in class that they can use to help them prepare for the test.

Students can possibly receive college credit depending on how well they score on the test. The test takes place in May, and is administered during the normal school day. Regardless of whether or not the test is taken, or how they perform on the test, it has absolutely no bearing on their grade for the class.

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mailto:[email protected]

Dual Credit:AP US History is a class that is eligible for dual credit from Purdue University

North Central. This is an excellent opportunity for students to get college credit for work that they do while in high school. This credit will transfer to any state school in Indiana as a history credit, and the students will not have to take this class over. If you transfer out of state, or to a private college, the credits might still transfer. You would need to check with that school to make sure. Students will meet with someone from the Guidance Department to discuss this further. A Student of History:

US History is everywhere around you. History can be a bit boring if you only read about it from a book. You need to try and experience it. Since there is a limited amount of time in class and in the school year in which to learn US History, students are encouraged to seek out information about it on their own. I would strongly encourage students to watch the History Channel, PBS(American Experience), or other channels that have history based shows. There is a wealth of information available to people now about US History. What I will teach them will serve as building blocks for future study. Neither I, nor our book can cover everything that a student might need to know to prepare for the AP US History test. So, students need to try and learn about it on their own. We will go on field trips to historical places or museums to help encourage students to seek out information about US History. U.S. History is a great passion of mine and I have studied it for more than 25 years and I am constantly learning new things. I hope that I can inspire you as a student to learn about history on your own.

-We will take multiple field trips in this class. While they are not required, it is strongly encouraged that you attend. Most of the expenses for the trips will be covered through fundraisers. So, you don’t have to worry about spending a bunch of your own money. Each of the trips covers a different period of US History that we cover and will enhance your knowledge.(You might also like what you see )

-We will also have periodic class movie nights where we will watch a film that ties in with what we are studying. Snacks/food will be provided on these nights. You will have the opportunity to replace a low score with a follow up essay that you will be able to write.

Interactive Notes: (In class notes and assigned chapters)

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Students are required to take their notes using the Cornell Method. An example will be provided. There is no substitute for taking good notes, this is the basis for any humanities class. Students are encouraged to read each section first without writing notes, then go back and write down the main ideas. For each section, students are to write down the key points in incomplete sentences. It is easier to remember the material if it is in chunks of information, rather than in complete sentences. Students are then supposed to write a question off to the side that will help them later to quiz themselves over the material. At the bottom of the page, students are to write a summary over the section. The summary should be a brief recap of the section in a couple of sentences(1-3 maximum). For students to receive full credit for the notes, they will have to have questions, summaries, and notes for each section of the chapter.

Binder Check: Twice a trimester, I will check your binders for organization and daily bell ringers. You are expected to have the binder set up the way I will assign it to you. You will lose points if assignments, notes, bell ringer activities, and grade sheets are not properly maintained and displayed.

Class Overview

This is a tentative class schedule that will be adjusted as needed. Assignments that are listed might be modified. There will be additional assignments that might replace or augment the current ones. Some of the chapters overlap the different themes and will be addressed at various times throughout the course. For exact days and specifics about the assignments or projects, check the class webpage. Readings that are listed are to be done outside of class for homework. Extra reading resources will be given during class and used for discussion or projects. The Course is divided into periods of time with a focus on the following themes:

American IdentityViews of the American national character and ideas about American exceptionalism. Recognizing regionaldifferences within the context of what it means to be an American.

CultureDiverse individual and collective expressions through literature, art, philosophy, music, theater, and filmthroughout U.S. history. Popular culture and the dimensions of cultural conflict within American society.

Demographic Changes

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Changes in birth, marriage, and death rates; life expectancy and family patterns; population size anddensity. The economic, social, and political effects of immigration, internal migration, and migrationnetworks.

Economic TransformationsChanges in trade, commerce, and technology across time. The effects of capitalist development, labor andunions, and consumerism.

EnvironmentIdeas about the consumption and conservation of natural resources. The impact of population growth,industrialization, pollution, and urban and suburban expansion.

GlobalizationEngagement with the rest of the world from the fifteenth century to the present: colonialism, mercantilism,global hegemony, development of markets, imperialism, and cultural exchange.

Politics and CitizenshipColonial and revolutionary legacies, American political traditions, growth of democracy, and thedevelopment of the modern state. Defining citizenship; struggles for civil rights.

ReformDiverse movements focusing on a broad range of issues, including antislavery, education, labor, temperance,women’s rights, civil rights, gay rights, war, public health, and government.

ReligionThe variety of religious beliefs and practices in America from prehistory to the twenty-first century;influence of religion on politics, economics, and society.

Slavery and Its Legacies in North AmericaSystems of slave labor and other forms of unfree labor (e.g., indentured servitude, contract labor) in NativeAmerican societies, the Atlantic World, and the American South and West. The economics of slavery andits racial dimensions. Patterns of resistance and the long-term economic, political, and social effects ofslavery.

War and DiplomacyArmed conflict from the pre-colonial period to the twenty-first century; impact of war on American foreignpolicy and on politics, economy, and society.

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Trimester One

Pre-Columbian Societies:

OverviewChapter 1 covers the first settlement of the Western Hemisphere by immigrants from Asia. Over the centuries these immigrants developed a variety of technologies, and these communities adapted to their physical environments. Europeans coming to the Americas would find not an empty land but instead a populated continent of many villages. Native Americans had a great deal of diversity in culture, community organization, language, and technology. European colonists would profit from these technologies and regional adaptations.

Learning Goals: After learning the material from this chapter, students will be able to:

Illustrate how Cahokia is representative of the definition of the word “community.” (See the Preface of the textbook for the author’s definition.)

List the scientific, archaeological, and oral tradition evidence that supports the migration hypothesis and outline the basic details of the hypothesis.

Describe the first American technology, the Clovis tradition, and indicate how it affected the development of the community.

List the regional geographic areas of North America and illustrate how each one affected the development of the hunting, desert, and forest cultures.

Describe the effect of farming on the development of North American Indian cultures.

Describe what Europeans would find in North America in terms of the chapter title, “A Continent of Villages,” and explain how this would affect European colonization.

Compare and summarize, from reading the entire chapter, various North American Indian attitudes in regard to community.

Readings: Out of Many Chapter 1

-Chapter 1 Study Guide(Summer Assignment).

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Transatlantic Encounters and Colonial Beginnings:

Themes Addressed: GlobalizationEconomic TransformationsDemographicsOverviewThe impact of European expansion—first by the Spanish and French and later by the English—is discussed in Chapter 2. Following the Portuguese tradition of seafaring exploration, the Spanish began the exploration of the New World in search of new lands to conquer and precious metals. Ultimately, the Spanish New World empire took root in what is now the West Indies, Central America, and Mexico, later extending northward to the American south and southwest. While both the explorer and the sponsoring nation often reaped the benefits of endless resources of the New World such as gold, silver, corn, and tobacco, they also introduced uniquely European commodities—wheat, domesticated animals, and disease, some of which proved disastrous for the Native peoples. Fish and fur played a far more significant role in French interests than silver and gold and, unlike the Spanish and English, their early relationships with natives were rarely based on conquest. Eventually, the English entered the game, seeking to punish their enemy, Spain, and break the Spanish trade monopoly with tropical America.

Learning Goals: After learning the material from this chapter, students will be able to:

Identify Roanoke and its significance as an example of community in the settlement of North America.

Explain the meaning of the chapter title “When Worlds Collide,” and list the results of the collision.

Discuss the experience of the Spanish in their New World empire.

Explain how events in Europe encouraged the age of exploration and expansion.

Compare the reactions of various Native American groups to European incursions.

Compare the views of various Europeans toward Native Americans.

Explain the difference between the village structure and agricultural societies of Native Americans and Europeans.

Overview:Chapter 3 emphasizes the European settlement of North America. The Spanish, French, and English established settlements that would later be sections of the United States. French and Spanish settlers mixed with the Indian population when building communities more than the British did. Differences in economies, ideological outlooks, and events in England also accounted for differences between the British colonies in the Chesapeake, New England, and the South. The colonists of New England built the most vital communities. Various self-government systems were set up, but they were not democratic. Conflicting views in England, as well as rivalry with France, brought an attempt at tighter centralization of control under royal authority. Native Americans tried to use differences and rivalries to keep their cultures intact and limit their rivals. A series of wars weakened Indian control east of the Appalachians.

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Learning Goals:

After reading this chapter you should be able to:

List the European colonies established in North America and compare them in terms of community structure.

Compare the English colonies to each other in terms of location, reasons for establishment, economy, governmental structure, and ideology.

Explain the various conflicts between European countries represented in North America, between Indians and Europeans, between English colonies and the government at home.

Outline the impact on the Indians of the different European plantings of colonies in North America.

Explain how various English conflicts over religion from Henry VIII to William and Mary partly affected the settlement of North America.

Readings: Out of Many: Chapters 2 and 3

Primary Source Documents:

John Withrop: City on a Hill speech

-Chapter 2 and 3 Study Guide-Explorer Paper-Taking Sides Issue #4: Was the Salem Witch Hysteria due to a fear of women?

-article and follow up discussion-Virginia vs. Mass. DBQ

Colonial North America 1690-1754:

Themes Addressed:

ReligionGlobalizationSlavery and Its legacy in North AmericaWar and Diplomacy

OverviewChapter 4 illustrates how the success of European empires was based on a system of slavery, and particularly how the English benefited from that system in the Americas and at home. Just as the English gained knowledge and skills from the Indians, colonists also were aided by the skills and

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agricultural knowledge of African slaves. The hardship and suffering of slavery was buffered by the development of African-American communities among people drawn from many different West African cultures, as well as from positive, if unintended, cultural exchanges between Europeans and enslaved peoples.

Learning Goals:


Illustrate how African slaves made a community of their own from many different cultures. Use the area of coastal Georgia as your example.

Trace how the system of slavery developed and entrenched itself in the Americas.

Describe the effects of the slave trade on enslaved Africans and on the African economy.

Describe the process of acculturation in becoming an African American as well as the process of Africanizing the South.

Explain the connection between slavery and empire indicated in the chapter title.

Summarize the skills of both Indians and Africans that enabled European colonists to survive in the New World.

OverviewChapter 5 emphasizes the number of distinct European colonial regions and new Native American ones that had developed by the 1700s. These regions (Spanish, French, English, and Indian) created distinct forms of community life that would continue to shape American history. The maturing of the European colonies, particularly those held by Britain, brought many social and religious tensions in the 1700s. These tensions produced much public discussion in the British colonies, which may have encouraged more political involvement on the part of ordinary people.

Learning Goals:


Use the community of Deerfield, Massachusetts, to illustrate the cultural problems of a New England community.

Compare the cultures of colonial North America from 1700 to 1780, including Indian America.

Explain how the various cultures of colonial North America dealt with balancing tradition and change.

Describe the impact of immigration on British colonial culture.

Describe the Great Awakening and summarize its impact on certain colonial areas.

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Describe how the colonial regions of North America in the 1700s continue to reflect the regions discussed in Chapter 1.

Readings: Out of Many: Chapters 4 and 5-Chapter 4 and 5 Study Guide-Ben Franklin’s Maxims: Students are to rewrite them to apply to today.-Chapter 1-5 Test

The American Revolutionary Era 1754-1789:

Themes Addressed:

War and DiplomacyPolitics and Citizenship

OverviewChapter 6 covers the development of hostility between Britain and its colonies. While Britain became the dominant European power in North America, its very success and subsequent attempts to centralize power brought resistance from British colonists. Through many types of organization, the colonies developed an “American” identity. This new community of interest was often encouraged by inept British actions. The outcome of this unhealthy dynamic was that thirteen colonies decided to leave the empire and declare themselves independent.


Explain how overwhelming British success in the Seven Years’ War, also known as the French and Indian War, led to an imperial crisis in Britain’s North American holdings.

Describe the changes in British policy toward the colonies from 1750 to 1776.

Trace the development of the sentiment of “American” community, the political ideas supporting it, and the organizational machinery to act in common.

Outline the events from the Sugar Act to the Boston Massacre in encouraging community.

Summarize the developments from the Tea Party to the Declaration of Independence in establishing an American national community.

Discuss what the First Continental Congress demonstrated in regard to a national community of leadership.

Explain how the ideals of Protestant culture, the Great Awakening, and the Enlightenment inspired the American community in its move to independence.

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OverviewChapter 7 covers the struggle for independence from the British as well as a struggle for national identity. Americans had traditions of local autonomy and power competing against the new and much more fragile concept of nationhood. Various groups based on class, sex and ethnic identity also made demands upon the new state governments and Congress. Economic dislocation added to the volatile mix. The national government under the Articles of Confederation managed successfully to gain independence and make certain reforms. Its inability to solve economic problems and resulting internal rebellions led to a desire to strengthen the national government and create a more centralized United States.


Explain how the experience of Valley Forge helped build a greater sense of being American.

Outline the basic events of the war for independence and the negotiation for peace.

Summarize the contributions of various groups (Indians, African Americans, women) in the Revolution, as well as the Revolution’s effects on these groups.

Describe the structure of the government under the Articles of Confederation and list its successes.

List the various rights and reforms enacted in the states in the revolutionary era.

Discuss the major economic problems and the resulting dislocations and rebellions that took place.

Trace the continued development of Americans as a united people as opposed to individual colonies from 1763 to 1786.

Readings: Out of Many: Chapters 6 and 7 Chapter 7: The Road to Revolution 1763-1775-American SpiritIssue #6: Were the Founding Fathers Democratic Reformers?-Taking Sides Vol. #1

Chapter 6 NotesChapter 6 Study Guide QuestionsChapter 6 Vocab and People QuizChapter 7 NotesChapter 7 Study Guide QuestionsChapter 6 and 7 Test

The Early Republic 1789-1815:

Themes Addressed:

Politics and CitizenshipWar and DiplomacyCulture

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OverviewChapter 8 covers the challenge of blending local community sentiments with national ones once the unifying factor of a common enemy was eliminated by victory in the Revolution. A new Constitution was developed that was stronger than the old Articles of the Confederation. Washington as the first president set many precedents for the government of the new nation. Thomas Jefferson and Alexander Hamilton debated the future of the nation in their efforts at interpreting the real meaning of the new Constitution. Under pressure of external events such as the French Revolution and the Napoleonic Wars, political factions developed into the Federalist and Democratic-Republican parties. Writers and artists helped to develop a national culture. Learning Goals:After reading this chapter you should be able to:

Discuss the motivations, issues, and process of ratification of the new Constitution.

Outline the crises faced by the administrations of Washington and Adams and explain their effects on the national government.

Compare the ideas of the opposing factions particularly as they are represented by the arguments and policies of Alexander Hamilton and Thomas Jefferson, including the development of party politics.

Discuss the problem of the struggle for liberty balanced against the need for unity faced by the nation from 1787 to 1800, particularly the example of the Whiskey Rebellion and the community of Mingo Creek farmers.

Illustrate how the revolutionary generation of writers, artists, and other intellectuals built a national culture.

Explain how the experiences in colonial government and the arguments leading up to the Revolution affected the development of a national government.

Readings: Out of Many: Chapter 8, Declaration of Independence, Articles of Confederation, Virginia Constitution, Virginia Declaration of Rights, and U.S. Constitution

-Chapter 8 Notes-U.S. Constitution Study Guide-Chapter 8 Vocab and People Quiz-U.S. Constitution Test and Chapter 8 Test

An Agrarian Republic, 1790-1824:

Themes Addressed:

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Demographic ChangesGlobalizationPolitics and Citizenship

OverviewChapter 9 covers the growth of a mostly agrarian United States in terms of a developing economy, territorial expansion, and reassertion of national unity in the War of 1812. In each case, however, regional conflicts appeared. In spite of an “Era of Good Feelings” and successful diplomatic settlements, the slavery issue reasserted itself as a crucial divisive issue in American politics, but conflict was temporarily averted with the Missouri Compromise of 1820.

Learning Goals:


Discuss the collision of cultures using Lewis and Clark’s meetings with the Mandans as your example.

Outline the communities on the Pacific and Atlantic coasts in the 1800s.

Describe the national economy in this era and the continued development of it.

Trace America’s struggle with neutrality with England and France and the outbreak and outcome of the War of 1812.

Summarize the foreign policy achievements of the Jeffersonians in expanding American territory and establishing policies toward Indians tribes, South America, and Europe.

Describe the growth of religion in this era.

Explain the issues behind the Missouri Compromise.

Compare the first Great Awakening to the second one.

Readings: Out of Many: Chapter 9Chapter 10: Launching the New Ship of State, 1789-1800-American Spirit Chapter 9 Study GuideChapter 9 Quiz

Transformation of the Economy and Society in Antebellum America: 4 Weeks

Themes Addressed:

Demographic ChangesSlavery and Its legacy in North AmericaEconomic TransformationsReform

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OverviewChapter 10 covers the development and continued entrenchment of the slave labor system in the South. As cotton became “king,” the slavery system became even more rigid and encouraged an economic and social system quite different from that of the rest of the country. While the slave culture was intertwined with the white plantation and yeoman culture, slaves built and maintained a supportive culture of their own.


Use the example of the Natchez community to illustrate the problems caused when slave owners tried to maintain a closed society and keep their slave system intact.

Explain the economic and social significance of the King Cotton economy.

Compare the planter and yeoman cultures, including how they were connected to slavery.

Outline the diversity of the American slave system and describe how the black community, both slave and free, mitigated its effects.

Trace the development of anti-slavery sentiment and summarize the pro-slavery arguments in response to it.

Discuss the experiences of Andrew Jackson as representative of southern experiences.

Trace the development of African American culture by combining material from Chapter 4, “Slavery And Empire, 1441–1770” with this chapter.

OverviewChapter 12 covers the way in which the North was affected by the commercialization and industrialization that defined the Market Revolution. The preindustrial ways of work and trade gave way to industrial and commercial methods. The Market Revolution transformed the North into an urbanized, industrializing society of workers connected to expanded commercial markets. As new social classes emerged in urban areas, an equally new social order developed to cope with the deep-rooted, substantial changes in patterns of work and daily living.


Use the Lowell mill women to illustrate the development of a community of workers.

Compare the preindustrial ways of working to the changes brought on by the Market Revolution.

Trace the beginning of the Market Revolution in America.

Outline the transition from an artisan to a worker.

Explain the changes in the social order due to the Market Revolution.

Describe the changes in values and attitudes in people as they experienced the Market Revolution.

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Discuss how evangelical religion, sentimentalism and transcendentalism, helped the new middle class adjust to change.

Discuss how the North and South developed different types of regional cultures due to the changes in their economic systems.

Readings: Out of Many: Chapter 10,12, and 13 Chapter 11: The Triumps and Travails of the Jeffersonian Republic, 1800-1812-American SpiritChapter 12: The Second War for Independence and the Upsurge of Nationalism-1812-1824-American SpiritIssue #11: Did Slavery Destroy the Black Family-Taking Sides Vol. I Chapter 10 NotesChapter 10 Study GuideChapter 10 Quiz Chapter 12 NotesChapter 12 Study GuideChapter 13 Notes

Project:

Antebellum Reformer Roundtable Assignment-Students will discuss problems of the era and how their reformer would have felt about this topic and what they would have proposed to fix the problem.

Antebellum Reformer 2 Page Paper: Students write a two page paper about their reformer.

The Transformation of Politics in Antebellum America: (Combined with Previous Theme)

Themes Addressed:

Politics and CitizenshipAmerican IdentityCultureEconomic Transformation

OverviewChapter 11 covers the development of a number of factors that helped build national unity. A strong national party system and mass participation in politics developed. As president, Andrew Jackson advanced the powers of the presidency through national appeals. Economic growth, especially in transportation, created unifying forces. Writers, artists, and builders all promoted national themes in their works. Sectional differences, however, did not disappear as a force.

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Discuss the political trends that dominated this era—the development of the two party system, mass participation in politics, and growth in presidential powers.

Summarize Andrew Jackson’s political views and effect on national government.

List the changes in transportation, communication, and commerce that helped unify the nation.

Summarize the changes in American arts and letters that helped promote national political unity.

Summarize the issues that worked toward sectionalism and against national economic growth and national political unity.

Trace the development of the concept of political parties from the Federalists and Jeffersonians to the Democrats and Whigs.

Readings: Out of Many: Chapter 11Chapter 11 NotesChapter 11 Study GuideChapter 11 Test DBQ: Jacksonian Democrats(1990)

Territorial Expansion and Manifest Destiny:

Demographic ChangeEconomic TransformationWar and DiplomacyGlobalization

OverviewChapter 14 covers the territorial growth of the United States. Supported by the ideology of “manifest destiny,” Americans added Oregon, Texas, California, and the Southwest to the nation’s territory. Through diplomacy and war, the United States became a continental nation. Settlers repeated the old pattern of initial friendliness to natives and earlier settlers, followed by hostility and domination. Adding new territory also caused intensification of sectional hostility over extending slavery into new territory.


Use the Texan and Tejano community groups to illustrate recurring patterns in American frontier expansion and occupation.

Trace the patterns and causes of continental exploration, including its effects on the Indians.

Explain the concept of manifest destiny and its effects on Oregon and Texas settlement.

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Outline the causes and results of the Mexican War, including its connection with manifest destiny.

Discuss American involvement in California and the effects of the Gold Rush.

Connect the issues of frontier expansion and manifest destiny to party politics, including the election of 1848.

Trace the territorial expansion of the United States from the Louisiana Purchase territory to the Pacific coast. (Review Chapter 9.)

Reading: Out of Many: Chapter 14 Primary Source Document:

Document 14-2: A Newspaper Man Declares the “Manifest Destiny” of the United States in 1845: Questions to accompany the document.Chapter 14 NotesChapter 12/13/14 TestDonner Party Video: Reaction Paper

1st Trimester Final Review Paper:How had America developed from a series of struggling colonies into a power that rivaled France and Great Britain? In doing the paper, you need to discuss the social, political, and economic changes that took place during the 18th and 19th Century. 3-5 Pages Long Due Nov. 9th ***No Late Papers***

Final Exam: 100 Questions Multiple Choice.

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APUSHClass Calendar

This is a tentative schedule that will/can be adjusted if needed. Please consult the website for any changes to this. Assignments that are listed may be changed, or alternate assignments may be added.

Week Monday Tuesday Wednesday Thursday Friday State StandardsCovered

1Aug. 18-22

1st Day of Class-Pass out Textbooks-Rules and Expectations

Chapter 1 Notes

Lecture

Chapter 1 Notes

Lecture

2Aug. 25-29

Chapter 2 Notes

Lecture

Chapter 2 Notes

Lecture

Chapter 3 Notes

Lecture

Chapter 3 Notes

Lecture

Chapter 4 Notes

Lecture

3Sept. 1-5

Labor Day

Chapter 4 Notes

Lecture

Chapter 5 Notes

Lecture

Chapter 5 Notes

Lecture

-Chapter 1-5 Test Multiple Choice and Essay Test-Chapter 1-5 Study Guide Questions Due(Summer Assignment)

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Week Monday Tuesday Wednesday Thursday Friday StateStandardsCovered

4.Sept. 8-12

Pick up Chapter Discussion Questions

ChapterIntro. Movie

Chapter 6 Reading Quiz #1Pgs.162-172

Lecture

-DBQ Intro

Chapter 6ReadingQuiz #2Pgs.173-182

Lecture

-DBQ Intro


-DBQ Intro

Class Discussion

Chapter 6Lecture

5.Sept. 15-19


ChapterIntro. Movie


Lecture

-DBQ Intro


Lecture

-DBQ Intro


-Chapter 6 and Ch. 7 Multiple Choice Quiz-DBQ IntroClass Discussion

-Chapter 6 and Chapter 7 FRQ-Binder Check

6.Sept. 22-26


ChapterIntro. Movie


Lecture


Lecture


Class Discussion

ConstitutionalIssues throughout US History

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7.Sept. 29-Oct. 3


Chapter Intro. Movie


Lecture


Lecture


Class Discussion

Chapter 8 andChapter 9TestMultiple Choice and FRQ-Ch. 8 and 9 Study Guides Due

8.Oct. 6-Oct. 10




Lecture


Lecture


Class Discussion

-Slave Revolts Presentations

9.Oct. 13-Oct. 17




Lecture


Lecture


Class Discussion

Chapter 11Test-Chapter 10 and 11 Study Guides Due-Pickup DBQ from1990 AP Test

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10.Oct. 20-Oct. 24

-Pick up Chapter Discussion Questions

-Chapter Intro. Movie

-DBQ #2 1990 DBQ Due


Lecture


Lecture


Class Discussion

No School Fall Break

11.Oct. 27-Oct. 31

No School Fall Break





Lecture


Lecture

Class Discussion

12.Nov. 3-Nov. 7

-Pick up Chapter Discussion Questions




Chapter 12/13/14TestFRQ Questions

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-Chapter Intro Movie

-Pick up Final Exam Review Sheet

LectureLecture

Class DiscussionChapter 12/13/14 Multiple Choice Test

-Ch. 12/13/14 Study Guides Due.

Week Monday Tuesday Wednesday Thursday Friday13.Nov. 10-14

Review Paper #1 Due-Binders Due

Review for Final

Review for Final-

Final ExamChapters 1-14 100 Questions

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Class Reading ScheduleThe pages need to read by the date that is given. A 5 question Quiz will be given on that

day over the material.

Date Chapter Page #’s9-9-2014 6 162-1729-10-2014 6 173-1829-11-2014 6 183-1949-16-2014 7 200-2119-17-2014 7 212-2209-18-2014 7 221-2299-23-2014 8 236-2449-24-2014 8 245-2549-25-2014 8 255-2629-30-2014 9 268-27710-1-2014 9 278-28810-2-2014 9 289-30110-7-2014 10 308-31910-8-2014 10 320-32910-9-2014 10 330-33910-14-2014 11 346-35510-15-2014 11 356-36510-16-2014 11 366-37510-21-201 12 380-39010-22-2014 12 391-40110-23-2014 12 402-41110-28-2014 13 416-42610-29-2014 13 427-43810-30-2014 13 439-44711-04-2014 14 454-464

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11-05-2014 14 465-47511-06-2014 14 476-483

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