| AP US History |
 |
| |
 |
| |
 |
| |
 |
| |
 |
| |
 |
| |
 |
| |
 |
| |
 |
| |
 |
AP US History
Tuesday, Feb. 21 – AMPU p. 69 “Newburgh Address”: What arguments and techniques does
George Washington use to quash the Newburgh Conspiracy in this address?
Wednesday, Feb. 22 – Prepare for tomorrow’s debate
Thursday, Feb. 23 – Read half of Chap. 7
Friday, Feb. 24 – Finish Chap. 7. Read half of The Meaning of Independence
Monday, Feb. 27 – Finish The Meaning of Independence
Tuesday, Feb. 28 – Read half of Chap. 8
Wednesday, Feb. 29 – Finish Chap. 8. Read handouts “Wall St.’s First Collapse” and “The
Legacy of the Federalists”
Thursday, Mar. 1 – AMPU p. 93 “Jefferson’s First Inaugural Address”: After the bitter political
struggles of the 1790’s, how could Jefferson argue that “We are all Republicans, we are all
Democrats”?
Friday, Mar. 2 – TEST Monday on 1763-1800 (Chap. 5-8) and Common Sense (but NOT The
Meaning of Independence)
Tuesday, Feb. 21 – AMPU p. 69 “Newburgh Address”: What arguments and techniques does
George Washington use to quash the Newburgh Conspiracy in this address?
Wednesday, Feb. 22 – Prepare for tomorrow’s debate
Thursday, Feb. 23 – Read half of Chap. 7
Friday, Feb. 24 – Finish Chap. 7. Read half of The Meaning of Independence
Monday, Feb. 27 – Finish The Meaning of Independence
Tuesday, Feb. 28 – Read half of Chap. 8
Wednesday, Feb. 29 – Finish Chap. 8. Read handouts “Wall St.’s First Collapse” and “The
Legacy of the Federalists”
Thursday, Mar. 1 – AMPU p. 93 “Jefferson’s First Inaugural Address”: After the bitter political
struggles of the 1790’s, how could Jefferson argue that “We are all Republicans, we are all
Democrats”?
Friday, Mar. 2 – TEST Monday on 1763-1800 (Chap. 5-8) and Common Sense (but NOT The
Meaning of Independence)
AP United States History 2011-2012
Text: America: A Narrative History, George B. Tindall and David E. Shi, W.W.
Norton
& Company, 2007, 7th edition
Supplementary texts
FALL SEMESTER
Unit 1 – The Emerging Giant, 1880-1908
The Souls of Black Folk, DuBois; How the Other Half Lives, Riis; Devil in the White
City, Larson (summer reading)
Unit 2 – Reform, War, and Depression, 1900-1932
Unit 3 – The American Age, 1932-1952
The New Deal: Hope for the Nation, Edwards; World War II: On the Homefront,
Emert; The Best War Ever, Adams
Unit 4 – Prosperity and Tumult, 1952-1980
The Vietnam Reader, O’Nan; The Cuban Missile Crisis, Valois;
Civil Rights Movement, Yamasaki
Unit 5 – The Modern Era, 1980-present
American Dreams: The United States since 1945, Brands; Nickel and Dimed,
Ehrenreich
SPRING SEMESTER
Unit 1 – Our Colonial Background, Prehistory-1763
The Jesuit Relations: Natives and Missionaries..., Greer
Unit 2 – Forming a New Nation, 1763-1800
Common Sense, Paine; The Meaning of Independence, Morgan
Unit 3 – Growing Pains, 1800-1840
The Lowell Mill Girls, Deitch
Unit 4 – A New Birth of Freedom, 1840-1865
When I Was a Slave, Yetman; This Mighty Scourge, MacPherson
Unit 5 – Reshaping a Nation, 1865-1880
Unit 6 - Post-AP reading
The Words We Live By, Monk
Assignments, projects, and links are on the Web site at www.tcamb1.com
Grading Policy
Short-answer tests and quizzes = 35%
Papers/Essays/Projects (at home and in class) = 35%
Class discussion/class work/group work = 15%
Final exam = 15%
Tests, papers and essay assignments will be announced ahead of time; quizzes may
be announced or unannounced. Papers that are late and unexcused will be graded
down a letter grade for each day late. Plagiarism will result in a Disciplinary
Committee hearing. Everyone starts with 12 points out of 15 for class discussion.
Goals and Purpose
The purpose of this course is to acquaint students with the ideas, events, values,
conflicts, and achievements of the United States from its earliest beginnings to the
modern period. This course is to be viewed not as an end -- not as the last course in
American history you will ever take -- but rather as a beginning -- your first
detailed look at the people and ideas that have shaped this nation. As a result of
our readings, discussions, and writing, I hope you will develop a lifelong interest in
history.
Facts, names, and events are important, but they are not the sum total of history.
This course is designed to move beyond that to look at other issues, including these:
Our goal is to examine these and other ideas in the context of readings and
discussions. You must be committed to reading with diligence and openness,
thinking with a critical mind, and speaking with insight and a willingness to listen
to others. This is a college-level course, and I will expect your work and efforts to
reflect that.
In addition to the textbook, sources of information for our discussions and for your
analytical essays will come from primary sources (such as first-person slave
narratives), secondary sources (references books and articles from scholarly
journals), software (such as the Cold War simulation "Escalation" or the software on
Ellis Island), the Internet (such as Web sites devoted to the Lowell Mill), and DVD's
(such as "The Progressive Era" from the History Channel).
FALL SEMESTER
(one exam at the end of each unit)
Unit 1 – The Emerging Giant, 1880-1908
Chap 20 - Big Business and Organized Labor (743-778)
Chap 21 - The Emergence of Urban America (779-818)
Chap. 22 - Gilded Age Politics and Agrarian Revolt (819-853)
Chap 23 - An American Empire [Spanish-Amer. War, Big Stick Diplomacy] (859-889)
Unit 2 – Reform, War, and Depression, 1900-1932
Chap 24 - The Progressive Era (890-929)
Chap 25 - America and The Great War (930-967)
Chap 26 - The Modern Temper [Culture in the 1920’s] (968-990)
Chap 27 - Republican Resurgence and Decline (991-1021)
Unit 3 – The American Age, 1932-1952
Chap 28 - New Deal America (1022-1062)
Chap 29 - From Isolation to Global War (1063-1090)
Chap 30 - The Second World War (1091-1130)
Chap 31 - The Fair Deal and Containment (1137-1165 only -- NOT 1166-1169)
Unit 4 – Prosperity and Tumult, 1952-1980
Chap 31 - The Fair Deal and Containment (1166-1169 ONLY)
Chap 32 - Through the Picture Window: Society and Culture, 1945-1960 (1171-1194)
Chap 33 - Conflict and Deadlock: the Eisenhower Years (1195-1225)
Chap 34 - New Frontiers (1226-1264)
Chap 35 - Rebellion and Reaction in the 1960’s and 1970’s (1266-1312)
Unit 5 – The Modern Era, 1980-present
Chap 36 - A Conservative Insurgency (1313-1341)
Chap 37 - Triumph and Tragedy (1342-1390)
Besides exams, you may have these writing assignments:
· One-pagers on primary sources
· An analytical paper on the summer reading
· A research paper on a New Deal Program
· A project related to World War II
· Writing an original DBQ on a first-semester topic
· Responding to sample DBQ’s and primary sources
SPRING SEMESTER
(one exam at the end of each unit)
Unit 1 – Our Colonial Background, Prehistory-1763
Chap 1 - The Collision of Cultures (5-44)
Chap 2 - Britain and its Colonies (45-97)
Chap 3 - Colonial Ways of Life (98-146)
Chap 4 - The Imperial Perspective (147-173)
Unit 2 – Forming a New Nation, 1763-1800
Chap 5 - From Empire to Independence (174-207)
Chap 6 - The American Revolution (213-248)
Chap 7 - Shaping a Federal Union (249-278)
Chap 8 - The Federalist Era (279-319)
Unit 3 – Growing Pains, 1800-1840
Chap 9 - The Early Republic (320-352)
Chap 10 - Nationalism and Sectionalism (357-384)
Chap 11 - The Jacksonian Impulse (385-415)
Chap 12 - The Dynamics of Growth (416-457)
Chap 13 - An American Renaissance (458-488)
Unit 4 – A New Birth of Freedom, 1840-1865
Chap 14 - Manifest Destiny (489-524)
Chap 15 - The Old South (531-564)
Chap 16 - The Crisis of Union (565-606)
Chap 17 - The War of the Union (607-658)
Unit 5 – Reshaping a Nation, 1865-1880
Chap 18 - Reconstruction: North and South (659-698)
Chap 19 - The South and West Transformed (705-742)
Unit 6 - Post-AP reading
The Words We Live By, Monk
Besides exams, you will have these writing assignments:
· DBQ’s on relevant topics
· Responses to readings of primary sources
Text: America: A Narrative History, George B. Tindall and David E. Shi, W.W.
Norton
& Company, 2007, 7th edition
Supplementary texts
FALL SEMESTER
Unit 1 – The Emerging Giant, 1880-1908
The Souls of Black Folk, DuBois; How the Other Half Lives, Riis; Devil in the White
City, Larson (summer reading)
Unit 2 – Reform, War, and Depression, 1900-1932
Unit 3 – The American Age, 1932-1952
The New Deal: Hope for the Nation, Edwards; World War II: On the Homefront,
Emert; The Best War Ever, Adams
Unit 4 – Prosperity and Tumult, 1952-1980
The Vietnam Reader, O’Nan; The Cuban Missile Crisis, Valois;
Civil Rights Movement, Yamasaki
Unit 5 – The Modern Era, 1980-present
American Dreams: The United States since 1945, Brands; Nickel and Dimed,
Ehrenreich
SPRING SEMESTER
Unit 1 – Our Colonial Background, Prehistory-1763
The Jesuit Relations: Natives and Missionaries..., Greer
Unit 2 – Forming a New Nation, 1763-1800
Common Sense, Paine; The Meaning of Independence, Morgan
Unit 3 – Growing Pains, 1800-1840
The Lowell Mill Girls, Deitch
Unit 4 – A New Birth of Freedom, 1840-1865
When I Was a Slave, Yetman; This Mighty Scourge, MacPherson
Unit 5 – Reshaping a Nation, 1865-1880
Unit 6 - Post-AP reading
The Words We Live By, Monk
Assignments, projects, and links are on the Web site at www.tcamb1.com
Grading Policy
Short-answer tests and quizzes = 35%
Papers/Essays/Projects (at home and in class) = 35%
Class discussion/class work/group work = 15%
Final exam = 15%
Tests, papers and essay assignments will be announced ahead of time; quizzes may
be announced or unannounced. Papers that are late and unexcused will be graded
down a letter grade for each day late. Plagiarism will result in a Disciplinary
Committee hearing. Everyone starts with 12 points out of 15 for class discussion.
Goals and Purpose
The purpose of this course is to acquaint students with the ideas, events, values,
conflicts, and achievements of the United States from its earliest beginnings to the
modern period. This course is to be viewed not as an end -- not as the last course in
American history you will ever take -- but rather as a beginning -- your first
detailed look at the people and ideas that have shaped this nation. As a result of
our readings, discussions, and writing, I hope you will develop a lifelong interest in
history.
Facts, names, and events are important, but they are not the sum total of history.
This course is designed to move beyond that to look at other issues, including these:
- How does historiography (the writing of history) affect our understanding of
the United States? What difference does it make who writes history? How
should we look at primary and secondary sources? How do primary sources
enrich the information found in textbooks? Why are we reading the
supplementary readings I have chosen?
- How and why do certain issues and themes recur in our history? How have
issues of race played out at various times in our history? What has been the
role of faith and religion for Americans? Have differences in class, national
origin, and gender affected our perceptions of what it is to be an American?
How have we changed our definition or view of freedom over the centuries?
- How have issues in other related social science fields shaped the development
of our national history? How has economic policy reflected the national
character? How has the geography of this expanse influenced people and
events? Have art, literature, and popular culture reflected or effected change?
Our goal is to examine these and other ideas in the context of readings and
discussions. You must be committed to reading with diligence and openness,
thinking with a critical mind, and speaking with insight and a willingness to listen
to others. This is a college-level course, and I will expect your work and efforts to
reflect that.
In addition to the textbook, sources of information for our discussions and for your
analytical essays will come from primary sources (such as first-person slave
narratives), secondary sources (references books and articles from scholarly
journals), software (such as the Cold War simulation "Escalation" or the software on
Ellis Island), the Internet (such as Web sites devoted to the Lowell Mill), and DVD's
(such as "The Progressive Era" from the History Channel).
FALL SEMESTER
(one exam at the end of each unit)
Unit 1 – The Emerging Giant, 1880-1908
Chap 20 - Big Business and Organized Labor (743-778)
Chap 21 - The Emergence of Urban America (779-818)
Chap. 22 - Gilded Age Politics and Agrarian Revolt (819-853)
Chap 23 - An American Empire [Spanish-Amer. War, Big Stick Diplomacy] (859-889)
Unit 2 – Reform, War, and Depression, 1900-1932
Chap 24 - The Progressive Era (890-929)
Chap 25 - America and The Great War (930-967)
Chap 26 - The Modern Temper [Culture in the 1920’s] (968-990)
Chap 27 - Republican Resurgence and Decline (991-1021)
Unit 3 – The American Age, 1932-1952
Chap 28 - New Deal America (1022-1062)
Chap 29 - From Isolation to Global War (1063-1090)
Chap 30 - The Second World War (1091-1130)
Chap 31 - The Fair Deal and Containment (1137-1165 only -- NOT 1166-1169)
Unit 4 – Prosperity and Tumult, 1952-1980
Chap 31 - The Fair Deal and Containment (1166-1169 ONLY)
Chap 32 - Through the Picture Window: Society and Culture, 1945-1960 (1171-1194)
Chap 33 - Conflict and Deadlock: the Eisenhower Years (1195-1225)
Chap 34 - New Frontiers (1226-1264)
Chap 35 - Rebellion and Reaction in the 1960’s and 1970’s (1266-1312)
Unit 5 – The Modern Era, 1980-present
Chap 36 - A Conservative Insurgency (1313-1341)
Chap 37 - Triumph and Tragedy (1342-1390)
Besides exams, you may have these writing assignments:
· One-pagers on primary sources
· An analytical paper on the summer reading
· A research paper on a New Deal Program
· A project related to World War II
· Writing an original DBQ on a first-semester topic
· Responding to sample DBQ’s and primary sources
SPRING SEMESTER
(one exam at the end of each unit)
Unit 1 – Our Colonial Background, Prehistory-1763
Chap 1 - The Collision of Cultures (5-44)
Chap 2 - Britain and its Colonies (45-97)
Chap 3 - Colonial Ways of Life (98-146)
Chap 4 - The Imperial Perspective (147-173)
Unit 2 – Forming a New Nation, 1763-1800
Chap 5 - From Empire to Independence (174-207)
Chap 6 - The American Revolution (213-248)
Chap 7 - Shaping a Federal Union (249-278)
Chap 8 - The Federalist Era (279-319)
Unit 3 – Growing Pains, 1800-1840
Chap 9 - The Early Republic (320-352)
Chap 10 - Nationalism and Sectionalism (357-384)
Chap 11 - The Jacksonian Impulse (385-415)
Chap 12 - The Dynamics of Growth (416-457)
Chap 13 - An American Renaissance (458-488)
Unit 4 – A New Birth of Freedom, 1840-1865
Chap 14 - Manifest Destiny (489-524)
Chap 15 - The Old South (531-564)
Chap 16 - The Crisis of Union (565-606)
Chap 17 - The War of the Union (607-658)
Unit 5 – Reshaping a Nation, 1865-1880
Chap 18 - Reconstruction: North and South (659-698)
Chap 19 - The South and West Transformed (705-742)
Unit 6 - Post-AP reading
The Words We Live By, Monk
Besides exams, you will have these writing assignments:
· DBQ’s on relevant topics
· Responses to readings of primary sources
New Deal Paper
Suggested length: 4-5 pages Due date: Tuesday, Sept. 20
Our first paper was analytical, based on the summer reading. Another type of paper you need to be familiar with is the research-
based paper. I would like you to investigate one agency or organization or piece of legislation associated with FDR’s New Deal. I
want you to examine some of the following questions regarding that agency or organization (and other questions that might occur
to you):
• How and why did this agency or legislation originate? What projects or actions was this agency or legislation known for
during its lifetime?
• How effective was this agency or legislation? Was it more noteworthy for its successes or failures? Did it do what it set out
to do? Was its success more in substance or style?
• Does this agency or legislation leave any legacy, even if it doesn’t still exist? What was its long-term impact on the nation,
including the Toledo area? Has it (or its equivalent) been in the news lately?
So you’re not writing a “pure” research paper: I’m asking you to offer some evaluation or assessment of the agency (with, of
course, evidence to support your point of view).
You need to have at least five sources cited in your paper: at least two on-line sources (Web sites), at least one magazine or
newspaper article (either in print or through INFOhio), and at least two book or print sources (only one of which can be a reference
source, such as an encyclopedia). You MUST use proper citation and bibliography form; use the “Writing Tips” page on my Web
site www.tcamb1.com.
Possible agencies or acts to choose from (no more than two students per topic):
Civilian Conservation Corps (CCC)
Federal Emergency Relief Administration (FERA)
Tennessee Valley Authority (TVA)
Public Works Administration (PWA)
Civil Works Administration (CWA)
Works Progress Administration (WPA)
Agricultural Adjustment Act (AAA)
Home Owner’s Refinancing Act (HOLC)
National Industrial Recovery Act (NIRA)
Glass-Steagall Banking Reform Act (FDIC)
National Housing Act (FHA)
The Securities and Exchange Commission (SEC)
Wagner Act (NLRB – National Labor Relations Board)
Social Security Act
Soil Conservation Act
Fair Labor Standards Act (FLSA)
National Recovery Administration (NRA)
National Youth Administration (NYA)
Federal Theater Project (part of the WPA)
Federal Writers’ Project (part of the WPA)
Rural Electrification Administration (REA).
Suggested length: 4-5 pages Due date: Tuesday, Sept. 20
Our first paper was analytical, based on the summer reading. Another type of paper you need to be familiar with is the research-
based paper. I would like you to investigate one agency or organization or piece of legislation associated with FDR’s New Deal. I
want you to examine some of the following questions regarding that agency or organization (and other questions that might occur
to you):
• How and why did this agency or legislation originate? What projects or actions was this agency or legislation known for
during its lifetime?
• How effective was this agency or legislation? Was it more noteworthy for its successes or failures? Did it do what it set out
to do? Was its success more in substance or style?
• Does this agency or legislation leave any legacy, even if it doesn’t still exist? What was its long-term impact on the nation,
including the Toledo area? Has it (or its equivalent) been in the news lately?
So you’re not writing a “pure” research paper: I’m asking you to offer some evaluation or assessment of the agency (with, of
course, evidence to support your point of view).
You need to have at least five sources cited in your paper: at least two on-line sources (Web sites), at least one magazine or
newspaper article (either in print or through INFOhio), and at least two book or print sources (only one of which can be a reference
source, such as an encyclopedia). You MUST use proper citation and bibliography form; use the “Writing Tips” page on my Web
site www.tcamb1.com.
Possible agencies or acts to choose from (no more than two students per topic):
Civilian Conservation Corps (CCC)
Federal Emergency Relief Administration (FERA)
Tennessee Valley Authority (TVA)
Public Works Administration (PWA)
Civil Works Administration (CWA)
Works Progress Administration (WPA)
Agricultural Adjustment Act (AAA)
Home Owner’s Refinancing Act (HOLC)
National Industrial Recovery Act (NIRA)
Glass-Steagall Banking Reform Act (FDIC)
National Housing Act (FHA)
The Securities and Exchange Commission (SEC)
Wagner Act (NLRB – National Labor Relations Board)
Social Security Act
Soil Conservation Act
Fair Labor Standards Act (FLSA)
National Recovery Administration (NRA)
National Youth Administration (NYA)
Federal Theater Project (part of the WPA)
Federal Writers’ Project (part of the WPA)
Rural Electrification Administration (REA).