COURSE CONTENT
Influenced by the Understanding by Design® (Wiggins and McTighe) model, this course framework provides a description of the course requirements necessary for student success.
Unit Exam Weighting
Unit 1: Period 1: 1491–1607 4%–6%
Unit 2: Period 2: 1607–1754 6%–8%
Unit 3: Period 3: 1754–1800 10%–17%
Unit 4: Period 4: 1800–1848 10%–17%
Unit 5: Period 5: 1844–1877 10%–17%
Unit 6: Period 6: 1865–1898 10%–17%
Unit 7: Period 7: 1890–1945 10%–17%
Unit 8: Period 8: 1945–1980 10%–17%
Unit 9: Period 9: 1980–Present 4%–6%
Unit 1: Period 1: 1491–1607
You’ll learn about Native American societies as well as how and why Europeans first explored, and then began to colonize, the Americas.
Topics may include:
Unit 2: Period 2: 1607–1754
You'll study the colonies established in the New World by the Spanish, French, Dutch, and British.
Topics may include:
Unit 3: Period 3: 1754–1800
You'll explore the events that led to the American Revolution and the formation of the United States and examine the early years of the republic.
Topics may include:
Unit 4: Period 4: 1800–1848
You’ll examine how the young nation developed politically, culturally, and economically in this period.
Topics may include:
Unit 5: Period 5: 1844–1877
You’ll learn how the nation expanded and you’ll explore the events that led to the secession of Southern states and the Civil War.
Topics may include:
Unit 6: Period 6: 1865–1898
You’ll examine the nation’s economic and demographic shifts in this period and their links to cultural and political changes.
Topics may include:
Unit 7: Period 7: 1890–1945
You’ll examine America’s changing society and culture and the causes and effects of the global wars and economic meltdown of this period.
Topics may include:
Unit 8: Period 8: 1945–1980
You’ll learn about the rivalry between the Soviet Union and the United States, the growth of various civil rights movements, and the economic, cultural, and political transformations of this period.
Topics may include:
Unit 9: Period 9: 1980–Present
You’ll learn about the advance of political conservatism, developments in science and technology, and demographic shifts that had major cultural and political consequences in this period.
Topics may include:
Historical Thinking Skills
The AP U.S. History framework included in the course and exam description outlines distinct skills that students should practice throughout the year—skills that will help them learn to think and act like historians.
Skill Description
1. Developments and Processes Identify and explain historical developments and processes.
2. Sourcing and Situation Analyze sourcing and situation of primary and secondary sources.
3. Claims and Evidence in Sources Analyze arguments in primary and secondary sources.
4. Contextualization Analyze the contexts of historical events, developments, or processes.
5. Making Connections Using historical reasoning processes (comparison, causation, continuity and change), analyze patterns and connections between and among historical developments and processes.
6. Argumentation Develop an argument.
Unit Exam Weighting
Unit 1: Period 1: 1491–1607 4%–6%
Unit 2: Period 2: 1607–1754 6%–8%
Unit 3: Period 3: 1754–1800 10%–17%
Unit 4: Period 4: 1800–1848 10%–17%
Unit 5: Period 5: 1844–1877 10%–17%
Unit 6: Period 6: 1865–1898 10%–17%
Unit 7: Period 7: 1890–1945 10%–17%
Unit 8: Period 8: 1945–1980 10%–17%
Unit 9: Period 9: 1980–Present 4%–6%
Unit 1: Period 1: 1491–1607
You’ll learn about Native American societies as well as how and why Europeans first explored, and then began to colonize, the Americas.
Topics may include:
- Native American societies before European contact
- European exploration in the New World
- The Columbian Exchange
- Labor, slavery, and caste in the Spanish colonial system
- Cultural interactions between Europeans, Native Americans, and Africans
Unit 2: Period 2: 1607–1754
You'll study the colonies established in the New World by the Spanish, French, Dutch, and British.
Topics may include:
- How different European colonies developed and expanded
- Transatlantic trade
- Interactions between American Indians and Europeans
- Slavery in the British colonies
- Colonial society and culture
Unit 3: Period 3: 1754–1800
You'll explore the events that led to the American Revolution and the formation of the United States and examine the early years of the republic.
Topics may include:
- The Seven Years’ War
- The American Revolution
- The Articles of Confederation
- The creation and ratification of the Constitution
- Developing an American identity
- Immigration to and migration within America
Unit 4: Period 4: 1800–1848
You’ll examine how the young nation developed politically, culturally, and economically in this period.
Topics may include:
- The rise of political parties
- American foreign policy
- Innovations in technology, agriculture, and business
- Debates about federal power
- The Second Great Awakening
- Reform movements
- The experience of African Americans
Unit 5: Period 5: 1844–1877
You’ll learn how the nation expanded and you’ll explore the events that led to the secession of Southern states and the Civil War.
Topics may include:
- Manifest Destiny
- The Mexican–American War
- Attempts to resolve conflicts over the spread of slavery
- The election of 1860 and Southern secession
- The Civil War
- Reconstruction
Unit 6: Period 6: 1865–1898
You’ll examine the nation’s economic and demographic shifts in this period and their links to cultural and political changes.
Topics may include:
- The settlement of the West
- The "New South"
- The rise of industrial capitalism
- Immigration and migration
- Reform movements
- Debates about the role of government
Unit 7: Period 7: 1890–1945
You’ll examine America’s changing society and culture and the causes and effects of the global wars and economic meltdown of this period.
Topics may include:
- Debates over imperialism
- The Progressive movement
- World War I
- Innovations in communications and technology in the 1920's
- The Great Depression and the New Deal
- World War II
- Postwar diplomacy
Unit 8: Period 8: 1945–1980
You’ll learn about the rivalry between the Soviet Union and the United States, the growth of various civil rights movements, and the economic, cultural, and political transformations of this period.
Topics may include:
- The Cold War and the Red Scare
- America as a world power
- The Vietnam War
- The Great Society
- The African American civil rights movement
- Youth culture of the 1960's
Unit 9: Period 9: 1980–Present
You’ll learn about the advance of political conservatism, developments in science and technology, and demographic shifts that had major cultural and political consequences in this period.
Topics may include:
- Reagan and conservatism
- The end of the Cold War
- Shifts in the economy
- Migration and immigration
- Challenges of the 21st century
Historical Thinking Skills
The AP U.S. History framework included in the course and exam description outlines distinct skills that students should practice throughout the year—skills that will help them learn to think and act like historians.
Skill Description
1. Developments and Processes Identify and explain historical developments and processes.
2. Sourcing and Situation Analyze sourcing and situation of primary and secondary sources.
3. Claims and Evidence in Sources Analyze arguments in primary and secondary sources.
4. Contextualization Analyze the contexts of historical events, developments, or processes.
5. Making Connections Using historical reasoning processes (comparison, causation, continuity and change), analyze patterns and connections between and among historical developments and processes.
6. Argumentation Develop an argument.
COURSE AND EXAM DESCRIPTION 2022
|
CONCEPT OUTLINE
|
APUSH COURSE OVERVIEW
What is the difference between AP and College Prep History courses?
• AP courses equate to a first year college level course; therefore, students may earn college credit for the course.
• In AP History classes, students are expected to read and write at an advanced level.
• The work load is much heavier in AP History classes.
• There is an emphasis on outside reading from college-level texts and primary source documents in AP History courses.
• AP courses typically involve a lot of discussion and are writing intensive.
College Prep or Honors Classes
· Teachers tend to provide more direct instruction.
· Students complete homework generally in order to earn or maintain a grade in addition to reinforcing information covered in class.
· Homework is assigned regularly and is collected for a grade.
· The course may resemble traditional high school classes.
· Common Core & CA State Standards are adhered to; however, expectations that go beyond these standards may vary depending on the instructor or course.
Advanced Placement Classes
· Students are generally self-motivated.
· The teacher’s role is primarily as facilitator of learning.
· Homework is assigned, but not all may be collected or graded. Students may have fewer grades per quarter.
· The purpose of homework is to reinforce classroom activities and to fill gaps in knowledge. Students are expected to complete this individually.
· Students may be tested on information not specifically covered during class time, but was discussed in assigned readings.
· An AP course may resemble what is seen in university classrooms.
· Students are provided a college-level textbook and supplemental readings.
· Students are consistently held to standards of evaluation and achievement that go beyond what is expected from the CA State Standards. These standards are consistently enforced as a way to prepare students for real-world demands and the demands of a collegiate setting.
• AP courses equate to a first year college level course; therefore, students may earn college credit for the course.
• In AP History classes, students are expected to read and write at an advanced level.
• The work load is much heavier in AP History classes.
• There is an emphasis on outside reading from college-level texts and primary source documents in AP History courses.
• AP courses typically involve a lot of discussion and are writing intensive.
College Prep or Honors Classes
· Teachers tend to provide more direct instruction.
· Students complete homework generally in order to earn or maintain a grade in addition to reinforcing information covered in class.
· Homework is assigned regularly and is collected for a grade.
· The course may resemble traditional high school classes.
· Common Core & CA State Standards are adhered to; however, expectations that go beyond these standards may vary depending on the instructor or course.
Advanced Placement Classes
· Students are generally self-motivated.
· The teacher’s role is primarily as facilitator of learning.
· Homework is assigned, but not all may be collected or graded. Students may have fewer grades per quarter.
· The purpose of homework is to reinforce classroom activities and to fill gaps in knowledge. Students are expected to complete this individually.
· Students may be tested on information not specifically covered during class time, but was discussed in assigned readings.
· An AP course may resemble what is seen in university classrooms.
· Students are provided a college-level textbook and supplemental readings.
· Students are consistently held to standards of evaluation and achievement that go beyond what is expected from the CA State Standards. These standards are consistently enforced as a way to prepare students for real-world demands and the demands of a collegiate setting.
Advanced Placement United States History Syllabus (APUSH) 2020 - 2021
Textbook: Kennedy, David M. et al. The American Pageant (16th Edition)
Additional Readings: Newman, John J. and Schmalbach, John M. United States History: Preparing for the Advanced Placement Examination - An AMSCO Publication 2016 Edition
Requirements: All students must obtain a 3 ring binder for notes and supplemental resources.
Course Description: Advanced Placement United States History is a rigorous and intensive course that is meant to be the equivalent of an introductory freshman college course in American History. The scope of the course begins with the emergence of Colonial America (1400s), and continues through the end of the Cold War in the 20th Century.
In this course, students will study the political, economic, social, intellectual, and cultural events that shaped American history in preparation for the Advanced Placement exam in May.
Reading Schedule: The most taxing component of APUSH is the reading schedule. Students are expected to do a considerable amount of reading from both the textbook and from supplementary sources. There will be reading assignments on a weekly basis, done outside of class while class time will focus on applying primary and secondary readings to the content and themes of this course. This will be done in a variety of ways, including analysis of Primary and Secondary sources, class discussions, writing, and other activities.
The class will be covering approximately 1-2 chapters of material a week. Solid reading and writing skills, along with a willingness to devote considerable time to study, are necessary to succeed in this class.
Course Format: The course will be a combination of lecture and seminar (class discussion) formats. Students will be take notes, discuss important readings relating to the themes of United States History, as well as analyzing primary and secondary sources (i.e. speeches, photographs, maps, charts, articles, etc.) Students will be expected to read outside of class, so that the bulk of class time will be availed for questions and discussion. Readings should be done prior to class.
Course Expectations: Your presence in the classroom is fundamental to your success in the class. To this end, do not be late or absent, and make arrangements to avoid conflicts involving this class with appointments and other meetings.
While homework assignments will vary throughout the course in terms of scope and rigor, all students are responsible for completing assignments on the assigned due date. If you are absent, you are responsible for obtaining class notes and completing any missed work. Students with excused absences may complete any missed work for full credit in accordance with school policy. Furthermore, any assignment that has an extended due date is due on the assigned day, regardless of the reason for absence.
Exams: Exams will mirror the AP exam, which is a combination of primary source based multiple-choice questions, short answer questions as well as document based and free response essays.
Exams are rigorous because they are intended to challenge students at the AP Exam level. Moreover, they are designed to give students frequent experience with the types of multiple-choice questions, free-response questions, and document-based questions that appear on the AP Exam. Frequent exams also ensure that students read the textbook and supplementary readings, consistently check for understanding, and take notes that are thorough and well organized.
Both the Multiple-choice and essays will be graded in the same manner as the AP exam, with the essays being graded using the AP’s rubric for the Long Essay (LE) and Document Based Question (DBQ.)
Quizzes: Quizzes are based on document-based multiple choice and SAQ questions.
Homework: Homework will consist of chapter assignments and readings.
Primary Document Reading Assignments: All students will be required to analyze and reflect on primary documents (speeches, photographs, cartoons, maps, charts, works of art) in preparation for the APUSH Exam.
Classroom activities: Activities will include peer editing on practice DBQ responses and classroom discussion. Students are expected to contribute to class discussions and participate effectively in class activities. Many class sessions are seminars. In order for seminars to work, student preparation and participation is critical.
THE AP EXAM
Students who master the course may earn college credit by passing the annual AP exam given in May of each year. Individual colleges and universities determine how many credits will be granted for the AP exam score. While students are not required to take the AP exam it is strongly recommended that they plan to do so. Note: Any student that takes the AP exam will be exempt from the year end final exam.
THE COLLEGE BOARD
The curriculum guidelines, content, and pace of the class is set by the College Board:
http://media.collegeboard.com/digitalServices/pdf/ap/ap-course-exam-descriptions/ap-us-history-course-and-exam-description.pdf
ERE FOR APUSH COURE DESCRIPTION
Textbook: Kennedy, David M. et al. The American Pageant (16th Edition)
Additional Readings: Newman, John J. and Schmalbach, John M. United States History: Preparing for the Advanced Placement Examination - An AMSCO Publication 2016 Edition
Requirements: All students must obtain a 3 ring binder for notes and supplemental resources.
Course Description: Advanced Placement United States History is a rigorous and intensive course that is meant to be the equivalent of an introductory freshman college course in American History. The scope of the course begins with the emergence of Colonial America (1400s), and continues through the end of the Cold War in the 20th Century.
In this course, students will study the political, economic, social, intellectual, and cultural events that shaped American history in preparation for the Advanced Placement exam in May.
Reading Schedule: The most taxing component of APUSH is the reading schedule. Students are expected to do a considerable amount of reading from both the textbook and from supplementary sources. There will be reading assignments on a weekly basis, done outside of class while class time will focus on applying primary and secondary readings to the content and themes of this course. This will be done in a variety of ways, including analysis of Primary and Secondary sources, class discussions, writing, and other activities.
The class will be covering approximately 1-2 chapters of material a week. Solid reading and writing skills, along with a willingness to devote considerable time to study, are necessary to succeed in this class.
Course Format: The course will be a combination of lecture and seminar (class discussion) formats. Students will be take notes, discuss important readings relating to the themes of United States History, as well as analyzing primary and secondary sources (i.e. speeches, photographs, maps, charts, articles, etc.) Students will be expected to read outside of class, so that the bulk of class time will be availed for questions and discussion. Readings should be done prior to class.
Course Expectations: Your presence in the classroom is fundamental to your success in the class. To this end, do not be late or absent, and make arrangements to avoid conflicts involving this class with appointments and other meetings.
While homework assignments will vary throughout the course in terms of scope and rigor, all students are responsible for completing assignments on the assigned due date. If you are absent, you are responsible for obtaining class notes and completing any missed work. Students with excused absences may complete any missed work for full credit in accordance with school policy. Furthermore, any assignment that has an extended due date is due on the assigned day, regardless of the reason for absence.
Exams: Exams will mirror the AP exam, which is a combination of primary source based multiple-choice questions, short answer questions as well as document based and free response essays.
Exams are rigorous because they are intended to challenge students at the AP Exam level. Moreover, they are designed to give students frequent experience with the types of multiple-choice questions, free-response questions, and document-based questions that appear on the AP Exam. Frequent exams also ensure that students read the textbook and supplementary readings, consistently check for understanding, and take notes that are thorough and well organized.
Both the Multiple-choice and essays will be graded in the same manner as the AP exam, with the essays being graded using the AP’s rubric for the Long Essay (LE) and Document Based Question (DBQ.)
Quizzes: Quizzes are based on document-based multiple choice and SAQ questions.
Homework: Homework will consist of chapter assignments and readings.
Primary Document Reading Assignments: All students will be required to analyze and reflect on primary documents (speeches, photographs, cartoons, maps, charts, works of art) in preparation for the APUSH Exam.
Classroom activities: Activities will include peer editing on practice DBQ responses and classroom discussion. Students are expected to contribute to class discussions and participate effectively in class activities. Many class sessions are seminars. In order for seminars to work, student preparation and participation is critical.
THE AP EXAM
Students who master the course may earn college credit by passing the annual AP exam given in May of each year. Individual colleges and universities determine how many credits will be granted for the AP exam score. While students are not required to take the AP exam it is strongly recommended that they plan to do so. Note: Any student that takes the AP exam will be exempt from the year end final exam.
THE COLLEGE BOARD
The curriculum guidelines, content, and pace of the class is set by the College Board:
http://media.collegeboard.com/digitalServices/pdf/ap/ap-course-exam-descriptions/ap-us-history-course-and-exam-description.pdf
ERE FOR APUSH COURE DESCRIPTION