Apush Syllabus

AdvancedPlacementUnitedStatesHistory
Mr.Johnson
VasquezHighSchool
Email:
WebPage:www.mrjohnsonshistory.net
Officehours:Availablebeforeschool,atlunch,orafterschool
withanappointment
Textbook:Henretta,JamesA.AmericasHistory.SixthEdition(NewYork:
Bedford/St.Martins,2006)
Advanced Placement Exam: May 5th, 2017

Course Objectives:
This course covers United States History from the Pre-Columbian era to the present. It is
designed in accordance with the A.P. History Curricular framework and is intended to
prepare students for the AP exam in May. Students will develop arguments based on
historical evidence, critical thinking and analysis. Use of primary and secondary source
documents, charts, graphs, pictures, and maps are utilized to write about and discuss
issues using varying perspectives and time frames.
Studentswill:
1.
2.
3.
4.
Masterabroadbodyofhistoricalknowledge.
Demonstrateanunderstandingofhistoricalchronology.
Usehistoricaldatatosupportanargumentorposition.
Interpretandapplydatafromoriginaldocumentsincludinggraphs,cartoons,
letters,etc.
5. Effectivelyuseanalyticalskillsofevaluation,comparingandcontrasting,and
determiningcauseandeffect.
6. Workeffectivelywithotherstosolveproblems.
7. PreparefortheAdvancedPlacementExam.
MATERIALS REQUIRED:
Students will need a notebook and a pen/pencil every single day.
3 or 5 three ring binder
Page|1
Three ring binder dividers

Composition book (optional)
Paper
Pencils/Pen.
Americas History- You are responsible for the covering and condition of your
book. Enter your name in the front of the book. You must return the book issued
to you at the close of this course.
Access to the class website
Access to Edmodo
It is recommended that every student get an AP Study book-available at Barnes
& Noble, as well as, online book stores.
Students are required to come to class PREPARED daily with the above
items. Any additional items needed will be provided or students will be given
a sufficient amount of time to get the needed materials.
CourseOutlook:
TheAdvancedPlacementUnitedStatesHistorycourseisatwosemestercoursethatis
designedtoprepareyoutotaketheA.P.examinMay,aswellas,betterprepareyoufor
collegelevelwork.ThiscoursecoversfrompreColumbianAmericatopresentday
AmericanHistory.Duetothevastamountofmaterialthisencompasses,wewillbe
readingapproximatelyonechapteraweek(withafewtimesthatwewillbereadingtwo
inaweek).Itisimportantthatyoudothereadinginordertogetthemostoutofthe
class.Youwillneedtokeeppacewiththeclass,fallingbehindwillcauseyoutobe
unpreparedinMay.Gradingfortheclasswillbeasfollows:
Grading:
1.
2.
3.
4.
5.
6.
7.
Tests
Quizzes
ClassroomAssignments
Notebooks
BlogPosts
DailyBellWork
StudyGroup
30%
20%
25%
10%
5%
5%
5%
Tests:
TestswillbegivenattheendofeachUnit(Timeperiod)covered.
Testsareworth100points.
IfyoumissaTest,youareresponsibleformakingituptheday
youreturn.
Page|2
Thatmeansthatifyoumissonlyoneperiodortwoperiodson
thedayofatest,youneedtocomeinthatsamedaytomakeup
thetestunlessotherarrangementshavebeenmade.
Quizzes:
QuizzeswillbegivenforeachVideoLecture,theyareavailableatthe
Edomodovirtualclassroom.
Quizzeswillbegivenforchapterreading.
QuizzeswillbegivenforVocabularyknowledge.
Quizzesareworth5to20points.
ClassroomAssignments:
Assignmentswillbeweeklyforeachchapter.
Allassignmentscanbefoundontheclasswebsite:
www.mrjohnsonshistory.netintheAPUSHsection.
Makesuretodoyourownwork.Copyingsomeoneelsesassignment
inclasswillresultinbothofyougettingzerofortheassignment.
Copyingsomeonesanswersdoesnothelpyouunderstandthe
materialandpreparefortheAPUSHexaminMay.
Youareresponsibleforcheckingforandifnecessarypickingup
assignmentsifyouareabsent.Checkaheadifyouknowyouaregoing
tobegone.
Youhaveoneweektomakeuplateassignments,butIstrongly
recommendthatyouturntheminmuchsooner.
Unexcusedlateassignmentslosetenpercenteachdaytheyarelate.
Someassignmentsmaybelongerandrequiremoretime.
Ifyoudonotgetallofyourassignmentsin,youarenoteligiblefor
extracredit.
Notebooks:
Notebookswillbegraded3or4timesasemesterandneedtobevery
thoroughandorderly.
Notebooksneedtohaveseven(sevenisoptional)sectionsthat
willhavedividers.
Allsectionsneedtobeinchronologicalorder,theearliest
datebeinginthefront.
Irecommendthenotebooksbe3or5inches,aswewillhavea
tremendousamountofmaterial.
Notebookdivisionsareasfollows:
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Section1:Classnotes(dated)andhandoutsthatfitinnotes(maps,
timelines,charts,etc.)
Section2:Essays,documents,andDebatetopics
Section3:AssignmentsandVocabularylists
Section4:Handouts(generalinformation)
Section5:ReviewMaterials
Section6:StudyGroupsignedsheets
Section7:BellWork(ifapplicable)
BlogPosts:
Password:VHSAPUSH
Blogpostsareassignedweeklyontheclasswebsite:
www.mrjohnsonshistory.net
YouroriginalBlogPostmustbepostedonWednesdaybymidnight.
TwocommentstoyourclassmatesBlogPostsmustbepostedSunday
bymidnight.
Appropriateinternetetiquetteisrequired.
DailyBellWork:
DailyBellWorkisassignedinthefirstfiveminutesofclass.
Bellworkwillbeplacedinsection7ofyournotebookifyoudonot
useanapprovedcompositionbook.
StudyGroups:
Studygroupscanbeamaximumof5studentsandaminimumof3
students.
StudentsmusthavetheirparentssigntheirStudyGroup
AccountabilitySheetinordertoreceivecredit.
ExtraCredit:
Extracreditassignmentswillbeprovidedthroughoutthesemester.Theseareoptional
andcanearnupto5percentaddedtoyourgrade.Youmusthaveallofyour
assignmentsturnedintobeeligibleforextracredit.Youwillhaveoneweektoturn
inanylatework.Aftertheweekitwonthelpforgettingextracredit.ExtraCredit
pointswillbekeptinmygradebook,soifyouarelatewithanassignmentyoucanstill
getthepointsassoonastheassignmentisturnedin.
GradingScale:
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No()gradeisassignedforA,C,D,andF
No(+)gradeisassignedforDandF
95100
8894.9
8387.9
7982.9
7578.9
6874.9
5967.9
5058.9
049
A+
A
B+
B
B
C+
C
D
F
Ourtentativetimelineforourreadingisasfollows:
Dates
Chapter
Sept.1216
One:WorldsCollide:Europe,Africa,andAmerica,1450
1620
Sept.1923
Two:TheInvasionandSettlementofNorthAmerica,
15501700
Sept.2630
Three:TheBritishEmpireinAmerica,16601750
Four:GrowthandCrisisinColonialSociety,17201765
Oct.37
Five:TowardIndependence:YearsofDecision,17631776
Oct.1014
Six:MakingWarandRepublicanGovernment,17761789
Seven:PoliticsandSocietyintheNewRepublic,1787
1820
Oct.1721
Eight:CreatingaRepublicanCulture,17901820
Oct.2428
Nine:EconomicTransformation,18201860
Oct.31Nov.4
Ten:ADemocraticRevolution,18201844
Nov.711
Eleven:ReligionandReform,18201860
Nov.1418
Twelve:ThesouthExpands:SlaveryandSociety,1820
1860
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Thirteen:TheCrisisoftheUnion,18441860
Nov.2125
Fourteen:TwoSocietiesatWar,18611865
Nov.28Dec.2
Fifteen:Reconstruction,18651877
Dec.59
Sixteen:TheAmericanWest
Seventeen:CapitalandLaborintheAgeofEnterprise,
18771900
Dec.1216
Eighteen:TheIndustrialCity:BuildingIt,LivinginIt
Dec.1923
Nineteen:PoliticsintheAgeofEnterprise,18771896
Jan.913
Twenty:TheProgressiveEra,19001914
Jan.1620
TwentyOne:AnEmergingWorldPower,18771914
Jan.2327
TwentyTwo:WarandtheAmericanState,19141920
Jan.30Feb.3
TwentyThree:ModernTimes,19201932
Feb.610
TwentyFour:RedefiningLiberalism:TheNewDeal,
19331939
Feb.1317
TwentyFive:TheWorldatWar,19391945
Feb.2024
TwentySix:ColdWarAmerica,19451960
Feb.27Mar.3
Mar.610
TwentySeven:TheAgeofAffluence,19451960
TwentyEight:TheLiberalConsensus:FlamingOut,
19601968
Mar.1317
TwentyNine:The1970s:TowardaConservative
America
Mar.2024
Thirty:TheReaganRevolutionandtheEndoftheCold
War,19802001
Mar.2731
ThirtyOne:ADynamicEconomy,ADividedPeople,
19802000
Apr.37
ThirtyTwo:IntotheTwentyFirstCentury
Apr.1028
Review
May5morning
A.P.U.S.HistoryTest
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Course Content:
Unit 1 (Time period): 1491-1607

Focus of study:
Settlement of North America and the rise of various cultures.

Spanish exploration.
European expansion causing the Colombian Exchange and the impact of
these Trans-Oceanic interactions (Conflicts, benefits, and commerce).
Comparison of the Spanish, English, French, and Dutch settlements.
Foundations of slavery.
Maps/Charts: Native American cultures (former and present reservations);

colonial settlement patterns.
Activities:
1. Project: Native Culture Investigation.
Students choose an individual tribe to study. They present
information on the following history of the people:
Location and relationship to their environment, creation
stories, values, education, and customs.
Must include a map, visual statistics, and images.
2. Analyze John Smiths: A True Relation of Virginia.
Catalogue evidence supporting his claims.
Short writing recounting a personal event told in a spirit of selfaggrandizement.
3. Compare Bartolemmeo de las Casas reading with Juan Gines de
Sepulveda with the Florentine Codex.
What can be inferred about European attitudes toward Native
Americans?
4. Students analyze the impact of Columbus on the New World
Supplemental short video.
Socratic discussion: Founder of America or Villian?
5. Students create a chart analyzing the reasons for settling in North
America and the cultural and economic responses of the following
groups to Native Americans before 1750: (PEO-1)
Spanish
French
British
Dutch
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6. Students will diagram the Columbian Exchange.

7. In groups, students analyze reasons for the development of different
labor systems in two of the following regions of British colonial
settlement: (WXT-4)
New England
The Chesapeake
The Southernmost Atlantic coast
The British West Indies
Wrap-up:
To conclude the unit, students will be placed into groups to formulate answers to
the following questions:
American and National Identity:
How did the identities of indigenous American societies change

as a result of contact with Europe?
How did colonial American identities emerge?
Work, Exchange, and Technology:
What impact did the Columbian Exchange have on North

Americans, Europeans, and Africans?
Migration and Settlement:
Where did the first groups settle in the Americas

How did European immigration cause the building of different
types of colonies in North America?
How did the identities of indigenous American societies change
as a result of contact with Europe?
How did colonial American identities emerge?
America in the World:
How did European exploration and conquest change relations

with North Americans, Europeans, and Africans?
Politics and Power:
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How did Spains colonization of the Caribbean, Mexico, and

South America influence European and American
developments?
Geography and Environment:
How did the environment help form North American societys

values, traditions, and practices?
How did European development impact the environment of
North America?
Culture and Society:
How did cultural contact of Europeans, North Americans, and

Africans challenge religious, feudal, class and ethnic belief
systems?

Focus of study:
Continued European colonization.

Growth of slavery.
Conflict with the Native Americans.
Immigration.
Trade and build-up of cities in the north and the plantation system in the
south.
Tensions with Britain.
Activities:
1. Analyze the Iroquois Constitution.
Note language, values, inclusion or rituals,
Compare to the American Constitution
2. Guest speaker panel
Students will represent an Enlightenment Philosopher; i.e.:
Locke, Hume, Montesquieu, Rousseau, Smith, etc.
Each presents a short synopsis of their belief system and then
addresses questions on European colonization practices,
slavery, feudalism, monarchy.
3. Students write an essay that evaluates the impact of the Columbian
Exchange on Native Americans and Africans during the 16th century.
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4. Students analyze burgeoning colonial American identity from Franklin

and Winthrops readings.
What were the visions each of the expanding colonies had?
How are these in line with Enlightenment values?
How do they differ?
5. Using Zinn and Garraty, students write an essay that looks at the
evolution of identity based on ethnicity, nationality, and social
standing. (ID-1).
6. Using Edwards and Chauncy readings, plus Edwards sermon, students
explain the ideology behind the Great Awakening and the impact on
the colonies.
7. Students map Northern, Middle, and Southern colonies showing types
of immigration patterns, reason for settlement, religious influences,
political systems, and economic structures including trade and labor
systems. Analyze impact of environment in the development of each
area. (WXT-4) (ENV-1).
8. After reading articles A Defense of the Salem Witch Trials (1692),
Cotton Mather and An Attack on the Salem Witch Trials (1692),
Thomas Brattlle
Students will work in small groups to comprise a graphic
organizer that contribute to the differing perspectives.
9. News Update: students conduct a breaking news program on Bacons
Rebellion of 1676.
10. Cumulative writing: essay comparing and contrasting religion in the
New England, Chesapeake, and Mid-Atlantic colonies before 1754.

Focus of study:
British colonial policies.

Influence of the Enlightenment of the colonies.
French and Indian war.
War for Independence.
Formation of a Republican identity.
Womens roles.
Work and labor conflicts between the free and unfree.
Articles of Confederation.
The United States Constitution.
Maps/Charts:
Page|10
Patriot and Loyalist strongholds with battle sites.
Activities:
1. Art History:
How colonists vying economically with European competitors
created valuable colonial art.
It was the beginning of creating a unique American artistic
culture.
PowerPoint and analysis. (Cul-3)
2. Chart the effects of the French and Indian War on the relationship of
Great Britain to the British colonies.
Written summary of how this war may have laid the
foundations for independence.
3. Using arguments from Common Sense and the Poor Reptiles, students
compare and contrast the view point of the Loyalists and Patriots.
4. Chart reasons for American victory 1775-1783
Political
Diplomatic
Military
Social participation
5. Use various readings to discuss the womens role in the movement
towards independence, the war effort and later creation of the
Republican identity. Were womens rights promoted?
6. After reading The War for Independence was Not a Social
Revolution Howard Zinn, and The War for Independence was a
social Revolution by Gordon S. Wood; students respond to the
following prompt:
Using the argument present by both Zinn and Wood, evaluate
how American society was changed by the Revolution.
Include political, economic, and social effects from
1775-1800. Be sure to consider other sources covered
thus far in class in supporting your argument.
7. Using Financial Founding Father and Notes on the State of Virginia,
analyze and discuss differences in Jefferson and Hamiltons approach
to economic development and governance.
8. Review the colonial collection at the National Gallery of Art
(www.nga.gov) Analyze the effects on the culture of the revolution and
the impact of the revolution on American culture. (CUL-2)
9. Chart the strengths and weaknesses of the Articles of Confederation.
Include causes and consequences of Shays Rebellion.
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Summary statement: evaluate the extent to which the Articles

solved the problems of the new nation.
10. United States Constitution scavenger hunt.
11. Use the Federalist papers to answer: Why should Americans adopt a
strong Federal government?
Wrap-up:
What were various group identities during the Revolutionary

War, and what role did they play in the conflict?
How did the new United States attempt to create a strong,

national economy?
What were conflicts and areas of argument in this
development?
How did immigration impact the war and new nation?

What happened to Native Americans immediately following the
establishment of the United States?
How did the revolution become an international conflict and in

what ways were existing European hostilities played out in the war
for independence?
Politics and Power:
How does a nation where all men are created equal allow slavery
and a disregard for female suffrage?
Page|12
What role did geography and environment play in whit settlement

and growth of transportation after 1763?
What role did religion, philosophy, and class distinction play in the
development of the revolution?
How did the ideals of republicanism impact American culture after
the establishment of the Constitution?

Focus of study:
Politics in the early republic.

The growth of political parties.
Expansion of the right to vote.
Marshall Court.
Market revolution.
Impact of immigration.
Reform and social movements.
Andrew Jackson.
Role of the Federal government in the economy.
Slavery and territorial expansion.
Maps/Charts:
War of 1812 with major battle sites

Development of Transportation Map (Railroads, canals, toll ways, ports,
cities, and rivers)
Activities:
1. After viewing a portion of the Star Spangled Banner by PBS, students
hold a Congress on declaring war, making plans and diplomatic
strategies after witnessing the entire spectrum of how the War of 1812
played out.
Students explain the impact this war had on a new identity as a
more confident and powerful country emerged. (ID-2)
2. Students examine cases of the Marshall court and create a comic strip
case study of each.
Page|13
3.
4.
5.
6.
7.
8.
After the information has been shared in a gallery walk,

students will determine which was the most important in the
development of the United States.
Students create comparison maps of white male suffrage from pre1800 to 1830.
Compare with voter turn-out in the latest presidential election
and local election.
Reform Movement Project: students chose one antebellum reform
movement.
After making a banner. placard, each will take a stump and
advocate for the change they represent.
After all students have stumped, they work as a group to
determine overarching societal patterns and issues that
prevented or accelerated those changes. (MIG-3).
Chart: To what extent and ways did womens roles change in American
society between 1790-1860?
After completing the chart in small groups, students create a
summary statement that includes:
Domestically
Economically
Politically
Socially
Spotlight: Andrew Jackson.
Using research prompts, students will research his
accomplishments, biography, writings about him from
individuals interactions with him and from historians looking
back at his life, etc.
Debate: King Andrew or American Hero?
Write a summary statement. Be sure to include his
impact on the economy, politics, and reform
movements.
Document Based Question: Use the documents to examine changing
ideals of American women-hood from the 1770s to the Civil War.
Create a strong thesis statement, use both facts from the text,
reading, primary and secondary sources, as well as, outside
sources to create a sophisticated argument. (CUL-2)
After reading transcendental excerpts, small groups pull out what
defines each as transcendental and provides a summary statement on
the impact of this thinking on society at this time. Students then draw
parallel comparisons to social movements today and what motives and
inhibits individually in todays world.
Page|14

Focus of study:
Crisis over slavery.

Reform movements.
Imperialism.
Mexican-American War.
Acquisition of western territories.
Race and gender issues.
Civil War
Reconstruction.
Maps/Charts:
Manifest Destiny with acquired territories, slave/free, railroads and

important immigration routes
Civil War map
Activities:
1. Re-Enactments: in a small group, students reconstruct important
events, people, and timeline of the Texas Independence, Oregon Fever,
Acquisition of California and the Mexican-American War.
2. Document Based Question: Mexican-American War.
President Polks motives on going to war with Mexico.
3. Students are broken into four groups.
Each group must present a political and moral argument as an
abolitionist against one of the following:
Missouri Compromise
Mexican-American War
Compromise of 1850
Kansas-Nebraska Act
After all groups present, class bullets the ways controversy
over the extension of slavery into the Western territories
contributed to the Civil War.
4. Document Based Question: Reform Movements in the United States
sought to expand democratic ideals 1825-1850.
Create a strong thesis statement, use both facts from the text,
readings, primary and secondary sources, outside facts to create
an elegant and sophisticated argument.
Page|15
5. Students read Popular Sovereignty Should Settle the Slavery

Questions by Stephen A. Douglas and Slavery Should Not Be
Allowed to Spread by Abraham Lincoln from opposing viewpoints.
In groups, students bullet the arguments of each.
Students will then analyze the response to both from various
American perspectives such as farmers, industrialists,
abolitionists, etc.
They must decide which was most persuasive and why.
6. Analyze the factors that contributed to Lincolns issuance of the
Emancipation Proclamation and its resulting impact on the Unions
war effort.
7. Flow charts of plans to reunite the country after the Civil war
compared to a flow chart of actual events that happened after the war.
After the war documents to include:
Photographs
Black codes
Sharecropping contracts
Educational policies
Voting maps
8. Fact Finding Mission: the Impeachment of Andrew Johnson and the
real charges
9. Sort through the Corrupt Bargain.
After making bullet points of events and surrounding factors,
students create a political cartoon.
10. Writing: What were the legal, social and economic impacts of
Reconstruction on African Americans?
Wrap-up:
How did the Civil War create a new identity for Americans?
How did the manufacturing economy of the North clash with

the agricultural economy of the South to the extent of creating
regional distinctions that led to the Civil War?

Page|16
How did the extension of the railroads affect settlement

patterns in the cities and the West?
How did migration to and within the United States impact ideas
of citizenship, rights and class within the full spectrum of the
American social structure, particularly for immigrants, nonwhites and women?
How did the Civil War and the conflict over slavery impact
other regions?
How did victory in the Mexican-American War change
European perceptions of the United States?
Politics and Power:
In what ways was the government able to resolve many of the

social issues that divided the country?
In what ways did it fail to do so?
How did exclusion from suffrage impact women?
How did the ending of slavery and the development of

transportation and technology transform the environment of the
South and the West?
In what ways did water and mining serve the development of
the West?
How did Manifest destiny, The Mexican-American War and the

Civil War all impact ideas on racial equality and political
rights?
What developments in art, literature, and culture reflect a new
and growing sense of democratic entitlement?

Focus of study:
Reconstruction
Page|17
American Imperialism.
Industrialization.
Immigration and urbanization.
Role of the government.
Womens movement.
Rise of powerful Industrial Capitalists.
Labor reform movements.
Indian wars and dominance of reservation systems.
The working class.
Maps/Charts:
Graphs of Child Labor (Ages, Wages, Places)
Explanation of the Railroads and areas of dependent industries
Sources of European Immigration to the United States 1870-1890
National Parks and Forests 1872-1890
Activities:
1. Chart: How were the lives of the Plains Indians in the second half of
the 19th century affected by technological developments and
government actions?
2. Art Day: Aschan School of Art (CUL-3)
3. After viewing a short Biography of Boss Tweed, students create a
comic strip (Thomas Nast style) depicting the workings of political
machines and their relationships to politics and immigrants.
4. Students create charts and graphs comparing Old Immigration trends
(1840-1860) with New Immigration trends (1880-1914).
Who were they?
Where did they come from?
What are their experiences?
American reactions to them?
Factors we see today in regards to immigration with
similarities and differences (MIG-2).
5. Discussion: Growth, political power and the impact of industrialization
on Big Business (then and now).
6. Using Carnegie and Summer readings, students analyze the impact of
industrialism on the quality of life for workers and the role of
philanthropy.
Students will take into consideration the audience, purpose,
point of view, format, argument, limitations and context to the
evidence considered.
Page|18
7. In small groups, students complete 2 charts: Ideas about labor reform

and major strikes:
Knights of Labor
AFL
Socialist Party
IWW
Great Railroad strike
Haymarket
Pullman
Homestead
8. Document Based Question: How successful was organized labor in
improving positions of workers from 1875-1900?
Analyze factors that contributed to success
Create a strong thesis statement, using both facts from the text,
readings, primary and secondary sources, as well as, outside
sources to create an elegant and sophisticated argument.
9. Bullet key points for Populists: How might their reforms work in
todays economy? (WXT-7)
10. Document Based Question: How did Big business impact the economy
and politics?
What was the response of Americans to these changes (18701900)?
Wrap-up:
How did the influx of immigrants and particularly to urban cities

affect American national identity and what it meant to be
American?
How did the rise of industrialism, creating a great majority of
workers, create a new sense of a labor class struggle?
Page|19
How did technological advancements and corporate innovations

increase industrial production?
How did these innovations impact the lives of working people?
How did the growth of an industrial economy impact minorities,

immigrants, and women?
How did industrialization give rise to the need for new resources,
and new markets?
How did these new resources and markets give rise to American
imperialism and conflict with other nations?
How did the United States compare economically with other
industrialized nations?
Politics and Power:
How did the Gilded Age give rise to corporations political power?
What were the challenges to this system and how successful were
they?
How did the growth of industrialization impact the development of

the West?
How did urban cities impact the environment and in what ways did
the environment shape the growth and character of major
American cities?
How did art, literature and religion reflect the changes of the new
corporate social order?

Focus of study:
American Imperialism.
Progressivism.
Page|20
World War I
African-American Great Migration.
American culture.
Race issues.
The roaring twenties.
The Great Depression.
The New Deal.
World War II.
Maps/Charts:
The Spanish-American War

American Empire 1917
European Alliances of 1914
Western and Eastern fronts
The Great Migration
Europe and the Middle East after World War I
The Dust Bowl
Tennessee Valley Authority
Japanese Relocation Centers (Manzanar)
World War II European Theatre (Battles, Dates, Allied Strategy)
World War II Pacific Theatre (Battles, Dates, Allied Strategy)
Panama Canal and how it works
Balance of United States Imports
American Women and the War effort
Ku Klux Klan Politics and Violence
1920s
A statistical Index of Boom and Bust
Bank Foreclosures
Income distribution according to income tax records of 1929
Unemployment rates 1920-1942
Government spending 1920-1945
Activities:
1. Guest Panel Discussion: American Imperialism and its Implications
Panel will include students speaking as Teddy Roosevelt,
Howard Taft, and Woodrow Wilson.
Students will create a civil code that should guide the United
States behavior when intervening in foreign affairs.
Page|21
2.
3.
4.
5.
6.
7.
8.
They will then compare their guides to historical evidence of

American intervention in Cuba, Hawaii, Philippines, Panama,
South America, and Central America.
Students will then draw comparisons to todays involvement or
lack of it in the Middle Eastern Conflicts. (WOR-6)
Discussion with summary writing: To what extent did the Unite States
achieve the objectives that led it to enter World War I?
After analyzing Wilsons War message to Congress, students
list the American objectives.
After looking at the textbook information, primary and
secondary sources, students will decide to what extent the
United States achieved their specific goals and how this
impacted the role Americans expect themselves to play in
world affairs? (WOR-7)
After analyzing and summarizing Wilsons 14 Points, students debate
the pros and cons of accepting his terms and American participation.
This includes a written synopsis of consequences that followed
the Versailles Treaty.
They may include a personal plan for modern world peace with
7-14 points.
After viewing a clip from Iron Jawed Angels, students analyze events
that led to the 19th Amendment.
Using the textbook, and primary and secondary sources
students will compare and contrast early womens movement
with the militancy of Silent Sentinels.
Analyze origins and outcomes of cultural conflicts in prohibition and
religion of the 1920s.
Read and interpret the Harlem Renaissance excerpts. Connect with a
broader social issues of the time.
Jazz is explored by delving into its roots, its explosion on to the
contemporary scene and its appeal to popular culture.
Students will bring a jazz piece to share.
In small groups they will chart the examples of their pieces
music, art, literature, thought, science, and tradition.
Whats Really Going On?: This investigation will look into Organized
crime and Prohibition; Immigration and Nativist reaction, including
the Sacco and Vanzetti case.
The women question after passage of the 19th Amendment
Rise of the KKK and its access to political office (including the
Scottsboro case)
Rebelliousness and shutting down of threatening ideas (Scopes
Trial, Imprisonment of Eugene v. Debs)
Page|22
The unequal distribution of wealth and how it was covered

over by increased consumer credit, mass advertising,
department store retail, and the unstructured stock market
investments.
9. Using the Depression Cycle flow chart, students explore all available
means to correct the problem.
Chart all causes
How many causes do the solutions address?
What areas in the current economy resonate with the 1920s?
10. After the 15 major pieces of legislation of the New Deal Quiz, students
choose the top three and explain why, defending their opinion with
historical evidence, primary and secondary sources, as well as outside
sources.
11. Writing: 2003 Document Based Question analyzing the responses of
FDRs administration to problems of the Great Depression.
How effective were these?
How did they change the role of the Federal Government
(1929-1941)?
reading, and primary and secondary sources, as well as, outside
12. Debate: The New Deal Policies and Keynesian economics:
Governments role in restoring, structuring and balancing the American
economy.
13. Compare and Contrast Huey Longs Share the Wealth Program and
ideas.
American culture and economies with Nazi socialism Fascism,
Stalins Communism and Japanese militarism.
Why has the United States withstood dictatorship through all of
its hardships?
Students will take into account the audience, purpose, point-ofview, format, argument, limitations, and context to the
evidence considered.
14. Writing Document Based Question: How and why did the United
States foreign policy change between 1920 and 1941?
reading, and primary and secondary sources, as well as, outside
15. Chart: Analyze the home front experience for African Americans,
Japanese Americans, Jewish Americans and Mexican Americans
during World War II.
Page|23
Wrap-up:
How did class identities change in this era?

How did minorities, immigrants, and women assert greater
demands for equality? What was the response?
How did the Great Depression affect workers and government

policy?
How did the flux of migrations change the regions they moved
to?
How did the United States change militarily, economically, and

politically from the new-comer in the Spanish-American War
through World War I and into an emerging superpower after
World War II?
Politics and Power:
In what ways did the government changes reflect a more

immediate address to social concerns and fears?
How did the Dust Bowl affect all Americans and change the
thinking about conservation methods?
How did creating a National Park system show a greater
awareness and concern about development?
Page|24
How did World War I and II impact Americas thinking about

the usefulness of technology?
How did the economic and military crisis influence the ideal of
American individualism and the promise anybody can make
something of him/herself if he/she tries hard enough?

Focus of study:
Atomic age.
The Cold War.
Suburban development.
Korean War.
Vietnam War.
Social movement of the 1960s.
The Great Society.
Economic and political unsettlement of the 1970s.
The rise of Conservatism.
Activities:
1. Taking Sides: students read articles on Was it Necessary to Drop the
Atomic Bomb to End World War II? Yes by Robert Maddox from
The Biggest Decision: Why we had to Drop the Atomic bomb and
No by Tsuyoshi Hasegawa from Racing the Enemy: Stalin, Truman
and the Surrender of Japan.
Students analyze both arguments, then using outside sources,
primary and secondary sources will decide which argument
was more persuasive.
2. Debate: American use of the Atomic Bomb in securing Japanese
surrender. Topics to be addressed:
Reasons for use
Development of nuclear weapons
Outcomes
Price paid by all stakeholders
Results
Justification
Alternative actions
3. How did Americas emergence as a Superpower after World War II
impact debates on American identity and its role in the world? (ID-3)
Page|25
4. After looking at the Rosenburg trial, students evaluate the necessity of

the HUAC and McCarthyism
5. Writing: Document Based Question 2001; What were Cold War fears
of the American people after World War II? (WOR-7)
How successfully did the administration of Dwight D.
Eisenhower address these fears (1948-1961)?
How did this impact American relations with other nations?
Create a strong thesis statement, using facts from the text,
sources to create an elaborate and sophisticated argument.
6. 50s Culture Studies: students bring evidence to share about the
following topics:
Consumerism
Suburbs
The Baby Boom
Grey Flannel Culture
Beatniks
Music
The Rise of Sci Fi films
Early Television
Wrap us statements indicating what Americans of the 1950s
valued, what was not valued and how these may have led to the
social tensions of the 1950s.
7. Writing: Document Based Question 2008; How did the Vietnam War
heighten the social, political and economic tensions in the United
States from 1964-1975?
8. Origins of the Cold War Debate: Some historians believe the Cold War
started with the Russian Revolution. Examine primary and secondary
sources to make a case for the Cold War either starting in 1917 or
1945.
9. Students chart the course of the African American Civil Rights
Movement through studying:
Brown v. Board of Education
The Littlerock Nine
Montgomery Bus Boycott
Lunch Counter Sit Ins
Freedom Rides
Stokley Carmichael
Black Panthers
Page|26
Malcolm X
Nation of Islam
1968 Olympics
How did it change?
What caused many of the changes?
What were the initial demands?
In what ways was the African American community divided?
10. Student created charts: 1960s represented a period of profound
cultural change in:
Education
Gender Roles
Music
Race Relations
11. Chart the Great Society Programs: Some historians argue that
Johnsons programs were merely an extension of the New Deal ideas
and legislation from the 1930s.
Use primary and secondary sources to make a case for the
Great Society Programs being an extension of work begun by
FDR and for a new distinct governance designed particularly
for the 1960s American social and economic scene.
12. Small groups create a flow chart of key events in the Civil Rights
Movement from its inception through the 1970s. Explain the event
and people who begun the movement, including places, time and
significance, impact. This is the students idea of when the Civil Rights
Movement began. Be sure to include key legislation, court cases and
presidential actions. (POL-7)
13. Writing: Document Based Question. Was Nixon an effective President
before his resignation? Students analyze foreign policy, domestic
policy and accomplishments.
14. Compare Richard Nixon, Abraham Lincoln, Andrew Jackson, Andrew
Johnson, and FDR.
Wrap-up:
Page|27
How did the Cold war effect Americas sense of what a good
American needs to be?
How did the African American Civil Rights Movement cause
the rise of other groups who experience disenfranchisement?
How did the rise of American manufacturing and global

economic dominance in Post-World War II affect standards of
living among and opportunities for different social groups?
How did the GI Bill change work and expectations of their
children for millions of workers?
How did immigration impact Americans in this era and what

were the experiences of those immigrants after the eras wars?
How did America interact with other nations after World War
II?
What fueled those interactions and what was the perception of
Americans by those outside of the United States?
Politics and Power:
How did the growth of liberalism and conservatism impact the

role and expectations of government?
What caused wide-spread public concern about the

environment and what was the response of the government to
those concerns?
How were art, music, literature, film, and television intertwined

with social issues?
Unit 9 (Time period): 1980-Present

Page|28
Focus of study:
The Reagan Administration.

The end of the Cold War.
The Gulf War.
Clinton impeachment.
Race and gender issues.
Terrorist attacks of 9/11.
Governmental policies.
The Obama Administration.
The 2016 Presidential race and election.
Activities:
1. Using a flow chart, students document the evolution of environmental
concerns, situations, and major acts. Students write a statement
explaining what caused the major movements and acts of the 1970s
then follow them to current conditions.
2. Students research and list major immigration acts, starting with the
Chinese Exclusion Act of 1882 and ending with the most recent laws
and acts. (MIG-7)
How have these issues changed and remained the same of the
years?
What can be inferred about the social, economic, and political
situations from these laws and acts?
3. Students write a comparison essay on the impact of the development
of new technology on the belief and culture from the 1920s to the
1980s. (CUL-5)
Students cite specific technological innovations, how it
changed belief systems, and the conservative backlash to
prevent those changes.
4. Students use graphic organizers to compare and contrast the causes
and goals of each immigration act from 1924 to 1990.
5. Students research and present energy exploration from the 1980s to
the present.
Clean coal
Oil drilling
Biodiesel
Solar
Wind
Page|29
They must include laws or acts that enabled or hindered the

development, success to date and their opinion on further
developments. (ENV-5)
6. Students create a chart comparing the challenges, accomplishments
and impact in foreign, as well as domestic policies of President
Reagan, Bush 41, Clinton, Bush 43 and Obama.
7. Artifact Exploration: Students bring in an example of art they found
through amateur media.
They write an analysis of what issues may have given rise to
this art.
What does the art express
How is it new and unique from previous American offerings
When everyone has contributed, the class creates a synthesis
summary of modern American folk art and the issues it
addresses, the means of expression and the message it attempts
to communicate.
Wrap-up:
How has immigration, competition with emerging powers such

as China and India, recession and mass media contributed to a
new view of the American identity?
How has the development of technology impacted work and

leisure for Americans?
How has the global economy affected American wealth,
standing and availability of jobs?
How is immigration, aging of the Baby Boomers and other

demographic and economic changes causing tensions over who
is most entitled to American resources and prosperity?

Page|30
How has Americas role in global affairs changed since the

ending of the Cold War in 1991?
How has Americas War on Terror impacted global and
domestic relations?
Politics and Power:
How has there been a notable rise in conservatism?

What issues have been most embraced by liberalism?
In what ways has there been a marked increase in bi-partisan
tensions?
How has debates over climate change, reliance on nonrenewable resources such as oil, and policies concerning
energy sources impacted American life and politics?
What role does the United States play in environmental crisis
in other parts of the world?
How has a much broader acceptance of diverse races, groups,

lifestyles, and beliefs created a new American culture?
What has been the impact on Americans of innovations in
science, medicine, technology and the wide-spread
communication of amateur art?
Class website:
I have constructed a class website. On this website you can find your homework
packets for each Unit, your vocabulary packets for each Unit, as well as, supplemental
materials for the course. There are also links to the Edmodo site that will be utilized
during the duration of this course. There is also a tab for the required weekly blog. You
can find all required material on this website and should become familiar with it. Below I
have writing the websites address:
www.mrjohnsonshistory.net
Remember this is a work in progress and is not finalized so items will be placed on the website throughout
the semester.
Flipped Classroom:
Flipped classroom is an instructional strategy and a type of blended learning that
reverses the traditional learning environment by delivering instructional content, often
Page|31
online, outside of the classroom. It moves activities, including those that may have
traditionally been considered homework, into the classroom. In a flipped classroom,
students watch online lectures, collaborate in online discussions, or carry out research at
home and engage in concepts in the classroom with the guidance of a teacher. Within our
class I will use a hybrid strategy of a flipped classroom where we will cover material both
within our assigned class time, as well as, in a virtual classroom setting. This strategy is
being used to cover more material in greater depth and prepare you for your AP exam in
May.
Blogging:
BLOG PASSWORD: VHS APUSH
Within this course you are required to answer a question that is posted to the class
website Blog by your teacher once a week. Your response must be a minimum of two
paragraphs and use detailed descriptions and advanced historical analysis within your
answer and must be answered no later than Wednesday of the assigned week. You are
also required to respond to two (2) of your classmates Blog posts by Sunday of the
assigned week with a one paragraph answer following the same criteria as your original
post. Any quoted material within your original response, or your comment must be
credited and cited in APA format. You will find the APUSH Blog tab in the upper right
hand corner of the class website under the A.P. U.S. History (APUSH) tab. Your
participation within the class Blog is essential. Proper internet etiquette is required.
Edmodo:
Edmodo is a virtual classroom that allows me as your teacher to assign videos,
quizzes, homework assignments, and flipped classroom videos to cover more material in
greater detail than the assigned class time we have together during the year. Edmodo also
allows me to tract your progress in assignments and your time spent covering the
material. Edmodo is a safe virtual environment that can only be accessed when you sign
up and join a teachers class. A link to the APUSH Edmodo classroom is located on the
class website. Proper internet etiquette is required.
Advanced Placement Exam:
Students within this class are encouraged and expected to take the AP exam in
May. If you sign up and take the exam no matter your score on the exam your lowest test
score will be dropped and you will receive full credit for the semester term paper final,
and semester final exam. If you register and do not take the exam your lowest test grade
will not be dropped and you will be required to complete the semester term paper final, as
well as, the semester final exam.
TheAPExamisonMay5th,2017
Rules:
Page|32
1. Hallpasses:Youwillbeallowedfivepassesfortheterm.Dontlosethemorit
couldbealongterm.Itcostsyouoneofyourpasseseachtimeyouneedtouse
thephoneduringclass,ortherestroom.
2. Donotplagiarizeanyofyourassignments.Itwillresultina0.Copyinganother
studentsworkdoesnotprepareyoufortheA.P.exam.Inthelongterm,ithurts
yourknowledgebase,whichneedstobebroadandwellrounded.Cheatingona
testwillresultinanFforthesemester.
3. Cellphonesarenotallowedoutduringclass,unlessinstructedtodoso.
Pleaseturnthemoffduringclass.Ifithappenstogooffduringclassdonot
takeitoutofyourbackpackorpurse.Anyphonetakenoutduringclasswill
beconfiscatedandeithergiventotheviceprincipalorkeptuntilyour
parentscometogetit.
4. Studentswillenterclassandseatintheirassignedseats,thefirstfiveminutesof
classisusedtocompleteyourDailyBellwork.
5. StudentsneedtofindaStudyGroupof35.Toreceivecreditandaparentmust
signoffthatyourgroupmeetandstudiedthematerial.Ifplagiarismisfoundall
groupmemberswillreceiveazerofortheUnit.
Ihavereadtheabovesyllabusandagreetoalltermsandconditions.Iunderstandallof
thecoveredmaterialwithinthesyllabusandwillcontactMr.JohnsonifIhaveany
questionsorconcerns:
Student_________________________________________________________
StudentsSignature________________________________________________
ParentorGuardian_________________________________________________
Page|33
ParentorGuardiansSignature________________________________________
Email(parents)____________________________________________________
Phonenumber(parents)______________________________________________
Page|34

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AdvancedPlacementUnitedStatesHistory

Advanced Placement Exam: May 5th, 2017

Three ring binder dividers

Unit 1 (Time period): 1491-1607

Settlement of North America and the rise of various cultures.

Maps/Charts: Native American cultures (former and present reservations);

6. Students will diagram the Columbian Exchange.

How did the identities of indigenous American societies change

Work, Exchange, and Technology:

What impact did the Columbian Exchange have on North

Migration and Settlement:

Where did the first groups settle in the Americas

America in the World:

How did European exploration and conquest change relations

Politics and Power:

How did Spains colonization of the Caribbean, Mexico, and

Geography and Environment:

How did the environment help form North American societys

Culture and Society:

How did cultural contact of Europeans, North Americans, and

Unit 2 (Time period): 1607-1754

Continued European colonization.

4. Students analyze burgeoning colonial American identity from Franklin

Unit 3 (Time period): 1754-1800

British colonial policies.

Patriot and Loyalist strongholds with battle sites.

Summary statement: evaluate the extent to which the Articles

What were various group identities during the Revolutionary

Work, Exchange, and Technology:

How did the new United States attempt to create a strong,

Migration and Settlement:

How did immigration impact the war and new nation?

America in the World:

How did the revolution become an international conflict and in

Politics and Power:

Geography and Environment:

What role did geography and environment play in whit settlement

Culture and Society:

Unit 4 (Time period): 1800-1848

Politics in the early republic.

War of 1812 with major battle sites

After the information has been shared in a gallery walk,

Unit 5 (Time period): 1844-1877

Crisis over slavery.

Manifest Destiny with acquired territories, slave/free, railroads and

5. Students read Popular Sovereignty Should Settle the Slavery

Work, Exchange, and Technology:

How did the manufacturing economy of the North clash with

Migration and Settlement:

How did the extension of the railroads affect settlement

America in the World:

Politics and Power:

In what ways was the government able to resolve many of the

Geography and Environment:

How did the ending of slavery and the development of

Culture and Society:

How did Manifest destiny, The Mexican-American War and the

Unit 6 (Time period): 1865-1898

7. In small groups, students complete 2 charts: Ideas about labor reform

How did the influx of immigrants and particularly to urban cities

Work, Exchange, and Technology:

How did technological advancements and corporate innovations

Migration and Settlement: