ADVANCED PLACEMENT UNITED STATES HISTORY COURSE SYLLABUS Instructor: Mrs. Sauer Email: kristina.sauer@jefferson.kyschools.

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NOTE: The instructor reserves the right to make changes in the syllabus when necessary or beneficial to meet the objectives of the course, for schedule changes, or for similar legitimate reasons. Students will be notified of any such changes to the syllabus in adequate time to adjust to those changes.

COURSE DESCRIPTION AP US History is designed to be a challenging course and the equivalent of a freshman college course in history. Students can earn college credit by receiving a score of three or higher on the AP US History Exam. The course surveys American history from the age of exploration to the present. Solid reading, writing, and note-taking skills, along with a willingness to devote a great deal of time to homework and study, are necessary to succeed in the course. Emphasis will be placed on critical thinking skills, essay writing, and interpretation of primary source documents. [CR6, CR7, CR8] COURSE PURPOSE The first purpose of the course is to study and learn US history. An additional purpose of the course is to prepare students to take the AP US History Exam, which all students are encouraged to take in May. COURSE OBJECTIVES Students will: master a broad range of historical knowledge. [CR5] demonstrate an understanding of historical chronology. [CR5] use historical data to support an argument or position. [CR6] interpret and apply information from primary source documents. [CR7] effectively use analytical skills of evaluation, cause and effect, and compare and contrast. [CR6] work effectively with others to solve problems and produce an end product. prepare for and successfully pass the AP US History Exam. COURSE TEXTS AND READINGS Kennedy, David M., Lizabeth Cohen, and Thomas Bailey. The American Pageant. 13th ed. Boston, Mass.: Houghton Mifflin Co., 2006. Newman, John J. and John M. Schmalbach. United States History: Preparing for the Advanced Placement Examination. New York: Amsco School Publications, Inc., 1998. Various other readings will be assigned within units (primary source documents, debate documents, etc.) COURSE SUPPLIES (Students need to purchase these items) TWO spiral/wire-bound notebook for taking notes and writing activities; should be used for

this class only Sturdy folder with pockets for handouts; should be used for this class only Post-it notes (for making notes in the text) Note cards (3 x 5)

. COURSE REQUIREMENTS Time This course will be very time-consuming; it requires a great deal of study time on your own. You will be required to spend time outside of class reading, writing, studying and preparing for the AP exam in May. Budgeting your time well is critical! Do not procrastinate; putting off assignments and study time will put you far behind. Reading The reading load for the course will be very heavy. You will have reading homework nearly every night (including weekends and holidays!), as well as be required to keep a reading activities folder. You may frequently have quizzes over the reading material; these quizzes may be unannounced so you must be prepared. Reading assignments will come from your textbook as well as primary source documents from the internet and other sources. Note-taking Lecture and note-taking will be a part of the class several times a week. Notes must be kept in a wire-bound notebook and will be a required grade. The method of note-taking will be the Cornell notes format (notes are required to follow this format!). Good notes are essential for review of the course material. Notes, as well as all class work, should be completed in blue/black ink or pencil only. Writing Writing assignments for the course will consist of free-response essays and Document-Based Questions (DBQs). These assignments will be graded using the nine-point AP rubric. All essays and DBQs will be written in blue or black ink in your writing notebook, unless such assignments are part of a quiz or test. Assignments turned in any other way will not be graded and will receive a zero. We will also complete special projects related to the courses content. [CR8] Exams All exams for the course will be modeled on the AP US History Exam. The questions will be multiple-choice and essay. Final exams will be given at the end of each semester, covering material from that semester only. [CR8] *All make-up exams will be comprised entirely of essay questions. Make-up exams are given after school by appointment within one week of the original exam date. Study habits and attitude The class will be difficult and strenuous at times; therefore, students are encouraged to form study groups for review of the class readings and materials. In addition, you should pair with a study buddy; obtain this persons phone number and help one another. This will also help you stay caught up if you should be absent or have questions when you are working at home.

It is important to not become discouraged. If you are feeling overstressed by the course, please talk with me. We can incorporate strategies that can help you succeed. Remember that you have your classmates and me to turn to for help and encouragement. COURSE INFORMATION AND UPDATES Course information, including the syllabus and homework assignments, can be found on this courses page at www.edmodo.com. You will be given information on how to access the course edmodo page on the first day of school. The page will be updated frequently, and students will be expected to check it often for class information and assignments. Students who must be absent can also check the page for make-up assignments when the absence is excused. GRADING SCALE The following grading scale will be used: A 90100 B 8089 C 7079 D 6069 U Below 60 GENERAL INFORMATION Attendance: The pace of this course in accelerated. Missing even one day of class will put you behind. Therefore, regular daily attendance is imperative. Assignments: Assignments will be written on the board each day. In addition, check the course page at www.edmodo.com for assignment information. All assignments should be written in blue/black ink or pencil only. Final exams: One will be given at the end of the first semester. The exam will cover the content learned within that semester only. End of Course exam: Exam will be administered at the end of the second semester. The exam will cover the content from both semesters of study. Make-up work: You will have the number of days absent plus one extra day to turn in makeup work from an excused absence. Any work assigned prior to your absence will be due on the day of your return. Late work: Late work is not accepted. You may do the assignment for educational enhancement and knowledge, and I will check it for you, but you will not receive any points or credit for a late assignment. Collaboration vs. copying: Collaboration, where students help one another on assignment, is not copying, and it is expected on many assignments. However, copying someone elses work and not doing it yourself is not acceptable. Copied work results in a shared grade half of the total credit earned for each student. Every paper with your name on it should be your own work. Rules and policies: All JCPS district policies and Eastern High School rules will be enforced in this classroom, such as rules and policies pertaining to attendance, tardies, IDs, make-up work, discipline, and dress code. Internet resource for the textbook: http://college.cengage.com/history/us/kennedy/am_pageant/13e/student_home.html REGULAR ASSIGNMENTS

Cornell notes: These notes will be due on each chapter you are assigned to read and will be due the day of your exam. Cornell Notes are a form of two-column notes that will help you to process and summarize the information you have read. You will keep these notes in your spiral-bound notebook. Terms: You will receive a list of terms for each unit. In completing your terms, you should include both identification and analysis of the term. Example: The Stamp Act was a tax on legal documents during the colonial era. It united the colonists in protest against British policy. Class discussion: Being an active learner is expected in this course and will be monitored. Students should be prepared to discuss the reading material assigned. History logs: Instructions will be given in class on how to complete history logs. It is written based upon the Cornell notes you have taken over the assigned reading material. Test corrections: After a test, students may have the opportunity to complete test corrections for the multiple-choice questions answered incorrectly. This will be completed in one class period and be due at the end of the period, regardless of how many questions you were able to complete. Instructions for doing test corrections will require a textbook, and I will do periodic book checks on those days.

COURSE OUTLINE (Note: The last date for each unit indicates the proposed exam date for that unit.) UNIT 1: Discovery, Settlement and Colonial Beginnings (August 15-September 6) [CR1, CR2, CR5] American Pageant: Chapters 1-4 o New World Beginnings o The Planting of English America o Settling the Northern Colonies o American Life in the Seventeenth Century Newman: Introduction to Chapter 3 o Introduction: Preparing for the Advanced Placement Examination in U.S. History o Exploration, Discovery and Settlement o The Thirteen Colonies and the British Empire o Colonial Society in the Eighteenth Century Themes in AP US History [CR5] o American Identity (Views of the American national character and ideas about American exceptionalism. Recognizing regional differences within the context of what it means to be an American.) o Economic Transformations (Changes in trade, commerce, and technology across time. The effects of capitalist development, labor and unions, and consumerism.) o Globalization (Engagement with the rest of the world from the fifteenth century to the present: colonialism, mercantilism, global hegemony, development of markets, imperialism, cultural exchange.) o Politics and Citizenship (Colonial and revolutionary legacies, American political traditions, growth of democracy, and the development of the modern state. Defining citizenship; struggles for civil rights.) o Religion (The variety of religious beliefs and practices in America from prehistory to the twenty-first century; influence of religion on politics, economics, and society.) Activities o Completion of Key Terms o Completion of graphic organizers on Settlement, the Thirteen Colonies and the

French and Indian War

o Primary source readings/discussions: Maryland Toleration Act, Mayflower Compact, o o o

Winthrops Modell of Christian Charity, Salem Testimony against Bridget Bishop [CR1, CR7] Unit 1 Essay [CR8] DBQ 1: The Transformation of Colonial Virginia, 1606-1700 (Kennedy) [CR8] Historical Book Review (or other assigned writing project) [CR6]

UNIT 2: Revolution and Independence (September 7-26) [CR1, CR3, CR5] American Pageant: Chapters 5-8 o Colonial Society on the Eve of Revolution o The Duel for North America o The Road to Revolution o America Secedes from the Empire Newman: Chapters 4 and 5 o Imperial Wars and Colonial Protest o The American Revolution Themes in AP US History [CR5] o American Identity o Politics and Citizenship o Religion o War and Diplomacy (Armed conflict from the pre-colonial period to the twenty-first century; impact of war on American foreign policy and politics, economy, and society.) Activities o Completion of Key Terms o Completion of graphic organizers on the Road to Revolution and the Revolutionary War o Primary source readings/discussions: Stamp Act Congress, Patrick Henry speech, Declaration of Independence [CR1, CR7] o Unit 2 Essay [CR8] o DBQ 2: Charges Against the King, 1754-1776 (Kennedy) [CR8] UNIT 3: Birth of a New Nation (September 27-October 14) [CR1, CR5] American Pageant: Chapters 9-11 o The Confederation and the Constitution o Launching the New Ship of State o The Triumphs and Travails of the Jeffersonian Republic Newman: Chapter 6, Chapter 7 to page 127 o The Constitution and the New Republic o The Age of Jefferson Themes in AP US History [CR5] o American Identity o Economic Transformations o Globalization o Politics and Citizenship Activities o Completion of Key Terms o Completion of graphic organizers on Presidents Washington, Adams and Jefferson

o Primary source readings/discussions: The Federalist Papers; Constitution debate;

Marshall court [CR1, CR6, CR7]

o Unit 3 Essay[CR8] o DBQ 3: Thomas Jefferson and Philosophical Consistency, 1790-1809 (Kennedy)
[CR8] UNIT 4: Nationalism and Expansionism in a New Nation (October 17-November 3) [CR1, CR2, CR3, CR4, C5] American Pageant: Chapters 12-15 o The Second War for Independence and the Upsurge of Nationalism o The Rise of a Mass Democracy o Forging the National Economy o The Ferment of Reform and Culture Newman: remainder of Chapter 7; Chapters 8, 10, and 11 o The Age of Jefferson o Nationalism and Economic Development o The Age of Jackson o The Ferment of Reform Themes in AP US History [CR5] o American Diversity (The diversity of the American people and the relationships among different groups. The roles of race, class, ethnicity, and gender in the history of the United States.) o American Identity o Culture (Diverse individual and collective expressions through literature, art, philosophy, music, theater, and film throughout US History. Popular culture and the dimensions of cultural conflict within American society.) o Demographic Changes (Changes in birth, marriage, and death rates; life expectancy and family patterns; population size and density. The economic, social, and political effects of immigration, internal migration, and migration networks.) o Economic Transformations o Politics and Citizenship o Slavery and Its Legacies in North America (Systems of slave labor and other forms of unfree labor (e.g., indentured servitude, contract labor) in Native American societies, the Atlantic World, and the American South and West. The economics of slavery and its racial dimensions. Patterns of resistance and the long-term economic, political and social effects of slavery.) o War and Diplomacy Activities o Completion of Key Terms o Completion of graphic organizers on Presidents Madison, Monroe, JQA, Jackson, Van Buren, Harrison and Tyler; War of 1812 o Primary source readings/discussions: Antebellum Reformers research/discussion; The Star-Spangled Banner; Bank of the United States debate [CR2, CR4, CR6, CR7] o Unit 4 Essay [CR8] o DBQ 4: The Changing Place of Women, 1815-1860 (Kennedy) [CR2, CR8] UNIT 5: Sectionalism and Crises (November 4-November 30) [CR1, CR3, CR4, CR5] American Pageant: Chapters 16-19 o The South and the Slavery Controversy

o Manifest Destiny and Its Legacy o Renewing the Sectional Struggle o Drifting Toward Disunion Newman: Chapters 9, 12, and 13 o Sectionalism o Territorial and Economic Expansion o The Union in Peril Themes in AP US History [CR5] o American Identity o Globalization o Reform (Diverse movements focusing on a broad range of issues, including antislavery, education, labor, temperance, womens rights, civil rights, gay rights, war, public health, and government.) o Slavery and Its Legacies in North America Activities o Completion of Key Terms o Completion of graphic organizers on Presidents Polk, Taylor, Fillmore, Pierce and Buchanan; Mexican War o Primary source readings/discussions: Mexican War debate, Slavery debate, abolitionist readings [CR2, CR4, CR6, CR7] o Unit 5 Essay [CR8] o DBQ 5: Slavery and Sectional Attitudes, 1830-1860 (Kennedy) [CR2, CR8]

UNIT 6: Civil War and Reconstruction (December 1-16) [CR1, CR3, CR4, CR5] American Pageant: Chapters 20-22 o Girding for War: The North and the South o The Furnace of War o The Ordeal of Reconstruction Newman: Chapters 14 and 15 o The Civil War o Reconstruction Themes in AP US History [CR5] o American Diversity o American Identity o Demographic Changes o Economic transformations o Politics and Citizenship o Reform o Slavery and Its Legacies in North America o War and Diplomacy Activities o Completion of Key Terms o Completion of graphic organizers on Presidents Lincoln, Johnson, Grant, Hayes; Civil War; Reconstruction Plans o Primary source readings/discussions: The Gettysburg Address; The Emancipation Proclamation; the impeachment of Andrew Johnson (readings and debate) [CR1, CR6, CR7] o Unit 6 Essay [CR8] o DBQ 6: Abraham Lincoln and the Struggle for Union and Emancipation, 1861-1865

(Kennedy) [CR1, CR3, CR8] END OF SEMESTER IJanuary 6 Final Exam Review (January 3-6) SEMESTER I EXAM (Cumulative: Chapters 1-22) UNIT 7: Life in an Industrial Age: Urbanization, Immigration and Expansion (January 9February 1) [CR1, CR2, CR3, CR4, CR5] American Pageant: Chapters 23-27 o Political Paralysis in the Gilded Age o Industry Comes of Age o America Moves to the City o The Great West and the Agricultural Revolution o Empire and Expansion Newman: Chapters 16-20 o The Last West and the New South o The Rise of Industrial America o The Growth of Cities and American Culture o National Politics in the Gilded Age o Foreign Policy, 1865-1914 Themes in AP US History [CR5] o American Diversity o American Identity o Demographic Changes o Economic Transformations o Environment (Ideas about the consumption and conservation of natural resources. The impact of population growth, industrialization, pollution, and urban and suburban expansion.) o Reform o Religion o War and Diplomacy Activities o Completion of Key Terms o Completion of graphic organizers on Presidents Garfield, Arthur, Cleveland, Harrison, McKinley; Spanish-American War o Primary source readings/discussions: robber barons; labor unions; I Will Fight No More Forever; excerpt from A Century of Dishonor; free silver debate; American imperialism debate [CR2, CR3, CR4, CR6, CR7] o Unit 7 Essay [CR8] o DBQ 7: The Role of Capitalists, 1875-1900 (Kennedy) [CR4, CR8] o AP US History Research Project: Research Paper and Class Presentation (See instructions at the end of the syllabus) [CR6] UNIT 8: Change at Home and Abroad (February 2-February 22) [CR1, CR2, CR3, CR5] American Pageant: Chapters 28-31 o Progressivism and the Republican Roosevelt o Wilsonian Progressivism at Home and Abroad o The War to End War o American Life in the Roaring Twenties

Newman: Chapters 21, 22 and 23 (pages 474-481) o The Progressive Era o World War I o A New Era: the 1920s Themes in AP US History [CR5] o American Diversity o Culture o Demographic Changes o Economic Transformations o Environment o Reform o Religion o War and Diplomacy Activities o Completion of Key Terms o Completion of graphic organizers on Presidents T. Roosevelt, Taft, Wilson; Progressive reforms; World War I o Primary source readings/discussions: research/discussions on Progressive reformers; excerpts from works of muckrakers; Treaty of Versailles debate; poetry of Langston Hughes [CR1, CR2, CR3, CR6, CR7] o Unit 8 Essay [CR8] o DBQ 8: The United States as a World Power, 1895-1920 (Kennedy) [CR3, CR8]

UNIT 9: Prosperity, Depression, and Global War (February 23-March 14) [CR1, CR2, CR3, CR4, CR5] American Pageant: Chapters 32-35 o The Politics of Boom and Bust o The Great Depression and New Deal o Franklin D. Roosevelt and the Shadow of War o America in World War II Newman: Chapter 23 (pages 470-474, 482-491); Chapters 24 and 25 o A New Era: The 1920s o The Great Depression and New Deal o Diplomacy and World War II Themes in AP US History [CR5] o American Identity o Economic Transformations o Globalization o Politics and Citizenship o Reform o War and Diplomacy Activities o Completion of Key Terms o Completion of graphic organizers on Presidents Harding, Coolidge, Hoover, Franklin D. Roosevelt; Foreign Policy between World Wars; New Deal Reforms; World War II o Primary source readings/discussions: debates: who is to blame for the Great Depression?; FDRs court-packing; Nye committee findings; Japanese-American internment; use of atomic weapons [CR2, CR3, CR4, CR6, CR7]

o Unit 9 Essay [CR8] o DBQ 9: Foreign Policy, 1930-1941 (Kennedy) [CR3, CR8]
UNIT 10: America Enters the Cold War Era (March 15-March 30) [CR1, CR2, CR3, CR5] American Pageant: Chapters 36-38 o The Cold War Begins o The Eisenhower Era o The Stormy Sixties Newman: Chapters 26-28 o Truman and the Cold War o The Eisenhower Years o Promises and Turmoil: The 1960s Themes in AP US History [CR5] o American Diversity o American Identity o Culture o Demographic Changes o Politics and Culture o Reform o Religion o War and Diplomacy Activities o Completion of Key Terms o Completion of graphic organizers on Presidents Truman, Eisenhower, Kennedy, Johnson; Cold War Key Events; Great Society o Primary source readings/discussions: Kennan on containment, Nixons Checkers speech, Civil Rights readings, Vietnam debate [CR1, CR2, CR3, CR6, CR7] o Unit 10 Essay [CR8] o DBQ 10: Conformity and Turbulence, 1950-1970 (Kennedy) [CR2, CR8] UNIT 11: America in the 1970s and Beyond (April 2-April 27) [CR1, CR2, CR3, CR4, CR5] American Pageant: Chapters 39-42 o The Stalemated Seventies o The Resurgence of Conservatism o America Confronts the Post-Cold War Era o The American People Face a New Century Newman: Chapters 29 and 30 o Limits of a Superpower o The Conservative Challenge Themes in AP US History [CR5] o American Diversity o American Identity o Demographic Changes o Economic Transformations o Globalization o Politics and Citizenship o Reform o War and Diplomacy

Activities o Completion of Key Terms o Completion of graphic organizers on Nixon, Carter, Ford, Reagan; Watergate events; Key Events of the 1970s, 1980s and 1990s o Primary source readings/discussions: debate on Watergate [CR1, CR6, CR7] o Unit 11 Essay [CR8] o DBQ 11: The Resurgence of Conservatism, 1964-2000 (Kennedy) [CR1, CR8]

April 30-May 10: In-class review for AP US History Exam/Semester Final May 11, 2012: AP US History Exam Post-AP exam: Research Projects/End of Course Exam Review END OF COURSE EXAM (Cumulative: Chapters 1-42)

EASTERN HIGH SCHOOL GRADING POLICIES Student Evaluation A 90 - 100% / Exceeds Standards B 80 89% / Meets Standards C 70 79% / Marginally Meets Standards D 60 69% / Below Standards U Below 60% / Unsatisfactory Performance I Incomplete (Incomplete work due to absence must be completed and the grade recorded within the following time line:
Fifteen (15) school days following the end of first-semester grade distribution. Before the first student day of the next school year following second-semester grade distribution. (If work is not completed in that time, the grade is recorded as U.)

Grading and attendance Make -up - A student returning to school after an excused absence or a suspension may request make-up work within three (3) school days of his/her return to each class. The make-up work will include only written daily work, tests, and major projects. Some class work cannot be reasonably duplicated and cannot be made up. The make-up work will be provided to the students as arranged with the teacher. The student will have the number of school days of absence or suspension plus one (1) school day from the time he/she receives the make-up work to turn it in to the teacher. Make-up work for unexcused absences will not occur unless directed by the principal. Grading Policy - The following grade components will comprise the EASTERN HIGH SCHOOL Grading Policy: 40% - Daily work that would include classwork, homework, seatwork, note taking, discussion and assessment. 20% - Writing Activities (bellwork, practice writings, pre-writes/drafts, completed work). 20% - Test scores and Special Projects. 20% - Final Exam (Semester I)/End of Course Exam (Semester II). Physical capabilities of each student must be considered. No extra credit should be involved in missed work due to unexcused absences. Parent and Student Responsibility - It is the parents/guardians responsibility to notify the school on the day a student is absent. Written verification of excused absences must be given to the Attendance Clerk in Student Service Center upon the students return to school and not to the teachers.

EASTERN HIGH SCHOOL TARDY POLICY UNEXCUSED TARDIES TO CLASS ~ 2ND 7TH PERIODS: Tardies to class are cumulative. (Example, if a student is tardy 3rd period, then tardy 6th period in the same day, that would count as two tardies and would result in two days of detention. The next tardy to any class would be their 3rd tardy and would result in three days detention.) 1st unexcused tardy Warning 2nd unexcused tardy 2 days detention 3rd unexcused tardy 3 days detention 4th unexcused tardy 4 days detention 5th unexcused tardy 5 days detention 6 or more tardies STOP *Students tardy to school after first period will sign in at the front office, go to Student Service Center and a parent/guardian will be notified. UNEXCUSED TARDIES TO SCHOOL (A tardy to school is excused only for illness with a doctors note, doctor or dental appointments, death in the immediate family, or court appearance.) Students tardy to school report to the front office to sign in and then they will be sent to Student Services for documentation of their tardy. Tardy students may miss a portion of the class that is in progress when they sign in. 1st unexcused tardy Warning 2nd unexcused tardy 2 days detention 3rd unexcused tardy 3 days detention 4th unexcused tardy 4 days detention 5th unexcused tardy 5 days detention 6 or more tardies STOP

CLASS EXPECTATIONS 1. Be on time to class. 2. Come to class prepared. Always arrive with paper, pen/pencil, your textbook, and any other materials that you may be asked to bring. 3. No food or drink allowed in the classroom (except bottled water). Food and soft drinks create mess, and they can distract us from our purpose~ to learn. 4. Follow the dress code. You will be expected to follow all parts of Eastern High Schools dress code. 5. Sit in your assigned seats. All students in all classes will be assigned seats early in the school year. Seats may be moved at different times throughout the year. Only move from that seat with my permission. Stay seated until the bell to dismiss class rings! 6. Be respectful of others in the classroom in your actions and language. All members of our class deserve our respect. Always be respectful of others privacy and of their belongings. Foul language is not acceptable in this classroom. Failure to follow these simple rules could result in disciplinary action, calls to parents/guardians, and referrals to the Assistant Principals office. NOTE: The instructor reserves the right to make changes in the syllabus when necessary or beneficial to meet the objectives of the course, for schedule changes, or for similar legitimate reasons. Students will be notified of any such changes to the syllabus in adequate time to adjust to those changes. -------------Please sign, detach and return the bottom portion of this page.-------I have read and understand the class syllabus and class expectations in Ms. Sauers class. I agree to follow the course laid out in the syllabus and meet the class expectations to the best of my ability. Student ___________________________________________Date_____________ Parent/Guardian _________________________________Date_____________ Parent/Guardian Phone # (Home/Work/Cell):

Parent/Guardian E-mail: