Mr.

Jaunal
Advanced Placement United States History Syllabus, 2007-2008

I. COURSE DESCRIPTION

The AP program in United States History is designed to provide students with the analytical
skills and factual knowledge necessary to deal critically with the problems and materials in
United States History. The program prepares students for intermediate and advanced college
courses by making demands upon them equivalent to those made by full-year introductory
college courses. Students will learn to assess historical materials- their relevance to a given
interpretive problem, their reliability, and their importance- and to weigh the evidence and
interpretations presented in historical scholarship. An AP United States History course thus
develops the skills necessary to arrive at conclusions on the basis of an informed judgment and to
present reasons and evidence clearly and persuasively in an essay format.
The major difference between a high school and college history course is the amount of reading
and depth of focus. Moreover, the AP curriculum stresses higher order thinking skills within a
rigorous academic context. Thus, the student will be required frequently to analyze, synthesize,
and evaluate primary and secondary historical sources in addition to memorizing,
comprehending, and applying facts. To succeed, students must be highly motivated and capable
of higher level thinking. As in any college course responsibility for learning rests on the student.
The APUSH course is meant to be college level course taught in a high school environment. In
fact, it is harder than the average college history course since the textbook and all materials must
be completed by late April (requiring a pace of 1.5 chapters per week) and because it culminates
with a rigorous, comprehensive, nationally administered exam in May. With a passing score,
many universities will accept the course for college credit. Indeed, statistics indicate that students
who take AP courses stand a far greater chance of graduating from college then those who don’t.
The goal of this course is prepare students to pass the AP US History exam which will be given
on May 9, 2008.

II. ABOUT THE AP EXAM

The AP Exam is three hours and five minutes long. There are 80 multiple choice questions (five
possible answers for each) which take 55 minutes to complete, and accounts for 50%of the final
exam score. There is a free response (essay) section which takes 130 total minutes and accounts
for the 50% of the final exam score. Within this free response section, there is a DBQ
(document-based question) which takes 60 minutes and accounts for 45% of this
half of the exam; and two sets of free response questions (two questions each) of which the
students select one set to answer. These take 35 minutes each and account for 27.5% each, or
55% of this portion of the exam score. There is no way to know what type of questions will be
asked on any portion of the exam. That is why it is important to conduct the AP experience as a
broad survey course with depth on key points emphasized by the College Board.
III. ACADEMIC OBJECTIVES

The major goal of this course is to instill a deep understanding and appreciation for the American
historical experience. To this end, elevated levels of scholarship are expected; including the
analysis, synthesis, and evaluation of historical information. Student essays are expected to
contain thesis statements and critical evaluation. Additional objectives include:

1. Students will be prepared for the Advanced Placement United States History Exam.
2. Students will study selected historical themes and the context and significance of major
interpretive questions.
3. Students will analyze and interpret primary sources, including documentary material, maps,
statistical tables, and pictorial and graphic evidence of historical events.
4. Students will approach history critically and be able to analyze and evaluate competing sources of
historical interpretation (historiography).
5. Students will take notes from both printed materials and from lectures.
6. Students will demonstrate test-taking skills, including the successful completion of timed test.
7. Students will express themselves with clarity and precision as well as cite sources and credit the
phrases and ideas of others.
8. Students will participate in topical discussions and class activities.

IV. COURSE OUTLINE

1. Pre-Columbian Societies
2. Transatlantic Encounters and Colonial Beginnings, 1492-1690
3. Colonial North America, 1690-1754
4. The American Revolutionary Era, 1754-1789
5. The Early Republic, 1789-1815
6. Transformation of the Economy and Society in Antebellum America
7. The Transformation of Politics in Antebellum America
8. Religion, Reform, and Renaissance in Antebellum America
9. Territorial Expansion and Manifest Destiny
10. The Crisis of the Union
11. Civil War
12. Reconstruction of the Federal Union
13. The Origins of the New South
14. Development of the West in the Late Nineteenth Century
15. Industrial America in the Late Nineteenth Century
16. Urban Society in the Late Nineteenth Century
17. Populism and Progressivism
18. The Emergence of America as a World Power
19. The New Era: 1920s
20. The Great Depression and the New Deal
21. The Second World War
22. The Home Front During the War
23. The United States and the Early Cold War
24. The 1950s

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 25. The Turbulent 1960s
26. Politics and Economics at the End of the Twentieth Century
27. Society and Culture at the End of the Twentieth Century
28. The United States in the Post-Cold War World

V. REQUIRED MATERIALS

Students enrolled in this course will be responsible for carrying the following materials to class:

o Three ring binder with dividers and college rule paper.

o Standard black or business blue in pens.
o Number two pencil and eraser.
o Assigned textbook and ancillary materials.
o Spiral notebook.
o English language pocket dictionary.

VI. ASSIGNMENTS: It is the responsibility of the student to understand, complete, and return
by the stated due date all assigned work. Late work is unacceptable without an excused absence
or the prior expressed permission of the instructor. Make-up test will be administered at the
discretion of the teacher no later than the final week of the respective semester. No extra credit is
made in this course.

VII. ATTENDANCE TO CLASS: Punctuality and excellent attendance are required and
necessary to succeed in this class. Therefore, the attendance provisions for the Education Code
will be strictly enforced. Specifically, students are allowed only the number of days they were
absent (truancy not included) to make-up work missed.

VIII. GRADES

Parents will be advised of grades with progress reports every five weeks and the grade awarded
at the end of each semester. Students will maintain portfolio of work including assignments, test,
essays, and projects to review with their parents and guardians at the Parent Conferences.

The grade scale for the course:

A=100-90% B=89-80% C=79-70% D=69-60% F=59-0%

The expected weight for the grades:

Tests &
Essays 45%
Chapter Homework 25%

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 Group Projects 10%
Participation 10%
Final Exam 10%

CHEATING & PLAGARISM : Cheating occurs whenever a student attempts to take credit for
someone else’s effort. Cheating can take place in or out of the classroom on anything that has a
point value attached to it. Any student found cheating will be given a negative 100% on whatever
was cheated on. In addition, a student may also be suspended from the class pending a parent
conference. Any further offenses will be referred to the Dean or Assistant Principal for
disciplinary action or possible transfer from the class.

X. BEHAVIOR: All students are expected to behave in a manner appropriate to a learning

environment. Food, candy, and gum are reserved for the student’s nutritional and lunch break
times. Water of course may be brought into the classroom. Personal electronic devices and laser
lights will not be displayed in or used in the classroom. It is against the Education Code to
display or use cell phones, radios, headphones or compact TVs in the classroom. Cameras and
any recording device in the classroom are specifically prohibited and require the expressed
permission of the teacher. Any violation will result in consequences including confiscation of
devices class, parent conferences and referrals.

XI. REVISIONS AND ADDENDUMS

The instructor reserves the sole and complete right to make revisions and addendums to the
syllabus in anyway he views as necessary.

XII. TEACHER’S HOMEPAGE AND CONTACT INFORMATION

The best way to contact me is at my e-mail, BJJ5022@lausd.k12.ca.us or (323) 276-1600.

Parents and students may access my homepage for information and helpful links at:

http://jaunal.net

XIII. SOME FINAL THOUGHTS

By selecting to participate in an AP US History course, a student instantly becomes a member of

what could be called the “two percent club.” Only two percent of all high school students
(310,000 last year) in the United States take the AP US History examination, and for joining this
small group of scholars, a student is to be commended. It is important to note, however, that the
AP experience is designed to be a college-level, challenging course and that there are no
guarantees with regard to grades. According to the College Board, it “is committed to the
principle that all students deserve an opportunity to participate in rigorous and academically
challenging courses and programs. All students who are willing to accept the challenge of a
rigorous academic curriculum should be considered for admission to AP courses.” A student will
not receive an A or a B in this course simply because he or she decided to take “the hardest

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history course.” Taking AP US History simply to “bump up one's GPA” will backfire. A student
must be dedicated to reading, note-taking, participating in discussions, and writing throughout
the course of the school year in order to achieve at an A or B level. The AP program provides
equal access to all students and the course is designed for those who are dedicated to the
challenges of a rigorous academic course.

XIV. REVIEW OF SYLLABUS AND EXECUTIVE SUMMARY

Students are required to review the expectations and course obligations for Advanced Placement
United States History with their parents/guardians and sign the attached Executive Summary
stating they are aware of the requirements or the course and classroom. Detach the Executive
Summary, and turn it in to Mr. Jaunal.

EXECUTIVE SUMMARY
ADVANCED PLACEMENT UNITED STATES HISTORY

 Advanced Placement United States History is a challenging college level course that
covers more material than most college courses.

 A.P. U.S. History uses a college level textbook as well as supplemental reading at the
college level.

 A.P. U.S. History includes a rigorous, comprehensive, nationally administered exam by

the College Board in May and all students are expected to take it.

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  Only students who are motivated and take the initiative for their learning will do well in
an A.P. class.

 Students will be provided a significant amount of homework and will be tested

frequently.

 Students are expected to follow the classroom rules and expectations of the teacher.

 Any students caught cheating will receive a negative 100% for the first offense.

 Inappropriate use of cell phones or other hand held electronic devices will result in their
confiscation.

This summary is meant to highlight some of the key points from the syllabus about the course.
Please read the syllabus for more details about A.P. U.S. History. Sign the below and return this
page to the teacher.

I have read, understand, and will abide by all of the provisions of the entire A.P. U.S. History Syllabus.

___________________________
 Print student name and class period

___________________________
 Student signature

___________________________
 Parent signature

FALL SEMESTER

Each unit of study includes readings, discussions, and writing about related historiography:
How interpretations of events have changed over time, how the issues of one time period have
had an impact on the experiences and decisions later generations, and how such reevaluations of
the past continue to shape the way historians view the world today.

Week of September 5-7

What is history?
American Pageant: Chapter 1, New World Beginnings

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 Geography of America, Pre-Columbian cultures, early explorations, introduction of
slavery, Spanish and French claims, the raise of mercantilism.
Zinn: Chapter 1, Columbus, the Indians, and Human Progress due September 7th.
Primary source analysis tutorial: woodcut images of Amer-Indians and Spanish
encounters (overhead).
Quiz
Week of September 10-14
American Pageant: Chapter 2, The Planting of English America.
The Chesapeake and southern colonies, ties with Caribbean economies, British
mercantilism.
American Pageant: Chapter 3, Settling the Northern Colonies.
New England and the Puritans, religious dissent, colonial politics and conflict with
British authority, the middle colonies.
Colonial Comparison Chart
The American Spirit, John Smith, The Starving Time
The American Spirit, John Cotton Describes New England’s Theocracy
Primary source analysis tutorial: ship manifest for Virginia and Massachusetts.
DBQ on Chesapeake and New England colonies due September 14th.
TEST: Geography (50 states and major features)
Week of September 17-21
American Pageant: Chapter 4, American Life in the 17th Century
Tobacco and rice colonies, African American culture, colonial family life, dissent in New
England and the Witch trials.
Chapter 5, Colonial Society on the Eve of Revolution
Immigration and demographic changes, the Atlantic economy, the Great Awakening,
education and culture, colonial politics.
How Did Democracy Develop in America? By Bernard Feder (activity sheet)
The American Spirit, Cotton Mather on the Education of His Children
The American Spirit, Jonathan Edwards Paints the Horrors of Hell

Unit Test: September 21, Chapters 1-5

Test format will include multiple choice objective questions and essay questions.

Week of September 24-28

American Pageant: Chapter 6, The Duel for North America
Colonial involvement in British wars, consequences of the French and Indian war and the
Proclamation of 1763.
Chapter 7, The Road to Revolution
Roots of revolution and the role of mercantilism, end of salutatory neglect, failure of
diplomacy, first conflicts.
Paths to Revolution Chart,
The American Spirit, The Burden of Mercantilism,
Common Sense, Declaration of Independence,

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 Thomas C. Barrow, The American Revolution as a Colonial War for Independence.
Chapter 8 America Secedes From the Empire
The American Revolution, wartime diplomacy, life on the home front, women and the
war, the impact of the war on slavery.
Mary Beth Norton, “Women in the Revolution”
The American Spirit
Howard Zinn, Tyranny is Tyranny

Test: October 1, Chapters 6-8

Multiple Choice and essay format.

Week of October 2-5

American Pageant, Chapter 9, The Confederation and the Constitution
The Articles of Confederation and the Constitution, the role of the Enlightenment, slavery
and religion in the political process, wartime diplomacy.
Critical thinking: The AOC chart and analysis
Charles Beard, "The Constitution: A Minority Document" and note-taking chart
Federalist Number Ten
The Constitution of the United States of America
The American Spirit, Clashes in the Philadelphia Convention

Test: October 8th, Chapter 9 & DBQ on the American Revolution October 9th

Week of October 10-12

American Pageant, Chapter 10, Launching the New Ship of State
Early national politics and economics, diplomacy during the French Revolution, the
making of the office of the presidency.
The American Spirit, State Debts and the National Bank
The American Spirit, The Alien and Sedition Hysteria
“Washington’s Farewell Address”

Week of October 15-19

American Pageant, Chapter 11, Triumph and Travails of Jeffersonian Democracy
The “Revolution of 1800,” the Marshall Court, diplomacy of Jefferson and Madison, the
Embargo Act, and the expansion of the west.
American Pageant, Chapter 12, The Second War for Independence/Nationalism
The War of 1812, The Era of Good Feelings, American System, diplomacy of expansion,
the new national identity
The American Spirit, John Marshall and the Supreme Court
Marshall of the Supreme Court, decisions chart and analysis

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 Jefferson’s Inaugural
Morton Borden, "Thomas Jefferson: Political Compromiser" and document log.
“Kentucky and Virginia Resolutions”
The American Spirit, The Missouri Statehood Controversy
The Monroe Doctrine

Week of October 22-26

American Pageant, Chapter 13, The Raise of Mass Democracy
Jacksonian democracy and the Whigs, national policy toward Amer-Indians, the era of
the “common man,” expansion and Texas, slavery and sectionalism.
The American Spirit, Chapter 13
Howard Zinn, “As Long as the Grass Grows or Water Runs”
Bank Veto Message (1832)
DBQ: Indian Removal or Jackson’s Presidency (take home)

American Pageant, Chapter 14, Forging the New National Economy

The raise of the market economy, immigration and the reaction of nativism, women in the
workplace, the factory system, the transportation revolution expansion west.

Test: October 24th Chapters 11-13

Week of October 29-November 2

American Pageant, Chapter 15, The Ferment of Reform and Culture
The Second Great Awakening and the growth of reform, women’s roles in the reform
movements, emergence of a national culture, advances in education and the sciences.
American Spirit, The Changing Role of Women
The American Spirit, Transcendentalism and Earthly Utopias
A selection of excerpts of poetry Transcendentalist, including Leaves of Grass and Spirit.
The Seneca Falls Declaration of Sentiments and Resolutions
American Pageant, Chapter 16, The South and the Slave Controversy
Cotton culture, southern society and the impact of the plantation system, the raise of the
abolitionist movements.
American Spirit , Chapter 16: The White Southern View of Slavery & The Abolitionist
Crusade
TEST: November 2, Chapters 14-16, including both multiple choice and essay format.

Week of November 5-9

American Pageant, Chapter 17, Manifest Destiny and its Legacy
Manifest Destiny, Expansion, and war with Mexico.
American Spirit, Chapter 17
Howard Zinn: Chapter 8, The Mexican War
Simulation: Senate Debates War with Mexico
DBQ: format critical thinking exercise
American Pageant, Chapter 18, Renewing the Sectional Struggle

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 Popular sovereignty, the Compromise of 1850, The Fugitive Slave Act, economics of
expansion.
The American Spirit, David Wilmot Appeals for Free Soil, Southerners Threaten
Secession, John Calhoun Demands Southern Rights, Daniel Webster Urges Concessions,
Stephan Douglas’s Popular Sovereignty Plea, The Ostend Manifesto

TEST: Chapter 17 & 18, November 8 includes multiple choice and essay format.

Week of November 12-16

American Pageant, Chapter 19, Drifting toward Disunion
Abolition in the 1850s, the impact of the Dredd Scott decision, the financial panic of
1857, political crisis and the election of 1860 and the coming of the Civil War
Dredd Scott v Sanford
John Brown’s Final Speech
Lincoln’s First Inaugural Address

Test: Chapter 19, November 16

Week of November 19-20

In class DBQ: The end of compromise.
Individual Products: Creative (literary, performing arts, visual) Interpretations (slave,
slave holder, abolitionist) of the Concept of Slavery presented.
Abrahams Lincoln’s Proclamation of Thanksgiving

Thanksgiving Holidays Observed

Week of November 26-30

American Pageant, Chapter 20, Girding for War
Wartime diplomacy, economic changes for both the North and the South, issues of civil
liberties in wartime, women and the war.
American Pageant, Chapter 21, The Furnace of the Civil War
“Anaconda” plan, the strategy and tactics of the combat operations of the war, including
the western stage, the Emancipation Proclamation, Sherman’s March, Appomattox,
Ford’s Theater and the legacy of the war.
The Emancipation Proclamation
The Gettysburg Address
Howard Zinn, Slavery in the Civil War

Week of December 3-7

American Pageant, Chapter 21, The Furnace of the Civil War (cont)
Visual Images of the War

Test: Chapters 20 & 21, December 6

FRQ Essays December 7th

Week of December 10-14

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 American Pageant, Chapter 22, The Ordeal of Reconstruction
The politics and economics of the Reconstruction, political conflict, the freedmen, the
politics of impeachment and the balance of power in Congress.
Lincoln’s Second Inaugural Address
The American Spirit, The Legacy of Reconstruction

Test: Chapter 22, December 13th

DBQ: past topic of study in class December 14.

Winter Break

Week of January 7-11

American Pageant: Chapter 23, Political Paralysis in the Gilded Age
The raise of big business and the role of business in politics, class and ethnic conflict,
the raise of Jim Crow, Populism.
Plessey v Ferguson
American Pageant: Chapter 24, Industry Comes of Age
Era of the Robber Barons, the lives of the working classes and the growth of unionism,
government and politics of regulation, the United States and the world economy.
Howard Zinn, “Robber Barons and Rebels”

Week of January 14-18

American Pageant: Chapter 24, Industry Comes of Age
Ancillary reading hand-outs:
Social Darwinism and Laissez faire Capitalism, Constitutional Rights Foundation
Andrew Carnegie, Wealth

DBQ on business in the late nineteenth century due January 16th.

TEST: January 18, Chapters 23 & 24.

January 22-25, January 28-29, Final Exam Review Week

Final Exam Week January 30-February 1

Week of February 5-8

American Pageant: Chapter 23, Political Paralysis in the Gilded Age
The raise of big business and the role of business in politics, class and ethnic conflict,
the raise of Jim Crow, Populism.
Ancillary Document reading hand-out:
Plessey v Ferguson
American Pageant: Chapter 24, Industry Comes of Age
Era of the Robber Barons, the lives of the working classes and the growth of unionism,
government and politics of regulation, the United States and the world economy.

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 Howard Zinn, “Robber Barons and Rebels”
Week of February 11-15
American Pageant: Chapter 24, Industry Comes of Age
Ancillary reading hand-outs:
Social Darwinism and Laissez faire Capitalism, CRF
Andrew Carnegie, Wealth

DBQ on business in the late nineteenth century due February 18

Unit Test: February 15-Chapter 23 and 24

Test format will include both objective multiple-choice and essay questions to be
completed in class.

Week of February 18-22

American Pageant: Chapter 25, America Moves to the City
Urbanization, new waves of immigration, renewed instances of nativism,
cultural life in urban America, the “New Woman,” African-American push for expanded
civil rights.
Interactive Group Activity: The Triangle Shirtwaist Factory Fire

Week of February 25-29

American Pageant: Chapter 26, The Great West and the Agricultural Revolution
The close of the frontier and its impact, industrialization, of agriculture, and
political dissent among farmers.
Ancillary reading hand-outs:
Booker T. Washington, “Atlantic Exposition Address”
Dr. W.E.B. Dubois, “Booker T. Washington and Others”
William Jennings Bryan, “Cross of Gold “speech
Frederick J. Turner, The Significance of the Frontier in American History

American Pageant: Chapter 27, Empire and Expansion

American expansion and interest overseas, imperialism, The Spanish American War,
Open Door policy, America as a global power

February 29: Unit Test-Chapters 25-26 includes multiple choice and essay format.

Week of March 3-March 7

American Pageant: Chapter 27, Empire and Expansion
Ancillary reading hand-outs:
Alfred Thayer Mahan, "Strategic Reasons for American Expansion: The Big Navy
Argument" from William Dudley, editor, Opposing Viewpoints in American History, III.
San Diego: Greenhaven Press, Inc., 1996. pp 326-331.
Theodore Roosevelt, “Corollary to the Monroe Doctrine”

American Pageant: Chapter 28, Progressivism and Republican Roosevelt

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 Progressive reform and the trusts, demographics of urbanization and the
resulting political impact, “Dollar Diplomacy”

March 7: Test, Chapter 27 includes multiple choice and essay format.

Week of March 10-14

American Pageant: Chapter 28, Progressivism and Republican Roosevelt
American Pageant: Chapter 29, Wilsonian Progressivism at Home and Abroad
The New Freedom versus the New Nationalism, Progressive economic reform,
diplomacy of neutrality
Ancillary reading hand-outs:
Upton Sinclaire, The Jungle
Theodore Roosevelt, “The New Nationalism”
Woodrow Wilson, “The Old Order Changeth”
Chart: Compare Policies of Progressive Presidents.
Compare Foreign Policy of Progressive Presidents.

March 13: Test, Chapters 28 and 29

March 14:DBQ: Progressive Era Strengths and Limitations

Week of March 17-21

American Pageant: Chapter 30, The War to End War
The Great War in Europe and “unneutral” neutrality, propaganda and
civil liberties, the politics in the establishment of the Versailles Treaty and
its rejection by the Senate.
American Pageant: Chapter 31, American Life in the Roaring Twenties
The post-war “Red Scare” and immigration issues, the mass consumption economy,
the Jazz Age and the Harlem Renaissance, traditionalism versus modernism.

Hiram Wesley Evans, “The Klan’s Fight for America”

Langston Hughes, “The Negro Artist and the Racial Mountain”

Mary B. Mullet, "The Biggest Thing That Lindbergh Has Done"

Howard Zinn, “War is the Health of the State”

Interact Activity: Start of World War I
Comparison Chart: Versailles Treaty
Cartoon Analysis: America and the League of Nations

March 21: Test-Chapter 30 and 31.

March 24: DBQ: The Treaty of Versailles or The 1920s.

Week of March 24-March 28

American Pageant: Chapter 32, The Politics of Boom and Bust

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 Isolationism in the 1920s, foreign debt and diplomacy, the coming of the
Great Depression.
Herbert Hoover, Rugged Individualism
Critical Thinking: Determining conservative, liberal, moderate, and radical
approaches to solving the Depression.
American Pageant: Chapter 33, The Great Depression and the New Deal
FDR and the “relief, recovery, reform” of New Deal programs, critics of the New Deal,
Cultural changes and demographics associated with the Depression, “court packing”
and the expansion of federal government.
Franklin D. Roosevelt, First Inaugural.
Interact Activity: Brain Trust Advisors to FDR.
Recent scholarship Wiley and Leutenberg: Was the New Deal an Effective Answer to the
Great Depression?
Primary Source Analysis: Packet of excerpts, editorials, and images regarding the
“court-packing” plan.

March 28: Test Chapters 32 and 33

March 31: DBQ: The New Deal

Week of March 31-April 4

American Pageant: Chapter 34, FDR and the Shadow of War
Neutrality and isolation, diplomacy and economics of the prewar years, Pearl Harbor
and the opening of the war for America.
American Pageant: Chapter 35, America and World War II
The Grand Alliance, theaters of war in Europe and Asia, the home front, internment
of Japanese Americans, changes for women and minorities during the war,
the decision to use the A-Bomb and its consequences.
Franklin Roosevelt, “Quarantine the Aggressors” speech
Franklin Roosevelt, The Four Freedoms Speech
Franklin Roosevelt, The “Day of Infamy” speech
Mary Spier, It Takes More than Waving a Flag to Win a War
John W. Dowler, The Most Terrible Bomb in the History of the World

April 4: Test-Chapter 34 and 35.

Spring Break

Week of April 14-18

American Pageant: Chapter 36, The Cold War Begins
Postwar prosperity and the Baby Boom, communism and containment, diplomacy
and the Marshall Plan, the Truman Doctrine and the Korean War,
the Red Scare, the United States as a world power.
American Pageant: Chapter 37, The Eisenhower Era
Consumer culture, the civil rights movement, Cold War expansion, McCarthyism,
space race, postwar literature and culture.
Harry S Truman, “The Truman Doctrine”

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 George C. Marshall, The European Recovery Program
US News & World Report(1955), “What is TV Doing to America?”
George R. McCarthy, Speech to the Women’s Club in Wheeling, West Virginia.
Excerpt from the Supreme Court decision, Brown v Board of Education

April 18: Test Chapter 36 and 37 includes multiple choice and essay format.

Week of April 21-April 25

American Pageant: Chapter 38, The Stormy Sixties
The Cold War continues, the war in Vietnam, the civil rights movement,
LBJ and the Great Society, immigration and demographic changes.
American Pageant: Chapter 39, The Stalemated Seventies
Raise of conservatism, economic stagnation, crisis over presidential power,
Environmental issues, feminism and the women’s movement, civil rights
and affirmative action, foreign policy and the issue of oil.
John F. Kennedy, Inaugural Address
John F. Kennedy, “Ich am Berliner” speech
Lyndon B. Johnson, “War on Poverty” speech
Martin Luther King, Jr., Letter from a Birmingham Jail
Martin Luther King Jr., I Have a Dream
Studs Terkel, Police Break Up a Student Protest
Stokley Carmichael, Black Power

April 28: Test on Chapter 38 and 39

Week of April 28-May 2

American Pageant: Chapter 40
American Pageant: Chapter 41
American Pageant: Chapter 42

May 2 Test-Chapter 40, 41, 42.

Week of May 5-9

Review
Week of May 12-15
Review (including)
 "Cracking the Multiple Choice Section"

 “Turning Points in History”

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  “Points of Conflict – The Focus of History”

 “Continuity and Change in American History” `

 “Cracking the DBQ”

 “Cracking the Free Response”

 “Remembering the Ps and Qs”

 “Power of the Printed Word”

 “Where in the USA did it Happen, Carmen?”

 “The Individual in History - The Person of the Age"

 “Best 10 and Worst 5 Secretaries of State"

 “The Confidence Builder - Tackling the Essay"

 “Cracking the DBQ”

May 8, 2008: College Board Exam AP US History

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