AP U.S. HISTORY (SGA) College Board Code: 42Y3R2

SHOWBIE CODE: WYGPY

PURPOSE: Welcome to United States History. History has an unfortunate reputation to be dry and

boring but when you see how patterns of the past affect the present, you will realize what a fascinating

drama history can be. The purpose of this class is to help you to reason from cause to effect. How and

why the past contributed to where we are in the present and what we can possibly anticipate in the future.

Because San Gabriel Academy is Seventh-day Adventist Christian School, we will be integrating and seeing how God’s divine hand is seen throughout history.

Two Biblical principles that I would like you to keep in mind is this:

“The thing that hath been, it is that which shall be; and that which is done is that which shall be done: and

there is no new thing under the sun.” Ecclesiastes 1:9.

“And he changeth the times and the seasons: he removeth kings, and setteth up kings: he giveth wisdom

unto the wise, and knowledge to them that know understanding:” Daniel 2:21.

Course Goals and Objectives:

AP History is a challenging two-semester study of U.S. History that is equivalent of a freshman college

course and can earn student college credit. It is designed to give students a thorough understanding of

U.S. History, from Pre-Columbian societies to the United States in the post-Cold War world. Throughout

the course students will use critical analysis, individual and group methods of study of various aspects of United States, including its origin, its presidents, its major wars, and the significant social periods and

turning points.

Students will be prepared for the information necessary to pass the AP College Board Exam.

Students will develop critical and evaluative thinking skills, to reason from cause to effect.

Students will demonstrate proficiency in writing and research as expected in a college course

Students will learn the vital skills of contextualization, interpretation, patterns of continuity,

argumentation, periodization, causation, comparison, analyzing evidence, and synthesis of

historical thinking and writing.

SKILLS DEVELOPED: In each unit, students will develop essential content-driven skills such as

historical arguments from historical evidence (argumentation and appropriate use of relevant historical

evidence), chronological reasoning (causation, patterns of continuity and change over time and

periodization), Contextualization and Comparison, and Synthesis and historical interpretation.

The Following is a brief summary of the definitions of the terminology of the skills we will develop

through this course:

Formulating a historically defensible thesis statement.

Distinguishing between interpretation and evidence in primary and secondary historical documents.

Identifying audience, purpose, point of view, and historical context of Documents in

Document Based Questions.

Causation (Cause and Effect): Examine relationships between causes and consequences of events or processes. — Historical causation

Comparison (Compare/Contrast): Compare historical developments across or within

societies in various chronological and geographical contexts.

Change over time (What changed during a particular time period) Periodization (What time period was this essay based on). Students need to make

judgments about the nature of a historical period: when it begins, when it ends, and what constitutes a “turning point” in history. I’ll discuss one way that I formatively assess students’ ability to do this early in the unit, well before they take on an entire essay at the end of the unit.

Synthesis: to apply insights about the past to other historical contexts or circumstances, including the present.

Continuity: Identify and analyze patterns of continuity and change over time and connect them to larger historical processes or themes.— Patterns of continuity and change over time

Contextualization: Connect historical developments to specific circumstances of time

and place, and to broader regional, national, or global processes.

Writing essays that conform to the College Board writing rubric. Recall information essential for the preparation for the multiple choice questions for the

AP exam.

Additionally, course work will also seek to develop the following academic skills: critical reading and

comprehension skills, prioritizing information and improved study skills for assessments, critical thinking

analysis and independent thinking developed through debates and position essays.

Writing is an indispensable part of a college level history course. To proficient in writing is the key to

success for this course. Thus, writing has a special emphasis throughout this course.

Essays are given in response to a question or a hypothetical that is given in the specific assignment.

Grading is done in the following rubric.

CONCEPTS:

PERIOD 1: 1497-1607: Origins of American Indian Civilization and the contract among the peoples of Europe, the Americas, and West Africa and the exchange in culture and peoples that resulted in a new

world.

Essential Questions: Before contact from European explorers, what were the characteristics of Native

American society and government? What effects did the European arrival have on the Native population

in America? How did patterns of settlement differ among the Spanish, English, French, and Dutch

immigrants to the Americas?

PERIOD 2: 1607 to 1754: Europeans and American Indians struggle for dominance in the region in

North America and the emergence of distinctive colonial and native societies.

Essential Questions: How did the English Colonies in the Chesapeake, New England, and mid-Atlantic

differ from one another in administration and purpose? What did the English desire from the colonies in the first century in the North American settlement? What were the catalysts of the raid increase in the

colonial population in the Seventeenth Century? What factors led to African slavery being expanded so

rapidly in North America in the Seventeenth Century? How did religion influence and shape colonial

society?

PERIOD 3: 1754-1800: British Empire attempts to assert control over its colonies. Colonies respond

with the American Revolution which leads to the American Republic, where the nation attempts to

establish a social, economic, and political identity.

Essential Questions: How did the Seven Years War change the balance of power of the major European powers in North America and throughout the world? What policies did Parliament implement upon the

colonies in the 1760s and 1770s, and why did the British adopt these policies? How did the colonists

respond to the actions of Parliament? What were the military strategies of both the Colonists and British

in the three phases of the American Revolution and how successful were they in these strategies during

each phase? How did the American Revolution expand to an international conflict, not just a colonial war against the British? How did the new national government of the United States reflect the assumptions of

republicanism? What were the most important issues debated at the Constitutional Convention of 1787,

and how were they resolved? What were the main points of the Federalist and Antifederalist arguments

on ratification of the Constitution? What were the origins of America’s “First Party System?”

PERIOD 4: 1800-1848: The New Nation searches and struggles to define and extend democratic ideals

in the face of rapid changes economically, territorially, and demographically.

Essential Questions: How successful was Jefferson’s effort to create a “republican” society dominated

by independent sturdy farmers? What events and issues led to the War of 1812? How did territorial expansion and economic development affect American Nationalism? What was the “era of good

feelings?” How did the Marshall Court seek to establish a strong federal/national government? In the

Jacksonian era, how did the voting electorate expand and what were the limits of the expansion? What

events instigated the growing tension between nationalism and states’ rights and what were the arguments

of both sides? What was the Second Party System and how did it change national politics? What were the factors in the U.S. economic revolution of the mid-nineteenth century? How did the population of the

U.S. change between 1820 and 1840, and how did the population change affect the nation’s society,

politics, and economy? Why did America’s industrial revolution affect the northern economy and society differently than it did the southern economy and society? How did slavery shape the southern economy

and society, and how did it make the South different from the North? What was the myth and what was

the reality of white society in the South? How did slaves resist enslavement and what was white response

to this resistance?

PERIOD 5: 1844-1877: As the growing expansion of the nation and growing population leads to

regional tensions, over issues such as slavery and leads to a Civil War and its aftermath would transform

American society.

Essential Questions: How did the annexation of western territories intensify the conflict over slavery and

lead to deeper divisions between North and South? What were the attempted political compromises to resolve conflicts over the expansion of slavery into new territories? What were the major arguments for

and against slavery and its expansion into new territories? During the Civil War, how did the North differ

from the South in mobilization? What were the differences between the impact of the war in the North

and the South? What were the strategies employed by the North and South during the war and the degree

of their effectiveness? What were the various plans of Reconstruction proposed by Lincoln, Johnson, and Congress and which plan was implemented and why? What were the effects of Reconstruction in the

South for African Americans and Whites? What were the failures and achievements politically of the

Grant Administration?

PERIOD 6: 1865 to 1898: The transformation of the Republic from an agrarian to an urbanized and

industrialized society that brought profound changes to all aspects to the American cultural, social, and political

landscape.

Essential Questions: What various racial and ethnic groups populated the American West, and how were the

cultural characteristics of these groups were reflected in these groups? How did the arrival and settlement of

substantial number of Anglo-Americans change the economy and society of the American West? What was the

role of the Federal Government in shaping the development of the West? What factors drove American

expansion in the late nineteenth and early twentieth centuries? What were the criticisms against the American

industrial economy and what were the solutions proposed to these criticisms? During the period rapid

industrialization, how did the conditions and characteristics of the workforce change? What were some of the

changes in the nation’s economy, social conditions, and international status during the decades of industrial

growth in the years after the Civil War? What were some of the problems to rapid urbanization and how did city

governments respond to these problems? How did immigration change in this era and what was the native

response to this change? How did the rise of mass consumption affect entertainment and leisure?

PERIOD 7: 1890 to 1945: An increasingly changing and plural U.S. faces profound domestic and global

challenges and debates to what degree of government activism in society and defining its international role.

Essential Questions: What were the major socio-economic problems faced by the U.S. in this era and how did

the two major political parties respond to these problems? What was populism, what were its goals, and to what

degrees where these goals accomplished? How did the United States become a worldwide imperial power? What

changes to politics and government did progressive reformers advocate at the local, state and Federal level? How

did government change as a result of the efforts of reforms? How did Woodrow Wilson’s progressivism similar

and different from that of Theodore Roosevelt? What were the most important events that led to the U.S.

declaring war on Germany? How did the U.S. involvement in WWI affect the nation’s economy and society, both

during the war and after the conflict ended? Why did the Great War fail to become the “war to end all wars?”

How did the technological innovation of the early twentieth century affect industry and American social life in the

1920s? What were some of the cultural conflicts in the 1920s and what caused them? What were some of the

causes of the Great Depression and what was its impact on various groups of American society? Why was the

Great Depression so severe and lasted so long? How did the Hoover administration deal with the Depression?

What was the result of those efforts? What emergency measures did DFR take in is first hundred years as

president? Who were the major critics of FDR’s New Deal, and how did their criticisms influence FDR’s

“Second New Deal?” What were the principal achievements of the “Second New Deal” in 1945? What impact

did the Great Depression have internationally to help create new political orders in many nations? What was the

sequence of events between 1939 and 1941 that brought U.S. militarily into World War II? What was the impact

of WWII on the U.S. economy? How was the military experience of the U.S. in WWII different for Europe and

the Pacific fronts? How did the war affect life on the home front?

PERIOD 8: 1945 to 1980: The Cold War Era. With the aftermath of World War II, the U.S. faces both

the windfall and uncertainty of unrivaled prosperity and its worldwide international responsibilities while

struggling to live up to its ideals.

Essential Questions: What made the escalating tensions between the U.S. and the Soviet Union lead to a Cold

War? What was the theory of containment and how did it affect U.S. foreign policy during this era? Why did the

U.S. government and the American public believe that communists infiltrated the nation? Why did the U.S.

experience an economic boom after WWII? What constituted the “other America,” that was left out of the

economic prosperity of this time period? What was the response to the Supreme Court Decision in Brown v.

Board of Education and what was it impact in American society? What policy guided foreign affairs under

Eisenhower, and how was this policy applied throughout the world? What was Kennedy’s New Frontier domestic

reform agenda and how did Johnson’s Great Society programs continued to expand on that agenda? Why did the

Civil Rights Movement become more assertive and militant over the course of the 1960s? How did the U.S.

involvement in Vietnam escalate through the 1960s? What were the political and social repercussions of U.S.

escalation in both the U.S. and Vietnam? What were some of the characteristics of the social and cultural

revolutions of the 1960s and 1970s? How did Nixon change U.S. strategy in Vietnam and what was the result of

this change? What was the Watergate scandal and how did it impact the presidency?

PERIOD 9: 1980 to Present: The U.S. enters a new century filled with challenges and opportunities.

Renewed debates on culture and ideology rage on as it seeks to adapt to a globalized economy and

revolutionary changes in technology and science.

Essential Questions: What economic and energy problems plagued both the Ford and Carter

administrations and how did they attempt to deal with these problems? What was the “New Right” and

what effect did its rise affect American politics? What was Reganomics and how did this policy affect the

national economy? What was the impact of the end of the Cold War for the U.S. in its foreign policy?

How did globalization affect the U.S. economy? How did the September 11 terrorist attacks affect the

American citizens and American foreign policy.

Academic Expectations of Students:

Students will have the utmost integrity and honesty in their academic work. Absolutely no

plagiarism or cheating is permitted in this course. To do is an automatic zero on the specific

assignment of the incident and risk dismissal from the course.

Students will devote considerable time in both reading and homework.

Students will turn in work on time unless there are circumstances beyond their control or made

prearrangements with the instructor to do so.

Students will keep up with the reading assignments. Although at times it may be lengthy, bear in

mind in college you will be required to read 50 pages per day in some classes.

Students will take notes for each class period and turn it in via showbie app.

Students are expected to keep up with the reading assignment and turn in the study guide with

key terms of the reading upon completion of each specific chapter.

The instructor reserves the right to dismiss a student from the course if the student consistently scores below a 2.0 in their assessments .

The instructor reserves the right to dismiss a student from the course if the student consistently does not

turn in assignments on the designated times.

The instructor reserves the right to dismiss a student from the course if he or she is absent

from the class for five times in a semester regardless if they registered in October.

MATERIALS:

The Holy Bible. Either physical or an app.

Textbook: Alan Brinkley, American History: Connecting with the Past, AP Edition, (New York:

McGraw Hill, 2012).

Required Online Supplement: https://myap.collegeboard.org/courses CODE: 9N6MNK

Zoom Login Link: https://zoom.us/j/652417813

Supplemental Textbook: George Brown Tindall & David Emory Shi, et al, America: A

Narrative History (Brief Ninth Edition) (Vol. 1), London: W.W. Norton & Company, 2013.

Supplemental Textbook: George Brown Tindall & David Emory Shi. America: A Narrative

History (Brief Ninth Edition) (Vol. 2), London: W.W. Norton & Company, 2013

Online Supplement: http://www.apushreview.com/

Cracking the AP U.S. History Exam, Premium Edition, 2020 (Farmingham: Princeton Review)

Kaplan AP U.S History 2020 (New York: Kaplan)

Special Activities:

U. S. History Timeline Construction

Essay Responses.

Document Based Question File

Case Analysis – of key court cases throughout United States History.

Grades:

Your grade will be contingent upon how you perform on tests connected with the standards of this

course.

CLASSWORK:

Reading Assignment: You will have daily reading assignments. The schedule of the reading is below. Keeping up

with your reading is very important and will insure you doing well in my class.

You will need to take notes for each lecture and send it to me on a PDF file via Showbie.

You will need to take notes on online You-Tube supplements from both Crash Course and Adam Norris You-

Tube channels.

You will have in class group assignments to develop your historical thinking skills.

You are to fill out the key terms at the end of each chapter along with answering the questions on the

corresponding review sheet.

PDF of Power-Points are available online on my website.

You are to do specific Kahn Academy review assignments as stated in the schedule.

Turning in your assignments and on time can gain more additional retakes.

STANDARDS BASED GRADING SCALE:

4.0 In addition hitting the learning target/standard, you have demonstrated

applications that go beyond what was taught in class. This is fulfilled by

doing your own personal project or research on the standard that leads to

an authentic performance or product from your quest or writing a response

beyond the standard in your assessments.

3.5 In addition to score 3.0 performance; you have partial success at score 4.0

content. An example of this is to write a response on an assessment with

additional details and evidence that is beyond of what the standard is

asking for.

3.0 You have demonstrated proficiency in the skill or standard. You have met

the standard. An example of this; is that you answered correctly everything

from a 3.0 assessment.

2.5 No major errors or omissions regarding s2.0 content and partial success at

score 3.0 content. You have minimal errors or a minor error in your

performance.

2.0 You have gained an understanding or the vocabulary and simpler processes

of the standard. You may have answered some of the standards correctly in

your assessment but you did not achieve full proficiency in your standard.

1.0 With help, the student can achieve partial success with the vocabulary and

the simpler processes involved in the standard. In your assessments, you

may have answered few elements of the standard correctly.

0.5 The student is successful with instruction.

0.0 There is little or no ev idence of the student having met the standard.

ASSESSMENTS:

2.0 ASSESSMENTS: You will have 2.0 assessments. These involve Socratic quizzes where the instructor will randomly pick a student and ask his or her questions on the reading. Other 2.0 assessments will involve multiple

choice quizzes.

3.0 Assessments determine the final outcome of your grade for that specific standard and your overall grade.

RETAKE POLICY:

The first step in order to retake the exam is to fix the errors on your assessment and turn it in to the instructor

during a one week window from when you received your graded assessment. Any submissions past one

week will have you lose your retake opportunity.

After you returned your test with your corrections, the instructor will give you a learning Plan.

You must fill out the learning plan in order to schedule a retake.

You have a total of two retakes for each standard total.

You may have more opportunities for more retakes if you faithfully complete your assignments

(classwork/homework).

You can also consult with the teacher to go on a quest for each standard where you can attempt a 4.0 regardless

of your test score. Your quest score could replace your test score for that particular standard.

You will forfeit all retake privileges if you cheat on any assessment. You can appeal for an opportunity to

redeem yourself and regain your retake opportunity if you demonstrate repentance and turn away from cheating.

QUEST:

To achieve a 4.0 for a standard testing, you can go on a quest. A quest self-motivated research going in depth and beyond the standard and apply it to real life situations. A quest can take the form of a podcast, a case study, a model, storyboard or comic, a Youtube video/channel, documentary, presentation on the standard you are researching. Consult with the teacher on going on a quest. A quest can also be used an alternative to a

retake.

Chung Quest Checklist:

Instructors’ Questions. Student’s Response.

What is the standard or learning target I want

to quest on?

What is the challenge, problem, or issue I

want to solve from the standard or learning

target?

Have I explained accurately what the

standard or learning target is in my Quest?

How does the quest apply to me personally?

How does the quest apply to my society

today?

How does the quest apply to this nations’

government, history/ society or economy?

How does the quest apply to another

nations’ government, history/ society or

economy?

How will I gathering data for my quest?

How will I design my quest? (e.g., Video,

Artwork, Research Paper, etc.)

What skills did I utilize and how were they

used for this quest?

How will I fact-check my quest?

How will I publish my quest? Youtube,

Podcast, Website, Submission for publication

(e.g., magazine, newspapers, news outlet).

What have I learned from this quest that will

help me become a better citizen to society?

What have I learned from this question that

helps me in my future career goals?

What sense of accomplishment did I feel by

doing this quest?

How did this quest impact me as a Seventh-

day Adventist Christian or spiritual/moral

beliefs I hold on to?

Scholastic Dishonesty: San Gabriel Academy strives for an atmosphere of trust and security. Students should conduct themselves in an

honest and responsible manner. Dishonesty in any form will not be tolerated. While dishonesty of all types will be subject to discipline, scholastic dishonesty is treated as a very serious matter.

Assessment Behavior Any use of external assistance during an assessment shall be considered scholastically dishonest unless expressly permitted by the instructor. The following are examples of unacceptable assessment behaviors:

● Communicating in anyway with another student during an assessment ● Copying from another student’s work ● Allowing another student to copy one’s own work ● Using unauthorized notes, calculators, smart watches, mobile or other devices

Fabrication: Any intentional falsification or invention of data or citation in an academic exercise will be considered a violation of academic integrity. The following are examples of academic dishonesty involving fabrication:

● Inventing sources for research projects ● Resubmitting returned and corrected academic work under the pretense of grader evaluation error when,

in fact, the work has been altered from its original form

● Inventing or altering data for a laboratory experiment or field project

Plagiarism:

Unacknowledged submission of another’s work as your own is plagiarism and includes but is not limited to:

● Using answers from a book or other publication and claiming them as your own ● Using another’s words or ideas without identifying the source

● Undocumented use of Internet materials, books, magazines, etc. ● Copying or using any paper, homework assignment, lab report, etc. as your own to complete any

assignments or otherwise submitting work that is not your own ● Copying and pasting directly from the Internet

Other Types of Scholastic Dishonesty: There are a variety of ways a student can cheat. Some other types of scholastic/academic dishonesty include:

● Obtaining a copy of an assessment in advance without the knowledge and consent of the instructor ● Changing academic records outside of normal procedures and/or petitions ● Using another person to complete a homework assignment or take-home assessment ● Wandering eyes during an assessment or other assignment that is required to be done individually

● Whispering, talking, Instant Messaging, texting, or any other distracting behavior during assessments or other assignments that are to be done individually

● Shortcuts on PE runs

Citations for scholastic dishonesty are cumulative for the student’s ENTIRE enrollment at San Gabriel Academy. Repeated citations may result in the student being asked to withdraw or being expelled from San Gabriel Academy.

All acts of scholastic dishonesty will be referred to the Discipline Committee. Guidelines that are considered by the committee include but are not limited to: frequency of offense, severity of offense, and circumstances of offense. A final report will be given to parents for cases that require suspension or greater disciplinary action.

First Reported Offense:

● Score of 0 on the assessment or assignment

● Documentation ● Meeting with the Principal

Second Reported Offense:

● Score of 0 on the assessment or assignment ● Documentation ● Meeting with the Principal ● A follow-up letter and phone call to the parents

Third Reported Offense:

● Score of 0 on the assessment or assignment

● Documentation ● Student/Parent meeting with the Principal ● Immediate Citizenship Probation to continue through the next quarter.

Fourth Reported Offense:

● Score of 0 on the assessment or assignment ● Documentation

● Out of school suspension until student and parent/guardian can meet with Principal Fifth Reported Offense:

● Score of 0 on the assessment or assignment

● Documentation ● Out of school suspension until student and parent/guardian can meet with Principal and Discipline

Committee

Sixth Reported Offense:

● Student will be asked to withdraw from San Gabriel Academy

DBQ RUBRIC Reporting Category Scoring Criteria Decision Rules A THESIS/CLAIM

(0–1 pt) 1 pt.

Responds to the prompt w ith a

historically defensible thesis/claim that

establishes a line of reasoning.

To earn this point, the thesis must make a

claim that responds to the prompt rather

than restating or rephrasing the prompt.

The thesis must consist of one or more

sentences located in one place, either in

the introduction or the conclusion. B CONTEXTUALIZATION

(0–1 pt) 1 pt.

Describes a broader historical context

relevant to the prompt.

To earn this point, the response must

relate the topic of the prompt to broader

historical events, developments,

or processes that occur before, during, or

continue after the time frame of the

question. This point is not awarded

for merely a phrase or reference. C EVIDENCE

(0–3 pts) Evidence from the Documents 1 pt. Uses the

content of at

least three

documents to

address the

topic of the

prompt.

OR 2 pts.

Supports an

argument in

response to

the prompt

using at

least six

documents.

Evidence beyond the Documents 1 pt.

Uses at least one additional piece of

the specif ic historical evidence (beyond

that found in the documents) relevant to

an argument about the prompt.

To earn one point, the response must

accurately describe — rather than

simply quote — the content from at least

three of the documents.

To earn two points, the response must

accurately describe — rather than

simply quote — the content from at least

six documents. In addition, the response must use the content of the documents

to support an argument in response to

the prompt.

To earn this point, the response must

describe the evidence and must use

more than a phrase or reference. This

additional piece of evidence must be

different from the evidence used to earn

the point for contextualization.

D ANALYSIS AND

REASONING

(0–2 pts)

1 pt.

For at least three documents, explains

how or w hy the document’s point of

view , purpose, historical situation,

and/or audience is relevant to an

argument.

1 pt.

Demonstrates a complex

understanding of the historical

development that is the focus of the

prompt, using evidence to corroborate,

qualify, or modify an argument that

addresses the question.

A response may demonstrate a complex

understanding in a variety of ways, such

as:

• Explaining nuance of an issue by

analyzing multiple

variables

• Explaining both similarity and difference,

or

explaining both continuity and change, or

explaining multiple causes, or explaining

both

cause and effect

• Explaining relevant and insightful connections

within and across periods

• Confirming the validity of an argument by

corroborating multiple perspectives across

themes

• Qualifying or modifying an argument by

considering

diverse or alternative views or evidence

This understanding must be part of the

argument, not merely a phrase or

reference.

LEQ Rubric

Reporting Category Scoring Criteria Decision Rules A THESIS/CLAIM

(0–1 pt) 1 pt.

Responds to the prompt w ith a historically

defensible thesis/claim that establishes a

line of reasoning.

To earn this point, the thesis must make a

claim that responds to the prompt, rather

than merely restating or rephrasing the

prompt. The thesis must consist of one or more sentences located in one place,

either in the introduction or the

conclusion. B CONTEXTUALIZATION

(0–1 pt) 1 pt.

Describes a broader historical context

relevant to the prompt.

To earn this point, the response must

relate the topic of the prompt to broader

historical events, developments, or

processes that occur before,

during, or continue after the time frame of

the question. This point is not awarded for merely a phrase or a reference.

C EVIDENCE

(0–3 pts) 1 pt.

Provides specif ic

examples of

evidence relevant

to the topic of the

prompt.

OR 2 pts.

Supports an argument in

response to

the prompt

using specif ic

and relevant

examples

To earn one point, the response must

identify specific historical examples of

evidence relevant to the topic of the

prompt. To earn two points the response

must use specific historical evidence to

support an argument in response to the

prompt.

D ANALYSIS AND

REASONING

(0–2 pts)

1 pt.

Uses historical

reasoning (e.g.

comparison, causation,

CCOT) to frame

or structure an

argument that

addresses the

prompt.

OR 2 pts.

Demonstrates

a complex

understanding

of the historical

development

that is the focus

of the prompt, using evidence

to corroborate,

qualify, or modify

an argument that

addresses the

To earn the first point, the response must

demonstrate the use of historical reasoning

to frame or structure an argument,

although the reasoning might be uneven or imbalanced. To earn the second point, the

response must demonstrate a complex

understanding. This can be accomplished

in a variety of ways, such as:

• Explaining nuance of an issue by

analyzing

multiple variables

• Explaining both similarity and difference,

or

explaining both continuity and change, or

explaining multiple causes, or explaining

both

causes and effects

• Explaining relevant and insightful connections

within and across periods

• Confirming the validity of an argument by

corroborating multiple perspectives across

themes

• Qualifying or modifying an argument by

considering diverse or alternative views or

evidence

This understanding must be part of the

argument, not merely a phrase or

reference.

Average Scale Scores Across Multiple Goals

(Standards)

Traditional Grade

3.26-3.74 A

3.00-3.25 A-

2.84-2.99 B+

2.67-2.83 B

2.50-2.66 B-

2.34-2.49 C+

2.17-2.33 C

2.00-2.16 C-

1.76-1.99 D+

1.26-1.75 D

1.00-1.25 D-

Below 1.00 F

TEST REVIEW RESOURCES:

Adam Norris AP Exam Review: http://www.apushreview.com/

Gilder Lehrman AP U.S. History Guide: http://ap.gilderlehrman.org/.

Crash Couse (U.S. History):

https://www.youtube.com/watch?v=6E9WU9TGrec&list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s

Heilmer’s History:

https://www.youtube.com/channel/UC_bOoi0e3L3SJ1xx5TZWHPw

Kahn Academy:

https://www.khanacademy.org/humanities/ap-us-history

IMPORTANT TEXT BOOK STUDY RESOURCE:

Adam Norris Summaries for each chapter of the Brinkley textbook:

https://www.youtube.com/watch?v=nkwA45AE29A&list=PLlair5BOIPJZlSPVRDDuisJHbFYjQZ5uT&i

ndex=1

ADDITIONAL MEDIA RESOURCES:

History Channel: www.history.com

Ken Burns Youtube Channel: https://www.youtube.com/channel/UCUFrfvd3CeQnguMBHXhrjsw

Smithsonian Youtube Channel: https://www.youtube.com/channel/UCWqPRUsJlZaDp-PVbqEch9g

Ted-Ed Youtube Channel: https://www.youtube.com/channel/UCsooa4yRKGN_zEE8iknghZA

RULES OF CONDUCT:

(1) Respect both the instructor and your classmates like you would be treated (Galatians 5:14).

(2) Come to class on time in your assigned seat before the bell rings. Please use the restrooms

between passing periods. Be prepared for class. Please make sure to ALWAYS bring your

history notebook, pens and other materials to class. School tardy policies applies (Proverbs

21:31, Matthew 25:1-5).

(3) Please follow directions immediately and accurately (Proverbs 8:33).

(4) Please no talking or texting while lecturing unless given permission to do so (Proverbs 4:20-21).

(5) Please raise your hand and wait for permission before speaking out or leaving your seat. I will

utilize classroom discussions and interaction in my instruction and I will give you the floor if

your hand is raised. Also when the student is called on to speak or share, students are expected to

give him or her undivided attention and the same respect you would give to the teacher (1 Corinthians 14:40).

(6) Please be respectful to the teacher, to each other, and to yourself. Refrain from profanity in my

classroom. It is disrespectful to both yourself and to the others around you (Ephesians 4:29).

(7) Always tell the truth. Please do not try to disrespect the teacher by ATTEMPTING to LIE to

HIM. Absolutely no cheating or plagiarism (copying other people’s work without citing them).

You will get an automatic zero in your work (Proverbs 8:7).

(8) Please do not bring Ipods, or use your smart phones to watch entertainment shows, movies, or

play video games during class, it will distract you from learning and you will not get the benefit

of the sacrifice your parents are making for you to learn here (Mark 8:18).

(9) FOOD and Drink in the classroom w/ Teacher’s permission. You must clean up after yourself to

maintain your privilege (2 Corinthians 7:1).

(10) Please turn in your homework and class-work on time. I will NOT ACCEPT late work and you

will get an automatic zero if you don’t turn in your work on time unless there was a prearranged excuse or extraordinary circumstances that prevented you from turning in your work on time

(Romans 13:1

In regards to grades, I want to share with you this valuable quote from someone far smarter than I =).

“True success in any line of work is not the result of chance or accident or destiny. It is the outworking of

God's providences, the reward of faith and discretion, of virtue and perseverance. Fine mental qualities and

a high moral tone are not the result of accident. God gives opportunities; success depends upon the use

made of them.” {Prophets and Kings, page 486}

And finally this is what I by the grace of God is seeking to bring to you for this class.

“And the servant of the Lord must not strive; but be gentle unto all men, apt to teach, patient. In meekness

instructing those that oppose themselves; if God peradventure will give them repentance to the

acknowledging of the truth;” 2 Timothy 2:24-25.

“The Garden of Eden was a representation of what God desired the whole earth to become, and it was His

purpose that, as the human family increased in numbers, they should establish other homes and schools like

the one He had given. Thus in course of time the whole earth might be occupied with homes and schools

where the words and the works of God should be studied, and where the students should thus be fitted more and more fully to reflect, throughout endless ages, the light of the knowledge of His glory.” Education

page 22.

CONTACT INFO:

I am here to help. If you want to get a hold of me, here is how you can reach me. My email is pchung@sangabrielcademy.org. Website: http://sgachung.weebly.com.

"In reviewing our past history, having traveled over every step of advance to our present standing, I can say,

Praise God! As I see what God has wrought, I am filled with astonishment, and with confidence in Christ as leader. We have nothing to fear for the future, except as we shall forget the way the Lord has led us, and His

teaching in our past history." Council to Editors and Teachers, page 20

August Topics covered, Reading Schedule, and Assignment

TH 12 Orientation

PERIOD 1: 1497-1607: Origins of American Indian Civilization and the contract among the peoples of Europe, the

Americas, and West Africa and the exchange in culture and peoples that resulted in a new world.

. Begin: Kahn Academy: AP US History Unit One.

F 13 Introduction/orientation: Highlights of Chapter 1 (Collision of Cultures). (Chapter 1:

pages 3-33). Chapter 1 Test. Key Terms and Review Due.

T 17 Intro to Chapter 2 (Transplantations

and Borderlands) and the Early Chesapeake/Growth of New England (page 35-54).

PERIOD 2: 1607 to 1754: Europeans and American Indians struggle for dominance in the region in North America and

the emergence of distinctive colonial and native societies.

TH 19 The Growth of the New England (Chapter 2) pages 50-65. Chapter 2 Exam.

Assignment Due: Review sheet and Key Terms.

URL Playlist To All Periods:

https://www.youtube.com/watch?v=vptOsio63i8&index=2&list=PLlair5BOIPJZzLARtGCY6KiZ7dwRhv3Uw

F 20 The Colonial Economics (pages 84-98)

Assignment Due: Adam Norris Summary Notes on Period 1.1, 1.2, 1.3

T 24 Chapter 3 Test. Intro to Chapter 4 (The Empire in Transition, page 102-114)

Assignment Due: Key Terms and Review Sheet.

PERIOD 3: 1754-1800: British Empire attempts to assert control over its colonies. Colonies respond with the American

Revolution which leads to the American Republic, where the nation attempts to establish a social, economic, and political identity.

TH 26 The New Imperialism (115-124)

Due: Kahn Academy APUSH Unit 1

Begin: Adam Norris Summary Notes on Period 3.1, 3.2, 3.3.

Begin: Kahn Academy APUSH Unit 2

Assignment Due: Adam Norris, Period 2.1, 2.2, 2.3

F 27 The Stirring Revolt and Cooperation and War: (pages 114-129).

T 31 Chapter 4 Exam. Intro to Chapter 5 and The United States (Pages 132-145)

Assignment Due: Key Terms and Review Sheet.

September:

T 2 War and Society and Creation of State Governments/The Search for National

Governments (pages 151-158)

F 3 Test: Chapter 5. Intro to Chapter 6.

Assignment Due: Key Terms and Review Sheet.

T 7 Federalists and Republicans/Establishing National Sovereignty (160-

180)

Assignment Due: Adam Norris Summary Notes on Period 3.1, 3.2, 3.3.

TH 9. Test Chapter 6. Read the Marbury v. Madison decision by John Marshall.

Assignment Due: Key Terms and Review Sheet. Assignment Due: Kahn Academy Unit 2

Begin: Kahn Academy Unit 3

PERIOD 4: 1800-1848: The New Nation searches and struggles to define and extend democratic ideals in the face of rapid changes economically, territorially, and demographically.

F 10 Intro to Chapter 7 and the Stirrings of Industrialism (pages 184-200).

T 14 Test-Chapter 7. (Chapter 7 review and key terms due) Intro to Chapter 8 (American

Nationalism) (pages 219-224)

TH 16 Fall Picnic.

F 17 MAP Testing

T 21 National Market and Expanding Westward and the Revival of Opposition (pages 224-

229). Chapter 8 Exam (Review and Key Terms Due).

TH 23 Intro to Chapter 9 (Jacksonian America) (pages 236-240)

Kahn Academy UNIT 3 Due. Begin Kahn Academy UNIT 4.

F 24 MAP Testing

T 28 The Rise of Mass Politics and Our Federal Union . Jackson and the Bank War, the

Changing Face of American Politics, Looking Back (pages 240-259).

TH 30 Test Chapter 9. Intro to Chapter 10 (America’s Economic Revolution) (pages 262-277)

Assignment Due: Key Terms and Review Sheet.

October

F 1 Transportation, Communication, and Technology, Commerce and Industry (pages 277-

-295)

T 5 Chapter 10 Test. Assignment Due: Key Terms and Review Sheet.

TH 7 Alternate Education Days.

F 8 Alternate Education Days

T 12 Intro to Chapter 11 (Cotton, Slavery, and the Old South) and White Society in the South

(pages 299- 311).

TH 14 Test: Chapter 11. Assignment Due: Key Terms and Review Sheet.

F 15 Intro to Chapter 12 (Antebellum Cultural and Reform) (pages 322-337)

Assignment Due: Adam Norris Notes Summary on 4.1, 4.2, and 4.3.

Kahn Academy Unit 4 due.

T 19 Remaking Society and the Crusade against Slavery (pages 337-344).

TH 21 Chapter 12 Test.

Assignment Due: Key Terms and Review Sheet.

PERIOD 5: 1844-1877: As the growing expansion of the nation and growing population leads to regional tensions, over

issues such as slavery and leads to a Civil War and its aftermath would transform American society.

F 22 Chapter 13 Impending Crisis (page 346-354)

T 26 Chapter 13: (Pages 354-371)

TH 28 Chapter 13 Exam. (Key Terms and Review due). Introduction of Chapter 14.

F 29 Chapter 14: The Secession Crisis: pp. 374-378.

November:

T 2 Chapter 14: The Secession Crisis/Mobilizing the North and South, Chapter 14: pp. 374-

394.

TH 4 Chapter 14: Mobilizing the North/South: Chpt 14: pp. 395-424

F 5 Chapter 14 Exam (Key Terms and Review Due).

PERIOD 6: 1865 to 1898: The transformation of the Republic from an agrarian to an urbanized and industrialized

society that brought profound changes to all aspects to the American cultural, social, and political landscape.

T 9 Intro to Ch. 15: Ch. 15/pp. 424-430.

.

TH 11 Radical Reconstruction & the South and the Grant Administration. The New

South: Read the Plessy v. Ferguson decision: Ch. 15/pp. 430-441.

F 12 Chapter 15 Exam. (Key Terms and Review)

Adam Norris Notes Summary on Period 5: 5.1, 5.2, and 5.3.

T 16 Intro. to Ch. 16 (“The Conquest of the Far West”) The Changing Western

Econ./Romance of the West: Ch. 16/pp. 451-469.

TH 18 The Dispersal of the Tribes/The Western Farmer. Review: Chapter 16 continued

F 19 Chapter 16 Exam (Review and Key Terms due). Begin reading Ch. 17/pp. 473-480.

THANKSGIVING BREAK

During Thanksgiving Vacation Watch Crash Course U.S. History Playlist 1 through 13. Write Notes for each

video.

T 23 Enjoy Your time off.

TH 25 Celebrate religious liberty and eat Tofurky and save a Turkey’s life =).

F 26 Looks for deals =) I will, because I will be in Oregon with no sales tax =).

T 30 Chapter 17 and Industrial Supremacy. Chapter 17/pp. 473-489.

Capitalism and its Critics and Industrial Workers in the New Economy.

Ch. 17/pp. 489-497.

Assignment Due: Kahn Academy Unit 5: Begin Kahn Academy Unit 6.

Assignment Due: Crash Course Video Notes due.

December

T 2 Overview of Chapter 18

F 3 Chapter 17/18 Test

Assignment Due: Key terms and review due.

Begin: Read all of Chapter 18

W 8 DBQ and Writing Review

F 10 Review

TH 16 Semester 4.0 Exam Opportunity

CHRISTMAS BREAK

During Christmas vacation watch Crash Course U.S. History Playlist 14 through 21. Write notes of what you learned

and turn them in when you return from break.

PERIOD 7: 1890 to 1945: An increasingly changing and plural U.S. faces profound domestic and global challenges and

debates to what degree of government activism in society and defining its international role.

January

T 4 Intro to Ch. 19 (“From Crisis to Empire”), pages 531-547.

Assignment Due: Crash Course Notes 14-21.

TH 6 The Crisis of the 1890’s and Stirrings of Imperialism. Ch. 19/pp. 547-561

F 7 War with Spain/ Republic as Empire: Ch. 19/pp. 561-566

T 11 TEST – Chapter 19: Begin reading Ch. 20 Progressives/pp. 569-582.

Assignment Due: Key Terms and Review Sheet.

Assignment Due: Adam Norris Notes Summary on Period 6: 6.1, 6.2, and 6.3.

TH 13 The Assault on the Parties/Crusade for Social Order and Reform: Ch. 20/pp. 583-594

F 14 TR and the Modern Presidency and the Troubled Succession: Ch. 20/pp. 594-598.

W 19 Chapter 20 Test : Ch. 21/Intro to Chapter 21 pp. 603-616

Assignment Due: Key Terms and Review Sheet.

F 21 “War Without Stint and Futile Search for Social Unity”: Ch. 21/pp. 616-630

T 25 Chapter 21 Test. Intro. to Ch. 22 (“The ‘New Era’”): Pages 631-648.

Due: Kahn Academy UNIT 6. Begin Kahn Academy UNIT 7.

Key Terms and Review Sheet.

TH 27 Chapter 22 (Pages 649-657)

F 28 MAP Test

February

T 1 Chapter 22 Test.

Assignment Due: Chapter 22 Key Terms and Review

TH 3 Chapter 23: The Great Depression (658-681).

F 4 MAP Quest

T 8 TEST – Chapter 23: Ch. 24/pp. 684-690

Assignment Due: Key Terms and Review Sheet.

TH 10 (New Deal in Transition”): Ch. 24/pp. 690-700

F 11 The New Deal in Disarray and Limits and Legacies of the New Deal: Ch. 24 /pp. 700-707.

Chapter 24 Exam.

Assignment Due: Key Terms and Review Sheet.

T 15 Intro to Chapter 25 (pages 709-718)

TH 17 Chapter 25: pages 718-725.

F 18 Chapter 25 Test: Begin Reading Chapter 26: pages 728-732.

Assignment Due: Key Terms and Review Sheet.

Assignment Due: Adam Norris Notes Summary on Period 7: 7.1, 7.2, and 7.3.

PERIOD 8: 1945 to 1980: The Cold War Era. With the aftermath of World War II, the U.S. faces both the windfall and

uncertainty of unrivaled prosperity and its worldwide international responsibilities while struggling to live up to its ideals.

W 23 Chapter 26 (WWII), pages 732-746.

F 25 Chapter 26 Test: Origins of the Cold War, pages 756-765

Assignment Due: Key Terms and Review Sheet.

March

T 1 The Cold War Continued, pages 765-777.

TH 3 Chapter 27 Exam. Economic Miracle, People of Plenty. Chapter 28, pages 778-786.

Assignment Due: Key Terms and Review Sheet.

Kahn Academy UNIT 7 DUE. BEGIN: Kahn Aademy UNIT 8

F 4 Chapter 28, page 786-803.

T 8 Chapter 28 Exam.

Expanding the Liberal State and The Battle for Racial Equality: Chapter 29,

pages 806-817.

Assignment Due: Key Terms and Review for Chapter 28.

TH 10 Flexible Response and the Cold War, Vietnam (pages 817-827)

F 11 The Traumas of 1968 (pages 827-832)

T 15 Chapter 29 pages 806-831. Chapter 29 Exam.

Assignment Due: Key Terms and Review for Chapter 29.

TH 17 Chapter 30: The Youth Culture and Liberal movements pages 834-850

F 18 Chapter 30: The Youth Culture and Liberal movements:

pages 834-850

SPRING BREAK!!! Read All of Chapter 29 during Spring Break. Watch Crash Course Videos 23-48. Half page

summary per video.

April

T 6 Nixon, Kissinger and the War and Watergate Scandal, Pages 850-861.

Assignment: Kahn Academy UNIT 8 due. Begin Kahn Academy Unit 9.

Assignment Due: Key Terms Chapter 30.

TH 8 Politics after Watergate: Chapter 31: p. 864-874.

Assignment Due: Adam Norris Notes Summary on Period 8: 8.1, 8.2, and 8.3.

F 9 Reagan Revolution and the End of the Cold War, overview of globalization:

page 874-883

Assignment Due: Crash Course Videos Notes: Chapters 23-48.

PERIOD 9: 1980 to Present: The U.S. enters a new century filled with challenges and opportunities. Renewed debates

on culture and ideology rage on as it seeks to adapt to a globalized economy and revolutionary changes in technology and

science.

T 12 Final Exam.

Assignment Due: Unit 9 Kahn Academy Review due.

Assignment Due: Adam Norris Notes Summary on Period 9: 9.1, 9.2, and 9.3.

TH 14 Review (Practice Test)

F 15 Review (Practice Test)

T 19 Review (Practice Test)

F 21 Review (Practice Test)

T 26 Review (Practice Test)

Review Adam Norris AP Video Review:

https://www.youtube.com/channel/UC223Rd7yCfDo9fv6ENdNp9Q/playlists

TH 28 Review (Practice Test)

Review Adam Norris AP Video Review:

https://www.youtube.com/channel/UC223Rd7yCfDo9fv6ENdNp9Q/playlists

F 29 Review (Practice)

May

T 3 Review

TH 5 Review

F 6 APUSH AP EXAM

T 10 Relax and Lets Eat =)

TH 12 School picnic.

F 13 MAP Test.

T 17 Relax

TH 19 Questing

F 20 MAP Test

T 24 USA and Bible Prophecy Part 1

TH 26 Alternate Education Days

F 27 Alternate Education Days

June

TH 2 No Final Exam for APUSH!! =)

Have a wonderful summer! Psalms 40:8 =)

TIPS ON WRITING AN ESSAY:

A vital importance in college history courses is writing essays and

research papers. In historical writing, one must refrain from using

slang or common language unless it is being quoted and to write the

essay in third person. Here is a short summary of some helpful tips on

how to write an essay.

INTRODUCTION: The introduction is the first paragraph of your essay.

It gives the reader the basic summation of why you are writing your

essay and what the over- arching idea or thought that you are trying

to convey.

In the introduction, you are attempting to draw the reader’s interest on how you are

writing your essay and how you will prove your point. Traditionally in the introduction, is

your thesis statement; which is the most vital part of your essay that tells the reader what

you are trying to prove and also lists the topics of your body paragraphs that will help

prove your thesis.

The thesis is the roadmap to your entire essay. In a DBQ or essay question exam, a

good thesis will address the following:

Does the Thesis:

(1) Answer the Question?

(2) Reflect deep content knowledge?

(3) Take a position and briefly explain why this position was taken?

(4) Have an appropriately specific focus?

(5) Indicate what the essay’s structure will be?

(6) Makes it point in just one and two sentence?

The Body: The body is a group of paragraphs between the introduction and the

conclusion that will prove your thesis statement. It is here that you will cite evidence to

help support your thesis. Each body paragraph begins with a topic sentence that will

describe to the reader what the main idea is for that particular paragraph. Supporting

the topic sentence is the evidence that you help support both the topic sentence and

the thesis.

Conclusion: Conclusion is where you summarize and restate your argument and where

you attempt to convince your reader of the end result of your essay. It is here that you

bring out your findings of why you concluded the point of your view you choose and

attempt to convince the reader of your position and why it is valid.

ADDITIONAL TIPS

In historical writing it is customary to not write in first person. Instead of saying such

things as “my paper will prove,” or “I believe that.” Use third person terms such as “This

paper will prove” or “It is believed that” and so forth.

Make sure you cite sources. If you are using other books and articles, make sure to cite

the source you are getting your evidence from, and also use quotation marks when

copying statements or dialogue from a particular source.

Citing sources is also important because historical writing has a code of ethics where it is

important to give authors and sources credit if you are citing their ideas to prove your

position. Also, historical writing uses the Chicago Manual Style citation format.

Here is a skeletal outline of an essay:

INTRODUCTION:

Attention grabbing first sentence: A man with no college degree who ended up being

the leader of the free world. Is this even possible? Harry Truman came from humble

beginnings to be the president of the United States at a critical time.

Thesis: President Truman should be considered one of our great presidents because he

was able to help contain communism, prevent nuclear war, and was a forward thinker

in domestic policies.

BODY:

Topic 1: Harry Truman’s active foreign policy to help contain Communism is one reason

why he should be considered a great President.

Cite Historical Examples:

Policy in aiding Turkey and Greece from Communist revolutionaries.

Marshall Plan and Berlin airdrop in stabilizing Western Europe

Korean War: Prevented North Korea from unifying the country.

Topic 2: Harry Truman’s courage in the midst of unpopularity helped prevent nuclear

war.

Did not want to escalate Korean War to China

Did not want nuclear weapons to be used in China.

Dismissed Douglas McArthur even though it was an unpopular decision.

Topic 3: Truman was also a forward thinker in social policies

Racially integrated the armed forces and did it without inciting controversy.

CONCLUSION:

Truman’s greatness was because he was able to achieve the containment of

Communism but yet prevented the nuclear holocaust that may have happened if he

did not dismiss General MacArthur. He was also a visionary in civil rights, integrating the

armed forces. Thus, Truman should be considered one of the great American

presidents because he protected this nation and made tough choices so America

could continue to exist and prosper.

LEGAL SUMMARY TEMPLATE

Identify the Issue: (The issue is the reason why the case is being heard). For example the

legal issue in Korematsu v. United States is: “Whether it is constitutional to place

Japanese citizens in internment camps for national security purposes when the U.S. was

at war with Japan).

Facts of the Case: Summarize the facts that were stated in surrounding the case. Who

were the parties involved. What happened that caused this case to go to court, etc.

Legal reasoning and conclusion: How did the court decide the case and what was their

reasoning in arriving in this conclusion.

Themes Concept Questions

Identity (NAT/ID) How has the American Identity changed over time?

Work, Exchange, and

Technology(WXT) How have changes in markets, transportation, and technology affectedAmerican society?

Peopling (MIG/ PEO) How have changes in migration and population patterns affected American life?

Politics and Power (POL)

How have various groups sought to change the federal government’s role in American

political, social, and economic life?

America in the World

(WOR)

How has U.S. involvement in global conflicts set the stage for domestic social changes?

Environment and

Geography (ENV/GEO)

How did the institutions and values between the environment and Americansshape

various groups in North America?

Ideas, Beliefs, and

Cultures (CUL) How have changes in moral, philosophical, and cultural values affected U�S� history?