Suitable for Reinforced Binding Reinforced Reinforced ... · Binding Reinforced Binding ......

ReinforcedBinding Reinforced Binding

To order this text bundled with Connect:Student Edition with Connect 1-year subscription . . . . . . . . . . . . . . . . . . 978-0-07-666681-2

Student Edition with Connect 6-year subscription . . . . . . . . . . . . . . . . . .978-0-07-666680-5

Contact 1-800-334-7344 for more bundle and pricing options.

Connect® is a robust, web-based assignment and assessment platform that gives students the means to better connect with coursework, teachers, and important concepts they will need to know for success now and in the future. Connect seamlessly joins superior content with enhanced digital tools to deliver precisely what students need, when and how they need it.

connect.mheducation.com

SmartBook® is the first and only adaptive reading experience designed to help students learn faster, study more efficiently, and retain more knowledge. Powered by LearnSmart® technology, SmartBook identifies and closes knowledge gaps through a continually adapting reading experience, ensuring that every minute spent studying with SmartBook is returned to the student as the most value-added minute possible. The result? More confidence, better grades, and greater success.

PROGRAM OVERVIEW& SAMPLE GUIDE

AP®, Advanced Placement®, and Advanced Placement Program® are trademarks registered and/or owned by the College Board, which was not involved in the production of, and does not endorse, these products.

AP® U.S. HISTORY

ReinforcedBinding Reinforced Binding AP®

Suitable for

SUITABLE FOR

2

mheonline.com/advancedplacement

It’s an exciting time in the history of Advanced Placement® (AP). First, the availability of AP course opportunities has resulted in nearly double the number of students with access to AP classes. Also, the AP U.S. History Curriculum Redesign and recent 2015 update reflect the changing nature of the study of history.

These milestones in the AP story have created some exciting results. College Board® research shows students who score a 3 or higher on an AP Exam have greater success in college. These motivated students:

• Are more likely to graduate college within 5 years.

• Perform as well or better in subsequent college courses in the discipline than non-AP students who took the introductory class in college.

• Earn higher GPAs while in college.

As your trusted partner, McGraw-Hill Education provides teachers and students Advanced Placement U.S. History solutions that help you successfully navigate your AP course with robust course resources to teach U.S. History your way.

The AP advantage is your easy-to-use Advanced Placement solution to successfully implement the new AP U.S. History curriculum standards, provide personalized support to develop historical thinking skills, and drive motivated students to success on the new AP U.S. History Exam.

Welcome to AP® U.S. History

AP advantage Overview . . . . . . . . . . . . . . . . . . . . . 3

Start with ONboard . . . . . . . . . . . . . . . . . . . . . . . . 4

Support with Connect® . . . . . . . . . . . . . . . . . . . . . . 5

Inside The Unfinished Nation . . . . . . . . . . . . . . . 6-7

Teacher Resources Available in Connect . . . . . . . 8

AP Suggested Assignments . . . . . . . . . . . . . . . . . 9

Succeed with SCOREboard . . . . . . . . . . . . . . . . . 10

CONTENTS


3


The AP advantage gives you 3 digital AP solutions on one powerful platform with a single sign-on. It’s all grounded in a core historical curriculum you can trust.

Simply point and click to access diverse supplemental resources for teaching AP U.S. History your way while helping students develop the skills for tackling the AP Exam and college coursework.

Follow these 3 steps to help your students earn a 5:

TM

TM

ONBoard teaches historical thinking skills and background knowledge to help prepare students for the rigors of their AP course.

Connect is your AP U.S. History course management solution providing teachers with program support, tools, and resources all in one convenient online location.

Start with ONboard™

Support with Connect®

Succeed with SCOREboard™

STEP 1

STEP 2

STEP 3

Using SCOREboard, students have Advanced Placement Exam preparation that truly adapts to their learning needs to deliver a personalized learning path to AP Exam success.

®

AP® advantage Overview

4


Reinforce students’ background knowledge before day one using the newly updated McGraw-Hill Education ONboard.

ONboard for AP® U.S. History is a digital solution offering a series of self-paced, interactive modules helping students refine and master the historical thinking skills needed for success in the AP United States History course and on the Exam.

ONboard prepares students and informs teachers with:

• A Pre-Test and Comprehensive Final Assessment including robust reporting features to show growth and identify skill gaps.

• Check Points and Quizzes with immediate feedback to gauge student comprehension.

• Animations and Interactivities to engage students with diverse learning styles.

TM

for ADVANCED PLACEMENT®

Best Virtual Learning Solution!

Start with ONboard

As the perfect summer or pre-course assignment, ONboard covers the historical thinking skills including:

• Periodization and contexualization

• Crafting historical arguments from historical evidence

• Interpreting primary and secondary sources

• Historical causation

• Patterns of continuity and change over time

STEP 1

®

5


Support with Connect

SUPPORTS STUDENTS TOO!

•

CONSIDER THE SOURCE

BENJAMIN FRANKLIN, TESTIMONY AGAINST THE STAMP ACT (1766)

ReinforcedBinding Reinforced Binding

Manage your AP® U.S. History class your way using flexible digital, print, or digital-print hybrid course management tools.

As your AP U.S. History curriculum support and course management solution, Connect® provides teachers with ebook access to The Unfinished Nation, the AP Teacher Manual, redesigned AP-style Test Banks, and many more useful resources.

Your trusted foundational history text The Unfinished Nation aligns with the most current AP U.S. History curriculum standards. This single-authored text offers students a consistent historical narrative and in-depth coverage of influential people, compelling events, significant movements, important battles, and critical epochs.

Students use Connect to access SmartBook®, the first and only adaptive reading experience designed to improve the way students read and learn.

Powered by the adaptive LearnSmart® engine, SmartBook uses assessments that consider both confidence level and responses to content questions to identify what a student

knows and doesn’t know. As the student reads, the material constantly adapts to ensure the student is focused on the content he or she needs the most to close any knowledge gaps. The result is that students learn faster, study more efficiently, and retain more knowledge, allowing teachers to focus valuable class time on higher-level concepts.

STEP 2

®

6


• 147

external annoyance; when we may take such an attitude as will cause the neutrality we may at any time resolve upon to be scrupulously respected; when belligerent nations, under the impossibility of making acquisitions upon us, will not lightly hazard giving us provocation; when we may choose peace or war, as our interest, guided by justice, shall counsel.

Why forego the advantages of so peculiar a situation? Why quit our own to stand upon foreign ground? Why, by interweaving our destiny with that of any part of Europe, entangle our peace and prosperity in the toils of European ambition, rivalship, interest, humor, or caprice?

It is our true policy to steer clear of permanent alliances with any portion of the foreign world, so far, I mean, as we are now at liberty to do it. For let me not be under-stood as capable of patronizing infidelity to existing engagements. I hold the maxim of less applicable to public than to private affairs that honesty is always the best policy. I repeat therefore, let those engage-ments be observed in their genuine sense. But in my opinion it is unnecessary and would be unwise to extend them.

Taking care always to keep ourselves by suitable establishments on a respectable de-fensive posture, we may safely trust to tempo-rary alliances for extraordinary emergencies.

Harmony, liberal intercourse with all nations, are recommended by policy, human-ity, and interest. But even our commercial policy should hold an equal and impartial hand, neither seeking nor granting exclu-sive favors or preferences; . . . constantly keeping in view that it is folly in one nation to look for disinterested favors from another; that it must pay with a portion of its independence for whatever it may accept under that character; that by such acceptance it may place itself in the condition of having given equivalents for nominal favors, and yet of being re-proached with ingratitude for not giving more. There can be no greater error than to expect or calculate upon real favors from nation to nation. It is an illusion which experience must cure, which a just pride ought to discard.

UNDERSTAND, ANALYZE, & EVALUATE

1. What advice did George Washington offer on foreign policy?

2. Did Washington advocate the complete isolation of the United States from Europe? Explain.

3. How did Washington characterize Europe? What circumstances of the 1790s may have inspired this assessment?

Source: www.senate.gov/artandhistory/history/minute/Washingtons_Farewell_Address.htm.

In 1794, farmers in western Pennsylvania raised a major challenge to federal authority when they refused to pay the new whiskey excise tax and began terrorizing tax collectors in the region. But the federal government did not leave settlement of the so-called Whiskey Rebellion to the authorities of Pennsylvania. At Hamilton’s urging, Washington called out the militias of three states and assembled an army of nearly 15,000—and he personally led the troops into Pennsylvania. At the approach of the militiamen, the rebellion quickly collapsed.

The federal government won the allegiance of the whiskey rebels through intimidation. It secured the loyalties of other western people by accepting new states as members of the Union. The last two of the original thirteen colonies joined the Union once the Bill of Rights had been appended to the Constitution—North Carolina in 1789 and Rhode

Whiskey Rebellion

bri13334_ch06_133-153.indd 147

The Unfinished Nation: A Concise History of the American People student edition is known for its clear narrative voice and impeccable scholarship. The incomparable core text is complemented by several features of significant importance to those teaching AP U.S. History.

STEP 2

®

Inside The Unfinished Nation

Every chapter contains a Consider the Source feature, which guides students through careful analysis of historical documents and prompts them to closely examine the ideas expressed as well as the historical circumstances. AP-style multiple choice questions to accompany these features are available in Connect.

146 •

CONSIDER THE SOURCE

In this open letter to the American people, President Washington defended the young Constitution and warned against disunity among the nation’s various states and political factions. Here he cautions citizens about another threat to the republic—entangling engagements abroad.

Observe good faith and justice toward all nations. Cultivate peace and harmony with all. Religion and morality enjoin this con-duct. And can it be that good policy does not equally enjoin it? It will be worthy of a free, enlightened, and, at no distant period, a great nation to give to mankind the magnanimous and too novel example of a people always guided by an exalted justice and benevolence. . . .

In the execution of such a plan nothing is more essential than that permanent, invet-erate antipathies against particular nations and passionate attachments for others should be excluded, and that, in place of them just and amicable feelings toward all should be cultivated. The nation which indulges toward another an habitual hatred or an habitual fondness is in some degree a slave. It is a slave to its animosity or to its affection either of which is sufficient to lead it astray from its duty and its interest. The nation prompted by ill will and resentment sometimes impels to war the government, contrary to the best calculations of policy. The government sometimes participates in the national propensity, and adopts through passion what reason would reject. . . .

So, likewise, a passionate attachment of one nation for another produces a variety of evils. Sympathy for the favorite nation, facilitating the illusion of an imaginary com-mon interest in cases where no real common interest exists, and infusing into one the enmities of the other, betrays the former

into a participation in the quarrels and wars of the latter without adequate inducement or justification. . . .

As avenues to foreign influence in innu-merable ways, such attachments are partic-ularly alarming to the truly enlightened and independent patriot. How many opportuni-ties do they afford to tamper with domestic factions to practice the arts of seduction, to mislead public opinion, to influence or awe the public councils! Such an attachment of a small or weak toward a great and powerful nation dooms the former to be the satellite of the latter.

Against the insidious wiles of foreign influence (I conjure you to believe me, fellow citizens) the jealousy of a free people ought to be constantly awake, since history and experience prove that foreign influence is one of the most baneful foes of republican government. . . .

The great rule of conduct for us in regard to foreign nations is, in extending our commercial relation to have with them as little political connection as possible. So far as we have already formed engagements, let them be fulfilled with perfect good faith. Here let us stop.

Europe has a set of primary interests which to us have no, or a very remote, relation. Hence she must be engaged in frequent controversies, the causes of which are essentially foreign to our concerns. Hence, therefore, it must be unwise in us to implicate ourselves by artificial ties in the ordinary vicissitudes of her politics, or the ordinary combinations and collisions of her friendships or enmities.

Our detached and distant situation invites and enables us to pursue a different course. If we remain one people, under an efficient government, the period is not far off when we may defy material injury from

WASHINGTON’S FAREWELL ADDRESS, AMERICAN DAILY ADVERTISER, SEPTEMBER 19, 1796

bri13334_ch06_133-153.indd 146

7


STEP 2

®

Debating the Past essays introduce students to the contested quality of much of the American past, and they provide a sense of the evolving nature of historical scholarship and familiarize students with the interpretive character of historical understanding.

America in the World essays focus on specific parallels between American history and those of other nations and demonstrate the importance of the many global influences on the American story by providing concrete examples of the connec tions between the history of the United States and the history of other nations.

356 •

DEBATING THE PAST

ReconstructionDebate over the nature of Reconstruction has been unusually intense. Indeed, few issues in American history have raised such deep and enduring passions.

Beginning in the late nineteenth century and continuing well into the twentieth, a rela-tively uniform and highly critical view of Reconstruction prevailed among historians. William A. Dunning’s Reconstruction, Political and Economic (1907) was the principal scholarly expression of this view. Dunning portrayed Reconstruction as a corrupt and oppressive outrage imposed on a prostrate South by a vindictive group of Northern Republican Radicals. Unscrupulous carpet-baggers flooded the South and plundered the region. Ignorant and unfit African Americans were thrust into political offices. Reconstruction governments were awash in corruption and compiled enormous levels of debt. The Dunning interpretation domi-nated several generations of historical schol-arship and helped shape such popular images

of Reconstruction as those in the novel and film Gone with the Wind.

W. E. B. Du Bois, the great African American scholar, offered one of the first alternative views in Black Reconstruction (1935). To Du Bois, Reconstruction was an effort by freed blacks (and their white allies) to create a more democratic society in the South, and it was responsible for many valu-able social innovations. In the early 1960s, John Hope Franklin and Kenneth Stampp, building on a generation of work by other scholars, published new histories of Recon- struction that also radically revised the Dunning interpretation. Reconstruction, they argued, was a genuine, if inadequate, effort to solve the problem of race in the South. Congressional Radicals were not saints, but they were genuinely concerned with pro-tecting the rights of former slaves. Recon- struction had brought important, if tempo-rary, progress to the South and had created no more corruption there than was evident

A FREEDMEN’S BUREAU SCHOOL African American students and teachers stand outside a school for former slaves, one of many run by the Freedmen’s Bureau throughout the defeated Confederacy in the first years after the war. (© Corbis)

bri13334_ch15_351-379.indd 356

432 •

The great waves of immigration that trans-formed American society in the nineteenth and early twentieth centuries were not unique to the United States. They were part of a great, global movement of peoples— unprecedented in history—that affected every continent in the world and that has continued to this day. These great migra-tions were the product of two related forces: population growth and industrialization.

The population of Europe grew faster in the second half of the nineteenth century than ever before and ever since—almost doubling between 1850 and the beginning of World War I. The population growth was a result of growing economies able to support more peo-ple and of more efficient and productive agri-culture that helped end debilitating famines. But the rapid growth nevertheless strained the resources of many parts of Europe and af-fected, in particular, rural people, who were now too numerous to live off the available land. Many decided to move to other parts of the world where land was more plentiful.

At the same time, industrialization drew millions of people out of the coun-tryside and into cities—sometimes into cities in their own countries but often to industrial cities in other, more economi-cally advanced nations. Historians of migra-tion speak of “push” factors (pressures on people to leave their homes) and “pull” factors (the lure of new lands) in explain-ing population movements. The “push” for many nineteenth-century migrants was poverty and inadequate land at home; for others it was political and religious oppres-sion. The “pull” was the availability of land or industrial jobs in other regions or lands—and, for some, the prospect of greater freedom abroad. Faster, cheaper,

and easier transportation—railroads, steamships, and much later, airplanes—also aided large-scale immigration.

From 1800 to the start of World War I, 50 million Europeans migrated to new lands overseas—people from almost all areas of Europe, but in the later years of the century (when migration reached its peak) mostly from poor rural areas in southern and east-ern Europe. Italy, Russia, and Poland were among the biggest sources of late-nineteenth-century migrants. Almost two-thirds of these immigrants came to the United States. But nearly 20 million Europeans migrated to other lands. Migrants from England and

Global Migrations

AMERICA IN THE WORLD

(Private Collection/© Peter Newark American Pictures/Bridgeman Images)

bri13334_ch18_427-453.indd 432

8


Connect for The Unfinished Nation includes a robust collection of advanced teaching resources to customize your AP® U.S. history course your way.

Teach students how to “think like historians” using your AP teacher resources, accessible through the Connect Library. With point-and-click access, you have these powerful resources at your fingertips:

• AP Teacher Manual, which includes:• Guidance for integrating AP themes

and concepts• Historical thinking skill building activities• Pacing guide

• Correlation guides

• Image bank

• PowerPoint presentations

• And more!

Teacher Resources Available in Connect

Count on Connect reporting to: • Monitor progress of your

entire class.

• Review individual student data over time.

• Identify additional content support needs of any student, in real-time.

STEP 2

®

9


AP® Suggested Assignments AP test banks acquaint students with the style and rigor of AP U.S. History Exam questions. Multiple choice, short answer, long essay, and document-based questions are organized by historical time period for ease of use.

Chapter test banks provide a variety of questions perfect for building custom quizzes, tests, and homework assignments.

The AP Source Library offers documents, images, maps, data, and historian's arguments from each historical time period.

STEP 2

®

10


SCOREboard™ is the first Advanced Placement® exam preparation solution that truly adapts to each student’s needs, delivering a personalized learning experience to ensure student comprehension as they prepare in the weeks and months leading up to the AP exams.

™

for AP® U.S. HISTORY

Succeed with SCOREboard

Best Virtual Learning Solution!

Adaptive content review: Assess student understanding of AP concepts, identify areas needing improvement, and provide additional practice to ensure comprehension with SCOREboard's adaptive questioning powered by LearnSmart.

Just-in-time learning resources: Targeted learning resources that reteach and reinforce important concepts surface at the precise moment students need additional help.

Comprehensive reports: In-depth insights about student progress and comprehension are available for both students and teachers.

Complete AP Practice Exams: Each SCOREboard course provides a practical AP test-taking experience. Auto-graded practice exams give immediate feedback on results and detailed scoring rubrics are provided for Free Response Questions.

AP 15 M 05366 9/15

STEP 3

®

Suitable for Reinforced Binding Reinforced Reinforced ... · Binding Reinforced Binding ......

Documents

Transcript of Suitable for Reinforced Binding Reinforced Reinforced ... · Binding Reinforced Binding ......