For those students taking the AP History course in the fall of 2008 here is a copy of your summer assignment.






General Comments

Welcome
I am glad to have your son/daughter enrolled in Advanced Placement United States History. This course attempts to develop higher-level critical thinking skills by emphasizing analysis and evaluation. As a parent you may need to take into account that this course will differ from previous traditional or honors courses. This course of AP United States History is designed and taught at the college level using a college-level textbook, The American Pageant. It is a difficult and demanding read for many high school students. Please keep this in mind when you establish expectations for your child’s performance. Our primary objective is the improvement of your student’s information processing skills, with the emphasis on improving their ability to analyze an evaluate the relative significance of historical data, and a corresponding ability to express those ideas through the written word.
Please access the Open Letter to Parents to further review the expectations of this class.

APUSH Syllabus
The Structure of the AP Exam
Pacing Guides for the course
Themes of United States history

One reading strategy we will use is the Main Idea Log where you boil down the main idea. This is more than just the facts but an analysis of predicting what happened prior to the information, how the information will affect the next paragraph; an attempt to find the broader, connecting ideas.

Cool Web Sites:
Great web site visual for history of U.S. warfare (thanks Michael - it came from Stumble.com) www.mapsofwar.com
Student blog website address: http://apstudentnetwork.blogspot.com/
I have included the Writing Essays PowerPoint in the general notes found below.
Did you know? There are many sites that offer free downloads of U.S. History lectures. Perhaps you might do well to listen on your mp3 player. Check out the following or try a general google search for free mp3 download US History lectures
http://www.epnweb.org/
http://www.learnoutloud.com/
http://podcastpickle.com/
Links are posted on the home page giving access to PowerPoint viewer as well as open source software applications.


CLASS NOTES

The class lecture notes can be found in the following PowerPoints but be careful! Merely browsing these notes will not supply the Specific Factual Information you will need to succeed in this course.Please email me should you be unable to access any information and I will attempt to directly email the information to you.
How to write a great essay response!
Here can be found standard information on the structures and histories of the United States.












simple presidents chart


UNIT I EARLY EXPLORATION AND SETTLEMENT AND COLONIAL BRITISH NORTH AMERICA

Organizing principal: Between 1607 and 1763, the British North American colonies developed experience in, and the expectation of self-government in the political, religious, economic, and social aspects of life.

UNIT 1 REVIEW EARLY EXPLORATION AND SETTLEMENT AND COLONIAL BRITISH NORTH AMERICA





UNIT 2 THE ROAD TO REVOLUTION

Organizing Principles – Between 1763 and 1776, British attempts to exert control over the colonies led to violent, organized, successful resistance.The Articles of Confederation provided a reasonable and workable transition from the unitary system of British rule to the federal system established under the Constitution.
Unit 2 agenda
Chp 6-7 lecture
Chp 8 lecture - American Revolution
Chp 9 lecture - Building a Nation AOC & Constitution
Basic review notes for Unit 2

Unit 3 SECTIONALISM AND NATIONALISM

Organizing Principal -
1. Between 1789 and 1820, conflict over the increasing power of the nat’l gov’t created intensified, sectional tension.
2. Between 1789 and 1823, geographic isolation allowed the United States to pursue a policy of selective involvement in world affairs.
Topics: federalism, 1st American party system, Hamilton’s economic plan, neutrality and foreign policy, Jeffersonian Democracy, Supreme court cases, territorial expansion, freedom of the seas, War of 1812, convention system, national market economy, industrial revolution, transportation revolution, agricultural revolution, nationalism, sectionalism










Lecture Chp 10 The Federalist Era
chart comparing federalist to antifederalist




Lecture Chp. 11 The Jeffersonian Era
Lecture Chp 12 Madison War of 1812
Lecture Chp 12 Nationalism Missouri Compromise


Unit 4: THE AGE OF JACKSON

Organizing Principle - During the "Reign of Jackson," politics became more democratic, the power of the

Presidency increased, America became more optimistic and expansionistic, and

sectionalism supplanted nationalism.

Topics: Jacksonian Democracy, 2nd American Party System, democratization, sectionalism,

reform movements, Native Americans, Bank War, Nullification, American

Renaissance, Manifest Destiny, slavery












Antebellum Reformers * pay attention to slide 45-51 on Women's Suffrage Mov't and Sojourner Truth





UNIT 5 SLAVERY, CIVIL WAR, AND RECONSTRUCTION

Organizing Principles - The Civil War was caused by historic economic, social, and political sectional differences that
Were further emotionalized by the slavery issue.

The Civil War effectively determined the nature of the Union, the economic direction of the
United States, and political control of the country.

Topics: sectionalism, abolition, expansion of slavery, apologists, Compromise of 1850, Kansas
Nebraska, 3rd American Party System, emotionalization of slavery issue, economic
development, social development, political development, Civil War [social, economic, political
consequences], amendments, Reconstruction [economic, political, social consequences],
Compromise of 1877

Unit 5 Agenda (always subject to change)
APUSH Unit 5 Essay Assignment
Chapter 16 lecture notes:







Chapter 18 lecture notes
Chapter 19 lecture notes
KEYS SLAVERY AND CONFLICT APPROACHES
Immediate Causes of the Civil War
Interactive Outline of Civil War
Historical civil war photos set as a slide show
Chapter 20 and 21 lecture notes- a shorter version than class
KEYS TO THE CIVIL WAR
Main ideas worksheet chp 22
KEYS TO RECONSTRUCTION
Chapter 22 lecture notes

Unit 6– THE GILDED AGE TO POPULISM

Organizing Principles - The Gilded Age fostered the consolidation of business, the beginnings of government
involvement in the economy, and the organization of disadvantaged economic and social classes.

Topics: Grantism, corruption, politics, rise of big business, agrarian reform, labor movement, Native American, cattle frontier, mining frontier, agricultural frontier, immigration, urbanization, Social Gospel, Social Darwinism, changing function of government

Unit 6 Agenda (always subject to change)
Native American Project-Research Paper
Web site evaluation forms
Rubric for Native American project
Holiday Readings on the Internet
Intro Powerpoint on Big Ideas of this Unit
chp 23 summary and terms
chp 24 summary and terms
chp 25 summary and terms
chp 26 summary and terms
Intro chp 23 powerpoint




Powerpoint notes on politics of Gilded Age chp 23
Powerpoint notes on chp 24 Big Business and Industrialization
Powerpoint notes on Labor and Unionization
Powerpoint notes on Urbanization and City Life
Class notes - Big Questions - on Labor and Unions
Class notes - Big Questions - on Immigration, Urbanization
Making Generalizations Unit 6 (due Jan. 10, 2008)
KEYS: Growth of Industry, Business, and Labor
KEYS: City Life and Urbanization
KEYS: Gilded Age Politics
KEYS: Midwest and Frontier
Midterm Exam Terms for Review
Powerpoint notes on the Western Frontier - sorry, too big to upload!
Powerpoint notes on Populism

Unit 7 - NEW IMPERIALISM, PROGRESSIVISM, WORLD WAR I Chp 27-31 1/24- 2/27

Organizing Principles - From 1890 to 1918, the United States became increasingly active and aggressive in
world affairs.
The Progressive movement partially succeeded in improving life for average Americans by curbing big business, making the government more responsive to the will of the people, and enacting social welfare legislation.

Topics: New Imperialism, Spanish-American War, Big Stick policy [jingoism], internationalism, Progressive reform [political, social, economic], regulatory agencies, Square Deal, Old Guard v Insurgents, New Nationalism, New
Freedom, Supreme Court and social welfare, World War I [economic, political, social consequences], CPI, Red Scare, Treaty of Versailles
Unit 7 agenda (subject to change)
Presidential Chart McKinley
Presidential Chart Roosevelt
Presidential Chart Taft
Presidential Chart Wilson
Main Idea (Imperialism) Log
Guided Reading chp 27
Guided Reading chp 28
Guided Reading chp 29
Guided Reading chp 30
Guided Reading chp 31
Just Bare Facts Outline Spanish American War
Mrs. Pojer's notes on American Imperialism chp 27 and chp 28
The Progressives: Teddy Roosevelt, Taft, Wilson and the election of 1912
Main idea log Chp. 27 and 28
Main idea log answers
Main idea log answers version II
chp. 30 Woodrow Wilson domestic issues
Woodrow Wilson legislation
Sample Unit by Unit - look for 1824 [[file:unit by unit review w: sample.doc]]
Suggested outline format for Progressive movement essay
directions for Only Yesterday assignment
Woodrow Wilson and domestic issues of WWI



Unit 8 - 1920S THROUGH NEW DEAL Chp 32 – 34

Organizing Principles - Disillusionment with the idealism of World War I led Americans to fear change and difference and to retreat into a superficial shell of self-satisfaction.
The Great Depression and New Deal led to the expectation of government intervention to maintain the economic stability of the nation.
Topics: fear of change and difference, value conflicts, mass society, consumerism, technological development, foreign policy, social changes, arts and entertainment, economics, normalcy, Great Depression, New Deal, relief, recovery, reform, make work, labor, political realignment,changing function of government
Unit 8 Agenda:
Pres. Chart Harding
Pres. Chart Coolidge (2 pages) and
Pres. Chart Hoover
Pres. Chart FDR (2 pages) and
Guided reading chp 32
Guided reading chp 33
Guided reading chp 34
Simple Presidents chart simple president list.doc
Class lectures minus video and music are listed below:
Notes on chp 32 Roaring Twenties and culture
Notes on chp 33 Twenties and Great Depression
Open book test chp 33 answers
Open book test chp 34 answers
Lecture Great Depression and FDR

Link for Only Yesterday - read chp. Return to Normalcy http://books.google.com/books?id

APUSH ABBREVIATED UNIT 9 World War II

Organizing Principles - Between World War II and 1960, the New Deal philosophy that the government was a legitimate agent of social welfare became firmly embedded in the American mind.
Topics: 1930s foreign policy, neutrality, World War II (political, economic, social consequences], neutrality Acts, Lend Lease Act, Atlantic Charter, Japanese internment, women, NA, AA, and Mexican -Americans, strategies and battles, atomic bombings, post war demobilization

APUSH Abbreviated Unit 9 Agenda












APUSH ABBREVIATED UNIT 10 Cold War, Sixties, Civil Rights, Conservatism

Organizing Principles - The Cold War led the United States to pursue an ambivalent policy of confrontation, negotiation, and preventive maintenance between 1945 and 1970.

Disillusionment with the increasingly violent protest of the 1960s led to the entrenchment of conservative ideology between 1968 and 1992.

Following the breakup of the Soviet Union, America's foreign policy groped for ways to promote world peace with minimal U.S. involvement.

Technological developments between 1950 and 2000 radically altered the economic, social, and moral fiber of the nation.

Topics: Fair Deal, Red Scare, containment, Cold War, NSC 68, Korean War, modern Republicanism, massive retaliation, social changes, politics of the 50s, consumerism, baby boom. liberalism, civil rights, reform movements, political activism, foreign policy, Vietnam, youth culture, poverty, conservative resurgence, energy, Watergate, malaise, Reagan Revolution [foreign policy, economy, social issues], technology and affluence, post-Cold War foreign policy, Middle East, multiculturalism, welfare, Clinton scandals

APUSH Abbreviated Unit 10 agenda
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Notes chp 37 and 38
Notes Eisenhower and Cold War
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Notes Kennedy and cold war
Notes Civil Rights (no video)
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Notes on Vietnam ( no video)
Notes on Counterculture
Notes on how the U.S. has changed in the last century
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Keys Nixon
Keys Ford, Carter, American lifestyle
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Top ten songs of 1967
Respect by Aretha Franklin Lyrics:



Light My Fire by the Doors Lyrics:


Sunshine of My Love by Cream Lyrics:


A Day in the Life by The Beatles Lyrics:
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Strawberry Fields Forever (LOVE version) by the Beatles Lyrics:
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[ invalid file: 13 StrawberryFields forever.m4a ]

Purple Haze by Jimi Hendrix Lyrics:


A Whiter Shade of Pale by Procol Harum Lyrics:


Don't You Want Somebody to Love by Jefferson Airplane Lyrics:
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Soul Man by Sam and Dave Lyrics:


Nights in White Satin by The Moody Blues Lyrics:
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Due Dates for Homework from April 25th through May 9th


In class April 23rd: www.sasinschool.org #38 Johnson and Vietnam. Due Monday 4/28
Due April 25th: cards on MLK and Malcom X due
In class April 28th: Test on Nam, Civil Rights, chp 39. Turn in #38 SASinschool assignment.
In class April 30th: Knowledge and readings of chp 40. Sasinschool #1139 Last Half of American Century
. *test corrections chp 37 & 38 must be completed by this date
Due May 2nd:
  • Readings chp 40 due
  • Presidential charts due
  • Lyrics assessment/essay due
Due May 5th:
  • Readings chp 41 due.
  • Test chp 40 and 41
  • One Day in the Life due
Due May 6th: Who Am I due
Due May 7th: One page review on topic re: last half of American century (sasinschool #1139)
Due May 8th: Decade by decade review. Decade test given in class.

REVIEW SESSIONS: you must use the back door near my room to gain entrance.
Saturday April 26th 2:00 AM-5:00 PM Sample AP multiple choice exams
Monday May 5th 2:00-5:00 PM Decade by decade review,Foreign policy/Supreme Court decisions
Wednesday May 7th 3:30-6:30 PM Women, African-Americans, Native Americans
Thursday May 8th 3:30-5:00 PM DBQs and essay writing
May 9th: AP U.S. HISTORY TEST



REVIEW DOCUMENTS
I have posted Grand Review Packets as you begin to review all the cummulative facts
The APUSH Exam
The exam is 3 hours and 5 minutes in length and consists of two sections: a 55-minute multiple-choice section and a 130-minute free- response section. The free-response section begins with a mandatory 15-minute reading period. Students are advised to spend most of the
15 minutes analyzing the documents and planning their answer to the document-based essay question (DBQ) in Part A. Suggested writing time for the DBQ is 45 minutes.
Parts B and C each include two standard essay questions that, with the DBQ, cover the period from the first European explorations of the Americas to the present. Students are required to answer one essay question in each part in a total of 70 minutes. For each of the essay questions students choose to answer in Parts B and C, it is suggested they spend 5 minutes planning and 30 minutes writing.
Both the multiple-choice and the free-response sections cover the period from the first European explorations of the Americas to the present, although a majority of questions are on the nineteenth and twentieth centuries.

NOTE REGARDING GRADES AND THESE LAST REMAINING WEEKS OF CLASS: . I just wanted to emphasize again, as I have with the students this week, this truly is one of the most difficult courses they will ever encounter and that is largely because of the sheer amount of facts they need to know. It is difficult and challenging. We are now within the last 10 weeks or so (5 of History 5 of English) before the AP exam, and we are doing a lot more comprehensive review work and it scares the students.
I suggest students try to come to after school tutoring as much as possible. I will be offering Sat and evening reviews come late April and early May and I am trying to increase the time I stay after each week.
But the plain fact is (as I told the students this week) unless they are some freaky, photographic memory person there is no way they can rely on just reading, taking notes and then taking tests. The human brain cannot hold that much data in the short term memory. They must, must, must process it and, in the old fashion lingo of the older times, that means they must just work on memorizing data.
Please note the stress your student is under during this crunch time and offer all the support you can.

EXTRA CREDIT 5 extra points given on Unit 8 test (end of March) if you bring in results page from taking the AP test review as posted below. Due before or day of Unit 8 test
For those unable to successfully access the AP Test Review website - you may print in your results for 5 points extra credit to be applied on a test in the last 9 weeks grading session.

02/25/08 AP TEST REVIEW WEB LINK FOR EXTRA CREDIT: The link to the AP test reviews - free for you to test yourself. More than just U.S. History! Sign up and they will email a link for you to take the test - for free! Once at the site look below the log in and choose to register. If you bring in the grade/correct print out once you take the test; add your name and write: "Please apply for 5 extra points on my unit 8 test," and turn in to the bright yellow folder on the paperwork table then you get extra credit! https://aptestreview.flvs.net/FLVSAPREVIEW/home/login.aspx?c=1



Grand Review Packets:




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The very basic 15 Supreme Court cases you must know History Now 15 Interactive Supreme Court Cases



All Unit Agendas/Pacing guides with organizing principles and topics

Unit 1 was chapters 1-5 given for summer assignment
Unit 2 agenda
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Unit 3 agenda
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Unit 4 agenda
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Unit 5 agenda
Unit 6 agenda
Unit 7 agenda
Unit 8 agenda
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Unit 9 Abbreviated agenda
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Unit 10 Abbreviated agenda
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Keys for all units as of March 2nd 2008.
simple presidents chart
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END OF COURSE REVIEW

Per Popular Request...Presidential Charts








5/15/08 CONGRATULATIONS! YOU MADE IT THROUGH THE COURSE!... ALMOST. For this remaining time left in class we will review for your End Of Course test to be administered June 2nd and 3rd as well as view some of those historical movies we always discussed in class!

As mentioned this Friday, there is an assignment available in English and in History for qualifying students (you know who you are!) That assignment is due no later than May 22nd and you must schedule your class presentation time so do not wait until the last minute or you may not have an opportunity to complete it.