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Eleventh Grade Advanced Placement American History
TITLE:
Eleventh Grade Advanced Placement American History
TEXTBOOK:
The American Pageant, Thomas A. Bailey and David M. Kennedy, Tenth Edition, D.C.
Heath and Company, 1994
DESCRIPTION:
Advanced Placement United States History is a challenging course that is meant
to be the equivalent of a freshmen college court in which you can earn college
credit. Advanced Placement United States History is a two-semester survey of
American history from the age of exploration and discovery to the present. Solid
reading and writing skills, along with a willingness to devote considerable time
to homework and study, are necessary to succeed. Emphasis will be placed on
critical and evaluative thinking skills, essay writing, interpretation of
original documents and historiography.
COURSE OBJECTIVES:
1. Students will analyze Europe in the 16th century.
2. Students will examine 15th and 16th century explorers and identify the
reasons for exploration and/or settlement of the various regions. (12.3.1)
3. Students will describe the first English settlements of Jamestown and
Plymouth, as well as the Spanish and French settlements. (12.3.2)
4. Students will assess the long-term influence of the 15th and 16th century
Spanish and French settlements. (12.3.1)
5. Students will examine the culture of American Indians at the time of 15th and
16th century European exploration and settlement. (12.3.1)
6. Students will examine the British Northern colonies in America, including
examining the economic concept of mercantilism. (12.3.2)
7. Students will outline the origins of slavery in the New World. (12.3.2)
8. Students will assess the colonial society in the mid-18th century, including
the social structure of the family, farm and town life and the economy. (12.3.2)
9. Students will examine the Seven Years’ War (the French and Indian War) as an
example of the Anglo-French rivalry.
10. Students will analyze the reorganization of British rule in the New World
colonies, including passage of laws such as the Stamp Act, Declaratory Act and
Townshend Acts and events such as the Boston Tea Party. (12.3.3)
11. Students will examine the philosophy of the American Revolution. (12.3.3)
12. Students will assess various components and contributing factors of the
American Revolution including the Continental Congress and the Declaration of
Independence. (12.3.3)
13. Students will examine the Revolutionary War, including the significant
battles, the French alliance with the colonials, the society and the economy
during the war. (12.3.3)
14. Students will inspect the Articles of Confederation and evaluate the
Articles effectiveness. (12.3.4)
15. Students will explain the political organization of the states under the
Articles of Confederation, including social reforms affecting women.
16. Students will examine the creation of the U.S. Constitution. (12.3.4)
17. Students will appraise the battle for the Bill of Rights, including the
reasoning used by both the Federalists and the Anti-Federalists. (12.3.4)
18. Students will examine the Washington presidency, including analysis of
Alexander Hamilton’s financial program for the nation, foreign and domestic
difficulties faced and the origins of political parties. (12.3.5)
19. Students will examine the Adams presidency, including analysis of the Alien
and Sedition Acts, the XYZ Affair and the Election of 1800. (12.3.5)
20. Students will state the worth of the Louisiana Purchase. (12.3.5)
21. Students will analyze the U.S. Supreme Court under John Marshall. (12.3.5)
22. Students will examine the concept of neutral rights of nations, that
includes topics of impressment and embargo as they applied to early 19th century
America. (12.3.5)
23. Students will identify the causes of the War of 1812, as well as examine the
significant battles of the War and list the terms of the Treaty of Ghent.
(12.3.5)
24. Students will assess the nationalism that existed in post-War of 1812 during
the administration of James Monroe. (12.3.5)
25. Students will explain the following items of James Monroe’s administration:
(12.3.5)
• Panic of 1819
• Missouri Compromise
• Foreign concerns with Canada and Florida.
• Monroe Doctrine.
26. Students will examine “Jacksonian Democracy”, including the topics of
expansion of suffrage rights, rotation in office issues (civil servants vs. the
spoils system), and comparing/contrasting “Jacksonian Democracy” to
“Jeffersonian Democracy”.
27. Students will identify the main issues and results concerning the “Corrupt
Bargain” of the 1824 presidential election.
28. Students will analyze issues of the Jackson’s presidency such as: the
“Tariff of Abominations”, the Nullification Crisis (centering on the main
characters, Jackson and John C. Calhoun and the debate between Robert Hayne and
Daniel Webster concerning the sale of land) and the Bank War between Jackson and
Secretary of the Treasury Nicholas Biddle.
29. Students will examine the forced movement of the Native Americans tribes
during the course of Jackson’s president, including the “Trial of Tears”.
30. Students will identify the various regions to which the United States
expanded during the early to middle 1800’s including the process for the Texas
annexation, the Oregon boundary dispute and the annexation of California.
31. Students will outline the formation of Whigs as a new political party during
and following Jackson’s presidency.
32. Students will identify problems incurred during the Martin Van Buren
presidency, including the Panic of 1837 and the formation of the independent
treasury system.
33. Students will examine the westward expansion of the United States (“Manifest
Destiny”). (12.3.6)
34. Students will identify reasons for the Mexican War and the positive and
negative consequences of that War for the United States and Mexico (Latin
America).
35. Students will identify and assess the factors that created the United
States’ economic and industrial systems from the start of the nation to 1860.
(12.3.7)
36. Students will analyze the creating of the American Culture including
nationalism, educational reform, religion and revivalism (Utopians such as
Mormons and the Oneida Community and also the transcendentalists), literature,
art and architecture and finally, reform crusades (including feminism,
abolitionism, temperance, crime/punishment and the insane).
37. Students will analyze sectional rivalries that developed in the 1800’s,
including the Cotton Kingdom is the South, the Planter aristocracy and the
nature of the slaves in the South. (12.3.6)
38. Students will examine abolitionist efforts from the start of the United
States until the Civil War. (12.3.6)
39. Students will identify factors causing sectionalism during the 1850’s: the
Underground Railroad, the Compromise of 1850, the Fugitive Slave Act, Uncle
Tom’s Cabin, the Kansas-Nebraska Act, the Dred Scott Decision and Lecompton
crisis, John Brown’s raid, the Lincoln-Douglas debates in 1858 and the secession
crisis following the election of Abraham Lincoln in 1860. (12.3.6)
40. Students will examine the advantages and disadvantages held by both the
Union (North) and the Confederate States of America (South) on the eve of the
Civil War. (12.3.6)
41. Students will explore the importance of the Border States to the Union cause
as well as Lincoln’s efforts to keep the Border States on the Union side.
(12.3.6)
42. Students will explore the diplomacy carried on with foreign nations, by both
the Union and Confederacy, during the Civil War. (12.3.6)
43. Students will identify possible violations of civil
liberties/unconstitutional practices performed by President Abraham Lincoln and
President Jefferson Davis during the War. (12.3.6)
44. Students will examine the military strategy, campaigns and battles of the
Union and Confederacy. (12.3.6)
45. Students will examine the effects of the Civil War on society: inflation and
the economic stresses the War caused, the role of women in the war, the
devastation of the south and the changing labor patterns. (12.3.6)
46. Students will identify the main candidates, the political parties with their
platforms for the 1864 presidential election (in the Union).
47. Students will explain the abolition of slavery involving the following: the
Confiscation Act, the Emancipation Proclamation, the Freedmen’s Bureau and the
Thirteenth Amendment. (12.3.6)
48. Students will answer the main questions concerning Reconstruction in 1865.
(12.3.6)
49. Students will examine and assess the validity of the Abraham Lincoln’s and
Andrew Johnson’s plans for Reconstruction. Also, comparison and contrasting
those plans to the Radical Reconstruction plan provided by Congress. (12.3.6)
50. Students will identify major elements of Reconstruction plans, including
Civil Rights legislation and Constitutional Amendments. (12.3.6)
51. Students will explain reasons for the impeachment of Andrew Johnson.
52. Students will examine the problems, achievements and weaknesses of the
Southern state governments constructed by the Radical Reconstruction plan by
Congress. (12.3.6)
53. Students will analyze the Compromise of 1877 as the end to Radical
Reconstruction. (12.3.6)
54. Students will examine the main issues concerning the presidencies of the
Gilded Age: tariff controversy, railroad regulation, trusts, and agrarian
discontent.
55. Students will examine the growth of industries following the Civil War,
highlighting the industries of railroad, iron, coal, electricity, steel, oil and
banking. (12.3.8)
56. Students will assess major philosophies of society that occurred in the last
half of the 1800’s: Gospel of Wealth, the myth of the “self-made man”, Social
Darwinism (“survival of the fittest”) and social critics. (12.3.8)
57. Students will examine the history of unions, including the Knights of Labor
and the American Federation of Labor unions that originated following the Civil
War. (12.3.8)
58. Students will analyze the impact of major strikes that occurred following
the Civil War, including the Haymarket Strike, the Homestead Strike and the
Pullman Strike. (12.3.8)
59. Students will examine the growth of the city following the Civil War.
60. Students will identify the immigrants into America during the late 1800’s
and early 1900’s. (12.3.8)
61. Students will examine problems faced by urban Americans, including newly
arrived immigrants, in the early 1900's. (12.3.8)
62. Students will identify the origins and impact of immigration restrictions in
early 1900's America. (12.3.8)
63. Students will examine the education reforms made during the last third of
the nineteenth century.
64. Students will identify the Populist movement of the 1890’s, including the
reforms suggested by the Populists that were achieved later.
65. Students will explain the 1896 presidential election, involving the silver
question.
66. Students will examine imperialism of the late 1800’s and early 1900’s..
67. Students will identify the United States’ possessions acquired during the
early 1900's. (12.3.9)
68. Students will examine changes in United States’ foreign policy that occurred
because of imperialism. (12.3.9)
69. Students will identify reforms, on the national, state and local levels of
society, as created under Theodore Roosevelt’s “Square Deal” program. (12.3.8)
70. Students will identify major accomplishments attained by the United States
under the leadership of President Theodore Roosevelt (Panama Canal and the
Roosevelt Corollary). (12.3.8)
71. Students will identify reforms, on the national, state and local levels of
society, as created under William Howard Taft. (12.3.8)
72. Students will identify reforms, on the national, state and local levels of
society, as created under Woodrow Wilson’s “New Freedom” program. (12.3.8)
73. Students will identify William Howard Taft’s Dollar Diplomacy and Woodrow
Wilson’s Moral Diplomacy as major foreign policy decisions. (12.3.8)
74. Students will evaluate improvements made in areas such as transportation,
public education and urban life brought about by advancing technology and the
Industrial Revolution. (12.3.8)
75. Students will analyze the causes of World War I. (12.3.9)
76. Students will compare the reasons why the United States was unable to remain
neutral after the start of World War I, as well as identify how the United
States participated in World War I. (12.3.9)
77. Students will paraphrase the terms of the Treaty of Versailles, including
examining the unfairness of the Treaty from the perspective of Germany.
(12.3.11)
78. Students will examine and judge conflicts created within traditional values
held by Americans during the 1920’s. Terms to be included would be urbanization,
industrialization, Fundamentalism, Darwinism.
79. Students will assess the rights and/or accomplishments gained by both women
and African-Americans during the post-World War I era.
80. Students will describe conflicts presented by such groups/events as the "Red
Scare," the Ku Klux Klan, unions, and "nativism." (12.3.9)
81. Students will summarize reasons why the U.S. developed the policy of
isolation following World War I, including the economic situation of the U.S. in
the 1920's. (12.3.11)
82. Students will analyze the causes of the Great Depression, as well as the
success and/or failures of solutions to the Great Depression presented by
President Herbert Hoover. (12.3.10)
83. Students will identify President Franklin Roosevelt's "New Deal," including
the New Deal laws existing today. (12.3.10)
84. Students will formulate and judge the reasons for World War II, including
how dictators, such as Adolf Hitler and Benito Mussolini were able to rise to
power. (12.3.11)
85. Students will appraise United States’ reaction to the main world events of
the 1930's. (12.3.11)
86. Students will explain why the United States’ participation in World War II
was inevitable, how the United States mobilized for war, and the major battles
in the European and Pacific Theaters. (12.3.11)
87. Students will analyze the causes of the Holocaust and its effects on Jews
and other ethnic groups involved in the Holocaust. (12.3.11)
88. Students will describe the post-World War II era, including home front
problems of a post-war era, the origins of the Cold War and the reasons why the
U.S. involved itself in the Korean War. (12.3.12)
89. Students will identify the challenges the Unites States faced following the
Korean War. This will include the role of the Unites States in world events in
the 1950's and 1960’s, the involvement in Vietnam, economic problems of the
1970's and the ending of the Cold War in the 1980's. (12.3.12, 12.3.13)
WRITING ACTIVITIES:
1. Students will be given the opportunity to read and analyze primary sources
from each time period studied, composing analytical reflections for each.
2. Students will be given the opportunity to create a variety of Document-Based
Questions.
3. Students will be given the opportunity to write a number of analytical essays
throughout the class.
MULTICULTURE ACTIVITES:
1. Students will examine contributions of different cultures and ethnic groups
throughout time in America.
2. Students will examine the discrimination various cultures and ethnic groups
endured in the United States, including the United States domestic policies.
3. Students will examine the ever-changing diversity of America and analyze how
those changes have affected life in America.
