ADVANCED
PLACEMENT
UNITED STATES HISTORY-
HONORS AMERICAN LITERATURE
COURSE OUTLINE
Ms. Carberry, Ms. Durocher, Mr. Hering, and Mr. Hokkanen
Our
Vision:
Our vision is to nurture the development of responsible, thoughtful citizens for life in an increasingly interdependent global society by creating environments in which students are challenged to explore, to create, to make decisions and to actively participate in and be accountable for their learning.
Our
Goal:
In
addition to exposing students to the historical and literary content, an AP
course should also train students to analyze and interpret primary sources,
including literary and documentary material, maps, statistical tables, and
pictorial and graphic evidence of historical events. Students should learn to take notes from both
printed materials and lectures or discussions, write essay examinations, and
write analytical and research papers. They
should be able to express themselves with clarity and precision and know how to
cite sources and credit the phrases and ideas of others.
Our Expectations :
The A.P. 10 student will be expected to:
*budget time and schedules
*spend time on homework every day for this A.P. 10 Course
*prepare for class discussions, activities, and tests
*follow through on commitment to become a better thinker
*speak in front of classmates
*complete all reading and writing tasks in time
*participate actively in discussions and listen actively to others
*take responsibility for your own learning
Course Objectives:
The following objectives will give a sense of the knowledge, skills, and attitudes that are integral in this AP10 curriculum. Unit objectives and the resulting assessments will reflect these overall objectives.
The student will…
1. Use personal experience to discover and generate new ideas.
2. Use various analytical strategies.
3. Create and support a thesis using the formal writing process.
4. Apply questioning and thinking strategies.
5. Analyze both historical documents and fictional works that reflect history.
6. Understand the concept of “cultural universals” and the value of unique characteristics of various cultural groups.
7. Evaluate major
factors and ideas which have contributed to the economic, political, and social
development of the
8. Understand the implications of the
9. Identify and describe influences of groups and institutions on individual behavior and attitudes.
10. Consider the historical influences shaping who we are as Americans
11. Evaluate racial, ethnic, and gender relations and roles in the development of American society.
12. Understand how literature both shapes and reflects history.
Grading
Criteria:
Students will be evaluated on a regular basis for each unit. Grades earned will be A,B,C,D, or F. For each unit throughout this course, students will be completing one, two or all of the following assessments:
1. Multiple choice test on the textbook chapters identified on the syllabus to ensure students are reading and learning the content.
2. A history essay test which will encompass free-response questions and/or a document based question (DBQ).
3. A literature essay test and/or unit writing assignment.
4. A performance assessment which combines all material from that particular unit.
5. A variety of additional readings and writings and speaking assignments.
**Plagiarism Policy is
clearly stated in the EVHS Student Planner.
If a student has any question whether he/she is plagiarizing, ASK a
teacher.
Course Syllabus
Unit 1 Visions
of the American Identity (1 ½ Weeks)
The student will…
1. Understand the motivations for exploration and colonization by Europeans.
2.
Understand the changing religious,
scientific, political, and economic world views giving rise to Enlightenment
thinking.
3.
Understand the expansion and
diversity of Colonial America.
4.
Identify major characteristics and
motives of literary characters.
5. Accomplish a close reading of a literary work.
6. Understand what is strong evidence in one paragraph essay model.
7. Understand the difference between essay, precis, and paraphrase as writing forms.
Unit 2 The Forge of Nationhood (3 weeks)
The student will…
1. Understand the events preceding, during and immediately following the American Revolution.
2. Analyze important orations of the period for both rhetorical techniques and historical impact.
3. Understand how setting and characterization help to create theme in a literary work.
4. Trace the creation of the United States Constitution.
5. Identify initial
challenges to the newly formed government of the
6 Identify the rise of leadership in the Republican Party as a reaction to the Federalist Party.
7 Identify symbols and motifs in a novel.
8. Trace change in dynamic characters.
9. Identify the components of the 5 paragraph model.
10. Apply 5 P model to written exams.
Unit 3
Transformation of American Society (5 weeks)
The student will…
1. Analyze the rise of nationalism as a result of the War of 1812.
2. Compare and contrast Jeffersonian and Jacksonian Democracy.
3. Trace the rise of religious revivals and the Second Great Awakening.
4. Understand the motivations and implications of westward expansion.
5 Understand the motivations and conflicts of the individual in a collective society.
6. Understand the
rise of Sectionalism as immigration and westward expansion flourish in the
7. Understand how setting and characterization help to create theme in a literary work.
8. Understand the basic philosophy of transcendentalism.
9. Understand the basics characteristics of Romanticism.
10. Analyze important orations of the period for both rhetorical techniques and historical impact.
11. Understand the connection between Romanticism and Transcendentalism
Assessment: Great Speech
Unit 4 The
The
student will…
1. Understand the events leading up to the Civil War.
2. Understand life as a slave and the creation of African-American culture.
3. Understand the roots of the country’s division.
4. Understand the events of the Civil War and the reverberations felt to the present day.
5. Understand the challenges of the Reconstruction Era.
6. Analyze motivations of combatants.
7. Analyze important orations of the period for both rhetorical techniques and historical impact.
8. Identify steps to better art appreciation—slowing decision-making
Assessment: Great Speeches
Unit 5 The
The student will…
1. Analyze and evaluate the creating of transportation systems both as a component of the demise of the old frontier and as a catalyst to the new Industrial Age.
2. Identify and evaluate the various business practices of numerous business owner.
3. Evaluate elements in literature that
reflect both positive and negative reactions to the “
4. Analyze the impact of westward expansions on American Indian life.
5. Identify challenges and solutions coping with new urban environment.
6. Understand literary styles of impressionism, naturalism, and realism.
7. Identify key components of a research paper.
9. Analyze a number of works at the Minneapolis Institute of Art
10. Identify good topics for research project.
11. Identify good techniques for note card formatting of research information.
12. Identify key elements of Realism.
Assessment: Oral History Research Project deadlines—notecards, interview questions.
Unit 6 The Progressive Era (1 ½ weeks)
The student will… 1. Analyze experiences of immigrants.
2. Identify and compare government attempts to regulate big business.
3. Evaluate worker response to industrialism.
4. Evaluate social reform efforts.
5. Understand the concept of irony.
6. Understanding the use of journaling in finding “voice”.
7. Identify key elements in paragraph organization within research paper.
8. Understand proper use of parenthetical citations in research paper.
9. Understand key elements in avoiding plagiarism.
Readings: Textbook
Chapters 21 (p.662-684) ,22 / excerpts
from The Jungle , “South of the
Slot”, “A Story of an Hour”, “Hills Like White Elephants”, begin novel of choice.
Assessment:, Short Story Journals, Oral History Research Project due
Unit 7 A Growing International Role (2
weeks)
The student will…
1. Analyze writers’ interpretations of their WWI experiences.
2. Give examples of the effects of
3. Discuss the nation’s spirit of imperialism and controversy surrounding imperialism.
4. Discuss and evaluate
5. Discuss the causes, events, and political consequences of World War I.
6. Analyze the rise of Modernism in literature
7. Work cooperatively with a partner on book project.
Assessment: “Book Talk” Research Project Presentation
Unit 8 The Complexity of the American Fabric (2 ½ weeks)
The
student will…
1. Consider American culture of the 1920’s as a reaction to World War 1.
2. Discuss changes in popular culture and evaluate why they occurred.
3. Understand the origins and significance of the Harlem Renaissance.
4. Discuss the causes and consequences of the Great Depression.
5. Compare and contrast government attempts to combat the effects of the Depression.
6. Analyze characterization and theme.
7. Analyze oral histories of the 1930’s.
Readings: Textbook Chapters
24,25,26 / Spoon River, Of Mice and Men, The Great Gatsby , poets Langston Hughes, e e cummings.
Assessment: poetry recitation in PAC, poetry analysis
“paper”, Character Sketch
Unit 9 The
The student will:
1. Discuss causes, events, and consequences of World War II.
2.
Analyze writers’ interpretations of their
World War II experiences.
3.
Understand characteristics of Post-Modernism
in literature.
Unit 10 The Cold War Era (2 weeks)
The student will…
1. Identify
global areas of tension between the
2. Analyze conflicts which resulted from global communist expansions such as the Korean Conflict.
3. Discuss
American fears of communism spreading through the
4. Analyze the use of social satire in literature as a response to the Cold War atmosphere.
5. Understand methods and techniques of propaganda.
6. Apply effective discussion skills.
Unit 11 Kennedy’s New Frontier: Johnson’s Great
Society (3 weeks)
The student will…
1. Identify and analyze major events and leaders in the Civil Rights movement.
2. Evaluate the progress of numerous groups to attain civil rights.
3. Analyze political writings and speeches by civil rights leaders.
4. Analyze presidential attempts to solve domestic concerns addressed by civil rights leaders.
5. Discuss
the historical roots of
7. Analyze
the domestic concerns as a result of the
8. Discuss
long term effects of the
9. Analyze
various writers’ interpretations of their
10. Compare fiction and non-fiction (story truth vs. happening truth).
Assessment: thematic web, AP U.S. History Test in early May
Unit 12 The Modern Era 1974 to Present
The student will…
1. Summarize qualities of effective leaders
2.
Analyze modern
3. Analyze differences in cultures.
4. Interpret novel in a music format (soundtrack).
5. Analyze literary criticisms of a novel.
Assessment: “Book Talk” Research Project and Presentation
“Year in Review” Presentation