Oroville Union High School District
History-Social Science Curriculum

History-Social Science - AP United States History

AP United States History

COURSE TITLE: Advanced Placement United States History

LENGTH OF COURSE:    One Year

TYPE OF CREDIT: Social Science Core (10 credits)

GRADE LEVEL:    11

PREREQUISITES:    Teacher Approval

TEXTBOOK:    

The American Pageant, Houghton Mifflin Publishing, 1998 Edition, ISBN 0 669 39728 8.

SUPPLEMENTAL READING LIST:    

Students will read four of the following:

Fahrenheit 451, Ray Bradbury
My Antonia, Willa Cather
The Autobiography of Malcolm X, Arthur Haley and Malcolm X
Autobiography of Frederick Douglass, Frederick Douglass
Grapes of Wrath, John Steinbeck
The Jungle, Upton Sinclair    
If I Die in a Combat Zone, Tim O'Brien
The Giver, Lois Lowry
Uncle Tom's Cabin, Harriet B. Stowe

REFERENCE MATERIALS:    

Merriam-Webster's High School Dictionary, Holt, Reinhart, and Winston, Inc., ISBN 0 03 096 484 9

World Maps (Physical and Political, Demographic, Climate, Natural Resource, Economic Activity, Time Zones)

Atlas for each student
Class set of dictionaries
A set of National Geographic CDs for each site
Appropriate software
    
SUPPLEMENTAL FILMS:    

Cold War, CNN Series
Red Empire, A&E Series

COURSE DESCRIPTION:

The Advanced Placement Program in United States History is designed to provide students with the analytic skills and factual knowledge necessary to deal critically with the problems and materials in United States history. The program prepares students for intermediate and advanced college courses by making demands upon them equivalent to those made by full-year introductory college courses. This course meets and exceeds the California standards in that there is intensive study on the pre-Civil War era of American history. This course will begin with the discovery of the New World. Students should learn to assess historical materials -- their relevance to a given interpretive problem, their reliability, and presented in historical scholarship. An Advanced Placement United States History course will develop the skills necessary to arrive at conclusions on the basis of an informed judgment and to present reasons and evidence clearly and persuasively in essay format.

Students taking the Advanced Placement course are expected but not required to take the Advanced Placement test.

BOARD ADOPTED DATE: July 21, 1999; Resolution No. 6-00.


Evolution of Democracy in America

    Democracy: Events/Founding of Nation
The learner will be able to analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence.
Strand Scope Source
Democracy Master CA: Content Standards, 11.1 *STAR Item Grade 11 (4)* *GSE Test Content*
  
    Democracy: Enlightenment/Ideas
The learner will be able to describe the Enlightenment and the rise of democratic ideas as the context in which the nation was founded.
Strand Scope Source
Democracy Master CA: Content Standards, 11.1.1
  
    Democracy: American Revolution/Origins
The learner will be able to analyze the ideological origins of the American Revolution, the Founding Fathers' philosophy of divinely bestowed unalienable natural rights, the debates on the drafting and ratification of the Constitution, and the addition of the Bill of Rights.
Strand Scope Source
Democracy Master CA: Content Standards, 11.1.2
  
    Democracy: History/Constitution/1787
The learner will be able to understand the history of the Constitution after 1787 with emphasis on federal versus state authority and growing democratization.
Strand Scope Source
Democracy Master CA: Content Standards, 11.1.3
  
    Democracy: Civil War/Reconstruction
The learner will be able to examine the effects of the Civil War and Reconstruction and of the industrial revolution, including demographic shifts and the emergence in the late nineteenth century of the United States as a world power.
Strand Scope Source
Democracy Master CA: Content Standards, 11.1.4
  

Industry and Urban Issues

    Industry: Industrialization/Migration
The learner will be able to analyze the relationship among the rise of industrialization, large scale rural to urban migration, and massive immigration from Southern and Eastern Europe.
Strand Scope Source
Industry Master CA: Content Standards, 11.2 *STAR Item Grade 11 (8)* *GSE Test Content*
  
    Industry: Effects/Industrialization
The learner will be able to know the effects of industrialization on living and working conditions, including the portrayal of working conditions and food safety in Upton Sinclair's The Jungle.
Strand Scope Source
Industry Master CA: Content Standards, 11.2.1
  
    Industry: Changing Landscape/Describe
The learner will be able to describe the changing landscape, including the growth of cities linked by industry and trade, and the development of cities divided according to race, ethnicity, and class.
Strand Scope Source
Industry Master CA: Content Standards, 11.2.2
  
    Industry: Effect/Americanization Movemt.
The learner will be able to trace the effect of the Americanization movement.
Strand Scope Source
Industry Master CA: Content Standards, 11.2.3
  
    Issues: Effect/Urban Political Machines
The learner will be able to analyze the effect of urban political machines and responses to them by immigrants and middle class reformers.
Strand Scope Source
Issues Master CA: Content Standards, 11.2.4
  
    Issues: Corporate Mergers/Discuss
The learner will be able to discuss corporate mergers that produced trusts and cartels and the economic and political policies of industrial leaders.
Strand Scope Source
Issues Master CA: Content Standards, 11.2.5
  
    Issues: Economic Development
The learner will be able to trace the economic development of the United States and its emergence as a major industrial power, including its gains from trade and the advantages of its physical geography.
Strand Scope Source
Issues Master CA: Content Standards, 11.2.6
  

Social Darwinism/Social Gospel

    Social Darwinism/Social Gospel: Analyze
The learner will be able to analyze the similarities and differences between the ideologies of Social Darwinism and Social Gospel (e.g., using biographies of William Graham Sumner, Billy Sunday, Dwight L. Moody).
Strand Scope Source
Social Darwinism/Social Gospel Master CA: Content Standards, 11.2.7
  

Populists and Progressives

    Populists: Political Programs/Populists
The learner will be able to examine the effect of political programs and activities of Populists.
Strand Scope Source
Populists Master CA: Content Standards, 11.2.8
  
    Progressives: Political Programs/Effect
The learner will be able to understand the effect of political programs and activities of the Progressives (e.g., federal regulation of railroad transport, Children's Bureau, the Sixteenth Amendment, Theodore Roosevelt, Hiram Johnson).
Strand Scope Source
Progressives Master CA: Content Standards, 11.2.9
  

Religion and Society

    Religion: Role Religion Played/Analyze
The learner will be able to analyze the role religion played in the founding of America, its lasting moral, social, and political impacts, and issues regarding religious liberty.
Strand Scope Source
Religion Master CA: Content Standards, 11.3 *STAR Item Grade 11 (5)* *GSE Test Content*
  
    Religion: Contributions of Groups
The learner will be able to describe the contributions of various religious groups to American civic principles and social reform movements (e.g., civil and human rights, individual responsibility and the work ethic, antimonarchy and self-rule, worker protection, family-centered communities).
Strand Scope Source
Religion Master CA: Content Standards, 11.3.1
  
    Religion: Great Revivals/Leaders
The learner will be able to analyze the great religious revivals and the leaders involved in them, including the First Great Awakening, the Second Great Awakening, the Civil War revivals, the Social Gospel Movement, the rise of Christian liberal theology in the nineteenth century, the impact of the Second Vatican Council, and the rise of Christian fundamentalism in current times.
Strand Scope Source
Religion Master CA: Content Standards, 11.3.2
  
    Religion: Religious Intolerance/Cite
The learner will be able to cite incidences of religious intolerance in the United States (e.g., persecution of Mormons, anti-Catholic sentiment, anti-Semitism).
Strand Scope Source
Religion Master CA: Content Standards, 11.3.3
  
    Religion: Religious Pluralism/Discuss
The learner will be able to discuss the expanding religious pluralism in the United States and California that resulted from large-scale immigration in the twentieth century.
Strand Scope Source
Religion Master CA: Content Standards, 11.3.4
  
    Religion: Religious Liberty/Describe
The learner will be able to describe the principles of religious liberty found in the Establishment and Free Exercise clauses of the First Amendment, including the debate on the issue of separation of church and state.
Strand Scope Source
Religion Master CA: Content Standards, 11.3.5
  

U.S. Foreign Policy: 1870s - 1940s

    Policy: United States/Role/World Power
The learner will be able to trace the rise of the United States to its role as a world power in the twentieth century.
Strand Scope Source
Policy Master CA: Content Standards, 11.4 *STAR Item Grade 11 (6)* *GSE Test Content*
  
    Policy: Open Door Policy/Purpose/Effects
The learner will be able to list the purpose and the effects of the Open Door policy.
Strand Scope Source
Policy Master CA: Content Standards, 11.4.1
  
    Policy: Spanish-American War/Expansion
The learner will be able to describe the Spanish-American War and U.S. expansion in the South Pacific.
Strand Scope Source
Policy Master CA: Content Standards, 11.4.2
  
    Policy: Panama Revolution/Role
The learner will be able to discuss American's role in the Panama Revolution and the building of the Panama Canal.
Strand Scope Source
Policy Master CA: Content Standards, 11.4.3
  
    Policy: Roosevelt/Taft/Wilson/Speeches
The learner will be able to explain Theodore Roosevelt's Big Stick diplomacy, William Taft's Dollar Diplomacy, and Woodrow wheelchair's Moral Diplomacy, drawing on relevant speeches.
Strand Scope Source
Policy Master CA: Content Standards, 11.4.4
  

World War I and the U.S.

    WW I: Ramifications/Analyze
The learner will be able to analyze the political, economic, and social ramifications of World War I on the home front.
Strand Scope Source
World War I Master CA: Content Standards, 11.4.5
  

World War II

    WW II: Great Britain/Declining Role
The learner will be able to trace the declining role of Great Britain and the expanding role of the United States in world affairs after World War II.
Strand Scope Source
World War II Master CA: Content Standards, 11.4.6
  
    WW II: America's Participation/Analyze
The learner will be able to analyze America's participation in World War II.
Strand Scope Source
World War II Master CA: Content Standards, 11.7 *STAR Item Grade 11 (5)* *GSE Test Content*
  
    WW II: American Involvement/Origins
The learner will be able to examine the origins of American involvement in the war, with an emphasis on the events that precipitated the attack on Pearl Harbor.
Strand Scope Source
World War II Master CA: Content Standards, 11.7.1
  
    WW II: Wartime Strategy/Explain
The learner will be able to explain United States and Allied wartime strategy, including the major battles of Midway, Normandy, Iwo Jima, Okinawa, and the Battle of the Bulge.
Strand Scope Source
World War II Master CA: Content Standards, 11.7.2
  
    WW II:Individual Soldiers/Special Forces
The learner will be able to identify the roles and sacrifices of individual American soldiers, as well as the unique contributions of the special fighting forces (e.g., the Tuskegee Airmen, the 442nd Regimental Combat team, the Navajo Code Talkers).
Strand Scope Source
World War II Master CA: Content Standards, 11.7.3
  
    WW II: Roosevelt's Foreign Policy
The learner will be able to analyze Roosevelt's foreign policy during World War II (e.g., Four Freedoms speech).
Strand Scope Source
World War II Master CA: Content Standards, 11.7.4
  
    WW II: U.S. Home Front/Discuss
The learner will be able to discuss the constitutional issues and impact of events on the United States home front, including the internment of Japanese Americans (e.g., Fred Korematsu vs. United States of America) and the restrictions on German and Italian resident aliens; the response of the administration to Hitler's atrocities against Jews and other groups; the roles of women in military production; and the roles and growing political demands of African Americans.
Strand Scope Source
World War II Master CA: Content Standards, 11.7.5
  
    WW II: Major Developments/Describe
The learner will be able to describe major developments in aviation, weaponry, communication, and medicine and the war's impact on the location of American industry and use of resources.
Strand Scope Source
World War II Master CA: Content Standards, 11.7.6
  
    WW II: Decision to Drop Atomic Bombs
The learner will be able to discuss the decision to drop atomic bombs and the consequences of the decision (Hiroshima and Nagasaki).
Strand Scope Source
World War II Master CA: Content Standards, 11.7.7
  
    WW II: Massive Aid/Marshall Plan
The learner will be able to analyze the effect of massive aid given to Western Europe under the Marshall Plan to rebuild itself after the war and the importance of a rebuilt Europe to the United States economy.
Strand Scope Source
World War II Master CA: Content Standards, 11.7.8
  

American Society in the Postwar Era

    Postwar: Development/1920s/Analyze
The learner will be able to analyze the major political, social, economic, technological, and cultural developments of the 1920s.
Strand Scope Source
Postwar Master CA: Content Standards, 11.5 *STAR Item Grade 11 (4)* *GSE Test Content*
  
    Postwar: Policies of Presidents
The learner will be able to discuss the policies of Presidents Warren Harding, Calvin Coolidge, and Herbert Hoover.
Strand Scope Source
Postwar Master CA: Content Standards, 11.5.1
  
    Postwar: International/Domestic Events
The learner will be able to analyze the international and domestic events, interests, and philosophies that prompted attacks on civil liberties, including the Palmer Raids, Marcus Garvey's "back to Africa" movement, the Ku Klux Klan, and immigration quotas and the responses of organizations such as the American Civil Liberties Union, the National Association for the Advancement of Colored People, and the Anti-Defamation League to those attacks.
Strand Scope Source
Postwar Master CA: Content Standards, 11.5.2
  
    Postwar: Eighteenth Amendment/Examine
The learner will be able to examine the passage of the Eighteenth Amendment to the Constitution and the Volstead Act (Prohibition).
Strand Scope Source
Postwar Master CA: Content Standards, 11.5.3
  
    Postwar: Mass Production Techniques
The learner will be able to discuss the rise of mass production techniques, the growth of cities, the impact of new technologies (e.g., the automobile, electricity), and the resulting prosperity and effect on the American landscape.
Strand Scope Source
Postwar Master CA: Content Standards, 11.5.7
  
    Postwar: Organized Labor/Advance/Retreat
The learner will be able to trace the advances and retreats of organized labor, from the creation of the American Federation of Labor and the Congress of Industrial Organizations to current issues of a post industrial, multi-national economy, including the United Farm Workers in California.
Strand Scope Source
Postwar Master CA: Content Standards, 11.6.5
  
    Postwar: Economic Boom/Transformation
The learner will be able to analyze the economic boom and social transformation of post-World War II America.
Strand Scope Source
Postwar Master CA: Content Standards, 11.8 *STAR Item Grade 11 (5)* *GSE Test Content*
  
    Postwar: Growth/Jobs/Trace
The learner will be able to trace the growth of service sector, white collar, and professional sector jobs in business and government.
Strand Scope Source
Postwar Master CA: Content Standards, 11.8.1
  
    Postwar: Mexican Immigration/Describe
The learner will be able to describe the significance of Mexican immigration and its relationship to the agricultural economy, especially in California.
Strand Scope Source
Postwar Master CA: Content Standards, 11.8.2
  
    Postwar: Truman's Labor Policy/Reaction
The learner will be able to examine Truman's labor policy and congressional reaction to it.
Strand Scope Source
Postwar Master CA: Content Standards, 11.8.3
  
    Postwar: Government Spending/Analyze
The learner will be able to analyze new federal government spending on defense, welfare, interest on the national debt, and federal and state spending on education, including the California Master Plan.
Strand Scope Source
Postwar Master CA: Content Standards, 11.8.4
  
    Postwar: Powers of Presidency
The learner will be able to describe the increased powers of the presidency in response to the Great Depression, World War II, and the Cold War.
Strand Scope Source
Postwar Master CA: Content Standards, 11.8.5
  
    Postwar: Diverse Environmental Regions
The learner will be able to discuss the diverse environmental regions of North America, their relationship to local economies, and the origins and prospects of environmental problems in those regions.
Strand Scope Source
Postwar Master CA: Content Standards, 11.8.6
  
    Postwar: Effects on Society/Describe
The learner will be able to describe the effects on society and the economy of technological developments since 1945, including the computer revolution, changes in communication, advances in medicine, and improvements in agricultural technology.
Strand Scope Source
Postwar Master CA: Content Standards, 11.8.7
  

Women's Rights: 1870-Today

    Women's Rights: Nineteenth Amendment
The learner will be able to analyze the passage of the Nineteenth Amendment and the changing role of women in society.
Strand Scope Source
Women's Rights Master CA: Content Standards, 11.5.4
  
    Women's Rights: Movement/Analyze
The learner will be able to analyze the women's rights movement from the era of Elizabeth Stanton and Susan Anthony and the passage of the Nineteenth Amendment to the movement launched in the 1960s, including differing perspectives on the roles of women.
Strand Scope Source
Women's Rights Master CA: Content Standards, 11.10.7
  
    Women's Rights: Roles of Women
The learner will be able to describe the changing roles of women in society as reflected in the entry of more women into the labor force and the changing family structure.
Strand Scope Source
Women's Rights Master CA: Content Standards, 11.11.3
  

1920s: The Jazz Age

    Jazz Age: Harlem Renaissance/Trends
The learner will be able to describe the Harlem Renaissance and new trends in literature, music, and art, with special attention to the work of writers (e.g., Zora Neale Hurston, Langston Hughes).
Strand Scope Source
Jazz Age Master CA: Content Standards, 11.5.5
  
    Jazz Age: Radio/Moves/Growth/Effects
The learner will be able to trace the growth and effects of radio and movies and their role in the world wide diffusion of popular culture.
Strand Scope Source
Jazz Age Master CA: Content Standards, 11.5.6
  
    Jazz Age: Popular Culture/Forms
The learner will be able to discuss forms of popular culture, with emphasis on their origins and geographic diffusion (e.g., jazz and other forms of popular music, professional sports, architectural and artistic styles).
Strand Scope Source
Jazz Age Master CA: Content Standards, 11.8.8
  

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