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DBQ ESSAY RUBRIC GRADE SHEET Name______________________________________________
Scoring Break Down AP ESSAY RAW SCORE: (0-9)____ AP GRADE: (1-5)____ Raw Points: ______out of 50
CLASS GRADE: (% of 100)____ 9=100% 8=95% 7=90% 6=85% 5=80% 4=75% 3=70% 2=65% 1=60%
| Superior Essay “5”: AP Score of 8-9 □Excellent use of outside information □Abundance of rich detail | Strong Essay “4”: AP Score of 6-7 □Adequate detail | |
Adequate Essay “3”: AP Score of 4-5 □Needs more analysis of key issues □Fairly well-organized essay □Contains some evidence; more needed □Needs more detail □Addresses all areas of the prompt but essay may lack balance. | “2” Essay: AP Score of 2-3 □Lacks analysis □Weak organization □Fairly well written □Lacks detail □Essay does not address one or more aspects of the question |
“1” Essay: AP Score of 1 □No thesis | |
“0” Essay: Did not address the question | |||
General Comments: □complex-simple□split-simple □too much info □Contains vague statements or generalizations not supported by facts. □Document quotes are too long □Document(s)misused: #___________ □Strong topic sentences □Weak topic sentences □Strong transition□Weak transitions □Don’t use “I,” “you,” “our,” “us,” “we” □Poor spelling and grammar □Don’t use “flowery” or informal style □NO FLUFF or erroneous detail □Strong conclusion□Weak Conclusion | Student Pre-Submission Checklist □My introductionprovides background informationin the context of the question. □My thesis statementdirectly answersthe question. □My thesis statement isnot simply a restatementof the question. □My introduction/thesis statement provides aspecific outline of the topicsto be explored in the essay. □When moving from one topic to another, I haveused appropriate transitional phrases. □I have appropriately useverb tenseandsubject-verb agreementin my essay. □I have demonstrated anunderstanding of the complexityof each topic listed in the thesis. □I have used anappropriate number of documentsto support claims made in the thesis. □When citing my document, I usebriefdirect quoteswhichsupport the claimI have already made or I summarize the document in a meaningful way. □When citing my document, Istate the source(for example, ‘Thomas Jefferson stated in Notes on the State ofVirginiathat…’) and thenquote the document in parentheses(Document A). □I have usedoutside evidence to support each claimmade in my essay. □Ihave added a conclusion whichrestates the thesisby summarizing the main points of the essay. | ||
Course Description:The Advanced Placement American History Course fosters an understanding of the main themes and concepts of American History, including events and influences on economics, society, government/diplomacy, and culture. The class will examine the course of American history from pre Spanish Explorers to the end of the Cold War. The Americas The course is designed to foster critical thinking skills with analysis of primary sources such as documents maps, graphs and art/architecture. The course requires the student to be an effective note taker as well as a critical writer.
Course Purpose:the Advanced Placement American History course is a college level survey course that introduces the student to the social, cultural, economic, diplomatic history of America. The purpose of the course is not only for college credits, by either passing the AP Exam or through a Dual Credit format. The course is designed to educate the student not only in American history but also to acclimate the student to the rigors of a college level class.
Evaluation/Instruction:The class usesThe American Pageantby Kennedy, Cohen and Bailey as its main component for instruction. Students are required to write six Document Based Essays throughout the course of the semester. Student evaluation will include: document based questions (D.B.Q) reading quizzes, multiple choice exams, free response questions (F.R.Q) and in class journals. Student instruction will be varied to include lecture, cooperative working groups, and PowerPoint presentations, writing groups, art interpretation and analysis.
Grading:The Advanced Placement American History course uses a weighted grading system:
Test: 35 %
Quiz 20%
DBQ: 35%
Primary Sources: 10%
Assessments: AP United States History uses a verity of assessments which are focused on preparing students for success on the AP exam.
Tests: are usually multiple choice and identification along with a Free Response Question (FRQ). Usually every 7 to 10 school days
Quizzes:are based off of student textbook readings usually 6 questions
DBQ: Document Based Questions are essays that are based off of a set of documents and previous student knowledge of the time
period. Students who score under a 65 on their DBQ may rewrite for a maximum 10 extra points
Course Expectations:Students are assigned text reading usually every night of the week. The Advanced Placement US I course is a high level course which requires the students to be motivated and engaged. Since it is a college level course and curriculum the course is taught accordingly. There is no extra credit and no do over on tests or quizzes. DBQ rewrites are allowed for a maximum amount of 10 points.
Course of Study
in
A.P. American History
Course Description:The Advanced Placement American History Course fosters an understanding of the main themes and concepts of American History, including events and influences on economics, society, government/diplomacy, and culture. The class will examine the course of American history from pre Spanish Explorers to the end of the Cold War. TheAmericas The course is designed to foster critical thinking skills with analysis of primary sources such as documents maps, graphs and art/architecture. The course requires the student to be an effective note taker as well as a critical writer.
Course Purpose:the Advanced Placement American History course is a college level survey course that introduces the student to the social, cultural, economic, diplomatic history ofAmerica. The purpose of the course is not only for college credits, by either passing the AP Exam or through a Dual Credit format. The course is designed to educate the student not only in American history but also to acclimate the student to the rigors of a college level class.
Evaluation/Instruction:The class usesThe American Pageantby Kennedy, Cohen and Bailey as its main component for instruction. Students are required to write six Document Based Essays through out the course of the semester. Student evaluation will include: document based questions (D.B.Q) reading quizzes, multiple choice exams, free response questions (F.R.Q) and in class journals. Student instruction will be varied to include lecture, cooperative working groups, and PowerPoint presentations, writing groups, art interpretation and analysis.
Chapter 1: TheNew WorldBeginnings
A. Native American Civilizations
B. Early Explorers
C. European Trade
D. Impacts of Discovery
E. SpanishNew WorldEmpire
Objectives:
Students: should examine the impact of geography on the prehistory and history of theAmericas. Students should be familiar with Indian population and civilization before 1492, and emphasize the ways in which geography shaped the subsequent pattern of European exploration and conquest—in both South andNorth America.
Students: should be able to analyze how Portuguese and Spanish explorers
encountered and then conquered much of theAmericasand their Indian
inhabitants.
Students: should be able to analyze how This “collision of worlds” deeply affected
all the Atlantic societies—Europe, theAmericas, andAfrica—as the
effects of disease, conquest, slavery, and intermarriage began to create a
truly “new world” inLatin America.
Evaluation:Reading Quiz 1 and 2
Chapter 2: ThePlanting of English Colonies:
A. England on the Eve of Colonization
B.Virginia's Beginnings
C. Virginians and Native Americans
D. Slavery and Democracy in EarlyVirginia
E. English Colonization in theCaribbean
F. The Restoration Colonies
G. Colonial South
Objectives:
Students:should be able to analyzeEnglandin the colonial race and successful
establishment of five colonies along the southeastern seacoast of North
America. Although varying somewhat in origins and character, all these
colonies exhibited plantation agriculture, indentured and slave labor, a
tendency toward strong economic and social hierarchies, and a pattern of
widely scattered, institutionally weak settlement.
Students:should be able to analyzethe early southern colonies’ encounters with
Indians and African slaves and how these interactions established
patterns of race relations that would shape the American experience.
Evaluation:Reading Quizzes 3 and 4
Chapters 1 and 2 Test
FRQ # 1 Impacts of European Colonization
Chapter 3 Settling the Northern Colonies:
A.New EnglandColonies
B. Puritans and Indians
C. The Dominion ofNew England
D. Mid-Atlantic ColoniesNew York,Pennsylvania,New Jersey,Delaware.
Objectives:
Students: Should analyze the Protestant Reformation, in its English Calvinist
(Reformed) version, how it provided the major impetus and leadership for the
settlement ofNew England.
Studentsshould analyze how theNew Englandcolonies developed a fairly
homogeneous social order based on religion and semi communal family
and town settlements.
Students:should analyze the middle colonies ofNew York,Pennsylvania, New Jersey,Delawareand how they developed with far greater political, ethnic, religious, and social diversity, than the colonies of New England andChesapeakeregions.
EvaluationReading Quiz 4
1st DBQ Life in New England andChesapeakeColonies
Chapter 4: American Life in the Seventeenth Century
A: Life and labor in theChesapeaketobacco region
B: Bacon's Rebellion
C: The Spread of Slavery
D. African American Culture
E. Southern Society
F. Life inNew England
G. The Salem witchcraft trials
Objectives:
Students: should analyze life and labor in theChesapeakeregion, Students analysis
should include how seventeenth-century colonial society was
characterized by disease- shortened lives, weak family life, and a social
hierarchy that included hardworking planters at the top and restless poor
whites and black slaves at the bottom.
Students: should be able to analyze the substantial disruption of traditional African
culture and how the mingling of African peoples, slaves in the
Chesapeakedeveloped a culture that mixed African and new-world
elements.
Students:shouldanalyze the contrast betweenChesapeakeandNew England
colonial life. Students should be able to describe how life in New
Englandwas characterized by healthy, extended life spans, strong family
life closely knit towns and churches, and a demanding economic and
moral environment.
Evaluation:Reading Quiz 5
Chapter 3 and 4 Test
Chapter 5:Colonial Society on the Eve of the Revolution:
A. Immigration and population growth
B. Colonial Social Structure
C. The Atlantic Economy
D. The Great Awakening
E. Education and Culture
F. Political Patterns
Objectives:
Students: should analyze how eighteenth-century colonial society became more
complex and hierarchical, as well as more ethnically and religiously diverse.
Students should explain the growth of the colonies in economically and
politically.
Students:should be able to analyzeColonial culture, and how it began to, take on
distinct American qualities in such areas as evangelical religion,
education, press freedom and self-government.
Evaluation:FRQ #2 Impact of the Atlantic Economy
Chapter 6:The Duel forNorth America
A.New France
B. Anglo -French Colonial Rivalries
C. Europe,Americaand the First World Wars
D. The French and Indian War
E. PontiacUprising
Objectives:
Students:should be able to analyze the worldwide rivalry,Great Britainand
Franceengaged in. Students should analyze the great struggle for
colonial control ofNorth Americabetween the French and British.
Students:should analyze the impacts oft the French defeat which, created
conditions for a growing conflict betweenBritainand its American
colonies.
Evaluation:Reading Quiz 6
Chapter 5 and 6 Test
Chapter 7: The Road to Revolution:
A. Mercantilism
B. The Stamp Act Crisis
C. The Townshend Acts
D. TheBostonTea Party
E. Intolerable Acts and the Continental Congress
F.LexingtonandConcord.
Objectives:
Students:should analyze the underlying reasons the American Revolution
occurred. As well as analyze the American colonists strong
sense of autonomy and self-government.
Students:should examine the strengths and weaknesses of the two sides by focusing on their typical military representatives: the British redcoats and the American minutemen (militia).
Evaluations:Reading Quiz 7
Chapter 8AmericaSecedes from the Empire
A. Early Battles
B.AmericasDeclaration
C. Patriots and Loyalists
D. Revolutionary Battles
E. FrenchAlliance
F. Yorktown and the Peace ofParis.
Objectives:
Students:should be able to analyze and explain the colonial position when
hostilities began in 1775. Students should recognize that the colonists
were still fighting for their rights as British citizens within the empire,
Students:should be able to analyze and explain the ideas behind the Declaration of
Independenceand the proclamation of universal, “self-evident” truths.
Inspired by revolutionary idealism, they also fought for an end to
monarchy and the establishment of a free republic.
Students:should analyze the combination of George Washington’s generalship and
British miscalculations in 1776–1777 which prevented a quick British
victory
Students:should be able to analyze the significance of French assistance, which
enabled the Patriots to achieve victory after several more years of struggle.
Evaluations:Reading Quiz 8
Chapter 7 and 8 Test
Chapter 9:The Confederation and the Constitution:
A. Aftermath of Revolution
B. Problems of a New Government
C. Crippled Confederation
D. Troubled Foreign Relations
E. The Constitutional Convention
F. The Great Compromise
Objectives:
Students:should examine the social changes brought about by the Revolution. Analyze specific changes such as church-state separation
inVirginiaand the abolition of slavery in the North in relation to the Revolution’s larger social significance.
Students: should be able to analyze the structure and workings of the Articles of Confederation government. Student should be able to highlight the achievements of the Articles government, such as the western lands issue, as well as its obvious weaknesses.
Students:should be able to analyze the ratification struggle as both a hard-fought political contest and a great political debate about the nature and purposes of government.
Students:should be able to describe the key positions and arguments of the Federalists and Anti-Federalists, and what might or might not have
been legitimate concerns.
Evaluation:Reading Quiz 9 and 10
Chapter 10:Launching the New Ship of State:
A. Washington as the First President
B. Hamiltonian Financial Policies
C. Creation of Political Parties
D. Problems of Foreign Diplomacy
E. Crisis with the French
F. Federalists vs. Democratic Republicans
Objectives:
Students:should analyze the impacts ofWashington and Hamilton,
the first administration under the Constitution and how they overcame various difficulties and firmly established the political and economic foundations of the new federal government.
Students: should examine and analyze the growing ideological
governmental debate between Hamiltonian Federalists and
Jeffersonian Republicans which became the first political
parties inAmerica.
Evaluations:Reading Quiz 10 and 11
Chapter 9 and 10 Test
FRQ #3 Federalist vs. Democratic Republicans
Chapter 11:The Triumphs and Travails of theJeffersonianRepublic:
A. Election of 1800
B. Jefferson's Presidency
C. Impact of the Supreme Court
D. Foreign Policy Dilemmas
E. Election of James Madison
Objectives:
Students:should analyze howJefferson’s effective, pragmatic
policies strengthened the principles of two-party republican
government as well as strengthen the power of the executive
branch.
Students: should be able examine and analyzeJefferson's ideological
struggle as president in dealing with the following issues:
Louisiana Purchase, increasing entanglements in the foreign-
policy conflicts, the highly unpopular and failed embargo that
revived the moribund Federalist Party.
Students: should analyze the international trap, set by Napoleon, to draw
the United States into war withEngland, whichJeffersonhad
avoided. Students should also examine the sectionalism created
by the Western War Hawks’ enthusiasm for a war withBritain
and the New Englanders’ fear of war.
Evaluation:Reading Quiz 12
DBQ #2 Jeffersonian Democracy
Chapter 12:TheSecond War forIndependenceand the Upsurge of Nationalism.
A. America EyesCanada
B. Battles on Lakes and Land
C. The Treaty ofGhent
D. Economic Nationalism
E. Era of Good Feelings
F. Missouri Compromise
G. Impacts of theMarshal Court
H. TheMonroeDoctrine
Objectives:
Students:should analyze the American effort in the War of 1812 and how
it was plagued by poor strategy, political divisions, and
increasingly aggressive British power. Students should examine
how theUnited Statesescaped with a stalemated peace
settlement, and turned isolationist in its diplomatic
relationships.
Students:Should analyze the impacts of the Missouri Compromise on the sectional
psyche of the nation and how this temporary fix ultimately effected the nation
Students:students should analyze the "Era of Good feelings" and how
The aftermath of the War of 1812 produced a strong surge of
American nationalism that was reflected in economics, law, and
foreign policy.
Studentsshould examine the land mark foreign policy impact of the
Monroe Doctrine and how it changed the course of global
colonialism and diplomacy.
Evaluation:Reading Quiz 13 and 14
FRQ # 4MissouriCompromise
Chapter 11 and 12 Test
Chapter 13The Rise of Mass Democracy:
A. Corrupt Bargain of 1824
B. John QuincyAdamsPresidency
C. Election of 1828 and Andrew Jackson
D. Issues of the Tariff
E. Removal of Indians
F. War over the B.U.S.
G. Election of 1836 and President Martin Van Buren
H. TheTexasQuestion.
I. Election of Old Tip
Objectives:
Students:should be able to analyze and examine The election of the
common man's hero, Andrew Jackson. and how his election
signaled the end of the older elitist political leadership
represented by John Quincy Adams and the old order
politicians.
Students:should be able to analyze President Jackson’s political battles
and the emergence of the second two-party system. Students
should examine howJacksonespecially appealed to plain
people who distrusted eastern bankers and capitalists, and
discuss how the Whigs grew out of the various groups that
disliked Jackson and the Democrats.
Students:should be able to analyze the impacts of the Indian removal
and theTexasrebellion as products of the expansionism and
“land hunger” of the time.
Evaluation:Readingquiz 15
Chapter 14:Forging the National Economy
A. Opening the West
B. The Influx of European Immigrants
C. Early Industrial Revolution inAmerica
D. Industrial Laborers
E. Advances in Agriculture and Transportation
F. Creation of a Continental Economy
Objectives:
Students:should be able to analyze and examine the impacts of Irish and German immigrants and the nativist reaction to them. Students should be able to show why nativists thought that immigrant
poverty and Catholicism posed a threat to American democracy.
Students:should analyze the relationship between the growing national economy and the regional economic specialization of the Northeast, South, andMidwest.
Evaluation:Reading Quiz 16 and 17
FRQ # 5 Immigration
Chapter 15:The Ferment of Reform and Culture:
A. Religious Revivalism
B. Public Education
C. Social Reform
D. Birth of Women's Movement
E. Early Science and Health
F. Transcendentalism and Literature of the time
Objectives:
Students:should analyze and evaluate the Second Great Awakening and
its broad cultural implications. As well as the influence on
social reform.
Students:should analyze and examine the nineteenth-century family and its relation to society. As well as stressing particularly how the “cult of domesticity” and women’s “separate sphere” gave
women a specially defined role in society.
Students:Should examine how some female reformers began to advocate
their own rights as well as the betterment of others. As well as
demonstrate the relationship between women’s growing
activism and the broader reforms of the antebellum era.
Evaluation:Reading Quiz 18
Chapter 14 and 15 Test
Chapter 16:The South and the Slave Controversy
A. The Cotton Empire
B. Extension of Slavery
C. Life under Slavery
D. The Abolitionist Crusade
Objectives:
Students:should analyze and examine the Southern social structure among the different elements of southern society: planter- aristocrats, small planters, poor whites, slaves, and free blacks. As well as describe the dominant slaveholding elite with the mass of poorer whites who supported slavery.
Students:should examine the nature of slavery. Analyze how slavery was both
an economic institution and a social system that shaped whites and
blacks alike. As well as examine the nature of Southern Slavery and
the Northern Crusade against slavery.
Chapter 17:Manifest Destiny and Its Legacy:
A. The Whigs in Power
B. Tension withBritain
C. TheOregonQuestion
D. James K. Polk's Presidency
E. U.S. Mexican War
Objectives:
Students:should analyze and examine the movement toward expansion and the ideology of “Manifest Destiny” and the “mission" in order to accomplish it.
Students:should examine the National drive to acquireOregon,Texas, andCaliforniaand how it arose from the general belief that Americashould expand across the continent.
Students:should analyze the impacts of the Mexican War in and how it was related to President Polk’s desire forCaliforniaandTexas's boundary.
Students:should analyze the charges by the war’s opponents that Polk’s essential aim was to add new slave territory to theUnited States and consider the long-term impacts and results of the Mexican War.
Evaluation:Reading Quiz 19 and 20
Chapter 16 and 17 Test
DBQ # 3 Manifest Destiny
Chapter 18:Renewing the Sectional Struggle
A. Doctrine of Popular Sovereignty
B. The Gold Rush
C. Compromise of 1850
D. Election of 1852
E.CaribbeanDiplomacy
F. KansasNebraskaAct
Objectives:
Students:should analyze the conflicts created by the Mexican War acquisitions and explain how the Compromise of 1850 tried to resolve them.
Students:should analyze the connection between proslavery
expansionism with special attention onCubaand theGadsden Purchase, and the sectional controversy. As well as examine southern hopes and northern fears of potential slavery expansion to the Caribbean orCentral America.
Students:should analyze and examine the Kansas-Nebraska Act and describe why it aroused such wrath in the North. As well as theory of “popular sovereignty,” and to the rise of the “free soil” ideology in the North.
Evaluation:Reading Quiz 21 and 22
DBQ # 4 Compromise of 1850
Chapter 19:Drifting Toward Disunion
A. Struggle forKansas
B. Campaign of 1856
C. Dred Scott decision
D. Panic of 1857
E. John Brown's Raid
F Rise ofLincolnand the Election of 1860
G. Southern Secession
Objectives:
Studnets:should analyze and examine how theKansasconflict was a small-scale rehearsal for the Civil War. As well as analyze the overwhelming alarm in the North in response to the Dred Scott case.
Students:should examine how the Lincoln-Douglas debates gave rise to Lincoln and the Republican party, and the issues in the North about how to deal with slavery.
Students:should analyze the 1860 election and its consequences. As well as describing the Democratic split, the sectional character of
the voting, and theDeep South’s clear determination to secede
as soon asLincolnwon.
Evaluations:Reading Quiz 22
Chapter 18 and 19 Test
DBQ # 5 Southern Secession
Chapter 20Girding For War: The North and the South
A. Crisis of Secession
B Border States
C. Confederate Pluses and Minuses
D. Northern Assets
E. Civil War Diplomacy and Presidential Powers
F. War Time Economics
Objectives:
Students:should analyze theFortSumtercrisis and the secession ofSouth Carolina. The focus might be onLincoln’s success in maneuvering
South Carolinainto firing the first shot, thereby arousing the North for
a war it had previously been reluctant to fight.
Students:should examine the positive and negative attributes of both the North and the South in relation to the war, economics and political abilities.
Students:should examineLincoln’s skillful political leadership which
helped keep the crucialBorder Statesin theUnionand
maintain northern morale. As well as analyze his effective
diplomacy keptBritainandFrancefrom aiding the
Confederacy.
.
Evaluations:Reading Quiz 22 and 23
Attributes of the North And South in relation to War
Chapter 21The Furnace of the Civil War
A. TheBattleofBull Run
B. Antietam
C. The Emaciation Proclamation
D. Black Soldiers
E. The War in the West
F. Sherman's March to the Sea
G. The End of the War
Objectives:
Students: should analyze and examine the different political and military perspectives. As well as examine why the failure of McClellan’s “Peninsular Campaign” guaranteed a long and bloody struggle.
Students: should analyze key points of the war and how the North won the Civil War and why the South lost with special intrest on the battles of Vicksburg,GettysburgandSherman's domination of the South.
Students:should examine the factors of military strategy, political leadership,
and economic resources were key turning points of the war, such as
VicksburgandGettysburg.
Students:should analyze and examine the politics of the war, especially the way
Lincolngradually turned it from being strictly a “war to preserve the Union” into a war for black emancipation. As well as analyze how the Emancipation of the slaves gave theUnionthe moral high ground in
the war.
Evaluation:Reading Quiz 25
Chapter 20 and 21 Test
Chapter 22The Ordeal of Reconstruction
A. Impacts of the War on the South
B. From Slave to Free
C. Johnson's Reconstruction
D. Black Codes
E. Rise of the Radical Republicans
F. Radical Reconstruction
G. The Impeachment Crisis
Objectives:
Students: should analyze the condition of the South at the end of the Civil
War, with regards to economic and social changes caused by
the end of slavery.
Students: should analyze and examine the Reconstruction plans of
Lincoln and Johnson with that of the harsher Radical
Republican Reconstruction.
Students:should analyze the impact of Reconstruction in the South in
terms of economics, society and politics. With emphasis on
Freedmen’s Bureau, and altering fundamental economic and
social conditions.
Students:should analyze the impeachment and acquittal of President
Johnson in relation to the overreaching of the radical
Republicans and the declining support for military
Reconstruction in the North.
Evaluation:Chapter 21 and 22 Test
DBQ # 6 Reconstruction
Course of Study
in
A.P. American History
Course Description:The Advanced Placement American History Course fosters an understanding of the main themes and concepts of American History, including events and influences on economics, society, government/diplomacy, and culture. The class will examine the course of American history from pre Spanish Explorers to the end of the Cold War. TheAmericas The course is designed to foster critical thinking skills with analysis of primary sources such as documents maps, graphs and art/architecture. The course requires the student to be an effective note taker as well as a critical writer.
Course Purpose:the Advanced Placement American History course is a college level survey course that introduces the student to the social, cultural, economic, diplomatic history ofAmerica. The purpose of the course is not only for college credits, by either passing the AP Exam or through a Dual Credit format. The course is designed to educate the student not only in American history but also to acclimate the student to the rigors of a college level class.
Evaluation/Instruction:The class usesThe American Pageantby Kennedy, Cohen and Bailey as its main component for instruction. Students are required to write six Document Based Essays through out the course of the semester. Student evaluation will include: document based questions (D.B.Q) reading quizzes, multiple choice exams, free response questions (F.R.Q) and in class journals. Student instruction will be varied to include lecture, cooperative working groups, and PowerPoint presentations, writing groups, art interpretation and analysis.
Chapter 1: TheNew WorldBeginnings
A. Native American Civilizations
B. Early Explorers
C. European Trade
D. Impacts of Discovery
E. SpanishNew WorldEmpire
Objectives:
Students: should examine the impact of geography on the prehistory and history of theAmericas. Students should be familiar with Indian population and civilization before 1492, and emphasize the ways in which geography shaped the subsequent pattern of European exploration and conquest—in both South andNorth America.
Students: should be able to analyze how Portuguese and Spanish explorers
encountered and then conquered much of theAmericasand their Indian
inhabitants.
Students: should be able to analyze how This “collision of worlds” deeply affected
all the Atlantic societies—Europe, theAmericas, andAfrica—as the
effects of disease, conquest, slavery, and intermarriage began to create a
truly “new world” inLatin America.
Evaluation:Reading Quiz 1 and 2
Chapter 2: ThePlanting of English Colonies:
A. England on the Eve of Colonization
B.Virginia's Beginnings
C. Virginians and Native Americans
D. Slavery and Democracy in EarlyVirginia
E. English Colonization in theCaribbean
F. The Restoration Colonies
G. Colonial South
Objectives:
Students:should be able to analyzeEnglandin the colonial race and successful
establishment of five colonies along the southeastern seacoast of North
America. Although varying somewhat in origins and character, all these
colonies exhibited plantation agriculture, indentured and slave labor, a
tendency toward strong economic and social hierarchies, and a pattern of
widely scattered, institutionally weak settlement.
Students:should be able to analyzethe early southern colonies’ encounters with
Indians and African slaves and how these interactions established
patterns of race relations that would shape the American experience.
Evaluation:Reading Quizzes 3 and 4
Chapters 1 and 2 Test
FRQ # 1 Impacts of European Colonization
Chapter 3 Settling the Northern Colonies:
A.New EnglandColonies
B. Puritans and Indians
C. The Dominion ofNew England
D. Mid-Atlantic ColoniesNew York,Pennsylvania,New Jersey,Delaware.
Objectives:
Students: Should analyze the Protestant Reformation, in its English Calvinist
(Reformed) version, how it provided the major impetus and leadership for the
settlement ofNew England.
Studentsshould analyze how theNew Englandcolonies developed a fairly
homogeneous social order based on religion and semi communal family
and town settlements.
Students:should analyze the middle colonies ofNew York,Pennsylvania, New Jersey,Delawareand how they developed with far greater political, ethnic, religious, and social diversity, than the colonies of New England andChesapeakeregions.
EvaluationReading Quiz 4
1st DBQ Life in New England andChesapeakeColonies
Chapter 4: American Life in the Seventeenth Century
A: Life and labor in theChesapeaketobacco region
B: Bacon's Rebellion
C: The Spread of Slavery
D. African American Culture
E. Southern Society
F. Life inNew England
G. The Salem witchcraft trials
Objectives:
Students: should analyze life and labor in theChesapeakeregion, Students analysis
should include how seventeenth-century colonial society was
characterized by disease- shortened lives, weak family life, and a social
hierarchy that included hardworking planters at the top and restless poor
whites and black slaves at the bottom.
Students: should be able to analyze the substantial disruption of traditional African
culture and how the mingling of African peoples, slaves in the
Chesapeakedeveloped a culture that mixed African and new-world
elements.
Students:shouldanalyze the contrast betweenChesapeakeandNew England
colonial life. Students should be able to describe how life in New
Englandwas characterized by healthy, extended life spans, strong family
life closely knit towns and churches, and a demanding economic and
moral environment.
Evaluation:Reading Quiz 5
Chapter 3 and 4 Test
Chapter 5:Colonial Society on the Eve of the Revolution:
A. Immigration and population growth
B. Colonial Social Structure
C. The Atlantic Economy
D. The Great Awakening
E. Education and Culture
F. Political Patterns
Objectives:
Students: should analyze how eighteenth-century colonial society became more
complex and hierarchical, as well as more ethnically and religiously diverse.
Students should explain the growth of the colonies in economically and
politically.
Students:should be able to analyzeColonial culture, and how it began to, take on
distinct American qualities in such areas as evangelical religion,
education, press freedom and self-government.
Evaluation:FRQ #2 Impact of the Atlantic Economy
Chapter 6:The Duel forNorth America
A.New France
B. Anglo -French Colonial Rivalries
C. Europe,Americaand the First World Wars
D. The French and Indian War
E. PontiacUprising
Objectives:
Students:should be able to analyze the worldwide rivalry,Great Britainand
Franceengaged in. Students should analyze the great struggle for
colonial control ofNorth Americabetween the French and British.
Students:should analyze the impacts oft the French defeat which, created
conditions for a growing conflict betweenBritainand its American
colonies.
Evaluation:Reading Quiz 6
Chapter 5 and 6 Test
Chapter 7: The Road to Revolution:
A. Mercantilism
B. The Stamp Act Crisis
C. The Townshend Acts
D. TheBostonTea Party
E. Intolerable Acts and the Continental Congress
F.LexingtonandConcord.
Objectives:
Students:should analyze the underlying reasons the American Revolution
occurred. As well as analyze the American colonists strong
sense of autonomy and self-government.
Students:should examine the strengths and weaknesses of the two sides by focusing on their typical military representatives: the British redcoats and the American minutemen (militia).
Evaluations:Reading Quiz 7
Chapter 8AmericaSecedes from the Empire
A. Early Battles
B.AmericasDeclaration
C. Patriots and Loyalists
D. Revolutionary Battles
E. FrenchAlliance
F. Yorktown and the Peace ofParis.
Objectives:
Students:should be able to analyze and explain the colonial position when
hostilities began in 1775. Students should recognize that the colonists
were still fighting for their rights as British citizens within the empire,
Students:should be able to analyze and explain the ideas behind the Declaration of
Independenceand the proclamation of universal, “self-evident” truths.
Inspired by revolutionary idealism, they also fought for an end to
monarchy and the establishment of a free republic.
Students:should analyze the combination of George Washington’s generalship and
British miscalculations in 1776–1777 which prevented a quick British
victory
Students:should be able to analyze the significance of French assistance, which
enabled the Patriots to achieve victory after several more years of struggle.
Evaluations:Reading Quiz 8
Chapter 7 and 8 Test
Chapter 9:The Confederation and the Constitution:
A. Aftermath of Revolution
B. Problems of a New Government
C. Crippled Confederation
D. Troubled Foreign Relations
E. The Constitutional Convention
F. The Great Compromise
Objectives:
Students:should examine the social changes brought about by the Revolution. Analyze specific changes such as church-state separation
inVirginiaand the abolition of slavery in the North in relation to the Revolution’s larger social significance.
Students: should be able to analyze the structure and workings of the Articles of Confederation government. Student should be able to highlight the achievements of the Articles government, such as the western lands issue, as well as its obvious weaknesses.
Students:should be able to analyze the ratification struggle as both a hard-fought political contest and a great political debate about the nature and purposes of government.
Students:should be able to describe the key positions and arguments of the Federalists and Anti-Federalists, and what might or might not have
been legitimate concerns.
Evaluation:Reading Quiz 9 and 10
Chapter 10:Launching the New Ship of State:
A. Washington as the First President
B. Hamiltonian Financial Policies
C. Creation of Political Parties
D. Problems of Foreign Diplomacy
E. Crisis with the French
F. Federalists vs. Democratic Republicans
Objectives:
Students:should analyze the impacts ofWashington and Hamilton,
the first administration under the Constitution and how they overcame various difficulties and firmly established the political and economic foundations of the new federal government.
Students: should examine and analyze the growing ideological
governmental debate between Hamiltonian Federalists and
Jeffersonian Republicans which became the first political
parties inAmerica.
Evaluations:Reading Quiz 10 and 11
Chapter 9 and 10 Test
FRQ #3 Federalist vs. Democratic Republicans
Chapter 11:The Triumphs and Travails of theJeffersonianRepublic:
A. Election of 1800
B. Jefferson's Presidency
C. Impact of the Supreme Court
D. Foreign Policy Dilemmas
E. Election of James Madison
Objectives:
Students:should analyze howJefferson’s effective, pragmatic
policies strengthened the principles of two-party republican
government as well as strengthen the power of the executive
branch.
Students: should be able examine and analyzeJefferson's ideological
struggle as president in dealing with the following issues:
Louisiana Purchase, increasing entanglements in the foreign-
policy conflicts, the highly unpopular and failed embargo that
revived the moribund Federalist Party.
Students: should analyze the international trap, set by Napoleon, to draw
the United States into war withEngland, whichJeffersonhad
avoided. Students should also examine the sectionalism created
by the Western War Hawks’ enthusiasm for a war withBritain
and the New Englanders’ fear of war.
Evaluation:Reading Quiz 12
DBQ #2 Jeffersonian Democracy
Chapter 12:TheSecond War forIndependenceand the Upsurge of Nationalism.
A. America EyesCanada
B. Battles on Lakes and Land
C. The Treaty ofGhent
D. Economic Nationalism
E. Era of Good Feelings
F. Missouri Compromise
G. Impacts of theMarshal Court
H. TheMonroeDoctrine
Objectives:
Students:should analyze the American effort in the War of 1812 and how
it was plagued by poor strategy, political divisions, and
increasingly aggressive British power. Students should examine
how theUnited Statesescaped with a stalemated peace
settlement, and turned isolationist in its diplomatic
relationships.
Students:Should analyze the impacts of the Missouri Compromise on the sectional
psyche of the nation and how this temporary fix ultimately effected the nation
Students:students should analyze the "Era of Good feelings" and how
The aftermath of the War of 1812 produced a strong surge of
American nationalism that was reflected in economics, law, and
foreign policy.
Studentsshould examine the land mark foreign policy impact of the
Monroe Doctrine and how it changed the course of global
colonialism and diplomacy.
Evaluation:Reading Quiz 13 and 14
FRQ # 4MissouriCompromise
Chapter 11 and 12 Test
Chapter 13The Rise of Mass Democracy:
A. Corrupt Bargain of 1824
B. John QuincyAdamsPresidency
C. Election of 1828 and Andrew Jackson
D. Issues of the Tariff
E. Removal of Indians
F. War over the B.U.S.
G. Election of 1836 and President Martin Van Buren
H. TheTexasQuestion.
I. Election of Old Tip
Objectives:
Students:should be able to analyze and examine The election of the
common man's hero, Andrew Jackson. and how his election
signaled the end of the older elitist political leadership
represented by John Quincy Adams and the old order
politicians.
Students:should be able to analyze President Jackson’s political battles
and the emergence of the second two-party system. Students
should examine howJacksonespecially appealed to plain
people who distrusted eastern bankers and capitalists, and
discuss how the Whigs grew out of the various groups that
disliked Jackson and the Democrats.
Students:should be able to analyze the impacts of the Indian removal
and theTexasrebellion as products of the expansionism and
“land hunger” of the time.
Evaluation:Readingquiz 15
Chapter 14:Forging the National Economy
A. Opening the West
B. The Influx of European Immigrants
C. Early Industrial Revolution inAmerica
D. Industrial Laborers
E. Advances in Agriculture and Transportation
F. Creation of a Continental Economy
Objectives:
Students:should be able to analyze and examine the impacts of Irish and German immigrants and the nativist reaction to them. Students should be able to show why nativists thought that immigrant
poverty and Catholicism posed a threat to American democracy.
Students:should analyze the relationship between the growing national economy and the regional economic specialization of the Northeast, South, andMidwest.
Evaluation:Reading Quiz 16 and 17
FRQ # 5 Immigration
Chapter 15:The Ferment of Reform and Culture:
A. Religious Revivalism
B. Public Education
C. Social Reform
D. Birth of Women's Movement
E. Early Science and Health
F. Transcendentalism and Literature of the time
Objectives:
Students:should analyze and evaluate the Second Great Awakening and
its broad cultural implications. As well as the influence on
social reform.
Students:should analyze and examine the nineteenth-century family and its relation to society. As well as stressing particularly how the “cult of domesticity” and women’s “separate sphere” gave
women a specially defined role in society.
Students:Should examine how some female reformers began to advocate
their own rights as well as the betterment of others. As well as
demonstrate the relationship between women’s growing
activism and the broader reforms of the antebellum era.
Evaluation:Reading Quiz 18
Chapter 14 and 15 Test
Chapter 16:The South and the Slave Controversy
A. The Cotton Empire
B. Extension of Slavery
C. Life under Slavery
D. The Abolitionist Crusade
Objectives:
Students:should analyze and examine the Southern social structure among the different elements of southern society: planter- aristocrats, small planters, poor whites, slaves, and free blacks. As well as describe the dominant slaveholding elite with the mass of poorer whites who supported slavery.
Students:should examine the nature of slavery. Analyze how slavery was both
an economic institution and a social system that shaped whites and
blacks alike. As well as examine the nature of Southern Slavery and
the Northern Crusade against slavery.
Chapter 17:Manifest Destiny and Its Legacy:
A. The Whigs in Power
B. Tension withBritain
C. TheOregonQuestion
D. James K. Polk's Presidency
E. U.S. Mexican War
Objectives:
Students:should analyze and examine the movement toward expansion and the ideology of “Manifest Destiny” and the “mission" in order to accomplish it.
Students:should examine the National drive to acquireOregon,Texas, andCaliforniaand how it arose from the general belief that Americashould expand across the continent.
Students:should analyze the impacts of the Mexican War in and how it was related to President Polk’s desire forCaliforniaandTexas's boundary.
Students:should analyze the charges by the war’s opponents that Polk’s essential aim was to add new slave territory to theUnited States and consider the long-term impacts and results of the Mexican War.
Evaluation:Reading Quiz 19 and 20
Chapter 16 and 17 Test
DBQ # 3 Manifest Destiny
Chapter 18:Renewing the Sectional Struggle
A. Doctrine of Popular Sovereignty
B. The Gold Rush
C. Compromise of 1850
D. Election of 1852
E.CaribbeanDiplomacy
F. KansasNebraskaAct
Objectives:
Students:should analyze the conflicts created by the Mexican War acquisitions and explain how the Compromise of 1850 tried to resolve them.
Students:should analyze the connection between proslavery
expansionism with special attention onCubaand theGadsden Purchase, and the sectional controversy. As well as examine southern hopes and northern fears of potential slavery expansion to the Caribbean orCentral America.
Students:should analyze and examine the Kansas-Nebraska Act and describe why it aroused such wrath in the North. As well as theory of “popular sovereignty,” and to the rise of the “free soil” ideology in the North.
Evaluation:Reading Quiz 21 and 22
DBQ # 4 Compromise of 1850
Chapter 19:Drifting Toward Disunion
A. Struggle forKansas
B. Campaign of 1856
C. Dred Scott decision
D. Panic of 1857
E. John Brown's Raid
F Rise ofLincolnand the Election of 1860
G. Southern Secession
Objectives:
Studnets:should analyze and examine how theKansasconflict was a small-scale rehearsal for the Civil War. As well as analyze the overwhelming alarm in the North in response to the Dred Scott case.
Students:should examine how the Lincoln-Douglas debates gave rise to Lincoln and the Republican party, and the issues in the North about how to deal with slavery.
Students:should analyze the 1860 election and its consequences. As well as describing the Democratic split, the sectional character of
the voting, and theDeep South’s clear determination to secede
as soon asLincolnwon.
Evaluations:Reading Quiz 22
Chapter 18 and 19 Test
DBQ # 5 Southern Secession
Chapter 20Girding For War: The North and the South
A. Crisis of Secession
B Border States
C. Confederate Pluses and Minuses
D. Northern Assets
E. Civil War Diplomacy and Presidential Powers
F. War Time Economics
Objectives:
Students:should analyze theFortSumtercrisis and the secession ofSouth Carolina. The focus might be onLincoln’s success in maneuvering
South Carolinainto firing the first shot, thereby arousing the North for
a war it had previously been reluctant to fight.
Students:should examine the positive and negative attributes of both the North and the South in relation to the war, economics and political abilities.
Students:should examineLincoln’s skillful political leadership which
helped keep the crucialBorder Statesin theUnionand
maintain northern morale. As well as analyze his effective
diplomacy keptBritainandFrancefrom aiding the
Confederacy.
.
Evaluations:Reading Quiz 22 and 23
Attributes of the North And South in relation to War
Chapter 21The Furnace of the Civil War
A. TheBattleofBull Run
B. Antietam
C. The Emaciation Proclamation
D. Black Soldiers
E. The War in the West
F. Sherman's March to the Sea
G. The End of the War
Objectives:
Students: should analyze and examine the different political and military perspectives. As well as examine why the failure of McClellan’s “Peninsular Campaign” guaranteed a long and bloody struggle.
Students: should analyze key points of the war and how the North won the Civil War and why the South lost with special intrest on the battles of Vicksburg,GettysburgandSherman's domination of the South.
Students:should examine the factors of military strategy, political leadership,
and economic resources were key turning points of the war, such as
VicksburgandGettysburg.
Students:should analyze and examine the politics of the war, especially the way
Lincolngradually turned it from being strictly a “war to preserve the Union” into a war for black emancipation. As well as analyze how the Emancipation of the slaves gave theUnionthe moral high ground in
the war.
Evaluation:Reading Quiz 25
Chapter 20 and 21 Test
Chapter 22The Ordeal of Reconstruction
A. Impacts of the War on the South
B. From Slave to Free
C. Johnson's Reconstruction
D. Black Codes
E. Rise of the Radical Republicans
F. Radical Reconstruction
G. The Impeachment Crisis
Objectives:
Students: should analyze the condition of the South at the end of the Civil
War, with regards to economic and social changes caused by
the end of slavery.
Students: should analyze and examine the Reconstruction plans of
Lincoln and Johnson with that of the harsher Radical
Republican Reconstruction.
Students:should analyze the impact of Reconstruction in the South in
terms of economics, society and politics. With emphasis on
Freedmen’s Bureau, and altering fundamental economic and
social conditions.
Students:should analyze the impeachment and acquittal of President
Johnson in relation to the overreaching of the radical
Republicans and the declining support for military
Reconstruction in the North.
Evaluation:Chapter 21 and 22 Test
DBQ # 6 Reconstruction
The new school year allows students and teachers alike to start fresh.
