Embedded Files
Course Description
Course Description
Prerequisites:
A passing score on the Global History and Geography Regents Exam and
Teacher recommendation.
AP US History is taken in place of Regents American History in eleventh grade. The aim of this course is to build on the student’s knowledge and understanding of the principle themes in American History and to develop an awareness of the consequences of American actions on other parts of the world. A further goal is to improve the ability of each student to analyze historical events. The chronological period begins with early American civilizations, and continues through the Colonial Period and development of our nation to the present day. College level reading, writing and research assignments are included in the course. College credit may be granted by individual colleges based upon the students’ performance on the AP exam in May.
Guide to the AP US History Exam
Guide to the US History Regents Exam
Quarter 1
Period 1 (1491-1607)
I can analyze the migration of native populations as they settled across North America and developed distinct and complex societies.
I can analyze the contact between Europeans, Native Americans and Africans from the Columbian Exchange and the significant social, cultural, and political changes on both sides of the Atlantic Ocean.
Period 2 (1607-1754)
I can analyze the development of colonization and migration patterns, influenced by various imperial goals, and the varied North American environments where they settled, and the competition with each other and American Indians for resources.
I can analyze British colonial participation in political, social, cultural, and economic exchanges with Great Britain that led to both stronger bonds and resistance to Britain's control.
Period 3 (1754-1800)
I can analyze British attempts to assert control over the colonies and colonial resolve to pursue self-government and how this led to an independence movement and the Revolutionary War.
I can analyze how the Revolution's democratic ideals inspired new experiments with different forms of government.
I can analyze the migration within North America and the competition over resources, boundaries, and trade among peoples and nations.
Quarter 2
Period 4 (1800-1848)
I can analyze the development of a modern democracy and a new cultural identity, while Americans sought to define democratic ideals and change society and institutions to match them.
I can analyze innovations in technology, agriculture, and commerce and the impact on the economy, as well as the impact on national and regional identities.
Period 5 (1844-1877)
I can analyze the role of the US becoming more concerned with world issues, the pursuit of an expansionist foreign policy in the Western Hemisphere, and emerging as a destination for migrants from other countries.
I can analyze the intensity of expansion and deepening regional divisions, the debate over slavery, and other economic, cultural, and political issues that led the nation into civil war.
I can analyze the Union victory in the Civil War and the reconstruction of the South regarding issue of slavery and secession, as well as the unresolved questions surrounding the power of the federal government and rights of citizens.
Period 6 (1865-1898)
I can analyze the technological advances, large-scale production, and new markets encouraged by industrialization in the US.
I can analyze the migration that accompanied industrialization and the impact on both urban and rural areas and the social and cultural change.
I can analyze how the Gilded Age produced new cultural and intellectual movements, public reform efforts, and political debates over economic and social policies.
Quarter 3
Period 7 (1890-1945)
I can analyze how growth expanded opportunity, while economic instability led to new efforts to reform US society and its economic system.
I can analyze innovations in communication and technology and their impact on the growth of mass culture, along with the significant changes that occurred in internal and international migration patterns.
I can analyze US participation in various global conflicts that led to a position of international power while renewing domestic debates over the nation's proper role in the world.
Period 8 (1945-1980)
I can analyze how the US responded to an uncertain and unstable postwar world by asserting and working to maintain a position of global leadership, with far-reaching domestic and international consequences.
I can analyze new movements for civil rights and liberal efforts to expand the role of government that generated a range of political and cultural responses.
I can analyze the postwar economic and demographic changes and their consequences for American society, politics, and culture.
Quarter 4
Period 9 (1980-present)
I can analyze the new conservative movement that achieved several political and policy goals during the 1980s and how it continued to strongly influence public discourse in the following decades.
I can analyze the movement of the US into the 21st century, experiencing significant technological, economic, and demographic changes.
I can analyze the new challenges faced by the US at the end of the Cold War with regards to leadership and redefining US foreign policy and the role in the world.
I can review and prepare for the AP American History Exam
I can review and prepare for the US History Regents Exam
READING, WRITING, SPEAKING & LISTENING STANDARDS (Integrated Throughout)
I can cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
I can determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships between the key details and ideas.
I can evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.
I can integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, and in words) in order to address a question or solve a problem.
I can write arguments focused on discipline-specific content.
I can write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
I can conduct short as well as more sustained research projects to answer a question or solve a problem.
I can gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively.
I can initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on historical topics, texts, and issues building on others' ideas and expressing their own clearly and persuasively.
I can present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, and alternative or opposing perspectives are addressed.
Page updated
Report abuse