AP U.S. History: A Survey Ms. Baeslack Room 412

 Advanced Placement United States History is;  a rigorous, college level course,  intended to develop the higher level thinking skills required in an undergraduate history class,  By reading a college level textbook, primary and secondary resources  By writing grammatically correct and in complete sentences,  By involved in class activities, discussions, seminars  By completing homework/ assignments on time.

 American and National Identity  Work, Exchange and Technology  America in the World  Geography and Environment  Politics and Power  Culture and Society  Migration and Settlement

ThemeDefinition American and National Identity How and why definitions of American and national identity and values have developed, as well as on related topics such as citizenship, constitutionalism, foreign policy assimilation and American exceptionalism. Work, Exchange, & Technology Which factors were behind the development of systems of economic exchange, particularly the role of technology, economic markets, and government Politics and PowerHow have different social and political groups influenced society and government in the United States, as well as how political beliefs and institutions have changed over time.

ThemeDefinition America in the WorldFocuses on the interactions between nations that affected North American history in the colonial period and on the influences of the United States on world affairs. Migration and SettlementWhy and how various people who moved to and within the United States both adapted to and transformed their new social and physical environments. Geography and EnvironmentWhat the role of geography is and the natural and human – made environments on social and political developments in what would become the United States. Culture and SocietyExplores the roles that ideas, beliefs, social mores and creative expression have played in shaping the United States, as well as how various identities, cultures and values have been preserved or changed in different context of U. S. history.

Analyzing Historical Evidence and Sources Making Historical Connections Chronological ReasoningHistorical Argumentation Describe, select and evaluate relevant evidence about the past from diverse sources and draw conclusions about their relevance to different historical issues. Comparison-Identify. Compare and evaluate multiple perspectives on a given historical event in order to draw conclusions about that event Causation- Identify, analyze and evaluate the relationship among historical causes and effects, distinguishing between those that are long term and proximate. Argumentation- Create an argument and support it using relevant historical evidence. Describe, analyze and evaluate the different ways historians interpret the past. Contextualization- Connect historical events and processes to specific circumstances of time and place as well as broader regional, national, or global processes. Patterns of Continuity and Change over Time- Recognize, analyze and evaluate continuity and change over time of varying length and relate these patterns to larger historical process or themes. Examine multiple pieces of evidence in concert with each other, noting the relationships among sources to develop and support an argument. Explain the relevance of the author’s point of view, their purpose, audience, format or medium, historical context, and interaction among these features. Synthesis- Ability to develop understanding of the past by making meaningful and persuasive historical connections between a given historical issue and other context periods, themes, or disciplines. Periodization- Describe, analyze and evaluate different ways historians divide history into definable periods. Using evidence to Support an Argument- Examine multiple pieces of evidence in concert with each other to9 develop and support an argument.

 Period  Period  Period  Period  Period 5 –  Period 6 –  Period 7 –  Period 8 –  Period 9 – 1980-Present

 Analyze = break this concept into its various parts and explain each part individually (and how they relate to each other)  Evaluate = you must make a judgment; you must weigh the evidence and formulate your own opinion supported by evidence.  To what extent = in what specific ways is the conclusion or assertion true / in what specific ways is it false?  Provide evidence / prove = use your text to find specific evidence to support a particular conclusion / assertion / argument.  What conclusions can you draw = think outside the box and use facts to deduce beyond what the text clearly states.

 Compare and contrast these secondary resources.

 One of the main goals of the course is to develop an understanding of the key themes in early and modern American history and how those themes are interconnected.  Why it happened  How is it related

 A Historian: Looks for evidence

 Partner Activity  One person faces the board.  One person faces their partner and has their back to the board.  Person facing the board asks the question, other person must answer correctly.  First team finished with correct answers, clap your hands and WINS!

 Name the first 13 states: Correct answer is; 1.New Hampshire 9. Virginia 2.Massachusetts 10. Georgia 3.Rhode Island 11. South Carolina 4.Connecticut 12. North Carolina 5.New Jersey 13. Pennsylvania 6.New York, 7.Delaware 8.Maryland

 Name the 5 living Presidents of the United States.  Correct answer is: 1. Jimmy Carter 2. Bill Clinton 3. George H. W. Bush 4. George W. Bush 5. Barrack Obama

 Class objective  Class assignments- on front board website-akinseagles.org, About us, staff directory, teachers name  Essential Questions-look for evidence from our lessons, your readings and our discussions to answer the question

 Origins: 16,000 years ago People from Asia crossing the Land Bridge between Asia and North America.  Probably hunters looking for big game.  Reached the southern tip of  South America by 9,000 A.D.

 Aztecs- Mexico’s leader at time of Spanish contact was Montezuma.

 Inca Empire-  Maya Empire-

 The Mississippi Valley- Farming technology spread north  New strains of maize/beans  1150 C.E. – City of Cahokia near St. Louis  Mound builders  Eastern Woodlands- Great Lakes  Plains- Nomadic Wanderers  Southwest- Villages comprised of multiple attached apartments

 Class Activity-  Analyze the four pictures of pre-Columbian culture in North America and answer the following question;  1. In each picture describe the evidence being depicted that these cultures were thriving a. Discussion, does everyone understand what the question is asking b. Make a list or web c. Summarize in your own words the answer.

1492-Columbus’s arrival

 Map activity -Looking at Map document 1, what assumption was being made about the land masses of the world?  What progression is shown in Map Documents 2 and 3? What conclusion can you make about mapmaking skills by the 17 th century?  What impact did European exploration have on mapmaking in the 17 th century?  What do these maps tell about the technology and innovations of Europeans by the 17 th century?

 Christopher Columbus Letter:  Why was Columbus writing this letter to Luis?  What did the Native Americans call San Salvador?  Describe the various people Columbus encountered in America.  Describe Columbus’s feelings/ opinion towards the islanders. Why was he like that?  What ‘issues’ did Columbus face on his journeys as described in the letter.  Why do you think the islanders fled from Columbus?  Describe Columbus’ attitude about his discovery. Site examples supporting your view.  Reference the way Columbus ‘respected’ the islanders.  Reference how he saw them ‘beneath him’.  Describe what Columbus observed as the role of women and their rights in North American cultures.

 Class Rules  Emergency Exits  Test Dates/ College Board