Mercy
High School Curriculum Guide: AP US History 1
-Baltimore-
| Mercy
High School Curriculum Guide: AP US History 1 -Baltimore- |
| World Cultures AP US History 1, 2, and 3 Government Back to Main Page Model Diplomats |
Grade Level: 10th
grade
Number of
Teachers: 1 teacher
Frequency and
Duration: 50 minutes, as scheduled
Skills
Mastered
International
Baccalaureate Approaches to
Learning Skills
·
Communication
o
Exchanging
thoughts, messages and information
effectively through interaction
§
Give
and
receive meaningful feedback
§
Use
a
variety of speaking techniques to communicate with a variety of
audiences
§
Use
appropriate forms of writing for different purposes and audiences
§
Use
a
variety of media to communicate with a range of audiences
§
Interpret
and use effectively modes of non-verbal communication
§
Negotiate
ideas and knowledge with peers and teachers
o
Reading,
writing and using language to gather and
communicate information
§
Read
critically and for comprehension
§
Read
a
variety of sources for information and for pleasure
§
Make
inferences and draw conclusions
§
Use
and
interpret a range of discipline-specific terms and symbols
§
Write
for
different purposes
§
Paraphrase
accurately and concisely
§
Preview
and skim texts to build understanding
§
Take
effective notes in class
§
Make
effective summary notes for studying
§
Use
a
variety of organizers for academic writing tasks
§
Find
information for disciplinary and interdisciplinary inquiries, using a
variety
of media
§
Organize
and depict information logically
§
Structure
information in summaries, essays and reports
·
Collaboration
o
Working
effectively with others
§
Delegate
and share responsibility for decision-making
§
Help
others to succeed
§
Take
responsibility for one’s own actions
§
Manage
and resolve conflict, and work collaboratively in teams
§
Build
consensus
§
Make
fair
and equitable decisions
§
Listen
actively to other perspectives and ideas
§
Negotiate
effectively
§
Encourage
others to contribute
§
Exercise
leadership and take on a variety of roles within groups
§
Give
and
receive meaningful feedback • Advocate for one’s own rights and needs
·
Organization
o
Managing
time and tasks effectively
§
Plan
short- and long-term assignments; meet deadlines
§
Create
plans to prepare for summative assessments (examinations and
performances)
§
Keep
and
use a weekly planner for assignments
§
Set
goals
that are challenging and realistic
§
Plan
strategies and take action to achieve personal and academic goals
§
Bring
necessary equipment and supplies to class
§
Keep
an
organized and logical system of information files/notebooks
§
Use
appropriate strategies for organizing complex information
§
Understand
and use sensory learning preferences (learning styles)
§
Select
and use technology effectively and productively
·
Affective
o
Managing
state of mind
§
Practice
focus and concentration
§
Demonstrate
persistence and perseverance
§
Practice
delaying gratification
§
Practice
strategies to prevent and eliminate bullying
§
Practice
positive thinking
§
Practice
“bouncing back” after adversity, mistakes and failures
§
Practice
“failing well”
§
Practice
dealing with disappointment and unmet expectations
§
Practice
dealing with change
·
Reflection
o
Reconsidering
the process of learning; choosing
and using ATL skills
§
Develop
new skills, techniques and strategies for effective learning
§
Identify
strengths and weaknesses of personal learning strategies
(self-assessment)
§
Demonstrate
flexibility in the selection and use of learning strategies
§
Try
new
ATL skills and evaluate their effectiveness
§
Consider
content, ATL skills development, personal learning strategies
§
Focus
on
the process of creating by imitating the work of others
§
Consider
ethical, cultural and environmental implications
·
Information
literacy
o
Finding,
interpreting, judging and creating
information
§
Collect,
record and verify data
§
Access
information to be informed and inform others
§
Make
connections between various sources of information
§
Understand
the benefits and limitations of personal sensory learning preferences
when
accessing, processing and recalling information
§
Use
memory techniques to develop long-term memory
§
Present
information in a variety of formats and platforms
§
Collect
and analyze data to identify solutions and make informed decisions
§
Process
data and report results
§
Evaluate
and select information sources and digital tools based on their
appropriateness
to specific tasks
§
Understand
and use technology systems
§
Use
critical-literacy skills to analyze and interpret media communications
§
Understand
and implement intellectual property rights
§
Create
references and citations, use footnotes/endnotes and construct a
bibliography
according to recognized conventions
§
Identify
primary and secondary sources
·
Media
literacy
o
Interacting
with media to use and create ideas and
information
§
Locate,
organize, analyze, evaluate, synthesize and ethically use information
from a
variety of sources and media (including digital social media and online
networks)
§
Demonstrate
awareness of media interpretations of events and ideas (including
digital
social media)
§
Understand
the impact of media representations and modes of presentation
§
Seek
a
range of perspectives from multiple and varied sources
§
Communicate
information and ideas effectively to multiple audiences using a variety
of
media and formats
§
Compare,
contrast and draw connections among (multi)media resources
·
Critical-thinking
o
Analyzing
and evaluating issues and ideas
§
Practice
observing carefully in order to recognize problems
§
Gather
and organize relevant information to formulate an argument
§
Recognize
unstated assumptions and bias
§
Interpret
data
§
Evaluate
evidence and arguments
§
Recognize
and evaluate propositions
§
Draw
reasonable conclusions and generalizations
§
Test
generalizations and conclusions
§
Revise
understanding based on new information and evidence
§
Evaluate
and manage risk
§
Formulate
factual, topical, conceptual and debatable questions
§
Consider
ideas from multiple perspectives
§
Develop
contrary or opposing arguments
§
Analyze
complex concepts and projects into their constituent parts and
synthesize them
to create new understanding
§
Propose
and evaluate a variety of solutions
§
Identify
obstacles and challenges
§
Use
models and simulations to explore complex systems and issues
§
Identify
trends and forecast possibilities
·
Creative-thinking
skills
o
Generating
novel ideas and considering new
perspectives
§
Use
brainstorming and visual diagrams to generate new ideas and inquiries
§
Consider
multiple alternatives, including those that might be unlikely or
impossible
§
Create
novel solutions to authentic problems
§
Make
unexpected or unusual connections between objects and/or ideas
§
Make
guesses, ask “what if” questions and generate testable hypotheses
§
Apply
existing knowledge to generate new ideas, products or processes
§
Create
original works and ideas; use existing works and ideas in new ways
§
Practice
flexible thinking—develop multiple opposing, contradictory and
complementary
arguments
§
Practice
visible thinking strategies and techniques • Generate metaphors and
analogies
·
Transfer
o
Using
skills and knowledge in multiple contexts
§
Use
effective learning strategies in subject groups and disciplines
§
Apply
skills and knowledge in unfamiliar situations
§
Inquire
in different contexts to gain a different perspective
§
Compare
conceptual understanding across multiple subject groups and disciplines
§
Make
connections between subject groups and disciplines
§
Combine
knowledge, understanding and skills to create products or solutions
§
Transfer
current knowledge to learning of new technologies
§
Change
the context of an inquiry to gain different perspectives
Habits of
Mind Fostered
International
Baccalaureate learner profile
·
Inquirers
·
Knowledgeable
·
Thinkers
·
Communicators
·
Principled
·
Open-Minded
·
Caring
·
Risk-Takers
·
Balanced
·
Reflective
Main text:
·
Danzer, Gerald
A. et al. The Americans. Evanston: 2013
iBook version.
Supplemental
materials:
·
The
Presidents. The History Channel. DVD. 2005.
·
Web
based materials from The Public Broadcasting Company ( pbs.org ) as well as selected film clips from
various on-line sources will be
integrated into the course.
Essential
Content Covered
|
Topic/Theme |
Learning
Objectives |
Standards
Alignment |
|
Launching the
New Nation: Washington, Adams, Jefferson and the War of 1812 and the
Rise of Nationalism and the administrations of Madison and Monroe:
1789-1824 |
SWBAT: describe
the major domestic and foreign policy problems faced by Washington,
Adams and Jefferson as early presidents of the U.S. SWBAT: explain
the events that led to the War of 1812 and the major military successes
and failures in the war SWBAT: examine
the central issues in Marbury v. Madison and the
significance of John Marshall’s ruling in the case SWBAT: identify
the economic differences in the South, the West and the North as they
reflect growing sectionalism including the Missouri Compromise SWBAT: the
nationalist impulse of the US post War of 1812 as reflected in the
American System of Clay and Calhoun under Madison, the decisions of the
Supreme Court and the key foreign initiatives of John Quincy Adams
especially the Monroe Doctrine |
NCSS:
2,3,5,6,7,8,9,10 |
|
Early Reform
Movement and the Age of Jackson: 1824-1850 |
SWBAT:
critically examine Jackson as President looking at: his spoils system,
the tariff of 1828 and the nullification issues, his treatment of the 2nd.
Bank of the U.S. the issue of Indian Removal SWBAT:
recognize the causes and effects of the Second Great Awakening and the
different reform movements that developed in the first half of the 19th
C.: Revivalism, Transcendentalism and utopian communities, Prison and
asylum reform, educational reform, temperance movements, the rise of
the abolitionist movement and out of that the women’s suffrage movement SWBAT: explain
the early industrial movement and its effects on women in the textile
industry |
NCSS:
2,3,4,5,6,7,8,10 |
|
Growth and
Expansion: The Market Economy, Early Immigration, Industrialization,
Manifest Destiny and the Mexican-American War of 1848: 1825-1850 |
SWBAT:
understand the causes and consequences of western settlement and
summarize how Texas became independent of Mexico SWBAT: define
and explain the US rise to a market
economy and the inventions that facilitated economic revolution in the
ante-bellum years SWBAT: define
the concept of Manifest Destiny as related to the US and its impact on
Native Americans, westward expansion, Mormons and the acquisition of
Oregon Territory and an independent Texas SWBAT: explain
the causes and effects of the Mexican- American War of 1848 |
NCSS:
2,3,5,6,7,8,9,10 |
|
The Union in
Peril: the 1850s and Events that Led to
Civil War, the Election of Lincoln, secession and the firing on Ft.
Sumter: 1850-1861 |
SWBAT:
understand and explain the growing differences between the North and
the South through examination of the following key events:
The Compromise of 1850 and its provisions; the publication
of Uncle Tom’s Cabin; the Kansas- Nebraska Act and subsequently
“bleeding Kansas” and the Sumner-Brooks affair; the birth of the
Republican Party; the Dred Scott Decision; the Lincoln-Douglas Debates
and the Freeport Doctrine; John Brown’s raid on Harpers Ferry and the
Election of Lincoln in 1860. SWBAT: evaluate
the secession of southern states and the creation of the Confederate
States of American SWBAT; explain
the significance of Fort Sumter and the attack by South Carolina on
this federal fort. |
NCSS:
1,2,3,5,6,10 |
|
The Civil War
and Reconstruction: 1861-1876 |
SWBAT:
articulate the battle readiness of the North and the South as they
enter the Civil War SWBAT:
articulate the battle strategy: the Anaconda Plan of the North as well
as the strategy of the Confederacy SWBAT: explain
who are leaders and the outcomes of key Civil War Battles:
Bull Run, Forts Henry and Donelson, Shiloh,
the Monitor and Merrimack,
Antietam, Vicksburg, Gettysburg, Sherman’s march from Atlanta to
Savannah, Appomattox Court House. SWBAT: Lincoln’s Political strategy during the Civil
War: The Emancipation Proclamation, his
use of denial of habeas corpus, conscription SWBAT: know and
explain the effects of the Civil War on white
and African- American soldiers in both the Northern and Southern
armies, on women and civilian life in the North and the South, on
medical treatment in wartime, SWBAT: articulate the impact of the Civil War on the
role and power of the federal government, on banking, on the cost in
lives lost, on secession itself and on
newly freed slaves SWBAT: explain how Lincoln dies on April 15, 1865 SWBAT:
understand and explain the accomplishments and failures of
Reconstruction -1865-1877 looking at Lincoln’s Plan, Johnson’s Plan and
finally at the Reconstruction Congress’ Plan and subsequent
Reconstruction Acts SWBAT:
articulate the key components of the 13th, 14th and 15th
Amendments SWBAT: explain
the causes and results of the impeachment of President Andrew Johnson SWBAT: explain
and analyze life in the post war South for freedmen and planters alike
looking especially at sharecropping, Freedman’s Bureau, new state
constitutions and their effects SWBAT: examine the reasons why Reconstruction failed
to alter life in the South for freedman: the
rise of the KKK, political scandals in the Grant Administration, new
interest in the West, the end of a unified Republican Party, the Panic
of 1873 and the election of 1876 |
NCSS:
1,2,3,4,5,6,7,8,9,10 |
|
Westward
Expansion: Native Americans, Cattlemen,
Farmers ( 1877-1900) |
SWBAT: analyze
the settlement of the Great Plains between 1877-1900 looking at the
following: the clash of Indian culture and
white culture as seen in key battles; and
the imposition of the Dawes Act of 1887 SWBAT: describe
the evolution of the cattle industry as it responds to the growing
demands for beef and the development of the railroad industry. SWBAT: explain
the rapid settlement of the Great Plains as a result of the Homestead
Act of 1862 and subsequent life on the Plains for a farmer and his
family |
NCSS: 1,2,3,5,6,7,8,10 |