Ballston spa high school advanced Placement United States History spring semester january 2012



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mr h\'s history 360°
BALLSTON SPA HIGH SCHOOL
Advanced Placement United States History
SPRING SEMESTER
January 2012



AMERICAN PAGEANT (13th Edition)
Identifications and guided reading questions
Chapters #23-40

CLASS WEBSITE:
www.bscsd.org/webpages/rhengsterman



APUSH COURSE DESCRIPTION
The Advanced Placement program in American history is designed to provide students with the analytical skills and factual knowledge necessary to deal critically with problems and resource materials in American history. The students should learn to assess historical sources – with respect to their relevance, reliability, and importance – and to weigh evidence and interpretations given by historians. An advanced placement history course develops skills necessary to arrive at conclusions on the basis of informed judgment and to present ideas clearly and persuasively. To some extent, the AP course is taught by college format, with emphasis on multi-media based lectures, independent reading, and graded writing assignments.
The advanced placement course is designed to give students a background in the chronological development of American history and in the major interpretive questions that are derived from the study of selected themes. My approach is to conduct a survey course in American history in which a textbook, backed by supplemental readings, provides both a chronological and thematic coverage. My objective in this course is to prepare students to take the AP exam (given May 2011) and the New York State Regents (June 2011)


HOMEWORK


This course will be very demanding on students’ time, requiring considerable homework. To be successful, you will probably have to do at least 6-10 hours of reading/homework a week. You will have at least one exam, essay, and/or one quiz each week. In-class work will be devoted to ensuring your understanding of what you have read in the textbook and other materials, as well as developing the requisite skills you will need to excel on all aspects of the test. In class assignments will include, but not be limited to, supplementary readings, oral presentations, group discussions, quizzes, and objective and essay tests. I will try to give you at least one week’s notice before a major test. Most quizzes will be announced ahead of time, but some may be unannounced. But the bottom line is simply: to get the most out of the classroom instruction, you need to keep up with the reading. Homework is mainly reading (and responses to reading). It is the student’s responsibility to keep up with all homework and reading assignments, as no late work is accepted. The pace is very demanding — two or three chapters a week. You will be expected to complete key terms (ID’s) and guided reading questions for each chapter in the text.
All assignments are given in advance to allow students to organize their time. The College Board’s AP US History curriculum demands a tight schedule. Every effort will be made to strictly adhere to the syllabus. Every effort will be made to insure that all assignments and supplemental materials are posted in a timely manner on our class website, www.bscsd.org/teachers/rhengsterman

PLEASE NOTE
Chapter Rotation for the Post Reconstruction Era 1877 to 1898
Including Chapters #23 to 27

Content Covered in Class

Chapter Focus

The Elections of 1872 and 1876


Chapter #23. 1 Political Paralysis in the Gilded Age

Conquest and Settlement of the West


Chapter #26.1 The Great West

Intro to Industry


Chapter #24 Industry Comes of Age

The American City and Immigration


Chapter #25: America Moves to the City

Urbanization and Gilded Age Politics


Chapter #23.2: Political Paralysis in the Gilded Age

The Rise of Populism


Chapter #26.2: Agricultural Revolution



Imperialism


Chapter #27: Empire and Expansion

After Chapter #27 we are back on our regular chronological exploration of the text


"Nulla si fa senza volonta"


www.bscsd.org/webpages/rhengsterman

Chapter #23.1 Political Paralysis in the Gilded Age – Big Picture Themes


1. President Ulysses S. Grant’s administration was riddled with corruption. Grant himself was clean, but many others were not and Grant was unwilling to fire them.

2. The political parties fell into the trap of serving themselves more than the people. Their top priority was to get their party reelected. As a result, little actually got done in the government.

3. Tensions rose over race and ethnicity. When the U.S. Army pulled out of the South as part of the Compromise of 1877, Reconstruction was over and southern blacks were left to fend for themselves. Also, anti-Chinese sentiment ran high and the Chinese were actually banned from immigration.

Chapter #23 Identifications

Thomas Nast


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Horace Greely
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Roscoe Conkling


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James G. Blaine
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Samuel Tilden


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Charles J. Guiteau ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Hard or Sound Money


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Gilded Age
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Bloody-Shirt
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Tweed Ring
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Credit Mobilier Scandal
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Whiskey Ring
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Resumption Act
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Crime of '73
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Bland-Allison Act
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Half-Breed
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Compromise of 1877
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Civil Service Reform
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Pendleton Act
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"Billion Dollar" Congress
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