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The course emphasizes themes such as national identity, economic transformation, immigration, politics, international relations, geography, and social and cultural change. Students learn to assess historical materials, weigh the evidence and interpretations presented in historical scholarship, and analyze and express historical understanding in writing.\u003Cbr>Course Resources |\n| --- |\n| Course Textbook\u003Cbr>Henretta, James A. , Eric Hinderaker, Rebecca Edwards, and Robert O. Self. America’s History, For the AP® Course. 8th ed. New York: Bedford/St. Martin’s, 2014.\u003Cbr>Units of Study and Course Themes |\n| Course content is organized into the following units:\u003Cbr>UNIT 1: Period 1 (1491–1607)\u003Cbr>UNIT 2: Period 2 (1607–1754)\u003Cbr>UNIT 3: Period 3 (1754–1800)\u003Cbr>UNIT 4: Period 4 (1800–1848)\u003Cbr>UNIT 5: Period 5 (1844–1877)\u003Cbr>UNIT 6: Period 6 (1865–1898)\u003Cbr>UNIT 7: Period 7 (1890–1945)\u003Cbr>UNIT 8: Period 8 (1945–1980)\u003Cbr>UNIT 9: Period 9 (1980–present)\u003Cbr>In each unit, students will investigate the following themes (as appropriate):\u003Cbr>• Identity (ID)\u003Cbr>• Work, Exchange, and Technology (WXT)\u003Cbr>• Peopling (PEO)\u003Cbr>• Politics and Power (POL)\u003Cbr>• America in the World (WOL)\u003Cbr>• Environment and Geography (ENV)\u003Cbr>• Ideas, Beliefs, and Culture (CUL)\u003Cbr>Course Skills |\n\nThroughout the course, students will have the opportunity to practice the following historical thinking skills:  \n1. Historical argumentation  \n2. Appropriate use of relevant historical evidence  \n3. Historical causation  \n4. Patterns of continuity and change over time  \n5. Periodization  \n6. Comparison  \n7. Contextualization  \n8. Interpretation  \n9. Synthesis  \nCourse Outline  \nUNIT 1 – Period 1 (1491–1607)  \nContent  \nDiverse American Indian societies, including their cultural characteristics and interactions with the environment; Spain in the Americas; French, Dutch, and British exploration; a variety of maps showing American Indian migration and European exploration.  \nLessons include:  \n• American Indians of the East Coast  \n• Voyages of Exploration  \n• Conquest of the Americas  \n• English Exploration  \n• French and Dutch Exploration  \nTextbook Reading Assignments  \nChapter 1: Colliding Worlds , 1450–1600  \nAdditional Readings and Sources  \nBartolomé de Las Casas, A Brief Account of the Destruction of the Indies (1552) Journals of Christopher Columbus  \nA map of Secotan, an Algonquin Village  \nActivities  \n1. Students will practice identifying the elements of Historical Thinking skills by analyzing maps, reading primary sources, and viewing photos and artwork. Sources include: a map showing the effects of the Atlantic slave trade; a drawing of a Spanish mission by Gaspard Duché de Vancy; the journals of Christopher Columbus; John Winthrop’s A Model of Christian Charity; a letter from Plymouth Colony settler Edward Winslow; a map of Secotan, an Algonquin village; and a series of documents comparing the depiction of the first Thanksgiving (from the 1600s and 1900s) .  \n2. Students will analyze Bartolomé de Las Casas’s A Brief Account of the Destruction of the Indies by identifying its historical context, intended audience, author’s purpose, and author’s point of view.  \nShort Writing, Discussion, and Guiding Questions  \n• How does de Las Casas characterize the American Indians in his account? What factors influence his point of view, and how are they different from the typical European view of the time?  \n• Compare the American Indian cultures of the Great Basin and Great Plains to those on the Atlantic seaboard and the Northeast. Why did these differences occur?  \n• a) Choose two of the nations below and explain how these choices best represent the statement:\"Contact with Europeans dramatically altered American Indian societies, both culturally and economically.\" (France, Britain, Spain) .  \nb) Explain why the third choice is no","cbCaitDtJgxwSfOn","https://ap.wps.com/l/cbCaitDtJgxwSfOn","pdf",380663,"English","# Course Description\n## Course Resources\n## Units of Study and Course Themes\n## Course Skills\n# Course Outline\n## Unit 1 - Period 1 (1491–1607)\n## Unit 2 - Period 2 (1607–1754)","[{\"question\":\"What time span does the AP U.S. History course cover?\",\"answer\":\"The course studies American history from the pre-Colombian era through the present.\"},{\"question\":\"What main themes are emphasized across the course units?\",\"answer\":\"Students focus on themes including national identity, economic transformation, immigration, politics, international relations, geography, and social and cultural change.\"},{\"question\":\"Which historical thinking skills do students practice?\",\"answer\":\"Students practice historical argumentation, using evidence appropriately, historical causation, continuity and change, periodization, comparison, contextualization, interpretation, and synthesis.\"}]","AP US History Syllabus | PDF",1790771549]