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Lesson Plans
The American Journey: A History of the United States ©2000
by David Goldfield, Carl Abbott, Virginia DeJohn Anderson, Jo Ann E. Argersinger, Peter H. Argersinger, William L. Barney, Robert M. Weir
Focus Lesson 1
Chapter 1: "Worlds Apart"
AP* Course Description
- Discovery and Settlement of the New World, 1492–1650
- Europe in the sixteenth century
- Spanish, English, and French exploration
- Spanish and French settlements
- American Indians
Key Components
- Instructor's Manual: pp. 16–21
- Study Guide, Vol. I to 1877: pp. 1–9
- Test Item File: pp. 1–13
Key Web Sites
Given the changing nature of the Internet, you may wish to preview these sites. Always check PHSchool.com for updated links to U.S. history sites.
- Misson Churches of the Sonoran Desert
- San Juan Capistrano Missions
- Index of Native American Resources on the Internet
Key Words and Terms
- Martin Luther
- Renaissance
- Reformation
- Columbian Exchange
- Treaty of Tordesillas
- Protestants
- Richard Hakluyt
- Northwest Passage
Suggested Pacing
In order to complete Advanced Placement* United States history course coverage in time for the test in May, it may be necessary to combine chapters. Because only about 16 percent of the multiple-choice questions deal with the period before 1789, the most beneficial compacting may be in the early chapters. If possible, assign Chapter 1 as summer reading and teach it in two class periods on a traditional bell schedule of 45 minutes or in one 90-minute class on a block schedule.
Test Strategy
Primary documents are an essential part of an Advanced Placement* class. As often as possible, have students read documents provided in the text in the feature "American Views" and answer the accompanying questions. Point out that as students read, they should be reading to find out what the document says and does not say. Often students will find contradictions.
Create an analysis worksheet to guide students through the process. Some questions to ask are:
- What type of document are you reading?
- What is the date of the document?
- Who is the author of the document?
- What is the position of the author?
- List three things the author says that you think are important.
- Why do you think the document was written?
- Do you know of other resources that support the information in the document? List them.
Key Concepts
- An understanding of historical analysis
Understanding how historians work and the significance of analytical skills to their work is an important concept for students to learn and emulate in this course. AP* United States history students should be developing their critical thinking skills by reading documents, charts, graphs, political cartoons, and textbooks with speculation. This concept of analyzing what is read should be developed from the first day of class. The practical payoff is that it will help students to write effective—well reasoned—essays for Section II of the AP* exam. - Using visual stimuli
Throughout The American Journey students will find a variety of visual stimuli. Students should be reading—not just looking at—the many tables, graphs, photographs, and cartoons for information that they can then use in class discussions and essays. In addition to enriching their study of U.S. history, these visuals provide students with practice in analyzing graphics for the DBQ.
Summing Up Student Understanding
Through a class discussion define the term civilization. Help students to clarify that civilizations existed in the Americas before the arrival of Europeans and that U.S. history did not begin with Europeans. Continue this discussion when teaching Chapters 2 and 3. The important element to emphasize in those chapters is that the Spanish had permanent settlements in what is today the United States before the English.
ADDITIONAL RESOURCES
You might also find these additional readings useful in developing students' background knowledge or for DBQ activities:
- American Issues: Vol. I to 1877, edited by Unger and Tomes—Chapter 1
- The Power of Words: Vol. I to 1877, edited by Breen—Chapter 1
- Constructing the American Past, Vol. I, edited by Gorn, Roberts, and Bilhartz—Chapter 1