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    AP United States History Syllabus Chambless This course is designed to provide a college-level experience and preparation for the AP Exam in May. An emphasis is placed on interpreting documents, mastering a significant body of factual information, and writing critical essays. Topics include life in colonial America, revolutionary ideology, constitutional development, the formation of political parties, Jeffersonian and Jacksonian democracy, nineteenth century reform movements, and Manifest Destiny.

    Other topics include the Civil War and Reconstruction, immigration, industrialism, Populism, imperialism, Progressivism, World War I, the Jazz Age, the Great Depression, the New Deal, World War II, the Cold War, the post-Cold War era, and the United States at the beginning of the twenty-first century. This course will fulfill the United States history graduation requirement. In addition to the topics listed above, the course will emphasize a series of key themes throughout the year. These themes have been determined by the College Board as essential to a comprehensive study of United States history.

    The themes will include discussions of American diversity, the development of a unique American identity, the evolution of American culture, demographic changes over the course of America’s history, economic trends and transformations, environmental issues, the development of political institutions and the components of citizenship, social reform movements, the role of religion in the making of the United States and its impact in a multicultural society, the history of slavery and its legacies in this hemisphere, war and diplomacy, and finally, the place of the United States in an increasingly global arena.

    [CR5] The course will trace these themes throughout the year, emphasizing the ways in which they are interconnected and examining the ways in which each helps to shape the changes over time that are so important to understanding United States history. Each unit also utilizes discussions of and writing about related historiography: how interpretations of events have changed over time, how the issues of one time period have had an impact on the experiences and decisions of subsequent generations, and how such reevaluations of the past continue to shape the way historians see the world today.

    [CR6] COURSE REQUIREMENTS This course • includes the study of political institutions in U. S. history. • includes the study of social and cultural developments in U. S. history. • includes the study of diplomacy in U. S. history. • includes the study of economic trends in U. S. history. • uses themes and/or topics as broad parameters for structuring the course. • teaches students to analyze evidence and interpretations presented in historical scholarship. • includes extensive instruction in analysis and interpretation of a wide variety of primary sources.

    • provides students with frequent practice in writing analytical and interpretive essays such as document-based questions and thematic essays. TEXTBOOK Kennedy, David M. , Lizabeth Cohen, and Thomas Bailey. The American Pageant. 12th ed. Boston: Houghton-Mifflin, 2002. SUPPLEMENTAL READERS Brown, Victoria Bissell and Timothy J. Shannon. Going to the Source: the Bedford Reader in American History. Vols. 1 and 2. Boston: Bedford, 2002. Caliguire, Augustine and Roberta J. Leach. Advanced Placement American History I: The Evolving American Nation-State. Dubuque, IA: The Center for Learning, 1987.

    Calkins, Martin, et. al. Teaching the Ethical Foundations of Economics. New York: National Council on Economic Education, 2007. Grant, Robert B. Surveying the Land: Skills and Exercises in U. S. Historical Geography. Vols. 1 and 2. Lexington, Mass: D. C. Heath, 1991. Henry, Michael. Threads of History. Saddle Brook, NJ: Peoples Education, 2006. Hilton, Kenneth. Document-Based Assessment Activities for U. S. History Classes. Portland, ME: Walch, 1999. Kennedy, David M. and Thomas A. Bailey. The American Spirit. Vols. 1 and 2. Boston: Houghton-Mifflin, 2002. Kovacs, Mary Anne, Douglas E. Miller and John C. Ritter.

    Advanced Placement American History II: Twentieth-Century Challenges. Dubuque, IA: The Center for Learning, 1987. Link, William A. and Marjorie Spruill Wheeler. The South in the History of the Nation. Vols. 1 and 2. Boston: Bedford, 1999. Loewen, James W. Lies My Teacher Told Me. New York: Simon & Schuster, 1995. Piehl, Mel. Guidebook: A Manual for Students. 12th ed. Boston: Houghton-Mifflin, 2002. Smith, James L. Ideas that Shape a Nation. Las Cruces, NM: Suncrest, 2000. Strickland, Carol. The Annotated Mona Lisa: A Crash Course in Art History From Prehistoric to Post-Modern. Kansas City: Andrews and McMeel, 1992.

    Wentworth, Donald R. , Beth Kraig, and Mark C. Schug. United States History: Focus on Economics. New York: National Council on Economic Education, 2001. Zinn, Howard. A People’s History of the United States: 1492 to the Present. 20th ed. New York: HarperCollins, 2003. Another major source for students is the College Board outline for the AP US History course which I have filled in. The 170-page packet will be given to students at the beginning of the year and they are expected to utilize that as a supplement to the text readings. Grading 60%Unit tests and essays 40%Notebook containing assignments for the unit.

    Unit tests will consist of an in-class essay and a multiple-choice test. Essay will alternately be a free-response essay or a document-based essay. [CR5, 8] The Link book will be used to teach students how to write abridgments: the precis, the abstract, the synopsis, the brief, the compendium, and the review. Different chapters will utilize different abridgment types. [CR8] The Hilton book and the Brown book will be used to direct students’ document analysis. Recurring issues will be addressed throughout the year by students maintaining a running list of chapter topics that concern the issue. UNIT ONEFOUNDING THE NEW NATION 1492-1763 2 weeks

    Kennedy, Ch. 1-6 Topics Discovery and Settlement of the New World, 33,000 B. C. – 1650 Europe in the Sixteenth Century Spanish, English, and French Exploration First English Settlements Spanish and French Settlements and Long-Term Influence American Indians The Imperial Perspective Mercantilism and the Dominion of New England Anglo-French Rivalries and the French and Indian War America and the British Empire, 1650-1754 New England Colonies Middle Atlantic Colonies Southern Colonies Colonial Society in the Mid-Eighteenth Century Social Structure Culture New Immigrants Students will complete a summer reading assignment: Kennedy, Chapters 1-6.

    Students will be tested on the second day of class. We will spend the next two weeks answering questions and taking additional notes on the colonial and pre-Revolutionary period, utilizing other sources. Assignments Caliguire, pp. 29-37. Students will do analysis of documents [CR7] on colonial Wethersfield, Connecticut and write a thesis statement that answers the question: “Was American society, as evidenced by Wethersfield, Connecticut, becoming more ‘democratic’ in the period from the 1750s to the 1780s? Discuss with reference to property distribution [CR4], social structure [CR2], politics [CR1], and religion [CR2].

    ” Grant, “North America in Mid-Eighteenth Century. ” Students will complete a map showing possessions of colonial powers, major immigrant groups in British colonies, and the locations of the important Indian tribes [CR2]. Students will complete a teacher-made chart comparing and contrasting the 13 colonies on major ethnic groups, major religious groups [CR2], major exports, major occupations, major imports [CR4], and government structure [CR1] of each. Strickland, pp. 72-73. Students will answer questions on teacher-made worksheet on major artists and trends in colonial art. [CR2] Link, pp.

    17-21 “The French on the Gulf Coast”: Journal entries. Students will examine documents and write abridgments. [CR1, 6, 7, 8] Henry, pp. 2-3. “Historical Periods” Henry, pp 4-5. “Famous Rebellions” Henry, pp. 6-7. “Religious Development 1619-1740” Hilton, pp. 1-10. DBQ 1: “Why did so many people move to colonial America? ” DBQ 2: “Americans often pride themselves that theirs is a ‘land of opportunity. ’ How much economic opportunity truly did exist in colonial America, and what factors affected the colonists’ opportunities to succeed? ” Students will answer questions on each document and write a thesis statement for the essay question.

    [CR2, 4, 6, 7, 8] Smith, pp. 45-54 “New England Puritans,” and pp. 55-64 “Roger Williams” Wentworth, pp. 1-10. “Indentured Servitude: Why Sell Yourself into Bondage? ” Unit Assessment Students will take a multiple-choice test on Unit One that may include information from multiple sources. Students will turn in notebooks containing unit assignments. Extra Credit Reading Zinn, Chapters 1-3. Kennedy, The American Spirit, Chapters 1-6. UNIT TWOBUILDING THE NEW NATION1763-1789 4 weeks Kennedy, Chapters 7 – 9. Topics Road to Revolution Imperial Reorganization of 1763 Imperial Crisis and Resistance to Britain

    The American Revolution, 1776-1783 The War Articles of Confederation Peace of Paris Creating State Governments Shaping a Federal Union Articles of Confederation Shays’ Rebellion Constitutional Convention Federalists vs. Anti-Federalists Assignments Students will complete teacher-made chart on comparing and contrasting the Articles vs. the Constitution: Legislative, Executive, Judiciary, Revenue Raising, Calling of the Military, Trade and Commerce Powers, Amending Process, and Ratification Process. [CR1, 4] Students will complete a teacher-made chart comparing and contrasting the Federalists and the Republicans on various issues.

    [CR1, 2, 3, 4, 5] Caliguire, pp. 11-15 “From Authority to Individualism” Students are given a series of facts on Puritanism, the Great Awakening, and the Enlightenment and are asked to compare each on: their concepts of God, the individual’s reason for existence, the individual’s relationship to the church, the need for education, the individual’s role in government, and the individual’s responsibility for improving society. Students then report on each movement’s contribution to the political development of the nation. This assignment is often done in cooperative groups. [ CR1, 2, 5, 6] Brown, pp. 65-88.

    Using a Journal Article as a Source: “Germ Warfare on the Colonial Frontier: an Article from the Journal of American History. ” Students complete a chart outlining the research question, and the thesis, the main point in each section of a journal article, the evidence the author uses to support her thesis, and come up with questions or comments on the use of that evidence. [CR2, 3, 6, 7] Smith, pp. 25-34 “John Locke” Smith, pp. 35-44 “Jean Jacques Rousseau” Smith, pp. 77-86 “The Federalist” Smith, pp. 87-96 “The Anti-Federalists” Smith, pp. 107-116 “James Madison” Smith, pp. 127-136 “Alexander Hamilton”

    Smith, pp. 117-126 “Thomas Jefferson” Smith, pp. 97-106 “George Washington” Caliguire, pp. 65-68 “The Articles of Confederation: The Challenge of Sovereignty” Students examine a list of facts about the Articles and then are asked to divide the items into three or four categories, label the categories, and write a thematic sentence that states or implies a relationship among the categories. [CR1, 3, 5, 8] Strickland, pp. 72-73. Students examine Revolutionary Art and answer questions on a teacher-made worksheet on the significant artists and trends of the Revolutionary period. [CR2, 5, 7] Link, pp.

    148-172. Chapter 8: “The Americanization of New Orleans? ” Students read primary documents and write summaries. [CR1, 2, 5, 7, 8] Loewen, pp. 11-36. Students read in class the introduction and Chapter 1. [CR1, 2, 5, 6] Class discussion on his view of the teaching of history. Hilton, pp. 11-32. DBQ 3: “Were the colonists justified in waging war and breaking away from Britain? ”; DBQ 4: “What were the major arguments used by each side (the supporters and the opponents) In the debates over the ratification of the U. S. Constitution? ” DBQ 5: “What led to the rise of political parties in the 1790s?

    ” DBQ 6: What forces led Americans to declare war on Britain in 1812? ” Students answer questions about the documents and write an introductory paragraph answering the essay question. [CR1, 2, 4, 5, 7, 8] Henry, pp. 12-13. “Presidents of the United States, 1789-1989” Henry, pp. 12-13. “Coming of the American Revolution” Essay: “Evaluate the relative importance of domestic and foreign affairs in shaping American politics in the 1790s” [CR1, 3, 5, 8] Students will turn in notebooks containing unit assignments. Unit Assessment Students will write the unit essay in class and take a multiple-choice test. Extra Credit Reading

    Kennedy, The American Spirit, Chapters 7-9. Zinn, Chapters 4 or 5. UNIT THREE FORGING THE NEW NATION, 1790-1848 5 weeks Kennedy, Chapters 10-15. Topics Washington and Adams 1789-1800 The Bill of Rights Washington’s Presidency Adams’ Presidency Republicanism Jefferson’s Presidency Madison and the War of 1812 Nationalism, Sectionalism, and Economic Expansion James Monroe: Era of Good Feelings Panic of 1819 Settlement of the West Missouri Compromise Foreign Affairs: Canada, Florida, and the Monroe Doctrine Election of 1824: End of the Virginia Dynasty Election of 1828 Age of Jackson Democracy and the “Common Man”

    Second Party System Jackson’s Indian Policy Internal Improvements and States’ Rights The Nullification Crisis The Bank War: Jackson and Biddle Martin Van Buren The Dynamics of Growth Economic Revolution Sectionalism Creating an American Culture Cultural Nationalism Education Reform and Professionalism The Second Great Awakening Utopian Experiments Transcendentalists National Literature, Art, and Architecture Reform Crusades Manifest Destiny Manifest Destiny and Mission Important Milestones in Expansion, 1787-1853 Assignments Students take a field trip aboard a boat through the Port of Houston to examine transportation today.

    Link, pp. 173-241. “The Age of Jackson: Removal of the Cherokees”, “Antebellum Reform: Religion and Morality in the Debate over Slavery,” and “Westward Expansion: The Texas Frontier” Students will read groups of documents on each chapter’s topic and write abridgments. [CR2, 5, 6, 7, 8] Brown, pp. 197-220. “Using Paintings as a Source: The West in Jacksonian Arts: George Caitlin’s Paintings of American Indians. ” Students complete a chart answering questions about each painting in particular and write answers to analyze the source and make generalizations about this type of source. [CR2, 5, 7, 8] Hilton, pp. 33-43.

    DBQ 7: “What were the major arguments used, pro and con, in the debate over expanding suffrage during the Age of Jackson? Which arguments were most valid? ” DBQ 8: “What forces or ideas motivated and inspired this effort to remake and reform American society during the antebellum years? ” Students answer questions about each of the documents and write the introductory paragraph to answer each essay question. [CR1, 2, 5, 6, 7, 8] Caliguire, “The Emerging Nationalism” Students will examine a series of items and are asked to decide whether the item contributed to, impeded, or had no effect on the growth of national unity.

    They then write a paragraph on to what extent a unified national state materialized in the years before 1830, using the evidence they have organized. [CR1, 2, 3, 4, 5, 8] Brown, pp. 111-130. “Using Court Records as a Source: The Question of Female Citizenship” Students discover the difficulty of reading legal and judicial jargon. Students complete a chart outlining each of the plaintiff’s and defendant’s lawyers’ arguments and each of the judges’ opinions. Students are asked to identify legal principles involved and how their reasoning reflected women’s attitudes during the revolutionary time period. [CR1, 2, 5, 7] Caliguire, pp. 96-101.

    “The End of Homespun: the Early Industrial Revolution. ” Students use documents to compile a list of factors that contributed to the development of the early industrial revolution in the United States. They are asked to rank in their relative importance in promoting the industrialism of the US and to write a one-sentence thesis statement to account for the early development of manufacturing in this country. [CR1, 2, 4, 5, 6, 7, 8] Caliguire, “The Emerging National Culture. ” Students look at poetry, paintings, and architecture from the colonial and the early national periods. They are asked to contrast them in a series of questions.

    They then make generalizations in short paragraphs about what the role of the arts in society is and how it reflects the society of the time. [CR2, 5, 7, 8] Caliguire, pp. 118-121. “Purifying the Nation” Students are given a list of facts about twenty reforms of the early 19th century and are asked to present in class on a chosen reformer the answer to the following questions: What criticisms of American society did the reformer have? What methods did the person use to improve American life? What success did the individual have in promoting reform? What detail(s) of the person’s work made him or her an interesting historical figure?

    To what extent was the reformer obsessed with achieving a impractical goal through fanatical or impractical means? What lasting impact did the person’s reforms have on American society? [CR1, 2, 4, 5] Grant, pp. 58. Students create a map of the Trail of Tears for the major American Indian tribes. [CR2] Students create a map showing the five major trails to the Pacific. [CR2] Students complete a teacher-made chart on the Treaty of Guadalupe Hidalgo, showing the States Formed, Resources, Climate Patterns, Bodies of Water, Mountains, Deserts, and Soil Conditions of the new territories.

    [CR1] Grant, pp. 65-68. “Main Roads, Canals, and River and Lake Transportation Before 1860 and Railroads, 1850-1861” Students use maps to answer questions about how transportation illustrates the past and future of regions of the US. [CR4, 5, 7] Caliguire, pp. 122-129. “The Mexican War: Was It in the National Interest? ” Students will understand the idealism and realism of American policy-makers at the time of the Mexican War. Students will analyze documents and organize them into two columns, Arguments for National Expansion and Arguments against National Expansion.

    The students write a paragraph answering: To what extent did the Mexican War promote the national interest? Students then list the values in the American character which seem to be portrayed by contemporary opinion-makers at the time of the Mexican War. They then answer the questions: What personal values are reflected in their first paragraph and to what extent are their own values different from those of opinion-makers in the 1840s? Henry, pp. 14-15. “The National Banks” Henry, pp. 16-17. “Liberal and Conservative in United States History, 1790-1940” Henry, pp. 20-22. “Political Parties in the Nineteenth Century”

    Smith, pp. 159-168 “Henry David Thoreau” Smith, pp. 149-158 “Alexis de Tocqueville” Smith, pp. 169-178 “Elizabeth Cady Stanton” Strickland, pp. 81-82 American Romantic Art. Students complete a teacher-made worksheet identifying the major artists and themes of the early 19th century. Essays: “Developments in transportation, rather than in manufacturing and agriculture, sparked American economic growth in the first half of the nineteenth century. ” Assess the validity of this statement. [CR4, 5, 8] “The Jacksonian Period (1824-1848) has been celebrated as the era of the ‘common man.

    ’ To what extent did the period live up to its characterization? Consider TWO of the following in your response: economic development, politics, or reform movements. ” [CR1, 2, 4, 5, 8] Analyze the ways in which TWO of the following influenced the development of American society: Puritanism during the seventeenth century, the Great Awakening during the eighteenth century, or the Second Great Awakening during the nineteenth century. ” [CR1, 2, 4, 5, 8] DBQ: “Jacksonian Democrats viewed themselves as the guardians of the United States Constitution, political democracy, individual liberty, and

    equality of economic opportunity. In light of the following documents and your knowledge of the 1820s and 1830s, to what extent do you agree with the Jacksonians’ view of themselves? ” [CR1, 2, 4, 5, 8] DBQ Outline: “What factors led to the woman’s rights movement in this era and what goals were women seeking? ” [CR1, 2, 4, 5, 8] Unit Assessment Students will turn in a notebook containing the unit assignments. Students will write an essay and take a multiple-choice test on the unit. Extra Credit Reading Kennedy, The American Spirit, Chapter 10-15. Zinn, Chapters 6-8.

    UNIT FOURTESTING THE NEW NATION, 1850-1877 2 weeks Kennedy, Chapters 16-22 Topics The Old South: An American Tragedy The Cotton Kingdom Classes in the South The Institution of Slavery Commerce and Industry Life in the Southern States The Crisis of Union Compromise of 1850 Fugitive Slave Act and Uncle Tom’s Cabin Kansas-Nebraska Act and Realignment of Parties Dred Scott Decision and Lecompton Crisis Lincoln-Douglas Debates John Brown’s Raid The Election of 1860 and Abraham Lincoln The Secession Crisis The Civil War The Generals The Early Plans The Union The South Foreign Affairs and Diplomacy

    Military Strategy, Campaigns, Battles The Abolition of Slavery Effects of War on Society Reconstruction: North and South Presidential Plans: Lincoln and Johnson Radical (Congressional) Plans Southern State Governments: Problems, Achievements, Weaknesses Compromise of 1877 and End of Reconstruction Assignments Link, pp. 242-335. Students read primary documents and write abridgments about three of the four chapters. Brown, pp. 174-196. Using Economic Data as a Source. Students analyze charts from Hinton Helper’s 1857 book and Gavin Wright’s 1978 book interpreting economic data on the antebellum South.

    Students will complete their own chart compiling data on Output, Technology, Wealth and Income and Urbanization and Manufacturing using the two historians’ data. They then answer questions about the advantages and disadvantages of using statistics and how each historian might have omitted information which would not prove his thesis. [CR4, 6. 7] Smith, pp. 179-188 “John C. Calhoun” Smith, pp. 201-210 “Abraham Lincoln” Smith, pp. 188-198 “Frederick Douglass” Brown, pp. 244-270. Using Diplomatic Correspondence as a Source. Students analyze diplomatic correspondence on the eve of the Mexican War.

    Students complete a chart on each letter with the author’s title, the subjects discussed in the letter and the tone of the letter. Students then answer questions on how correspondence between different individuals changed over time. [CR1, 2, 3, 7] Brown, pp. 271-297. Using Civil War Photographs as a Source. Students learn to examine photographs by the subject matter and the ideas the photographer wants to convey. Students also learn to question photographs as a historical source. [CR2, 5, 7] Henry, pp. 23-25. “Third Parties in United States History” Henry, pp. 28-29. “Compromises and the Union” Hilton, pp. 44-55.

    DBQ 9: “What led the Southern states to secede from the Union in 1860 and 1861? ” DBQ 10: “Why did Congress’ Reconstruction efforts to ensure equal rights to the freedmen fail? ” Students answer questions about a series of documents and write an introductory paragraph to answer each essay question. [CR1, 2, 4, 5, 7, 8] Caliguire, pp. 140-141. Students analyze documents to understand how the Compromises of 1820, 1833, and 1850 delayed, but did not prevent, the outbreak of the Civil War. Students answer questions about each document and write paragraphs answering these questions: Where should the ultimate power of government rest?

    How do the documents illustrate the increasing economic and political plight of the South? [CR1, 2, 3, 4, 5, 7, 8] Strickland, pp. 85-88. American Realistic Art. Students answer teacher-made worksheet on the major artists and trends in the realistic period. [CR2, 7] Douglass, Frederick. “Oration in Memory of Abraham Lincoln” [CR2, 5] Loewen, pp. 37-199. “The Invisibility of Racism in American History Textbooks” and “The Invisibility of Antiracism in American History Textbooks. ” Students will read these in class and discuss their feelings on these topics. They will also analyze their textbook for these qualities.

    [CR1, 2, 5, 6] Wentworth, pp. 11-22. “Do the Right Thing: Free the Slaves, Avoid the War” Students will take a Civil War Generals Test, identifying on which side a list of generals fought. [CR1] Essays: Identify THREE of the following and evaluate the relative importance of each of the THREE in laying the groundwork for the Civil War: Abolitionism, The Mexican War, The Kansas-Nebraska Act, or The Dred Scott Decision. ” [CR1, 2, 3, 5, 8] DBQ: “’The removal of General McClellan represents a loss for the Army of the Potomac and a victory for the interfering politicians in Washington.

    ’ Evaluate this statement based upon your knowledge of the political and military history of the period from 1860 through 1862, and the following documents. ” [CR1, 3, 5, 7, 8] Unit Assessment Students will take an essay test and a multiple-choice test over the unit. Students will turn in a notebook containing unit assignments. Extra Credit Reading Kennedy, The American Spirit, Chapters 16-22. Zinn, Chapters 9 or 10. UNIT FIVETHE GILDED AGE, 1877-1900 3 weeks Kennedy, Chapters 23-26. Topics Gilded Age Politics and Agrarian Revolt A Conservative Presidency Issues Agrarian Discontent Crisis of 1890s

    New Frontiers: South and West Politics in the New South Southern Economy: Colonial Status of the South Cattle Kingdom Building the Western Railroad Subordination of American Indians: Dispersal of Tribes Farming the Plains: Problems in Agriculture Mining Bonanza Industrialization and Corporate Consolidation Industrial Growth Laissez-Faire Conservatism Effects of Technological Development on Worker/Workplace Union Movement Results of Early Industrial Revolution Effects of Industrial Revolution on American Life The Emergency of Modern America Urban Society Intellectual and Cultural Movements Assignments Caliguire, pp.

    161-170. The Growing Economic Crisis of the Late Nineteenth Century. Students analyze documents to understand the progressive steps taken by big business to bring order and stability to the chaotic economy of the late nineteenth century. Students answer questions on each document and then answer questions on whether or not the businessmen’s approach to organizing the economy has been accepted in the twentieth and twenty-first centuries. [CR4, 7] Caliguire, pp. 177-183. The Philosophy of the Industrialists. Students read documents on or from the various industrialists and see how they justified their methods and motives.

    Students write on the philosophies of laissez-faire, Social Darwinism, and the Gospel of Wealth. [CR2, 4, 5, 6, 7] Smith, pp. 213-222 “Adam Smith” Smith, pp. 223-232 “Karl Marx” Smith, pp. 233-242 “William Graham Sumner” Smith, pp. 253-262 “Thorstein Veblen” Smith, pp. 263-272 “Eugene Debs” Smith, pp. 275-284 “Frederick Jackson Turner” Caliguire, pp. 187-196. Labor Unions: The Failure to Gain Public Acceptance. Students complete a chart comparing the Knights of Labor and the American Federation of Labor on these issues: Who was eligible to join?

    What were the goals of the union? What were the union’s methods of achieving its goals? What was the public’s perception of the union? Students then review documents to prepare for a class discussion on reasons for the relative weakness of unions in the late nineteenth century. [CR1, 2, 3, 4, 5, 7,] Hilton, pp. 57-62. DBQ 11: “What factors helped to promote America’s huge industrial growth during the period from 1860 to 1900? ” DBQ 12: “Why did American nativist groups oppose free, unrestricted immigration in the late nineteenth and early twentieth centuries?

    ” Students will answer questions on documents on these topics and write an introductory paragraph for an essay answering each question. [CR2, 4, 7, 8] Loewen, pp. 200-213. “The Land of Opportunity” Students will read this chapter in class and analyze their textbook for these omissions. [CR1, 2, 4] Link, (volume two) pp. 1-110. “Black Freedom and the KKK,” “The Texas Border Wars,” “The Farmers’ alliance and Populism,” “Race Crisis in the New South,” and “From Farm to Mill. ” Students read the documents and write abridgments on three of the five chapters.

    [CR1, 2, 4, 5, 7, 8] Brown, (volume two) pp. 4-27. Using Congressional Hearings as a Source. Students learn to interpret the difference between first-hand accounts and hearsay and to recognize the biases of a congressional committee. Students write paragraphs noting patterns between Democrats and Republicans on the committee. [CR1, 2, 5, 7, 8] Brown, pp. 51-72. Using Newspapers as a Source. Students read Chicago’s daily papers reporting the 1894 Pullman strike. Students learn to recognize bias in language and images in newspaper reporting of an especially emotional event.

    Students complete a chart on the change in the reporting over the course of the month as well as distinguishing between factual claims and editorial bias. [CR1, 2, 4, 5, 7] Essay Compare and contrast the attitudes of THREE of the following toward the wealth that was created in the United States during the late nineteenth century: Andrew Carnegie, Eugene V. Debs, Horatio Alger, Booker T. Washington, and Ida M. Tarbell. [CR1, 2, 4, 5, 8] Assessment For unit assessment, students will take an essay test and a multiple choice test. [CR1, 2, 4, 5, 8] Students will turn in a notebook containing unit assignments.

    Extra Credit Reading Kennedy, The American Spirit, Chapters 23-26. Zinn, Chapter 11. SEMESTER FINAL EXAM All students will take a semester final exam, answering the DBQ Question: “’The debate over the relationship between the states and the federal government and over the principles of interposition and nullification began with the struggle to ratify the Constitution and continued to the end of the Civil War. ’ Evaluate this statement using the documents and your knowledge of constitutional history from 1789 to 1865. ” [CR1, 3, 5, 7, 8] UNIT SIXIMPERIALISM & PROGRESSIVISM, 1898-1913

    2 weeks Kennedy, Chapters 27-30. Topics The Course of Empire Forces Behind the New Imperialism Seward and the Purchase of Alaska The New Imperialism The Far East: John Hay and the Open Door Theodore Roosevelt: Big Stick Diplomacy The Progressive Era Origins of Progressivism Municipal, State, and National Reforms Socialism: Alternatives Black America Women’s Role Roosevelt’s Square Deal Taft Wilson’s New Freedom Assignments Brown, pp. 73-93. Using Autobiographies as a Source. Uses I Came a Stranger: The Story of a Hull-House Girl by Hilda Satt Polacheck.

    Students learn the joys and difficulties of using personal accounts as historical sources. Students answer questions which ask them to read between the lines for messages and evidence as to how much new immigrants were willing to assimilate as well as the relation of memory in historical scholarship. [CR2, 5, 6, 7] Link, pp. 111-131. Woman Suffrage and Progressivism in the South. Students read documents and write abridgments. [CR1, 2, 4, 7, 8] Smith, pp. 287-296 “Woodrow Wilson” Hilton, pp. 69-84. DBQ 13: “What caused the farmers’ plight in the late nineteenth century, and how did farmers propose to resolve these problems?

    ” DBQ 14: “How would you define and describe the progressive reform movement? ” DBQ 15: “Was imperialism a proper and legitimate policy for the United States to follow at the turn of the twentieth century? ” Students answer questions about each document and write an introductory paragraph answering each essay question. [CR1, 2, 3, 4, 5, 6, 7, 8] Caliguire, p. 39. Students will research a progressive leader, answering the following questions: What vocation did he or she follow? What was his or her background (education, religious training, parents)?

    What, if any, was the turning point in his or her life? What was his or her greatest contribution? Students then compile a list on the board of the major issues of the Progressive era. Have a student plot the birthdates of the reformers and notice a huge influence on their early lives—the death of Lincoln. Discuss how the death of another popular president, Kennedy, might have influenced contemporary leaders. [CR1, 2, 4, 5, 7] Grant, pp. 41-44. Examine maps and compile data on the major European powers and the areas of the world over which they had controlling interest.

    Also explain where the United States is on the list and what happened to the old colonial powers—Spain and Portugal? [CR1, 2, 3, 4, 5, 7] Assessment Unit assessment will have students write two essays: What were the major areas of reform during the Progressive Age? What were the reasons for the surge in expansionist policies in the late nineteenth century? Students will turn in a notebook containing unit assignments. Extra Credit Reading Kennedy, The American Spirit, Chapters 27-30. Zinn, Chapters 11 and 12. UNIT SEVENWORLD WAR I AND THE TWENTIES 2 weeks Kennedy, Chapters 31 and 32. Topics

    The First World War Problems of Neutrality Preparedness and Pacifism Mobilization Wilson’s Fourteen Points Postwar Demobilization 1920s Culture Consumerism: Automobile, Radio, Movies Women and the Family Modern Religion Literature of Alienation Sports Art Music Theater Harlem Renaissance Conflict of Cultures Prohibition Nativism Antiradicalism Republican Resurgence and Decline Republican Governments Economic Developments Myth of Isolation Depression Assignments Hilton, pp. 85-94. DBQ 16: “Why did the United States abandon its neutrality, choosing to enter World War I on the side of the allies?

    ” DBQ 17: “Describe the urban-rural culture wars of the 1920s and the issues over which they fought. ” Students will answer questions on each document and write a thesis statement for each essay question. [CR1, 2, 3, 4, 5, 6, 7, 8] Link, pp. 132-165. “World War I: The Debate about Intervention” and “The 1920s: Fundamentalism and the Scopes Trial” Students read the documents and write abridgments on each chapter. [CR1, 2, 3, 4, 5, 7, 8] Brown, pp. 94-115. Using Advertisements as a Source. “Selling Respectability: Advertisements in the African-American Press, 1910-1913” The chapter uses ads from DuBois’ The Crisis.

    Students are asked to find examples in the ads for these categories: the separate black economy resulting from segregation, The Crisis’ readers’ access to economic opportunity and upward mobility, and the use of religion, education, and gender to affirm lack equality and respectability. [CR2, 4, 5, 7] Brown, pp. 116-136. Using Intelligence Tests as a Source. “Measuring Mental Fitness: Government IQ Tests During World War I. ” Students learn the hazards of statistics and the different tests used for illiterate and literate candidates. The actual tests are reproduced so the students may take them.

    Students are asked to write about the effect of cultural attitudes on the army’s intelligence tests or on tests today. [CR1, 2, 4, 5, 7, 8] Brown, pp. 137-158. Using Secondary Sources. “Flappers in the Barrio: A Chapter from a Historian’s Book. ” Students are asked to cite evidence from the excerpt for three arguments: Young women responded to parental supervision in three ways, Parental supervision was an expression of “family oligarchy,” not patriarchy, and Chaperonage “assumed a particular urgency” in the US context. Students are also asked to answer questions about the endnotes and the use of primary and secondary sources.

    [CR2, 5, 7] Strickland, pp. 91-97, 108, 112-113, 138. Students answer questions on a teacher-made worksheet on the major artists and movements of the era. [CR2, 5, 7] Kovacs, p. 27. “Literature of the 1920’s” Students analyze The Great Gatsby and The Sun also Rises as portraits of the twenties. [CR2, 5] Assessment Students will take a multiple choice test and write an essay on the unit. Students turn in a notebook containing unit assignments. Extra Credit Reading Kennedy, The American Spirit, Chapters 31-33 Zinn, Chapter 14 UNIT EIGHTTHE GREAT DEPRESSION AND THE NEW DEAL 2 weeks

    Kennedy, Chapter 34 Topics Culture in the 1930s Art Literature Music Motion Pictures Radio Sports The Speculative Mania The Business Scene Signs of Danger Governmental Economic Policies Corporation Regulation? Subsidies and Other Help FDR and the New Deal Franklin D. Roosevelt 100 Days: Alphabet Agencies Second New Deal Critics, Left and Right Rise of CIO: Labor Strikes Supreme Court Fight Recession of 1938 American People in the Depression Assignments Strickland, pp. 141, 147, 153-157. Students complete a teacher-made worksheet on the major artists and movements of the 1930s and 1940s.

    [CR2, 5, 7] Kovacs, pp. 51-55. New Deal DBQ. From the 1984 AP exam: “President Franklin D. Roosevelt is commonly thought of as a liberal and President Herbert C. Hoover as a conservative. To what extent are these characterizations valid? ” [CR1, 3, 4, 5, 6, 7,8] Hilton, pp. “Identify those groups that most strongly opposed the new Deal and explain the reasons for their opposition. ” Students answer questions on each document and write an introductory paragraph for the essay question. [CR1, 4, 5, 6, 7,8] Smith, pp. 297-306 “Franklin D. Roosevelt” Smith, pp.

    307-316 “John Maynard Keynes” Brown, pp. 159-179. Using Paintings as a Source. “Painting a New Deal: U. S. Post Office Murals from the Great Depression. ” Students examine the art and answer these questions about each one: The Artistic Style: Realism or Regionalism? The Work Style: Individualistic or Collective? Gender: Men’s Jobs? Women’s Jobs? Race: White Jobs? Nonwhite Jobs? Students are asked to write on the question of whether the government’s murals program saved or undermined capitalism. [CR2, 5, 7, 8] Link, pp. 166-194. The New Deal and the South.

    Students read the documents and write an abridgment. [CR1, 2, 4, 5, 7, 8] Grant, pp. 18, 51-53. “The Dust Bowl of the 1930s” Students examine rainfall and temperature rates and plot those figures on a U. S. map to see where the Dust Bowl was. Students are also expected to trace the route of the Okies to California, listing cities and regional features they passed through. Students also identify the regions in California where the migrants settled. Other migrants who were north of the Dust Bowl traveled to Washington due to soil erosion and eviction. Students trace their route, also.

    [CR2, 5] Essays: Identify THREE of the following New Deal measures and analyze the ways in which each of the three attempted to fashion a more stable economy and a more equitable society: Agricultural Adjustment Act, Securities and Exchange Commission, Wagner National Labor Relations Act, and the Social Security Act. [CR1, 2, 4, 5, 8] “Although American writers of the 1920s and the 1930s criticized American society, the nature of their criticisms differed markedly in the two decades. ” Assess the validity of this statement with specific reference to writers in both decades.

    [CR2, 5, 8] Assessment Discuss three New Deal reforms in each of the following categories: Relief, Recovery, and Reform. Discuss the effectiveness of the attempts by FDR and Congress to alleviate the problems of the Great Depression and to create a more stable economy. [CR1, 2, 4, 5, 6, 8] Students will also take a multiple choice test on the unit. Students will turn in a notebook containing unit assignments. Extra Credit Reading Kennedy, The American Spirit, Chapter 34. Zinn, Chapter 15. UNIT NINEWORLD WAR II 2 weeks Kennedy, Chapters 35 and 36 Topics From Isolation to Global War

    Good Neighbor Policy: Montevideo and Buenos Aires London Economic Conference Disarmament Isolationism: Neutrality Legislation Aggressors: Japan, Italy, and Germany Appeasement Rearmament, Blitzkrieg, and Lend-Lease Atlantic Charter Pearl Harbor The World at War Organizing for War The War in Europe, Africa, and the Mediterranean, D-Day The War in the Pacific: Hiroshima, Nagasaki Postwar Atmosphere and the United Nations Assignments Link, pp. 195-217. “The War That Brought Old Dixie Down. ” Students read the documents and write abridgments. [CR1, 2, 5, 7, 8] Brown, pp. 180-201.

    Using Supreme Court Records as a Source. “Challenging Wartime Internment: Supreme Court Records from Korematsu v. United States, October Term, 1944. Students examine these arguments: Factual claims about military necessity, Constitutional issues of due process and war powers, and Legal claims to precedents in prior cases. Students then analyze who made the argument and what the arguments were, for and against. [CR1, 5, 6, 7] Kovacs, pp. 72-77. “Pearl Harbor: Interpretations of History. ” Students read four accounts of the Pearl Harbor attack from the Congressional Minority Report to a 1986 account.

    Students are asked to examine each document and decide who or what is held responsible for the attack in each one. Students write on the question of which source is most trustworthy and how the interpretations have changed over time. Class discussion on present-day interpretations of the Cuban Missile Crisis, Vietnam, Nicaragua, Iraq. [CR1, 3, 5, 6, 7,8] Kovacs, “World War II: Map Strategies” Students examine maps of all major theaters of the war and answer questions about the strategies employed by both sides. [CR37] Kovacs, pp. 97-102.

    “WWII Conferences: Origins of the Cold War” Students examine the international conferences, declarations, and agreements from 1941-1945, answer questions about them, and form generalizations about Cold War origins. [CR1, 3, 5, 6, 7] Assessment Students will take a multiple-choice test and write an essay on the World War II era. Extra Credit Reading Kennedy, The American Spirit, Chapters 35 and 36. Zinn, Chapter 16 UNIT 10THE COLD WAR AND THE FIFTIES 2 weeks Topics The Fair Deal and Containment Postwar Domestic Adjustments The Taft-Hartley Act Civil Rights and the Election of 1948 Containment in Europe and the Middle East

    Revolution in China Limited War: Korea and MacArthur Postwar Society and Culture The Effects of Affluence A Flourishing of Culture Eisenhower and Modern Republicanism Domestic Frustrations and McCarthyism Civil Rights Movement John Foster Dulles’ Foreign Policy American People: Homogenized Society Space Race Assignments Kovacs, pp. 111-116. “The Truman Doctrine” Students speculate on the effects of the Truman Doctrine by reviewing its origins and reading its provisions. Students complete a foreign policy scorecard outlining the appropriate action according to the Truman Doctrine and the actual action of the U.

    S. in these instances: the Communist coup in Czechoslovakia, the Soviet blockade of West Berlin, the Marshall Plan, the fall of China, and North Korea’s invasion across the 38th parallel. Students are asked to draw conclusions about American foreign policy and ideology. [CR1, 3, 5, 7] Kovacs, pp. 126-130. “Postwar Wage-Price Policy” Students analyze Truman’s postwar economic policies by reading his statements, use statistics to analyze the effects of these policies, and explain how those policies did not result in a depression, but unprecedented economic development. [CR1, 4, 5, 7] Strickland, pp.

    159-173. “Abstract Expressionism, Postwar Sculpture, Color Field, and Pre-Pop Art” Students answer questions on the major artists and trends of the era. [CR2, 7] Smith, pp. 317-326 “Ronald Reagan” Link, pp. 218-232. “The McCarthy Era: Frank Porter Graham and the Ordeal of Southern Liberalism” Students examine different accounts of the incident and write abridgments of each. [CR1, 2, 5, 7, 8] Hilton, pp. 102-107. Students present an outline to the following DBQ: “How is American society today different from what our grandparents’ generation knew in the years just after World War II?

    ” Most of the eight documents are statistics in all formats. [CR2, 4, 5, 7, 8] Assessment Students write short-answer questions on four out of eleven questions. Students will turn in a notebook containing unit assignments. Extra Credit Reading Kennedy, The American Spirit, Chapters 37-38. Loewen, pp. 238-253. “Down the Memory Hole: The Disappearance of our Recent Past. ” UNIT ELEVENTHE SIXTIES, KENNEDY, AND JOHNSON 1 week Kennedy, Chapter 39. Topics Kennedy’s New Frontier & Johnson’s Great Society New Domestic Programs Civil Rights and Civil Liberties Foreign Policy Assignments Brown, pp. 227-248.

    Using Senate Speeches as a Source “Speaking of Equality: The Senate Debate on the Civil Rights Act of 1964” Students examine speeches by ten of the 100 white senators who debated this act. Students complete a chart for each of the ten including their position on H. R. 7152, their arguments regarding race discrimination, and their arguments regarding this particular bill. Students are also asked to address how the filibuster shaped their arguments. [CR1, 5, 7] Link, pp. 233-258. “The Civil Rights Movement: Murder in Mississippi” Students examine accounts of Freedom Summer and the murder of James Chaney.

    Students read the documents and write an abridgment of the chapter. [CR1m 2, 5, 7, 8] Hilton, pp. 110-116. Students will compose an outline answering this question: “The rhetoric and prose of the Civil Rights movement aimed to convince white Americans to support the cause of equal rights for African Americans by abolishing segregation and Jim Crow laws. What themes did the champions of civil rights use in their appeal? ” The Hilton book uses eight of the most important speeches, songs, letters, and books to enable students to see the various types of appeals. [CR1, 2, 5, 7, 8]

    Smith, pp. 339-348 “Martin Luther King, Jr. ” Smith, pp. 329-338 “William O. Douglas” Smith, pp. 349-358 “Malcolm X” Smith, pp. 359-368 “Betty Friedan” Smith, pp. 369-378 “The American Indian” Smith, pp. 379-388 “Cesar Chavez” Kovacs, pp. 178-179. “Social History and Contemporary Art” Students become acquainted with Abstract Expressionism, Pop Art, and Op Art and their major works and artists. Students answer questions about contemporary art and their feelings about its effects, for example: a feeling of energy or inertia, of tension or serenity, of power or fragility.

    They are asked to write a short essay showing how contemporary art reflects a response to nuclear capability, social protest, prosperity, disillusionment with institutions, or some other aspect of American history after World War II. [CR2, 5, 7, 8] Kovacs, pp. 139-140. “Vietnam: A Reappraisal. ” Students are given an assortment of sources of recent history and complete a questionnaire—“Vietnam in Twenty-one Questions. ” This usually generates much discussion regarding the different interpretations, generalizations, and omissions made by recent accounts. [CR1, 2, 3, 5, 6, 7]

    Grant, pp. 67-70. “The War in Vietnam and Indochina, 1954-1975” Students examine a map of Vietnam, Cambodia, and Laos and mark important locations. [CR7] Assessment Students write one-page short answers to three out of five questions on the period. Students turn in a notebook containing unit assignments. Extra Credit Reading Kennedy, American Spirit, Chapter 39. Zinn, Chapters 18 and 19. UNIT TWELVEAMERICA 1970-2000 2 weeks Kennedy, Chapters 40-42. Topics The Nixon Years Election of 1968 Nixon-Kissinger Foreign Policy Nixon’s Economic Policies Congressional Legislation Supreme Court

    Watergate Crisis and Resignation Ford and Carter A Conservative Social Agenda Ford and Rockefeller The Carter Years Reagan and Bush Resurgence of Conservatism End of the Cold War Changes in the American economy: Deregulation, the Energy Crisis, the Service Economy Clinton and Bush at the Dawn of the Twenty-First Century Foreign Policies: Unilateralism vs. Multilateralism Domestic and Foreign Terrorism Economics: Globalization Society and Culture: Revolutions in Biotechnology, Mass Communications, and Computers Multicultural Society Demographic Changes New Environmental Concerns Assignments

    Kovacs, pp. 159-165. “The Crimes of Richard Nixon” Students examine the charges against the Nixon administration and fill out a Watergate mix and match of statutes violated in each case. [CR1, 5, 7] Kovacs, pp. 151-158. “American Indians: A Forgotten Minority. ” Students read and analyze two articles: the first from U. S. News and World Report, the second from an Indian activist newsletter. Students respond to questions based upon both articles and later discuss their responses. [CR1, 2, 4, 5, 6, 7] Smith, pp. 391-400 “Rachel Carson” Smith, pp. 401-410” “Alvin Toffler” Hilton, pp. 122-126.

    Students outline an answer to the following question after they examine seven documents: “Look ahead 25 years into your future. Predict the economic and social challenges and realities that you and other Americans will be facing at that time. ” Documents are primarily social and economic trends presented in charts and graphs. [CR2, 4, 7] Link, pp. 259-327. Students examine primary source documents for the following topics and discuss their findings with the class: “The Vietnam War: The South Divided,” “The 1970s: The ERA and the Rise of the Pro-Family Movement,” and “Contemporary America: The New Immigration in South Florida.

    ” [CR1, 2, 3, 4, 5, 7] Brown, pp. 249-272. Using Letters as a Source “A Son Writes Home: Letters from the Vietnam War. ” Students examine letters from Jeff Rogers’ book, Letters from Vietnam. The son of the Secretary of State’s twelve letters provide a haunting look at the war. Students look for evidence of support for the U. S. effort in Vietnam as well as evidence of disillusionment with the effort. Students are looking for changes in his views, but also for those views which remain unchanged. [CR1, 2, 3, 5, 7] Assessment The assignments above serve as the assessment for this unit.

    Extra Credit Reading Kennedy, American Spirit, Chapters 40-42. Zinn, Chapters 20-24. REVIEW 2 weeks Students are given a variety of ways to review the year and make last-minute preparations for the AP exam: • Teacher-made unit reviews containing the most important ideas, people, events, etc. for students to identify • Students will move around the room in small groups confronting six or seven new essay questions each day which are hanging around the room on poster paper. They represent the different types of essay questions they may be asked.

    Students are asked to come up with an outline not only for that type of question, but with specific information they would use in that answer. • Students fill in a hallway timeline divided into presidencies. All classes work on the same one and add to it every day, writing in major acts, events, ideas, etc. of the time period. AFTER THE EXAM Students will examine a theatrical movie from each of the decades in the twentieth century, beginning with the 1920s, and understand the significant issues and cultural zeitgeist of that decade.

    Typically, the 20’s might be represented by Charlie Chaplin’s “City Lights. ” The 30’s might be John Ford’s “The Grapes of Wrath,” “To Kill a Mockingbird” or “Mr. Smith Goes to Washington. ” The 40’s would be “The Philadelphia Story. ” For the 50’s, students enjoy “The Creature from the Black Lagoon,” underscoring the Cold War’s obsession with aliens. Students always enjoy “All the President’s Men” for the 70s. For the 80s, “Broadcast News” highlights recent changes in television news.

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