Curricular Requirements
Page(s)
CR1a The course includes a college-level U.S. History Textbook
2
CR1b The course includes diverse primary sources consisting of written documents, maps, images,
quantitative data (charts, graphs, tables), and works or art
3
CR1c The course includes secondary sources written by historians or scholars interpreting the past
3
CR2 Each of the course historical periods receives explicit attention
11,12,13,14
15,16
CR3 The course provides opportunities for students to apply detailed and specific knowledge
(such as names, chronology, facts, and events) to broader historical understandings
11,12,13
CR4 The course provides students with opportunities for instruction in the learning objectives in
each of the seven themes throughout the course, as described in the AP U.S. History curriculum
framework.
11,12,13,14
15,16
CR5 The course provides opportunities for students to develop coherent written arguments that
have a thesis supported by relevant historical evidence. - Historical argumentation
12,13,14,15
16
CR6 The course provides opportunities for students to identify and evaluate diverse historical
interpretations. - Interpretation
11,12,13,14
15
CR7 The course provides opportunities for students to analyze evidence about the past from
diverse sources, such as written documents, maps, images, quantitative data (charts, graphs,
tables), and works of art.-Appropriate use of historical evidence
11,12,13,14
15,16
CR8 The course provides opportunities for students to examine relationships between causes and
consequences of events or processes.-Historical causation
13,15
CR9 The course provides opportunities for students to identify and analyze patterns of continuity
and change over time and connect them to larger historical processes or themes.-Patterns of
change and continuity over time
13,15,16
CR10 The course provides opportunities for students to investigate and construct different models
of historical periodization.-Periodization
12,13,14,15,
16
CR11 The course provides opportunities for students to compare historical developments across or
within societies in various chronological and geographical contexts.-Comparison
12,13,14,15
16
CR12 The course provides opportunities for students to connect historical developments to
specific circumstances or time and place, and to broader regional, national, or global processes.Contextualization
16
CR13a The course provides opportunities for students to combine disparate, sometimes
contradictory evidence form primary source and secondary works in order to create a persuasive
understanding of the past
12,15,16
CR13b The course provides opportunities for students to apply insights about the past to other
historical contexts or circumstances, including the present.
12,16
Granger High School - Mr. Garza
ADVANCED PLACEMENT UNITED STATES HISTORY
Course Syllabus
COURSE DESCRIPTION:
Why Study History?
1.
2.
4.
Because those who do not learn from the past are doomed to repeat it.
To use the past to help comprehend why we do what we are doing now in the present and in the future.
It helps us to understand who and what we are. It helps to define our society.
Course Objectives:
1.
2.
3.
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5.
6.
7.
8.
To be prepared to take and be successful on the A.P. Exam
To become more aware of the qualities, institutions and problems that mankind has faced and had in
common in the “new world” and with this awareness to become less provincial (narrow minded).
To understand the complexities of cause-and-effect relationships. To compare and contrast events,
situations, or points of view and to assess consequences.
To realize the tentativeness of historic “facts” and conclusions. To identify values and beliefs and to
synthesize these values and beliefs with ideas.
To problem solve by reviewing a situation and making decisions and recommendations for improving or
correcting it.
To become more familiar with some of the important aspects of United States history and evaluating it.
To challenge intellectual curiosity, encourage self-motivation, and foster critical thinking skills.
To have an understanding of the “Themes in United States History.”
● American Diversity
● American Identity
● Culture
● Slavery and its Legacies in North America
● Demographic Changes
● Economic Transformations
● Environment
● Economic Evolution
● Globalization
● Politics and Citizenship
● Reform
● Religion
● American Foreign Policy
● War and Diplomacy
REQUIRED READING (s):
To achieve a more comprehensive view of U.S. History CR1a
● TEXT BOOK; Kennedy, David M., Lizabeth Cohen, and Thomas Bailey. The American Pageant, 15th
edition, Boston Mass. Houghton Mifflin Co., 2002
● Epstein, Mark Preparing for the AP United States history Examination, to accompany THE
AMERICAN PAGEANT 12th and 13th ed., McDougal Little, 2006
● Crum, John W., Master the AP U.S. History Test, 8th ed., Thomson Arco, 2003
● Moran, Margaret C., W. Frances Holder, AP Success U.S. History, 5th ed., Thomson Peterson’s,
2004
● Several Readings to be handed out during the year,
● The readings include, but not limited to:
● “The Social Fabric; Eyewitnesses and others”
● “U.S. History Resource Book”
● “The History Handbook”
● “American Heritage magazine”
● “American History Illustrate”
● “Inquiry Experiences in American History”
● materials from America: Pathways to the Present, and Out of Many: A History of the American
People
Books from Mr. Garza’s collection and the/a Library,
● Including but not limited to: CR1b & CR1c
● “Basic Concepts in History and the Social Science” series
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“Slavery Defended”
“the Federalist Papers”
“Citizen Tom Paine”
“Washington:the Indispensable Man”
“A People Uprooted”
“A Living Bill of Rights”
“Why the North Won the Civil War”
“The Twenties: Fords, Flappers & Fanatic”
“Legends Lies& Charished Myths of American History”
“The Cartoon History of the United States”
“ A Different Mirror”
“A People’s History of the United States”
“Indian Givers; How the Indians of the Americas Transformed the World”
“My Soul Is Rested”
“Promises to Keep; The United States Since World War II”
And the internet,
● Including but not limited to:
● Spartacus Educational
● Learning Commons
● Culturegrams
● Library uncg (newspapers)
● U.S. history teacher-USQuiz main page (AP site)
● U.S. National Achieves
● Records Administration
● Geography World
● GilderLehrman Institute of American History
● History Channel Video Gallery
● About.com: American History, and Today in History.
Multiple Interpretations of Historical Scholarship (MIHS):
DBQs and CBAs and Primary Sources: CR1b
● For this class we will use the Constitutional Issues and Technology papers.
The DBQs and other primary source materials come from many sources including Sources already listed
above plus:
● released AP tests
● “Critical Thinking using Primary Sources in U.S. History” by Windy S. Wilson and Gerald
H. Herman from Walch Publishing
● “DBQ Study Guide from “Liberty, Equality, Power: A History of the American People” by
john M Murrin, Paul E. Johnson, James M. McPherson, from Thompson Wadsworth
publishing
● “Document-Based Assessment Activities for U.S. History Classes” by Kenneth Hilton from
Walch Publishing
● “DBQs for Global History Classes” by Theresa C. Noonan from Walch Publishing
● Document-Based Activities Using Primary Sources in the Middle Grades” by Charlotte S.
Jafffe and Barbara T. Doherty from Educational Impressions, Inc.
COURSE DESCRIPTION:
AP United States History is a two-semester course that offers an issue-oriented approach in the study of the people
of the United States and their history. Major themes and traditions that make America exceptional will be explored
in great detail. The course is designed to acquaint students with core characteristics and values found throughout the
history of the United States and its people. An analysis of those events and significant individuals will be done on a
continuous basis.
By the end of this course, students should have completed the following course objectives:
1. An understanding of the institutional, cultural and social forces that have shaped the people of this nation
from the early Eighteenth Century to the present day.
2. The ability to locate American cities and states whose particular histories have contributed to the
development of the United States.
3. An analysis of the roles of various important and influential individuals, especially women and minorities,
that have contributed to American history.
4. Develop a framework for understanding modern day issues and problems based on their respective
histories.
5. An examination of the forces and issues that currently dominate the American political arena and the
historical relevance of current events and issues.
Key Themes:
The course is structured both chronologically and thematically. The themes include: Identity, Work, Exchange and
Technology, Peopling, Politics and Power, America in the Wold, Environment and Geography, and Ideas, Beliefs,
and Culture. Elements of these themes are included in most unit assignments.
Writing Focus:
Historical work at a collegiate level requires students to write proficiently. For this reason, writing is emphasized in
every unit of this course. Students receive “essential questions” to frame class discussions; these are often used as
writing assignments. Assessments of essays are measured by the following: the degree to which they fully and
directly answer the question, the strength of thesis statement, level and effectiveness of anlysis, amount and quality
of supporting evidence, and organizational quality. In addition to these standards, DBQs are graded on the basis of
the degree to which a significant number of documents have been used to support the thesis, and the amount of
quality of outside information included in the response.
COURSE EXPECTATIONS:
Readings: Students will be expected to read assigned passages from the required reading list prior to class meetings
as well as outside materials as is necessary. Students should also be prepared to read on a regular basis (6-10 hours
per week).
Assignments: All assignments and exams will be due on their assigned dates. In most cases, late work will only be
accepted for half credit. Sloppy, cluttered, or inappropriately formatted assignments will not be accepted. Students
are expected to complete all assignments and examinations on time. Although students are expected to see the
instructor about missed or late work, a "study buddy" is encouraged. Finally, being absent the day before an
assignment or exam does not excuse a student from taking that exam except in unusual circumstances.
Methods of Evaluation: All work will be graded on a point system. Reading quizzes are worth 25 or more points and
end of unit tests (multiple choice, essay, and DBQ) are worth 100 or more points. There will be projects assigned
throughout the school year that will also add to the total points for the grade.
Class Participation: Studies have consistently shown that students who participate in class discussions and activities
are more likely to grasp learning objectives. Class participation, or a lack thereof, will make a difference in one’s
grade.
Attendance: Regular class attendance is strongly recommended since a majority of the course will involve group
discussions and activities that will aid in an understanding of the material.
Formal Projects: The importance of formal projects cannot be understated. In addition to daily course activities,
students should be prepared to discuss (student discourse), create a student made DBQ, CBAs and other project
ideas that may arise.
Instructional Methods to be used: Lecture, Demonstration (both teacher and student), discussion, writing activities,
cartoon interpretation, visual interpretation, document interpretation, projects (individual and group), video/DVD,
power point, packets, and media.
Timed Write Essays: Will be done randomly, yet on an average of one per 2 week period.
Films, Movies and Documentaries: Unfortunately we will not have time to watch all the films during class time. For
most units you’ll receive a list of possible films you may watch that deal with the topics and era we will be studying.
You may use a Student-Directed Learning form and watch movies on this list, receiving extra points for your work.
You may also watch the History Channel to receive Student-Directed Learning points. Procedures for StudentDirected Learning will be verbally explained on the first day of class and will have an accompanying paper.
Parental Input: This instructor recognizes parents and guardians as the primary educators of students. As such,
parents and guardians will be used as resources making students motivated and successful learners.
PROCEDURES FOR EVALUATION:
Grades will be based on unit exams, quizzes, projects, Self-Directed Learning and summer work. All grades will be
assessed on a point system. Extra credit will be given at the discretion of the instructor. Students who do not show
up for the scheduled exam as well as the scheduled make up exam will receive zero points
Grading Scale:
It is as it has always been – based on points, which are turned to percentages.
4.0 = A
3.7 = A3.3 = B+
3.0 = B
2.7 = B2.3 = C+
2.0 = C
1.7 = C0 =F
NHI
NOT HANDED IN (indicates that a student has not handed in an assignment)
The contributing material that goes into making up the points for the student grade:
1. All summative assessments (90%): Quizzes, Tests, and Finals; Student essays: DBQ’s and CBA’s
2. Class work (10%): but to be able to take assessments you must complete the class work
HOMEWORK/CLASS WORK:
Homework/Class work counts as 10% of your overall grade, but more importantly they are all practice for upcoming
assessments and will directly impact your assessment scores. The homework/classwork will serve as your study
guide material and preparation material for all upcoming assessments. Failure to complete and turn in homework
assignments will result in the possibility of not being able to retake an assessment.
ASSESSMENTS:
Assessments count as 90% of your overall grade and after each unit there will be an assessment.
Assessments will consist of the following: short answer, document analysis questions and essay
questions
and also may contain multiple choice questions, matching/identification questions, The question will be
based on homework/classwork, notes and all other work done in and out of class time.
RETAKES:
The student will have one (1) opportunity to retake the assessment, which needs to occur within 5 school days from
when the class received their assessments back. Failure to do so results in forfeit of retake.
In order to retake an assessment you will need to have completed the following:
● all homework/classwork and have no missing work prior to that assessment.
● corrected all errors on your first assessment
● completed any review and reteach materials
THE MOST IMPORTANT RESPONSIBILITY OF ANY INSTRUCTOR IS TO HIS/HER
STUDENTS. PLEASE SEE THE INSTRUCTOR IMMEDIATELY IF PROBLEMS ARISE. IN
NEARLY ALL CASES, THEY CAN BE WORKED OUT TO THE SATISFACTION OF BOTH
THE STUDENT AND THE INSTRUCTOR.
A.P. U.S. History Binders (These are to be brought to class daily):
Each student must maintain a U.S. History Binder. This must be a large three-ringed binder with a set of dividers.
The binder must be organized by sections in the following way:
Sections; With the following items in the following order:
1. Notes (all must be Dated) and in order by unit/chapter. This is very important because you will have
assessments based on your notes.
2. DBQ’s and CBA’S: Document Based Questions and Classroom Based Assessment
3. Chapter Section Classwork: These need to be labeled by Chapter Section and kept in order (if there is
a paper with the assignment questions provided then it needs to be stapled to your answers)
4. Assessments: Pre-Assessments, Quizzes, Tests, Review Sheets,
NO ELECTRONICS ALLOWED!!!!!
Expectations
1. Respect and all that is encompassed with the word; which means watch your language and how you treat each
other.
2. Be in the class before the final bell rings to avoid being tardy.
3. Bring all the necessary materials to class and be prepared to learn.
4. Do all your work to the best of your ability and turned in on time.
5. To be open minded to other opinions and willing to share thoughts.
6. To follow all school rules, refer to student handbook regarding anything else not covered
7. NO PLAGIARISM AND CHEATING; If you are caught plagiarizing or cheating you will receive a zero (0)
for that assignment and I will contact your parents to inform them of the infraction that you have committed
and why grade was effected.
8. If any of these expectations are broken then the proper steps will be taken to remedy the situation such as
removal from class, parent contact, referral, etc…
Tardy Rules
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After the final bell has rung the door will be shut and locked
The tardy student will have to wait quietly in the hall by the door for the sweep team to pick them up
The Sweep Team will return the student to the classroom
Upon reentering the room the tardy student needs to enter quietly and go straight to the desk, and join the class
in today’s activities
This also applies to any student not in compliance with any other school rules, such as: dress code, I.D.
badges, attitude, etc….
General Rules
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You will have 8 hall passes for the year, once they are used you may earn two more, but this will require you to
complete an education which could consist of, but not limited to: writing an essay, research project, class
presentation, etc… BUT once you have used them all that it is they are all gone!!!!
No more than one student at a time will be allowed to leave a teacher’s classroom. Exceptions might include
students using the library; students sent to the counselor, office, another classroom, etc. Overuse or abuse of
any exception will result in loss of privileges.
In any student initiated situation, the student must ask his/her teacher appropriately – and be granted permission
by that teacher – to leave the classroom.
Nothing in these rules is beyond common sense and generally accepted educational procedures. Students must
show up for class on time and stay in the classroom.
Students found in the halls without an appropriate hall pass, loitering, visiting in a place other than their allowed
destination, or being loud or unruly will be returned promptly to their classroom and/or the office notified of the
students’ violations so that appropriate disciplinary action can be taken.
1. If you caught not using the pass for what you said you were going to use it for, such as wandering
around or disrupting other classes; or if I get a phone call from the office or another teacher
informing me that you are not doing what you are supposed to be doing then you have just
forfeited the remainder of your hall passes for the year and may not use another persons. Which
means that you may no longer leave the room.
Bathroom Use Rules
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No more than one student out of the classroom at any time for this reason. Consideration will be given to
students with a medical condition and a doctor’s note on file in the office.
Refer to student handbook for level of offenses and level of consequences, which will all be in effect
Privileges (These can be taken away at any time):
1. I am allowed to have food and beverage (as long as it does not become a mess).
THIS SYLLABUS CAN BE AMENDED AT THE DISCRETION OF THE INSTRUCTOR.
COURSE ORGANIZATION
The outline below highlights the basic order of the major periods and topics covered in the course.
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
X.
XI.
XII.
Colonial Period
The American Revolution
The Early Republic
The Age of Jackson
Antebellum America
The Civil War and Reconstruction
Semester Exam
The Gilded Age
Progressive Era, Imperialism, and World War I
Between the Wars period and World War II
The Cold War 1945-1970, The Civil Rights Movement, and The Vietnam War
1960s – to the Present
Final Review
Each unit will last approximately 2 – 3 weeks. The readings will be assigned daily. These reading will
come from your textbook “The American Pageant” and from other sources to handed out or read from the
computer.
ACADEMIC RESPONSIBILITY
You must understand that this class self reliant. It is basically a class of “Self-Directed Notes.” Those of
you who took my U.S. History class know what that means. It also means that students are expected to
abide by ethical standards in preparing and presenting material which demonstrates their level of
knowledge and which is used to determine grades. Such standards are founded on the basic concepts of
honesty and integrity and included in classroom rules and school rules. (In other words, do your own work
and don’t cheat, and be responsible for your own actions.)
ADVANCED PLACEMENT UNITED STATES HISTORY
Course Outline
Summer Reading list and assignments.
The following should be finished by the date posted:
Founding the New Nation 33,000 BC – 1783 AD CR2
Date
Text Readings
June 17 Chapter 1 New World Beginnings (primarily Pages 4-16)
Chapter 2 The Planting of English America
June 24 Chapter 3 Settling the Northern Colonies
July 1
Chapter 4 American Life in the Seventeenth Century
July 8
Chapter 5 Colonial Society on the Eve of Revolution
July 15
Chapter 6 The Duel for North America
July 29 Chapter 7 The Road to Revolution
August 14
Chapter 8 America Secedes from the Empire
All reading and work must be completed by August 25th, the first day of School.
Additional Summer Reading Assignments.
1. Indian Life and Culture by Anthony F. C. Wallace
Answer the study guide questions at the end of the reading
2. Everything You Need To Know About Columbus by Gloria Deak
Create a Thinking Map on this article and include if it was helpful for your Mock
Trial persuasive essay on Columbus.
3. Shay’s Rebellion: A Black Cloud that Rose in the East by Brian McGinty
Write a two page report on this article. Exactly two pages – size 10 or 12 times new
roman font.
4. New England’s Darkest Day by Sandra Hansen Konte
After reading this article, answer the worksheet questions.
5. Life Under Slavery by Gerald W. Mullin
Answer the study guide questions at the end of the reading.
6. The American Revolution by Joseph P. Cullen
Create a Tree Map (Thinking Map) on this Article
Before June 17 you should have read the “General Information” packet. It includes effective thesis and
essay writing information. Plus it contains evaluative criteria for A.P. Essays, the different thinking maps
and their uses, and transitional words with essay flow and tree maps. This packet also includes a paper on
the different forms of Government, a form with examples of what plagiarism is and isn’t, and a historical
Review from pre-Columbian period to 1850. And finally it contains materials from “Master the AP U.S.
History Test” and “A.P. Success: U.S. History.”
During the summer, in between readings you need to work on the “Reading Worksheets” Packets.
Included in this packet is check off sheet and rubric for persuasive essay writing. It has DBQs
“Christopher Columbus and the New World” and “Samuel Adams and the American Revolution.” These
are a little different from other DBQs in that you are asked to be a judge and by reviewing the documents
you determine if the people are guilty or not (of the crime listed in each DBQ). This packet also includes
the normal DBQs “The Colonial Period: Immigration;” “The Colonial Period: Economic Opportunities;”
“Causes of the American Revolutionary War;” and “Absolutism and Democracy.” There is also a
research assignment on the Roanoke colony.
After August 14th you should be working on the “Worksheets” packet. This packet contains WASL like
questions with primary and secondary sources. The Worksheet topics/titles are:
Father Bartolome de Las Casas; Pope, Medicine Man of the Pueblos; Life in Jamestown; Cultural Clashes
in the Virginia Colony; Native American Customs; A Lasting Stereotype; The Pequot War; A Marriage
Agreement (articles of agreement between Mr. John Custis and his wife.); The Captivity of Mary
Rowlandson; The Sons of Liberty; The Stamp Act of 1765; The Boston Massacre; The Boston Tea Party;
Paul Revere, The Patriot; Patrick Henry; Benjamin Franklin; Thomas Paine; John Adams nominates
George Washington; The Declaration of Independence; The Rattlesnake: A Symbol of the Revolution;
Yankee Doodle; The Battle of Trenton; Washington at Valley Forge; The Battle of Monmouth; John Paul
Jones; Off Scarborough; Cornwallis Surrenders; the World Turned Upside Down; and the Treaty of Paris.
Week 1:
First Day Back to School:
Will be turning in summer work – Reviewing Class and School Rules / Expectations.
Second Day: timed write DBQ: Comparing Colonies.
Theme;American Identity
The rest of these weeks 1 and 2: the Declaration of Independence and Constitution of the United States of
America.
Topics and work to include:
1. Reviewing the documents / lecture
2. Go over Magna Carta, Mayflower compact and Dec of Indep. And their role/influence on
Constitution
3. Video: Declaration of Independence (25 min) CR6
4. Video: Constitution and You (20 min) CR6
5. Branches of Government CR6
6. Go over 12 important supreme court cases. CR6
7. Internet research “Constitutions of the World” CR6
8. DBQ: Ratifying the Constitution CR7, CR3
9. Constitution and Unit Test
Weeks 1 - 6:
Building the New Nation 1776 – 1860; Age of Jefferson and Madison/ The age of Jackson CR2
Themes: Identity, Peopling, Politics and Power, Ideas, Beliefs, and Culture CR4
a. State governments, development of federal government and political parties,
development of sectionalism
Topics and work to include:
1. Reading Schedule for Chapters
9 The Confederation and the Constitution 1176-1790
10 Launching the New Ship of State 1789-1800
11 The Triumphs and Travails of the Jeffersonian Republic 1800-1812
12 The Second War for Independence and the Upsurge of nationalism 1812-1824
13 The Rise of a Mass Democracy 1824-1840
14 Forging The National Economy 1790-1860
15 The Ferment of Reform and Culture 1790-1860
2. Base outline 1800-1860 (student adds details and completes) CR10
3. 1789-1865: Presidents and Their Accomplishments research CR7
4. Additional Reading – 101 Things Every College Graduate Should Know about American
History by John A Garraty from American Heritage. CR6
5. Quick review of Lewis and Clark/ missionary movement and fur era
6. CBA (Classroom Based Assessments) Constitutional Issues. CR5, CR13a, CR13b
7. DBQs War of 1812 or Jacksonian Democracy (students choose one) CR5
8. GREAT DEBATE (1787–1789): The Constitution: Should the United States adopt the new
Constitution to replace the Articles of Confederation? CR6, CR11
9. Students will compare the positions of Hamiltonian Federalists and Jeffersonian Republicans
on at least five issues. CR11
10. Students will answer the following questions to demonstrate that they understand the essence
of the quotes from the following pages:
a. Philadelphia woman, page 204, 15th ed.: What is the speaker most amazed by?
b. John F. Kennedy, page 207, 15th ed.: What is Kennedy saying about Thomas
Jefferson?
c. John Marshall, page 209, 15th ed.: What principle is John Marshall presenting? CR7
11. Students will correctly place twenty-five important terms in one of the following
chronological time periods: pre-Columbian to 1607; 1607-1754; 1754-1800; 1800-1848.
CR3
12. Jeffersonian through Jacksonian era test
Weeks 7 - 14:
Testing the New Nation 1820-1877 CR2
Themes: Identity, Peopling, Politics and Power, Ideas, Beliefs, and Culture CR4
Topics and Work to include:
1. Reading Schedule for Chapters
16 The south and the Slavery Controversy 1793-1860
17 Manifest Destiny and Its legacy 1841-1848
18 Renewing the Sectional Struggle 1848-1854
19 Drifting Toward Disunion 1854-1861
20 Girding for War: The North and the South 1861-1865
21 The furnace of Civil War 1861-1865
22 The Ordeal of Reconstruction 1865-1877
2. Base Outline 1860 – 1877 (students adding to previous outline) CR10
3. Mini DBQ: Langford W. Hastings and the Donner Party CR5
4. DBQ: Antebellum Reforms or Traditions and advantages CR5
5. Civil War Lectures CR6
6. Excerpt readings form “Slavery Defended: the views of the Old South” edited by Erick L
McKitrick, from Columbia University. Prentice-Hall 1963 CR6
7. Internet research “Photographs of the Civil War” CR7
8. Timed write essay: Explain what caused the split between the North and the South other than
Slavery. CR9
9. Movie: Andersonville with study guide (later to compared to Holocaust Cambodia, Rwanda,
etc.) CR6
10. Great Debate (1830–1860): Slavery: Is slavery an intolerable institution? CR6, CR11
11. Student will identify five cause/effect relationships concerning territorial acquisition. CR8
12. Table 19.1 on p. 410 and Map 19.3 on p. 411 (15th ed.) Students will analyze how Lincoln
was able to secure such a majority of electoral votes despite getting under 40% of the popular
vote. CR7
13. Students will list five major outcomes of the Civil War, including political, economic, and
social outcomes. In one additional sentence have students explain the importance of that
outcome. CR3
14. If time show “A Divided Union”
Weeks 15 - 19:
Forging an Industrial Society CR2
Themes: Identity, Work, Exchange and Technology, Peopling, America in the World, Environment
and Geography, Ideas, Beliefs, and Culture CR4
Topics and Work to Include:
1. Reading Schedule for Chapters
23 Political Paralysis in the Gilded Age 1869-1896
24 Industry Comes of Age 1865-1900
25 America Moves to the City 1865-1900
26 The Great West and Agricultural Revolution 1865-1896
27 The Path of Empire 1890-1899
2. Base Outline (add to previous outlines) CR10
3. Presidents and their Accomplishments’ research 1860-1910 CR6 & CR7
4. Create own DBQ
5. DBQ: Industrial Boom CR5
6. Additional Reading “The Liberal Republican Movement” and “Chinese Rail Road Workers”
CR6
7. Reproduced, without captions, painting on p. 487, political cartoon on p. 490, the chart on p.
497, and the map on p. 507 (15th ed.). Students will construct a single sentence for each that
clearly expresses its main purpose. CR7
8. Great Debate (1890–1896): Government, finance, and the farmer: Should the government
adopt monetary and other measures to aid American farmers and laborers? CR6, CR11
9. Students will compare and contrast U.S. expansionism during New Imperialism and the era of
Manifest Destiny. Be certain they look for both similarities and differences. CR11
10. Semester Final (2 days. Multiple choice and essay followed by DBQ)
Weeks 20 – 21 (END OF 1ST SEMESTER) 1 – 7 (2ND SEMESTER)
Struggling for Justice at Home and Abroad; America on the World Stage and Progressivism;
World War I / the 1920s; 1930s and 1940s / Depression / World War II and the Holocuast CR2
Themes: Politics and Power, America in the World, Ideas, Beliefs, and Culture CR4
Topics and Work to Include:
Reading Schedule for Chapters
28 America on the World Stage 1899-1909
29 Progressivism and the Republican Roosevelt 1901-1912
30 Wilsonian Progressivism at Home and Abroad 1912-1916
31 The War to End All Wars 1917-1918
32 American Life in the Roaring Twenties 1919-1929
33 Politics of Boom and Bust 1920-1932
34 The Great Depression and the New Deal 1933-1939
35 Franklin D. Roosevelt and the Shadow of War 1933-1941
36. America in World War II 1941-1945
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Base Outline (add to previous outlines) CR10
Progressivism internet project CR5
Additional Readings Packet (includes topics from 20s, 30s, and early 40s) CR6
Lectures on WWI, Harding Scandals, Harlem Renaissance, etc.
Video: Life in the 20s CR7
Essay: Describe/explain the causes of the great crash of 1929. Why did it come so
unexpectedly? What has been done to prevent a reoccurrence? CR8, CR9 & CR13a
7. DBQs: The Causes of WWI, Why did the USA enter WWI, or National Clash of Cultures
in the 1920s (students choose one) CR5
8. Video: Life in the 1930s CR6
9. Lectures to include the New Deal, Japanese internment, WWII, Holocaust, and the Super
powers.
10. DBQs The New Deal’s Opponents and the Road to World War II CR5
11. Internet Projects: The Holocaust or The Atomic Bomb (students choose one) (MIHS)
12. Students will construct a three-part chart which lists progressive attempts to regulate big
business, democratize the political system, and look after the social welfare of the people.
Then students will rank progressive success in each category by placing a “1” beside the
most successful category, a “2” beside the second most successful category, and a “3”
beside the least successful. Have students explain their ranking. CR9
13. Great Debate (1919–1920): Versailles Treaty and League of Nations. Should the
United States ratify the Versailles Treaty and join the League of Nations? CR6, CR11
14. Have students characterize the political, social, economic, and cultural climate of the
1920s in one clear, concise sentence for each.
15. Students will rank in order what they consider to be the five most positive effects and the
five most negative effects of the New Deal.CR9
16. Students will compare and contrast the attitudes of Woodrow Wilson and Franklin
Roosevelt toward U.S. involvement in World War I and World War II, respectively.
CR11
17. Test over Weeks 1-4 (2 days: Multiple choice [from AP class] and essay (to be
determined on test day – 90% chance essay dealing with holocaust.)
Week 8 - 13:
Making Modern America; the Super Powers and the Cold War 1945-1960; 1960 – present CR2
Themes: Identity, Politics and Power, America in the World, Environment and Geography, Ideas,
Beliefs and Culture CR4
Topics and Work to include:
1. Reading Schedule for Chapters
37. The Cold War Begins 1945-1952
38. The Eisenhower Era 1952-1960
39. The Stormy Sixties 1960-1968
40. The Stalemated Seventies 1968-1980
41. The resurgence of Conservatism 1980-2000
42. The American People Face a New Century
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Basic Outline (students to add more detail to) CR10
Report on the Korean War
Video: Twighlight Zone episode and explain how it deals with McCarthyism CR7
DBQs the Cold War concludes and End of the 20th Century: Immigration CR5
CBA: Technology CR5, CR11, CR12, CR13a, CR13b
Students will compare and contrast (essay form) the 1920s and the 1950s with regard to the
political, social, and economic changes associated with each decade. CR11
8. Students will construct a chart listing specific key pieces of domestic and foreign policy for
the presidencies of Kennedy, Johnson, Nixon, Ford, Carter, and Reagan.
9. Students will express in one clear, concise sentence the major change over time in each of the
units (chronological periods) they have covered this year. Additionally, they will list 10
pieces of specific factual information that support that change over time. CR9
10. Practice Tests (from AP released materials and from AP instruction)
Weeks 14 - 19:
Activities and Enrichments / Semester Final
Topics and Work to include
1. Create own DBQ – any topic 1965 to present
2. Movie Analysis (group choice / random selection of which groups presnt)
3. One Pager (poster) – will try to add to each unit throughout the year
4. Last Assignment – court case backgrounds and decisions – includes cases from Scopes to
Roe V. Wade.