ADVANCED PLACEMENT UNITED STATES HISTORY
COURSE SYLLABUS 2013-2014
MRS. KELLI JARRETT
_________________________________________________________________
The AP United States history course is designed to provide students with a college-level
experience in preparation for the AP exam to be given in May 2014. The course will provide
students analytic skills and factual knowledge necessary to deal critically with the problems and
materials in U.S. history. Students should learn to assess historical materials-their relevance to a
given interpretative problem, reliability, and importance-and to weigh the evidence and
interpretations presented in historical scholarship. This course will help students develop the
skills necessary to arrive at conclusions on the basis of an informed judgment and to present
reasons and evidence clearly and persuasively in essay format. The students will be trained to
handle free response essay questions (FRQ) and document based questions (DBQ). A FRQ and
DBQ will be assigned for each unit in the course, as well as on unit assessments. Students will
be asked to use analytical and critical thinking skills to understand the political, social,
diplomatic and economic of the US history throughout the course and over time, as they study
the following themes and use of the AP Course Outline:
American Diversity
Globalization
American Identity
Culture
Demographic changes
Economic Transformation
Environment
Globalization
Politics and Citizenship
Reform
Religion
Slavery and Legacies in North America
War and Diplomacy
Main Text:
Kennedy, David M., Lizabeth Cohen, and Thomas Bailey. The American Pagent.
13th edition ed. Boston, Mass.: Houghton Mifflin Co., 2006.
Additional Readings:
AP DBQ Workbook for AP U.S. History, Prentice Hall 2011
For the Record: A Documentary History of America Volume 1 & 2
Howard Zinn, A People’s History of the United States (New York: Harper Perennial, 2005)
John Garraty, Historical Viewpoints (New York: Longman, 1997)
Madaras, Larry and James M. SoRelle. Taking Sides : Clashing Views on Controversial Issues in
Primary Source Documents for AP US History, Prentice Hall 2011
Class Organization:
This course will be based on the AP College Board topic outline beginning with Pre-Columbian
Societies and ending with the United States in the Post-Cold War World. Each unit covers one
era of American history using organizing principles and varies in length of study based on the
one semester 4 x 4 block schedule. Daily schedule consists of 4 days with 98 minutes of
instruction time and 1 day with 77 minutes of instruction time for 36 weeks. Additionally, each
unit will focus 12 AP themes, specific to each era. All students are expected to complete the
reading assignments within the allotted days, and there will be quizzes to check reading progress.
In each unit, students will also interpret several primary documents. Document analysis will
include in-class and out-of-class DBQ essays and FRQ responses.
Portfolio Assignments:
Students will be assigned "time period" portfolios that require analysis of the societal impact of
key vocabulary, rigorous practice with multiple-choice questions, short document analysis
activities, writing passages, etc. Each student will complete a portfolio activity on the United
States Constitution, the Industrial Age, Imperialism and World War I, the Progressive Era, the
1920's through the New Deal, World War II and the Cold War, Culture of the 1950's and 1960's,
the Civil Rights Movement and the Modern Era.
.
Assessments:
Students will be assessed at the completion of each unit by a series of the following:
 Document-Based Questions (DBQs) A DBQs will be assigned during every unit. The
DBQ will be modeled in the beginning and completed as a guided practice. The
APPARTS strategy will be used to dissect key principles from assigned documents.
DBQs and FRQs will be scored using the AP exam rubric or refutes the view that
Reconstruction was a failure. Each student will have an AP DBQ Workbook for AP U.S.
History and will have a minimum of 1 DBQ per unit.
 Tests will consist of a thematic essay or Free Response Question (FRQ). Students will
be given a choice of 2 questions to select 1 essay to complete per unit test.
 Multiple Choice questions: Usually 50 to 80 MC items with five choices each from
textbooks, released AP Exams, AP related study guides, and a teacher created test bank.
 Group Presentation Projects: All groups will be assessed according to the criteria
rubric that is presented with the assigned projects. Projects include DBQ construction and
analysis, cultural literacy awareness through mock theme parks, debating issues
thematically and chronologically comparing time periods, historical simulations, roleplaying activities, group/individual FRQ analysis and construction, shared inquiry
discussions from primary sources (whole and small group) and others deemed by the
instructor.
 Reading Assignments from the textbook and primary source documents followed by
analysis activities using APPARTS method, whole and small group discussions and
writing activities. Reading assignments are assigned from primary and secondary sources,
handout excerpts, novels, and various reader text and internet sources.
 Students will use a variety of teacher given internet site (s) for each unit.
FALL TERM:
All of the assigned readings will be completed as outside assignments prior to scheduled class
discussions, Students are introduced in these lessons to the concepts of categorizing documents,
recognizing bias in documents, and gleaming historical evidence from documents. An essay
interpreting the document concludes each unit. Each unit will utilize discussions about the
related historiography: how interpretations of events have changed over time, how the issues of
one time have impacted the lives of future generations and how the past shapes the world today.
These discussions will be on-going throughout the course.
August 9-20, 2013 Unit One: Colonial Period
American Pageant: Chapter 1-4, New World Beginnings, Pre-Columbian Cultures, early
explorations, introduction to slavery, Spanish and French claims, the rise of mercantilism, the
Chesapeake colonies, the southern English colonies, ties with Caribbean economies, British
mercantilism, New England and the Puritans, religious dissent, colonial politics, conflicts with
British authority and the middle colonies, tobacco in the colonies, African-American culture,
colonial family life, Salem Witch Trials, dissent in the colonies, colonial society on the eve of a
revolution, immigration and demographic change, the Atlantic economy, the Great Awakening,
education and culture and colonial politics.
Instructional lesson (guided practice) on 2002 Free Response Question: Compare the ways in
which religion shaped the development of colonial society (to 1740) in TWO of the following
regions: New England, Chesapeake, Middle Atlantic
First Independent FRQ (2000): Analyze the cultural and economic responses of TWO of the
following groups to the Indians of North America before 1750. British, French and Spanish
Instructional lesson on DBQ on Chesapeake and New England Colonies (due on August 23,
2013. (guided class practice)
First independent DBQ on Colonial Slavery in the South due on August 28.
Additional Readings:
Primary Source Documents for AP US History
 John Winthrop Defines the Puritan Ideal Community 1630 pg 35-35
 Maryland Address the Status of Slaves in 1664 pg. 46 , A Slave Ship Surgeon Writes about the Slave Trade pg. 48-50
 A Virginian Describes the Difference between Servants and Slaves 1732 pg. 51-53
 An Early Abolitionists Speaks Out Against Slavery in 1757.
For the Record: A Documentary History of America Volume 1
 Britain and the Colonies
The Massachusetts Bay Colony Case against Anne Hutchinson (1637) pg 30
 Colonial Ways of Life
From Memoirs of an Indentured Servant (1743) pg 71
Ads for Runaway Servants and Slaves (1733-72) pg 75
Unit Test is scheduled for August 30, 2013. The test will include multiple choice questions,
FRQ and DBQ (shortened version as introduction).
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Unit Two: The American Revolution and the New Republic (September 3-13)
Text: The American Pageant: A History of the Republic 11th ed. Using Chapters 6-10, The
Duel for North America Colonial involvement in British wars, consequences of the French and
Indian War, Proclamation of 1763, roots of the American Revolution, role of mercantilism,
benign neglect, failure of diplomacy, first conflicts, Common Sense, Declaration of
Independence, Articles of Confederation and the U.S. Constitution, the Enlightenment, slavery,
religion and the political process, the Federalist Papers, the new republic, early national politics
and economics, diplomacy and the French Revolution, the making of the new office of the
United States President and Washington’s Farwell Address.
Additional Readings:
Primary Source Documents for AP US History
 The British Forbids Americans Western Settlement, 1763 pg 68-69
 An American Colonist Opposes New Taxes and Asserts the Rights of Colonist, 1764 pg
70-72
 A Colonial Women Argues for Civil Rights, 1776 pg 79-80
 Land Ordinance of 1785 pg 81-82
 The Northwest Ordinance, 1878 pg 83-85
For The Record: A Documentary History of America Vol. I From Colonies to States
Thomas Jefferson Draft of the Declaration of Independence (1776)
 The American Revolution
From the Article of Confederation (Ratified 1781) pg 143
 Shaping a Federal Union
Constitution of the United States (1787) pg 165
James Madison's Federalist Papers, No. 45 (1788) pg 181
 The Federalist Era
George Washington's Farwell Address pg 190
Students will be assigned the following Free Response Questions during this unit:
 The Bill of Rights did not come from a desire to protect the liberties won in the American
Revolution, but rather from a fear of the powers of the new federal government. Assess
the validity of the statement. (91)
 Analyze the impact of the American Revolution on both slavery and the status of women
in the period from 1775-1800. (2004)
 To what extent was the United States Constitution a radical departure from the Articles of
Confederation? (2005B)
Document Shuffle—the causes of the American Revolution from loyalist and patriot positions.
The students will be placed in small groups and will review approximately 15 documents. The
group will use the APPARTS guide to analyze the documents. Each group will develop 4 to 5
categories that the documents may fall into. There will be a “reporting out” session after the
documents are analyzed.
DBQ on the American Revolution due on September 13, 2013.
Unit Test is scheduled for September 16, 2013. The test will include multiple choice questions,
FRQ and DBQ (shortened version as introduction).
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Unit Three: The New Republic and Early National Period (September 17-October 3,
2013)
Text: The American Pageant: A History of the Republic 11th ed. Using Chapters 11-15, The
Revolution of 1800, the Marshall Court, diplomacy and Jefferson, James Madison politics, the
Embargo Act, acceleration of westward expansion, Second War for Independence, nationalism,
War of 1812, the Era of Good Feelings, the American System, diplomacy of expansion, a new
national identity, Jacksonian vs. Jeffersonian democracy, political parties, Whigs, national policy
toward Indians, the era of the “common man,” the factory system, transportation revolution,
western expansion, the reform culture, the Second Great Awakening, women’s roles in the
Reform Movement, creation of a national culture, and advances in education and science.
Additional Readings:
Primary Source Documents for AP US History
 Federalist Papers 10 & 51
 Supreme Court Retains Right to Overrule Legislation, 1803 pg 102-105
 The Secretary of State vs. Secretary of Treasury battle over The Constitution, pg 104-105
 McCulloch v. Maryland, 1819 pg 106-108
 James Monroe’s State of the Union Address, 1823 pg 111-113
For The Record: A Documentary History of America Vol. I
Reflections on the Cession of Louisiana to the United States (1803) pg 219
Journals of Exploration (1804-05) from Lewis and Clark pg 221
 The Dynamics of Growth
From Imminent Dangers to the Free Institutions of the United States (1835) pg 247
 Nationalism and Sectionalism
McCulloch v. Maryland (1819) pg 273
From the Monroe Doctrine (1823) pg 278
 The Jacksonian Era
From the Chief's Annual Message (1831) pg 303
From Worcester v. Georgia (1832) pg 307
Document Shuffle: Students will review 10-15 documents that provide positions for either
Jeffersonian Democracy or Jacksonian democracy. They will be asked to review the documents
within their groups and to place them into categories. The group will develop a thesis statement
to support their stance on the documents and report out to the group. The class will then select a
thesis statement and outline the DBQ as a guided practice.
DBQ Jeffersonian Democracy v Jacksonian Democracy & Jackson and Indian Removal
Unit FRQs assigned:



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
Reform movements (2005)
In what ways did the Second Great Awakening in the North influence TWO of the
following?
Abolitionism
Temperance
The cult of domesticity
Utopian communities (2007)
Analyze the contributions of TWO of the following in helping establish a stable
government after the
adoption of the Constitution.
John Adams
Thomas Jefferson
George Washington (2002)
Unit Test is scheduled for October 3, 2013. The test will include multiple choice questions, FRQ
and DBQ.
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Unit Four: Manifest Destiny, Sectionalism and Road to War (October 4-18,
2013)
Text: The American Pageant: A History of the Republic 11th ed. Using Chapters16The South and the slave culture, cotton culture, southern society and the impact of the plantation
system, the rise of the abolition movement, Manifest Destiny, the James K. Polk administration,
war with Mexico, popular sovereignty, the Compromise of 1850, the coming of the Civil War,
Sectionalism, abolition, expansion of slavery, apologists, Compromise of 1850, Kansas–
Nebraska Act, third American party system, popular controversies over slavery, economic
development, and social development of the era.
Additional Readings:
Primary Source Documents for AP US History
 Missouri Admitted to Statehood, Slavery at Issue, 1820 pg 109-110
 A Southern Novel Depicts Slavery, 1832 pg 114-116
 A Slave Girl Tells of her Sale at Auction, 1848 pg 117-119
 Feminist Hold A Convention, 1848 pg 151-153
 A Newspaper Man Declares the “Manifest Destiny” of the United States, 1845 pg 166169
 Northern State Defies Fugitive Slave Act, 1855 pg 177-179
 An African American Abolitionist Decries the 4th of July, 1852, pg 180-181
For The Record: A Documentary History of America Vol. I
 From the Narrative of the Life of Frederick Douglas (1845) pg 322
From Declaration of Sentiments of the American Anti-Slavery Society (1833) pg 331
 Religion, Romanticism & Reform
From Women in the Nineteenth Century (1845) pg 357
From Declaration of Sentiments and Resolutions (1848) pg 361
 An Empire in the West
Address to the Woman's Rights Convention Akron, Ohio (1851) pg 363
 The Gathering Storm
The Fugitive Slave Law (1854) pg 390
Dred Scott v. Sanford (1857) pg 401
DBQ on the Role of the Constitution in the crisis of the 1850’s
Unit FRQs to be assigned:
 Although Americans perceived Manifest Destiny as a benevolent movement, it was in
fact an aggressive imperialism pursued at the expense of others. Assess the validity of
this statement with specific reference to American expansionism in the 1840's. (90)
 Assess the moral arguments and political actions of those opposed to the spread of
slavery in the context of TWO of the following:
Missouri Compromise
Mexican War
Compromise of 1850
Kansas-Nebraska Act
The Unit Test will be given October 18, 2013. The test will have multiple choice questions,
FRQ and DBQ.
Unit Five: Causes of the Civil War through Reconstruction (October 21-30,
2013)
Text: The American Pageant: A History of the Republic 11th ed. Civil War (social, wartime
diplomacy, economic changes in both the North and the South, women and their role in the war,
civil liberties during the war, the Peninsula Campaign, Anaconda Plan, Sherman’s March,
Appomattox, Emancipation Proclamation, legacy of the war in North and south, economic,
political consequences of the war, amendments, the politics of Reconstruction (economic,
political, social consequences), Freedman experience, the rise of the Bourbon South,
Compromise of 1877, fate of Reconstruction, impeachment process and Andrew Johnson,
Frederick Douglass, Speech to the American Anti-Slavery Society, 1865 pg 203-205
Additional Readings:
Primary Source Documents for AP US History
 A Civil War Nurse Writes of Conditions of Freed Slaves, 1864 pg 189-191
 The Working Man of Manchester, England, Write to President Lincoln on the Question
of Slavery in 1862, pg 192-193



President Lincoln Responds to the Working man of Manchester, England, on the Subject
of Slavery in 1863, pg 194-195
An African American Soldier Writes to the President Appealing for Equality in 1863 pg
196-197
Black Codes of Mississippi 1865 pg 198-201
For The Record: A Documentary History of America Vol. I
 The Civil War & Reconstruction
Klan Terrorism in South Carolina (1872)
Sojourner Truth Address to the First Annual Meeting of the American Equal Rights
Association (1867) pg 481
DBQ The Constitution and the Crises of 1850’s and/or Social & Political Reconstruction
Unit FRQs will include:
 Evaluate the impact of the Civil War on political and economic developments in TWO of
the following regions: The South
The North
The West
Focus on the period
between 1865 and 1900. (2003)
 Explain why and how the role of the federal government changed as a result of the Civil
War with respect to TWO of the following during the period 1861-1877.
Race relations
Economic development
Westward expansion (2006)
The Unit Test will be given October 31, 2013. The test will have multiple choice questions,
FRQ and DBQ.
Unit Six: Westward Expansion, The Gilded Age, Industrial era and
Progressive Movement (November 1-21, 2013
Text: The American Pageant: A History of the Republic 11th ed. Using Chapters 23-28
Political paralysis of the Gilded Age, the rise of big business in politics, class and ethnic conflict,
the rise of Jim Crowism, Populism, Grantism, agrarian reform, labor movement, Native
Americans, cattle frontier, mining frontier, agricultural frontier, immigration, urbanization,
Social Gospel, Social Darwinism, changing function of government, Era of Robber Barons, the
lives of the working class, the growth of unionism, government and politics of regulation, the
USA World economy, urbanization, waves of immigration, nativism, New Woman, AfricanAmerican push for civil rights, progressive reformers, progressive legislation and progressive
legacies.
Additional Readings:
Primary Source Documents for AP US History
 Lee, Chew, Experiences of a Chinese Immigrant, 1903 pg 230-233
 Roscoe Conkling, Offense of the Spoils System, 1877 pg 244-245
 Populist Party Platform, 1892 pg 247-251
 Upton Sinclair, The Jungle, 1906 pg 259-261
 Booker T. Washington, The Atlanta Exposition Address, 1895 pg 262-264
For The Record: A Documentary History of America Vol. II
 The South and the West Transformed
Plessy v. Ferguson (1896) pg 41
The Atlanta Compromise (1895) pg 43
 Big Business and Organized Labor
Organizing Women Workers (1887) pg 23
The American Federation of Labor (1883) pg 26
 The Emergence of Urban America, Gilded Age & Agrarian Revolt
Chinese Exclusion Act (1882) pg 76
Should the Chinese be excluded? (1893) pg 78
Taking Sides, United States History Volume 2
Did Booker T. Washington’s Philosophy and actions betray the interest of African Americans?
Pg 146
DBQ assigned on the Federal Government & Laissez Faire Politics, Labor in the Gilded Age
and/or Booker T. Washington vs. W.E. B. DuBois
Unit FRQs will include:
 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
Horatio Alger
Ida M. Tarbell
Eugene V. Debs
Booker T. Washington (94)
 Explain how TWO of the following individuals responded to the economic and social
problems created by industrialization during the late nineteenth and early twentieth
centuries.
Jane Addams
Andrew Carnegie
Samuel Gompers
Upton
Sinclair (2007 B)
 Describe the patterns of immigration in TWO of the periods listed below. Compare and
contrast the responses of Americans to immigrants in these periods.
1820-1860
1880-1924
1965 -2000 (2005)
The Unit Test will be given November 22, 2013. The test will have multiple choice questions,
FRQ and DBQ.
Unit Seven: New Imperialism and World War (December 2-12, 2013)
Text: The American Pageant: A History of the Republic 11th ed. Using Chapters 27-30
American expansion overseas, a new age of imperialism, the Spanish-American war, The Open
Door Policy, America on the world stage, foreign policies of Wilson, Taft and Teddy Roosevelt,
Alfred T. Mayhan, Dollar Diplomacy, Wilson’s War Message to Congress, World War I at home
and abroad, the Great Migration, war impacts the economy, Wilson’s 14 Point Plan, League of
Nations, the political endorsement of the League of Nations and the rejection of the organization.
Additional Readings:
Primary Source Documents for AP US History
 Eugene V. debs, Statement to the Court, 1918 pg 275-276
 Letters on the Great Migration, 1916-1917 pg 277-279
For the Record: A Documentary History of America Volume 2
 An American Empire
The Roosevelt Corollary to the Monroe Doctrine (1904) page 110
 The Progressive Era
Working Women and the Vote (1912) pg 123
Jacob Riis Visual History pg 144-149
 America and the Great War
The League of Nations (1919) pg 158
Taking Sides, United States History Volume 2
Was Woodrow Wilson Responsible for the Failure of the United States to Join the League of
Nations? Pg 192
DBQ assigned on American Expansionism/Imperialism & Senate defeats the Versailles Treaty
Unit FRQs will include:
 United States foreign policy between 1815 and 1910 was determined less by economic
than strategic, moral, or political interests. Assess the validity of this generalization with
reference to at least TWO major episodes (for example: treaties, war, proclamations,
annexations, etc.) in the foreign policy of the United States between 1815 and 1910. (80)
 Assess the relative influence of THREE of the following in the American decision to
declare war on
Germany in 1917.
German naval policy
Allied propaganda
American economic interests America's claim to world power
Woodrow Wilson's idealism (95)
The Unit Test will be given December 16, 2013. The test will have multiple choice questions,
FRQ and DBQ.
SPRING SEMESTER
Unit 8: 1920s through the New Deal (January 6-17, 2014)
Text: The American Pageant: A History of the Republic 11th ed. Using Chapters 31-33
The life of the roaring twenties, the causes and effects of the Red Scare, immigration issues, rise
of a mass-consumption economy, Jazz Age, Harlem Renaissance, traditionalism vs. modernism,
politics of boom and bust, isolationism, foreign debt and diplomacy, the causes and effects of the
Great Depression, the political leadership of the 1920s and 1930’s, the Supreme Court and the
balance of power.
Documentary History: Chapter 24
The Quarantine Speech
The Atlantic Charter
Additional Readings:
Primary Source Documents for AP US History
 Paul Morand, Speakeasies in New York, 1929 pg 288-289
 Meridel Le Sueur, Women on the breadlines, 1932 pg 290-292
 Huey Long, Share Our Wealth296-297
For the Record: A Documentary History of America Volume 2
 The Roaring 1920's, Great Depression & New Deal
The Great Migration (1917) pg 178
Franklin D. Roosevelt’s First Inaugural (1933) pg 201
DBQ assigned on Prohibition, FDR: Success of New Deal & Impact on the federal government
and/or Immigration Act of 1924
Unit FRQs will include:
 Historians have argued that Progressive reform lost momentum in the 1920s. Evaluate
this statement with respect to TWO of the following.
Regulation of business
Labor
Immigrants (2006)
 Analyze the ways in which the Great Depression altered the American social fabric in the
1930's. (96)
The Unit Test will be given January 17, 2014. The test will have multiple choice questions, FRQ
and DBQ.
UNIT 9. World War II through 1960 (January 20-February 13, 2014)
Text: The American Pageant: A History of the Republic 11th ed. Using Chapters 39-40
United States History Preparing for the Advanced Placement Exam correlating Chapters 2527, FDR and shadow of war, attempts at neutrality and isolation, diplomacy and economics of
the prewar years, the move to war following Pearl Harbor, America enters the war, the war in
Europe and the Far East, the home front, the changes in women and minorities during the war,
the decision to drop the atomic bomb and its consequences, postwar prosperity, Baby Boom,
communism and containment, diplomacy and Marshall Plan, Korean War and the Red Scare, the
United States as a world power, consumer culture of the 1950’s, the 1950’s civil rights
revolution, McCarthyism, Cold War expansion, the space race, postwar literature and culture.
Documentary History: Chapters 25 & 26
George Kennan, Sources of Soviet Conduct
William Faulkner, Acceptance Speech for the Nobel Peace Prize
Brown vs. Board of Education
Dwight Eisenhower’s Farwell Address
Additional Readings:
Primary Source Documents for AP US History
 Franklin D. Roosevelt’s Four Freedoms Speech, 1941 pg 300-302
 Korematsu v. United States, 1944 pg 308-310





Truman’s Statement on the Atomic Bomb, 1945 pg 311-313
The Truman Doctrine, 1947 pg 322-325
Joseph McCarthy, Speech at Wheeling, West Virginia, 1950 pg 326-328
The Teenage Consumer, 1959 pg 329-331
Brown v Board, 1954 pg 347-349
For the Record: A Documentary History of America Volume 2
 World War II
Phillip Randolph from Call to Negro America to March on Washington (1941)
If the Atomic Bomb had not been used (1946) pg 229
 The Cold War
A Critique of Containment (1947) pg 239
The Truman Doctrine (1947) pg 241
The Marshall Plan (1947) pg 243
 1950's Culture
Betty Friedan from The Feminine Mystique (1963) pg 269
Brown v. Board of Education (1954) pg 278
The Situation at Little Rock (1957) pg 282
Taking Sides, United States History Volume 2
Was President Truman Responsible for the Cold War? Pg 288
Was Rock-n-Roll Responsible for Dismantling America’s Traditional Family, Sexual and
Racial Customs during the 1950’s and 1960’s? pg 312
DBQ assigned on the decision to drop the atomic bomb and/or Eisenhower’s success in the Cold
War
Unit FRQs will include:
 Compare and contrast United States foreign policy after the First World War and after the
Second World War. Consider the periods 1919-1928 and 1945-1950. (2002)
 Compare and contrast United States society in the 1920s and 1950s with respect to TWO
of the following:
race relations
role of women
consumerism (2003)
 Harry S Truman was a realistic, pragmatic President who skillfully led the American
people against tile menace posed by the Soviet Union. Assess the validity of this
generalization for President Truman's foreign policy. (84)
The Unit Test will be given February 13, 2014. The test will have multiple choice questions,
FRQ and DBQ.
UNIT TEN: 1960’s and 1970’s (February 13- March 7, 2014)
Text: The American Pageant: A History of the Republic 11th ed. Using Chapters 36-39
The Cold War continues, era of protest arises, the Vietnam conflict impacts home and abroad,
the civil rights revolution and evolution, John F. Kennedy’s New Frontier, Kennedy’s life and
legacy, Lyndon B. Johnson’s Great Society, immigration and demographic changes, the rise of
conservatism, economic stagflation, crisis over presidential power, feminism and the women’s
rights movement, civil rights of the 1970’s, affirmative action, foreign policy and the oil issue.
Documentary History: Chapter 27, 28 & 29
John Kennedy’s Inaugural Address
Martin Luther King Jr, Letters from a Birmingham Jail & I have a Dream Speech
Lyndon Johnson’s Great Society Speech
NOW Statement and Purpose
Rowe V Wade
Additional Readings:
Primary Source Documents for AP US History
 Martin Luther King Jr., Letter from a Birmingham Jail, 1963 pg 353 Lyndon B. Johnson, Why we are in Vietnam, 1965 pg 358-361
 Stokley Carmichael, Black Power, 1966 pg 362-366
 Articles of Impeachment against Richard Nixon, 1974 pg 370-373
 Gloria Steinem, In Support of Equal Rights Amendment, 1970 pg 377-380
 Myra Wolfgang, In opposition to the Equal Rights Amendment, 1970 pg 381-383
For the Record: A Documentary History of America Volume 2
 1960's
Martin Luther King Jr. from Letters from a Birmingham Jail (1963) pg 294
George Wallace The Civil Rights Movement: A Fraud, a Sham and a Hoax (1964) pg 298
Malcolm X’s “The Black revolution” Speeches (1964) pg 306
Interpreting Visuals from 1960’s pg 314-319
 1960's & 1970;s Rebellion
Equal Rights for Women-Yes and No (1970) pg 327
What’s Wrong with “Equal Rights” for Women? (1972) pg 329
Taking Sides, United States History Volume 2
Did President John F. Kennedy Demonstrate a Strong Commitment to Civil Rights? Pg 346
Has the Women’s Movement of the 1970’s Failed to Liberate American Women? Pg 392
Document Schuffle: Each student will be placed on a team of 4 to 5 members. The team will
review 10-15 documents from various civil rights groups (women, Hispanics, Black Panthers,
AIM, King and Malcolm X) The students will be asked to categorize the documents and to
develop a group thesis. The students will report out to the class and a class thesis will be
selected. The class will outline the DBQ as a guided practice. Individual students will respond
to the DBQ at home.
DBQ years 1960-1969 Civil Rights Movement
Unit FRQs will include:
 In what ways did the Great Society resemble the New Deal in its origins, goals, and
social and political legacy? Cite specific programs and policies in support of your
arguments. (92)

Analyze the extent to which TWO of the following transformed American society in the 1960's
and 1970s. The Civil Rights Movement
The antiwar movement
The women's
movement (2005)
The Unit Test will be given March 7, 2014. The test will have multiple choice questions, FRQ
and DBQ.
UNIT ELEVEN: The Modern Era
Through the Present
Text: The American Pageant: A History of the Republic 11th ed. Using Chapters 41-43
The Resurgence of Conservatism, Reagan and the New Right, the end of the Cold War,
Reaganomics, politics and the Supreme Court, globalization, war and diplomacy in the Middle
East. The Clinton-Era, post-Cold War politics and foreign policy, the contested election of 2000,
the attack of the World Trade Center and America post 911, demographic changes, changes in
the family, immigration, multi-cultural society, high tech economy and America in a global
context..
Additional Readings:
Primary Source Documents for AP US History
Ronald Reagan, The Evil Empire, 1983 pg 389-391
Jonathon Kozol, A Homeless Family 1986 pg 392-395
Jesse Jackson, Common Ground, 1988 pg 397-399
For the Record: A Documentary History of America Volume 2
 A Conservative Realignment
“The Evil Empire” (1983) pg 345
“Tear Down this Wall” (1987) pg 346
Document Research activity: Each student will be placed on a team of 4 members. The team
will be asked to locate 16 documents that address the evolution of terrorism in the United States
from the 1970’s to the current date. The students will be asked to look for documents that led to
government restrictions, oil crisis and/or conflicts. The groups will develop a DBQ using their
documents, a rubric and required information list. The students will exchange their DBQ with
another group and answer in class. At the end of class, the author of the DBQ will give a brief
“reporting out” of critical information to answer their DBQ.
Unit FRQ will include:
. "Landslide presidential victories do not ensure continued political effectiveness or legislative
success." Assess the validity of this statement by comparing TWO of the following presidential
administrations.
Franklin Roosevelt (1936) Lyndon Johnson (1964)
Richard Nixon (1972) Ronald Reagan (1984) (2007)
The Unit Test will be given April 4, 2014. The test will have multiple choice questions, FRQ and
DBQ.
April 7-May 8, 2014 will be spent as a review time.