AP US History Syllabus
Grade Level: 11th
Teachers:
Mr. Yost
Phone: 859-887-2421 ext. 3612
Email: josh.yost@jessamine.kyschools.us
This Advanced Placement course is designed to provide a college-level experience and preparation
for the AP Exam in May 2015. An emphasis is placed on interpreting documents, mastering a significant
body of factual information, and writing critical essays.
This 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 political institutions, behavior, public policy, social and economic change, diplomacy
and international relations, and cultural and intellectual developments. 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.
In addition to the above themes this course will focus a series of important topics in United States
History.
Topics include:
 Pre-Columbian America and European
exploration
 Life and thought in colonial America
 Revolutionary ideology,
 Constitutional development
 Jeffersonian and Jacksonian democracy
 Nineteenth-century reform movements
 Manifest Destiny
 The Civil War and Reconstruction
 Immigration
 Industrialism
 Populism, Progressivism









World War I
The 1920s
The Great Depression, the New Deal
World War II
The Cold War
Postwar changes in America
Cultural changes in the 1960s and
1970s
Conservative backlash in 1980s and
1990s
The United States at the beginning of
the twenty-first century.
This course will be conducted in a lecture/discussion format. Students will be frequently responsible for
presenting independently gathered information and opinions in class. Students will also be responsible for
outside reading and document analysis in preparation for in-class content discussion and DBQ work. This
course will fulfill the United States history graduation requirement.
Course Bibliography:
Kennedy, David M., Lizabeth Cohen, and Thomas Bailey. The American Pageant. 13th
ed. Boston, Mass.: Houghton Mifflin Co., 2006.
Kennedy, David M., Lizabeth Cohen, and Thomas Bailey. The American Spirit Vol. 1 to
1877. 11th ed. New York, New York: Houghton Mifflin Co., 2006.
Kennedy, David M., Lizabeth Cohen, and Thomas Bailey. The American Spirit Vol. 2
Since 1865. 11th ed. New York, New York: Houghton Mifflin Co., 2006.
Henry, Michael. Threads of History: A Thematic Approach to Our Nations Story for AP U.S. History.
Saddle Brook, New Jersey: People’s Education, Inc., 2006.
Other primary and secondary sources assigned by the teacher throughout each unit.
It is important to realize this is an AP course. With that in mind, you are expected to come to class
each day having completed the assigned reading and being prepared for thoughtful discussion about
U.S. History.
With the AP U.S. History course redesign, students will be focusing on historical thinking skills and
analyzing United States history through different themes across different periods of time.
Historical Thinking Skills
These historical thinking skills will be developed and applied throughout the APUSH course.
I. Chronological Reasoning
1. Historical Causation
- The ability to identify, analyze, and evaluate the relationships among multiple historical
causes and effects, distinguishing between those that are long-term and proximate, and
among coincidence, causation, and correlation.
2. Patterns of Continuity and Change over Time
- The ability to recognize, analyze, and evaluate the dynamics of historical continuity and
change over periods of time of varying lengths, as well as the ability to relate these
patterns to larger historical processes or themes.
3. Periodization
- The ability to describe, analyze, evaluate, and construct models that historians use to
organize history into discrete periods. Historians identify turning points and recognize
that the choice of specific dates gives a higher value to one narrative, region, or group
than to other narratives, regions, or groups. How a historian defines historical periods
depends on what the historian considers most significant – political, economic, social,
cultural, or environmental factors.
II. Comparison and Contextualization
4. Comparison
- The ability to describe, compare, and evaluate multiple historical developments within
one society, one or more developments across or between societies, and in various
chronological and geographical contexts. It also involves the ability to identify, compare,
and evaluate multiple perspectives on a given historical experience.
5. Contextualization
- The ability to connect historical events and processes to specific circumstances of time
and place to broader regional, national, or global processes.
III. Crafting Historical Arguments from Historical Evidence
6. Historical Argumentation
- The ability to define and frame a question about the past and to address that question
through the construction of an argument. A plausible and persuasive argument requires a
clear, comprehensive, and analytical thesis, supported by relevant historical evidence–
not simply evidence that supports a preferred or preconceived position. In addition,
argumentation involves the capacity to describe, analyze, and evaluate the arguments of
others in light of available evidence.
7. Appropriate Use of Relevant Historical Evidence
- The ability to describe and evaluate evidence about the past from diverse sources
(including written documents, works of art, archaeological artifacts, oral traditions, and
other primary sources) and requires students to pay attention to the content, authorship,
purpose, format, and audience of such sources. It involves the capacity to extract useful
information, make supportable inferences, and draw appropriate conclusions from
historical evidence while also noting the context in which the evidence was produced and
used, recognizing its limitations, and assessing the points of view it reflects.
IV. Historical Interpretation and Synthesis
8. Interpretation
- The ability to describe, analyze, evaluate, and construct diverse interpretations of the
past, and being aware of how particular circumstances and contexts in which individual
historians work and write also shape their interpretation of past events. It requires
analyzing evidence, reasoning, determining the context, and evaluating points of view
found in both primary and secondary sources.
9. Synthesis
- The ability to develop meaningful and persuasive new understandings of the past by
applying all of the other historical thinking skills, by drawing appropriately on ideas and
methods from different fields of inquiry or disciplines, and by creatively fusing disparate,
relevant, and sometimes contradictory evidence from primary sources and secondary
works. Synthesis may involve applying insights about the past to other historical
contexts or circumstances, including the present.
Themes
During each unit of the class, the following themes will be addressed allowing us to see how each of the
themes has changed or remained the same throughout different periods in U.S. History
1. Identity (ID)
- Overarching Questions
a. How and why have debates over American identity changed over time?
b. How have gender, class, religious, regional, and other groups identities changed in different
eras?
2. Work, Exchange, and Technology (WXT)
- Overarching Questions
a. How have changes in markets, transportation, and technology affected American society from
colonial times to the present day?
b. Why have different labor systems developed in British North America and the United States,
and how have they affected American society?
c. How have debates over economic values and the role of government in the U.S. economy
affected politics, society, the economy, and the environment?
3. Peopling (PEO)
- Overarching Questions
a. Why have people migrated to, from, and within North America?
b. How have changes in migration and population patterns affected American life?
4. Politics and Power (POL)
- Overarching Questions
a. How and why have different political and social groups competed for influence over society and
government in what would become the United States?
b. How have Americans agreed on or argued over the values that guide the political system as well
as who is a part of the political process?
5. America in the World (WOR)
- Overarching Questions
a. How have events in North America and the United States related to contemporary developments
in the rest of the world?
b. How have different factors influenced U.S. military, diplomatic, and economic involvement in
international affairs and foreign conflicts, both in North America and overseas?
6. Environment and Geography- Physical and Human (ENV)
- Overarching Questions
a. How did interactions with the natural environment shape the institutions and values of various
groups living on the North American continent?
b. How did economic and demographic changes affect the environment and lead to debates over
use and control of the environment and natural resources?
7. Ideas, Beliefs, and Culture (CUL)
- Overarching Questions
a. How and why have moral, philosophical, and cultural values changed in what would become the
United States?
b. How and why have changes in moral, philosophical, and cultural values affected U.S. history?
Concept Outline
Period 1: 1491-1607
Key Concept 1.1: Before the arrival of Europeans, native populations in North America developed a wide
variety of social, political, and economic structures based in part on interactions with the environment and
each other.
Key Concept 1.2: European overseas expansion resulted in the Columbian Exchange, a series of
interactions and adaptations among societies across the Atlantic
Key Concept 1.3: Contacts among American Indians, Africans, and Europeans challenged the worldviews
of each group.
Period 2: 1607-1754
Key Concept 2.1: Differences in imperial goals, cultures, and the North American environments that
different empires confronted led Europeans to develop diverse patterns of colonization.
Key Concept 2.2: European colonization efforts in North America stimulated intercultural contact and
intensified conflict between the various groups of colonizers and native peoples.
Key Concept 2.3: The increasing political, economic, and cultural exchanges within the “Atlantic World”
had a profound impact on the development of colonial societies in North America.
Period 3: 1754-1800
Key Concept 3.1: Britain’s victory over France in the imperial struggle for North America led to new
conflicts among the British government, the North American colonists, and American Indians, culminating
in the creation of the new nation, the United States.
Key Concept 3.2: In the late 18th century, new experiments with democratic ideals and republican forms of
government, as well as other new religious, economic, and cultural ideas, challenged traditional imperial
systems across the Atlantic World.
Key Concept 3.3: Migration within North America, cooperative interaction, and competition for resources
raised questions about boundaries and policies, intensified conflicts among peoples and nations, and led to
contests over the creation of a multiethnic, multiracial national identity.
Period 4: 1800-1848
Key Concept 4.1: The United States developed the world’s first modern mass democracy and celebrated a
new national culture, while Americans sought to define the nation’s democratic ideals and to reform its
institutions to match them
Key Concept 4.2: Developments in technology, agriculture, and commerce precipitated profound changes
in U.S. settlement patterns, regional identities, gender and family relations, political power, and distribution
of consumer goods.
Key Concept 4.3: U.S. interest in increasing foreign trade, expanding its national borders, and isolating
itself from European conflicts shaped the nation’s foreign policy and spurred government and private
initiatives.
Period 5: 1844-1877
Key Concept 5.1: The United States became more connected with the world as it pursued an expansionist
foreign policy in the Western Hemisphere and emerged as the destination for many migrants from other
countries.
Key Concept 5.2: Intensified by expansion and deepening regional divisions, debates over slavery and
other economic, cultural, and political issues led the nation into civil war.
Key Concept 5.3: The Union victory in the Civil War and the contested Reconstruction of the South settled
the issues of slavery and secession, but left unresolved many questions about the power of the federal
government and citizenship rights.
Period 6: 1865-1898
Key Concept 6.1: The rise of big business in the United States encouraged massive migrations and
urbanization, sparked government and popular efforts to reshape the U.S. economy and environment, and
renewed debates over U.S. national identity.
Key Concept 6.2: The emergence of an industrial culture in the United States led to both greater
opportunities for, and restrictions on, immigrants, minorities, and women.
Key Concept 6.3: The “Gilded Age” witnessed new cultural and intellectual movements in tandem with
political debates over economic and social policies.
Period 7: 1890-1945
Key Concept 7.1: Governmental, political, and social organizations struggled to address the effects of
large-scale industrialization, economic uncertainty, and related social changes such as urbanization and
mass migration.
Key Concept 7.2: A revolution in communications and transportation technology helped to create a new
mass culture and spread “modern” values and ideas, even as cultural conflicts between groups increased
under the pressure of migration, world wars, and economic distress.
Key Concept 7.3: Global conflicts over resources, territories, and ideologies renewed debates over the
nation’s values and its role in the world while simultaneously propelling the United States into a dominant
international military, political, cultural, and economic position.
Period 8: 1945-1980
Key Concept 8.1: The United States responded to an uncertain and unstable postwar world by asserting and
attempting to defend a position of global leadership, with far-reaching domestic and international
consequences.
Key Concept 8.2: Liberalism, based on anticommunism abroad and a firm belief in the efficacy of
governmental and especially federal power to achieve social goals at home, reached its apex in the mid1960s and generated a variety of political and cultural responses.
Key Concept 8.3: Postwar economic, demographic, and technological changes had a far-reaching impact on
American society, politics, and the environment.
Period 9: 1980-present
Key Concept 9.1: A new conservatism grew to prominence in U.S. culture and politics, defending
traditional social values and rejecting liberal views about the role of government.
Key Concept 9.2: The end of the Cold War and new challenges to U.S. leadership in the world forced the
nation to redefine its foreign policy and global role.
Key Concept 9.3: Moving into the 21st century, the nation continued to experience challenges stemming
from social, economic, and demographic changes.
Plagiarism
Academic honesty is extremely important, not only in this class, but also in your future academic
endeavors. Your commitment to academic honesty forms the foundation of your intellectual development.
Cheating and plagiarism are considered serious offenses and will not be tolerated. Understand that using
the internet and claiming another’s IDEAS without citing sources is plagiarism. Students found cheating or
plagiarizing will receive zero credit for the assignment, parents will be contacted, and punishment will be
in accordance with the student handbook.
Class and Homework assignments:
1. All Document-Based Questions (DBQs), long responses, and short answer questions must be
written in blue or black ink. This is to prepare for how they must be written on the AP Exam
in May. Assignments written in pencil will NOT be accepted.
2. I will emphasize NEAT penmanship in all written work, in addition to the content and quality
of thought presented in your work.
3. Homework, typically in the form of reading, will be given every day, including weekends. In
addition to reading, students will be required to complete essay questions and gather
information for in-class and take home projects.
4. Late assignments are NOT accepted. Do it on time like everyone else. If you have an
excused absence, please refer to the handbook for the policy on making up work.
5. If you are absent, email me for assignments or see me as soon as you return to class. You are
responsible for obtaining makeup work.
Class Procedure:
1. Readings- Keep up with all readings. The entire reading schedule is at the end of this
syllabus. Pop quizzes will be given to monitor reading completion.
2.
3.
4.
Notebooks- You need to acquire a 3 ring binder for the class. You will need 6 dividers
labeled: Class notes, Handouts, Document of the Day, Multiple Choice questions, Short
Answer Questions, and Document Based Questions (DBQ)/Long Essay Questions. This is an
extremely important resource in your preparation for the AP exam. If you keep an organized,
detailed, neat, and complete binder you will find studying for the AP Exam much easier.
Students are expected to come to class ready to discuss each day. Much of the class will be
done in a format with ample discussion and opportunities for students to ask questions.
Each day will begin with a 10-15 minute document analysis activity (DOD- Document of the
Day). This activity will involve a primary or secondary source reading, a chart, a map, a
political cartoon, etc. Students will use the APPARTS strategy to analyze the document.
a. APPARTS: A=Author, P=Place and Time, P=Prior Knowledge, A=Audience,
R=Reason, T=The Main Idea, S=Significance
b. This activity will allow students to gain experience in working with documents and
sources to help prepare them for both the new multiple choice section as well as the
Document-Based Question and Short Answer section
c. The documents in the course outline are in addition to these short activities; they will
not replace those which will involve more detailed classroom activities.
Assessment: Assessment will come in various forms including:
 Exams- There will be examinations on each unit including all the material covered in the
American Pageant. Examinations will consist of 80 multiple choice questions, short
answer questions, and either a DBQ or a long essay question.
 DBQs and Long Essays- All essays will be graded according to the AP scoring rubrics.
 Reading Quizzes- All material in the American Pageant will be covered with reading
quizzes. Any HAND-WRITTEN notes taken over reading may be used on reading
quizzes
 Readings and Primary Source Work- You will be assessed on your analysis and synthesis
of primary source documents. This will be evaluated using writings, DBQs, and oral
examination.
 Final Exam- A final exam will be given at the conclusion of the course so students will
be able to gauge their content knowledge and know areas needed to review for the AP
exam. It will be a comprehensive exam for the entire course. This exam will be in a
simulated AP exam setting.
Grading:
70%- Summative Assessments
20%- Formative Assessments
10% Final Exam
Your grade will consist of performance on primary source and reading analysis, quizzes, and
exams. The standard school grading scale will be followed for the course. All reading quizzes will be
multiple-choice questions and/or short answer questions.
Exams will be weighted according to the new College Board percentages for AP U.S. History exams:
Multiple Choice: 40%
Short Answer: 20%
Document Based Question: 25%
Long Essay Question: 15%
AP United States History
Course Outline
Fall Term
Unit 1
The American Pageant: Chapter 1-3: Themes- Pre Columbian cultures, early exploration, introduction of
slavery, rise of mercantilism. The Chesapeake and Southern colonies, British mercantilism, New
England colonies, Puritans, religious dissent, colonial politics and conflict with British authority,
the middle colonies.
Introduction about doing the DBQs (August 16).
DBQ on Chesapeake and New England Colonies (In class August 20).
Threads of History: Historical Periods
The American Pageant: Chapter 4-5: Themes- Tobacco and rice colonies, African-American culture,
colonial family life, dissent in NE, the Salem Witch Trials, Immigration and demographic change,
the Atlantic economy, the Great Awakening.
American Spirit Vol. 1:
Mayflower Compact p 43, Winthrop’s Concept of Liberty p 48, Plymouth Officials Justify King
Philip’s War p55.
Threads of History: Religious Development 1619-1740
The American Pageant: Chapters 6-8: Themes- Colonial involvement in British Imperial Wars, French and
Indian War consequences, Proclamation of 1763, roots of revolution, mercantilism’s role in
revolution, benign neglect’s end, and first conflicts, The American Revolution, wartime
diplomacy, life on the home front, women and the war, impact of war on slavery
American Spirit Vol. 1:
Thomas Paine Talks Common Sense p 150, Declaration of Independence p 153.
Varying Viewpoints: Causes of the Revolution
Threads of History: Coming of the Revolution
Unit Test
Multiple Choice, Short Answer, Long Essay
Unit 2
The American Pageant: Chapter 9: Themes- Articles of Confederation, Constitution, Enlightenment,
slavery and religion.
American Spirit Vol. 1:
James Madison Defends the New Constitution (Federalist 10) p 184.
The Constitution of the United States of America
Threads of History: Famous Rebellions
DBQ practice The American Revolution (due September 24).
The American Pageant: Chapter 10: Themes- Early national politics and economics, diplomacy during the
French Revolution, and the making of the Presidency.
American Spirit Vol. 1:
Jefferson v. Hamilton on the Bank p 198, A President Bids Farewell (Washington’s Farewell
Address) p 206.
Threads of History: Presidents of the United States (1789-1989)- refer to through course
The American Pageant: Chapters 11 and 12: Themes- The “Revolution of 1800”, the Marshall Court,
Jefferson and Madison’s foreign policies, the Embargo Act, expansion to the west, War of 1812,
Era of Good Feeling, the American System, new national identity.
American Spirit Vol. 1:
Napoleon Decides to Dispose of Louisiana p 221, Marshall Asserts the Supremacy of the
Constitution (Marbury v. Madison) p 219.
DBQ- 1780s the Critical Period (due October 11)
Threads of History: The National Banks
Threads of History: Judicial Nationalism 1819-1824
Threads of History: Cornerstones of American Foreign Policy
The American Pageant: Chapter 13: Themes- Jacksonian Democracy, Whigs, Indian Policy, “common
man”, Texas Revolution, slavery and sectionalism.
American Spirit Vol. 1:
James Monroe Warns the European Powers (the Monroe Doctrine) p 260, Jackson vetoes the
Bank Recharter p 280.
Threads of History: Political Parties in the Nineteenth Century
The American Pageant: Chapter 14 and 15: Themes- The rise of the market economy, immigration and
nativism, women in the workplace, the factory system, the transportation revolution, expansion
west, the Second Great Awakening, growth of reform, women’s roles in reformers, national
culture, advances in education/sciences
Document Handout- The Cult of Domesticity
Varying Viewpoints: Reform?
Threads of History: Liberal and Conservative in U.S. History 1790-1940
Unit Test
Multiple Choice, Short Answer, DBQ
Unit 3
The American Pageant: Chapter 16: Themes- cotton culture, the Antebellum South, abolitionist
movements.
American Spirit Vol. 1:
The Seneca Falls Manifesto (Seneca Falls Declaration of Sentiments and Resolutions) p 327,
William Lloyd Garrison Launches “the Liberator” p 368.
Varying Viewpoints: True Nature of Slavery.
Threads of History: Expanding Democracy- The Abolitionist Movements
Free Response Question (due November 9):
In what ways did the early nineteenth –century reform movements for abolition and women’s
rights illustrate both the strengths and weaknesses of democracy in the early American republic?
The American Pageant: Chapter 17&18: Themes: Expansion under Polk, Manifest Destiny, war with
Mexico, popular sovereignty, the Compromise of 1850, Fugitive Slave Act, the economics of
expansion.
American Spirit Vol. 1:
John Calhoun Demands Southern Rights p 403, Joshua Gettings Rejects Slave Catching p 407.
Threads of History: Expansion of the United States: 1783-1853
Threads of History: Compromises and the Union
The American Pageant: Chapters 19 & 20: Themes- Abolition in the 1850s, Dred Scott case, financial
panic of 1857, election of 1860 crisis, coming of the Civil War, wartime diplomacy, economic
changes in the North and South, women and the war, and issues of civil liberties.
American Spirit Vol.1:
The Pro-Southern Court Speaks (Dred Scott Case) p 435, Fire-Eaters Urge Secession p 444.
Threads of History: Third Parties in United States History
The American Pageant: Chapter 21: Themes- Secession, war, “anaconda plan”, Sherman’s march,
Appomattox, Emancipation Proclamation, legacy of war in North and South.
Document Handouts:
Lincoln’s First Inaugural Address
Emancipation Proclamation
Gettysburg Address
DBQ: Rise of Sectional Conflict over Slavery (due December 2).
The American Pageant: Chapter 22: Themes- Reconstruction issues and plans, struggle for equality, Native
American relations.
American Spirit Vol. 1:
The Controversy Over the 15th Amendment p 516, W.E.B. DuBois Defends Black Legislators p
523; Booker T. Washington Reflects p 536.
Threads of History: Amendments to the Constitution
Threads of History: Reconstruction of the South
Unit Test
Multiple Choice, Short Answer, DBQ, Long Essay
Unit 4
The American Pageant: Chapter 23&24: Themes- Political alignment and corruption in the Gilded Age,
role of government in economic growth and regulation, inflation/deflation, role of business in
politics, class and ethnic conflict, the rise of Jim Crow, Populism, Era of the Robber Barons, the
lives of the working classes and the growth of unionism, the United States in the world economy.
Varying Viewpoints: Populism vs. Progressivism
American Spirit Vol. 2:
The Supreme Court Declares Separate Is Equal (Plessy v. Ferguson) p 58, Andrew Carnegie’s
Gospel of Wealth p 73.
Primary Source Analysis: Jacob Riis- How the Other Half Lives- first introduction to muckraking as
response to industrialization, immigration, and plight of the working class and living conditions
Threads of History: Judicial Betrayal: The Road to Plessy v. Ferguson
The American Pageant: Chapter 25: Themes- Urbanization, new immigration, nativism, the “New
Woman”, and African-Americans push for civil rights.
American Spirit Vol. 2The Shock of Darwinism p 114, Jane Addams Demands the Vote for Women p 126.
Primary Source Analysis: Jacob Riis- How the Other Half Lives- Continue discussing muckraking as
response to industrialization, immigration, and plight of the working class and living conditions
Threads of History: Women's Movement during the Nineteenth Century
The American Pageant: Chapter 26: Themes-The close of the frontier and its impact, industrialization of
agriculture, and political dissent among farmers.
Document Handouts: Frederick Jackson Turner, The Significance of the Frontier in American History.
American Spirit Vol. 2:
William Jennings Bryan’s Cross of Gold Speech p 165.
Long Essay (due January 24)- Describe the patterns of immigration in the periods listed below. Compare
and contrast the responses of Americans to immigrants in these periods.
1820 to 1860
1880 to 1924
The American Pageant:. Chapter 27: Themes- American expansion overseas, a new age of imperialism,
The Spanish-American War, the Open Door, America on the world stage.
American Spirit Vol.2:
Roosevelt Launches a Corollary p. 185.
Threads of History: Wars in United States History
Threads of History: Major Treaties in United States History
The American Pageant: Chapters 28 & 29: Themes- Progressive reform and the trusts, demographics of
urbanization and the resulting political impact, Dollar Diplomacy, environmental issues, New
Freedom v. New Nationalism, diplomacy and neutrality.
Varying Viewpoints: Progressivism
Excerpt from Upton Sinclair's The Jungle
Document Handout: Woodrow Wilson’s 1st Inaugural Address
Threads of History: Reform Movements of the Twentieth Century
Unit Test
Multiple Choice, Short Answer, Long Essay
Unit 5
The American Pageant: Chapter 30: Themes- War in Europe and on the Home Front, propaganda and civil
liberties, The Treaty of Versailles, U.S. Senate rejection of treaty.
Threads of History: Freedom of the Seas and Wars with Europe
The American Pageant: Chapter 31 & 32: Themes- Isolationism in the 1920s, foreign debt, diplomacy,
coming of the Great Depression, culture in the 1920s.
Document Handout: Herbert Hoover’s Rugged Individualism
Threads of History: Isolationism vs. Internationalism 1919-1941
Free Response: 1920s America (Due February 28)
The American Pageant: Chapter 33: Themes- “relief, recovery, and reform”, demographic changes caused
by Depression, cultural changes, balance of power in American government.
Varying Viewpoints: How Radical Was the New Deal?
Document Handout: Roosevelt’s First Inaugural Address
Threads of History: Transformation of Capitalism in the 1930s
The American Pageant: Chapter 34 & 35: Themes- neutrality and isolation, diplomacy and economics of
the prewar years, Pearl Harbor and its consequences, the War in Europe and the Pacific, the home
front, changes for women and minorities, the decision to use the Atomic Bomb and its
consequences.
American Spirit Vol.2:
Framing the Atlantic Charter p 352
Document Handouts: FDR’s Quarantine, Four Freedoms, and Day of Infamy speeches.
Propaganda Analysis: World War II recruitment posters, anti-Japanese posters, anti-Nazi posters
Unit Test
Multiple Choice, Short Answer, DBQ
Unit 6
The American Pageant: Chapter 36 & 37: Themes- Baby Boom, postwar prosperity, communism,
containment, diplomacy and the Marshall Plan, the Korean War, the Red Scare, the United States
as a superpower, consumer culture of the 1950s, the civil rights revolution, McCarthyism, Cold
War expansion, the space race, postwar literature and culture.
Varying Viewpoints: The Causes of the Cold War
American Spirit Vol. 2:
George Kennan Proposes Containment p 402, The Court Rejects Segregation (Brown v. Board of
Education), Eisenhower Says Farewell p 460.
Threads of History: Containment 1945-1975
DBQ- post WWII diplomacy (due April 11 after spring break)
DBQ- America in the 1950s (due April 11 after spring break)
The American Pageant: Chapter 38: Themes- the Cold War continues, expansion of war in Vietnam, the
civil rights revolution and evolution, Assassination of President Kennedy, Johnson and the Great Society,
immigration and demographic changes.
Varying Viewpoints: The Sixties: Constructive or Destructive?- Writing Response
Document Handouts:
Kennedy’s Inaugural Address, Johnson’s Great Society Speech, Martin Luther King, Jr., I Have a
Dream Speech.
American Spirit Vol.2:
President Johnson Declares War on Poverty p 471, Martin Luther King, Jr., Writes from a
Birmingham Jail p 483.
Threads of History: Black leaders 1880-1968
Threads of History: Presidential Civil Rights Records 1945-1974
The American Pageant: Chapter 39: Themes- Rise of conservatism, economic stagnation, crisis over
presidential power, Watergate, environmental issues, women’s movement and feminism, civil
rights and affirmative action, foreign policy and the issue of oil.
American Spirit Vol.2:
The National Organization for Women Proclaims the Rebirth of Feminism p 538, The First Article
of Impeachment p 530.
Threads of History: Liberal and Conservative in United States History: 1940-1985
Threads of History: Failure of Containment- The Vietnam War
FRQ:
Analyze the extent to which TWO of the following transformed American society in the 1960’ and 1970’s.
The Civil Rights Movement
The antiwar movement
the women’s movement
The American Pageant: Chapter 40: Themes- 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.
Document Handouts: Reagan’s Inaugural Addresses, Roe v. Wade.
Threads of History: Famous Doctrines from Monroe to Nixon
The American Pageant: Chapter 41 and 42: Themes- The Clinton Era, post-Cold War politics and foreign
policy, the contested election of 2000, the attack on the Pentagon and the World Trade Center, post 9/11
America, where do we go from here.
American Spirit Vol. 2:
David T. Canon and Kenneth R. Mayer Appraise Impeachment’s Impact on the Presidency p 901,
The Deadlocked Election of 2000 p 601- 606, The Austin, Texas, City Council Protests the USA
PATRIOT Act p 611.
Document Handouts: Republican Contract With America.
Unit Test
Multiple Choice, Short Answer, either DBQ or Long Essay
REVIEW FOR FINAL EXAM and AP EXAM
FINAL EXAM
Multiple Choice, Short Answer, DBQ, Long Essay
Review for AP Exam and analyze areas of weakness from final comprehensive exam
May 9, 2014 (Friday)- AP EXAM