AP United States History
Course Description:
The AP U.S. History course is designed to provide students with the analytical skills and factual
knowledge necessary to deal critically with the problems and materials in U.S. History. Students
will learn to assess historical materials – their relevance to a given interpretive problem, reliability,
and importance – and to weigh the evidence and interpretations presented in historical scholarship.
Students will 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.
This course is intended to challenge you and take a great deal of time and effort as you will be
completing college level work. We will all be working toward the same goals: increasing
knowledge of U.S. History, developing higher level thinking skills, and preparing for the AP U.S.
History Exam in the spring.
Course Text & Readings:
John J. Newman and John M. Schmalbach. United States History: Preparing for the Advanced
Placement Examination (New York: AMSCO, 2002).
David M. Kennedy and Thomas A. Bailey. The American Spirit Vol. 1 &2 (Boston: Houghton
Mifflin, 2006).
Richard Hofstadter. The American Political Tradition (New York: Random House/Vintage Books,
1976 [1948]).
Howard Zinn. A People’s History of the United States (New York: Harper Perennial, 2003).
Davidson and Lytle. After the Fact: The Art of Historical Detection (New York: McGraw-Hill,
2000).
Wheeler and Becker. Discovering the American Past: A Look at the Evidence Vol. 1&2 (Boston:
Houghton Mifflin Company, 2007).
John A. Garraty, ed. Historical Viewpoints: Notable Articles from American Heritage Vol. 1 &2
(New York: Longman, 1999).
Organization
U.S. History is a 2-year program. U.S. I focuses on the colonial period to 1900 with a special focus
during the first quarter on government and the origins of democracy. U.S. II covers 1900 to the
present with the first month consisting of a review of U.S. I. Unit assignment sheets will be handed
out every two to four weeks. Daily reading assignments and study guide questions will be included.
Quiz and test dates will be noted. Students are responsible for keeping up with reading assignments
and being aware of, and ready for, quizzes and tests. Class will be a combination of lecture, group
work, and document analysis. Essays and presentations will be assigned regularly. Each unit will
consist of daily class work & homework assignments, 2 objective quizzes, 5 question study guide,
exam and essay.
1
Assessments:
Debate
Multiple Choice & Identification Exams
Free Response Questions (FRQ)
Document Based Questions (DBQ) – approx. 1 per unit
Major Themes
American Identity
American Diversity
Culture
Politics and Citizenship
Reform
Economic Transformations
War and Diplomacy
Curriculum Calendar
U.S. I – Colonization to 1900
Unit 1: Colonial America & Revolution (3 weeks)
Readings:
Chapters 1-5 in AMSCO
Discovering the American Past I, Chapter 3: Colonial Chesapeake Society & 4: Boston Massacre
Historical Viewpoints I, Part 1: “The Clash of Cultures”; Part 2 “Daily Life in Colonial
Massachusetts”; Part 3 “Women in the American Revolution” & “The Most Successful Revolution”
Mayflower Compact
Declaration of Independence
Common Sense
Themes:
Politics & Citizenship - Origins of American Democracy
American Identity
American Diversity
Content:
Exploration & Contact
Push & Pull Factors of Colonization
Regional Differences: geographical, economic, political, religious
Mercantilism & Salutary Neglect
Enlightenment Philosophy
British policy changes, post-1763
Emerging colonial unity & decision of independence
Revolution - course & results
Major Assignments & Assessments:
2
 Exploration Map: Students map different routes of explorations and different points of
contact in the Americans. Maps also depict American Indian settlements in the Americans
and cultural aspects of the tribes.
 Colony Chart: Students create chart explaining motivation for founding, founder, and
political, social & economic organization for the three colonial regions: New England;
Middle; and Southern. Include the definitions of “joint-stock”, “proprietary” and “royal” or
“charter” colony.
 Colonial Brochure: Students create a travel brochure of on the original 13 British Colonies
in North American enticing Europeans to that colony. The brochure includes information
about the colony including geography, religion, government, and economy.
 British Policy Chart: create a chart detailing the various British policies enacted following
the French and Indian War (Proclamation of 1763 through the Intolerable Acts). Indicate the
content or provisions of these acts, the colonial response and impact on growing colonial
unity, and the impact of the experience on post-independence government.
 Mock Trial: Boston Massacre
 “Weighing Colonial Options” (A More Perfect Union: Shaping American Government.
Brown University Choices for the 21st Century Project) Students are split into 4 groups and
assigned one of four options pertaining to the issue of independence. Students present their
option to the rest of the class and answer questions from the audience. Audience members
are assigned a colonial identity and must form at least one question for each of the options
based on their identity.
 Class discussion of the causes of the American Revolution - Intro to historiography activity
(Kevin O’Reilley. Critical Thinking in U.S. History: Book 1 Colonies to Constitution)
 “Who Fired First at Lexington Green” – class discussion and analysis based on eye witness
accounts (Kevin O’Reilley. Critical Thinking in U.S. History: Book 1 Colonies to
Constitution)
 The independence movement as a conservative or radical movement: Class is divided into 5
groups each group is assigned an article on the nature of the American Revolution. Groups
make presentation reflective views of the author. Students write 1-2 page take home essay
taking a position on whether American Revolution was conservative or radical in its goals
and results. Cite references from at least 2 articles. (Historiography)
FRQ: New England vs. Chesapeake Region & Geography (2005 Form B)
DBQ: American Revolution – Identity (1999) or Fundamental Change (2005)
Unit 2: The Critical Period & The Constitution (3 weeks)
Readings:
Chapter 6 in AMSCO – Part 1
The American Political Tradition, Chapter 1
Historical Viewpoints I, Part 4 “Shays Rebellion”; “The Constitution” & “Alexander Hamilton”
Articles of Confederation
Constitution
Bill of Rights
Federalist Papers
Anti-Federalist literature
3
Themes:
Politics & Citizenship - How our government works: written rules
Content:
Articles of Confederation – structure, strengths & weaknesses
Northwest Ordinance
Shay’s Rebellion
Constitution Convention: debates & compromises
Ratification Debate: Federalists & Anti-federalists
Structure & major principles of the Constitution
Qualifications, Powers, & Responsibilities of the three branches
Major Assignments & Assessments:
 “The Great Debate: Ratifying the Constitution of 1787” (A More Perfect Union: Shaping
American Government. Brown University Choices Project)
 Students create “How a Bill Becomes a Law” Board Game: trace the path a bill takes to
become a law
 Formal Debate – Resolved; Modern America has fulfilled the goals of our Founding Fathers.
FRQ: Articles of Confederation (2003) OR Bill of Rights (1991)
Unit 3: Federalist Era & Jeffersonian Era (3 weeks)
Readings:
Chapter 6 in AMSCO – Part 2
Chapter 7 in AMSCO
The American Political Tradition, Chapter 2
Washington’s Farewell Address
Hamilton & Jefferson – on the issues
Jefferson’s First Inaugural Address
Madison’s Declaration of War
Themes:
Politics & Citizenship - How our government works: unwritten rules
Economic Transformations
War & Diplomacy
Content:
George Washington – domestic & foreign policy
Precedents & legacy
Hamilton’s Financial Plan
John Adams – Foreign Policy
Alien and Sedition Acts & Virginia and Kentucky Resolutions
Origins & Development of Political Parties
Revolution of 1800
Jeffersonian Democracy
Louisiana Purchase
4
Embargo
Madison & the War of 1812
Monroe Doctrine
Major Assignments & Assessments:
 Document Analysis: Hamilton & Jefferson - views on the issues
 “Create Your Own Political Party Project”: Students write their own political party
platforms indicating their position on 10 current political issues. Students research current
political issues and current political parties before writing their own.
 “Weighing American Options” (Challenges to the New Republic: Prelude to the War of
1812. Brown University Choices Program)
FRQ: Contributions to stable government (2002) OR Revolution of 1800 (2004 Form B)
Unit 4: The Age of Jackson & Early Growth of the Nation (3 weeks)
Readings:
Chapters 8-12 in AMSCO
The American Political Tradition, Chapter 3
Discovering the American Past I, Chapter 6: Removal of Cherokees, 7: Lowell Mill Girls Historical
Viewpoints I, Part 5 “Andrew Jackson and the Annexation of Texas” & Part 6 “Samuel Slater
Imports a Revolution”
Lowell Offering
Webster-Hayne Nullification Debate
Maysville Road & Bank Veto
Polk’s War Message
Declaration of Sentiments
On Civil Disobedience -Thoreau
Themes:
American Identity
American Diversity
Culture
Politics and Citizenship – Jacksonian Democracy
Economic Transformations
Reform
Content:
Economic Growth
o Causes of Industrialization
o American System
o Factory System & Lowell Mills
o Cotton Kingdom
Extension of Democracy & Increasing Power of the President
o Jacksonian Democracy
o Nullification Crisis
o Bank War
5
o Indian Removal
Territorial Growth
o Manifest Destiny
o Texas
o Oregon
o War with Mexico – causes, course & consequences
Cultural Growth
o Reform Movements: Second Great Awakening, Temperance, Education, Prison
Reform, Women’s Rights
o Transcendentalism
Major Assignments & Assessments:
 Lowell Mill Girls as a challenge to the cult of true womanhood – document analysis
 Editorial on Polk’s Decision to Declare War
 How to Guide to the Oregon Trail: Students use primary sources and illustrations to create a
guide to traveling the Oregon Trail that depicts the geographic features of the trail, the
motivations for the journey and the challenges and hardships faced by those who traversed
the trail.
 Student Presentations on Reform Movements: The class is divided into 5 groups and each
group is assigned to present one of the major cultural and reform movements of the
antebellum period: Second Great Awakening; Temperance; Transcendentalism; Prison
Reform; and Women’s Rights. Groups must identify key aspects of the movement including
purpose, leaders, major events, & documents. Groups must create a power point presentation
DBQ: Jacksonian Democracy (1990)
Unit 5: Slavery, Sectionalism & Conflict (3 weeks)
Readings:
Chapter 13 in AMSCO
The American Political Tradition, Chapter 4-5
After the Fact, Chapter 6
Discovering the American Past I, Chapter 8: ‘Peculiar Institution”
Historical Viewpoints I, Part 2 “The Middle Passage” & Part 6 “Everyday Life Before the Civil
War”
Narrative of the Life of Olaudah Equiano
1st Issue of the Liberator
Douglass’ 4th of July Speech
Lincoln’s “House Divided Speech”
Douglas’s “Freeport Doctrine”
Themes:
Politics & Citizenship - compromise
American Diversity
Reform
Content:
6
Slavery
o Middle Passage
o Slave Life & Work
o Impact on the South
o Abolitionist Movement
Sectionalism
Conflict
Events from 1850 to 1860 that led to Civil War
Compromise of 1850
Uncle Tom’s Cabin
Kansas-Nebraska Act
Bleeding Kansas
Dred Scott Decision
Lincoln-Douglas Debates
John Brown’s Raid
Election of 1860
Major Assignments & Assessments:
 Historiography of the origins of slavery and racism: Class is divided into 5 groups each
group is assigned an article on the origins of slavery and racism. Groups make presentation
reflective views of the author. Students write 1-2 page take home essay taking a position on
whether the origins were economic or racist. Cite references from at least 2 articles.
 Cotton, Cloth and Conflict: The Meaning of Slavery in a Northern Textile City – primary
source analysis to determine economic relationship between North and South before the
Civil War and how the anti-slavery movement affected politics in the North (Tsongas
Industrial History Center)
 Slavery Press Conference
 Visual Map of Sectionalism in 1850
 Timeline of Events from 1800 – 1860 leading to Civil War: Include description of event &
impact on relationship between the North and the South
 Sectional Pen Pals: Students work in pairs to develop a Northern persona and a Southern
persona and write letters to each other about various experiences from 1850 through
Reconstruction.
 Top 10 Causes of the Civil War Book: Rank the events from 1800 to 1860 leading to Civil
War: Include description of event, illustration and justification for your ranking.
 Outside Reading: Uncle Tom’s Cabin
DBQ: 1850s: Constitutional Causes of Sectionalism & Civil War (1987)
Unit 6: The Civil War (3 weeks)
Readings:
Chapter 14 in AMSCO
Historical Viewpoints I, Part 7 “How Lincoln Freed the Slaves”
Lincoln’s First & Second Inaugural Address
Gettysburg Address
Emancipation Proclamation
7
Themes:
War & Diplomacy – Morality /Rules of War
Politics & Citizenship – Civil Liberties vs. National Security
American Diversity
Content:
Advantages & Disadvantages
Strategies
Technology
Battles & Leaders
Dissent
Emancipation Proclamation – impact on war
Role of African Americans
Sherman’s Total War
Southern Surrender
Major Assignments & Assessments:
 Civil War Map: Identifying Union including Border States, Confederate States, Union
strategy, & battle sites.
 Document Analysis on Lincoln as the Great Emancipator
 Document Analysis of Photographs of the Civil War – Students choose which photograph
best represents the Civil War and write a short explanation justifying their decision.
 Document Analysis on Role of African Americans in Civil War
 Recreate Trial of Captain Henry Wirz (Morality of War)
FRQ: Lincoln as Great Emancipator (1988)
Unit 7: Reconstruction & the Frontier (2 weeks)
Readings:
Chapters 15 & 16 in AMSCO
After the Fact, Chapter 7: The View From the Bottom Rail
Discovering the American Past II, Chapter 1: Reconstruction Era
Historical Viewpoints II, Part 1 “Why They Impeached Andrew Jackson” & “Reluctant
Conquerors”
Reconstruction Amendments
Speeches by Abraham Lincoln, Thaddeus Stevens, & Andrew Johnson
Text of Freedmen’s Bureau Act, 1865
Harper’s Weekly Political Cartoons on the KKK and the Election of 1876
Themes:
Politics & Citizenship
American Diversity
Content:
Lincoln’s Plan
8
Johnson’s Plans
Radical Republican’s Plan
Impeachment
Reconstruction Amendments
Impact on former slaves: Freedman’s Bureau, Sharecropping, Disenfranchisement & intimidation
Major Assignments & Assessments:
 Create Your Own Reconstruction Plan that addresses the following issues:
o Primary Goal of Reconstruction
o Policy toward ex-Confederates
o Policy toward freedmen
o Government in the South
o Requirements to regain statehood
o Southern Economy
o Role of Union troops in the South
 Debate: Resolved, Reconstruction did not significantly improve the daily lives of African
Americans.
 Frontier Map: New states, railroads, cattle trails, mining centers, American Indian lands &
battle sites.
 Outside Reading: Bury My Heart at Wounded Knee
DBQ: Constitutional and social developments = revolution (1996)
Unit 8: Industrialization and Immigration (3 weeks)
Readings:
Chapters 17-19 in AMSCO
The American Political Tradition, Chapter 7
After the Fact, Chapter 8: The Mirror with a Memory
Historical Viewpoints II, Part 2 “John D. Rockefeller” & “The Age of the Bosses”
Gospel of Wealth
Social Gospel
Jacob Riis Photographs
Themes:
Economic Transformations
Reform
Content:
Causes of Industrialization/Factors of Production
Robber Barons v. Captains of Industry
Working Conditions
National Politics
Labor and Unions
Immigration
Social Darwinism & Social Gospel
Urbanization
9
Major Assignments & Assessments:
 Newspaper: Students create newspaper of Industrialization and Urbanization with news
reports, editorials, political cartoons, advertisements, and a human-interest story. (Point of
view of industrialist or laborer)
 “Create Your Own Immigration Policy”
 Interview an Immigrant & transcribe – create class generated DBQ w/ excerpts from
interviews
DBQ: Laissez-Faire (1979) OR Labor (2000)
U.S. II – @ 1900 to present
Review Unit: (4 weeks)
 Create Your Own DBQ: Students formulate their own DBQ questions, collect documents
that help answer the questions and write responses. Time period: 1700-1900
 Note Card Timeline – 100 cards (1700-1900) –
o 25 Political; 25 economic; 25 Social; 25 Diplomatic
Unit 1: The Progressive Era (3 weeks)
Readings:
Chapter 21 in AMSCO
The American Political Tradition, Chapters 8-10
After the Fact, Chapter 9: USDA Government Inspected
Zinn, Chapter 13: The Socialist Challenge
Discovering the American Past II, Chapter 2: Road to True Freedom
Populist Platform
“A History of the Standard Oil Company” by Ida Tarbell
“Shame of the Cities” by Lincoln Steffens
Theodore Roosevelt’s Muckraker Speech
Wilson’s New Freedom
Atlanta Compromise
Souls of Black Folks
Themes:
Reform
American Diversity
Politics & Citizenship
Content:
Origins of Progressive Era
Agrarian Discontent & Populists
Industrialization, Urbanization & Immigration
Muckraking & Magazine Revolution
Progressive Reform at National, State, and Municipal level
Progressive Era Presidents – TR, Taft & Wilson
Role and Progress of African Americans (pre-Civil Rights leaders – Washington, DuBois, & Wells)
10
Role and Progress of Women – Suffrage
Legacy
Major Assignments & Assessments:
 Create Campaign posters for the 1896 election based on party platforms of the Republicans,
Democrats and Populists – posters must include a brief biography of candidate, original
campaign slogan, and identify position on 5 election issues.
 Primary source analysis and formal discussion of muckraking articles and reactions –
students are split into groups and assigned 1 source to summarize and form two open ended
questions about to present in whole class discussion.
 Modern Day Muckrakers: students must identify a modern day muckraker and the issue(s)
he or she is exposing. Evaluate the muckraker’s position on the issue.
 Chart reforms at the municipal, state and national level in the following areas: trust-busting
and business practices, democracy, working conditions, living conditions, morality, and
conservation.
 Cartoon analysis to compare and contrast TR & Wilson
 Cartoon analysis of the election of 1912 – create your own political cartoon
 Gallery of Supreme Court cases dealing with labor rights
 Press conference on women’s suffrage
 Compare, contrast and evaluate the philosophies of Booker T. Washington and W.E.B.
DuBois through document analysis.
 Outside Reading: The Jungle
DBQ: Populists (1983) OR Success at National Level (2003 B) OR Washington & DuBois (1989)
Review: Antebellum Reform Movements & Industrialization
Unit 2: The United States Becomes a World Power (2 weeks)
Readings:
Chapters 20 & 22 in AMSCO
Zinn, Chapters 12: The Empire and the People & 14: War in the Health of the State
Discovering the American Past II, Chapter 5: Propaganda WWI
Historical Viewpoints II, Part 4 “Needled War with Spain”; “The Enemies of Empire”; “Woodrow
Wilson and The League of Nations”
Josiah Strong’s “Our Country”
McKinley’s War Message
Platform of Anti-Imperialist League
Wilson’s Peace without Victory Speech & War Message
Treaty of Versailles
Themes:
War & Diplomacy
American Identity
Content:
Causes of overseas expansion
11
Growing power of U.S.
Alaska
Hawaii
Spanish American War
China & Open Door
Roosevelt Corollary
Panama Canal
Intervention in Mexico
Causes of WWI and U.S. entry
Mobilization and dissent
League of Nations Debate
Major Assignments & Assessments:
 Analysis of Rudyard Kipling’ s “White Man’s Burden”
 Spectrum of U.S. foreign policy since founding
 Chart arguments for and against imperialism: economic, political, cultural, diplomatic
 Informal Debate on Annexation of Philippines: Students write an short paper explaining
why we should annex the Philippines for homework and the next night write a paper from
the opposite perspective. Classroom informal debate follows.
 Political cartoon analysis & creation representing both sides of imperialism debate.
 Document Analysis: WWI Propaganda
 League of Nations Debate
DBQ: Expansionism, Old & New (1994) OR Treaty of Versailles (1991)
Review: Manifest Destiny
Unit 3: The Roaring Twenties (2 weeks)
Readings:
Chapter 23 in AMSCO
After the Fact, Chapter 10: Sacco and Vanzetti
Zinn, Chapter 15: Self Help in Hard Times, Part I
Discovering the American Past II, Chapter 6: Women’s Roles 1920’s
Harding’s “Return to Normalcy” Speech
Langston Hughes Poetry
Themes:
Culture
American Identity
American Diversity
Content:
Results of WWI
Clash between tradition and modernity
Red Scare
Immigration
12
Prohibition
Scopes Trial
Policies of Harding, Coolidge and Hoover
Role and Progress of African Americans and Women
Major Assignments & Assessments:
 Recreate trial of Sacco & Vanzetti
 Chart of issues that divided America in the 1920’s that analyzes both the rural/traditional
perspective and urban/rural
 Students analyze poetry of Harlem Renaissance –formal discussion
 1920’s Newspaper – point of view of traditionalist of modernist
 Create your own DBQ Time period - 1900-1929
DBQ: 1920’s (1986)
Review: Colonial Period & Revolution
Unit 4: The Great Depression and the New Deal (3 weeks)
Readings:
Chapter 24 in AMSCO
The American Political Tradition, Chapters 11-12
After the Fact, Chapter 11: Dust Bowl Odyssey
Discovering the American Past II, Chapter 7: Documenting the Depression
Zinn, Chapter 15: Self Help in Hard Times, Part II
Historical Viewpoints II, Part 5: “The Causes of the Crash” & “The Big Picture of the Great
Depression”
Hoover’s “Rugged Individualism’ Speech
FDR’s 1st Inaugural Address
Themes:
Politics & Citizenship
Economic Transformations
Reform
Content:
Causes of Great Depression
Human Impact of Great Depression
Hoover’s vs. FDR’s reponse
New Deal
New Deal Critics
Court Packing Plan
End & impact of New Deal
Major Assignments & Assessments:
 Debate responsibility of federal government for the welfare of its people
13
 Group Presentation on impact of Depression on different social groups and New Deal
programs to address those groups
 Create Campaign posters for Hoover and FDR for election of 1932 based on speeches and
responses to the depression – posters must include a brief biography of candidate, original
campaign slogan, and position on 5 election issues.
 Chart New Deal reforms according to category and identify if program is relief, recovery or
reform.
 Outside reading: (Novel on Depression or WWII)
DBQ: Hoover & FDR: Liberal or Conservative (1984) OR FDR’s New Deal (2003)
Review: Federalist Era & Jeffersonian Era
Unit 5: World War II (2 weeks)
Readings:
Chapter 25 in AMSCO
After the Fact, Chapter 12: The Decision to Drop the Bomb
Zinn, Chapter 16: A People’s War
FDR’s “Four Freedoms” Speech
FDR’s Declaration of War Speech
Themes:
War & Diplomacy
Politics & Citizenship
American Diversity
American Identity
Content:
Foreign Policy after WWI
Threats to U.S. Neutrality
Short and long term causes of WWII and U.S. entry
Course of War in Europe and Pacific
Holocaust
War’s Impact on Home front
Decision to Drop the Bomb
Major Assignments & Assessments:
 Group Presentation on War’s Impact at Home: Technology; Women; African Americans;
Japanese Internment (power point) identify people, events, documents, Supreme Court
Cases and demographic trends important to your topic
 Map course of war in Europe and Pacific
 Chart wartime conferences
 Debate Truman’s Decision to drop the bomb – Resolved; Harry S. Truman was a war
criminal.
 Create Your Own DBQ – Time period 1930 -1945
14
DBQ – Foreign Policy 1920-1941 (2004B) OR Atomic Bomb (1988)
Review: The Civil War
Unit 6: Origins of the Cold War and the Affluent Society (3 weeks)
Readings:
Chapter 26-27 in AMSCO
After the Fact, Chapter 13: From Rosie to Lucy
Discovering the American Past II, Chapter 9: Brown Decision
Historical Viewpoints II, Part 6: “Desegregating the Schools” & “Eisenhower and President”
Churchill’s “Iron Curtain” Speech
Truman Doctrine
Kennan’s “Long Telegram”
Eisenhower Doctrine
Eisenhower’s Farewell Address
Brown v. Board of Education decision
Themes:
War & Diplomacy
Culture
American Diversity
Content:
Origins of the Cold War
Evolution of Cold War under Truman and Eisenhower
Early involvement in Vietnam
Impact of Cold War on American Society
Affluent Society
Early Civil Rights Movement
Brown v. Board
Montgomery Bus Boycott
Little Rock School Desegregation
Major Assignments & Assessments:
 Spy’s Dilemma – Truman Administration
 Map Evolution of Cold War in Europe, Asia & Latin America
 Cold War Pen Pals: Students work in pairs with one student assuming a Soviet Persona and
one an American Persona and write letters to each other concerning key experiences in the
Cold War. (letter in 1945, 1949, 1953, 1962, 1989)
 Music of 1950’s – Choose song that best represents the decade and write 1 page explanation
of choice – music DBQ
 1950’s Newspaper: point of view – consensus or critic
DBQ: Origins of Tension (2006B)
Eisenhower’s Response to Fears (2001)
FRQ: Compare 1950’s to 1920’s (2003)
15
Review: Reconstruction
Unit 7: The 1960’s (4 weeks)
Readings:
Chapter 28 in AMSCO
Zinn, Chapter 18: The Impossible Victory: Vietnam & 19: Surprises
Discovering the American Past II, Chapter 10: Vietnam
Historical Viewpoints II, Part 6: “Lyndon B. Johnson and Vietnam”
Kennedy’s Inaugural Address
Johnson’s Inaugural Address
Tonkin Gulf Resolution
Port Huron Statement
Themes:
American Identity
Reform
American Diversity
War & Diplomacy
Culture
Content:
Kennedy’s New Frontier and Johnson’s Great Society and the New Left
Kennedy’s Foreign Policy
Vietnam –
Escalation under LBJ
Anti-War Movement
Civil Rights Movement
African Americans
Feminism
Other Minority Groups
Warren Court
Counterculture
1968 as a turning point year
Fall of the New Left: Woodstock v. Altamont; Manson Murders & Kent State
Major Assignments & Assessments:
 Chart Great Society Programs
 Gallery of Warren Court Decisions
 Compare and contrast Martin Luther King Jr. and Malcolm X by creating a dialogue
between the two men or press conference.
 Interview Vietnam Veteran or Anti-war Protestor
 Outside Reading: Autobiography of Malcolm X
FRQ: 1960’s Constructive or Destructive ( ) OR African American Civil Rights (2002)
16
Unit 8: The 1970’s: Loss of Innocence (2 weeks)
Readings:
Chapter 29 in AMSCO
After the Fact, Chapter 14: Breaking in to Watergate
Zinn, Chapter 20: The Seventies: Under Control? & 21: Carter Reagan Bush Part I
Historical Viewpoints II, Part 6: “Watergate”
Nixon’s “Silent Majority” Speech
Nixon Doctrine
Carter’s “Confidence” Speech
Themes:
War & Diplomacy
Politics & Citizenship
American Identity
Content:
Nixon’s Domestic Policy
Nixon’s Foreign policy
Watergate
Ford’s Presidency
Carter’s Presidency
Major Assignments & Assessments:
 Create Your Own DBQ – Time Period 1946-1979
FRQ: Imperial Presidency (2003B)
Unit 9: The Conservative Resurgence, 1980-present (2 weeks)
Readings:
Chapter 30 in AMSCO
Zinn, Chapter 21: Carter Reagan Bush Part II & 22: Unreported Resistance
Moral Majority
Reagan’s “Evil Empire” Speech
Themes:
Politics & Citizenship
Economic Transformations
War & Diplomacy
Culture
Content:
Rise of the New Right
Election of 1980
Reagan Domestic Policies
Reagan’s Foreign Policy
17
Iran Contra
End of Cold War
Persian Gulf War
Clinton Presidency
Impeachment
G.W. Bush & War on Terror
Major Assignments & Assessments:
 Document Analysis: Rise of the New Right – Formal Discussion
 Document Analysis: Assess Reagan’s foreign policy dealings with the Soviet Union –
Gallery
 Outside Reading: Student Choice
AP FINAL REVIEW (2 weeks)
Final Exam
18