FREEHOLD REGIONAL
HIGH SCHOOL
DISTRICT
The Scholars’ Center for the
Humanities
AP United States History
Course Code #202450
Approved by the Board of Education
August, 2007
Curriculum Writing Committee
Derek Reichenbecher
Meets NJCCCS for United States history and
social studies.
Board of Education
Mrs. Patricia Horvath, President
Ms. Diana Cappiello, Vice-President
Mrs. Bunny Hammer
Mrs. Kathie Lavin
Mr. Ronald G. Lawson
Mrs. Joan Leimbach
Mr. Christopher Placitella
Mrs. BonnieSue Rosenwald
Mr. Michael Wright, Sr.
Central Administration
Dr. James Wasser, Superintendent
Dr. Patricia Emmerman, Assistant Superintendent
Mr. Frank Tanzini, Assistant Superintendent
Dr. Joan Nesenkar Saylor, Assistant Superintendent
Dr. Suzanne Koegler, Assistant Superintendent
Scholars’ Center for the Study of
Humanities Supervisor
Mr. Stan Koba
AP US History
Course Description
US Cultures II AP is an Advanced Placement course designed to continue the work of US
Cultures I AP and prepare its students for the Advance Placement exam in American History
all while keeping in spirit with the philosophies of the Freehold Regional High School
District Scholars‘ Center for the Humanities Learning Center. The scope of the course
ranges from the end of reconstruction through post September 11th America and the war on
terror.
In the instruction of this class, special consideration should be given to examining history in
light of contemporary policy. Examining this period in American history from a historical,
economic, and social point of view is essential to effective understanding.
AP US History
Scope and Sequence of the Course
This course is divided into eleven chronological units. Common themes are traced
throughout with the use of enduring understandings and essential questions. Overarching
understandings and questions tie the units together and are rooted in the New Jersey Core
Curriculum Content Standards. The Course is divided as follows:
Unit I: Issues and Concepts of Industrialization and Urbanization
How did America‘s transformation from an agricultural to industrial economy impact the lives of its citizens?
Unit II: Imperialism
How and why did the United States gradually shift from an isolationist nation to an imperial power?
Unit III: The Progressive Era
In what ways did the size, responsibility, and scope of the government adjust to address the changing needs of the American
people?
Unit IV: WWI , The War to End War
In what ways did the Great War force Americans to analyze and evaluate their place in the world community?
Unit V: The Roaring Twenties
In what ways did the decade following the Great War represent a departure from first twenty years of the 20th century?
Unit VI: The Great Depression and The New Deal
How did the American response to The Great Depression change the role of the American government?
Unit VII: WWII, The Great Arsenal of Democracy
How did the Allied Powers go about defeating the Axis Powers?
Unit VIII: Post war America and the 1950s
How did America‘s victory in WWII lead to both great prosperity and also new problems?
Unit IX: The 1960s
How did the 1960s represent an end of American innocence?
Unit X: America Enters the Modern Age
How is our present day America shaped by the previous twenty five years?
Unit XI: “The Fog of War” and A Student Vision for Tomorrow
What is the proper role for the United States to assume in the global community as it enters the 21 st century?
Suggested Resources for AP US History
The following resources may be used to enhance the curriculum, to enhance the teacher‘s
understanding of content, or to supplement regular classroom resources. It is by no means an
exhaustive list, but rather a starting place for background information and primary sources to
aid in the teaching of the US Cultures II.
Class Text
Bailey, T. The American Pageant
Boston: Houghton Mifflin, 1998.
Newman, J. and Schalback, J. United States History – Preparing for the Advanced Placement Examination.
New York City: AMSCO, 2004.
Kennedy, D. and Bailey, T. The American Spirit Vol. 2
Boston: Houghton Mifflin, 1998.
Supplemental Resources
Alter, J. The Defining Moment: FDR’s Hundred Days and the Triumph of Hope
New York City: Simon & Schuster, 2006.
Ambrose, S. Nothing Like It In the World: The Men Who Built the Transcontinental Railroad 1863-1869
New York City: Simon & Schuster, 2001.
American Memory: http://memory.loc.gov/ammem
Arsenault, R. Freedom Riders: 1961 and the Struggle for Racial Equality
London: Oxford University Press, 2007
Beatty, J. Age of Betrayal: The Triumph of Money in America 1865-1900.
New York City: Alfred A. Knopf, 2007
Bernstein, C and Woodward, B. All the President’s Men.
New York City: Simon & Schuster, 1974
Blight, J. and McNamara, R. Wilson’s Ghosts: Reducing the risk of conflict, killing, and catastrophe in the
21st century.
New York City: Public Affairs, 2001
Cobbs, E. Major Problems in American History Since 1865
Boston: Houghton-Mifflin Co., 2006
Compston, C and Seidman, R.F. Ed. Our Documents: 100 Milestone Documents from the
National Archives New York City: Oxford University Press, 2003
Cooper, J.M. The Warrior and the Priest: Woodrow Wilson and Theodore Roosevelt
Cambridge, Ma.: Belknap Press, 2007.
Dallek, R. Nixon and Kissinger
New York City: Harper Collins, 2007.
Dallek, R. and Golway, T. Ed. Let Every Nation Know: John F. Kennedy in His Own Words Naperville, Il:
Sourcebooks Media Fusion, 2006.
Degregorio, W. The Complete Book of U.S. Presidents
Fort Lee, NJ: Barricade Books, 2005.
Drehle, R. Triangle: The Fire that Changed America
New York City: Grove Press, 2003.
Ellsberg, D. Secrets: A Memoir of the Vietnam War and the Pentagon Papers
New York City: Penguin, 2003.
Fitzgerald, F.S. The Great Gatsby
New York City: Penguin, 2007
Gonick, L. Cartoon History of the United States
New York City: Collins Reference, 1991
Hofstadter, B. and Hofstadter, R Ed. Great Issues in American History: From Reconstruction to the Present
Day (1865-1981)
New York City: Vintage Books, 1982.
Heffner, R. A Documentary History of the United States
London: Signet, 2002.
Kennedy, R. and Schlessinger, A. 13 Days: A Memoir of the Cuban Missile Crisis
New York City: W.W. Norton & Company, 1999.
Kerouac, J. On the Road
New York City: Penguin,1999.
Loewen, J. Lies My Teacher Told Me
New York City: Touchstone, 1995.
Macmillan, M. Paris 1919: Six Months That Changed the World
New York City: Random House Trade Paperbacks, 2003
McCullough, D. Truman
New York City: Simon & Schuster, 2003.
Merrill, D. and Paterson, G. Major Problems in American Foreign Relations: Documents and Essays
Boston: Houghton Mifflin, 2005.
Morris, E. The Fog of War: Eleven Lessons from the Life of Robert S. McNamara
Sony Pictures, 2004
National Archives: http://www.archives.gov
Roberts, R. Papa Jack: Jack Johnson And The Era of White Hopes
New York City: Free Press, 1985.
RubiStar: http://rubistar.4teachers.org/index.php
Schlessinger, A. and Sobel, D. A Thousand Days: John F. Kennedy in the White House
New York City: Black Dog & Leventhal Publishers, 2005.
Schlessinger, A. The Imperial Presidency
New York City: Mariner Books, 2004.
Steinbeck, J. The Grapes of Wrath
New York City: Penguin 2002
Woodward, B. Plan of Attack
New York City: Simon & Schuster, 2004.
Zinn, H. A People’s History of the United States (1492-Present)
New York City: Harper Collins, 2003
AP US History
Unit I: Issues and Concepts of Industrialization and Urbanization
Timeframe: Approximately two weeks
Overarching Question: How did America’s transformation from an agricultural to industrial economy impact the lives of its citizens?
Established Goals: NJCCS: History, Language Arts, and Technology
6.1 - All students will utilize historical thinking, problem solving, and research skills to maximize their understanding of civics, history, geography, and economics 6.2 All students will
know, understand, and appreciate the values and principles of American democracy and the rights, responsibilities, and roles of a citizen in the nation and the world. 6.3 All students will demonstrate knowledge of world history in order to understand life events in the past and
how they relate to the present and the future. 6.4 All students will demonstrate knowledge of United States and New Jersey History in order to understand life and events in the past and how they relate to the present and the future 6.5 All students will acquire an understanding
of key economic principals 6.6 All students will apply knowledge of spatial relationships and other geographic skills to understand human behavior in relation to the physical and cultural environment 8.1 All students will use computer applications to gather and organize
information and to solve problems 3.5 All students will access, view, evaluate, and respond to print, non-print, and electronic texts and resources 3.1 H4 Read and critically analyze a variety of works, including books and other print materials (e.g., periodicals, journals,
manuals), about one issue or topic, or books by a single author or in one genre, and produce evidence of reading. 3.3 All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes. 3.2 All students will write in
clear, concise, organized language that varies in content and form for different audiences and purposes.
Enduring Understandings: Students will understand that:
- The use of primary and secondary sources is essential to studying the past.
-The Gilded Age was termed such because surface prosperity hid underlying
corruption and poverty
- The late 19th century was a time of great economic change
- Urbanization resulted from immigration and city settlement in search of a better
opportunity
-The rise of industry led to great wealth concentrated in the hands of a few
individuals
Essential Questions:
1 What fueled the modern industrial economy?
2. What factors influenced American growth and expansion in the late nineteenth and early twentieth century?
3. What technological factors made urbanization possible?
4. How did the election of 19896 illustrate different approaches to campaigning?
5. How does the country‘s growth during this period compare to Jefferson‘s vision of America?
Knowledge: Students will know:
- Gains made by both the North and South from the Compromise of 1877
- How civil service came to partially replace the political patronage system
- How politics changed as a result of that replacement
- How the trans-continental rail system impacted both the American economy and
society in the late 19th century.
- How the huge industrial trust developed in industries such as steel and oil and
how they affected the economy
- How American laborers were affected by the new industrial revolution
- New social problems were created by urbanization
- Key terms including: Laissez-Faire, trust, plutocracy, tenement, and bimetallism
Skills: Students will be able to:
- Compare the impact of industrialization on both the North and the South
- Differentiate between ―new immigrants‖ and ―old immigrants‖
- Identify major issues in the crucial campaign of 1896
- Analyze, justify, and explain McKinley‘s presidential victory in 1896
- recognize how Farmer and labor discontent led to the rise of the populist movement
- Interpret the significance of excerpts from famous speeches and other documents.
- Analyze, and interpret primary and secondary source documents, records, and data.
- Formulate historical questions and defend findings based on inquiry and interpretation
- Analyze and critique the role of political parties in American government using both historic and contemporary
examples.
- Use logical reasoning to identify trends, relationships, perspectives, and themes within and among time periods
Performance Task:
-Goal: ―Gilded Age Group Project‖
-Role: Students are broken into seven groups including: 1. Trans-continental Railroad; “Nothing Like it in the World!” 2. Morgan, Rockefeller, Carnegie; Real Life Monopoly 3. The Immigrant Experience
of the Late 1800s, 4. The Election of 1896; “McKinley, Bryan, and the Wizard of Oz” 5. The Rise of Cities (American Urbanization) 6 The Modern Labor Movement (1866-1900) 7. The Role of Women in
Late 19th Century America 8. The “Caretaker Presidents” of the USA (Grant-McKinely) 9. Economic Change; From Agriculture to Industry
-Audience: teacher, classmates
-Situation: Students have been asked to provide a review of material as well as additional perspectives of topics and issues presented in the unit.
-Product: Oral presentation, presentation visual, informational handout, and research paper.
-Standards: presentation rubric (as adjusted from frhsd.com), discussion/participation rubric (from frhsd.com), writing rubric (AP scoring- college board)
-Description: Using texts, notes, and primary and secondary source documents, students will use create an informative presentation.
Other Evidence:
quizzes, PEDLIGS, unit tests, reading checks, class discussion, primary and secondary source analysis
AP US History
Unit I: Issues and Concepts of Industrialization and Urbanization
Learning Plan
Timeframe: Approximately two weeks
Codes: H-hook, E-equip, explore, experience, R-rethink, revise, reflect, SE-self evaluation, T-technology
Lecture:
E- Economic Practices of the Robber Barons
Cooperative Learning and Group Work:
R- Seminar style discussion of primary sources in The American Spirit (Chapters 25, 26)
E- Group research assignment/presentations on teacher selected topics
Texts and Sources:
George Washington Plunkitt- Honest Graft
The American Pageant (Chapters 24,25,26,28,29)
The American Spirit (Chapters 24,25,26,28,29)
H- Godfather Part II (selected scenes illustration city life of the early 20th century)
Discussion/Debate:
R- In his Gospel of Wealth, Carnegie wrote, ―This, then is held to be the duty of the man of wealth: first, to set an example of modest unostentatious living, shunning
display and to consider all surplus revenues which come to him simply as trust funds to administer in the manner which is best calculated to produce the most beneficial
results for the community. Carnegie also said that ―the man who dies thus rich, dies disgraced.‖
• Do you agree or disagree with these quotes?
• Did Andrew Carnegie follow this principle in his own life? Support your opinion.
• Do you think the average person today can work his or her way up to a more comfortable lifestyle? - http://www.pbs.org/wnet/historyofus/teachers/pdfs/segment9-3.pdf
Technology/Webquests
H- Robber Barons or Entrepreneurs?
http://www.geocities.com/tryciecky/robberbaronwebquest/
E- The Guilded Age- Documenting Industrialization in America
http://www.oswego.org/staff/tcaswell/wq/gildedage/student.htm
Outlines:
E- Graphic organizers for group presentations
Writing Portfolio:
SE- Journal Entry- My Life in America (Immigrant Experience)
AP US History
Unit II: Imperialism
Timeframe: Approximately three weeks
Overarching Question: How and why did the United States gradually shift from an isolationist nation to an imperial power?
Established Goals: NJCCS: History, Language Arts, and Technology
6.1 - All students will utilize historical thinking, problem solving, and research skills to maximize their understanding of civics, history, geography, and economics 6.2 All students will
know, understand, and appreciate the values and principles of American democracy and the rights, responsibilities, and roles of a citizen in the nation and the world. 6.3 All students will demonstrate knowledge of world history in order to understand life events in the past and
how they relate to the present and the future. 6.4 All students will demonstrate knowledge of United States and New Jersey History in order to understand life and events in the past and how they relate to the present and the future 6.5 All students will acquire an understanding
of key economic principals 6.6 All students will apply knowledge of spatial relationships and other geographic skills to understand human behavior in relation to the physical and cultural environment 8.1 All students will use computer applications to gather and organize
information and to solve problems 3.5 All students will access, view, evaluate, and respond to print, non-print, and electronic texts and resources 3.1 H4 Read and critically analyze a variety of works, including books and other print materials (e.g., periodicals, journals,
manuals), about one issue or topic, or books by a single author or in one genre, and produce evidence of reading. 3.3 All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes. 3.2 All students will write in
clear, concise, organized language that varies in content and form for different audiences and purposes.
Enduring Understandings: Students will understand that:
- Industrialization in America created a need for globalization
- There were many moral questions associated with expansion
- There were many causes and effects of the Spanish American War
- Theodore Roosevelt drastically increased the power of the executive branch of
government
Essential Questions:
In what ways was American expansion related to the idea of Manifest Destiny?
What factors led to the American desire to expand?
How did the United States defeat Spain in the Spanish American War?
Did the American acquisition of overseas colonies contradict the foundations of American government?
What were the long term repercussions of America‘s victory in the Spanish American War?
How did Roosevelt, Taft, and Wilson approach foreign policy and imperialism differently?
Knowledge: Students will know:
- How the Venezuelan and Hawaiian affairs expressed new American assertiveness
and ambivalence about foreign involvements.
- The various causes of the Spanish American War.
- what prompted McKinley‘s decision to keep the Philippines and be able to list
the opposing arguments in the debate about imperialism.
-the reasons for the Filipino rebellion against U.S. rule and the war to suppress it.
- the aggressive steps Roosevelt took to build a canal in Panama and know why his
―corollary‖ to the Monroe Doctrine aroused such controversy.
- the basic features of Wilson‘s foreign policy and explain how they drew him into
intervention in Latin America.
Skills: Students will be able to:
- Identify the economic, cultural, military, and political factors that led the United States to imperialism.
- Create a graphic organizer expressing key information surrounding the Spanish American War.
- Differentiate between the foreign policy goals of Roosevelt, Taft, and Wilson.
- Express their opinions about America‘s new role as an imperial power.
- Interpret the significance of excerpts from famous speeches and other documents.
- Analyze, and interpret primary and secondary source documents, records, and data.
- Formulate historical questions and defend findings based on inquiry and interpretation
- Analyze and critique the role of political parties in American government using both historic and contemporary
examples.
- Use logical reasoning to identify trends, relationships, perspectives, and themes within and among time periods
- Analyze the causes and consequences of the U.S. entanglement with Mexico in the wake of the Mexican Revolution.
Performance Task:
-Goal: To understand power of the written word, To identify examples of yellow journalism.
-Role: Students are readers, interpreters, translators, and writers
-Audience: Teacher, Peers
-Situation: Students will be asked to bring in a newspaper article under the pretense that the class will have a current events discussion. Instead they will be asked to translate the newspaper article into the
language of yellow journalism.
-Product: A rewritten newspaper article.
-Standards: Peer editing, class discussion
-Description: Students will be asked to bring in a newspaper article under the pretense that the class will have a current events discussion. Instead they will be asked to translate the newspaper article into the
language of yellow journalism.
Other Evidence:
quizzes, PEDLIGS, unit tests, reading checks, class discussion, primary and secondary source analysis, position papers, DBQ
AP US History
Learning Plan
Unit II: Imperialism
Timeframe: Approximately three weeks
Codes: H-hook, E-equip, explore, experience, R-rethink, revise, reflect, SE-self evaluation, T-technology
Lecture:
E- Road to Imperialism
E- Causes of the Spanish American War
E- Speak Softly and Carry a Big Stick
Cooperative Learning and Group Work:
E- Document Scramble- Age of Imperialism
R- Class discussion/debate of the American decision to hold the Philippines following the Spanish American War
Texts and Sources:
The American Pageant (Chapters 29,30)
The American Spirit (Chapters 29,30)
Josiah Strong- Our Country: Its possible future and its present crisis
H-History Channel- Panama Canal
E- History Channel- TR: An American Lion
Discussion/Debate:
R-How would the founding fathers feel about American imperialism? What role does the press play in the construction of government policy?
Does the Roosevelt Corollary reflect the ideal role of America in the Western Hemisphere?
Technology/Webquests
E- American Imperialism Web Based Inquiry
http://bcsd.k12.ny.us/middle/michalek/american_imperialism_web.htm
Outlines:
E- Graphic Organizer- Comparing the foreign policies of Roosevelt, Taft, and Wilson
Writing Portfolio:
R- Position Paper- Was it American or Un-American to acquire Hawaii and the Philippines in 1898?
E- Take a current newspaper article and rewrite in the style of yellow journalism
AP US History
Unit III: The Progressive Era
Timeframe: Approximately three weeks
Overarching Question: In what ways did the size, responsibility, and scope of the government adjust to address the changing needs of the American
people?
Established Goals: NJCCS: History, Language Arts, and Technology
6.1 - All students will utilize historical thinking, problem solving, and research skills to maximize their understanding of civics, history, geography, and economics 6.2 All students will
know, understand, and appreciate the values and principles of American democracy and the rights, responsibilities, and roles of a citizen in the nation and the world. 6.3 All students will demonstrate knowledge of world history in order to understand life events in the past and
how they relate to the present and the future. 6.4 All students will demonstrate knowledge of United States and New Jersey History in order to understand life and events in the past and how they relate to the present and the future 6.5 All students will acquire an understanding
of key economic principals 6.6 All students will apply knowledge of spatial relationships and other geographic skills to understand human behavior in relation to the physical and cultural environment 8.1 All students will use computer applications to gather and organize
information and to solve problems 3.5 All students will access, view, evaluate, and respond to print, non-print, and electronic texts and resources 3.1 H4 Read and critically analyze a variety of works, including books and other print materials (e.g., periodicals, journals,
manuals), about one issue or topic, or books by a single author or in one genre, and produce evidence of reading. 3.3 All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes. 3.2 All students will write in
clear, concise, organized language that varies in content and form for different audiences and purposes.
Enduring Understandings: Students will understand that:
- Industrial development raised the standard of living, but also brought about the
rise of labor unions and clashes between industry and labor.
- Social problems in rural and urban settings gave rise to third-party movements
and the beginning of the Progressive Movement.
- Unrest in the country led to an increased role for government in protecting
citizens from big business
Essential Questions:
1. What were the origins of the Progressive Movement?
2. What were the goals of Progressives, and what were their accomplishments?
3. How did Roosevelt, Taft, and Wilson differ in their approaches to progressive reform?
4. What factors made the 1912 presidential election both unique and important?
5. What role did media play in inciting political change?
Knowledge: Students will know:
- Working conditions for labor (child labor, employment of women, dangerous
conditions, etc)
- The goals of the Progressive Movement
- The accomplishments of the Progressive Movement including:
Election Amendments
Child labor laws
Women‘s suffrage
Anti trust laws
- President Roosevelt‘s expansion of executive power
- The ―3 C‘s‖ of the Roosevelt‘s Square Deal Platform
- The role of muckraking and specific examples
Skills: Students will be able to:
- Differentiate between the policies of Roosevelt, Taft, and Wilson.
- Explain the rift that developed between Roosevelt and Taft and how that rift reflected the larger rift between the ―Old
Guard‖ and ―progressive‖ Republicans
- Interpret the significance of excerpts from famous speeches and other documents
- Analyze, and interpret the works of various muckrakers.
- Formulate historical questions and defend findings based on inquiry and interpretation
- Analyze and critique the role of political parties in American government using both historic and contemporary
examples.
- Use logical reasoning to identify trends, relationships, perspectives, and themes within and among time periods
Performance Task: Progressive Era Document Scramble
-Goal: Primary source analysis, review major themes of the time period
-Role: Document interpreters
-Audience: Group members, classmates, and teacher.
-Situation: Students have been asked to rotate through several stations.
-Product: Student generated document analysis
-Standards: Peer rubric, class discussion, closing
-Description: Students are placed in several small groups. Each group is placed at one of the stations. When the whistle blows they will have 5 minutes to answer questions relating the primary sources at
their particular station. When the whistle blows again they will rotate in a carousel fashion to the next station and answer the questions associated with those primary source documents. When they have
successfully completed all stations they will return to their seats to discuss analyze and interpret the information. Primary sources will include excerpts of speeches, political cartoons, pieces of legislation, etc.
Other Evidence:
quizzes, PEDLIGS, unit tests, reading checks, class discussion, primary and secondary source analysis, DBQ
AP US History
Unit III: The Progressive Era
Learning Plan
Timeframe: Approximately three weeks
Codes: H-hook, E-equip, explore, experience, R-rethink, revise, reflect, SE-self evaluation, T-technology
Lecture:
E- The Roots of the Progressive Era
E- The 3 C‘s
E- The Roots of the Republican Split and the Election of 1912
E- Legacy of the Progressive Era
Cooperative Learning and Group Work:
E- Document Scramble
Texts and Sources:
The American Pageant (Chapters 31,32)
The American Spirit (Chapters 31,32)
H-The Warrior and the Priest
Discussion/Debate:
R- Discuss:
How pragmatism and the social gospel supported the progressive movement
What would have happened to domestic reform and foreign relations if Roosevelt had won the Republican nomination in 1912 and been elected president again?
R- Debate:
―American activities in the Carribbean in the late 1800‘s and early 1900‘s were necessary to safeguard the national interest‖
‖American involvement in WWI was inevitable‖
Technology/Webquests:
E- The Progressive Era
http://www.wfsd.k12.ny.us/WebQuest/PositivelyProgressive06_files/Page395.htm
Outlines:
Compare and contrast the Pinchot/Ballinger controversy with the policies of the Bush Administration and the lead-up to the War in Iraq
Graphic Organizers: The 3 C‘s, The Election of 1912
Writing Portfolio:
E- Choose one leading muckraker. Research the subject investigated and analyze the impact of that person on the reform of the progressive era.
1. Lincoln Stephens, "The Shame of the Cities" Link between big business and crooked politicians
2. Ida Tarbell, "History of the Standard Oil Company" published in McClure's Magazine. Described the firms cutthroat methods of eliminating competition.
3. Upton Sinclair, "The Jungle" Detailed the lives stockyard workers and the meat packing industry.
4. Jacob Riis, "How The Other Half Lives" A book of photographs about the wretched conditions in the cities and slums.
DBQ:
E- Progressive Era DBQ- located in Curriculum booklet
AP US History
Unit IV: WWI, The War to End War
Timeframe: Approximately three weeks
Overarching Question: In what ways did the Great War force Americans to analyze and evaluate their place in the world community?
Established Goals: NJCCS: History, Language Arts, and Technology
6.1 - All students will utilize historical thinking, problem solving, and research skills to maximize their understanding of civics, history, geography, and economics 6.2 All students will
know, understand, and appreciate the values and principles of American democracy and the rights, responsibilities, and roles of a citizen in the nation and the world. 6.3 All students will demonstrate knowledge of world history in order to understand life events in the past and
how they relate to the present and the future. 6.4 All students will demonstrate knowledge of United States and New Jersey History in order to understand life and events in the past and how they relate to the present and the future 6.5 All students will acquire an understanding
of key economic principals 6.6 All students will apply knowledge of spatial relationships and other geographic skills to understand human behavior in relation to the physical and cultural environment 8.1 All students will use computer applications to gather and organize
information and to solve problems 3.5 All students will access, view, evaluate, and respond to print, non-print, and electronic texts and resources 3.1 H4 Read and critically analyze a variety of works, including books and other print materials (e.g., periodicals, journals,
manuals), about one issue or topic, or books by a single author or in one genre, and produce evidence of reading. 3.3 All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes. 3.2 All students will write in
clear, concise, organized language that varies in content and form for different audiences and purposes.
Enduring Understandings: Students will understand that:
- There were several key reasons for Europe‘s descent into war in 1914
-The United States, despite an initial desire to remain neutral, eventually entered
the Great War.
- American‘s involvement in the war led to an increased regulatory role for the
American government.
- America‘s involvement in the war led to a great debate over America‘s postwar role in world
affairs.
Knowledge: Students will know:
- The M.A.I.N. causes of WWI.
- America‘s response to World War I
- What events made it increasingly difficult for Wilson to maintain America‘s
neutrality from 1914-1916.
- The changes that occurred in the U.S. as it mobilized for war,
- The ways in which the war impacted the lives of various groups (ie: African
Americans, Women, Labor, Political Radicals, Etc.)
- The ways in which America‘s entry into the war affected the outcome.
- Key Terms including: unrestricted submarine warfare, Article X, Committee on
Public Information, Lodge Reservations, etc.
Essential Questions:
1. What were the causes of World War I?
2. What prompted America to enter the war despite its initial desire to remain neutral?
3. In what ways did the governments place in American society change as a result of the war?
4. What were the fundamental differences between Wilson and his Republican opposition in planning for the postwar
era.
5. How did America‘s role in World War I change its role in the international community?
Skills: Students will be able to:
- Interpret the significance of excerpts from famous speeches and other documents including Wilson‘s War Message and
his Fourteen Points.
- Analyze, and interpret primary and secondary source documents, records, and data.
- Formulate historical questions and defend findings based on inquiry and interpretation
- Analyze and critique the role of political parties in American government using both historic and contemporary
examples.
- Use logical reasoning to identify trends, relationships, perspectives, and themes within and among time periods
- Debate the Wilson‘s idealism as a reason for American entry into the war.
- Analyze and organize the differences between Wilson‘s Fourteen Points and Lodge‘s Opposition.
- Debate the impact of war on civil liberties throughout American history.
Performance Task:
-Goal: Students will develop research and debate skills. They will learn to use primary sources formulating and argument
-Role: Students play the role of debaters and moderators
-Audience: Opposing group, moderators, class audience, teacher
-Situation: Students will be split into five separate groups. 1) The American government does not have the right to infringe on civil liberties in a time of war. 2) The American government must do everything in its power to maintain
national security in a time of war. 3) The United States is isolationist at its core and should reject Wilson‘s plea for the League of Nations. 4) The United States must join the League of Nations in order to maintain world peace in future.
5) Moderators
-Product: Students will complete two separate in class debates.
-Standards: Debate Rubric, class discussion, closing, exam.
-Description: This World War I debate will involve two separate discussions. The first will discuss the debate over civil liberties vs. national security in a time of war. The second will involve America‘s involvement in the League of
Nations. Both groups will be given the same resource packet full of primary and secondary sources from the time period. The moderators will research both arguments and ask relevant questions as well as control the debate.
Other Evidence:
quizzes, PEDLIGS, unit tests, reading checks, class discussion, primary and secondary source analysis
AP US History
Unit IV: WWI, The War to End War
Learning Plan
Timeframe: Approximately three weeks
Codes: H-hook, E-equip, explore, experience, R-rethink, revise, reflect, SE-self evaluation, T-technology
Lecture:
E- The MAIN Causes of WWI,
E- America‘s road to war and Wilson‘s promise
E- Civil Liberties in a Time of War
E- Negotiating in Versailles and Washington DC.
E- Minority Life During WWI.
Cooperative Learning and Group Work:
E- Document scramble
R- Seminar style discussion of primary sources
R- Group political cartoons
Texts and Sources:
The American Pageant (Chapters 32,33)
The American Spirit (Chapters 32,33)
E- Paris 1919: Six Months That Changed the World
Discussion/Debate:
R- Who was to blame for the failure of the League of Nations? Should civil liberties be curtailed during wartime? In what ways does World War I mirror post
September 11th America?
Technology/Webquests
H-And You Are There
http://www.milforded.org/schools/foran/kdefonzo/wq/worldwar1b.html
Outlines:
E- MAIN causes of War
E- The War to End War
Writing Portfolio:
E- Position Paper: Was Henry Cabot Lodge right to stand in the way of the Treaty of Versailles ratification?
AP US History
Unit V: The Roaring Twenties
Timeframe: Approximately two weeks
Overarching Question: In what ways did the decade following the Great War represent a departure from first twenty years of the 20th century?
Established Goals: NJCCS: History, Language Arts, and Technology
6.1 - All students will utilize historical thinking, problem solving, and research skills to maximize their understanding of civics, history, geography, and economics 6.2 All students will
know, understand, and appreciate the values and principles of American democracy and the rights, responsibilities, and roles of a citizen in the nation and the world. 6.3 All students will demonstrate knowledge of world history in order to understand life events in the past and
how they relate to the present and the future. 6.4 All students will demonstrate knowledge of United States and New Jersey History in order to understand life and events in the past and how they relate to the present and the future 6.5 All students will acquire an understanding
of key economic principals 6.6 All students will apply knowledge of spatial relationships and other geographic skills to understand human behavior in relation to the physical and cultural environment 8.1 All students will use computer applications to gather and organize
information and to solve problems 3.5 All students will access, view, evaluate, and respond to print, non-print, and electronic texts and resources 3.1 H4 Read and critically analyze a variety of works, including books and other print materials (e.g., periodicals, journals,
manuals), about one issue or topic, or books by a single author or in one genre, and produce evidence of reading. 3.3 All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes. 3.2 All students will write in
clear, concise, organized language that varies in content and form for different audiences and purposes.
Enduring Understandings: Students will understand that:
- Political upheaval abroad created fear of political radicalism in America
- The idealism of the early 20th century ended with the failure of the Treaty of
Versailles leading to a cultural, political, and economic departure from previous
decades. This included a return to isolationism and conservatism.
- African American culture flourished despite the lack of economic and political
advancement.
- The American government was less involved in daily life during this time period
than in previous decade.
-
Knowledge: Students will know:
- The causes of the movement toward social conservatism following World War I
- That there was a cultural clash in America over social, cultural, and religious
values.
- Key terms including: credit, installment plan, red scare, palmer raids, Sacco and
Vanzetti, mass-production, buying on margin, speakeasy
Essential Questions:
1. How did the failure of the Treaty of Versailles impact the 1920‘s?
2. How did political instability abroad affect daily life in America?
3. What role did African American culture play in the decade?
4. How was the national prohibition received in daily American life?
5. What new attitudes towards spending would help cause the economic depression of the late 1920‘s and 1930‘s?
6. How did Harding and Coolidge differ from Roosevelt, Taft, and Wilson in their approach government and governing?
Skills: Students will be able to:
- Identify popular songs of the 1920‘s and understand their place in the decade.
- Analyze and interpret the works of popular authors of the era including Langston Hughes and F. Scott Fitzgerald in
order to explain social criticisms of the time period.
- Formulate historical questions and defend findings based on inquiry and interpretation
- Analyze the ways the political parties both determine and respond to the needs and wishes of the American people.
- Debate the practicality of national prohibition in order to determine the effectiveness of legislation that is not deemed
acceptable by the American people.
- Use logical reasoning to identify trends, relationships, perspectives, and themes within and among time periods
Performance Task: Roaring Twenties Magazine Projects
-Goal: To review the major cultural, social, and political themes, events, and people of the roaring 1920‘s
-Role: Researchers, writers, editors, group members
-Audience: Classmates, teacher
-Situation: Students will create a 1920‘s retrospective magazine
-Product: Students will create a 1920‘s retrospective magazine that includes articles relating to: The ―Red Scare,‖ the resurgence of the KKK and nativism following WWI, a progress report on the 18th amendment, the Scopes Trial, Technological
advances of the time period, and pop culture of the time period. It will contain three editorial related to topics in part 1. A hypothetical interview with one of the following characters: Al Capone, Henry Ford, Babe Ruth, Clarence Darrow, Langston Hughes.
It will contain two political cartoons dealing with relevant issues of the 1920‘s. It will include a top ten list ranking the ten most important events of the decade in order of significance. It will include six advertisements. While students may borrow
graphics, their advertisements must be originals.
-Standards:
-Description: Students will be placed into several small groups and given assignment. They will be given two class periods to research and complete this assignment in the media center. When the assignment is due students will have a peer review
session. Groups will have the opportunity to examine the magazines completed by the other groups.
Other Evidence:
quizzes, PEDLIGS, unit tests, reading checks, class discussion, primary and secondary source analysis
AP US History
Unit V: The Roaring Twenties
Learning Plan
Codes: H-hook, E-equip, explore, experience, R-rethink, revise, reflect, SE-self evaluation, T-technology
Lecture:
E- Red Scare
E- Postwar Fatigue and the Ten Year Party
E- Consumerism in the 1920‘s
E- Government Steps Aside
Cooperative Learning and Group Work:
E- 1920‘s Retrospective Magazine Assignment
E- Jazz Day
Texts and Sources:
The American Pageant (Chapters 34)
E-History Channel- Rumrunners, Moonshiners And Bootleggers
H-The Simpsons- Homer vs. the Eighteenth Amendment
E- Selected works of Langston Hughes and Zora Neale Hurston
E- The Great Gatsby
Discussion/Debate:
R- Having read The Great Gatsby and now studied the time period, did Fitzgerald get it right?
Do we still see the generational gap and teenage rebellion today that we saw during the 1920‘s?
SE- Are you guilty of the same consumerism that existed during the 1920‘s?
Technology/Webquests
H-The Roaring Twenties
http://wiu.k12.pa.us/webquests/pounds/
Outlines:
E- Pop Culture of the 1920‘s
Writing Portfolio:
SE- Reflection: Knowing the many problems of the time period would you want to be a teenager during the 1920‘s?
Timeframe: Approximately two weeks
AP US History
Unit VI: The Great Depression and New Deal
Timeframe: Approximately four weeks
Overarching Question: How did the American response to The Great Depression change the role of the American government?
Established Goals: NJCCS: History, Language Arts, and Technology
6.1 - All students will utilize historical thinking, problem solving, and research skills to maximize their understanding of civics, history, geography, and economics 6.2 All students will
know, understand, and appreciate the values and principles of American democracy and the rights, responsibilities, and roles of a citizen in the nation and the world. 6.3 All students will demonstrate knowledge of world history in order to understand life events in the past and
how they relate to the present and the future. 6.4 All students will demonstrate knowledge of United States and New Jersey History in order to understand life and events in the past and how they relate to the present and the future 6.5 All students will acquire an understanding
of key economic principals 6.6 All students will apply knowledge of spatial relationships and other geographic skills to understand human behavior in relation to the physical and cultural environment 8.1 All students will use computer applications to gather and organize
information and to solve problems 3.5 All students will access, view, evaluate, and respond to print, non-print, and electronic texts and resources 3.1 H4 Read and critically analyze a variety of works, including books and other print materials (e.g., periodicals, journals,
manuals), about one issue or topic, or books by a single author or in one genre, and produce evidence of reading. 3.3 All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes. 3.2 All students will write in
clear, concise, organized language that varies in content and form for different audiences and purposes.
Enduring Understandings: Students will understand that:
- The American Great Depression was part of a global economic depression.
- The Great Depression had many different causes.
- Hoover and Roosevelt had two different philosophies regarding the limits and powers of
government.
- The legislation passed as part of the New Deal represented the most government activity in
American history.
- Many laws and agencies still remain from the New Deal.
- Historians will forever debate how effective the New Deal was in solving the problems
associated with the Great Depression
Knowledge: Students will know:
- The causes of the Great Depression
- Hoover‘s approach to solving the depression and his beliefs about the limited
powers of both the executive and government as a whole.
- Roosevelt headed the most active government in American history (3 R‘s of the
New Deal, Hundred Days Congress, Brain Trust, Etc.)
- Eleanor Roosevelt was one of the most powerful first ladies in American history
and was considered the social conscience of the New Deal.
- The checks and balances system was jeopardized but survived Roosevelt‘s Court
Packing Scheme.
- John Maynard Keynes, the idea of Keynesian Economics and how it related to
Roosevelt‘s policies.
Essential Questions:
1. What economic practices helped contribute to the Great Depression?
2. How did Presidents Hoover and Roosevelt differ in their responses to the Great Depression?
3. In what ways did the New Deal increase government responsibility in America?
4. How did the Great Depression change/impact the everyday lives of American citizens?
5. What laws and government agencies are still in practice today?
Skills: Students will be able to:
- Re-enact the presidential platforms of the 1932 election.
- Debate the constitutionality of various New Deal laws.
- Interpret the significance of excerpts from famous speeches and other documents including the Roosevelt‘s Inaugural
Address.
- Analyze, and interpret primary and secondary source documents, records, and data.
- Formulate historical questions and defend findings based on inquiry and interpretation
- Analyze and critique the role of political parties in American government using both historic and contemporary
examples.
- Use logical reasoning to identify trends, relationships, perspectives, and themes within and among time periods
including the contrast between the 1920‘s and 1930‘s.
Performance Task: RESEARCH ASSIGNMENT- Trace a new deal agency to today
-Goal: To connect the New Deal to current events, To gain a deeper understanding of the federal bureaucracy
-Role: Students will act as researchers and writers
-Audience: Teacher, Peer editors
-Situation: Students will research and report on a federal bureaucracy
-Product: Students will produce a 4-6 page research paper
-Standards: Paper Rubric, Peer Editing
-Description: Students will be asked to research a New Deal piece of legislation and trace its evolution from the 1930‘s to today.
Other Evidence:
quizzes, PEDLIGS, unit tests, reading checks, class discussion, primary and secondary source analysis, DBQ, position paper
AP US History
Unit VI: The Great Depression and the New Deal
Learning Plan
Timeframe: Approximately four weeks
Codes: H-hook, E-equip, explore, experience, R-rethink, revise, reflect, SE-self evaluation, T-technology
Lecture:
E- Causes of the Great Depression
E- Hoover‘s Optimism
E- The Hundred Days
E- The Second New Deal
E- Eleanor Roosevelt and the Social Conscience of the New Deal
Cooperative Learning and Group Work:
H-Campaign songs and cartoons 1932- Hoover vs. FDR
R- Seminar style discussion of primary sources
E- New Deal document scramble
Texts and Sources:
The American Pageant (Chapters 35, 36)
The American Spirit (Chapters 35, 36)
E- The Defining Moment: FDR’s Hundred Days and the Triumph of Hope
E- Selected campaign speeches Hoover and Roosevelt
Discussion/Debate:
R- Did the New Deal work? What legacies of the New Deal are still with us today? Did the New Deal and America‘s response to the depression make our federal
government too big and too powerful?
Technology/Webquests
Student generated powerpoints explaining various alphabet agencies.
Outlines:
E- Graphic Organizers- The First and Second New Deals, Opponents of the New Deal
Writing Portfolio:
SE- Position Paper: Do you agree with the fundamental increase in federal power that resulted from FDR‘s New Deal?
Letter to FDR
AP US History
Unit VII: WWII, The Great Arsenal of Democracy
Timeframe: Approximately three to four weeks
Overarching Question: How did the Allied Powers go about defeating the Axis Powers?
Established Goals: NJCCS: History, Language Arts, and Technology
6.1 - All students will utilize historical thinking, problem solving, and research skills to maximize their understanding of civics, history, geography, and economics 6.2 All students will
know, understand, and appreciate the values and principles of American democracy and the rights, responsibilities, and roles of a citizen in the nation and the world. 6.3 All students will demonstrate knowledge of world history in order to understand life events in the past and
how they relate to the present and the future. 6.4 All students will demonstrate knowledge of United States and New Jersey History in order to understand life and events in the past and how they relate to the present and the future 6.5 All students will acquire an understanding
of key economic principals 6.6 All students will apply knowledge of spatial relationships and other geographic skills to understand human behavior in relation to the physical and cultural environment 8.1 All students will use computer applications to gather and organize
information and to solve problems 3.5 All students will access, view, evaluate, and respond to print, non-print, and electronic texts and resources 3.1 H4 Read and critically analyze a variety of works, including books and other print materials (e.g., periodicals, journals,
manuals), about one issue or topic, or books by a single author or in one genre, and produce evidence of reading. 3.3 All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes. 3.2 All students will write in
clear, concise, organized language that varies in content and form for different audiences and purposes.
Enduring Understandings: Students will understand that:
- The weaknesses of the League of Nations and the global depression resulting
from World War I led to a rise of totalitarian regimes around the world.
-World War II was the most destructive conflict in human history.
- The United States engaged in a two front war against the Japanese in the Pacific
and the Germans and Italians in Europe.
- The war offered minority groups both opportunity for social improvement and
social discrimination.
- World War II ended with Truman‘s controversial decision to use atomic bombs on Japan.
- The end of the World War II quickly signaled the beginnings of the Cold War.
Knowledge: Students will know:
- That the United States gradually began to respond to the threat from totalitarian
aggression while still trying to stay neutral. (Neutrality Acts, Destroyers for Bases,
Cash and Carry, Lend Lease)
- How the American government and American people mobilized for war.
- Major allied conferences: (Atlantic Charter, Casablanca, Tehran, Yalta, Potsdam)
- Major Strategies and Battles (Europe First, North Africa, Sicily, Italy, Normandy,
Market Garden, Battle of the Bulge, Debate over Berlin, the Philippines, Midway,
Coral Seas, Guadalcanal, Iwo Jima, Okinawa, Hiroshima, Nagaaaki)
- Key Terms: Big Three, genocide, concentration camp, totalitarianism,
multilateral, kamikaze, appeasement, etc.
Essential Questions:
1. How did the failures of the Treaty of Versailles and global economic depression help lead to World War II
2. How did World War II affect the daily lives of American citizens including various minority groups?
3. How did American gradually change from a neutral country to an active participant in the war?
4. What events and disagreements led to the Japanese attack at Pearl Harbor?
5. What notable conferences did allied leaders take part in during the war and what decisions were made there?
6. What strategies, weapons, and battles allowed the Allied Powers to defeat the Axis Powers?
7. How did the global community and America‘s role in foreign affairs following World War II?
8. What ideologies and practices made the Holocaust possible? How does the Holocaust compare to other events of the time period such
as Stalin‘s purges and the Japanese destruction of China?
9. Was Truman justified in his decision to use atomic bombs to end the war against Japan?
Skills: Students will be able to:
- Debate the morality of Truman‘s decision to use the atomic bomb against the Japanese
- Organize the events of World War II into a timeline
- Utilize and integrate oral, visual, and written forms of communication to convey information to classmates.
- Interpret the significance of excerpts from famous speeches and other documents including Roosevelt‘s war message.
- Analyze, and interpret primary and secondary source documents, records, and data.
- Formulate historical questions and defend findings based on inquiry and interpretation
- Analyze and critique the role of political parties in American government using both historic and contemporary
examples.
- Use logical reasoning to identify trends, relationships, perspectives, and themes within and among time periods
Performance Task: The Finer (Power)Points of World War II
-Goal: To infuse technology, examine more closely several aspects of the 2nd World War
-Role: historians, researchers, presenters
-Audience: classmates, teacher
-Situation: Students will be placed into six groups including: 1. segregation in the arsenal of democracy 2. The Holocaust 3. Rosie the riveter and the women of WWII 4. Crucial Conferences of WWII 5.
Japanese Internment 6. Fat Man and Little Boy: America enters the atomic age.
-Product: Students will create a powerpoint presentation.
-Standards:
-Description: Students will be placed into six groups and asked to research a topic that is somewhat neglected by their textbooks. They will then created a group powerpoint that will be presented to the class.
In addition to the powerpoint students will provide a handout to the class reinforcing the main ideas of the their presentation.
Other Evidence:
quizzes, PEDLIGS, unit tests, reading checks, class discussion, primary and secondary source analysis
AP US History
Unit VII: WWII, The Great Arsenal of Democracy
Learning Plan
Timeframe: Approximately three to four weeks
Codes: H-hook, E-equip, explore, experience, R-rethink, revise, reflect, SE-self evaluation, T-technology
Lecture:
E- The Rise of Dictators
E- ―Why England Slept,‖
E- America‘s Road to War
E- War Strategy and the Two Fronts
E- Technology and Loss of Civilian Life
E- From World War to Cold War
Cooperative Learning and Group Work:
R- Group Project/Presentations
R- Seminar style discussion of primary sources
Texts and Sources:
The American Pageant (Chapters 37,38)
The American Spirit (Chapters 37,38)
E- PBS- The Perilous Fight: America’s War in Color
H-A Walk Through the 20th Century with Bill Moyers- The Democrat and the Dictator
Discussion/Debate:
With Stalin‘s unacceptable human right‘s record what makes the Soviet Union a better ally than Nazi Germany? Why did Truman use the atomic bomb? (Was it to
shorten the war or improve his postwar bargaining position?) Was Japanese internment justified considering our security concerns of the time? Are there any
similarities between our treatment of Japanese Americans during WWII and Muslim Americans in the aftermath of September 11th?
Technology/Webquests
E- Memories of The Lost Voices: Japanese Americans in WWII
E- Perspectives of Pearl Harbor
E- What I Did During the War- a Scrapbook
E- The Decision to Drop the Bomb
http://questgarden.com/46/54/6/070210123705/index.htm
http://www.angelfire.com/theforce/mswaskey/webquest1.html
http://www.sdst.org/shs/library/wwIIwq.html
http://oncampus.richmond.edu/academics/education/projects/webquests/wwii/
Outlines:
E- Topical outlines based on group presentations:
African Americans during the war, women during the war, allied conferences, The Holocaust, Japanese internment, The Manhattan Project
Writing Portfolio:
SE- Position Paper: Do you agree with Truman‘s decision to use atomic weapons against Japan?
AP US History
Unit VIII: Post war America and the 1950s
Timeframe: Approximately three weeks
Overarching Question: How did America’s victory in WWII lead to both great prosperity and also new problems?
Established Goals: NJCCS: History, Language Arts, and Technology
6.1 - All students will utilize historical thinking, problem solving, and research skills to maximize their understanding of civics, history, geography, and economics 6.2 All students will
know, understand, and appreciate the values and principles of American democracy and the rights, responsibilities, and roles of a citizen in the nation and the world. 6.3 All students will demonstrate knowledge of world history in order to understand life events in the past and
how they relate to the present and the future. 6.4 All students will demonstrate knowledge of United States and New Jersey History in order to understand life and events in the past and how they relate to the present and the future 6.5 All students will acquire an understanding
of key economic principals 6.6 All students will apply knowledge of spatial relationships and other geographic skills to understand human behavior in relation to the physical and cultural environment 8.1 All students will use computer applications to gather and organize
information and to solve problems 3.5 All students will access, view, evaluate, and respond to print, non-print, and electronic texts and resources 3.1 H4 Read and critically analyze a variety of works, including books and other print materials (e.g., periodicals, journals,
manuals), about one issue or topic, or books by a single author or in one genre, and produce evidence of reading. 3.3 All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes. 3.2 All students will write in
clear, concise, organized language that varies in content and form for different audiences and purposes.
Enduring Understandings: Students will understand that:
- The Cold War began in the closing days of World War II and was a political,
social, and economic conflict between the United States and the Soviet Union.
- The years following World War II were perhaps the most prosperous in
American history.
- The 1950‘s, while content on the surface saw the beginnings of various social
movements that would escalate throughout the next thirty years.
- America‘s population began to shift from northern cities to the growing sunbelt
of the south.
Essential Questions:
1. How did the lessons learned from World War I manifest themselves in post World War II period?
2. How did the threats of War with the USSR and nuclear weapons impact the lives of everyday Americans?
3. How did new technology, economic prosperity, the growing military industrial complex, and marketing techniques
impact postwar America?
4. What social movements grew out of the postwar period?
5. How did the threat of communism change our involvement in world affairs?
-
Knowledge: Students will know:
- In the years following World War II the United States restructured to reflect a permanent
readiness in response to the Cold War.
- Truman‘s Cold War policy of containment and key examples of that policy (Berlin Airlift,
Aid to Turkey/Greece, Marshall Plan, and Hungarian Revolt, Korean Conflict)
- Eisenhower‘s Cold War policy of massive retaliation and the Eisenhower Doctrine
- The postwar period saw the beginnings of a new civil rights movement: Truman desegregates
the military, Jackie Robinson, Brown v. Board of Education, Montgomery, Little Rock,
Birmingham.
- America‘s fear of communism manifested itself in a 2nd Red Scare: Alger Hiss, HUAC,
Hollywood Ten, Blacklist, McCarthyism
Skills: Students will be able to:
- Create a graphic organizer expressing the government restructuring following World War II.
- Distinguish between and debate the validity of the United Nations and NATO. They will also trace the evolution of
those organizations through current events.
- Analyze Truman‘s response to the growing conflict between the United States and the Soviet Union.
- Interpret the significance of excerpts from famous speeches and other documents.
- Analyze, and interpret primary and secondary source documents, records, and data.
- Formulate historical questions and defend findings based on inquiry and interpretation
- Analyze and critique the role of political parties in American government using both historic and contemporary
examples.
- Use logical reasoning to identify trends, relationships, perspectives, and themes within and among time periods. This
will include comparing television, music, and literature of the era to modern pop culture.
Performance Task:
-Goal: What was the role of the United States in the Cold War and should the US be praised or condemned for that role?
-Role: The students are group members, debaters, cartoonists,
-Audience: Fellow group members, class audience, teacher.
-Situation: The students will be placed into groups and asked to construct visual metaphors
-Product: Each group will produce a visual metaphor of their group consensus
-Standards: Class work assignment, class discussion
-Description: As a class we will discuss the role of the United States. This will include historical perspective and various views of America‘s role in the Cold War. Students will then split into groups. As a
group they will come to a consensus regarding America‘s role in the Cold War. They will then create a visual metaphor of their view. This metaphor must take a stance on America‘s involvement. Once
finished, each group will present their metaphor to the class. Upon completion we will debate the various viewpoints.
Other Evidence:
quizzes, PEDLIGS, unit tests, reading checks, class discussion, primary and secondary source analysis, DBQ, position papers
AP US History
Unit VIII: Post war America and the 1950s
Learning Plan
Timeframe: Approximately three weeks
Codes: H-hook, E-equip, explore, experience, R-rethink, revise, reflect, SE-self evaluation, T-technology
Lecture:
E- From World War to Cold War
E- Truman‘s Containment Policy
E- Red Scare- Part 2
E- The Modern Civil Rights Movement Begins
E- The Korean War
E- The Eisenhower Doctrine
Cooperative Learning and Group Work:
R- Seminar style discussion of primary sources
E- Document scramble
R- Group Work-Understanding Massive Retaliation
Texts and Sources:
The American Pageant (Chapter 39)
The American Spirit (Chapters 39)
E- A & E- Harry Truman Biography
E- Blackside- Eyes on the Prize
H- Film- Guilty By Suspicion (Selected Scenes)
Discussion/Debate:
Why would President W. Bush compare himself to Harry Truman? Did the United States cause the Cold War? How was the United States successful in preventing the
spread of communism to Western Europe yet unsuccessful in preventing the fall of China and Vietnam to communism? Did Eisenhower respond appropriately to the
crisis in Little Rock?
Technology/Webquests
E- ―Whistle Stop Campaigning‖
http://questgarden.com/48/10/5/070318065418/
Outlines:
E- The Four Phases of the Korean War
Containment in Europe and Asia
Writing Portfolio:
SE- Little Rock Nine response questions
AP US History
Unit IX: The 1960s
Timeframe: Approximately two weeks
Overarching Question: How did the 1960s represent an end of American innocence?
Established Goals: NJCCS: History, Language Arts, and Technology
6.1 - All students will utilize historical thinking, problem solving, and research skills to maximize their understanding of civics, history, geography, and economics 6.2 All students will
know, understand, and appreciate the values and principles of American democracy and the rights, responsibilities, and roles of a citizen in the nation and the world. 6.3 All students will demonstrate knowledge of world history in order to understand life events in the past and
how they relate to the present and the future. 6.4 All students will demonstrate knowledge of United States and New Jersey History in order to understand life and events in the past and how they relate to the present and the future 6.5 All students will acquire an understanding
of key economic principals 6.6 All students will apply knowledge of spatial relationships and other geographic skills to understand human behavior in relation to the physical and cultural environment 8.1 All students will use computer applications to gather and organize
information and to solve problems 3.5 All students will access, view, evaluate, and respond to print, non-print, and electronic texts and resources 3.1 H4 Read and critically analyze a variety of works, including books and other print materials (e.g., periodicals, journals,
manuals), about one issue or topic, or books by a single author or in one genre, and produce evidence of reading. 3.3 All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes. 3.2 All students will write in
clear, concise, organized language that varies in content and form for different audiences and purposes.
Enduring Understandings: Students will understand that:
- The 1960‘s was a decade of great social unrest.
- American involvement in Vietnam became one of the most controversial issues
in American history.
- The rise of nuclear weapons and international crisis led to the growth of the
―imperial president‖
- 1968 became a turning point in American history.
-
Knowledge: Students will know:
- That the civil rights movement evolved throughout the 1960‘s from civil rights to
Black Power.
- The Vietnam War brought turmoil to American society and eventually drove
Johnson and the divided Democrats from power in 1968.
- Johnson had many domestic successes but they were overshadowed by his
foreign policy: Great Society Programs
- The Warren Court practiced judicial activism, using the courts to implement
social change.
Essential Questions:
1. What were the key strategies/goals of Civil Rights leaders during the 1960‘s?
2. What are the long term and short term effects of Kennedy‘s Presidency? Examine space program, civil rights, and
Vietnam?
3. What are the similarities and differences between Lyndon Johnson‘s foreign and domestic policies? Which area do
you feel he devoted the most attention to?
4. What were the goals of Johnson‘s Great Society? (Reform)
5. What were the key components of Kennedy‘s New Frontier?
Skills: Students will be able to:
- Discuss and debate the impact of television on the political process.
- Analyze the theory and practice of Kennedy‘s doctrine of ―flexible response‖ Asia and Latin America and compare it
to Eisenhower‘s ―massive retaliation‖
- Organize the successes and failures of Kennedy‘s ―New Frontier‖
- Assemble a timeline of events in Vietnam from the end of World War II through the fall of Saigon.
- Interpret the significance of excerpts from famous speeches and other documents (including Kennedy, Johnson, King
Jr., Nixon, etc.)
- Analyze, and interpret primary and secondary source documents, records, and data.
- Formulate historical questions and defend findings based on inquiry and interpretation
- Research and analyze the Cuban Missile Crisis from several viewpoints (Kennedy, Military, Soviet Union, Cuba)
Performance Task:
-Goal: To see the Cuban Missile Crisis from multiple perspectives
-Role: Students will act as historical figures/groups, researchers, writers
-Audience: Teacher, classmates,
-Situation: Students will complete various tasks based on the perspective they are viewing the Cuban Missile Crisis from
-Product: Depending on the perspective it could be a 1) narrative 2) drawings (reconnaissance photos) 3) New article 4) letter and/or speech 5)
-Standards: Peer evaluation, class discussion
-Description: Students will be given an online assignment. Using the class moodle page they will choose one of six viewpoints from which to see the Cuban Missile Crisis 1) civilian 2) military 3) new
reporter 4) President Kennedy 5) Chairman Khrushchev 6) Prime Minister Castro. Once they choose a perspective they will surf to a specific page that will include sources for the specific
viewpoint. Using those resources they will complete the required assignment.
Other Evidence:
quizzes, PEDLIGS, unit tests, reading checks, class discussion, primary and secondary source analysis, DBQ, position papers
AP US History
Unit IX: The 1960s
Learning Plan
Timeframe: Approximately two weeks
Codes: H-hook, E-equip, explore, experience, R-rethink, revise, reflect, SE-self evaluation, T-technology
Lecture:
E- Kennedy and the New Frontier
E- Kennedy‘s Words
E- Flexible Response
E- LBJ and the Great Society
E- The Slippery Slope in Southeast Asia
E- The Evolution of the Civil Right‘s Movement
E- Counterculture
E- 1968: A Turning Point
Cooperative Learning and Group Work:
E- Dissecting Kennedy‘s inaugural
E- Vietnam Timeline
R- Seminar style discussion of primary sources
R- Point of View- Cuban Missile Crisis
Texts and Sources:
The American Pageant (Chapter 40)
The American Spirit (Chapter 40)
E- The Nixon-Kennedy Debates
E- Selected Kennedy Speeches
H- Film- 13 Days (selected scenes)
H- Secrets:Memoirs of the Vietnam War and the Pentagon Papers
E- Film- Mighty Times: The Children’s March
E- Film- JFK (selected scenes)
H- Film- Dear America: Letters Home From Vietnam
Discussion/Debate:
Was Massive Retaliation a wiser policy than Flexible Response? How did LBJ‘s Great Society compare to FDR‘s New Deal?
Outlines:
E- New Frontier policy
E- Great Society legislation
E- The road to Vietnam
Writing Portfolio:
R- Point of View- Cuban Missile Crisis
SE- Dear America: Letters Home from Vietnam reaction paper
AP US History
Unit X: America Enters the Modern Age
Timeframe: Approximately three weeks
Overarching Question: How is present day America shaped by the previous thirty years?
Established Goals: NJCCS: History, Language Arts, and Technology
6.1 - All students will utilize historical thinking, problem solving, and research skills to maximize their understanding of civics, history, geography, and economics 6.2 All students will
know, understand, and appreciate the values and principles of American democracy and the rights, responsibilities, and roles of a citizen in the nation and the world. 6.3 All students will demonstrate knowledge of world history in order to understand life events in the past and
how they relate to the present and the future. 6.4 All students will demonstrate knowledge of United States and New Jersey History in order to understand life and events in the past and how they relate to the present and the future 6.5 All students will acquire an understanding
of key economic principals 6.6 All students will apply knowledge of spatial relationships and other geographic skills to understand human behavior in relation to the physical and cultural environment 8.1 All students will use computer applications to gather and organize
information and to solve problems 3.5 All students will access, view, evaluate, and respond to print, non-print, and electronic texts and resources 3.1 H4 Read and critically analyze a variety of works, including books and other print materials (e.g., periodicals, journals,
manuals), about one issue or topic, or books by a single author or in one genre, and produce evidence of reading. 3.3 All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes. 3.2 All students will write in
clear, concise, organized language that varies in content and form for different audiences and purposes.
Enduring Understandings: Students will understand that:
- The failures of the government, policy, and leaders during this time period led to a credibility
gap in America.
- America‘s need for energy became an issue of paramount importance during the 1970‘s.
- Ronald Reagan road the wave of the ―New Right‖ to the white house in 1980.
- The end of the Cold War greatly impacted America‘s foreign and domestic policy.
- The last thirty years of American history have seen the rise of global terrorism both foreign
and domestically.
Essential Questions:
1. What were the major domestic and foreign differences in each president‘s administration? How did this subsequently
impact successive presidents?
2. What common foreign issues continually reoccur and evolve as a challenge to each administration?
3. How can the American public control policies set out by presidential administrations? Has that changed through
American history?
4. What factors bring about presidential administration policy change?
5. How do American politics shape the lives of people both internationally and domestically?
6. What domestic and foreign policy changes have occurred since the end of the Cold War?
Knowledge: Students will know:
Skills: Students will be able to:
- Nixon tested the limits of the executive branch (War Powers Act, Watergate, Executive
Privilege)
- Nixon‘s reputation as a staunch anti-communist made his historic visits to China and the
USSR possible.
- The circumstances that led to Ford‘s presidency
- Carter‘s presidency, successes and failures, and the rise of the Washington outsider:
Afghanistan, Energy Crisis and Malaise Speech, Camp David Accords
- The Reagan Revolution of 1980 and the Reagan presidency: Reaganomics, Iran-Contra, Aids
Epidemic, SDI, the end of the Cold War
- H.W. Bush‘s presidency and relevant events: end of the Cold War, Gulf War,
- Clinton‘s presidency and relevant events: Contract with America, Government Shutdown,
Oklahoma City, World Trade Center, Hillary Clinton, Lewinskigate
- W. Bush: 2000 Election, September 11th, Afghanistan, Iraq,
-Debate the merits of Nixon‘s ―realpolitik‖ versus Carter‘s foreign policy of human rights
- Analyze and discuss the elasticity of executive power throughout American history.
- Interpret the significance of excerpts from famous speeches and other documents.
Including Nixon‘s appeal to the great silent majority, Fords promise the national nightmare is over, Carter‘s malaise speech, Reagan‘s
remarks on the challenger explosion and remarks at the Berlin Wall, HW Bush‘s remarks about the rise of a new world order following
the end of the Cold War, Clinton‘s remarks on the bombing in Oklahoma City, and W. Bush‘s Speech before congress following the
September 11th attacks.
- Analyze, and interpret primary and secondary source documents, records, and data.
- Formulate historical questions and defend findings based on inquiry and interpretation
- Analyze and critique the role of political parties in American government using both historic and contemporary examples.
- Use logical reasoning to identify trends, relationships, perspectives, and themes within and among time periods
Performance Task: Presidential Rewind
-Goal: To organize the policies and time periods of the previous 6 presidents.
- Role: Students are broken into six groups including: 1. President W. Bush 2. President Clinton, 3. President H.W. Bush 4. President Reagan 5. President Carter 6. President Ford
Within each group there will be 4 clearly defined roles. 1. President- Responsible for finding the most important speeches from the presidency and reciting excerpts in character. 2. Policy Expert- Responsible
for presenting the presidents key foreign and domestic policies to the class. 3. Events Expert- Responsible for taking the presidency out of a vacuum and describing other relevant events from the time period.
4. Cultural Expert- Responsible for presenting the cultural environment surrounding the presidency. This may include popular music, television shows, and other cultural issues of the time period.
-Audience: teacher, classmates
-Situation: Students have been asked to provide a review of material as well as additional perspectives of topics and issues presented in the unit.
-Product: Oral presentation, presentation visual, informational handout, and research paper.
-Standards: presentation rubric (as adjusted from frhsd.com), discussion/participation rubric (from frhsd.com), writing rubric (AP scoring- college board)
-Description: Using texts, notes, and primary and secondary source documents, students will use create an informative presentation.
Other Evidence:
quizzes, PEDLIGS, unit tests, reading checks, class discussion, primary and secondary source analysis
AP US History
Unit X: America Enters the Modern Age
Learning Plan
Timeframe: Approximately three weeks
Codes: H-hook, E-equip, explore, experience, R-rethink, revise, reflect, SE-self evaluation, T-technology
Lecture:
E- Nixon and the Imperial Presidency
E- The Silent Majority‘s President
E- Watergate and the power shift
Cooperative Learning and Group Work:
R- Presidential Museum Project, seminar style discussion of primary sources
E- Presidential Rewind
Texts and Sources:
The American Pageant (Chapters 41,42, 43)
The American Spirit (Chapters 41, 42, 43)
E- The Imperial Presidency
Discussion/Debate:
Nixon and Carter had vastly different foreign policy philosophies. Which was right?
Was Ford right to grant Nixon a full pardon? How has our country evolved since the 1960‘s?
Technology/Webquests
E-Students will use the web to research the presidential libraries, important speech text, and other key information of the assigned presidents
Outlines:
E- Outlines to follow along with the presidential rewind project. Students will have organized notes for each president from Ford-W. Bush based on the presentations.
Writing Portfolio:
SE- Which of the previously discussed presidents (1974-2007) most closely embodies your own beliefs and why?
AP US History
Unit XI: “The Fog of War” and Student Vision for Tomorrow
Timeframe: Approximately four weeks
Overarching Question: What is the proper role for the United States to assume in the global community as it enters the 21st century?
Established Goals: NJCCS: History, Language Arts, and Technology
6.1 - All students will utilize historical thinking, problem solving, and research skills to maximize their understanding of civics, history, geography, and economics 6.2 All students will
know, understand, and appreciate the values and principles of American democracy and the rights, responsibilities, and roles of a citizen in the nation and the world. 6.3 All students will demonstrate knowledge of world history in order to understand life events in the past and
how they relate to the present and the future. 6.4 All students will demonstrate knowledge of United States and New Jersey History in order to understand life and events in the past and how they relate to the present and the future 6.5 All students will acquire an understanding
of key economic principals 6.6 All students will apply knowledge of spatial relationships and other geographic skills to understand human behavior in relation to the physical and cultural environment 8.1 All students will use computer applications to gather and organize
information and to solve problems 3.5 All students will access, view, evaluate, and respond to print, non-print, and electronic texts and resources 3.1 H4 Read and critically analyze a variety of works, including books and other print materials (e.g., periodicals, journals,
manuals), about one issue or topic, or books by a single author or in one genre, and produce evidence of reading. 3.3 All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes. 3.2 All students will write in
clear, concise, organized language that varies in content and form for different audiences and purposes.
Enduring Understandings: Students will understand that:
- They will help shape America‘s future.
- Those involved in formulating foreign policy or carrying out that policy must
answer certain moral questions.
- Lessons about current and future problems can be learned by studying past
problems and events.
Essential Questions:
1. What solutions to current problems can be discovered by studying the past?
2. Are necessary evils a necessary part of conducting foreign policy?
3. What is the ideal role for America in the global community?
4. What are America‘s most pressing concerns? What are our top priorities?
Knowledge: Students will know:
- The events surrounding Robert McNamara‘s life and career.
- The eleven lessons that can be learned from studying McNamara‘s life and
career.
- That the there were several internal debates within the Kennedy and Johnson
administrations over issues such as: the Bay of Pigs, Cuban Missile Crisis, and
Vietnam.
Skills: Students will be able to:
-Synthesize prior knowledge, life experience, moral beliefs, and the lessons of ―The Fog of War‖ into a coherent set of
foreign policy goals.
- Analayze and prioritize America‘s mot pressing current problems
- Debate the proper role for the United States in the Global Community
- Give a coherent speech reflecting their values and morals as they relate to America‘s role in the global community.
Performance Task: Fog of War Campaign Speech
-Goal: -Synthesize prior knowledge, life experience, moral beliefs, and the lessons of ―The Fog of War‖ into a coherent set of foreign policy goals.
-Role: Students are individual researchers and writers
-Audience: Students will be addressing classmates, teacher, other members of the school community, and parents
-Situation: Students are asked to create a foreign policy platform based on prior knowledge, life experience, moral beliefs, and the documentary The Fog of War.
-Product: Students will write a 4-6 page speech laying out their basic foreign policy and what they see as America‘s most pressing priorities in the 21 st century.
-Standards: presentation rubric (as adjusted from frhsd.com), discussion/participation rubric (from frhsd.com), writing rubric (AP scoring- college board)
-Description: Students will create an informative and thought provoking speech based on prior knowledge, research, life experience, moral beliefs, and the documentary The Fog of War
Other Evidence:
class discussion, homework checks.
AP US History
Unit XI: “The Fog of War” and A Student Vision for Tomorrow
Codes: H-hook, E-equip, explore, experience, R-rethink, revise, reflect, SE-self evaluation, T-technology
Lecture:
E- The difficulties of public service
E- The controversy of Robert S. McNamara.
Cooperative Learning and Group Work:
E- Target Ratings worksheet, Campaign Speeches
R- Class discussion of film
Texts and Sources:
Choices Program- Teacher’s Guide for the Fog of War
Film- The Fog of War
Discussion/Debate:
Must public servants engage in evil to do good? Do the ends justify the means?
How can we better empathize with other cultures and countries?
What is your impression of McNamara after watching this film?
Who is to blame for Vietnam?
Outlines:
E- Students will outline the lessons from The Fog of War
Writing Portfolio:
SE- Foreign Policy Paper, Campaign Speech
Learning Plan
Timeframe: Approximately four weeks
Additional Learning plan for AP Review
AP US History
Preparing for the Advanced Placement Exam
Learning Plan
Timeframe: Approximately three weeks
Codes: H-hook, E-equip, explore, experience, R-rethink, revise, reflect, SE-self evaluation, T-technology
Lecture: Taking the AP Exam
Cooperative Learning and Group Work:
Jeopardy review games, Moodle Class Wiki, Practice tests and peer correction, Optional after school review sessions
Texts and Sources:
AMSCO Book
College Board Resources
Sample AP Exam
History Channel- The Presidents
Outlines:
Thematic Reviews
Writing Portfolio:
Practice DBQ
Suggested Rubrics for AP US History
Cooperative Learning Project Rubric : Outcome or Product
Name: ______________________________
Date: _______________
Class: ________________________________________
Exceptional
Admirable
Extremely
well
organized;
Presented in a thoughtful
Organization
logical format that was easy
to follow; flowed smoothly
from one idea to another and
cleverly conveyed; the
organization enhanced the
effectiveness of the project
manner; there were signs of
organization and most
transitions were easy to
follow, but at times ideas
were unclear
Content
Accuracy
Completely accurate; all facts Mostly accurate; a few
were precise and explicit
inconsistencies or errors in
information
Research
Went above and beyond to
research information;
solicited material in addition
to what was provided;
brought in personal ideas and
information to enhance
project; and utilized more
than eight types of resources
to make project effective
Creativity
Was extremely clever and
Was clever at times;
presented with originality; a thoughtfully and uniquely
unique approach that truly
presented
enhanced the project
Acceptable
Not Acceptable
Somewhat organized; ideas
were not presented
coherently and transitions
were not always smooth,
which at times distracted the
audience
Choppy and
confusing; format was
difficult to follow;
transitions of ideas
were abrupt and
seriously distracted
the audience
Somewhat accurate; more Completely
than a few inconsistencies or inaccurate; the facts in
errors in information
this project were
misleading to the
audience
Did a very good job of
Used the material provided
researching; utilized materials in an acceptable manner, but
provided to their full
did not consult any
potential; solicited more than additional resources
six types of research to
enhance project; at times took
the initiative to find
information outside of school
Presentation Was engaging, provocative, Was well done and
Mechanics and captured the interest of interesting to the audience;
Added a few original
touches to enhance the
project but did not
incorporate it throughout
Did not utilize
resources effectively;
did little or no fact
gathering on the topic
Little creative energy
used during this
project; was bland,
predictable, and
lacked "zip"
Was at times interesting and Was not organized
was presented clearly and
effectively; was not
the audience and maintained was presented in a unique
precisely; was clever at
easy to follow and did
this throughout the entire
manner and was very well
times and was organized in a not keep the audience
presentation; great variety of organized; some use of visual logical manner; limited
interested; no use of
visual aids and multimedia; aids
variety of visual aids and
visual aids
visual aids were colorful and
visual aids were not colorful
clear
or clear
Cooperative Learning Project Evaluation Form : Product
Name: ______________________________
Date: _______________
Class: ________________________________________
Exceptional
Admirable Acceptable
Organization
Content Accuracy
Research
Creativity
Presentation Mechanics
COMMENTS:
http://www.phschool.com/professional_development/assessment/rub_coop_product.html
N/A
Analyzing a Primary Source Rubric
Name: ______________________________
Date: _______________
Class: ________________________________________
Analysis of
Document
Knowledge of
Historical
Context
Exemplary
Offers in-depth analysis
and interpretation of the
document; distinguishes
between fact and opinion;
explores reliability of
author; compares and
contrasts author's point of
view with views of others
Adequate
Offers accurate
analysis of the
document
Minimal
Demonstrates only a
minimal understanding
of the document
Shows evidence of
thorough knowledge of
period in which source was
written; relates primary
source to specific historical
context in which it was
written
Uses previous
general historical
knowledge to
examine issues
included in
document
Limited use of previous Barely indicates any
historical knowledge
previous historical
without complete
knowledge
accuracy
Identifies most but
Identification of Identifies the key issues
Key Issues/Main and main points included in not all of the key
the primary source; shows issues and main
Points
understanding of author's points in the
goal(s)
primary source
Describes in general
terms one issue or
concept included in the
primary source
Deals only briefly and
vaguely with the key issues
and main points in the
document
Uses 1—2 outside Relies heavily on the
resources in
material/information
addition to primary provided
source
Mentions author's Does not discuss
Identification of Analyzes author's use of
use of literary
author's use of literary
Literary Devices literary devices such as
repetition, irony, analogy, devices but does devices
and sarcasm
not develop fully
Relies exclusively on the
material/information
provided; no evidence of
outside resources
Does not discuss author's
use of literary devices
Understanding Shows strong
understanding of author's
of Audience
audience
Shows no understanding of
author's audience
Resources
Uses several outside
resources in addition to
primary source
Attempted
Reiterates one or two facts
from the document but
does not offer any analysis
or interpretation of the
document
Shows some
Shows little
understanding of understanding of
author's audience author's audience
Analyzing a Primary Source Evaluation Form
Name: ______________________________
Date: _______________
Exemplary Adequate
Minimal Attempted
Analysis of Document
Knowledge of Historical Context
Identification of Key Issues/Main Points
Resources
Identification of Literary Devices
Understanding of Audience
COMMENTS:
http://www.phschool.com/professional_development/assessment/rub_anaylyzing_prim_src.html
Position Paper Rubric
Name: ______________________________
Date: _______________
Exceptional
Takes a strong, well-defined
Idea
Development position; uses at least four
appropriate reasons with at
least three supporting details
for each reason
Admirable
Clear position taken and
defined; some reasons
and some details present
but not fully developed
Acceptable
Position not clearly
stated; development is
brief; unrelated,
unsupported general
statements, reasons,
and details; minimal
facts used
Attempted
No clear position taken;
undeveloped reasons;
no facts used
Organization Writer demonstrates logical, Paragraph development
subtle sequencing of ideas present but not perfected
through well-developed
paragraphs; transitions are
used to enhance
organization; a gripping
introduction and a strong
conclusion evident
Logical organization;
organization of ideas
not fully developed;
introduction and
conclusion present but
not fully developed
No evidence of
paragraph structure; no
introduction or
conclusion; illogical
organization of ideas
Little use of multisubject areas
knowledge; uses less
then four resources
No evidence of subject
matter or resources
used
Use of
Resources
Uses appropriate
Demonstration of
information from all subject subject knowledge; use
areas to support position;
of four resources
uses additional resources to
develop position; uses a
range of primary and
secondary sources (six or
more)
Deadlines met with
Management Submitted on time; utilizes Utilizes class time;
class time appropriately;
deadlines met; submitted supervision; home
of Time
seeks help in research and on time
preparation minimal
writing; evidence of
homework each night;
student-designed action plan
Consistently
unprepared; late;
unfinished; no evidence
of homework
Error free paper; accurate
Few errors present in
Mechanics
spelling, punctuation,
and Language spelling and punctuation,
capitalization, and usage;
capitalization, and
Usage
variety of sentence structure; usage; some attempt at
rich vocabulary
sentence variety;
occasional use of rich
vocabulary
Multiple errors present
in sentence structure,
spelling, punctuation,
and capitalization;
weak vocabulary and
incorrect language
usage
Presentation
Neatly typed, numbered
Neatly presented; cover
pages; assembled with care; sheet complete with
cover sheet with name,
attention to aesthetics
grade, and date; creative
ideas present; good graphics
http://www.phschool.com/professional_development/assessment/rub_position_paper.html
Incorrect sentence
structure; spelling,
punctuation,
capitalization errors
present; repetitious
vocabulary; weak
language usage
Presentation is legible Difficult to read; not
but lacks visual appeal; assembled with care;
no cover sheet with
lacks cover sheet
name, grade, and date
Oral Presentation Rubric
Name: ______________________________
Date: _______________
Class: ________________________________________
Content
Exceptional
An abundance of material
clearly related to thesis;
points are clearly made and
all evidence supports thesis;
varied use of materials
Admirable
Acceptable
Amateur
Sufficient information that There is a great deal of Thesis not clear;
relates to thesis; many
information that is not information included
good points made but
clearly connected to that does not support
there is an uneven balance the thesis
thesis in any way
and little variation
Thesis is clearly stated and Most information
Coherence
developed; specific
presented in logical
and
Organization examples are appropriate and sequence; generally very
clearly develop thesis;
well organized but better
conclusion is clear; shows transitions from idea to
control; flows together well; idea and medium to
good transitions; succinct but medium needed
not choppy; well organized
Concept and ideas are
loosely connected;
lacks clear transitions;
flow and organization
are choppy
Creativity
Very original presentation of Some originality apparent; Little or no variation;
material; uses the
good variety and blending material presented
unexpected to full
of materials/media
with little originality
advantage; captures
or interpretation
audience's attention
Material
Balanced use of multimedia Use of multimedia not as
materials; properly used to varied and not as well
develop thesis; use of media connected to thesis
is varied and appropriate
Speaking
Skills
Audience
Response
Presentation is choppy
and disjointed; does
not flow; development
of thesis is vague; no
apparent logical order
of presentation
Repetitive with little
or no variety;
insufficient use of
multimedia
Choppy use of
Little or no
multimedia materials; multimedia used or
lacks smooth transition ineffective use of
from one medium to multimedia;
another; multimedia imbalance in use of
not clearly connected materials—too much
to thesis
of one, not enough of
another
Poised, clear articulation;
Clear articulation but not Some mumbling; little Inaudible or too loud;
proper volume; steady rate; as polished
eye contact; uneven
no eye contact; rate
good posture and eye
rate; little or no
too slow/fast; speaker
contact; enthusiasm;
expression
seemed uninterested
confidence
and used monotone
Involved the audience in the
presentation; points made in
creative way; held the
audience's attention
throughout
Within two minutes of
Length of
Presentation allotted time +/–
Presented facts with some
interesting "twists"; held
the audience's attention
most of the time
Some related facts but Incoherent; audience
went off topic and lost lost interest and could
the audience; mostly not determine the
presented facts with point of the
little or no imagination presentation
Within four minutes of
allotted time +/–
Within six minutes of Too long or too short;
allotted time +/–
ten or more minutes
above or below the
allotted time
Suggested Document Based Questions
for AP US History
“The Gilded Age”
http://www.mury.k12.ut.us/MHS/apus/dbq/2004/default.htm
Analyze the major social and economic changes in America that lead to the increased role of the
middle class during the "Gilded Age." Use the document and your knowledge of the time period 1865
to 1900 to compose your essay.
Document A
Source: Furman: Andrew Carnegie, Wealth
…and while the law may be sometimes hard for the individual, it is best for the race, because it insures the
survival of the fittest in every department. We accept and welcome, therefore, as conditions to which we
must accommodate ourselves, great inequality of environment, the concentration of business, industrial and
commercial, in the hands of a few, and the law of competition between these, as being not only beneficial,
but essential for the future progress of the race.
--the man of wealth thus becoming the mere agent and trustee for his poorer brethren, bringing to their
service his superior wisdom, experience, and ability to administer, doing for them better than they would or
could do for themselves.
Document B
Source: Transcontinental Railroad, Joining of the Union Pacific and Central Pacific railroads in Utah, 1869
Document C
Source: Mark Twain, Life on the Mississippi
New Orleans… The city is well outfitted with progressive men-- thinking, sagacious, long-headed men. The
contrast between the spirit of the city and the city's architecture is like the contrast between walking and
sleep. Apparently there is a "boom" in everything but that one dead future. The water in the gutters used to
be stagnant and slimy, and a potent disease-breeder; but the gutters are flushed now two or three times a day
by powerful machinery; in many of the gutters the water never stands still, but has a steady current. Other
sanitary improvements have been made; and with such effect that New Orleans claims to be…one of the
healthiest cities in the Union. There's plenty of ice now for everybody, manufactured in the town. It is a
driving place commercially, and has a great river, ocean, and railway business.
…The New Orleans electric lights were more numerous than those of New York, and very much better.
Document D
Source: Victorian-style houses in what is now San Francisco.
Document E
Source: Samuel Gompers, 1844.
"Who is not rich to-day when compared with his ancestors of a century ago? The steamboat and the railroad
bring to his breakfast table the coffees of Java and Brazil, the fruits from Florida and California, and the
steaks from the plains. The loom arrays him in garments and the factories furnish him with a dwelling that
the richest contemporaries of his grandfather would have envied. With health and industry he is a prince.
Document F
Source: Josh Mitchell, Organized Labor (1903)
No one can understand the true nature of trade unionism without understanding the industrial revolution and
what it is accomplished. The history of man kind has been more virtually affected by changes in its machines
and its methods of doing business than by any action or council of statesmen or philosophers. What we call
the modern world, with its huge populations, its giant cities, its political democracy, its growing intensity of
life, its contrasts of wealth and poverty - this great, whirling, restless civilization, with all its vexing
problems, is the offspring merely of changed methods of producing wealth.
You may not know that the labor movement as represented by the trades unions, stands for right, for justice,
for liberty. You may mot imagine that the issuance of an injunction depriving men of a legal as well as a
natural right to protect themselves, their wives and little ones, must fail of its purpose. Repression or
oppression never yet succeeded in crushing the truth or redressing a wrong.
You know or ought to know, that the introduction of machinery is turning into idleness thousands, faster that
new industries are founded, and yet, machinery certainly should not be either destroyed or hampered in its
full development. The laborer is a man, he is made warm by the same sun and made cold-yes, colder-by the
same winter as you are. He has a heart and brain, and feels and knows the human and paternal instinct for
those depending upon him as keenly as do you.
…that only by the power of organization, and common concert of action, can either their manhood be
maintained, their rights to life (work to sustain it) be recognized, and liberty and rights secured.
You recognized that the industrial forces set in motion by steam and electricity have materially changed the
structure of our civilization. You also admit that a system has grown up where the accumulations of the
individual have passed from his control into that of representative combinations and trusts, and that the
tendency in this direction is on the increase. How, then, can you consistently criticize the workingmen for
recognizing that as individuals they can have no influence in deciding what the wages, hours of toil and
conditions of employment shall be?
"Who is not rich to-day compared with his ancestors of a century ago? The steamboat and the railroad bring
to his breakfast table the coffees of Java and Brazil, the fruits from Florida and California, and the steaks
from the plains. The loom arrays him in garments and the factories furnish him with a dwelling that the
richest contemporaries of his grandfather would have envied. With health and industry he is a prince."
Document G
Source: Childe Hassam's "Improvisation," (1899)
Document H
Source: Samuel Gompers, Letter on Labor in industrial society to Judge Peter Grosscup, September 1844.
You may not know that the labor movement as represented by the trades unions, stands for right, for justice,
for liberty. You may mot imagine that the issuance of an injunction depriving men of a legal as well as a
natural right to protect themselves, their wives and little ones, must fail of its purpose. Repression or
oppression never yet succeeded in crushing the truth or redressing a wrong.
You know or ought to know, that the introduction of machinery is turning into idleness thousands, faster that
new industries are founded, and yet, machinery certainly should not be either destroyed or hampered in its
full development. The laborer is a man, he is made warm by the same sun and made cold-yes, colder-by the
same winter as you are. He has a heart and brain, and feels and knows the human and paternal instinct for
those depending upon him as keenly as do you.
What shall the workers do? Sit idly by and see the vast resources of nature and the human mind be utilized
and monopolized for the benefit of the comparative few? No. the laborers must learn to think and act, and
soon, too, that only by the power of organization, and common concert of action, can either their manhood
be maintained, their rights to life (work to sustain it) be recognized, and liberty and rights secured.
You recognize that the industrial forces set in motion by steam and electricity have materially changed the
structure of our civilization. You also admit that a system has grown up where the accumulations of the
individual have passed from his control into that of representative combinations and trusts, and that the
tendency in this direction is on the increase. How, then, can you consistently criticize the workingmen for
recognizing that as individuals they can have no influence in deciding what the wages, hours of toil and
conditions of employment shall be?
Document I
Source: Cable Car of San Francisco introduced in, 1873
Immigration http://www.mury.k12.ut.us/MHS/apus/dbq/2004/group03.htm
Discuss the "new immigrants" that came into the United States during the period 1890 to 1930. Who
were the major groups, what were the changes in American immigration laws that effected them, and
to what extent did they reshape American society?
Document A
Source: President Grover Cleveland's 1897 veto message to Congress concerning a bill
to impose literacy tests on immigrants for suffrage
It is not claimed, I believe, that the time has come for the further restriction of immigration on the ground
that an excess of population overcrowds our land.
It is said, however, that the quality of recent immigration is undesirable. The time is quite within recent
memory when the same thing was said of immigrants who, with their descendants, are now numbered among
our best citizens.
It is said that too many immigrants settle in our cities, thus dangerously increasing their idle and vicious
population. This is certainly a disadvantage. It cannot be shown, however, that it affects all our cities, nor
that it is permanent; nor does it appear that this condition, where it exists, demands as its remedy the reversal
of our present immigration policy.
The claim is also made that the influx of foreign laborers deprives of the opportunity to work those who are
better entitled than they to the privilege of earning their livelihood by daily toil… With the advent of settled
and wholesome financial and economic governmental policies, and consequent encouragement to the activity
of capital, the misfortunes of unemployed labor should, to a great extent at least, be remedied…
The best reason that could be given for this radical restriction of immigration is the necessity of protecting
our population against degeneration and saving our national peace and quiet from imported turbulence and
disorder.
I cannot believe that we would be protected against these evils by limiting immigration to those who can
read and write in any language twenty-five words of our Constitution.
Document B
Source: Chinese Exclusion Act May 6, 1882
SEC.12. That no Chinese person shall be permitted to enter the United States by land without producing the
proper officer of customs the certificate in this act required of Chinese persons seeking to land from a vessel.
And any Chinese person found unlawfully within the United States shall be caused to be removed there from
to the country from whence he came, by direction of the President of the United States, and at the cost of the
United States, after being brought before some justice, judge, or commissioner of a court of the United States
and found to be one not lawfully entitled to be or remain in the United States....SEC.14. That hereafter no
State court or court of the United States shall admit Chinese to citizenship; and all laws in conflict with this
act are hereby repealed. SEC.15. That the words "Chinese laborers," whenever used in this act, shall be
construed to mean both skilled and unskilled laborers and Chinese employed in mining.
Document C
Source: National Park Service
Document D
Source: Harper‘s weekly, 1882
Document E
Source: Harper‘s weekly, 1882
Document F
Source: Jacob A. Riis, How the Other Half Lives, 1890
It is ten years and over, now, since that line divided New York's population evenly. To-day three-fourths of
its people live in the tenements, and the nineteenth century drift of the population to the cities is sending
ever-increasing multitudes to crowd them. The fifteen thousand tenant houses that were the despair of the
sanitarian in the past generation have swelled into thirty-seven thousand, and more than twelve hundred
thousand persons call them home. The one way out he saw--rapid transit to the suburbs--has brought no
relief. We know now that these is no way out; that the "system" that was the evil offspring of public neglect
and private greed has come to stay, a storm-centre forever of our civilization. Nothing is left but to make the
best of a bad bargain.
Document G
Source: Population Numbers, Projections, Graphs and Data SUSPS
Document H
Source: Harper‘s Weekly
―To reckon the value of immigration accurately…we must take into the account what it adds to our wealth in
the establishment of new industries, and the strengthening of industries not new. By importing the artisans of
Europe we import the arts of Europe, domesticate them, and find in them sources of enduring prosperity….‖
Progressive Era DBQ
Directions: The following question requires you to construct a coherent essay that integrates your interpretation of Documents A-J
and your knowledge of the period referred to in the question. High scores will be earned only by essays that both cite key pieces of
evidence from the documents and draw on outside knowledge of the period.
Question: Progressives sought to restore economic competition, make government more efficient, and stem the tide of
socialism. To what extent were progressives successful in achieving these goals?
In writing your answer, use the documents and your knowledge of the period 1900-1920.
DOCUMENT A
Source: George Washington Plunkett in an interview with a newspaper reporter, 1905.
Everybody is talkin‘ these days about Tammany men growin‘ rich on graft, but nobody thinks of drawin‘ the distinction between
honest graft and dishonest graft. There‘s all the difference in the world between the two. Yes, many of our men have grown rich in
politics. I have myself. I‘ve made a big fortune out of the game, and I‘m getting‘ richer every day, but I‘ve not gone in for
dishonest graft—blackmailin‘ gamblers, saloon-keepers, disorderly people, etc.—and neither has any of the men who have made
big fortunes in politics.
There‘s an honest graft, and I‘m an example of how it works. I might sum up the whole thing by sayin‘: I seen my opportunities
and I took ‗em."
Just let me explain by examples. My party‘s in power in the city, and it‘s goin‘ to undertake a lot of public improvements. Well,
I‘m tipped off, say, that they‘re goin‘ to lay out a new park at a certain place… I go to that place and I buy up all the land I can in
the neighborhood. Then the board of this or that makes its plan public, and there‘s a rush to get my land, which nobody cared
particular for before.
Ain‘t it perfectly honest to charge a good price and make a profit on my investment and foresight?" Of course it is. Well, that‘s
honest graft.
DOCUMENT B
Source: Louis Brandeis, Other People’s Money (1914).
The practice of interlocking directorates is the root of many evils. It offends laws human and divine. Applied to rival corporations,
it tends to the suppression of competition and to violation of the Sherman [antitrust] law. Applied to corporations which deal with
each other, it tends to disloyalty and to violation of the fundamental law that no man can serve two masters. In either event it tends
to inefficiency; for it removes incentive and destroys soundness of judgment. It is undemocratic, for it rejects the platform: "A fair
field and no favors," substituting the pull of privilege for the push of manhood. It is the most potent instrument of the money Trust.
Break the control so exercised by the investment bankers over railroads, public-service and industrial corporations, over banks,
life-insurance and trust companies, and a long step will have been taken toward attainment of the New Freedom.
DOCUMENT C
Source: John Spargo, Bitter Cry of Children, 1906.
Work in the coal breakers is exceedingly hard and dangerous. Crouched over the chutes, the boys sit hour after hour, picking
out the pieces of slate and other refuse from the coal as it rushes past to the washers. From the cramped position they have to
assume, most of them become more or less deformed and bent-backed like old men. When a boy has been working for some time
and begins to get round-shouldered, his fellows say that "He‘s got his boy to carry round whenever he goes."
The coal is hard, and accidents to the hands, such as cut, broken, or crushed fingers, are common among the boys.
Sometimes there is a worse accident: a terrified shriek is heard, and a boy is mangled and torn in the machinery, or disappears in
the chute to be picked out later smothered and dead. Clouds of dust fill the breakers and are inhaled by the boys, laying the
foundations for asthma and miners‘ consumption.
DOCUMENT D
Senators to be elected by popular vote.
Source: U.S. Constitution, Seventeenth Amendment.
The Senate of the United States shall be composed of two Senators from each State, elected by the people hereof, for six years; and
each Senator shall have one vote. the electors in each Sate shall have the qualifications requisite for electors of [voters for] the
most numerous branch of the Sate legislatures.
DOCUMENT E
Source: Lincoln Steffens, The Shame of the Cities, 1904.
…The machine controls the whole process of voting, and practices fraud at every stage. The [tax] assessor‘s list is the voting list,
and the assessor is the machine‘s man… The assessor pads the list with the names of dead dogs, children, and non-existent
persons. One newspaper printed the picture of a dog, another that of a little four-year-old Negro boy, down on such a list. A "ring"
orator, in a speech resenting sneers at his ward as "low down," reminded his hearers that that was the ward of Independence Hall,
and, naming over the signers of the Declaration of Independence, he closed his highest flight of eloquence with the statement that
"these men, the fathers of American liberty, voted down here once. And," he added with a catching grin, "they vote here yet."
DOCUMENT F
Source: J. P. Morgan, speech to the Pujo Committee, 1913.
… There have been spread before your Committee elaborate tables of so-called interlocking directorates, from which
exceedingly mistaken inferences have been publicly drawn. In these tables it is shown that 180 bankers and bank directors serve
upon the boards of corporations having resources aggregating $25 billion and it is implied that this vast aggregate of the country‘s
wealth is at the disposal of these 180 men.
… The testimony failed to establish any concerted policy or harmony of action binding these 180 men together, and, as a
matter of fact, no such policy exists. The absurdity of the assumption of such control becomes more apparent when on considers
that, on the average, these directors represent only one quarter of the memberships of their boards. It is preposterous to suppose
that every "interlocking director has full control in every organization with which he is connected, and that the majority of
directors who are not "interlocking" are mere figureheads, subject to the will of a small minority of their boards.
DOCUMENT G
Source: Bailey and Kennedy, American Pageant, 1994
Socialist Vote: 1904-1920
Year
Candidate
# of Voters
% of Total Voters
Electoral Votes
1904
Eugene Debs
402,283
3.0%
0
1908
Eugene Debs
420,793
2.9%
0
1912
Eugene Debs
900,672
6.0%
0
1916
A. L. Benson
585,113
3.2%
0
1920
Eugene Debs
919,799
3.5%
0
DOCUMENT H
Source: Woodrow Wilson, New Freedom, 1913.
… If the government is to tell big business men how to run their business, then don‘t you see that big business men have to
get closer to the government even than they are now? Don‘t you see that they must capture the government, in order not to be
restrained too much by it?…
…I don‘t care how benevolent the master is going to be, I will not live under a master. That is not what America was created
for. America was created in order that every man should have the same chance as every other man to exercise mastery over his
own fortunes… If you will but hold off he adversaries, if you will but see to it that the weak are protected, I will venture a wager
with you that there are some men in the United States, now weak, economically weak, who have brains enough to compete with
these gentlemen and who will presently come into the market and put these gentlemen on their mettle.
Progressive Era http://www.mury.k12.ut.us/MHS/apus/dbq/2007/group03.htm
"Because of his positions on reform, big business, internal improvements, and foreign policy,
Theodore Roosevelt was the most 'progressive' of the progressive presidents." Assess the validity
of this statement using the documents and your knowledge of the Progressive Era.
Document A
Excerpt from the Roosevelt Corollary
It is not true that the United States feels any land hunger or entertains any projects as regards the other
nations of the Western Hemisphere save such as are for their welfare. All that this country desires is to see
the neighboring countries stable, orderly, and prosperous. Any country whose people conduct themselves
well can count upon our hearty friendship. If a nation shows that it knows how to act with reasonable
efficiency and decency in social and political matters, if it keeps order and pays its obligations, it need fear
no interference from the United States. Chronic wrongdoing, or an impotence which results in a general
loosening of the ties of civilized society, may in America, as elsewhere, ultimately require intervention by
some civilized nation, and in the Western Hemisphere the adherence of the United States to the Monroe
Doctrine may force the United States, however reluctantly, in flagrant cases of such wrongdoing or
impotence, to the exercise of an international police power.
Document B
Excerpt from New Nationalism Speech given by Theodore Roosevelt in 1910
The object of government is the welfare of the people. The material progress and prosperity of a nation are
desirable chiefly so long as they lead to the moral and material welfare of all good citizens. Just in proportion
as the average man and woman are honest, capable of sound judgment and high ideals, active in public
affairs—but, first of all, sound in their home, and the father and mother of healthy children whom they bring
up well—just so far, and no farther, we may count our civilization a success. We must have—I believe we
have already—a genuine and permanent moral awakening, without which no wisdom of legislation or
administration really means anything; and, on the other hand, we must try to secure the social and economic
legislation without which any improvement due to purely moral agitation is necessarily evanescent. Let me
again illustrate by a reference to the Grand Army. You could not have won simply as a disorderly and
disorganized mob. You needed generals; you needed careful administration of the most advanced type; and a
good commissary—the cracker line. You well remember that success was necessary in many different lines
in order to bring about general success. You had to have the administration at Washington good, just as you
had to have the administration in the field; and you had to have the work of the generals good. You could not
have triumphed without the administration and leadership; but it would all have been worthless if the average
soldier had not had the right stuff in him. He had to have the right stuff in him, or you could not get it out of
him. In the last analysis, therefore, vitally necessary though it was to have the right kind of organization and
the right kind of generalship, it was even more vitally necessary that the average soldier should have the
fighting edge, the right character. So it is in our civil life. No matter how honest and decent we are in our
private lives, if we do not have the right kind of law and the right kind of administration of the law, we
cannot go forward as a nation. That is imperative; but it must be an addition to, and not a substitute for, the
qualities that make us good citizens. In the last analysis, the most important elements in any man‘s career
must be the sum of those qualities which, in the aggregate, we speak of as character. If he has not got it, then
no law that the wit of man can devise, no administration of the law by the boldest and strongest executive,
will avail to help him. We must have the right kind of character—character that makes a man, first of all, a
good man in the home, a good father, and a good husband—that makes a man a good neighbor. You must
have that, and, then, in addition, you must have the kind of law and the kind of administration of the law
which will give to those qualities in the private citizen the best possible chance for development. The prime
problem of our nation is to get the right type of good citizenship, and, to get it, we must have progress, and
our public men must be genuinely progressive.
Document C
Excerpt from President Woodrow Wilson‘s War Message
Our object now, as then, is to vindicate the principles of peace and justice in the life of the world as against
selfish and autocratic power and to set up among the really free and self-governed peoples of the world such
a concert of purpose and of action as will henceforth ensure the observance of those principles. Neutrality is
no longer feasible or desirable where the peace of the world is involved and the freedom of its peoples, and
the menace to that peace and freedom lies in the existence of autocratic governments backed by organized
force which is controlled wholly by their will, not by the will of their people. We have seen the last of
neutrality in such circumstances. We are at the beginning of an age in which it will be insisted that the same
standards of conduct and of responsibility for wrong done shall be observed among nations and their
governments that are observed among the individual citizens of civilized states….
The world must be made safe for democracy. Its peace must be planted upon the tested foundations of
political liberty. We have no selfish ends to serve. We desire no conquest, no dominion. We seek no
indemnities for ourselves, no material compensation for the sacrifices we shall freely make. We are but one
of the champions of the rights of mankind. We shall be satisfied when those rights have been made as secure
as the faith and the freedom of nations can make them.
Document D
Excerpt from President Wilson‘s Fourteen Points, 1918
The program of the world's peace, therefore, is our program; and that program, the only possible program, as
we see it, is this:
I. Open covenants of peace, openly arrived at, after which there shall be no private international
understandings of any kind but diplomacy shall proceed always frankly and in the public view.
II. Absolute freedom of navigation upon the seas, outside territorial waters, alike in peace and in war, except
as the seas may be closed in whole or in part by international action for the enforcement of international
covenants.
III. The removal, so far as possible, of all economic barriers and the establishment of an equality of trade
conditions among all the nations consenting to the peace and associating themselves for its maintenance.
IV. Adequate guarantees given and taken that national armaments will be reduced to the lowest point
consistent with domestic safety.
V. A free, open-minded, and absolutely impartial adjustment of all colonial claims, based upon a strict
observance of the principle that in determining all such questions of sovereignty the interests of the
populations concerned must have equal weight with the equitable claims of the government whose title is to
be determined.
VI. The evacuation of all Russian territory and such a settlement of all questions affecting Russia as will
secure the best and freest cooperation of the other nations of the world in obtaining for her an unhampered
and unembarrassed opportunity for the independent determination of her own political development and
national policy and assure her of a sincere welcome into the society of free nations under institutions of her
own choosing; and, more than a welcome, assistance also of every kind that she may need and may herself
desire. The treatment accorded Russia by her sister nations in the months to come will be the acid test of
their good will, of their comprehension of her needs as distinguished from their own interests, and of their
intelligent and unselfish sympathy.
VII. Belgium, the whole world will agree, must be evacuated and restored, without any attempt to limit the
sovereignty which she enjoys in common with all other free nations. No other single act will serve as this
will serve to restore confidence among the nations in the laws which they have themselves set and
determined for the government of their relations with one another. Without this healing act the whole
structure and validity of international law is forever impaired.
VIII. All French territory should be freed and the invaded portions restored, and the wrong done to France by
Prussia in 1871 in the matter of Alsace-Lorraine, which has unsettled the peace of the world for nearly fifty
years, should be righted, in order that peace may once more be made secure in the interest of all.
IX. A readjustment of the frontiers of Italy should be effected along clearly recognizable lines of nationality.
X. The peoples of Austria-Hungary, whose place among the nations we wish to see safeguarded and assured,
should be accorded the freest opportunity to autonomous development.
XI. Rumania, Serbia, and Montenegro should be evacuated; occupied territories restored; Serbia accorded
free and secure access to the sea; and the relations of the several Balkan states to one another determined by
friendly counsel along historically established lines of allegiance and nationality; and international
guarantees of the political and economic independence and territorial integrity of the several Balkan states
should be entered into.
XII. The Turkish portion of the present Ottoman Empire should be assured a secure sovereignty, but the
other nationalities which are now under Turkish rule should be assured an undoubted security of life and an
absolutely unmolested opportunity of autonomous development, and the Dardanelles should be permanently
opened as a free passage to the ships and commerce of all nations under international guarantees.
XIII. An independent Polish state should be erected which should include the territories inhabited by
indisputably Polish populations, which should be assured a free and secure access to the sea, and whose
political and economic independence and territorial integrity should be guaranteed by international covenant.
XIV. A general association of nations must be formed under specific covenants for the purpose of affording
mutual guarantees of political independence and territorial integrity to great and small states alike.
Document E
Excerpt from a letter to Congress written by Theodore Roosevelt, 1909
The policy of conservation is perhaps the most typical example of the general policies which this
Government has made peculiarly its own during the opening years of the present century. The function of
our Government is to insure to all its citizens, now and hereafter, their rights to life, liberty, and the pursuit
of happiness. If we of this generation destroy the resources from which our children would otherwise derive
their livelihood, we reduce the capacity of our land to support a population, and so either degrade the
standard of living or deprive the coming generations of their right to life on this continent. If we allow great
industrial organizations to exercise unregulated control of the means of production and the necessaries of
life, we deprive the Americans of to-day and of the future of industrial liberty, a right no less precious and
vital than political freedom. Industrial liberty was a fruit of political liberty, and in turn has become one of its
chief supports, and exactly as we stand for political democracy so we must stand for industrial democracy. . .
.
Document F
William Howard Taft: Dollar Diplomacy (http://www.mtholyoke.edu/acad/intrel/taft2.htm)
The fundamental foreign policies of the United States should be raised high above the conflict of
partisanship and wholly dissociated from differences as to domestic policy. In its foreign affairs the United
States should present to the world a united front. The intellectual, financial, and industrial interests of the
country and the publicist, the wage earner, the farmer, and citizen of whatever occupation must cooperate in
a spirit of high patriotism to promote that national solidarity which is indispensable to national efficiency and
to the attainment of national ideals. . . .
The diplomacy of the present administration has sought to respond to modern ideas of commercial
intercourse. This policy has been characterized as substituting dollars for bullets. It is one that appeals alike
to idealistic humanitarian sentiments, to the dictates of sound policy and strategy, and to legitimate
commercial aims. It is an effort frankly directed to the increase of American trade upon the axiomatic
principle that the government of the United States shall extend all proper support to every legitimate and
beneficial American enterprise abroad.
Document G
Document H
Document I
FDR and the Presidency
http://www.mury.k12.ut.us/MHS/apus/dbq/2001/group01.htm
Using the documents provided and your knowledge of the time period 1933-1945, write a wellorganized essay in which you analyze the extent to which the presidency of Franklin D. Roosevelt
effected the powers of the Presidency.
Document A
Radio Address of President Roosevelt delivered March 12, 1933 at 10 p.m.
"By the afternoon of March 3 scarcely a bank in the country was open to do business. Proclamations
temporarily closing them in whose or in part had been issued by the Governors in almost all the states.
It was then that I used the proclamation providing for the nationwide bank holiday, and this was the first step
in the Government‘s reconstruction of our financial and economic fabric.
The second step was the legislation promptly and patriotically passed by the Congress confirming my
proclamation and broadening my powers so that It became possible in view of the requirement of time to
extend the holiday and lit the ban on the holiday gradually...I want to tell our citizens in every part of the
nation that the nation Congress - Republicans and democrats alike - showed by this action a devotion to
public welfare and a realization of the emergency and necessity for speed that it is difficult to match in our
history."
Document B
PRESIDENTIAL ELECTION RESULTS
Year
Candidate
Popular Votes
Electoral Votes
1932
Franklin D. Roosevelt
22,809,683
472
1932
Herbert C. Hoover
15,758, 901
59
1936
Franklin D. Roosevelt
27,752,869
523
1936
Alfred M. Landon
16,674,665
8
1940
Franklin D. Roosevelt
27,307,819
449
1940
Wendell L. Willkie
22,321,018
82
1944
Franklin D. Roosevelt
25,606,585
432
1944
Thomas E. Dewey
22,014,745
99
Document C
FDR‘s message to congress on Social Security given January 17, 1935
1. In Addressing you on June 8, 1934, I summarized the main objectives of our American program. Among
these was and is the security of the men, women and children of the Nation against certain hazards and
vicissitudes of life. This purpose is an essential part of our task. In my annual message to you I promised to
submit a definite program of action. This I do in the form of a report to me by a Committee on Economic
Security, appointed by me for the purpose of surveying the field and of recommending the basis of
legislation."
Document D
Source: Black CCC workers near a government barracks, c. 1938
Document E
Radio Address of the president May 7, 1933 regarding his plan of economic reform.
"A prompt program applied as quickly as possible seemed to me not only justified but imperative to our
national security. The Congress, and when I say Congress I mean the members of both political parties, fully
understood this and gave me generous and intelligent support. The members of Congress realized that the
methods of normal times had to be replaced in the emergency by measures which were suited to the serious
and pressing requirements of the moment. There was no actual surrender of power, Congress still retained its
constitutional authority and no one has the slightest desire to change the balance of these powers. The
function of Congress is to decide what has to be done and to select the appropriate agency to carry out its
will. This policy it has strictly adhered to. The only thing that has been happening has been to designate the
President as the agency to carry out certain purposes of Congress. This was constitutional and in keeping
with the past American tradition."
Document F
Excerpt from an Article entitled "Franklin Delano Roosevelt," www.britannica.com
"Blacks talked of the pride they felt in the work they had accomplished at home, the courage they had shown
in their battalions abroad...women talked of the feelings of accomplishment...G. I.'s who were going to
college on the G. I. Bill of Rights, the remarkable piece of legislation that had opened the door to the upward
mobility of an entire generation. A social revolution had taken place; a new economic order had come into
being; a vast middle class had been born."
Document G
Source: FDR Cartoons
Document H
Source: Dennis Ryan, Chicago Tribune, 1941
New Deal http://www.mury.k12.ut.us/MHS/apus/dbq/2004/group06.htm
New Deal and Great Society programs had a major impact on American civil rights. Using the
documents and your knowledge of these time periods, compare and contrast the ways in which they
reformed the country.
Document A
Source: President Roosevelt, fireside chat.
―First, we are giving opportunity of employment to one-quarter of a million of the unemployed, especially
the young men who have dependents, to go into the forestry and good prevention work. This is a big task
because it means feeding, clothing and caring for nearly twice as many men as we have in the regular army
itself. In creating this civilian conservation corps we are killing two birds with one stone. We are clearly
enhancing the value of our natural resources and second, we are relieving an appreciable amount of actual
distress….
The Farm Relief bill seeks by the use of several methods, alone or together, to bring about an increased
return to farmers for their major farm products, seeking at the same time to prevent in the days to come
disastrous over-production which so often in the past has kept farm commodity prices far below a reasonable
return.‖
Document B
Source: Executive Order 8802: Franklin Roosevelt; June 25,1941.
―Whereas it is the policy of the United States to encourage full participation in the national defense program
by all citizens of the United States, regardless of race, creed, color, or national origin, in the firm belief that
the democratic way of life within the Nation can be defended successfully only with the help and support of
all groups within its borders; and
Whereas there is evidence that available and needed workers have been barred from employment in
industries engaged in defense production solely because of considerations of race, creed, color, or national
origin, to the detriment of workers‘ morale and of national unity:
Now, therefore, by virtue of the authority vested in me by the Constitution and the statutes, and as a
prerequisite to the successful conduct of our national defense production effort, I do hereby reaffirm the
policy of the United States that there shall be no discrimination in the employment of workers in defense
industries or government because of race, creed, color, or national origin, and I do hereby declare that it is
the duty of employers and of labor organizations, in furtherance of said policy and of this order, to provide
for the full and equitable participation of all workers in defense industries, without discrimination because of
race, creed, color, or national origin;‖
Document C
Source: National Organization for Women (NOW), Statement of Purpose, 1966
The purpose of NOW is to take action to bring women into full participation in the mainstream of American
society now, exercising all the privileges and responsibilities thereof in truly equal partnership with men...
We reject the current assumptions that a man must carry the sole burden of supporting himself, his wife, and
his family, and that a woman is automatically entitled to lifelong support by a man upon her marriage, or that
marriage, home, and family are primarily woman's world and responsibility... We believe that a true
partnership between the sexes demands a different concept of marriage, an equitable sharing of the
responsibilities of home and children and of the economic burdens of their support... We will strive to ensure
that no party, candidate, President, Senator, Governor, Congressman, or any public official who betrays or
ignores the principle of full equality between the sexes is elected or appointed to office.‖
Document D
Source: American Pageant Vol. 11 pg. 814; General Motors Sit-down Strikers, Flint, Michigan, 1937.
Caption: ―When the boss won‘t talk don‘t take a walk; sit down, sit down.‖
Document E
Source: President Lyndon B. Johnson‘s Remarks at the University of Michigan; May 22, 1964: The Great
Society
―The Great Society rests on abundance and liberty for all. It demands an end to poverty and racial injustice,
to which we are totally committed in our time. But that is just the beginning.
The Great Society is a place where every child can find knowledge to enrich his mind and to enlarge his
talents. It is a place where leisure is a welcome chance to build and reflect, not a feared cause of boredom
and restlessness. It is a place where the city of man serves not only the needs of the body and the demands of
commerce by the desire for beauty and the hunger for community.
It is a place where man can renew contact with nature. It is a place which honors creation for its own sake
and for what it adds to the understanding of the race. It is a place where men are more concerned with the
quality of their goals than the quantity of their goods.‖
Document F
Source: Oppenheimer, The Female Labor Force in the United States (1976) and statistical abstract of the
United States (1991).
Document G
Source: Estimated Percentage of voting age African Americans registered in 1960-1968.
Document H
Source: Title VII of the Civil Rights Act 1964: Articles 1 and 2.
Title VII UNLAWFUL EMPLOYMENT PRACTICES, SEC, 2000e-2. [Section 703]#1, #2
a) It shall be an unlawful employment practice for an employer1) to fail or refuse to fire or to discharge any individual, or otherwise to discriminate against any individual
with respect to his compensation, terms, conditions, or privileges of employment, because of such
individual‘s race, color, religion, sex, or national origin; or
2) to limit, segregate, or classify his employees or applicants for employment in any way which would
deprive or tend to deprive any individual of employment opportunities or otherwise adversely affect his
status as an employee, because of such individual‘s race, color, religion, sex or national origin.
Great Depression
http://www.mury.k12.ut.us/MHS/apus/dbq/2006/group05.htm
"It was America's economic response to World War 2 rather than the New Deal that ended the Great
Depression." Using your knowledge of the time period 1930-1945 and the documents provided,
evaluate the extent to which this statement is true.
Document A
Source: David Lilienthal, in response to the TVA Project
"This is an entirely different region from what it was 10 years ago. You can see the change almost
everywhere you go…you can see the factories that stand today where there were worn-out cotton fields and
rows of tenant shacks a few years ago. You can see new houses, by the thousands, on the edges of towns –
new houses of the men who take away as much cash from a few trips to the payroll window as they used to
earn in a year."
Document B
Source: Essay # 10, the Age of Franklin D. Roosevelt, 1933-1945
There was also a third New Deal that existed largely in the hopes and desires and imagination of the
American people. Did the New Deal end the Depression, as many Americans came to believe after the fact?
The answer is no -- if by the Great Depression we mean the want and unemployment and economic
stagnation that tortured the American people from the end of the 1920s onward. That Great Depression was
swept away at the onset of the 1940s by the surge of production first anticipating and then responding to the
Second World War. But if by the Great Depression we mean something less quantifiable -- the atmosphere
of fear and despair that gripped the nation when its economy imploded -- then the third New Deal, the New
Deal as perceived by the American people in the 1930s, did end the Great Depression.
Document C
Source: National Museum of American History, Smithsonian Institution, and the Smithsonian Institution
Traveling Exhibition Service (SITES).
Document D
Source: www.wikipedia.com, the New Deal, World War II and the end of the great depression.
Apart from building up labor unions, the New Deal did not substantially alter the distribution of power
within American capitalism. It had only a small impact on the distribution of wealth among the American
people; World War Two, however, had a massive equalizing effect that lasted 40 years.
Document E
Source:
Cliff Berryman, Washington Evening Star, (1938)
Document F
Source: www.geographic.org, United States History
By 1933 millions of Americans were out of work. Bread lines were a common sight in most cities. Hundreds
of thousands roamed the country in search of food, work and shelter. "Brother, can you spare a dime?" went
the refrain of a popular song. The U.S. entry into the war helped to get the nation's economy back on its feet
following the depression. Although just ten years before jobs were very difficult to come by, there were now
jobs for nearly everyone who wanted one. With the creation of 17 million new jobs during the war, workers
were afforded the opportunity to pay off old debts, as well as to begin saving some of their earnings.
Document G
Source: Michael R. Darby, An explanation of unemployment
Document H
Women working in airplane factory, 1943
Source: World Book Encyclopedia: 2001 Edition, Great Depression, World Book, Inc.
Document I
Source: A Case of Unemployment, Robert Schenk
At the worst point of the Great Depression, in 1933, one in four Americans who wanted to work was unable
to find a job. Further, it was not until 1941, when World War II was underway, that the official
unemployment rate finally fell below 10%. This massive wave of unemployment hit before a food stamp
program and unemployment insurance existed. There were few government programs designed to help the
poor or those in temporary difficulty. Further, most wives did not work, so if the husband lost his job, all
income for that household stopped.
Document J
Source: The Supreme Court decision in A.L.A. Schechter Poultry Corporation v. United States (1935)
The declared purpose is ‗To effect the policies of title I of the National Industrial Recovery Act.‘ The code is
established as ‗a code for fair competition for the live poultry industry…We are told that the provision of the
statute authorizing the adoption of codes must be viewed in the light of the grave national crisis with which
Congress was confronted. Undoubtedly, the conditions to which power is addressed are always to be
considered when the exercise of power is challenged. Extraordinary conditions may call for extraordinary
remedies . But the argument necessarily stops short of an attempt to justify action which lies outside the
sphere of constitutional authority. Extraordinary conditions do not create or enlarge constitutional power.
The Constitution established a national government with powers deemed to be adequate, as they have proved
to be both in war and peace, but these powers of the national government are limited by the constitutional
grants. Those who act under these grants are not at liberty to transcend the imposed limits because they
believe that more or different power is necessary.
1950 Consumerism
http://www.mury.k12.ut.us/MHS/apus/dbq/2001/group05.htm
Using the documents and your knowledge of the period, explain how the consumer economy of the
1950s affected the American family.
Document A
Source: Norman Rockwell Pictures for the American People (NY. 1999)
Document B
Source: Peter Jennings and Todd Brewster, The Century (NY. 1998).
More than 10 percent of mothers in one study reported that their children had asked for something they had
seen on television; another recorded that words repeated in commercials entered the vocabulary of infants
before they could even read.
Document C
Source: Alan Brinkley, American History A Survey 10th edition
In the late nineteenth century, it was the department store that tried to create a magical world, attracting
patrons by arousing consumer fantasies. By the late twentieth century, it was the mall that was fusing
consumption, entertainment, and desire. In cites and towns in every part of America, malls became not just
places for shopping, but often centers of a much-altered community life as well.
Document D
Source: Dr. Spock‘s Baby and Child Care (NY. 1945).
Many fathers and mothers go off to a job miles away. It may consist of dull, repetitive, impersonal work that
gives not gratification in itself. Then the satisfaction has to come from the money earned and the position
held. Actually they are narrow, meager substitutes for the joy of creating something useful and beautiful the
way a craft worker does. The focus on money and position tends to foster rivalry between workers, between
neighbors, and at times between working husbands and wives in place of the warm glow that comes from
working cooperatively for the benefit of family or community.
Document E
Source: Nathaniel Harris, The Forties and the Fifties (ca. 1975).
The "family car" that ordinary people could afford had been planned in the thirties, but never developed
because of the war. By the fifties the age of mass motoring had arrived at last. Mass production, cheapness
and efficiency could best be achieved by a few really large firms in which all the processes were highly
mechanized.
Document F
Source: This Fabulous Century 1950-1960 (1970, NJ).
Intellectuals made a fetish of not owning an "idiot box"; preachers thundered that TV would corrupt the
morals of the young. One movie tycoon, alarmed that theater attendance was dropping by the millions, said
with more hope that foresight: "Video isn‘t able to hold onto the market it captures after the first six months.
People soon get tired of staring at a plywood box every night."
Document G
Source: Janet Stecher and Susan Lewis (1993).
Norman Rockwell Pictures for the American People (NY 1999).
My strong right arm built the ship.
Built the ship that sailed to war.
My strong right arm built the ship,
Built the ship,
And what was all that for?
Document H
Source: Alan Brinkley, American History A Survey 10th edition
For professional men (who tended to work in the city, at some distance from their homes), suburban life
generally meant a rigid division between their working and personal worlds. For many middle-class married
women, it meant an increased isolation from the workplace.
Document I
Source: Alan Brinkley, American History A Survey 10th edition
Document J
Source: http://www.panamair.org/1950ads.htm
Cold War http://www.mury.k12.ut.us/MHS/apus/dbq/2007/group06.htm
Analyze American fears, perceptions, and misperceptions that lead to the development of the
Cold War. Use the documents AND your knowledge of the period 1945 to 1963 to write your
essay.
Document A
Document B
Document C
Document D
Document E
Document F
Document G
Document H
Civil Rights http://www.mury.k12.ut.us/MHS/apus/dbq/2003/group14.htm
"The goals of the modern civil rights movement and the means of achieving those goals moved from
conservative to radical in the movement's first two decades." In a well-organized essay in which you
use the documents and your knowledge of the time period 1950 to 1970, analyze the social and political
reasons for this shift.
Document A
Source: James Baldwin The Fire Next Time, 1968
―If we—and now I mean the relatively conscious whites and the relatively conscious blacks, who must, live
lovers, insist on, or create, the consciousness of the others—do not falter in our duty now, we may be able,
handful that we are, to end the racial nightmare, and achieve our country, and change the history of the
world. If we do not now dare everything, the fulfillment of that prophecy, re-created from the Bible in song
by a slave, is upon us: God gave Noah the rainbow sign, No more water, the fire next time!‖
Document B
Source: David Hilliard, The Ideology of the Black Panther Party,‖ November 8, 1969
It is sometimes hard to understand bow people react to the term fascist. They think the fascists left when the
Hitlerites were defeated. I relate to what Eldridge says, "that the American flag and the American eagle are
the true symbols of fascism." The American historian has a way of justifying this system by using Germany
as the most vicious enemy against mankind, this is perhaps true for the people of Jewish descent. But when
we really check this shit out, starting with the genocide of the Indians, the 50,000,000 Black people
slaughtered by the oppressors when taken against their will at the point of guns, over 400 years ago, right
here in America. Then reminding ourselves of the genocidal and imperialist war against the Vietnamese
people, the burning of Blacks on the sacred cross of Christianity. Then it becomes easier to relate to the
chieftains of fascism, imperialism, racism; and Bobby Seale's demand for his right to self defense.
Document C
Source: Malcolm X, Racism: The Cancer that is Destroying America, Aug. 25, 1964
"We can never get civil rights in America until our human rights are first restored. We will never be
recognized as citizens there until we are first recognized as humans."
Document D
Source: Martin Luther King, Jr, Speech, Detroit, Michigan, June 23, 1963
"If a man hasn't discovered something that he will die for, he isn't fit to live."
Document E
Source: Sit-in campaigns, Woolworth‘s, Greensboro, North Carolina, 1960
Document F
Source: Martin Luther King, Jr. Statement delivered at a rally to support the Freedom Rides, Montgomery,
Alabama, May 21, 1961
We cannot in all good conscience sit complacently by while Alabama has no respect for law and order and
while it continues to impose upon the Negro the most inhuman form of oppression. We must stand up now
not for ourselves alone, but in order to carry our nation back to those great wells of democracy which were
dug deep by the founding fathers in the formulation of the Constitution and the Declaration of Independence.
If Alabama continues to follow its present course of defiance, lawlessness, and Hitlerism, the image of the
United States will be irreparable scarred and the results may be fatal in terms of our national survival.
Document G
Source: Federal District Court Judge Frank M. Johnson, Jr. Speech, March, 1965
"The law is clear that the right to petition one's government for the redress of grievances may be exercised in
large groups, and these rights may be exercised by marching, even along public highways."
Document H
Source: Malcolm X, Speech, New York City, December 12, 1964
"I believe in the brotherhood of man, all men, but I don't believe in brotherhood with anybody who doesn't
want brotherhood with me. I believe in treating people right, but I'm not going to waste my time trying to
treat somebody right who doesn't know how to return the treatment."
Great Society vs New Deal http://www.mury.k12.ut.us/MHS/apus/dbq/2003/group03.htm
In what ways and to what extent were the New Frontier and Great Society programs of the 1960s
extensions of the New Deal Programs of the 1930s? Use the documents and your knowledge of the time
periods to respond to this question.
Document A
Source: Fireside Chat, President Roosevelt: ―The Purposes and Foundations of the Recovery.‖ July 24, 1933
Long before Inauguration Day I became convinced that individual effort and local effort and even disjointed
Federal effort had failed and of necessity would fail and, therefore, that a rounded leadership by the Federal
Government had become a necessity both of theory and of fact. Such leadership, however, had its beginning
in preserving and strengthening the credit of the United States Government, because without that no
leadership was a possibility. For years the Government had not lived within its income. The immediate task
was to bring our regular expenses within our revenues. That has been done. It may seem inconsistent for a
government to cut down its regular expenses and at the same time to borrow and to spend billions for an
emergency. But it is not inconsistent because a large portion of the emergency money has been paid out in
the form of sound loans which will be repaid to the Treasury over a period of years; and to cover the rest of
the emergency money we have imposed taxes to pay the interest and the installments on that part of the debt.
Document B
Source: Berryman, the Washington Star, 1933
Document C
Source: Excerpt from the Social Security Act, August 1935
An act to provide for the general welfare by establishing a system of Federal old-age benefits, and by
enabling the several States to make more adequate provision for aged persons, blind persons, dependent and
crippled children, maternal and child welfare, public health, and the administration of their unemployment
compensation laws; to establish a Social Security Board; to raise revenue; and for other purposes.
Be it enacted by the Senate and House of Representatives of the United States of America in Congress
assembled.
Document D
Source: Eleanor Roosevelt, Address to the Chicago Civil Liberties Committee, March 14, 1940.
The other night someone sent up a question to me: "What do you think should be done about the social
standing of the Negro race in this country?" Well now, of course, I think the social situation is one that has to
be dealt with by individuals. The real question that we have to face in this country is what are we doing
about the rights of a big minority group as citizens in our democracy. That we have to face. Any citizen in
this country is entitled to equality before the law; to equality of education; to equality at earning a living, as
far as his abilities have made it possible for him to do; to equality of participation in government so that he or
she may register their opinion in just the way that any other citizens do. Now those things are basic rights,
belonging to every citizen in every minority group, and we have an obligation, I think, to stand up and be
counted when it comes to the question of whether any minority group does not have those rights as citizens
in this country.
Document E
Source: President Johnson; The ―Great Society‖ Speech. May 22, 1964.
The Great Society rests on abundance and liberty for all. It demands an end to poverty and racial injustice, to
which we are totally committed in our time. But that is just the beginning.
The Great Society is a place where every child can find knowledge to enrich his mind and to enlarge his
talents. It is a place where leisure is a welcome chance to build and reflect, not a feared cause of boredom
and restlessness. It is a place where the city of man serves not only the needs of the body and the demands of
commerce but the desire for beauty and the hunger for community.
It is a place where man can renew contact with nature. It is a place which honors creation for its own sake
and for what it adds to the understanding of the race. It is a place where men are more concerned with the
quality of their goals than the quantity of their goods.
But most of all, the Great Society is not a safe harbor, a resting place, a final objective, a finished work. It is
a challenge constantly renewed, beckoning us toward a destiny where the meaning of our lives matches the
marvelous products of our labor.
Document F
Source: Section 2 of the Economic Opportunity Act of 1964.
Although the economic well-being and prosperity of the United States have progressed to a level surpassing
any achieved in world history, and although these benefits are widely shared throughout the Nation, poverty
continues to be the lot of a substantial number of our people. The United States can achieve its full economic
and social potential as a nation only if every individual has the opportunity to contribute to the full extent of
his capabilities and to participate in the workings of our society. It is, therefore, the policy of the United
States to eliminate the paradox of poverty in the midst of plenty in this Nation by opening to everyone the
opportunity for education and training, the opportunity to work, and the opportunity to live in decency and
dignity. It is the purpose of this Act to strengthen, supplement, and coordinate efforts in furtherance of that
policy.
Document G
Source: Former President Truman; Remarks at the Signing in Independence of the Medicare Bill, July 30,
1965
This is an important hour for the Nation, for those of our citizens who have completed their tour of duty and
have moved to the sidelines. These are the days that we are trying to celebrate for them. These people are our
prideful responsibility and they are entitled, among other benefits, to the best medical protection available.
Not one of these, our citizens, should ever be abandoned to the indignity of charity. Charity is indignity when
you have to have it. But we don't want these people to have anything to do with charity and we don't want
them to have any idea of hopeless despair.
Mr. President, I am glad to have lived this long and to witness today the signing of the Medicare bill which
puts this Nation right where it needs to be, to be right. Your inspired leadership and a responsive forwardlooking Congress have made it historically possible for this day to come about.
Document H
Document I
Source: President Johnson, State of the Union Address, January 4, 1965
An educated and healthy people require surroundings in harmony with their hopes.
In our urban areas the central problem today is to protect and restore man's satisfaction in belonging to a
community where he can find security and significance. The first step is to break old patterns--to begin to
think and work and plan for the development of the entire metropolitan areas. We will take this step with
new programs of help for the basic community facilities and for neighborhood centers of health and
recreation. New and existing programs will be open to those cities which work together to develop unified
long-range policies for metropolitan areas. We must also make some very important changes in our housing
programs if we are to pursue these same basic goals. So a Department of Housing and Urban Development
will be needed to spearhead this effort in our cities. Every citizen has the right to feel secure in his home and
on the streets of his community.
Vietnam War http://www.mury.k12.ut.us/MHS/apus/dbq/2001/group09.htm
Using the accompanying documents AND your knowledge of the time period, analyze the extent to
which the Vietnam War was the cause of the social and political upheaval of the 1960s.
Document A
Source: Paul Szep. Boston Globe, 1967.
"We are winning the war."
Document B
Source: Mark Arnold. The 1960's opposing view points. May 22, 1967.
The United States will not withdraw from Vietnam until it has obtained a settlement which it considers
equitable. Thus I oppose demonstrations calling for an end to the American involvement in Vietnam because
they have not had and will not have the slightest chances of forcing Johnson to end the war.
Document C
Source: Richard Nixon. Nixon Doctrine. November 3, 1969.
We Americans are a do-it-yourself-people. We are an impatient people. Instead of teaching someone else to
do a job, we like to do it ourselves. And this trait has been carried over into our foreign affairs. . . When you
are trying to assist another nation defend its freedom, U.S. policy should be to help them fight the war but
not to fight the war for them.
Document D
Source: Senate debates of Tonkin Resolution. August 6-7, 1964.
Whereas the United States is assisting the peoples of southeast Asia to protect their freedom and has no
territorial, military or political ambitions in that area, but desires only that these people should be left in
peace to work out their own destinies in their own way: Now, therefore, be it?
Resolved by the Senate and House of Representatives of the United States of America in Congress
assembled.
That the Congress approves and supports the determination of the President as Commander in Chief, to take
all necessary measures to repel any armed attack against the forces of the United States and to prevent
further aggression.
Document E
Source: Country Joe & the fish. "I-Feel-Like-I'm-Fixing-To-Die-Rag. 1967.
Yeah, come on all of you, big strong men,
Uncle Sam needs your help again.
He's got himself in a terrible jam
Way down yonder in Vietnam
So put down your books and pick up a gun,
We're gonna have a whole lotta fun.
And it's one, two, three,
What are we fighting for?
Don't ask me, I don't give a damn,
Next stop is Vietnam;
And it's five, six, seven,
Open up the pearly gates,
Well there ain't no time to wonder why,
Whoopee: we're all gonna die.
Well, some on generals, let's move fast;
Your big chance has come at last.
Gotta go out and get those reds -The only good commie is the one who's dead
And you know that peace can only be won
When we've blown >em all to kingdom come.
Document F
Source: Richard Nixon. Address to the nation on the war in Vietnam. November 3, 1969.
In January I could only conclude that the precipitate withdrawal of American forces from Vietnam would be
a disaster not only for South Vietnam but for the United States and for the cause of peace.
For the United States, this first defeat in our Nation's history would result in a collapse of confidence in
American leadership, not only in Asia but throughout the world. . . .
For the future of peace, precipitate withdrawal would thus be a disaster of immense magnitude.
Document G
Source: A Democratic Convention Protests, 1968
Document H
Source: Richard Nixon. Reasons to Fight the War. 1967.
Why must this Nation hazard its ease, and its interest, and its power for the sake of a people so far away?
We fight because we must fight if we are to live in a world where every country can shape its own destiny.
And only in such a world will our own freedom be finally secure.
This kind of world will never be built by bombs or bullets.
Yet the infirmities of man are such that force must often precede reason, and the waste of war, the works of
peace.