ADVANCED PLACEMENT UNITED STATES HISTORY
FALL 2014
Instructor:
Michelle Tackett
Location:
Paul G. Blazer High School
Ashland, KY
Office Hours: M-F; 11:40-1:05
Office Phone: (606) 327-6040
E-Mail:
michelle.tackett@ashland.kyschools.us
Web Page:
http://www.ashland.kyschools.us/olc/teacher.aspx?s=431
Course Overview
This semester course offers an interpretive overview of United States History from pre-Columbian to
Reconstruction. Our investigation of the nature of the American republic includes methods, evidence, and
scholarship from the areas of social, political, economic, and diplomatic history. Solid reading and writing
skills, along with a willingness to devote considerable time to homework and study are necessary to
succeed. Emphasis is placed on critical thinking skills, essay writing, historiography, and interpretation of
primary documents.
Textbook
Kennedy, David M., Lizabeth Cohen, and Thomas A. Bailey. The American Pageant: A History of the Republic. 13th ed.
Boston: Houghton Mifflin, 2006.
Kennedy, David M. and Thomas A. Bailey. The American Spirit Volume One. Boston: Houghton Mifflin, 2006.
Kennedy, David M. and Thomas A. Bailey. The American Spirit Volume Two. Boston: Houghton Mifflin, 2006.
Grading Criteria:
Grades will be calculated by cumulative points. Student progress will be evaluated, on a unit basis, through
seminars, homework, class work, writing assignments, quizzes, and test. Students will analyze diverse primary
and secondary sources and be required to do group and individual presentations. There will be formal writing
assignments based on the essay formats required for the AP U.S. History Exam. Each test, quiz, homework
assignment, etc., is worth a given number of points according to the quality and level of work. At the end of a
marking period, a grade average is determined by dividing the total points possible by points earned. The district
grading scale is used in this course. Extra Credit: I do not give extra credit on an individual basis.
Late Work and Incomplete Work
Late work is defined as assignments the student does not turn in when due. The assignment grade will be reduced
in the following manner: 1 day late 25% reduction; 2 days late 50% reduction; 3 days late 75% reduction; after 4
days late no credit. Write the late work date on the assignment.
Incomplete work is defined as student work that is turned in on time, however does not follow the guidelines of
the assignment. The work will be returned to student and late work reductions will apply.
Make-up Work
In case of absences students should refer to the syllabus and complete the activity listed. If it is not possible to
complete the activity (such as exam or the need for supplemental information to complete an activity) students
will be responsible to contact the instructor to schedule a time to complete work. Make-up exams, writings, and
quizzes will be scheduled before or after school.
If you are absent, check syllabus or absent log binder for previous day’s activities.
Write the date of your absence and ABSENT on the top of your make-up work.
All exam dates have been set. If you are absent the day before an exam you must take the exam on the set
date. Please keep a syllabus in notebook to keep up with exam dates.
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Behavior
1. This is a college course and students will be treated with college-level respect and will therefore need to
exhibit a corresponding level of disciple, behavior and responsibility. Thus, inappropriate behavior such as
being late for class, not being prepared for class, interrupting lectures, and asking to be dismissed for various
reasons will not be tolerated.
2. All work must be handwritten including notes.
3. Cheating will not be tolerated; consequences will be a “0” on that assignment and parent/guardian
notification. Plagiarism is defined as “to steal and pass off the ideas or words of another as one’s own”
(Merriam-Webster’s Collegiate Dictionary). Plagiarism will not be tolerated in this course. If you are caught
plagiarizing the above consequences will apply.
Supplies for the Course
1. Notebook (see Summer Assignment)
2. College-ruled Paper
3. Pens/Pencils
4. Highlighters
COURSE GUIDE
NOTE: THE SYLLABUS AND COURSE GUIDE IS SUBJECT TO CHANGE AT INSTRUCTOR’S
DISCRETION.
Unit 1: Period 1491-1607
The American Pageant, Chapter 1
Major Topics: Historical Thinking Skills• Historical Themes • A New World of Many Cultures
DATE
LESSONS/ASSIGNMENTS/READINGS
8/13
Introduction to course and Advanced Placement; Summer Assignment Due, Assign reading Loewen’s Lies
My Teacher Told Me: Pages 38-48
Students will need to bring a binder with tab dividers to next class session.
8/14Introduce Historical Thinking Skills by discussing the Loewen reading.
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Continue the introduction of the nine Historical Thinking Skills identified by the College Board that will be
tested on the APUSH exam. (Use Historical Skills worksheet provided by AP Central)
Groups of students will attempt to define the seven themes identified by the College Board. After group
consideration of each theme, the class will discuss appropriate definitions for each theme and introduce
B.A.G.P.I.P.E. as a mnemonic device.
Whole-class will determine which themes of history were addressed in Loewen reading.
Have students assemble course notebooks using the nine chronological periods identified by the College
Board.
8/18
Lecture notes on Mayas, Aztecs, and Incas. To discuss settlement of North America use PowerPoint on
Ancient People to introduce Pre-Columbian Societies: Theories of Settlement (Solutrean-Clovis), Anasazi
(Chaco canyon), and Mound Builders (Cahokia).
Assign reading “Correcting Myths and Misconceptions” from Digital History
http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=2&psid=3561
Lecture notes on Africa and Europe on the eve of contact, Columbian voyages, and Spanish conquest of
America.
8/19
Start lesson with clip on Columbus Day from the Jimmy Kimmel show.
http://www.huffingtonpost.com/2013/10/15/jimmy-kimmel-proves-americans-dont-know-columbusday_n_4100710.html.
Students read Howard Zinn’s A People’s History of the United States, Chapter 1.
http://www.historyisaweapon.com/defcon1/zinncol1.html
Students will write a short analysis of the following: Thesis: What is the main argument of the author?
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Evidence: Does the author provide clear support for the thesis? Critical Analysis: What does the source add
to your own understanding of Columbus? What points are strongly made? Final Analysis: Comparing Zinn’s
account to the American Pageant textbook, which source makes a convincing case and why? What are the
positives and negatives of each source?
Watch a clip on a Columbus Day parade and protest https://www.youtube.com/watch?v=qzWYcC2xCAI
https://www.youtube.com/watch?v=RcxynCMN4Yk
Class discussion on the question: “Columbus: hero or villain?”
Using the HIPP (historical context, intended audience, purpose, and point of view) strategy, students read
Kennedy and Bailey’s The American Spirit (pages 3-6) readings; students will identify the European view of
Native Americans. “Juan Gines de Sepulveda Belittles the Indians” (1547) and “Bartoleme de Las Casas
Defends the Indians” (1552).
Assign reading Alfred W. Crosby’s article, (http://www.gilderlehrman.org/history-by-era/americanindians/essays/columbian-exchange). Using above article and American Pageant, students will identify the
“winners” and “losers” in the “Columbian Exchange Contest,” determining which area of the world benefitted
most from the Columbian Exchange and the one element that had the most profound impact on Africa,
Europe, and the New World.
Students compare the experiences of these different areas of the world and write a short essay, including a
thesis statement, answering the questions: How did the Columbian Exchange—the mutual transfer of material
goods, commodities, animals, and diseases—affect interaction between Europeans, Africans, and Native
Americas?
Resource:
http://aldworthapworld.wikispaces.com/C5.+Impact+of+Columbian+Exchange+on+Atlantic+world+(Europe,
+African+and+Americas)
Lecture notes on English, French, Dutch claims in the New World and European Treatment of Native
Americans.
Students will review the activities included in Unit 1 and determine what Historical Thinking Skills and
Themes were used in within the unit.
Introduce students to APUSH exam format: Multiple Choice, Short Answer, DBQ, and Long Essay.
Prepare students for Unit 1 exam: 12 multiple choice, 2 short answer questions, and introductory paragraph for
a long essay.
Unit 1 Exam
Unit 2: Period 1607-1754
The American Pageant, Chapters 2-5
Major Topics: • The Thirteen Colonies and the British Empire • Colonial Society in the 18th Century
DATE
LESSONS/ASSIGNMENTS/READINGS
8/27
Review Unit 1 Exam Multiple Choice
Introduce Unit 2 with brief lecture notes on the various European settlements in North America.
Continue Unit 2 with video segment on English Settlement from the website A Biography of America
(http://www.learner.org/biographyofamerica/prog02/transcript/index.html ). As students watch video, they
take notes on (1) the motives for settlement in each of the regions, (2) the geography and climate of the region,
and (3) examples of the unique society and culture that developed there. Additionally, students need to answer
the following questions: Which region would have been most geographically and economically similar to
England and most likely to have competed with her? Which region would have been favored by England
because of the resources it could provide?
Resources:
http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=2&psid=3575
http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=2&psid=3577
http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=2&psid=3578
http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=2&psid=3579
http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=2&psid=3580
8/28
Introduce topic of slavery by watching video clip from The Gilder Lehrman Institute of American History
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“How Did Slavery Begin in North America.” http://www.gilderlehrman.org/multimedia#!15717
Assign reading from Digital History:
Slavery Takes Root in Colonial Virginia
http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=2&psid=3576
Slavery in the Colonial North
http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=2&psid=3583
Slave Revolts
http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=2&psid=3587
Answer the following guided reading questions:
What have you learned? What have you thought about? What questions do you have now? Choose one item
from the reading that
Choose one idea or event that you believe to be most important. Describe the importance of that idea or event.
Assign groups of students to research one of five wars between colonists and Native Americans (Pueblo
Revolt, Beaver Wars, Pequot War, Chickasaw War, and King Philip’s War).
Students will discuss the assigned war within their group for 5-10 minutes. Groups will then share research
with the class. Students are then asked to individually rank the wars, with 1 being the war with the greatest
impact on cultural change and relationships between Native Americans and colonist, and 5 being the war that
had the least impact. Students need to provide at least one piece of relevant historical evidence to support their
conclusions.
After a discussion of student analysis, students will watch the History Channel 10 Days That Unexpectedly
Changed America: The Pequot War Video
Lecture notes on Restoration Colonies, Pennsylvania, Delaware, Georgia, Mercantilism, Navigation Acts,
Woolen Act, Hat Act, Iron Act, and Dominion of New England, and colonial unrest of the late seventeenth
century (e.g., Native American Wars, changes in the church, Glorious Revolution, Jacob Leisler, Salam Witch
Trials, and wars between England and France).
Using The American Pageant textbook and the HIPP strategy on a primary reading from Kennedy and
Bailey’s The American Spirit Vol.1 (pages 126-127), students evaluate the benefits and burdens of
mercantilism from the colonists’ point of view.
Assign reading from Nash’s The American People, Chapter 4. Students will answer question corresponding to
reading preparing for a class discussion on the changes of colonial society in the eighteenth century.
The class will discuss the topic: Did the Great Awakening or the Enlightenment have a greater impact on the
18th-century Atlantic World and American society from the 18th-century to the present? Students must support
their arguments with relevant historical evidence. At the end of the class, students move to a corner of the
room to indicate whether the Great Awakening or the Enlightenment had the greatest influence on American
society.
Students will review the activities included in Unit 2 and determine what Historical Thinking Skills and
Themes were used in within the unit.
Prepare students for Unit 2 exam: 25 multiple choice, 2 short answer and one take-home long essay (Review
the long essay writing format).
Unit 2 Exam
Unit 3: Period 1754-1800
The American Pageant, Chapters 6-10
Major Topics: • Imperial Wars and Colonial Protest • The American Revolution and Confederation • The Constitution
and the New Republic
DATE
LESSONS/ASSIGNMENTS/READINGS
9/10
Review Unit 2 Exam Multiple Choice
Assign reading American Pageant Chapters 6-7. While reading, students complete a chart from Center for
Learning Book 1 Lesson 22 that focuses on British legislation between 1763-1775.
9/11
Lecture notes on the French and Indian War. Using resources from American Spirit Vol. 1 (pages 109-133)
and http://history.state.gov/milestones/1750-1775/albany-plan , students develop a written answer to the
questions, “What was the greatest impact of the French and Indian War?” Supporting their answers with
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information relating to three different effects of the French and Indian War: (1) the first attempted plan to
unite the colonies behind a common cause, (2) the rebellion of Native Americans resulting from the British
victory, and (3) the tightening of British control over America, including the end of salutary neglect.
Lecture notes on First Continental Congress, Lexington and Concord, Bunker Hill, Second Continental
Congress, and Common Sense.
Introduce Declaration of Independence with a clip from Gilder Lehrman, Influences on the Writing of the
Declaration: https://www.gilderlehrman.org/multimedia#!87243
Using the website Edsitement, students will complete a lesson analyzing the Declaration of Independence.
The Declaration of Independence: "An Expression of the American Mind,” http://edsitement.neh.gov/lesson-plan/declarationindependence-expression-american-mind#section-16198
Assign reading American Pageant, Chapter 8. Take notes while reading and complete the following:
1. Read your notes and write a 1-2 sentence summary at the bottom of each page.
2. Underline or highlight the important facts.
3. Choose one idea or event that is most important. Describe the importance of that idea or event.
4. What have you learned? What have you thought about? What questions do you have?
Lecture notes on the strengths and weaknesses of the colonists and the British on the eve of the Revolutionary
War, turning points of the Revolutionary War and the effects of the Revolutionary War (economic, political
and social effects, republicanism, and slavery).
To introduce the Constitution, use the video, A Little Rebellion, about Shays’ Rebellion, Articles of
Confederation, and the calling of the Constitutional Convention.
Assign reading American Pageant, Chapter 9. While reading, students take notes on the successes and
limitations of the Articles of Confederation, which helps them to understand the need to convene the
Constitutional Convention. Using Center for Learning Book 1 Lesson 25, students complete a chart
comparing the Articles of Confederation to the Constitution.
Lecture notes on the compromises embedded in the Constitution.
To introduce the difference between the Federalist and Anti-Federalist, watch the video clip from Gilder
Lehrman https://www.gilderlehrman.org/multimedia#!87246
Complete Digital History lesson, The Debate over Ratification of the Constitution.
http://www.digitalhistory.uh.edu/teachers/lesson_plans/pdfs/unit2_13.pdf
Students need to include the following question in their analysis, “Why was compromise so important to the
formation of our government?”
Assign reading American Pageant, Chapter 10. Using their textbook, students take notes on the major
domestic and foreign policy crises of the Washington and Adams presidencies (e.g., French Revolution, Jay’s
Treaty, Whiskey Rebellion, Alien and Sedition Acts, XYZ Affair, National Bank, Virginia and Kentucky
Resolutions) and assign a letter grade (A-F) to the president for how well each crisis was handled. For each
event, a paragraph justification must be given explaining the grade. Include a paragraph answering the
question; To what extent were Washington and Adams effective in dealing with the domestic and foreign
policy issues that erupted during their presidencies?
Class will discuss their evaluation of Washington and Adams. After discussion, lecture notes on the
development of political parties.
Computer Lab: Use the website Biography of America for students to complete the activity You Decide: Who
has the more enduring vision for the United States, Alexander Hamilton or Thomas Jefferson?
http://www.learner.org/biographyofamerica/prog05/feature/index.html
After completing the above activity, students use internet sources to complete a graph of the differences
between the Hamiltonians and Jeffersonians. After the research, students write a short reflection on which
side they believe would have been best for our nation at that time, using evidence from their research.
Using HIPP (historical context, intended audience, purpose, and point of view), students analyze excerpts of
Washington’s Farewell Address. (For the Record)
Students will answer the following questions: (1) In voicing some concerns and offering advice, Washington
revealed some of the problems and conflicts undermining the republic’s stability and success. Describe the
problems and conflicts Washington identified. (2) What did he believe were the nation’s particular strengths?
(3) What did Washington recommend to preserve the nation’s union and liberty? (4) Were his
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recommendations idealistic or practical? Why?
In small groups students examine the 2005 DBQ to determine the social, political, and economic impact of the
American Revolution. They categorize the documents into three different topics and create a thesis and an
outline demonstrating how they would organize their essay, including any outside information they would
use. Student groups then share their outlines with one another and give feedback using a grading rubric. This
activity provides opportunity for class discussion of the most effective practices for all students to follow.
Students will review the activities included in Unit 3 and determine what Historical Thinking Skills and
Themes were used in within the unit.
Prepare students Unit 3 exam: 25 multiple choice, two short answer and one take-home long essay.
Unit 3 Exam
Unit 4: Period 1800-1848
The American Pageant, Chapters 11-17
Major Topics: • The Age of Jefferson • Nationalism and Economic Development • Sectionalism • The Age of Jackson •
Society, Culture, and Reform
Date
LESSONS/ASSIGNMENTS/READINGS
9/30Review Unit 3 Exam
10/1-2 Students read Thomas Jefferson’s first inaugural address and discuss its main idea.
Next, assign reading American Pageant, Chapter 11 and outline the programs of Jefferson’s first term in office.
Describe and categorize his actions as being representative of either the Democrat-Republican or Federalist
principles, to determine the extent to which Jefferson lived up to the goals of his inaugural address. Example
include: Repeal of the Alien and Sedition Acts, improved relations with France and the Louisiana Purchase,
repeal of the Whiskey Tax, continuation of the national bank and tariff, budget reductions.
10/6
Class discussion to review Jefferson’s presidency and introduce the War of 1812.
Students read Jeremy Black’s journal article “War of 1812”
Take notes of reading and complete the following:
1. Read your notes and write a 1-2 sentence summary at the bottom of each page.
2. Underline or highlight the important facts.
3. Choose one idea or event that is most important. Describe the importance of that idea or event.
4. What have you learned? What have you thought about? What questions do you have?
Assign the following Supreme Court cases to groups of student for research: Marbury v. Madison, Gibbons v.
Ogden, Fletcher v. Peck, McCulloch v. Maryland, Dartmouth College v. Woodward. Resource: Oyez Supreme
Court Media Students will assess the significance of the Federalist Party’s role in the judicial branch.
10/7
Student groups will meet for approximately 10 minutes to develop an explanation in writing and presentation to
the class how the case upholds the Federalist principles of a strong national government. The class will debate
the following statement: Throughout our history, the Supreme Court has acted as a partisan political body rather
than a neutral arbiter of constitutional principles.
10/8
Lecture notes the presidency of James Monroe focusing on the rise of nationalism and sectionalism during his
term.
Introduce The Age of Jackson by watching the History Channel video Andrew Jackson.
10/9Complete video on Jackson.
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Students will use the HIPP (historical context, intended audience, purpose, and point of view) approach to
analyze documents from Digital History concerning Jacksonian Democracy.
http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=11&psid=3801
Students are to read two sources from Digital History on the Rise of Democratic Politics and Emergence of a
New Party System.
http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=2&psid=3541
http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=2&psid=3542
Students will write an essay, including a thesis statement, responding to the question, How has Jacksonian
Democracy influenced the development of democracy found in the United States today?
10/13- Using The American Pageant, Chapters 14 and 16, Nash’s The American People, Chapters 8 and 9, Digital
14, 15 History, and AMSCO, Chapter 9 resources, groups of students create graphic organizers recording information
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about the political, cultural, demographic, and ideological characteristics for the North, South and West sections
of the United States resulting from the economic and technological changes of this time. Groups will present
their graphic organizers to the class.
Using a clip of Ken Burn’s PBS series on Prohibition, introduce the reforms of the early nineteenth century.
http://www.pbs.org/kenburns/prohibition/roots-of-prohibition/
After completing clip, the class will discuss the root causes of the reform movements from the early nineteenth
century (Second Great Awakening and Transcendentalists)
Using several excerpts of primary document from Digital History
http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=11&psid=3842 and The Center for Learning (Book
2), groups of students will categorize the documents into the appropriate reform movement (The American
Pageant, Chapter 15 can be used as a resource).
After categorizing documents, student will consider the historical context of the reform movement document
using the following questions as a guide: What other events were going on when these documents were created?
What were people doing in society (e.g., work, home, religion, and politics)? What did people believe? Why
might these documents not provide the whole picture?
After group discussion of the historical context, students write a short essay, including a thesis, on why these
reform movements were important to this period of time and if any of these movements have momentum today.
To complete this unit, student will need to read several Pre-Civil War American Culture articles from Digital
History and the last few pages of The American Pageant, Chapter 15.
http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=2&psid=3549
http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtid=2&psid=3550
http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtid=2&psid=3552
http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtid=2&psid=3553
http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtid=2&psid=3554
http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtid=2&psid=3555
Students will then research one piece of artwork from the early nineteenth century and use the strategy of OPTIC
(Overview, Parts, Title, Inference, and Conclusion) to analyze the art.
The class will address the new technique for answering a DBQ question. The following topics will be
introduced:
State a relevant thesis that directly addresses all parts of the question.
Support the thesis or a relevant argument with evidence from all, or all but one, of the documents.
Incorporate analysis of all, or all but one, of the documents into your argument.
Focus your analysis of each document on at least one of the following: intended audience, purpose, historical
context, and/or point of view.
Support your argument with analysis of historical examples outside the documents.
Connect historical phenomena relevant to your argument to broader events or processes.
Synthesize the elements above into a persuasive essay.
Students will answer the 2002 APUSH Exam DBQ question using the new format. Student can take home to
complete if needed.
Students will review the activities included in Unit 3 and determine what Historical Thinking Skills and Themes
were used in within the unit.
Prepare students for Unit 4 exam: 25 multiple choice and two short answer.
Unit 4 Exam
Unit 5: Period 1848-1877
The American Pageant, Chapters 17-22
Major Topics: • Territorial and Economic Expansion • The Union in Peril •The Civil War • Reconstruction
Date
LESSONS/ASSIGNMENTS/READINGS
10/28- Lecture notes on Texas, Maine, Oregon, Election of 1844, and the introduction of the Mexican War.
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Students review a timeline of events that caused the Mexican War. Using several document excerpts related to
the issue of declaring war and The American Pageant, Chapter 17, students prepare for a debate on the following
question: Was the United States justified in going to war with Mexico? Students will create posters that contain
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information related to supporters or opponents of Manifest Destiny. The posters must contain the names of the
groups (e.g., political parties or reformist groups), regions, and explain the results of territorial expansion.
After completing activity, students watch the following Jimmy Fallon clip:
https://www.youtube.com/watch?v=gn2FzuPyFlY
Lecture notes on Ostend Manifesto, Settlement of the West, Economic changes, Conflict over Territories, and
Compromise of 1850. Students will read the article, “Clay’s Compromise” by Robert Reminit.
Take notes of reading and complete the following:
1. Read your notes and write a 1-2 sentence summary at the bottom of each page.
2. Underline or highlight the important facts.
3. Choose one idea or event that is most important. Describe the importance of that idea or event.
4. What have you learned? What have you thought about? What questions do you have?
Using a PBS resource to review and discuss slave rebellions:
http://www.pbs.org/independentlens/natturner/slave_rebellions.html
Begin lesson with video clip from Gilder Lehrman, “What Caused the Civil War?”
https://www.gilderlehrman.org/multimedia#!15742
Next, using The American Pageant, Chapters 18 and 19, student groups will create a timeline on events from
1850 to 1861 (Compromise of 1850 through the attack on Fort Sumter). Student groups create a list of three
most important causes of the Civil War and defend their choices with primary and secondary source accounts of
these events. Student groups will present their choices to the entire class. After group presentations, students
will write a short essay selecting one event of the 1850s and explaining why they believe this event had the
greatest impact on the coming of the Civil War. In their essays, students should include one other event and
explain why it had less of an impact.
Assign reading Loewen’s Lies My Teacher Told Me: pages 172-180 and Gilder Lehrman John Brown: Villain or
Hero? https://www.gilderlehrman.org/history-by-era/failure-compromise/essays/john-brown-villain-or-hero. The
class will discuss the following question: Was John Brown a murderer or a martyr?
Students analyze Abraham Lincoln’s developing position on the issue of slavery and the impact of his victory in
the Election of 1860. Using Edsitement lesson http://edsitement.neh.gov/lesson-plan/abraham-lincoln-1860election-and-future-american-union-and-slavery#sect-activities and James McPherson’s data in American
Issues: A Document Reader, pages 210-211, groups of students will contrast the Republican Party platform with
the platforms of both factions of the Democratic Party and the Constitutional Union Party. Have students read
the platforms and answer the corresponding questions on a source provided by Edsitement.
After completing this comparison students then read the article “Abraham Lincoln’s Great Awakening: From
Moderate to Abolitionist” by Justin Ewers. In a class discussion, students answer the questions, What did
Lincoln and the Republican Party really stand for on the issues of slavery? And Was the South justified in its
secession? Student discussion must be supported by evidence from the documents.
Using collected data, the class will discuss the advantages of the North and South going into war by key areas
(e.g., population, quality of leadership, reason for fighting, financial resources, and industrial output). After
class discussion, student will use The American Pageant, Chapter 20-21 to answer assigned questions about the
Civil War. Students with the same questions form groups and compare their answers and add information, if
necessary. Then students form groups of six in jigsaw fashion, with each student having answered a different
question. Students share their answers to the assigned questions.
Lecture notes on major events of the Civil War from 1861-1865.
Students read from two historians’ perspectives (James M. McPherson and Vincent Harding) on the question,
“Did Abraham Lincoln free the slaves?” Students must: (1) briefly explain the main point made by McPherson,
(2) briefly explain the main point made by Harding, and (3) provide one piece of evidence on the topic of the
Emancipation Proclamation that is not included in the passages, and explain how it supports the interpretation in
either passage.
Begin lesson by watching clip from Gilder Lehrman, “Why the Union Won.”
https://www.gilderlehrman.org/multimedia#!3344
Assign reading in Why the Confederacy Lost, Chapter 1: American Victory, American Defeat.
Take notes of reading and complete the following:
1. Read your notes and write a 1-2 sentence summary at the bottom of each page.
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2. Underline or highlight the important facts.
3. Choose one idea or event that is most important. Describe the importance of that idea or event.
4. What have you learned? What have you thought about? What questions do you have?
Students read and analyze Lincoln’s Second Inaugural Address using HIPP.
After completing analysis, the class will discuss the impact of Lincoln’s assassination had on the start of
Reconstruction.
The class will watch the PBS Documentary Reconstruction: The Second Civil War. While watch film, students
will define several terms related to Reconstruction.
Class discussion on the PBS Documentary Reconstruction: The Second Civil War. Using The American
Pageant, Chapter 22, students create a chart comparing the plans of Congressional and Presidential
Reconstruction. Student will included in chart the goals of each group as they relate to several factors as well as
a timeline of events taken from 1865 to 1868.
Lecture notes to review the ending years of Reconstruction: 1868-1877. Working in groups, students debate
whether Reconstruction was a success or a failure and analyze different political cartoon to determine whether
each one portrays Reconstruction as a success or failure, and then present their analyses.
Students read the epilogue of Eric Foner’s Short History of Reconstruction and take a position on whether they
agree or disagree with Foner. Students write a short essay evaluating Foner’s assessment of the failure of
Reconstruction, using evidence from the unit to either support or disprove Foner’s claims.
Students will answer a Civil War DBQ question using the new format. Student can take home to complete if
needed.
Students will review the activities included in Unit 3 and determine what Historical Thinking Skills and Themes
were used in within the unit.
Prepare students for Unit 5 Exam: 25 multiple choice and two short answer.
Unit 5 Exam
The First Semester Exam
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Working in groups of three, students will review for the first semester exam by analyzing and evaluating models
of periodization and continuity or change over time of U.S. history by completing Six Degrees of Separation for
each unit. Students will be provided with two events from each unit spanning decades, but related by their
theme. They will select six events in chronological order that link the first event in the series with the last.
Students will write the name of each selected event, and use their research and knowledge of the time period to
create an argument to support the events selected. Students must emphasize both cause and effect and/or
demonstrate in their linking. Some events can and will include environmental impact data.
First Semester Exam: 40-50 APUSH Multiple Choice
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