Teacher: Mr. Kabat
Advanced Placement United States History
Primary Course Textbook (for every student):
Kennedy, David M., et al, The American Pageant, 13th Edition, 2006, Houghton Mifflin
Company, Boston, New York.
Secondary Course Textbooks (for every student):
Feldmeth, Gregory, Piggrem, Gary, McDuffie, Jerome, Woodworth, Steven, The Best Test
Preparation for the AP United States History Exam, 7th Editon, 2006, Research &
Education Association, Piscataway, New Jersey.
Kennedy, David M., Baily, Thomas A., The American Spirit Volume I To 1877, 11th Edition,
2006, Houghton Mifflin Company, Boston, New York.
Kennedy, David M., Baily, Thomas A., The American Spirit Volume II Since 1865, 11th
Edition, 2006, Houghton Mifflin Company, Boston, New York.
Zinn, Howard, A People’s History of the United States. New York: Harper Perennial, 2005.
Contributing Texts used as class resource, in-class reading, and photocopied
lessons:
Arnof, Dorthy S., A Sense of the Past, Readings in American History, Revised Edition, The
MacMillan Company, New York.
Blasier, Cole, The Hovering Giant, Revised Edition, 1989, University of Pittsburgh Press,
Pittsburgh, PA
Compton, Christine, Seidman, Rachel,--Editors, Our Documents, 2003, Oxford University
Press, New York.
Grun, Bernard, The Timetables of History, A Horizontal Linkage of People and Events, New
3rd Revised Edition, 1993.
Karnow, Stanley, Vietnam, A History, 1983, Viking Press, New York.
League of Women Voters, Class Action, Classroom Analytical Activities, League of Women
Voters of Washington, 1995, Seattle, WA.
Stanford Encyclopedia of Philosophy (website http://plato.stanford.edu/), 2012 & 2013,
Metaphysics Research Lab, CSLI, Stanford University, Stanford, CA
Zinn, Howard, A People’s History of the United States. New York: Harper Perennial, 2005.
Contributing iOS Applications:
AP Exam Prep US History, by K12 Inc., April 2014, available from iTunes, Apple.com
Key Course Components include, but are not limited to:
Component 1 (C1): The course includes the study of economic history in U.S history.
Component 2 (C2): The course includes the study of political institutions in U.S. history
Component 3 (C3): The course includes the study of social and cultural developments
in U.S. history.
Component 4 (C4): The course includes the study of diplomacy in U.S. history.
Component 5 (C5): The course uses themes and/or topics as broad parameters for
structuring the course.
Component 6 (C6): The course teaches students to analyze evidence and
interpretations presented in historical scholarship.
Component 7: (C7) The course includes extensive instruction in analysis and
interpretation of a wide variety of primary sources.
Component 8 (C8): The course provides students with practice in writing analytical and
interpretive essays such as document-based questions and thematic essays.
Central Studies:
This course is designed to provide a college-level experience and preparation for the AP Exam
in May of each year. Emphasis is placed on mastering a significant body of factual information,
making sense of such facts (WHY they occurred, cause and effect), interpreting documents,
and writing critical essays.
Topics for the first semester include life and thought in colonial America, revolutionary
ideology, constitutional development, Jeffersonian and Jacksonian democracy, reform
movements, Manifest Destiny, the Civil War and Reconstruction.
Areas of study in the second semester are immigration, industrialism, Populism,
Progressivism, World War I, the Jazz Age, the Great Depression, the New Deal, World War II,
the Cold War, the post-Cold War era, and the United States at the beginning of the twenty-first
century.
This course, as described, fulfills the United States history graduation requirement.
Themes:
In addition to the aforementioned areas of study, the course will emphasize a series of themes
throughout the year. Key themes will include economic trends and transformations, the
development of political institutions and the components of citizenship, the evolution of
American culture, discussions of American diversity, the development of unique American
identities, demographic changes, environmental issues, social reform movements, examination
of religious influences, civil liberty movements and their impact in making a multicultural
society, the history of slavery, and the place of the United States in a global arena. (C5) The
course will trace these themes throughout the year, emphasizing the ways in which they are
interconnected and examining the ways in which each helps to shape changes over time.
(Borrowed from AP Central’s Syllabus 3 example.)
Enrichments & Assessments:
Each student is to write notes for each chapter of The American Pageant, and keep them in a binder to
be collected for teacher feedback after each test.
Supplemental primary and secondary source reading: From various sources including The American
Spirit, Volumes I & II, A People’s History of the United States, and A History of the American People.
Thought Provokers: Short-answer (written) questions reflecting on the major themes of the unit or facts
and thoughts written in assigned texts.
DBQ and/or Free-response essay writing activity: Designed to progressively teach students how to
effectively analyze primary source documents, collect, sort and organize and synthesize information,
and to develop well-structured and supported essays. The SOAPS (Speaker, Occasion, Audience,
Purpose, Subject) method of document analysis will be emphasized. (C6, C7, C8)
Enrichment activities: These include, but are not limited to; class discussions, group discussions, roleplaying, debates and simulations, charting exercises, and videos. (C1, C2, C3, C4, C6)
Multiple-choice test: a comprehensive unit test of questions similar in nature to those on the multiplechoice section of the AP United States History Exam.
Writing Assignments
The purpose or goal of any research paper (prompt driven) is to enhance the ability of the
student to discover pertinent information about a topic and to enhance the ability to organize
and present information in a clear and coherent format. Additionally, the purpose or goal of
papers based on primary sources is to enhance the ability of the student to interpret and
analyze evidence in scholarly and/or historic arguments. Use of historical question is taught
and expected to be used by students. As with the grading procedure for the national exam, all
written work (to include essays on test) have objective criteria with which the writings are
compared. In this, students will understand and use key rubrics. (C6, C7)
Oral Presentations
Periodically, students are expected to present informational topics from the textbook chapters,
documents, Supreme Court cases, or other topics. The presentations are followed with
additional information/corrections from the teacher and an opportunity for peer questioning.
Such assignments include Socratic Seminars, Movable Debates, Mock Trials, Formal
Presentations, and more. Such oral arguments are prepared by students ahead of time as
homework, exercising skills in reading, reasoning, and writing. (C1, C2, C3, C4, C5, C6, C7,
C8)
Introductory Mini-Unit: Setting
Chapter 1 questions and notes concerning pre-colonial highlights of exploration, European
political institutions, economic philosophies of the major powers that would influence colonial
America. (C1, C2, C7)
Ch. 1 questions on Native American culture and numbers before Columbus. (C3)
Topics include The Crusaders of the 11th-13th centuries, Marco Polo, Martin Luther, King
Henry VIII of England. Native Americans before Columbus Europeans and Africans, the search
for water route to Asia, Columbus and the early explorers, Columbian Exchange, and Spain’s
New World Empire
Unit 1: Colonial America, 1600–1750
Planting of English America
Elizabethan England
Planting of Jamestown
Settlers and Natives (C3, C4)
Virginia and Maryland
Caribbean influence: The West Indies Settling the Carolinas and Georgia
The Plantation Colonies commonalities
Settling the Northern Colonies
Puritans: establishing the New England Way
Plymouth Colony
Massachusetts Bay Colony
Northern Religious Settlements (Pilgrims, Puritans, Quakers, Catholics, others). ECONOMIC
influences on the movement and placement of these settlers by the Crown’s charters. (C1, C2,
C3)
King Philip’s War
Dominion of New England
Dutch and Swedish influence
Penn’s Holy Experiment
New Jersey and Delaware
American Life in the Seventeenth Century (C3)
Life in the Chesapeake tobacco region
Indentured servants and Bacon’s Rebellion
Spread of slavery and African-American culture
Southern society
Half-Way Covenant and decline of piety
Salem witchcraft trials
Eventual conversion of chartered colonies to “Royal Colonies.” (C2)
Assignments in this unit that demonstrate use of materials:
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Core reading: The American Pageant, chapters 1 & 2, Clash of Cultures and The Planting of
English America
Supplemental secondary reading: A People’s History of the United States, chapter 1. A History
of the American People, pages 3-33.
DBQ and/or Free-response essay writing activity: (FRQ): Choice of question: A) Economic
influences on settlement patterns and change over 100 years. B) Examine the social and
cultural trends that were transplanted from England in the 1600’s, how they influenced American
society. (C1, C3, C5, C6, C8)
Thought Provokers: Short-answer written responses that evaluate the motives, methods, and
merits of Columbus and the early British settlers. Comparison of the reading and the authors’
treatment of the topics is emphasized.
Enrichment activity: Class discussion of Thought Provokers (1st and 2 nd days of class)
Multiple Choice Test.
Unit 2: The American Revolution (the causes and the war), 1700–1783
Colonial Society on the Eve of Revolution (C3)
Immigration and population growth
Role of religion
Atlantic economy and triangular trade (C1) The Great Awakening (C3)
Education and the press: Peter Zenger Political patterns (C2)
New France
The Duel for North America
Fur-traders and Indians
Anglo-French colonial rivalries
The Seven Years War and the Treaty of Paris, 1763
Pontiac’s Uprising and the Proclamation of 1763
The Road to Revolution (C1, C4)
Mercantilism
Stamp Act Crisis
Townshend Duties and the Boston Tea Party
Sedition: Committees of Correspondence and Sons of Liberty Intolerable/Coercive Acts (C1)
The Continental Congresses (C2)
Olive Branch Petition and Clouds of war
America Secedes from the Empire
Declaration of Independence
American “republicanism”
A difficult “unity” of disparate colonies
Patriots, Loyalists and the French Alliance Common Sense (C4)
Fighting Fronts: Boston, New York, New Jersey, Pennsylvania, Virginia, The Carolinas.
Compare politics and international efforts of the Revolutionary War with 1960’s Vietnam. (C3,
C5, C7)
Treaty of Paris, 1783
Assignments in this unit that demonstrate use of materials:
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Core reading: The American Pageant, chapters 7 & 8, The Road to Revolution and America
Secedes from the Empire
Supplemental primary and secondary source reading: A People’s History of the United States,
chapter 4. The American Spirit, Volume I, Chapter 7, all. The Declaration of Independence
(back of text)
Thought Provokers: Short-answer written responses that address the major themes and
concepts covered in the core and supplemental reading. Emphasis is placed on the extent of
colonial patriotism.
DBQ and/or Free-response essay writing activity:
o Introduction to SOAPS and the collection/sorting of “outside evidence” using the 1999
Colonial Identity and Unity DBQ. (C7, C8)
Enrichment activities:
o Video/analysis: 1776
o “Who Fired That Shot” -Worksheet analysis of various sources including newspapers,
textbooks and personal statements.
o Class discussion: The roles of women, African Americans, and Native Americans in the
Revolution AND its impact on their lives and status.
o 2-on-2 Debate with written preparation using primary sources: Loyalists v.
Separatists and the right to rebel. Concerning key legislation, key actions or events,
monetary pain experienced on both sides of the Atlantic. (C1, C2, C6, C7)
Test: Multiple Choice
Unit 3: The New Nation, Two Constitutions 1783 – 1805, Basis and Basics of
Current U.S. Political Institutions. (C2)
(Breakout Study: This year’s November Elections: Republicans & Democrats, Liberals &
Conservatives, Congress & the Presidency). (C2)
The Articles of Confederation (C2)
Issues of equality among men (C5)
New state constitutions (C2)
Economic troubles: Vulnerable markets and American debt (C1)
Shay’s Rebellion (C2, C4)
Northwest Ordinance of 1787 and Land Ordinance of 1785 (C2, C3)
Spain and Great Britain remain on the continent
Constitutional Convention: What is the nature of the Union? (C2, C3)
Ratification: Federalists and Anti-Federalists (C2, C3, C5, C6)
Launching the New Ship of State (C4)
First Presidency (C2)
Bill of Rights (C2)
Hamilton’s Economic Plan (C1)
Jefferson flights the bank
Whiskey Rebellion (and comparison to the actions during Shay’s Rebellion).
Emergence of political parties (C2)
Impact of the French Revolution
Jay’s Treaty (C4)
John Adams’ Administration
X,Y,Z Affair
Alien and Sedition Acts and the High Federalists Kentucky and Virginia Resolutions
Federalists vs Democrat-Republicans (C2)
John Marshall and the Supreme Court (C2)
Judiciary Act of 1801
Marbury v Madison (C2)
Assignments in this unit that demonstrate use of materials:
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Core reading: The American Pageant chapters 9 & 10, The Confederation and the Constitution
and Launching the New Ship of State
Core reading: The American Pageant, chapters 11 & 12, The Triumphs and Travails of
Jeffersionian Democracy and The Second War for Independence and the Upsurge of
Nationalism
Supplemental primary and secondary source reading: The American Spirit, Volume I, Chapter 9,
all. The Articles of Confederation (from an online source). The Constitution of the United States
of America. (back of textbook)
Supplemental primary and secondary source reading: The American Spirit, Volume I, Chapter
11 parts A, C & D chapter 12 parts A & C.
Thought Provokers: Short-answer written responses that address the major themes and
concepts covered in the core and supplemental reading
DBQ and/or Free-response essay writing activity: Free-response essay development.
Collecting/sorting information and thesis development. Essay topics include: The Articles of
Confederation, Federalists v. Anti-Federalists, George Washington’s Farewell Address, and
Strict v. Loose Construction.
DBQ and/or Free-response essay writing activity: Document analysis (SOAPS), the
collection/sorting of “outside evidence,” and thesis development using the Jeffersonian/Madison
Strict v. Broad Constructionists DBQ.
Enrichment activities:
o Class debate: Federalists v. Anti-Federalists
o Constitution Scavenger Hunt
o Group discussion/comparison: The Birth of Political Parties (Federalists/DemocraticRepublicans)
o 10-minute write: The implications of “Republican Motherhood”
o Small Group & PAPER: Correcting the Problems of The Articles of Confederation.
o Review of the Marshall Court (homework: key rulings)
o Class discussion of Judicial Review – including The Kentucky and Virginia Resolutions
and Marbury v. Madison
o Class newspaper: Articles about the war of 1812 and political events of the era.
o 10-minute write: The significance of the Monroe Doctrine
TEST: Multiple-Choice.
Unit 4: Initial Continental Expansion, International Trade and Foreign Affairs, The
Age of Jackson, The Rise of Mass Democracy, North & South Economic
Interests.
Barbary pirates: what price protection? (C4)
Louisiana Purchase: Jefferson’s Loose Constructionism
Exploration by Lewis and Clark
Anglo-French War
Embargo Act of 1807 (C1)
The Second War for Independence and the Upsurge of Nationalism
War of 1812: Mr. Madison’s War (C4)
Shawnee warriors at Tippecanoe and Thames
Burning of the Nation’s Capital, Baltimore harbor/National Anthem Treaty of Ghent
Hartford Convention: traitors all?
Clay’s American System (C1)
James Monroe and the Era of Good Feelings
Westward expansion
The Missouri Compromise
The Marshall Court: precedents set (C2)
Canada and Florida territorial issues
The Monroe Doctrine (C4)
Election of 1824: a “corrupt bargain”
The presidency of John Quincy Adams (C2)
The rise of Andrew Jackson and Jacksonian Democracy
Spoils System (C2)
Tariff of Abominations and the nullification crisis
Jackson’s war on the Bank of the US (C1)
The Federal Reserve of the 20th & 21st Centuries (C2, C5, C7)
Indian Removal: Worchester v Georgia, Trail of Tears
Emergence of the Whig party and two party system (C2)
Martin Van Buren’s Administration and the Independent Treasury
Fight for Texas Independence
Forging the National Economy (C1)
European immigration: Irish and Germans
Navitism and the Know-Nothings
Coming of the factory system: interchangeable parts
Lowell and the factory girls (C3)
Westward movement and commercial agriculture
John Deere and Eli Whitney
Transportation Revolution: highways, steamboats and canals (The Erie Canal)
Clippers and Pony Express
The Ferment of Reform and Culture (C3)
Religious Revivals: Second Great Awakening (C3)
Mormons and a desert Zion
The role of women and their rights (C3)
Cult of domesticity
Education advances: Horace Mann; female academies Dix, Temperance and Utopias
Setting a national culture in art and literature - Trancendendalists (C7)
Assignments in this unit that demonstrate use of materials:
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Core reading: The American Pageant, chapters 13 & 14, The Rise of Jacksonian Democracy
and Jacksonian Democracy at Flood Tide
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Core reading: The American Pageant, chapters 15 & 16, Forging a National Economy and The
Ferment of Reform and Culture
Core reading: The American Pageant, chapters 17 & 18, The South and the Slavery
Controversy and Manifest Destiny and Its Legacy
Supplemental primary and secondary source reading: The American Spirit, Volume I, Chapters
13 & 14 ALL. A People’s History of the United States, chapter 7.
Supplemental primary and secondary source reading: A People’s History of the United States,
chapter 6. Individual and group student research on economic developments, the influx of
immigrants, “nativism,” the “Conestoga culture,” labor conditions (esp. the Lowell girls and child
labor), transportation developments, reformers and reform movements of the era.
Supplemental primary and secondary source reading: A People’s History of the United States,
chapter 9. And A History of the American People, pages 307-315 & 372-388.
Thought Provoker Thought Provokers: Short-answer written responses that address the major
themes and concepts covered in the core and supplemental reading
DBQ and/or Free-response essay writing activity: Free-response essay development.
Collecting/sorting information, thesis development and essay outline. Essay topics include: The
Election of 1824, The Second Two-Party System, Jackson and the Constitution, The Log Cabin
Campaign (C2, C6, C7, C8)
DBQ and/or Free-response essay writing activity: Out-of-class essay. Prompts relate to quotes
taken from Alexis de Tocqueville’s observations of America’s economy and social structure.
DBQ and/or Free-response essay writing activity: Incorporating “change over time” into a freeresponse essay. Comparing slavery in colonial America (chapter 4) with slavery in the
antebellum era. (chapter 17)
Enrichment activities:
o Political cartoon analysis
o Group activity/class discussion: Jacksonianian Democracy v. Jeffersonian Democracy
o Class discussion/evaluation of Howard Zinn’s chapter on Indian Removal.Creative
group presentations on economic developments, the influx of immigrants, “nativism,” the
“Conestoga culture,” labor conditions (esp. the Lowell girls and child labor), and
transportation developments.
o Role-playing: In character persuasive speeches by students as reformers fighting for
their cherished cause(s).
o 10-minute write: The significance of the Second Great Awakening
o The social pyramid of the South on the Eve of Civil War
o Map activity: Expansion: acquisitions 1783-1853
o Class debate: The Mexican War
TEST: Multiple Choice
Unit 5: Roots of the Civil War, The Civil War, and Reconstruction. 1820 - 1878
The South and the Slavery Controversy
Fallout from the Compromise of 1820 (C2)
King Cotton Economy (C1)
Yeomen farmers and free blacks (C1, C3)
Plantation system
The “peculiar institution”
Regional Economic Pains relating to slavery’s use and geography.
Abolition and the Northern conscience (C3)
Manifest Destiny and Its Legacy Presidency of John Tyler
Boundary disputes: Maine, Oregon and Texas
James K. Polk, expansionist “dark horse” (C6)
War with Mexico
Renewing the Sectional Struggle (C2)
Popular sovereignty
California statehood, and dirty politics (C2)
Zachary Taylor Administration
Compromise of 1850 and the Fugitive Slave law (C2)
Franklin Pierce Administration
Imprint of Stephen A. Douglas on the Kansas-Nebraska Act Drifting Toward Disunion
Uncle Tom’s Cabin and its impact on abolitionism (C3)
Bleeding Kansas
James Buchanan Administration
Dred Scott (C2, C3)
Rise of the new Republican Party (C2, C3)
Lincoln-Douglas Debates
John Brown and Harper’s Ferry
A Republican President is the last straw (C2)
Secession
Secession and Border states
Advantages and Disadvantages: North and South (C3)
Creation of a Confederacy (C2)
The Furnace of the Civil War
Anaconda Plan
Politics and sociology surrounding Ft. Sumter & Appomattox Court House.
The Question of Foreign Intervention (failure of King Cotton) and its connection with The
Emancipation Proclamation (C4)
Battles prior to Emancipation: 1st Bull Run, Chancellorsville, Shiloh, Antietam
The politics and war tactics involving the Emancipation Proclamation.
Gettysburg & Vicksburg, a turning point.
Sherman’s March to the Sea, total war and scorched earth policies.
Capitulation of Lee and others.
Assassination of Lincoln
The Ordeal of Reconstruction (C2, C3)
Freedmen’s Bureau and the revolution of labor
Separate and conflicting plans (C2, C3)
The “Radical Republicans” (C2)
Impeachment of Andrew Johnson (C2)
Civil Rights Amendments (C2)
Black codes, the Klan, and Redeemers (C3)
Compromise of 1877 (C2)
Assignments in this unit that demonstrate use of materials:
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Core reading: The American Pageant, chapters 19 & 20, Renewing the Sectional Struggle and
Drifting Toward Disunion
Core reading: The American Pageant, chapters 21 & 22, Girding for War: The North and the
South and The Furnace of Civil War
Core reading: The American Pageant, chapters 23 & 24, The Ordeal of Reconstruction and
Politics in the Gilded Age
Supplemental primary and secondary source reading: The American Spirit, Volume I, Chapters
19 & 20 ALL.
Supplemental primary and secondary source reading: The American Spirit, Volume I, Chapters
21 & 22 ALL.
Supplemental primary and secondary source reading: Handout: Essay by Kenneth Stampp, The
Ordeal of Reconstruction. The American Spirit, Volume II, Chapter 24.
Thought Provokers: Short-answer written responses that address the major themes and
concepts covered in the core and supplemental reading
DBQ and/or Free-response essay writing activity: Doing the DBQ, Teaching and Learning with
the Document-Based Question. – Plunging in: A Student Works Through the 1982 DBQ
(changing North-South relations) for the First Time. Class activity
DBQ and/or Free-response essay writing activity: In class Free-response essay with peer
editing: “Analyze the impact of the Civil War on two of the following groups in both the North and
the South: African Americans (free and slave), women, laborers.”
(C5, C6, C7, C8)
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Enrichment activities:
o Computer lab work on charting the five classes of society in the antebellum South
(large plantation owners, small plantation owners, yeomen farmers, pine barren
dwellers: 5th class of slaves, and more), their geographic location, political affiliations
and power, economic basis, the role of women, and making a TIMELINE (C3)
o COMPUTER LAB for film clips, research and presentation preparation. Includes video
clips from Ken Burns, Civil War series, readings of “The Slave Chronicles,” Student
synthesis and creation of Southern or Northern points of view in economics, morality,
and the role of the Federal Government. (C1, C2, C3, C6, C7)
o Supreme Court Case analysis: The Dred Scott Decision
o Major battles timeline
o North/South comparison chart: economy, population, infrastructure, leadership,
diplomacy
o Class discussion of the “meaning of reconstruction.”
o Charting the four major national political issues; the tariff, civil service reform, currency
reform, and the “bloody shirt.”
o GROUP & whole-class work: Mock Trial of Jefferson Davis for Treason. (C5)
TEST: Multiple Choice
Unit 6: The “Wild” West and The Gilded Age. 1860 - 1885
The Plains Indians
Red Cloud, a warrior with words.
Reasons behind the attitudes of U.S. Citizens: Racism, Land-Use Mores (Effective
Occupation, Squatter’s Rights, Manifest Destiny) (C3)
Supposed massacres by each side (Black Cloud, Boseman Trail War, Federman Massacre,
Little Big Horn, Ghost Dance Massacre).
The sociology of racism and ignorance. (C3)
Reservation Policies
Assimilation Policies
Political Paralysis in the Gilded Age (C1, C2)
Grant Administration and scandal (Cornering the gold market, Credit Mobilier, Whiskey Ring) (C2)
Currency, depression, and inflation (Crime of ’73, Resumption Act ) (C2)
Garfield, Arthur and Civil Service Reform
Grover Cleveland and mudslinging, election of 1884 (C2)
William Henry Harrison: “Billion Dollar Congress” (C2)
McKinley Tariff
Cleveland returns: economic concerns and repeal of the Sherman Silver Purchase Act
Industry Comes of Age (C1, C3)
Railroad Boom: a model for industry
Robber Barons/Captains of Industry
Supremacy of Steel (C1, C3)
Monopolies & Trusts (C1)
Rockefeller and Oil
Government attempts to regulate (Interstate Commerce Act and Sherman Anti-Trust Act)
Southern Industry: textiles move south
Rise of trade unions and the laboring class (Knights of Labor, IWW, AFL, specialty unions) (C2, C3)
The Great Strikes: Great Railroad Strike of 1877, Haymarket, Pullman, Homestead
America Moves to the City (CR2)
Rise of the urban city: from walking city to concentric zones
New immigrants, Nativists and immigration restriction Social welfare, settlement houses and
social workers Separate visions for African Americans:
Booker T. Washington and W.E.B. DuBois New morality (C3)
Entertainment in the Gilded Age (C3, C5)
America’s vision of Literature (C5)
The Great West and the Agricultural Revolution
Plains Indians and warfare
Five Frontiers: explorers, mining, cattle, fur trappers, farmers
Industrialization of agriculture
Alliances and Populist movements (C2, C3)
Currency: a “cross of gold” (C1)
Assignments in this unit that demonstrate use of materials:
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Core reading: The American Pageant, chapters 27 & 28, The Great West and the Agricultural
Revolution and The Revolt of the Debtor
Core reading: The American Pageant, chapters 25 & 26, Industry Comes of Age and America
Moves to the City
Supplemental primary and secondary source reading: Class handout: segments from Frederick
Jackson Turner’s Frontier Thesis. The American Spirit, Volume II, Chapters 27 & 28 ALL.
Supplemental primary and secondary source reading: Online reading (textbook web site):
Booker T. Washington’s Atlanta Compromise. Individual student research for in-class roleplaying activity; a mock congressional hearing on the living and working conditions of the labor
class.
Thought Provokers: Short-answer written responses that address the major themes and
concepts covered in the core and supplemental reading
DBQ and/or Free-response essay writing activity: A) Land claims of Native Americans v. U.S.
1865 – 1885. B) Railroads, Farmers, Cities, and Populism.
(C7, C8)
DBQ and/or Free-response essay writing activity: In-class full DBQ: The Populists (1989) OR
DBQ: The Federal Government and Laissez-Faire (1979)
Enrichment activities:
o Role-play: The Farmer’s Dilemma
o Political cartoon analysis (various Gilded Age cartoons/themes)
o Class discussion: Indian policy including removal, concentration, the Dawes Severalty
Act, and the reservation system
o Mock congressional hearing on the living and working conditions of the labor class.
Students will testify as industrialists (“Robber Barons”), factory workers, new immigrant
workers, child laborers, coal miners, and various social reformers.
o Labor union comparison worksheet
FINAL EXAM for 1st Semester – 2.25 hour block – AP-Style Exam
Multiple Choice: 55 minutes
ESSAY (FRQ): Choose two (from four) Free Response Essays. 80 minutes.
(C5, C7, C8)
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2nd Semester:
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Unit Seven: Imperialism to WWI, and the Progressive Agendas
Frederick Jackson Turner, and the effect of his Turner Thesis. (C2, C3)
The Path of Empire (C4)
Reasons for empire: need for markets, need for navy and naval bases, attempts to expand
American culture, nationalism. (C1)
Testing of the Monroe Doctrine: Venezuela and Great Britain
Taking of Hawaii (C2)
Spanish-American War
Insular cases; Puerto Rico and Philippines
Cuba and the Teller Amendment
Keeping the Philippines?
America on the World Stage (C2, C4)
China: The Open Door Policy and the Boxer Rebellion
Theodore Roosevelt and the Bully Pulpit
Panama Canal links the oceans
Roosevelt Corollary to the Monroe Doctrine
A Gentleman’s Agreement and the Great White Fleet
Russo-Japanese War, Treaty of Portsmouth, and Nobel Peace Prize (C4)
Progressivism and the Republican Roosevelt
The reform movement: a grass roots effort Muckrakers (C3)
Robert LaFollette: initiative, referendum, and recall
Consumer protection legislation
Women suffrage and temperance; Muller V Oregon (CR2)
A Square Deal for Labor
Busting trusts or “taming” them.
TR: a conservationist
Heir apparent: William Howard Taft (C2)
Dollar Diplomacy; more trusts busted (C1, C4)
Roosevelt becomes a Bull Moose (reexamination of 3rd-party politics in the modern era) (C2)
Wilsonian Progressivism at Home and Abroad
Election of 1912 (C2)
New Freedom v. the New Nationalism
Wilson as a trust buster: a “triple wall of privilege” (C2, C3)
Wilson’s Moral Diplomacy in Mexico (C4)
WWI and American Neutrality
He Kept Us Out of War: Election of 1916 (C2, C3)
The War to End War (C3, C4)
Unrestricted Submarine Warfare
From isolationism to Over There! –TRADE! (C2)
The Home Front: workers and civil liberties
American Expeditionary Forces
Idealism: Wilson’s Fourteen Points (C4)
Rejection of the Treaty of Versailles; Article X; War Guilt Clause (C2, C4)
American Life in the Roaring Twenties (C3)
Red Scare and immigration restrictions
Prohibition, Organized Crime (C3)
Dayton, TN: John T. Scopes “Monkey” Trial
From mass production to mass consumption
The age of the automobile
Mass media stimulates and unifies the nation
Harlem Renaissance
A Lost Generation (C3)
The Politics of Boom and Bust (C1, C2)
Republicans take the stage
Isolationism and the Washington Naval Conference treaties (C4)
President Harding and his scandals: Ohio Gang, Teapot Dome
Silent Cal rejects McNary-Haugen
The Dawes Plan
Assignments in this unit that demonstrate use of materials:
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Core reading: The American Pageant, chapters 29 & 30, The Path of Empire and America on
the World Stage
Core reading: The American Pageant, Chapters 31 & 32 (pages 703-713), Progressivism and
the Republican Roosevelt (and Taft) and Wilsonian Progressivism
Core reading: The American Pageant, Chapters 32 (pages 713-720) & 33, Wilson’s Diplomacy
and The War to End War
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Supplemental primary and secondary source reading: Online reading (textbook web site): Jacob
Riis, How the Other Half Lives. The American Spirit, Volume II, Chapter 31, parts A, D, & E.
Chapter 32, parts A & B.
Supplemental primary and secondary source reading: Class handout: Wilson’s 14 points. A
People’s History of the United States, chapter 14.
Thought Provokers: Selected reading and short response (paragraphs) in The Hovering Giant
(C5, C6)
DBQ and/or Free-response essay writing activity: How Free-response essays are graded.
Students grade essays written by former students on topics related to the question of American
Imperialism at the turn of the century.
Grading the DBQ. Students use examples of College Board rubrics to grade student samples of
the 1991 DBQ: The Fight over the Versailles Treaty.
DBQ: Imperialism (1994 DBQ) Expansionism: continuation or departure? (C8)
Enrichment activities:
o Class discussion: “Zinn v. Johnson” – How historians portray history – The SpanishAmerican War
o Video: Iron Jawed Angels with pre and follow-up discussion of the suffrage movement
o Charting exercise related to essay activity
o 10-minute write: Why did the progressives “succeed” where the populists had “failed?”
o War propaganda: Make your own, poster, 4-minute(man) speech, newsreel, etc.
o Supreme Court case study: Schenk v. U. S.
o Class discussion: debating the Treaty of Versailles
o Student Analysis; computer lab, writing, citing sources: Using actual documents
from newspapers and magazines (given by teacher), students examine international
incidents of early to mid 20th Century to identify key diplomatic tools, explain their
effectiveness in the short term and potential in the long term. Secondly, students make
connections to international incidents of the last 20 years, explaining similarities and
differences.
(C4, C5, C6, C7, C8)
TEST: Multiple Choice
Unit Nine: From Boom to Bust, to War; The Roaring 20’s to The Great
Depression; and Saved by War Spending; Making a New World
Farmers continue to overproduce. (C1, C3)
Risky business: stock speculation, buying on margin, buying on credit. (C1, C3)
Hoover and laissez-faire usher (C1, C2)
BANKING: What banks truly do (and don’t do) (C1, C2, C3)
Runs on banks (C1, C3)
Stocks Crash (and the true value of stocks) (C1, C3)
Rugged Individualism isn’t enough
Japan moves on Manchuria
Hoover establishes the “Good Neighbor Policy”
A Bonus Army
Hoover moves to public works, too little, too late. (C1, C2)
The Great Depression and the New Deal (C1, C2, C3)
Franklin D. Roosevelt begins his reign: relief, recovery, reform
Hundred Days Congress
NRA, TVA, AAA, and other Alphabet Soup programs. (C1, C2)
Social Security, Wagner Act, Glass-Steagall Act
Brain Trust, Black Cabinet, and Demagogues
Roosevelt attempts to pack the Court! (C2)
Franklin D. Roosevelt and the Shadow of War (C2, C4)
Reciprocal Trade Agreement and a better neighbor
German and Japanese aggression
Isolationism and Neutrality Acts (C3)
Destroyers for bases deal
Lend-Lease
Atlantic Charter
Pearl Harbor: awakening a sleeping dog
America in World War (C3)
Internment of Japanese-Americans (C3)
Mobilizing the economy to create a war machine (C1, C3)
The role of women and minorities (C3)
Economic and social impacts
Japan and the Pacific theater
North Africa, Italy, Normandy
V-E: Germany surrenders
FDR dies, Truman stops the buck
Use of atomic weaponry ends the war (C4)
GATT (General Agreement on Trade & Tariffs) (C1)
Assignments in this unit that demonstrate use of materials:
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Core reading: The American Pageant, chapters 34 & 35 (pages 771-785), The “Roaring
Twenties” and The Politics of “Normalcy”
Core reading: The American Pageant, chapters 35 (pages 785-793) & 36, The “Crash,” The
Great Depression, and The New Deal
Supplemental primary and secondary source reading: Group research of various sources in
preparation for class presentations
Supplemental primary and secondary source reading: The American Spirit, Volume II, Chapter
35, parts B, C, & D. Chapter 36 ALL.
Thought Provokers: Short-answer written responses that address the major themes and
concepts covered in the core and supplemental reading
DBQ and/or Free-response essay writing activity: FRQ: The 14 Points are Realized; From the
14 Points and Versailles, to Adolph Hitler, to the United Nations & GATT (as well as making
friends of former enemies). (C6, C8)
DBQ and/or Free-response essay writing activity: In-class full DBQ: Hoover and Roosevelt:
Liberal or Conservative? 1984 DBQ.
Enrichment activities: Film: The Greatest Generation (C7)
o Group presentations of 1920s themes: The politics of “normalcy,” the “jazz age,”
isolationism, art & literature, consumerism, social conflicts, racial unrest, labor unrest
o Socratic Seminar: Rugged Individualism v. the New Deal
o Supreme Court Case Study: Schechter v. U. S.
o Radio day: Audio recordings of “fireside chats”
o 10-minute write: The impact of the Great Depression on African Americans
TEST: Multiple Choice
Unit Ten: The Cold War Era & Civil Rights
Postwar prosperity and rise of the “Sunbelt” (C1)
Suburbia and the baby boom (C3)
Truman takes the helm
Yalta Conference; Germany is divided (C4)
Containment doctrine (C4)
World Bank, International Monetary Fund, and the UN (C1, C4)
Truman Doctrine, Marshall Plan, and NATO (C4)
Anti-communist fever
Nationalist China falls
The Korean Conflict begins- MacArthur fired The Eisenhower Era
McCarthyism
Desegregation in the South (C3)
Brown v Board of Education of Topeka, Kansas and its effects (C3) Birth of Civil Rights
Movement: Martin Luther King, Jr. (C3)
Suez Canal crisis (C3)
Sputnik starts the space race
John F. Kennedy, Camelot and new idealism
Changing roles for men and women (C3)
The flowering of the counter culture in the 1950s (C3)
The Stormy Sixties
Bay of Pigs invasion, the Cuban Missile Crisis, “flexible response” (C2)
Civil Rights in the Kennedy Administration (C3)
Assassination of JFK
Lyndon Baines Johnson and the “Great Society”
Civil Rights in the Johnson Administration (C3)
Vietnam: a war that damages society and topples a president
Election of Richard M. Nixon
Cultural upheaval and a sexual revolution (C3)
Unit Twelve (topics covered through student presentations) The Stalemated Seventies
Nixon’s Vietnam
Détente with China and the Soviet Union (C4)
Domestic programs
Re-election landslide of 1972
Cambodia and the War Powers Act
Watergate (C2)
Resignation of Nixon
Oil crisis and OPEC (C2, C4)
Gerald R. Ford
Feminism: Roe v Wade but no ERA (C3)
Jimmy Carter: Humanitarian from outside the Beltway
Diplomatic success in Panama and Middle East(Camp David Accords) (C4)
The energy crisis and inflation (C1)
Iran takes American hostages
The Resurgence of Conservatism
The New Right and election of Ronald Reagan
Economic concerns and tax cuts: Reaganomics “trickle down” (C1)
Thawing of the Cold War with Mikhail Gobachev (C4)
The wall comes down (C3, C4)
Iran-Contra Scandal
Religious Right and the Court turns conservative (C2, C3)
George H.W. Bush administration
Operation Desert Storm: The Persian Gulf War
The Clinton Administration
Republican Congress: Contract with America
Clinton Impeachment (C2)
Contested election of 2000
Assignments in this unit that demonstrate use of materials:
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Core reading: The American Pageant, chapters 39 & 40, The Cold War Begins (Truman and his
Doctrine) and The Eisenhower Era
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Core reading: The American Pageant, chapters 41-44, The Stormy Sixties, The
Stalemated Seventies, and The Resurgence of Conservativism
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Supplemental primary and secondary source reading: Class handout: excerpts from Betty
Freidan’s The Feminine Mystique. A People’s History of the United States, pages 373-379.
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Supplemental primary and secondary source reading: The American Spirit, Volume II,
Chapters 41-43 ALL.
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Thought Provokers: Short-answer written responses that address the major themes and
concepts covered in the core and supplemental reading
DBQ and/or Free-response essay: Free-response essays. Topics: The invisible poor, postwar
“cult of domesticity, suburbia.
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DBQ and/or Free-response essay writing activity: 1995 DBQ: 1960s African American
civil rights movement
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Enrichment activities:
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Debate: Funding the Space Race & military v. war on poverty
Class Discussion: Implications and ramifications of the Truman Doctrine,
Brinksmanship, and Massive Retaliation
10-minute write: The Korean War, success or failure?
Homework/2-minute presentation: Postwar literary contributions
Video: Dear America, Letters Home From Vietnam
Video: Eyes on the Prize, America’s Civil Rights years 1954-1965
Song Analysis: The meaning and significance of 1960s protest music
Thought Talk: “Martin and Malcolm”
Class discussion topics include: Cuban Missile Crisis, New Frontier, Great
Society, TET, 1968, Watergate, oil in relation to foreign and domestic policy, the
Moral Majority, Reganomics, nuclear proliferation
Review of papers and old tests
Practice AP Tests in class
AP EXAM
Mini Unit: Post 9/11 Sociology and Foreign Policy
9/11 and the Bush Presidency
Terrorism (Present and past).
The Taliban, from the 1980’s to current
Afghanistan
Iraq (similar and different from Vietnam).
The Great Recession
Socratic Seminar: Terrorism today, Afghanistan, economic indicators of the
21st Century, The Great Recession.
Presentations: Choice of historical themes, such as corrupt politicians, music trends, dance,
fashion, sports, guerilla warfare, Senate v House,
SEMESTER EXAM: Multiple Choice