WELCOME TO OUR CLASS!!!!
Instructors: Diane Manley-Bagley-Open Program
Brian FitzGerald-Liberal Arts Program
Michael Ramlet – All Nations Program
Email address: diane.bagley@mpls.k12.mn.us
brian.fitzgerald@mpls.k12.mn.us
michael.ramlet@mpls.k12.mn.us
Advanced Placement United States History
COURSE DESCRIPTION:
The goals of Advanced Placement United States History are to inspire; debate, reason,
critical thinking, analysis and synthesis as a collective group.
I hope you will gain:
1. an enjoyment of or at least satisfaction from the learning process itself.
2. a broad knowledge of the history of the United States sufficient enough to feel prepared to
take the Advanced Placement exam in May
3. an appreciation of some of the cross-currents in the nation’s history implied by the unit.
4. the acquisition of skills useful to an ongoing study of history and the social sciences.
5. an enhanced understanding, through a study of contemporary events, of the role of the United
States in today’s world.
APUSH is a challenging course that is designed to be the equivalent of a freshman college
course in a high school setting. It is a yearlong survey of American history from the age of
exploration to the present. 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, analysis and synthesis skills, essay writing, interpretations of original documents
and the ability to participate in the Socratic Method process of learning.
APUSH compared to other high school courses takes more time and requires more
homework. Consequently, there will be a focus on strengthening skills in taking objective exams,
in addition to writing clear and compelling essays and doing research and analysis of historical
data. Therefore, you will be required to study regularly, practice writing frequently, critically
analyze and synthesize history and historical data, participate in discussions/debates and
seminars in class and study/review strategies for test-taking.
COURSE OBJECTIVES:
1.
Master a broad body of knowledge
2.
Demonstrate an understanding of historical chronology
3.
Use historical data to support and argument or position
4.
Differentiate between different schools of historical thought
5.
Interpret and apply data from original documents, including cartoons, graphs, letters,
6.
Effectively use analytical skills of evaluation, cause and effect, compare and contrast
history.
7.
Work effectively with others to produce products (DBQ’s, Powerpoint, reviews/study
and solve guides, papers, etc.) problems.
8.
Prepare for and successfully pass the Advanced Placement Exam.
COURSE TEXTS AND PRIMARY READINGS:
Out of Many: A History of the American People, Faragher, John Mack, et al.
Our Nation’s Archive, Bruun, Erik and Crosby, Jay
A People’s History of the United States, Zinn, Howard
What Kind of Nation, Simon, James F.
Rise of American Democracy, Wilentz, Sean
Women and Power in American History, Volumes I & II, Kish-Sklar, Katheryn and
Dublin, Thomas.
Atlas of African-American History
Documents Workbook
COURSE WEBSITES:
Faragher Text:
http://phschool.com/access
Primary Sources:
http://historicaldocuments.com
http://odur.let.rug.nl/~usa/D/
http://www.ourdocuments.gov
Test Yourself:
http://collegeboard.com
http://historyteacher.net/quizzes
COURSE WORK:
1.
Multiple Choice Tests
2.
Free Response Essays
3.
DBQ Essays
4.
Socratic Method Questioning, Critical Thinking, Analyzing and
Synthesizing
5.
Primary Sources: Analysis & Synthesis
Summary: covering the main points or themes succinctly. An abstract or
abridgement of information
Analysis:
Synthesis:
separation of a whole concept/theory, etc. into its component parts
or Constitutional elements
the composition or combination of parts or elements so as to form a
whole new concept/theory
6.
FLASHCARDS FOR TERMS P.I.G.E.A.R.S. cited on flashcards:
Political:
relating to government, a government or conduct of government,
policy, or system. Valuable legislation, Acts, Supreme Court decisions, etc.
Intellectual:
relating to the intellectual thoughts, use and philosophies of the time period.
Valuable writings, poetry and literature of the time, as well as the authors.
Geographic:
relating to the geography or characteristics of a particular region and its
influence and impact on the society as a whole.
Economic:
relating to management, production, distribution and consumption of goods
and services through the incorporation of the 4 Means of Production entrepreneurship, labor,
capital and natural/raw materials.
Artistic:
relating to or characteristic of art or artists (fine to folk) and theirinfluence and
impact on the society as a whole.
Religious:
relating to or manifesting faith, devotion and sects, including
monotheism, polytheism and atheism and their influence and impact on the society as a whole.
Social:
relating to human society, interaction of the individual or group, or the welfare
of human beings as members of the society, including interdependent relationships and their
influence on one another.
7.
Any other assignment created by instructor to further you knowledge
of the subject area or to build skill sets.
Academic Honesty Policy:
South High School emphasizes honesty in academics. The following acts of dishonesty
are not tolerated:

Cheating: This includes but is not limited to copying someone else’s work or
Allowing your work to be copied, talking during a quiz or test, working with
unauthorized assistance, representing the work of others as your own, or turning
in work generated from the Internet as your own.

Plagiarism: This is the act of presenting another writer’s ideas or words as if
they were your own without acknowledging the source.
Consequences of violation of the South High Academic Honesty policy will
result in:
1st offense: F on the assignment
2nd offense: F for the quarter
Attendance and Tardy Policy:
Unexcused absences and tardies will negatively impact your grade in this class.
Grading:
40% of your grade will come from Exams, Essays and Projects.
30% of your grade will come from daily Written and Oral participation
20% of your grade will come from daily Homework (ie. Cornell Notes,
Thought Questions, etc.)
10% of your grade will come from daily “Quick Quiz”
CURRICULUM CALENDAR:
Unit 1: Colonial History to 1763
(CR 2,4,6,7 & 8)
SUMMER ASSIGNMENTS
Essential Questions:
1.
Why were indigenous cultures unable to sustain themselves in the
face of European contact?
2.
What was it about European civilization that allowed it to solidify
control over other regions of the world?
3.
How did colonial regions develop in different ways?
*Faraghet, et al Chapters 1-6 Flashcards on Terms to Know & P.I.G.E.A.R.S.
*Zinn
Chapters 1-3 Questions Chapters 1-3
*Primary Sources: “Our Nations Archive”
How the World Was Made
“This is the wisdom of the great spirit”
“With fifty men all can be kept in subjection”
Struggling to settle Jamestown
“What can you get by war?”
“Wives for the people of Virginia”
“Combine ourselves into a civil Body
Politick”
Of Plymouth Plantation
“Liberty is the proper end and object of
authority”
“A shelter for the poor and persecuted”
Maryland Act of Treason
An Act Concerning Negroes and Other Slaves
Plan of Union: William Penn
The Thirteen Virtues
“Sinners in the Hands of an Angry God”
“We are not well used”
Plan of Union: Benjamin Franklin
“A man’s house is his castle”
"Reading the American Past" Vol. 1
Ancient America, Before 1492
Europeans Encounter The New World, 14921600
The Southern Colonies In The 17th
Century, 1601-1700
The Northern Colonies In The 17th
Century, 1601-1700
Colonia America In The 18th Century,
1701-1770
The British Empire And The Colonial
Crisis, 1754-1775
Documents Workbook
Chapter 1
The Story of Creation of the World, as told by
A Zuni Priest 1885
The Discovery of Corn and Tobacco as
recounted By Penobscot Elder in 1907
A Jesuit missionary Reports on the Natchez
1730
The Constitution of the Five Nations
Confederacy
Chapter 2
Chapter 3
Chapter 4
Chapter 5
Chapter 6
An Aztec Remembers the Conquest of
Mexico, 1550
An Early Proponent for Native Rights
Condemns The Torture of the Indians
1565
A Shipwrecked Spaniard Writes of His
Incredible Journey through North
America from 1528-1536
A French Captain Describes his First
Contact with the Indians in 1534
John Winthrop Defines the Puritan Ideal
Of Community in 1630
Roger Williams Argues for Freedom of
Conscience in 1644
Selections from the New England Primer of
1683
William Penn’s 1681 Plans for the Province
Of Pennsylvania
Maryland Addresses the Status of Slaves in
1664
A Slave Ship Surgeon Writes about the Slave
Trade in 1788
A Virginian Describes the Difference
Between Servants and Slaves 1722
An Early Abolitionist Speaks Out Against
Slavery in 1757
An Iroquois Chief Argues for His Tribe’s
Property Rights in 1742
A Boston Woman Writes abot Her Trip to
New York in 1704
A Swedish Visitor Tells about Philadelphia
1748
A Puritan Preacher Admonishes His Flocks
In 1741
Britain Forbids Americans Western
Settlement, 1763
An American Colonist Opposes New Taxes
And Asserts the Rights of Colonists 1764
A Colonist Makes an Impassioned Call to
Arms, 1775
An Anglican Preacher Denounces the
American Rebels, 1775
Essay: Student will choose an Essential Question to answer and use the chapter
information as well as a minimum of 5 of the documents provided to analyze
and synthesize their response.
Test: Students will take a multiple choice comprehensive exam on the Divine chapters and
primary source documents (PSD’s) on the 1 st Friday of the school year.
APUSH
School Year Calendar
Unit 2:
The American Revolution (1763-1783) (CR 1,4,3,5,6,7 & 8)
Essential Questions:
1.
What enabled the colonies to seek seperation and how did the world
political situation aide the coming of revolution?
2.
How did ideas and events lead to the American struggle for
independence?
DBQ: Examine the governments established in the Articles of Confederation and in
the Thirteen State Constitutions and postulate the extent to which those
governments were “democratic”. In your examination consider:
(a) Balance of power between the executive, legislative and judicial
branches
(b) Extent to which voting rights have been granted to the population
(c) National land policies, how they were organized and what they were
intended to accomplish
*Faragher, et al Chapter 7 P.I.G.E.A.R.S.
*Zinn
Chapter 4-5 P.I.G.E.A.R.S.
*Handouts:
Early American Women – Chapter 5
What Kind of Nation – Chapters 1-3
*Primary Sources: Our Nations Archive
A course in midwifery
“The two parties were fired upon each other”
“Rules of Civility”
Taxation Without Representation
“I heard the word ‘fire’”
“Rally, Mowhawks! Bring out your axes”
“Life, liberty, and prosperity”
“Who is there to mourn for Logan? Not one”
“Give me liberty or give me death”
“The day on which the fate of America
depends”
Common Sense
“All men are by nature equally free and
independent”
“All inhabitants shall be entitled to vote”
“When in the course of human events”
“Remember the ladies”
“I only regret that I have but on life to lose
for my country”
Reading the American Past Vol. 1
Thomas Paine Makes the Case for
Independence, Common Sense 1776
Letters of John and Abigail Adams,
Correspondence, 1776
A Soldier’s Experience of the Revolutionary
War, Joseph Plumb Martin, Memoir,
1830
Boston King Seeks Freedom by Running
Away to the British Army, Memoir, 1798
Document Workbook
A Colonial Woman Argues for Equal Rights,
1776
Congress Decides What to Do with the
Western Lands, 1785
Territorial Governments Are Established by
Congress, 1787
Massachusetts Farmers Take Up Arms in
Revolt Against Taxes, 1786
Unit 3:
The New Nation (1781-1789) (CR 1, 6, 7 & 8)
Essential Questions:
1.
How did the early political discourse within the United States support the unique form of
democracy created by our founders?
2.
Evaluate to what degree the republican experiment contributed to the ills
confronting the country in the 1780’s and how Madison proposed to deal
with those problems?
DBQ: What issues prompted the evolution of the first American political party system
during the administrations of Washington and Adams? Develop a thesis that
analyzes and explains the forces that Washington had criticized as being
dangerous to the nation; but which were so powerful that he and the other
leaders of government were forced to submit as the Jeffersonian and
Hamiltonian factions evolved into identifiable political parties. Deal with the
period from the accession of Washington through the election of 1800 and the
ascension of Jefferson to the presidency.
*Faragher, et al Chapter 8 P.I.G.E.A.R.S.
*Zinn
Chapter 6
P.I.G.E.A.R.S.
*Book:
What Kind of Nation- Chapters 4-6
*Primary Sources: Our Nations Archive
“Perpetual union between the states”
What is an American?
“Free, sovereign, and independent States”
“There never was a good war or a bad peace”
On Religion: Thomas Jefferson
“The late rising of the people”
The Northwest Ordinance
“We the People”
“The tree of Liberty must be refreshed”
Debating the need for a Bill of Rights
Federalist I: On the Purpose of the Writer
Federalist LI: On the Safety of Multiple
Interests
“There is no alternative”
“A wrong step now and the Republic will
be lost forever”
“Madison v Marbury 1803
“The Rights of the People”
“The Alien and Sedition Acts”
“Reading The American Past”Vol. 1
Benjamin Rush Proposes Republican Education
Thoughts upon the Mode of Education Proper
In a Republic, 1786
Richard Allen Founds the 1st African Methodist
Church, 1833
Thomas Jefferson on Slavery and Race, 1782
Making the Case for the Constitution, James
Madison, Federalist #10, 1787
Mercy Otis Warren Opposes the Constitution
Observations on the New Constitution, 1788
Why Free Government Has Always Failed, 1789
Education for Young Woman, 1792, 1793
Mary Dewees Moves West to Kentucky, 1788-1789
Alexander Hamilton on the Economy, 1791
President George Washington’s Parting Advice
To the Nation, 1796
Document Workbook
The Secretary of State and the Secretary of
The Treasury Battle about the
Constitution 1791
Farmers Protest the New Whiskey Tax 1790
A Frenchman Comments on the American
Character 1782
An American School Teacher Calls for an
American language 1789
Unit 4: The Agrarian Republic and Jeffersonian Democracy (1800-1825)
(CR 1, 2, 4, 5, 6, 7 & 8)
Essential Questions:
1.
Evaluate the impact, background, results, and significance of the Marshall court
in relation to the branches of government?
2.
How did the condition and advances of the American economy and frontiers in
this era leave a lasting impression on the capitalist ideology of the country?
DBQ: When Thomas Jefferson entered the White House in 1800, he
had a clearly defined idea of what form the American nation should
This concept was called agrarian republicanism. By the time
Jefferson died in 1826, he was filled with fears for the survival of his
country. Define agrarian republicanism and identify the issues and
forces that threatened its survival by 1826.
*Faragher, et alChapters 9
*Zinn
Chapters 6 & 7
*Book: What Kind of Nation Ch. 9-11
* Handouts: Early American Women
Liberty to Choose, Eliza Southgate, 1802
Matrimonial Risks, Emma Willard, 1815
Rules of the School, Eliza Ann Mulford, 1814
A Rationale for Female Education, Emma Willard,
1815
* Primary Sources: “Our Nations Archive”
“An Act for Establishing Religious Freedom”
“The late rising of the people”
“We the People”
“Federalist I: On the Purpose of the Writer”
“Federalist LI: On the Safety of Multiple Interests”
“Inaugural Address” Thomas Jefferson
“A contemptible hypocrite”
“Madison v. Marbury” 1803
“The French Republic”
“We also have religion” Chief Red Jacket
“The Burr Conspiracy”
“An embargo on all ships and vessels”
“McCulloch v. Maryland”
“The Missouri Compromise”
“The Monroe Doctrine”
“Reading Americas Past” Vol. 1
“A Jeffersonian Sailmaker’s Fourth of July Address”
Oration, 1806
“James Forten Protests Pennsylvania Law Threatening
Enslavement of Free African Americans, 1813
“President Thomas Jefferson’s Private and Public Indian
Policy”
“Meriwether Lewis Describes the Shonhone” 1805
“Frontier Revival” 1801
Documents Workbook
Supreme Court Retains Right to Overrule Legislation
Supreme Court Bolsters Federal Power 1819
Missouri Admitted to Statehood, Slavery at Issue
The President Addresses the Union 1823
Unit 6: The Jacksonian Era and the Growth of Democracy (1820-1850) (CR
5, 7 & 8)
Essential Questions:
1.
How was or was not the Jackson era the era of the common man?
2.
How did Jackson’s administration illustrate the coming sectional crisis?
3.
How do the various reform movements show how democratic ideas and
institutions are dynamic rather than static?
DBQ: For the period 1824-1840, analyze the ways in which developments in politics
altered the social and economic fabric of the nation.
* Faragher, et al
Chapters 11
P.I.G.E.A.R.S.
* Handouts:
A History of Women in America
Origins of Feminism
* Primary Sources: “Our Nations Archive”
Appeals to the Colored Citizens of the World
“I will be heard”
“The last should be first”
Reply to Jackson’s bank veto
“Compared to disunion all other evils are light”
“Sending many a redskin to his long home”
“The power of the people are disseminated”
Compulsory school attendance
“Check this spirit of monopoly”
“Pure, unmixed, personal idolatry”
The Trail of Tears
“I have wept in the land of my birth over slavery”
“And looks the world in the face”
“A man is born to be a reformer”
“Individual accumulation will be seen in its naked selfishness”
I beg, I implore, I demand pity”
A Christian Defense of Slavery
“Cotton and Negroes are the constant theme”
“Reading The American Past” Vol. 1
David Crockett Hunts Bear in Western Tennessee, 1834
President Andrew Jackson’s Parting Words to the Nation,
1837
Cherokees Debate Removal, 1837
Sarah Grimke on the Status of Women, 1838
Elijah Lovejoy Confronts an Anti-Abolitionist Mob, 1837
Documents Workbook
A Legal Scholar Opposes Spreading the Vote 1821
What Shall Be The Role of Government 1834
American Senator Opposes Nullification 1830
South Carolina Refuses the Tariff 1832
A Staunch Feminist Advocates Equality 1843
Unit 7: The Slave System of the South & Emerging Industry of the North
(1800-1865) (CR 1, 2, 4, 5, 7 & 8)
Essential Questions:
1.
What were the motivations of the abolition movement?
2.
How did the economic, social, and cultural differences between North and
South result in irreconcilable differences leading to war?
DBQ:
Devise an essay that explains how the institution of slavery affected the
individual lives of two of the following groups. Make certain that you deal as much as
possible with the impact upon both genders and where applicable, upon children.
(1)
White plantation gentry
(2)
African Americans, both slave and free
(3)
Free whites, both yeomen farmers and poor whites
Evaluate and describe how the Market Revolution transformed two of the
following areas of American life
(1)
Status of Labor
(2)
Class Structure
(3)
Family Life
* Faragher, et al Chapters 10 & 12
* Primary Sources: Our Nations Archive
“Appeal to the Colored Citizens of the World”
“And ain’t I a Woman”
Reading Americas Past Vol. 1
“Madison Heming Recalls Life as Thomas
Jefferson’s Enslaved Son”
“Plantation Rules”
“Nat Turner explains Why he became an
Insurrectionist”
“The Pro-Slavery Argument, A Letter to an
English Abolitionist, 1845
“ A Visit with a Poor White Farmer”
“ The Cotton Kingdom” 1861
Document Workbook
Southern Novel Depicts Slavery 1832
A Slave Tells of His Sale at Auction 1848
A Farm Journal Reports on the Care and Feeding of
Slaves 1836
A Slave Girl Tells of Her Life 1861
Northern States Defies Fugitive Slave Act 1855
An African American Decries the Fourth of July 1852
An Abolitionist Is Given the Death Sentence 1859
A New President Is Sworn In 1861
Unit 8: New Age and Territorial Expansion (1830-1860) (CR 1, 2, 7 & 8)
Essential Questions:
1.
How does the term “manifest destiny” capture the forces that led to
continental expansion?
2.
What innovations in industry and technology brought changes to
American society?
DBQ: Assess and identify the ways that the success of Manifest Destiny and
expansion of the United States would lead to a resurrection of issues
that
would eventually divided the nation.
* Faragher, et al Chapters 13 & 14
P.I.G.E.A.R.S.
* Primary Sources: Our Nations Archive
“The Annexation of Texas to the United States”
“Expanding Westward”
“A Christian Defense of Slavery”
“Manifest Destiny”
“Peace between the United States and the Mexico
Republic”
“I have Wept in the Land of my Birth over Slavery
Document Workbook
A Tejano Describes the Beginning of the Texas
Revolution 1835-36
A Newspaper Man Declares the “Manifest Destiny”
Of the US 1845
An Indian Chief Discusses the Differences Between
Between His People and the Americans 1854
An American Army Officer Describes the Beginning
Of the California Gold Rush in 184
Unit 9: Crisis, Civil War and Reconstruction (1861 – 1877) (CR 1, 2, 7 & 8)
Essential Questions:
1.
How did the Civil War lead to the reform of the American political
system as a more democratic government and one more consistent with the
original ideals?
2.
For what reasons did officers who studied and were trained together
decide to fight for different sides?
DBQ
For the period between 1863 and 1877, evaluate how the
Emancipation Proclamation (1863), the Thirteenth Amendment
(1865), and other federal civil rights legislation altered the lives of
African Americans. Was this change genuine and permanent, or
simply a beginning?
* Faragher, et al Chapters 15, 16 & 17
* Primary Sources: Our Nations Archive
“Descriptions of the KKK”
“The New Society”
“Neither Slavery Nor Involuntary Servitude”
“The Dawes Act”
Documents Workbook
A Civil War Nurse Writes of Conditions of Freed
Slaves
1864
The Working-Men of Manchester, England Write to
President Lincoln on the Question of Slavery
1862
President Lincoln Responds to the Working-Men of
Manchester on the Subject of Slavery
An African American Soldier Writes to the President
Appealing for Equality in 1863
Black Code of Mississippi 1865
Frederick Douglass, Speech to the American AntiSlavery Society 1865
Blanche K. Bruce, Speech in the Senate 1876
A Sharecrop Contract
Unit 10: The Gilded Age & Growth of an Empire (1865 – 1900) (CR 2, 4, 7 &
8)
1.
Essential Questions:
Explain if the benefits of capitalism outweigh its negative effects?
2.
How do the forces of industrialization and immigration transform the
United States from an agrarian society to a modern industrial nation?
DBQ
Successive waves of settlement brought radical alteration to the
lives of those who had occupied the trans-Mississippi West at an
earlier time. Evaluate how later emigrants forced changes in the
lifestyles of two of the following groups in the West:
a) Native Americans
b) Mexican Americans
c) Mormons
d) Cowboys
Assess the ways in which technology and industrialization and the
attendant changes in American social structure altered the lives of
three of the following groups:
a) Workers
b) The middle class
c) The New South
d) The urban population
“Both labor and farmer organizations were relatively unsuccessful
in achieving their goals in the last half of the nineteenth century.”
Analyze and explain the extent to which this statement is true.
* Faragher, et al Chapters 18, 19, & 20 (Sections 1-5)
* Primary Sources: Our Nations Archive
“The Success of the Standard Oil Company”
“All of my Sex are doomed to Political Subjection”
“The Right to Vote shall not be denied on account of
Race”
Documents Workbook
Helen Hunt Jackson, The Thrill of Western
Railroading
1878
Bill Haywood, Miners and Cowboys 1887
D.W.C. Duncan, How Allotment Impoverishes the
Indian 1906
Charles and Nellie Wooster, Letters from the Frontier
1872
Andrew Carnegie, Wealth, 1886
Lee Chew, experiences of a Chinese Immigrant 1903
John Hill, Testimony on Southern Textile Industry
1883
M. Carey Thomas, Higher Education for Women 1901
E.L. Godkin, A Great National Disgrace 1877
Roscoe Conkling, Defense of the Spoils System 1877
Populist Party Platform 1892
Alfred T. Mahan, The Influence of Sea Power 1901
Unit 11: The Progressive Era (1900 – 1917) (CR 1, 2, 4, 5, & 7)
Essential Questions:
1.
What role did grass roots movements play in politics in the late 19 th and
th
early 20 centuries?
2.
What political issues dominated American society and how did they
affect US culture?
DBQ
Evaluate the degree to which progressivism served the best
interests of three of the following groups:
a) Immigrants and urban poor
b) African Americans
c) Women
d) Labor
* Faragher, et al Chapters 21
* Primary Sources: Our Nations Archive
“Plessy v Fergusson” 1896
“The Jungle”
“The Cross of Gold Speech”
“There is nothing here for the Colored Man”
Documents Workbook
George Washington Plunkitt; Honest Graft, 1905
Upton Sinclair, The Jungle, 1906
Booker T. Washington, The Atlanta Exposition
Address
1895
The Niagara Movement, Declaration of Principles
1905
Unit 12: Foreign Policy (1898 – 1920) (CR 1, 3 & 7)
Essential Questions:
1.
Evaluate why America’s territorial expansion/imperialism differed in
the late 19th century from earlier expansionist policies?
2.
How did The Great War change the United States from a regional
power to an economic and political world power?
DBQ
Assess the extent to which World War I altered the status of
women and African Americans in the United State, 1914-1920. If
changes occurred, by what means were those changes
accomplished and were they permanent?
* Faragher, et al Chapters 20 (Section 6) & 22
* Primary Sources: Our Nations Archive
“Open Door Policy”
“Spain relinquishes all claim of sovereignty over the
Title to Cuba”
“In Puerto Rico no blood shall be shed”
“We propose an alliance with Mexico”
Documents Workbook
George Creel, How We Advertised America 1920
Anna Howard Shaw, Women’s Committee of the
Council
Of National Defense
Eugene V Debs, Statement to the Court 1918
Letters from the Great Migration 1916-1917
Unit 13: The Roaring 20’s
(1920-1928) (CR 2, 4, 7 & 8)
Essential Questions:
1.
How did the various social forces of the 1920’s lead to the end of
unregulated capitalism and greater national government involvement
in our economic and social life?
2.
How did the technological advances of the Second Industrial
Revolution create a social, economic and political divide among Americans?
3.
Analyze the cultural impact of the Harlem Renaissance on the artistic
movements of the 1920’s.
DBQ:
Evaluate the idea that the decade of the Twenties was a conflict
between the forces that pushed rapid change upon American
society, and the elements within that society that resisted those
changes.
* Faragher, et al Chapters 23
* Primary Sources: Our Nations Archive
“Suffrage Prevails”
“Demoralization was unprecedented”
“No Person shall possess an intoxicating liquor”
Documents Workbook
Robert and Helen Lynd, The Automobile Comes to
Middletown 1924
Bruce Barton, Jesus Christ as Businessman 1925
Eleanor Wembridge, Petting and Necking 1925
Paul Morand, Speakeasies in New York 1929
Unit 14: The Great Depression (1929-1938) (CR 1, 2, 4, 5, & 7)
Essential Questions:
1.
What were the causes and consequences of the Great Depression under the
Hoover Administration and its impact on the US economy.
2.
Could FDR’s New Deal legislation be viewed as fundamentally changing the
role of the American government? Why or Why Not.
DBQ
Assess the degree to which the Roosevelt New Deal was a
“revolutionary and radical” approach to solving the problems of
the Great Depression.
* Faragher, et al Chapters 24
* Primary Sources: Our Nations Archive
“Brother, can you spare a dime?”
“Grapes of Wrath”
“To diminish the causes of labor disputes”
Documents Workbook
Meridel Le Sueur, Women on the Breadlines 1923
Franklin D. Roosevelt, First Inaugural Address 1933
Huey Long, Share Our Wealth 1935
Carey Mc Williams, Okies in California
Unit 15: America and the New World (1921 – 1945) (CR 1, 2, 3, 4, 7 & 8)
Essential Questions:
1.
How does World War II propel the United States to center stage on
the world
scene?
2.
How did World War II lead to changes in American social structure
and American economic life?
3.
Analyze the foreign policy of the United States during the 1920’s and
the impact these policies had domestically during the 1930’s?
DBQ:
What impact did World War II have on the status within American
society of minorities and women? Assess and describe both shortand long-range changes that may have occurred.
* Faragher, et al Chapters 25
* Primary Sources: Our Nations Archive
“The Immigration Act of 1924”
“Abrams v United States: The best of the truth is the
Power of Thought”
“He had seen four of his six brothers die by violence,
Three of them killed by White Men”
Documents Workbook
Franklin D. Roosevelt, The Four Freedoms, 1941
Virginia Snow Wilkinson, From Housewife to
Shipfeter,
1943
Korematsu v United States 1944
Harry S. Truman, Statement on the Atomic Bomb
Unit 16: Truman, Ike, and JFK: The Cold Warriors (1945 – 1963)
(CR 1, 2, 3, 7 & 8)
Essential Questions:
1.
How did the Cold War impact the US international affairs and life at home?
2.
Analyze the foreign policy of the United States and its impact on modern wars/
conflicts.
DBQ:
Select three events that occurred during 1945-1952 with which to define,
illustrate, and explain the changing American self-image of its world role
in the postwar era. How did domestic issues figure into and influence foreign
policy decisions?
For the period of 1952 to 1966, select three changes which demonstrate
that the Unites States did not entirely match the 1950’s image of a sterile,
homogenized, consensus-driven society. Construct an essay to prove
your position.
* Faragher, et al Chapters 26, & 27 (Sections 4 & 5)
* Primary Sources: Our Nations Archive
“Private foreign investments advanced to a mess”
“Through Non-violence, courage; displaces fear;
Love transforms”
“Brown v Board of Education of Topeka Kansas:
Separate but equal has no place”
Documents Workbook
Clark Clifford, Memorandum to President Truman
1946
Henry Wallace, Letter to President Truman 1946
The Truman Doctrine
Joseph McCarthy, Speech at Wheeling, West Virginia
1950
Unit 17: From the Great Deal to the Great Society: The Triumph of Reform
(1945 – 1968) (CR 1, 2, 4, 5 & 7)
Essential Questions:
1.
Analyze the symptoms of American societies drive toward conformity and
consumerism of the postwar years.
2. Evaluate the objectives victories and failures of the civil rights movement of the
1950’s
3. Explain how the Eisenhower administration marked a new era of Modern
Republicanism and its impact on the political and economic system.
DBQ
Evaluate the effectiveness of Dr. Martin Luther King’s philosophy of
nonviolent civil disobedience in undermining the culture of “Jim Crow”
and segregation in the South. What outside elements may have
contributed to the success of the civil rights.
* Faragher, et al Chapters 27 Sections 1-3 & 28
* Primary Sources: Our Nations Archive
“An Act to promote the Defense of the US”
“A date which will live in infamy”
“Four Freedoms speech”
Documents Workbook
The Teenage Consumer 1959
John K. Galbreath, The Affluent Society 1958
Jack Kerouac On the Road 1957
Betty Freidan, The Problem That Has No Name 1963
Jo Ann Gibson Robinson, The Montgomery Bus
Boycott
1955
Brown v Board of Education 1954
Southern Manifesto on Integration 1956
Martin Luther King Letter from a Birmingham Jail
1963
Unit 18: Protest and Turmoil: Vietnam and Watergate (1960-1980)
(CR 1, 2, 3, 4, 7 & 8)
Essential Questions:
1.
How did the United States get involved in the war and how did American
involvement in the war result in social changes at home and in
international affairs.
2.
How does the rising global economy lead to new forms of domestic and
international conflict.
DBQ: If the greater portion of social indexes indicates rising prosperity as well as
Improved social and living conditions between 1950 and 1970, what elements
Explain the dissatisfaction of the American people during 1965-1974? Choose
Two of the following groups and evaluate what reactions they had to the events
Of that period.
(a) Middle-class youth
(b) Minorities
(c) Nixon’s “silent majority”
* Faragher, et al Chapters 29
* Primary Sources: Our Nations Archive
“To you, the great silent majority of America ask
For your support”
“Letter of Resignation”
“Richard M Nixon warrants impeachment and trial
and removal from office”
Documents Workbook
Lyndon B. Johnson, Why We Are in Vietnam 1965
Stokely Carmichael, Black Power 1966
John Kerry, Vietnam Veterans Against the War 1971
Articles of Impeachment against Richard M Nixon
1974
Unit 19: “Malaise,” Ford, and Carter in the Seventies, Eighties
(1980-Present) (CR 1, 3, 4, 5 & 7)
Essential Questions:
1.
Discuss the reasons for a conservative resurgence and the election of
Ronald Reagan in 1980.
2.
Analyze the success of Reagan's foreign policies in the Middle East and
Central America.
DBQ
The 1970s and 1980s was a period of economic, political, and social change
within both the U.S. domestic and foreign policy. Utilizing your knowledge of
Presidents Carter and Reagan,evaluate the relative successes and failures of both
presidents in regard to their handling of both policies. What impact did these
policies have on their respective reelection campaigns?
Evaluate the changes in threats to national security that evolved between the
presidential administrations of George H.W. Bush and George W. Bush. In
detail, describe how these events were indicative of growing national and
international threats to the United States and allies? How did the presidents
respond to these new threats? What were the consequences of their actions?
ugly”
Kuwait”
* Faragher, et al Chapters 30 & 31
* Primary Sources: Our Nations Archive
“Government is not the solution to our problem;
Government is the problem”
“Gay rights; why not pretty soon”
“Growing up Puerto Rican in New York”
“The aggressive impulse of an evil empire”
“I came to tell the truth, the good, the bad and the
“Human Rights for all people”
“Saddam Hussein started this cruel war against
“William Jefferson Clinton is aquitted”
Documents Workbook
Town Meeting, Middletown Pennsylvania, 1979
Gloria Steinem, In Support of the Equal Rights
Amendment 1970
Myra K Wolfgang, In Opposition of the Equal Rights
Amendment 1970
Richard Viguerie, Why the New Right Is Winning
1981
Ronald Reagan, The Evil Empire 1983
Johnathan Kozal, A Homeless Family 1986
Jesse Jackson, Common Ground 1988
Cecelia Rosa Avila, Third Generation Mexican
American
1988
Unit 20: 2 Week AP Test Review
Final 6 Weeks of Class (CR 1, 2, 3, 4 & 5)
Create 4 Projects surrounding the 4 Major Essential Questions of United
States History.
Choose from the following: Documentary, Power point, Play, Musical,
Website, Book, etc.
1.
How did the European conquest of North America
transform indigenous
Civilizations, institutionalize African slavery, and ultimately lead to an
independent and democratic United States?
2.
In what ways was the Civil War inevitable and define what a
Union is to
the American people?
3.
What role did industrial capitalism play in American life
and in the
United States’ rise as a world power?
4.
How have postwar social, political and economic forces
changed the
United States internally and in its relationships with the rest of the
world?
Political Ideologies Students will research and determine the ideological
identity and biases of a group in US History after a study of various political ideologies that have
influenced and shaped American history.