AP United States History
Each class meets 90 minutes a day on an A day B day schedule. Students
alternate between AP English and AP US History. The purpose of this
course is to challenge students to think analytically, interpret the impact of
historical events on the future, develop analytical and interpretive writing
skills and prepare students for the AP exam in May. Students should expect
to spend a considerable amount of time on homework, outside reading,
developing writing skills and critical thinking skills.
Course Objective
The study of history in the eleventh grade is designed as a survey class. The
focus of this class will be on the development of the American identity and
the changes it faces over time, economic trends, development of culture,
environmental issues, development of political institutions and the changes it
faces over time, United States position in the global society, impact of
religion on the development of American identity, impact if cultural
diversity (slavery and immigrants) on the American identity.
Text
Lizabeth Cohen, David M. Kennedy and Thomas Bailey. The American
Pageant: A History of the Republic 11th edition (Houghton Mifflin
Company, 1998)
Susan H. Armitage, Daniel Czitrom, Mari Jo Buhle, John Mack Faragher.
Out of Many: A History of the American People Revised Third Edition
(New Jersey: Prentice Hall, 2003)
David M Kennedy, Thomas Bailey. The American Spirit: Volume I: to
1877 Tenth Edition
David M Kennedy, Thomas Bailey. The American Spirit: Volume II:
Since 1865 Tenth Edition
Paul S. Boyer, Clifford E. Clark, Jr., Joseph F Kent, Neal Salisbury, Harvard
Sitkoff, Nancy Woloch. Enduring Voices Volume I: To 1877
Irwin Unger and Robert R. Tomes. American Issues A Primary Reader in
United States History Volume II Since 1865 Third Edition
Unit I: Beginnings and Colonial Society
Readings:
American Pageant pages 25-87
Out of Many pages 54-129
Document Set: “John Winthrop Defines the Ideal Community” and
“William Penn’s 1681 Plans for the Providence of Pennsylvania.” Compare
Winthrop’s vision of a “city on a hill” to William Penn’s “holy experiment”.
A Slave Tells of His Capture in African 1798 and An African Captive Tells
the Story of Crossing the Atlantic in a Slave Ship in 1789. Answer Question
and assess the term “shock of enslavement” for class discussion.[CR6]
Themes:
1. The emergence of American cultural traits and the factors that
contributed to them.
2. Emerging regional patterns and how they evolved. [CR5]
Content:
1. Analyze the changes in European society that influenced the “Age of
Discovery”.
2. Compare and contrast the motives and methods of colonization by
Spain, France and Britain.
3. Analyze the impact of colonization on Europeans, Native Americans
and African society. Place an emphasis on population, intermarriage,
agricultural, religion, political and economic changes that resulted
from events of 1492 and after. [CR1]
4. Compare and contrast political, economic, social, religious patterns of
New England, Southern and Middle colonies. [CR4]
5. Examine the colonial structure and culture development the New
England, Southern and Middle colonies and compare their
development with the development of social structure and culture of
Europe. [CR2]
Major Assignments:
1. Character Sketches of key figures: Christopher Columbus,
Montezuma II, Hernan Cortes, John Smith, Pocahontas, John
Rolfe, John Winthrop, Anne Hutchinson, William Penn, cotton
Mather, Nathaniel Bacon.
2. Historical Significance of key Historical Terms:
(Joint Stock Company, Virginia Company, encomienda,
Mayflower Compact. “ City Upon A Hill”, Bacon’s Rebellion,
Mercantilism, Navigation Acts, Salutary Neglect, Head right
system, primogeniture, Indentured servants, Enlightenment, Old
lights, New Lights)
3. Create a Comparison chart of colonization by Britain, France and
Spain: Include economic, social, political and religious reasons for
4.
5.
6.
7.
8.
exploration. Students will also identify the impact of colonization
of each nation on the lives of the inhabitants.
Develop a comparison chart explaining economic, social, religious,
political, educational, financial motives for colonization. Students
should identify the type of colony, economic base, labor source,
political and social mobility, education availability and relationship
with Native Americans. Include the following: Jamestown, North
Carolina, South Carolina, Georgia, Maryland, Delaware,
Pennsylvania, New Jersey, New York, Massachusetts Bay and
Plymouth. [CR4, CR1]
Create two Newspaper Articles depicting Bacon’s Rebellion and
King Philip’s War. Students should include cause of conflict, key
events during the conflict and the impact of the conflict.
Create a Venn diagram that examines the contributions of Native
Americans and Africans to European survival in the New World.
Include a connection between rice and sugar cane production,
slavery and the affects of the African culture on economic, social,
political and religious development of colonial America. [CR2,
CR4]
Create a Societal development chart: depict religious, economic,
political, cultural, educational and scientific changes during the
18th century. [CR1, CR2, CR4]
Read Jonathan Edwards “Sinners in the Hands of an Angry God”:
Create a journal entry response to the sermon. Student should take
on the persona of a parishioner of Edwards church and describe
motives behind the speech and the impact the speech had on the
lives of colonist during the Great Awakening [CR7]
DBQ: New England and Chesapeake [CR8]
Free Response Essay: Analyze the extent to which religious freedom
existed in the British colonies prior to 1700.
For the period before 1750, analyze the ways in which Britain’s policy
of salutary neglect influenced the development of American society as
illustrated in the following: [CR8]
Legislative assemblies
Commerce
Religion
Unit II: Road to Revolution and the Revolutionary War
Readings
American Pageant: 105-162, 166-171
Out of Many: 135-145, 149-158, 163-175, 177-180
American Spirit Volume I: Chapter 6 Pontiac’s Rebellion and Its
Aftermath: Sir William Johnson Describes the Indians
Grievances(1763), Pontiac Rallies His Warriors (1763), The
Proclamation of 1763. Chapter 7:Philadelphis Threatens Tea
Men(1773), Samuel Johnson Urges an Iron Fist(1775), ,D Loyalist
Versus Patriots Daniel Leonard Deplores Rebellion(17750, Patrick
Henry Demands Boldness(1775), New Yorkers Abuse Tories (1775), E
The Clash of Arms Conflicting Versions of the Outbreak (1775),
Franklin Embittered Bloodshed (1775), Why an Old Soldier
Fought(1898): Read documents and answer questions , prepare for
class discussion.
Document Set: Chapter 5 Document Set 2 The People’s Rebellion:
Popular Protest and Revolutionary Potential: 1. Thomas Hutchinson
Recounts the Mob Reaction to the Stamp Act in Boston, 1765 2. John
Holt’s Account of the Stamp Act Riots in New York, 1766 3.
Charleston, South Carolina, Sons of Liberty, 1766 4. The Boston
Gazette Describes the Boston Massacre, 1770 5. Captain Thomas
Preston’s Defense of Military Action in Boston, 1770 6. Gouverneur
Morris Warns Against Democratic Revolution, 1774 [CR6]
Questions: What do the Documents reveal about the extent of
popular involvement in the revolutionary activities? What evidence do
the documents contain of purposeful mob action? Relate your answer
to the broader issue of the crowd’s role in history? What was the
social and economic composition of the Sons of Liberty? Compare
your text interpretation to accounts of the Boston Massacre with two
divergent accounts in the documents. What is your interpretation of
the events that led to violence?
Themes:
1. Colonists re-evaluate their relationship with Britain.
2. The American Revolution as a conservative or radical
movement.
3. The American Revolution’s place in world developments of the
period. [CR5]
Content:
1. Mercantilism [CR4]
2. Analyze the impact of the French and Indian War on
the American colonies and British policies
3. Trace the economic, social and political seed that lead
to colonial rebellion. [CR1, CR2, CR4]
4. Emerging colonial cooperation and decision for
independence.
5. Military victory and terms of the Treaty of Paris.
6. Analyze the effects of the American Revolution.
Major Assignments
1. Character Sketches: Jonathan Edwards, Benjamin Franklin,
Phillis Wheatly, Samuel de Champlain, Robert LaSalle, George
Washington, Samuel Adams, Abigail Adams, Marquis de
Lafayette, Paul Revere, Thomas Paine, Richard Henry Lee, and
John Paul Jones.
2. Newscast (60 minutes) French and Indian War: Broadcast should
include political, economic and social causes of the war, key
battles and there significance, affect of the war on colonization in
America and should include pre- French and Indian war and post
war map. [CR1, CR2, CR4]
3. Create a Venn diagram that examines the relationship of the
Indians with the French, Spanish, and British. Identify the
reasons why most Indians supported the French during the
French and Indian War and the impact of the French losing the
war on the Indians.
4. Chart the British Legislation that lead to division between the
colonist and the British parliament.
5. Communicating Revolutionary ideas with Political Cartoons:
Students analyze primary source political cartoons that reflect
issues leading to the split between England and her American
colonies. [CR7]
6. Analyze the Declaration of Independence. [CR7]
7. Chart the effects of the American Revolution: read excerpts of
The American Revolution Considered as a Social Movement:
identify the thesis; cite supportive evidence, significance of the
evidence and conclusion. [CR6]
8. Test Unit 1 and 2
DBQ: Colonist Identity and Unity on the Eve of Revolution (1999)
[CR8]
Free Response: “War is a powerful instrument for social and
economic change.” Evaluate the statement with reference to the
American Revolution. [CR8]
Unit III: The Federalist and the Virginia Dynasty
Readings
Out of Many: pages 189, 194-219, 235-257
American Pageant: pages 166-186, 189-254
American Spirit Vol. I: Jefferson Stretches the Constitution to Buy
Louisiana (1803), Representative Roger Griswold Is Unhappy
(1803), Senator John Breckinridge Supports the Purchase (1803), A
federalist Attacks the Embargo Act (1808), A Jeffersonian(W.B.
Giles) Upholds the Embargo Act(1808)
Document Set: Chapter 7: Set 1; Hamilton’s Funding and
Assumption Programs, 1790 and Jefferson’s Rejection of the
Funding Program, 1790.
Questions: What views of Hamilton’s political philosophy were
presupposed by Jefferson in his interpretation of the objectives of
Hamilton’s financial program? Did Jefferson provide adequate
evidence to support these views? Explain. Given strong opposition,
why did the assumption plan pass?
Themes:
1. Analyze the impact of British policies on the development of
post – revolution governments.
2. Trace the development of the US Constitution and Bill of
Rights.
3. Trace the emergence of political parties and the factors that led
to their development.
4. The development of sectionalism and interdependence.
5. States Rights v. National Power [CR1]
Content:
1. Analyze the strengthens and weakness of the Articles of
Confederation [CR1]
2. Analyze the need for the Constitution and evaluate the roles of
the Federalist and the Anti-federalist in the ratification process.
3. Evaluate Washington’s administration for providing a
foundation for the new federal government
 Cabinet
 Judiciary Act 1789
 Excise Tax
 Whiskey Rebellion
 Jay’s Treaty
 Pickney’s Treaty
 Neutrality Act 1793
 Washington’s Farwell Address
4. Compare and contrast the political parties that developed during
Washington’s administration. [CR1]
 Hamilton v Jefferson
 Bank of the United States
 Strict v. Lose Constructionist
 Elastic Clause
 Citizen Genet
 Democratic- Republican Party
 Federalist Party
5. Analyze the impact of John Adam’s presidency on social and
political life in the United States as well as Foreign policy.
[CR1, CR2, CR3]
 XYZ Affair
 Quasi War
 Alien Act
 The Alien Enemies Act
 The Sedition Act
6. Evaluate the economic, political and social impact of Thomas
Jefferson’s presidency .[CR1, CR2, CR3]
 Revolution of 1800
 Marbury v Madison and Judicial Review
 Louisiana Purchase
 Barbary Pirates
 Chesapeake Leopard Affair
 Embargo Act ( Examine Ograbme Cartoon)
 Non-Intercourse Act
 12th Amendment
7. Analyze the impact of the Virginia Dynasty to American
politics.[CR1]
8. Examine the causes and consequences of the War of 1812 and
evaluate the extent to which the time period was an “Era of
Good Feeling”
 Tecumseh
 War hawks
 Hartford Convention
 Rush-Bagot Treaty
 Convention of 1818
 Adams’ Onis Treaty
 Monroe Doctrine
 Missouri Compromise
Major Assignments
1. Character Sketches: Daniel Shay, James Madison, Patrick
Henry, George Washington, Alexander Hamilton, John Jay,
John Adams, Aaron Burr, Thomas Jefferson, John Marshall,
William Marbury, Henry Clay, Tecumseh, Sacajawea,
Meriwether Lewis, Francis Scott Keys, James Monroe, John
Calhoun
2. Compare and contrast Jefferson and Hamilton’s views on
economy, government, constitution, national bank, tariffs,
excise taxes and the French Revolution.
3. Great Debates: Hamilton v Jefferson on Loose v. strict
Constructionist, Manufacturing v. Agriculture, Should the
Common people be trusted with government, French
Revolution, and Should the United States view the French with
sympathy and approval?
4. Analyze the events that led to the development of the two party
system. [CR1]
5. Chart the domestic and foreign policies of John Adam and
Thomas Jefferson, James Madison and James Monroe’s
Presidencies. Identify the impact of key policies.[CR3]
6. Analyze the Alien and Sedition Acts as a threat to liberty and
compare them to the Patriot Act.
7. Documents: Alien Act, 1798, Alien Enemies Act, 1798,
Sedition Act, 1798,Kentucky Resolution, 1798 Virginia
Resolution, 1798
8. Create a graphic organizer of causes of the War of 1812 and the
impact of the war on Nationalism.
9. Trace the patterns of settlement and institution- building across
the “southern” and “northern” states of Ohio, Indiana and
Illinois and contrast with the “western Reserve” area of
northern Ohio.
DBQ: Era of Good Feeling (2002)[CR8]
Free Response: “Between 1783 and 1800 the new government of
the United States faced the same political, economic, and
constitutional issues that troubled the British government’s
relations with the colonies prior to the Revolution.” Assess the
validity of this generalization. (1998) [CR8]
Unit IV: Sectionalism and the National Economy
Readings
Out of Many: pages 271-279,297-317,342-349
American Pageant: pages 248-250,256-264,297-327,360-378
American Spirit Volume I: The Missouri Statehood
Controversy: Representative John Taylor Reviles Slavery (1819),
Representative Charles Pickney Upholds Slavery (1820), A
Connecticut Antislavery Outcry (1820),The Spread of the Factory:
Wage Slavery in New England (1832), The “Utopian” Lowell
Looms (1844), Slavers” For New England Girls (1846), Mounting
Labor Unrest : Agitation for a Ten- Hour Work Day (1835),
Chattel Slavery Versus Wage Slavery(1840), Regulations at
Lowell Mills (1830s)[CR6]
Themes:
1. Nationalism and National growth.
2. Economic Development and the American System
3. Nationalism and the Courts [CR5]
4. Development of Sectionalism
Content:
1. Analyze the changes in transportation and the economy as they
contributed to nationalism. [CR4]
 Cumberland Road
 Erie Canal
 Clermont
 Railroads
 Eli Whitney and the Cotton Gin
 Samuel Slater\Lowell Factory
 Market Revolution
 Lowell System
 Social Mobility
2. Identify the economic and social differences between
geographic regions that resulted in sectionalism.[CR1,CR2]
 Industrial Revolution
 Commonwealth v. Hunt
 Agricultural Northwest
 Immigration (Irish, Germans and the Nativist)
 King Cotton
 Slavery and the “Peculiar Institution”
3. Judge the effects of political, legal, and diplomatic changes on
the contending forces of nationalism and sectionalism in the
period.[CR1, CR3]
Major Assignments
1. Create a chart of inventions for the period from 1790-1832 and
evaluate the effects of each of the following: Southern planters,
western farmers, African American slaves, Urban artisans,
Native Americans, New England women.[CR2]
2. Explore tariff votes of 1816 to 1824 and compare sectional
differences by creating a chart.[CR4]
3. Chart the development of Nationalism in the Court (Marshall
Cases), expansion and foreign policy.[CR2,CR3]
4. Federalism and the Question of Slavery: analyze two primary
documents, assess the validity of opposing arguments,
synthesize information and organize a position on the issue and
present reasoned position to the class.[CR7]
5. Map and chart the changes in boundaries and territories of the
United States between 1783 and 1819.Analyse the impact of
expansion on the development of sectionalism.
6. Test Unit 3 and 4 (Review Questions from Units 1 and 2)
DBQ: Era of Good Feeling (2002, Form B) [CR8]
Free Response:
Compare and contrast the North and the South in terms of both
economic and cultural characteristics in the pre- Civil War Era
(AMSCO BOOK)
Unit V: Jacksonian Democracy and the Politics of Reform
Reading
Out of Many: pages 264-271, 279-291, 317-321, 371-379
American Pageant: pages 266-295, 329-354
Document Set: David Walkers Appeal to the Colored Citizens of
the World, 1829, Thodore Weld, Slavery As It Is, 1835, George
Fitzhugh Cannibals All or Slaves Without Master (1857)
Themes:
1. The Emergence of the second Party System
2. The Emergence of the “Common Man” in politics.
3. Expansion: economically and geographically.
4. America and the Reform Movement
5. Development of the American Identity. [CR5]
Content:
1. Evaluate the role of Jackson in affirming the new democratic
politics.
 Universal white male suffrage
 “King Caucus”
 Spoils system
 Kitchen Cabinet
 Rotation in Office
2. Analyze the conflicts of Jackson’s presidency and trace the
development of the Second Party System. [CR1]
 Maysville Road
 Peggy Eaton Affair
 Indian Removal Act
 Cherokee Nations v Georgia
 Worcester v Georgia
 Tariff of Abomination
 John Calhoun and Nullification Theory
 Webster-Hayne Debate
 Veto of the National bank re-charter
 Democrats v. Whigs
 Specie circular / Panic 1837
3. Trace the creation of a distinctive American cultural identity by
writers and artist of the period.[CR2]
 Hudson River School
 Transcendentalists (Emerson / Thoreau)
 Washington Irving
 James Fennimore Cooper
4. Analyze the response of reformers to the changes of the period
and evaluate the role of women in the reform movement. [CR2]
 Second Great Awakening
 Utopian Society
 Temperance movement
 Seneca Falls
 Elizabeth Cady Stanton, Lucretia Mott, Sarah and
Angelina Grimke
 Dorthea Dix
 Horace Man / William Holmes McGuffey
 Lyceum lecture societies
5. Trace the origins and political effects of the abolitionist
movement.[CR1]
 American Colonization Society
 William Lloyd Garrison (The Liberator AND American
Anti-Slavery Society)
 Frederick Douglas (The North Star)
 David Walker
 Nat Turner
 Sojourner Truth
Major Assignments
1. Historical Significance of key vocabulary terms.
2. Character Sketches:
3. Chart and analyze the economic, political, social, educational
and religious changes during the “ Era of the Common
Man”[CR1, CR2, CR4]
4. Debate the following assert: The period of 1824 to 1840 can
accurately be called “The Age of the Common Man.”
5. Compare and contrast “The evolution of Democracy from
Jefferson to Jackson”
6. Worcester v Georgia: States Rights vs. the Federal
Government
7. Create a chart comparing the development of the first party
system with the development of the Second Party System,
using political leaders, political methods, economic
differences, constitutional differences, Regional differences
and relative importance to foreign affairs. [CR1, CR3]
8. Compare and contrast the Democrats and Whigs views on the
following: internal improvements, national bank, tariffs, Indian
Removal, annexation of Texas and the spoils system.[CR1,
CR2, CR3, CR4]
9. Analyze the works of Art and literature in the period 1820 to
1850 and identify both positive and negative attitudes towards
expansion. Include the following authors: James Fennimore
Cooper, Henry David Thoreau, George Catlin, Thomas Cole,
and Albert Bierstadlt Use George Caleb Bingham paintings:
Canvassing for Vote, Country Election and Verdict of the
People to evaluate the degree to which the new Jacksonian
political methods expanded democracy. [CR7]
10. Create a chart of major reform leaders, their movements, their
leaders and their accomplishments in the Antebellum Period.
11.Debate: In spite of their involvement in reform movements in
the antebellum period, women remained confined within the
private sphere of moral concerns. Cite evidence from the lives
of Dorthea Dix, Elizabeth Cady Stanton, Harriet Beecher
Stowe, Catherine Beecher, Sarah and Angelina Grimke and
Sojourner Truth.
12.Create a venn diagram comparing the First and Second Great
Awakenings. Include leaders, geographic location, social
advocates, political results, religious changes and educational
impact. [CR1, CR2]
13.Examine the cult of Domesticity of analyzing period writings
and by women. (Elizabeth Stuart Phelps, “The Angel over the
Right Shoulder,”1852, Caroline Gilman, Recollections of a
Southern Matron, 1838, Chapter 35,” The Planter’s Bride”,
etc…)[CR7]
14.Defend or refute the following thesis statement: By the 1830’s,
both proslavery and anti-slavery forces became more radical in
their positions. Use evidence from chapter 16 American Spirit
to support your argument.[CR8]
DBQ: Reform Movements 1825-1850(2002)[CR8]
Free Response Essay: In what way did the Second Great
Awakening and the religion influence the reform movements of the
period 1820 to 1860? (AMSCO Book)
Unit VI: Manifest Destiny and the Coming Crisis
Readings
Out of Many: pages 389-409,410-413,420-443
American Pageant: Chapter 18, 19 (480-503), 404-418,420,441
Document: Henry David Thoreau “Civil Disobedience” (1848), Abraham
Lincoln Speech on the Dred Scott Decision(1857), George Fitzhugh
Cannibals All! and John C Calhoun A Disquisition on Government (1848)
[CR6]
Themes
1. Sectionalism Develops.
2. Slavery and the Civil War. [CR5]
Content:
1. Identify the lands annexed by the United States and analyze the
motivation behind Manifest Destiny.
2. Compare and Contrast the sectional arguments, both politically and
socially for American expansion. [CR1, CR2]
3. Analyze the impact of Slavery on the development of sectionalism
 Missouri Compromise
 Abolitionist Movement
 Compromise of 1850
 Uncle Tom’s Cabin
 Kansas- Nebraska Act
 Bleeding Kansas
 Dred Scott Decision
 Lincoln-Douglas Debate
 John Brown
 Election of 1860[CR1]
4. Analyze the long term and immediate causes of the Civil War.
 Texas Annexation
 Mexican American War
 Wilmot Proviso
 Ostend Manifesto
 Walker Expedition












Clayton-Bulwer Treaty (1850)
Missouri Compromise
Compromise of 1850
Popular sovereignty
Fugitive slave law
Harriet Beecher Stowe and Uncle Tom’s Cabin
Kansas- Nebraska Act / “Bleeding Kansas”
Know Nothing Party/ Republican Party
Sumner –Brooks Canning
Dred Scott v Sanford
Lincoln Douglas Debates
Election 1860
Major Assignments:
1. Character Sketches (Hinton Helper, Harriet Beecher Stowe, George
Fitzhugh, Abraham Lincoln, John Brown, Stephen Douglas Charles
Sumner, Preston Brooks, Jefferson Davis)
2. Analyze the Mexican American War of completing a War summary
Chart.
3. Compare and contrast the Missouri Compromise with the Compromise of
1850 focusing on the perspectives of each region of the country.[CR7]
4. Chart the different third parties created during the antebellum period.
[CR1]
5. Complete an annotated timeline of events leading up to the Civil War.
6. Analyze documents and write an essay addressing the ‘ Coming of the
Civil War” DBQ [CR8]
7. Create News Paper that depicts articles on the following:
 Events leading to the Civil War
 Campaign posters for Election of 1860
 Political cartoons depicting sectional divide between the North and
the south
 Book Review ( Uncle Tom’s Cabin, Impending Crisis of the South
and Sociology for the South)
8. Test unit 5 and 6 ( Review Questions from Unit 1,2,3, and 4)
DBQ: Slavery and the Constitution (1987)[CR8]
Free Response: Compare the expansionist foreign policies of President
Thomas Jefferson and James K. Polk. To what extent did
their polices strengthen the United States. (1993) [CR8]
Unit VII: Civil War and Reconstruction.
Reading
Out of Many: pages 448-478, 484-510
American Pageant: Chapter 21, 22, 487-508
Document Set: Emancipation Proclamation, Gettysburg Address, Thirteenth
Amendment, Fourteenth Amendment, Fifteenth Amendment [CR7]
Themes:
1. Secession and the Civil War
2. Reconstruction and the sectional divide.
3. Struggle for equality [CR5]
Content
1. Advantages and disadvantages of the Civil War Chart.
2. Military Strategies of the Union and Confederacy: compare and
contrast the strengths and weakness.
3. Complete chart describing resources, financing and man power for
both the Union and Confederacy. [CR4]
4. Analyze the economic, social, political impact of war for the Union
and Confederacy.[CR1, CR2, CR4]
5. Chart Lincoln, Johnson and Congressional Reconstruction plans
and actions.
6. The New South(Economic, Social, and political
developments)[CR1, CR2, CR4]
7. Reconstruction Ends: Compromise of 1877 and Home Rule
8. Rise of the New South and its impact on the regional and national
level.
Major Assignments
1. Character Sketches: Andrew Johnson, Charles Sumner, Ulysses S.
Grant, Stonewall Jackson, Abraham Lincoln, John Wilkes Booth,
Clement L. Vallandigham, Thaddeus Stevens)
2. Vocabulary: Historical Significance.
Habeas corpus, border states, Anaconda Plan, Antietam, Gettysburg,
Trent Affair, Confiscation Acts, Copperheads, Ex Parte Milligan
Morrill Tariff Act 1861, Greenbacks, Morrill Land Grant Act 1862
Homestead Act 1862, Pacific Railway Act, Wade-Davis Bill,
Black Codes, Freedmen’s Bureau, Radical Republicans, Civil Rights
Act 1866 / 1875, Reconstruction Act 1867, Tenure of Office Act 1867
Carpetbaggers, Scalawags, Redeemers, Ku Klux Klan Force Acts,
Amnesty Act of 1872
3. Create a Civil War journal: Depict the journey of a Confederate and
union soldiers as he deals with the war and the impact of returning
home.
4. Analyze key Civil War documents:
 Lincolns First Inaugural Address
 Emancipation Proclamation
 Gettysburg Address. [CR7]
5. Develop a Reconstruction Plan for the South. Consider goals, who
controls reconstruction (Congress or President), status of confederate
military and government leaders, status of southern states,
requirements for regaining citizenship, freedmen, New Legislation
required, rebuilding of the south’s economy, and role of the military.
era.
DBQ: Constitutional and Social Developments 1860-1711 (1996) [CR8]
Free Response: To what extent is it correct to say that the Civil War
represented a second American Revolution? (AMSCO book)
Unit 8: The Industrialist
Readings
Out of Many: pages 550-575
American Pageant: pages 536-596
The American Spirit Volume II: The New Philosophy of Materialism
Andrew Carnegie’s Gospel of Wealth (1899), The Nation Challenges
Carnegie (1901), Russell Conwell Deifies the Dollar (c. 1900), The Rise of
the New South: Henry Grady Issues a Challenge(1889), A Yankee Visits the
South (1887). Life in a Sothern Mill (1910), Labor in Industrial America
The Life of a Sweatshop Girl, (1902), The Knights of Labor Champion
Reform (1887), Samuel Gompers Condemns the Knights of Labor (c. 1886),
Capitol Versus Labor (1871) Create a DBQ using the above Document.
Students should create a list of possible outside information that could
be used in answering the prompt.
Themes:
1. Political Corruption in the Gilded Age
2. Governments role in business
3. Impact of Industrialization [CR5]
Content
1. Philosophy of the Industrialist: understand how industrialist justified
their methods and motives by examining cartoons and documents on
the philosophy of the late- nineteenth century industrialist. [CR4]
 Social Darwinism
 Horatio Alger and Algerism
 Gospel of Wealth
 Adam Smith The Wealth of A Nation
2. Determine whether Industrialist were “robber barons” or “captains of
industry” and analyze the concepts of The Gospel of Wealth and
Social Darwinism.
3. Explain the Rise of the New South and its impact on both regional and
national level.
4. Trace political, social and economic effects of industrialization on
American culture. [CR2, CR4]
 Wage earners
 Women
 Labor discontent
 Great Strike of 1877/ Haymarket Square/ Pullman Strike/
Homestead Steel Strike
 National Labor Union/ Knights of Labor/American Federation
of Labor
 Sherman Anti-Trust Act
 United States v. E.C. Knight and Co. (1895)
5. Evaluate the economic, social, and political influence of immigration
and rapid industrialization on urban life. [CR1, CR2, CR4]
Major assignments
1. Character Sketches (Thomas Edison, Andrew Carnegie,
John D. Rockefeller, Samuel Gompers, Jane Addams,
Booker T. Washington, Charlotte Perkins Gilman)
2. Key Vocabulary Terms: Complete the Historical
significances. (Transcontinental Railroad, Second Industrial
Revolution, Vertical/ Horizontal Consolidation, Mass –
Production, Sherman-Anti-Trust Act, Social Darwinism,
Gospel of Wealth, Chinese Exclusion Act, Haymarket
Square Riots, “ New South”, Company Town, New
Immigrants, “Conspicuous Consumption”, Middle Class,
Morrill Land Grant Act 1862, Ragtime, Knickerbockers,
Vaudeville)
3. Examine events of the Labor Movement and identify labor
problems, union development, management response to
worker’s problems and create a short story that depicting the
plight of the Labor Movement. [CR2]
4. Construct a T- chart which compares and contrast the North
and South in the following areas:
 Industry
 Labor
 Social issues (race, religion and education.)
Complete “The New South: A Northern Colony?” to
understand the political, economic and social role of the
South in the Post Reconstruction.
5. Jigsaw activity Arts in the Gilded Age (Center for Learning
Vol. I): to examine writer, architects, artist, and inventors of
the Gilded Age.[CR7]
6. Test: Unit 7 and 8 (review questions from Units
1,2,3,4,5,and 6)
DBQ: The Federal Government & Laissez fair Government, 1865-1900
(1979)
Organized Labor 1875-1900(2000) [CR8]
Free Response: The United States in the Gilded Age (1865-1900) was a
materialistic society, sterile in all forms of artistic
expression” Assess the validity of this statement by
discussing literature and arts. (Include architecture if you
wish) (1971) [CR8]
Semester Exams Jan. 10-13
Unit 9: Trans- Mississippi West and the Populist Movement
Readings:
Out Of Many: pages 504-506, 516-536, 539-542,585-597
American Pageant: pages536-544, 598-620, 624-639
American Spirit Volume II: Chapter 26-c, d
Documents: Homestead Act, Pacific Railway Act, Morrill Land Grant Act
Populist Platform, Cross of Gold Speech, [CR7]
Themes:
1. Development of the West
2. Third Parties and their impact on policies
3. Immigration and Urbanization
4. Inflation and Deflation
5. Farmers and the demand for Reform [CR5]
Content:
1. Analyze the Governments role in westward expansion by examining
the following
 Homestead Act
 Pacific Railway Act
 Morrill Land Grant Act
2. Identify and analyze the economic, social, political, religious and
educational development of the west. [CR1, CR2, CR4]
3. Evaluate the impact of western settlement on the environment and
people of the west. [CR2]
 Plains Indians
 Sand Creek Massacre/Black Hills/ Custer’s Last Stand
 Helen Hunt Jackson / Century of Dishonor
 Dawes Severalty Act
 Ghost Dance
 Battle of Wounded Knee
4. Development of Farmers Organizations (The Grange Movement,
Patrons of Husbandry, and Populist Party) [CR1]
5. Examine Legislation influenced by the Grange
and answer questions. [CR7]
 Munn v. Illinois
 The Wabash Case
 Interstate Commerce Act Analyze and discuss the gold standard/
silver issue and the presidential election of 1896.
6. Justify the Farmers complaints and trace the progression of the
populist Party
 Crime of 73
 Bland – Allison Act
 McKinley Tariff
 Sherman Silver Purchase Act
 Omaha Platform
 Coxey’s Army
 William Jennings Bryan and the Cross of Gold Speech
 Free silver v. Gold Bug
 William McKinley and Mark Hanna
7. Analyze the Wizard of Oz as an allegory to the Populist Movement.
Major Assignments:
1. Chart four Frontiers of the West: Indian, Mining, Ranching and
Farming. Include conflicts between frontiers, economic, social,
political, environmental and religious impacts on the west
2. Chart the significance of key battles in the Native American War.
3. Evaluate the impact of westward settlement on native Americans by
collecting and examining 5 photographs, portraits, or artifacts from
1860s, 1870’s, 1880’s, and 1890’s evaluate the cultural, economic,
religious, and political changes depicted from decade to decade.
[CR2,CR3, CR7]
4. The Grange: use a venn diagram to compare and contrast the old and
modern Grange: use web site: www.grange.org
5. Assess the problems faced by the homesteaders by completing “The
Farming Game”: Trace the hardships during the 1885, 1886, 1887,
1888, and 1889 farming season by assuming the role of a farmer in
Central Nebraska and establishing a working farm. Use date from
farm crops in the years above to determine your success or failure as a
farmer. [CR4]
6. Timeline of major events during the Populist Movement.
7. Compare the Populist Party to other third parties by completing Third
Parties in U.S. History chart. [CR1]
8. Assume the role of a reporter covering the 1896 election and create a
trip itinerary, (calendar should identify major election related events
occurring in the nation), travel routes, (trip map that indicated routes
traveled by candidates). Travel Journal, (record events, people,
problems and personnel thoughts, and Write 4 news article.( article
one – Compare and Contrast platforms and candidates of the Silver
Democrats Platform, The Gold Democrats, Socialist Labor Party and
Republican Party . Article two –Summarize main point of the
nominating convention acceptance speeches made by the following
William Allen White, “What’s the Matter With Kansas?”
William Jennings Bryan’s Address to the Chicago Convention
Daniel Deleon’s Address, “Reform or Revolution”
Mary Lease’s Speech at Cooper Union
William McKinley’s Acceptance speech [CR7]
Article three—You only have one sheet of paper left and its midnight.
Your article is due by 6:00 am. You decide to improvise by creating a
graphic diagram or chart using five of the following headings from
your notes and organize a chart to indicate which political parties or
candidates engaged in these types of activities. As proof include
quotes and identify each source
Anti-Semitism
McKinley Supporters and the Bible
Bryan and the Bible
The Civil War and Slavery
The Currency Issue
Economic Depression
Immigration
Farmers and Laborers
Nativism and the A.P.A
Racial Prejudice
Sectional Interest
Strikes
The Supreme Court
The Tariff
Trust and Monopolies
US Foreign Relations
Women Suffrage
Women in the Campaign
9. Test: Unit 8 and 9 (Review Questions from Units 1, 2, 3,4,5,6 and
7)
DBQ: The Populist (1983) [CR8]
Free Response:
Unit 10: Urban American and the Progressive Movement
Readings
Out of Many: pages 612-638
American Pageant: pages 580,588-591,682-720
American Spirit: The Lures and Liabilities of City Life: Frederick Law
Olmsted Applauds the City’s Attractions (18710, Jacob Riis Goes Slumming
(1890) The New Immigration: Four Views of the Statue of Liberty
(1881,1885,1886)The heyday of Muckracking: Exposing the Meat Packers
(1906), Corruption in the Cities: George Plunkitt Defends the Honest
Graft(1905), Lincoln Steffens Bares Philadelphia Bossism(1904), The
Plight of Labor: Child Labor in a Coal Mine(1905), The Triangle
Shirtwaist Fire Claims 146 Lives(1911), The Crusades for Women’s
Suffrage(1910), A women Assails Women’s Suffrage(1910)
Themes:
1. Immigration and Urbanization
2. Reforming American Society
3. Teddy Roosevelt/Taft/ Roosevelt: Conservatives as Progressives
[CR5]
Content:
1. Trace the Development of urban areas and their impact on American
Society.[CR2]
2. Analyze the impact of the middle class on the reform movement of the
19th Century. [CR2]
 Muckrakers
 Women’s issues
 Immigration
 Political corruption
 Consumer and environmental reform
3. Analyze Progressives aided the workingman.
4. Response to Progressive Reform by Presidential administrations:
(Legislative chart Roosevelt, Taft and Wilson)
5. Examine the significance of the Australian Ballot, Direct primaries,
initiative, referendum, recall, the Seventeenth and Nineteenth [CR1]
Amendment on increasing the ability of citizens to participate directly in
the government.
6. Progressive Movement and African Americans
Major Assignments
1. Create a chart that analyzes the problems of urban America in the
1890s.
2. Examine Tenement Living by completing Tenement Floor Plan
Activity and Jacob Riis’ How the other Half Lives [CR7]
3. Progressive Programs Chart: democracy, Efficiency in government,
Regulations of Monopolies and Social injustice. [CR1]
4. Bio-boards – Reform Leaders
5. Document discovery: Discovery the Goals of progressive Reformers
by examining the following Documents: Lincoln Steffens Bare
Philadelphia Bossism (1904), George Washington Plunkitt Defends
“Honest Grafts” (1905), from the Depths (1906), Child Labor in the
Coal Mines (1906), Sweatshop hours fro bakers (1905), The triangle
Shirtwaist Company Fire Claims 146 Lives (1911), Roosevelt
Defends Forest (1903), Gifford Pinchot Advocates Damming the
Hetch Hetchy Valley (1913, John Muir Damns to Hetch Hetchy
Dam(1912)A women Assails Women’s Suffrage(1910), Images of the
Suffrage Campaign(1900-1915). Create a Chart the Summarizes
document, identifies progressive reform area(s), key leaders,
legislation passed and create a political cartoon that expresses the
ideas of the document. [CR7]
6. Venn Diagram Booker T. Washington and W.E.B. DuBois
(leadership, goals, programs, impact and effectiveness)
DBQ: Booker T. Washington and W.E.B. DuBois (1989) homework
Progressive Reformers (2003, Form B) in class [CR8]
Free Response: “What immigrants from Europe wanted in coming to
America, and what America gave them, both changed during the periods
1607-1915?” Discuss changes both in what they found, giving about equal
attention to the periods 1607-1790, 1820, and 1915. (19770 [CR8]
Unit 11: Imperialism and WWI
Readings
Out of Many: pages 597-606, 649-672, 688-695
American Pageant: pages 641-660, 664-680, 698, 710-712, 771-782
American Spirit Volume II: Chapter 31 E. the Struggle over the peace
Treaty pgs. 267-272 [CR7]
Document Set: Zimmerman Notes, Wilson’s War Message, Wilson’s
Fourteen Points, Treaty of Versailles [CR7]
Themes:
1. From Isolationism to World Power
2. Isolationism or World Involvement [cr5]
Content:
1. Examine the factors that led to the United States taking an
increasingly active role in world affairs, (Industrial Revolution, Social
Darwinism, Jingoism, Religion, and Alfred Thayer Mahan)[DR3]
2. Analyze the significance of t he following for US involvement in the
Spanish American War.( yellow journalism, Jose Marti, “Remember
the Maine”, De Lome Letter) [CR3]
3. Examine US Imperialistic policies under Theodore Roosevelt’s “Big
Stick Policy”, William Howard Taft “ Dollar Diplomacy” and
Woodrow Wilson’s “ Moral” or “Missionary” Diplomacy.[CR3]
4. Analyze the Reasons for U.S. Neutrality from 1941-1917.[CR3]
5. Analyze the causes for US involvement in World War I and World
War I as a war to “make the world safe for democracy”
6. Assess political, economic, social and cultural effects of the war on
the US and other nations. [CR1, CR2, CR4]
1. Economic
2. Harassment of German- Americans
3. Espionage and Sedition Acts
4. Women and Minorities
5. Business and Labor
6. Creel Committee
7. Wilson’s Fourteen Points and the Treaty of Versailles
8. Foreign Policy in the 1920s[CR3]
 Ratification of the league Covenant, Article X
 The Washington Naval Conference, 1921
 Geneva Conference, 1927
 War Debts: The Dawes and Young Plans
 Kellogg-Briand Pact, 1982
 The Four and Five Power pacts
 The Caribbean: The Clark Memorandum, December 7,1928
Major Assignments
1. Character Sketches (Queen Liliuokalani, George Creel, William
Randolph Hearst, John, J. Pershing, Theodore Roosevelt, Henry Cabot
Lodge, John Hay, Philippe Buna-Varilla, George Goethals)
2. Historical Significance of Key Vocabulary Terms
3. Chart US Imperialistic policies/ Foreign Policies in China,
Philippines, Hawaii, Cuba, Puerto Rico, Guam, Mexico, Panama, and
Haiti. Create a metaphor that depicts of policies of one of the above
territories. [CR3]
4. The Expansionist/ Anti-Imperialist debate at the Turn of the Century.
5. Timeline World War I (1898-1919): significant events
6. Isolation – Fact or Revisionist battleground? Examine foreign policies
of the past: Monroe Doctrine, Manifest Destiny, Open Door Policy,
Roosevelt Corollary and Dollar Diplomacy. Design a foreign policy
for the Unites States based on earlier policies, Include recognition of
the Soviet Union, US policy toward disarmament, reaction towards
countries who cannot or refuse to pay war debts, policies in Latin
America, responsibility toward the League of Nations. Complete
foreign policy chart. [CR3, CR7]
7. Unit Test 10 and 11
DBQ: The Fight over the Versailles Treaty (1991) in class
Treaty Expansionism old and New (1994) [CR8]
Free Response “War is a powerful instrument for social and economic
change.” Evaluate this statement with reference to the First
World War. (test) [CR8]
“The Monroe Doctrine acquired meaning only after 1900
when the United States had sufficient power to compel its
observance by the major nations of Europe.” Assess the validity
of this statement (19660 [CR8]
Unit 12: From Boom to Bust
Readings
Out of Many: Chapter 23, p. 676-688,694-698, Chapter 24, 700-705, 717745
American Pageant: Chapters 34, 35, 36
American Spirit Volume II: The Revival of Antiforeignism: Bartolomeo
Vanzetti Condemns Judge Thayer (1927), Walter Lippmann Pleads For
Sacco and Vanzetti (1927), The Wets Versus The Drys: A German
Observes Bootlegging (1928), Fiorello La Guardia Pillories Prohibition
(1926), The WCTU Upholds Prohibition (1926), New Goals For Women:
The Supreme Court Declares That Women Are Different from Men (1908),
The Supreme Court Declares That Men and Women Are Equal (1923), The
Depression Descends: The Plague of Plenty (1932), Distress in the South
(1932), Rumbles of Revolution (1932), Herbert Hoover Clashes with
Franklin Roosevelt: On Public Versues Private Power (1932), On
Government in Business (1932), On Balancing the Budget(1932), On
Restricted Opportunity (1932) An Appraisal of Hoover Hoover Defends His
Record (1932)(, Roosevelt Indicts Hoover (1932)
Themes:
1. Economic, Political, Social, Literary and Religious developments post
World War I.
2. Cultural Conflicts: Native v. Foreign, rural v urban
3. Revolution in Manners and Morals
4. Government’s role in economy and society in the 1930s.
5. The Great Depression: role of government in society and the
economy, human suffering and response and political realignment.
[CR5]
Content:
1. Examine the cycle of Boom and Bust in the twenties and thirties and
analyze the extent of prosperity for different segments of the
population. [CR4]
 Easy credit, Buying on margin, installment plan, consumerism
 Urban Prosperity and new industries v. the farm depression and
the dust bowl
 Herbert Hoover’s Rugged Individualism v. Franklin
Roosevelt’s New Deal (chart)
2. Analyze the impact of technological improvements on society. [CR2]
 analyze the creation and effect of the Dust Bowl on farmers in a
mini DBQ from the Center for Learning – AP US History
Vol.2- lesson The “Okie” Experience and The Grapes of Wrath
p. 41-47. [CR7]
3. Compare and contrast the challenges to tradition religion, race, and
gender. [CR2]
 Technology
 Consumerism
 Automobile
 Entertainment
 Women at home, work
 Jazz Age
 Flapper
 Sigmund Freud
 Education
 Modernism
 Fundamentalism
 Prohibition
 Monkey Trials
 Billy Sunday /Aimee Semple McPherson
 Nativism/ Quota Act 1921 and 1924
 Ku Klux Klan
4. Elaborate on the causes of increased Ku Klux Klan activity in the
1920s and 1930s and assess the extent of their appeal to the average
American. [CR2]
5. Identify specific areas of emphasis from New Deal legislation, and
assess the impact of the New Deal reforms in expanding the role of
the federal government in American life. [CR1]
 Relief/ Reform/ Recovery
 New Deal Agencies
 Court Packing
Major Assignments
1. Compare and contrast the economic prosperity of the wealthy
business owners with the poverty of the average farmer/factory
worker by creating a political cartoon illustrating their political
power and lifestyle. [CR4]
2. Assess the degree to which economic growth and prosperity
benefited all Americans in the early 1920s by responding to
essay prompt #1 p. 488 in the Amsco Review book. Groups will
research different segments of American society: women,
African – Americans, farmers, and labor. Students will compile
their data and write the essay as a group. [CR8]
3. Create an annotated timeline of events that caused the Great
Depression then, evaluate the strongest factors and following up
with an essay. [CR8]
4. Analyze the causes and effects of racism directed towards
Mexican-Americans in the 1920s and 1930s by writing an
editorial article.[CR2]
5. New Deal Legislation Chart [CR1]
6. Debate the following statement: “Those on the right criticized
the New Deal for attempting too much, while those on the left
criticized it for not doing enough”. Use evidence to support
both sides.
7. Prohibition Day: Students will choose figure from the 1920s or
1930s and identify the impact of the 1920s or 1930s on their
life and the impact they had on the 1920s or 1930s.
DBQ: Cultural Conflicts in the 1920s (1986) take home
New Deal (2003) [CR8]
Essay: Describe and account for the rise of Nativism in American Society
from 1900 to 1930. (2001)[CR8]
“The 1920s witnessed an assault by rural and small-town America on
Urban America.” Assess the validity of this generalization. (1974)
How successful were the programs of the New Deal in solving the
problems of the Great Depression/ Assess with respect to TWO of
the following (2002)
Relief
Reform
Recovery [CR8]
Unit 13: World War II and the Origins of the Cold War
Readings
Out of Many: Chapter 25, 26, 27 to page 825
American Pageant: Chapter 37,38,39,40
American Issues Volume II: 10.01 Isolationism (1935,1939) : The
Experience of the Last War Should Guide Us Today ( Bennett Champ
Clark), Let US Retain the Neutrality Acts ( Robert Taft), 10.03: America
First Versus Aid to Britain(1940,1941): We Must Aid The Allies ( James
B. Conant) and Lend-Lease Will Lead To War ( Burton K. Wheeler) 10.05:
A New American Internationalism(1941) : Roosevelt’s “Four Freedoms”
speech January 6, 1941 and The Atlantic Charter, August 14,1941. Students
will answer questions and be prepared to debate topics.
Themes:
1. World War II
2. Wilson and Roosevelt as neutrals, wartime leaders, Allied partners,
post war planers.
3. Home front in World War I and II
4. Struggles for Civil liberties and civil rights
5. Cold War: Domestic and Foreign [CR5]
Content:
1. Analyze the causes of U.S. involvement in WWII and assess the
impact of the war on the U.S. and other nations.
 Rome- Berlin-Tokyo Alliance
 Munich Conference
 Panay Incident
2. Chart American Foreign policy prior to entering WWII[CR3]
 Cash and carry
 Neutrality Acts
 Quarantine Speech
 Destroyer Naval Base exchange
 For Freedoms
 Lend-Lease
 Atlantic Charter [CR3]
3. Analyze the effects of WWII on economic, social, political and
cultural life [CR1.CR2, CR4]
 Selective Services
 Office of Price Administration
 Office of War Information
 War Production Board
 Rationing
 “ Rosie the Riveter”
 National Labor Board
 Executive Order 8802
 Executive order 39066
 Internment Camp (Korematsu v. U.S.)
 Baby boom
 GI Bill
 Fair Deal
4. Trace the development of foreign policy during the Cold War[CR3]
 Containment
 George Kennan
 Truman Doctrine
 Marshall Plan
 Berlin Airlift
 NATO
 National Security Act
 CIA
 NCS-68
 Korean War
5. “ McCarthy and the Cold War at home”[CR2]
 HUAC
 Hollywood Ten
 The Rosenberg’s
Assignments
1. Essay: Evaluate the relative success of American Isolationism pre1945 to the interventionism of post WWII America .[CR8]
2. Compare the Red Scare after WWI to the Red Scare after World War
II. (chart) [CR2]
3. Loyalty vs. Liberty: the McCarthy Era : The Center for Learning US
History Volume 3 Lesson 31
4. Cold War Magazine: Article on
DBQ: Cold War Fears (2001) - class
Decision to drop the bomb (1988) home [CR8]
Essay: Compare and contrast United States foreign policy after the First
World War and after the Second World War. Consider the periods
1919-1928 and 1945-1950. (2002)
Analyze the influence of TWO of the following on American-Soviet
relations in the decade following the Second World War.(1996)
Yalta Conference
Communist revolution in China
Korean War
McCarthyism [CR8]
Unit 14: Conformation and the New- Left Individualism
Readings
Out of Many: pages 833-844,881-891,895-907, Chapter 29
American Pageant: pages 882-889,903-907, Chapter 40,41,42
American Issues Volume II: Chapter 16 The Vietnam War: 16.1: The
Hawks Position (1954, 1964, 1965), The Domino Theory, The Gulf of
Tonkin Resolution August 7, 1964; 16.3 The Antiwar Movement Strikes
Back91965,1966); Chapter 17 Watergate: 17.1 The Tapes(1972), 17.2
Nixon Defends Himself (1973), 17.3: The Vote for Impeachment
(1974)[CR7]
Themes:
1. The 1950s as an era of conformity?
2. The Cold War: the United States verses the Soviet Union
3. Struggle for Civil Liberties and Civil Rights
4. Eisenhower, Kennedy, Johnson and Nixon Administrations
5. Vietnam [CR5]
6. Supreme Court and the rights of the people
Content:
1. Evaluate the Importance of consumerism, technological
advancements, and mass media in creating a new American
culture.[CR2]
 The Feminine Mystic
 Suburbs
 Levittown
 Jonas Salk
 Rock n roll
 Television
 Beatnik
 The Man In The Grey Flannel Suit
2. Compare and Contrast foreign policies during Eisenhower, Kennedy,
Johnson and Nixon Administration and the outcomes of these
presidents during the Cold War. (chart)
Eisenhower [CR3]
 Election 1952
 Containment
 Korean War
 Federal Highway Act
 National Defense Education Act
 Hungarian crisis
 U-2
 Sputnik
 NASA
 Suez Canal
 Guatemala Intervention
 Military Industrial Complex
Kennedy
 Election 1960
 New Frontier
 Flexible Response
 Peace Corps
 Alliance for Progress
 Bay of Pigs
 Cuban Missile Crisis
 Fidel Castro
 Limited Nuclear Test Band Treaty
Johnson [CR2, CR3]
 The Great Society
 The Other America
 Job Corps
 Head start
 Medicare
 VISTA
Nixon [CR1,CR3]
 Election 1968
 “ China Card”
 “ping pong diplomacy”
 SALT I
 Watergate
 Roe v Wade
 Rachel Carson
3. Trace the major events of the Civil rights Movement, describe the
strategies used by leaders and organizations, and analyze the
economic and political gains for African Americans and other
minority groups. (create an annotated timeline)[CR2]
 Jackie Robinson
 NAACP
 Brown v Board of Education
 Rosa Parks
 Thurgood Marshall
 Dr. martin Luther King
 Montgomery Bus Boycott
 Little Rock
 CORE
 SCLC
 CNSS
 Greensboro sit-ins
 Civil rights Act of 1957
 Civil rights Act 1964
 Voting Rights Act 1965
 Malcolm x
 Black Panthers
 Albany Movement
 March on Washington
 Bra ceros
 Immigration Nationality Act of 1965
4. Vietnam War: Analyze the economic, political causes for entering
the war and the impact of war on the American society.[CR1]
 Gulf of Tonkin Resolution
 Geneva Agreement [CR3]
 SEATO
 Operation Rolling Thunder
 Tet Offensive
 Vietnamization
 Paris Peace Agreement
 Kent State
 My Lai Massacre
 Hawks v Doves.
Major Assignments
1. “ Levittown Remodeling a Perfect Community”: The Center for
Learning Volume 3 Lesson 33 [CR7]
2. Essay; Discuss, with respect to TWO of the following, the view that
the 1960s represented a period of profound cultural change.
(2002)[CR8]
 Education
 Gender Roles
 Music
 Race Relations
3. Create a chart comparing the new poverty to the poverty issues
addressed by the Great Society [CR2,CR4]
4. “ The Crimes Watergate”: The Center for Learning AP US History
Volume 2 Lesson 28
5. Martin Luther King and Malcolm X meet: pairs debate philosophies
of two civil Rights leaders.
6. Create a DBQ on the Civil Rights Movement (African-Americans,
Native Americans, Women, Asian): Create a prompt, Documents
(documents should be of various types : photographs, excerpts of
speeches, artifacts, political cartoons, etc.), Outside Information List,
thesis statement, written essay and rubric.[CR7,CR8]
DBQ: 1960’s Civil Rights for African Americans (1995)[CR8]
Essay: To what extent did the decade of the 1950s deserve the reputation as
an age of political, social, and cultural conformity? (1994)[CR8]
Unit 15: Conservatism and the New Millennium
Readings:
Out of Many: pages 916-948, 958-969-988
American Pageant: pages 978-1043
American Issues Volume II: Chapter 18 The Reagan Revolution and
Conservative Ascendancy: 18.1: The New Right (1981-1978), 18.2: The
Liberals Hit back [CR7]
Themes:
1. Liberal Verses Conservatism
2. Ford and Carter Administrations
3. Reagan and Bush Administrations
Content:
1. Analyze the problems created by stagflation and the federals
governments response during the administrations of Ford and
Carter.[CR4]
2. Foreign and Domestic events in Ford and Carter Administration [CR1,
CR2, CR3]
 WIN ( Whip Inflation Now)
 Nixon Pardon
 CIA in Chile[CR3]
 Cambodia
 Election 1976
 Human Rights policies
 Panama Canal
 Camp David Accords
 Iran Hostage Crisis
 Detente
 SALT II
 Afghanistan
 Interest Rates
3. Discuss reasons for political activism on the community level and
summarize the ideas and activities of the grass roots politics and the
politics of the new conservatism.[CR1,CR2]
 Cesar Chavez
 AIM ( American Indian Movement)
 Indian Self-Determination Act (1975)
 Gay Liberation Movement
4. Ronald Reagan and George Bush Domestic and Foreign Policy [CR4]
 “Evil Empire”
 Moral Majority
 Reaganomics [CR4]
 Deregulation
 Election 1984
 Deficits
 Gramm-Rudman-Hollings Budget Act
 SDI
 Nicaragua
 Grenada
 Iran-Contra Affair
 Lebanon
 Israel
 Glasnost/Perestroika [CR3]
 George Kennan
 Tiananmen Square
 Berlin Wall Collapse
 START I/ START II
 Invasion Of Panama
 Roe v Wade
 Reverse Discrimination
5. Examine the economic, social and political changes in the new
millennium. [CR1,CR2,CR4]
Major Assignments
1. Create opposing graphs, representing prices and wages during a period of
stagflation.[CR4]
2. The Center for learning AP US History Volume 2: Lesson 26 “ Women’s
Rights-A Chronicle of Reform”, Lesson 27 “ Native Americans- A
Forgotten Minority”[CR2]
3. Create an Annotated timeline tracing United States policies in the late
Cold War. [CR3]
DBQ: Out Of Many DBQ pages 989-991
Free Response: Analyze the successes and failures of t he United States
Cold War policy of containment as it developed in TWO of the following
regions of the world during the period 1945 to 1975.
East and Southeast Asia
Europe
Latin America
Middle East [CR8]
Unit 16
Two weeks to review prepare for the AP exam May 11. Students will
review writing techniques, search for historical significance in key
documents, quotes, political cartoons, charts, etc. Students will review
skills necessary to be successful on the multiple choice, and essay
portion of the test.
After May 11, Students will prepare for the End of Course Exam in US
History.