By signing below, both parent and student acknowledges that they have received a copy of the
Advanced Placement U.S. History Syllabus. Furthermore, both parent and student have read this
document and understand the demands of this course. Additionally, both parties promises to
ensure that the student complete their assignments, as well as meet reading requirements
necessary to successfully pass both the course and the AP Examination. Finally, the student will
keep their copy of the syllabus in their notebook for the entire school year.
Students must return this completed form to Mr. Klasner by August 31, 2013 for credit.
______
Student (Please Print)
Date
________________________
Student Signature
____________________________________
Parent (Please Print)
____________________________________
Parent Signature
pg. 1
________________________
Date
Mr. Klasner
Everglades High School
pg. 2
Everglades High School
17100 Southwest 48th Court
Miramar, Florida 33027
754-323-0500 ext. 3201
SYLLABUS
Teacher: Mr. Bruce Klasnr
Course: AP U.S. History (APUSH)
Room: 330
Email: bruce.klasner@browardschools.com
Class Website: www.classjump.com
Dear Parents / Guardians and Students:
It is indeed an honor and a privilege to be presented this opportunity of welcoming each of you
to another exciting school year here at Everglades High School. As your child’s teacher, it is
my mission to stimulate positive and continuous growth and development. Thank you in
advance for your dedication and cooperation towards your child’s overall success in AP U.S.
History. This 2013 - 2014 promises to be a very productive school year.
COURSE PHILOSOPHY:
It has been said that a tree without roots cannot grow. The same can be said about our children.
Each child must have a full understanding of the past and present in order to bring about a better
tomorrow. It is the hope of this instructor that this course will make each student’s journey to
self-discovery more attainable.
FROM AP CENTRAL ABOUT APUSH:
AP United States History
Introduction
The Advanced Placement Program (AP) offers a course and exam in AP United States History to qualified
students who wish to complete studies in secondary school equivalent to an introductory college course in U.S.
history. The AP U.S. History Exam presumes at least one year of college-level preparation, as is described in
this AP Central booklet
.
The inclusion of material in the Course Description and exam is not intended as an endorsement by the College
Board or ETS of the content, ideas, or values expressed in the material. The material contained herein has been
selected and periodically revised by high school and university instructors of history who serve as members of
the AP U.S. History Development Committee. It reflects the content of an introductory college course in U.S.
history and is based on survey data from more than 100 colleges and universities. The exam tests skills and
knowledge gained from an introductory survey in U.S. history.
pg. 3
The Course Purpose
The AP U.S. History course is designed to provide students with the analytic skills and factual knowledge
necessary to deal critically with the problems and materials in U.S. history. The program prepares students for
intermediate and advanced college courses by making demands upon them equivalent to those made by fullyear introductory college courses. Students should learn to assess historical materials—their relevance to
a given interpretive problem, reliability, and importance—and to weigh the evidence and interpretations
presented in historical scholarship. An AP U.S. History course should thus develop the skills necessary to
arrive at conclusions on the basis of an informed judgment and to present reasons and evidence clearly and
persuasively in essay format.
Themes in AP U.S. History
The U.S. History Development Committee’s notes about the themes:
• The themes listed in this section are designed to encourage students to think conceptually about the American
past and to focus on historical change over time.
• These themes should be used in conjunction with the topic outline on pages 7–11 of the AP Course Outline
Handbook.
• The themes are not presented in any order of importance; rather, they are in alphabetical order. These ideas
may serve as unifying concepts to help students synthesize material and place the history of the United States
into larger analytical contexts.
• These themes may also be used to provide ideas for class projects.
• AP U.S. History courses may be constructed using any number of these themes.
• Teachers and students should also feel free to develop their own course themes as they look at the American
past through a variety of lenses and examine U.S. history from multiple perspectives.
American Diversity
The diversity of the American people and the relationships among different groups. The roles of race, class,
ethnicity, and gender in the history of the United States.
American Identity
Views of the American national character and ideas about American exceptionalism. Recognizing regional
differences within the context of what it means to be an American.
Culture
Diverse individual and collective expressions through literature, art, philosophy, music, theater, and film
throughout U.S. history. Popular culture and the dimensions of cultural conflict within American society.
Demographic Changes
Changes in birth, marriage, and death rates; life expectancy and family patterns; population size and density.
The economic, social, and political effects of immigration, internal migration, and migration networks.
Economic Transformations
Changes in trade, commerce, and technology across time. The effects of capitalist development, labor and
unions, and consumerism.
Environment
Ideas about the consumption and conservation of natural resources. The impact of population growth,
industrialization, pollution, and urban and suburban expansion.
Globalization
Engagement with the rest of the world from the fifteenth century to the present: colonialism, mercantilism,
global hegemony, development of markets, imperialism, and cultural exchange.
Politics and Citizenship
Colonial and revolutionary legacies, American political traditions, growth of democracy, and the development
of the modern state. Defining citizenship; struggles for civil rights.
Reform
Diverse movements focusing on a broad range of issues, including anti-slavery, education, labor, temperance,
women’s rights, civil rights, gay rights, war, public health, and government.
Religion
pg. 4
The variety of religious beliefs and practices in America from prehistory to the twenty first century; influence
of religion on politics, economics, and society.
.7
Slavery and Its Legacies in North America
Systems of slave labor and other forms of unfree labor (e.g., indentured servitude, contract labor) in American
Indian societies, the Atlantic World, and the American South and West. The economics of slavery and its
racial dimensions. Patterns of resistance and the long-term economic, political, and social effects of slavery.
War and Diplomacy
Armed conflict from the precolonial period to the twenty-first century; impact of war on American foreign
policy and on politics, economy, and society.
Topic Outline
The U.S. History Development Committee’s notes about the topic outline:
• This topic outline is intended as a general guide for AP teachers in structuring their courses and for students
in preparing for the AP U.S. History Exam.
• The outline is not intended to be prescriptive of what AP teachers must teach, nor of what AP students must
study.
• The topics listed here provide some broad parameters for the course and may be expanded or modified for
instruction.
1. Pre-Columbian Societies
Early inhabitants of the Americas
American Indian empires in Mesoamerica, the Southwest, and the Mississippi Valley
American Indian cultures of North America at the time of European contact
2. Transatlantic Encounters and Colonial Beginnings, 1492–1690
First European contacts with American Indians
Spain’s empire in North America
French colonization of Canada
English settlement of New England, the Mid-Atlantic region, and the South
From servitude to slavery in the Chesapeake region
Religious diversity in the American colonies
Resistance to colonial authority: Bacon’s Rebellion, the Glorious Revolution, and the
Pueblo Revolt
3. Colonial North America, 1690–1754
Population growth and immigration
Transatlantic trade and the growth of seaports
The eighteenth-century back country
Growth of plantation economies and slave societies
The Enlightenment and the Great Awakening
Colonial governments and imperial policy in British North America
1. Civil War
Two societies at war: mobilization, resources, and internal dissent
Military strategies and foreign diplomacy
Emancipation and the role of African Americans in the war
Social, political, and economic effects of war in the North, South, and West
12. Reconstruction
Presidential and Radical Reconstruction
Southern state governments: aspirations, achievements, failures
Role of African Americans in politics, education, and the economy
Compromise of 1877
Impact of Reconstruction
pg. 5
13. The Origins of the New South
Reconfiguration of southern agriculture: sharecropping and crop-lien system
Expansion of manufacturing and industrialization
The politics of segregation: Jim Crow and disfranchisement
14. Development of the West in the Late Nineteenth Century
Expansion and development of western railroads
Competitors for the West: miners, ranchers, homesteaders, and American Indians
Government policy toward American Indians
Gender, race, and ethnicity in the far West
Environmental impacts of western settlement
15. Industrial America in the Late Nineteenth Century
Corporate consolidation of industry
Effects of technological development on the worker and workplace
Labor and unions
National politics and influence of corporate power
Migration and immigration: the changing face of the nation
Proponents and opponents of the new order, e.g., Social Darwinism and Social Gospel
16. Urban Society in the Late Nineteenth Century
Urbanization and the lure of the city
City problems and machine politics
Intellectual and cultural movements and popular entertainment
17. Populism and Progressivism
Agrarian discontent and political issues of the late nineteenth century
Origins of Progressive reform: municipal, state, and national
Roosevelt, Taft, and Wilson as Progressive presidents
Women’s roles: family, workplace, education, politics, and reform
Black America: urban migration and civil rights initiatives
18. The Emergence of America as a World Power
American imperialism: political and economic expansion
War in Europe and American neutrality
The First World War at home and abroad
Treaty of Versailles
Society and economy in the postwar years
19. The New Era: 1920s
The business of America and the consumer economy
Republican politics: Harding, Coolidge, and Hoover
The culture of Modernism: science, the arts, and entertainment
Responses to Modernism: religious fundamentalism, nativism, and Prohibition
The ongoing struggle for equality: African Americans and women
20. The Great Depression and the New Deal
Causes of the Great Depression
The Hoover administration’s response
Franklin Delano Roosevelt and the New Deal
Labor and union recognition
The New Deal coalition and its critics from the Right and the Left
Surviving hard times: American society during the Great Depression
pg. 6
21. The Second World War
The rise of fascism and militarism in Japan, Italy, and Germany
Prelude to war: policy of neutrality
The attack on Pearl Harbor and United States declaration of war
Fighting a multifront war
Diplomacy, war aims, and wartime conferences
The United States as a global power in the Atomic Age
22. The Home Front During the War
Wartime mobilization of the economy
Urban migration and demographic changes
Women, work, and family during the war
Civil liberties and civil rights during wartime
War and regional development
Expansion of government power
23. The United States and the Early Cold War
Origins of the Cold War
Truman and containment
The Cold War in Asia: China, Korea, Vietnam, and Japan
Diplomatic strategies and policies of the Eisenhower and Kennedy administrations
The Red Scare and McCarthyism
Impact of the Cold War on American society
24. The 1950s
Emergence of the modern civil rights movement
The affluent society and “the other America”
Consensus and conformity: suburbia and middle-class America
Social critics, nonconformists, and cultural rebels
Impact of changes in science, technology, and medicine
25. The Turbulent 1960s
From the New Frontier to the Great Society
Expanding movements for civil rights
Cold War confrontations: Asia, Latin America, and Europe
Beginning of Détente
The antiwar movement and the counterculture
26. Politics and Economics at the End of the Twentieth Century
The election of 1968 and the “Silent Majority”
Nixon’s challenges: Vietnam, China, and Watergate
Changes in the American economy: the energy crisis, deindustrialization, and the
service economy
The New Right and the Reagan revolution
End of the Cold War
27. Society and Culture at the End of the Twentieth Century
Demographic changes: surge of immigration after 1965, Sunbelt migration, and the
graying of America
Revolutions in biotechnology, mass communication, and computers
Politics in a multicultural society
28. The United States in the Post–Cold War World
Globalization and the American economy
Unilateralism vs. multilateralism in foreign policy
Domestic and foreign terrorism
Environmental issues in a global context
pg. 7
In addition to exposing students to the historical content listed above, an AP course should also train students
to analyze and interpret primary sources, including documentary material, maps, statistical tables, and pictorial
and graphic evidence of historical events. Students need to have an awareness of multiple interpretations of
historical issues in secondary sources. Students should have a sense of multiple causation and change over
time, and should be able to compare developments or trends from one period to another.
The course can also make profitable use of the Internet, television and audiovisual aids to instruction, and
historical exhibits in local museums, historical societies, and libraries. Anthologies and paperback editions of
important works of literature should be readily available for teachers dealing with cultural and intellectual
history, as should collections of slides illustrating changing technology, the history of art, and architecture.
AP classes require extra time on the part of the instructor for preparation, personal consultation with students,
and the reading of a much larger number of written assignments than would be given to students in regular
classes. Accordingly, some schools reduce the assigned teaching hours for any teacher offering such a class or
classes.
T he Exam
The exam is 3 hours and 5 minutes in length and consists of two sections: a 55-minute multiple-choice section
and a 130-minute free-response section. The free-response section begins with a mandatory 15-minute reading
period. Students are advised to spend most of the 15 minutes analyzing the documents and planning their
answer to the document-based essay question (DBQ) in Part A. Suggested writing time for the DBQ is 45
minutes. Parts B and C each include two standard essay questions that, with the DBQ, cover the period from
the first European explorations of the Americas to the present.
Students are required to answer one essay question in each part in a total of 70 minutes. For each of the essay
questions students choose to answer in Parts B and C, it is suggested they spend 5 minutes planning and 30
minutes writing. Both the multiple-choice and the free-response sections cover the period from the first
European explorations of the Americas to the present, although a majority of questions are on the nineteenth
and twentieth centuries.
Sincerely,
Mr. Bruce Klasner
pg. 8
COURSE DESCRIPTION:
AP United States History is designed to provide students with the analytical skills and
factual knowledge necessary to think critically about the materials and content in United
States history. Students will learn to assess historical materials, their relevance, and to
weigh the evidence and interpretations presented in historical scholarship. After
successfully completing this course, students will be able to:
1. Formulate generalizations about the past in order to develop a theory or theories on
the development of contemporary and future society.
2. Derive conclusions from American historical development and growth based on
physical and cultural geographic principles.
3. Apply the processes of critical and creative thinking to evaluate the changes made
by significant people, ideas and events on the development of values, traditions,
and social, economic and political institutions in the United States.
4. Analyze current and historic events as perceived by diverse cultural and ethnic
groups and form generalizations about their contributions in developing the variety
of American culture.
5. Evaluate the processes used to create and interpret history.
6. Formulate hypotheses on relationships among science, technology and society, and
their impact on historical change in the United States.
7. Apply research, study, critical-thinking and decision-making skills and demonstrate
the use of new and emerging technology in problem solving.
Textbook:
America’s History, Seventh Edition, Henrietta, Edwards and Self 2012
The American Pageant, 12th Edition , Kennedy, Cohen and Bailey, 2002
Course Materials:
1. Notebook with loose leaf paper
2. Writing pen with blue or black ink
3. Writing pen with red ink (for editing notes, essays, etc)
4. Number 2 pencil (2)
5. Highlighters (any color will do)
6. Pocket Dictionary
7. USB drive (for saving projects, paper, etc)
8. Internet access (all essays must be typed and submitted to turnitin.com
9. 12 Clear Sheet Protectors.
10. MANY Index cards to be used throughout the year for review, study, and knowledge
retension.
Tests and Essays:
Students will take unit tests every two weeks, upon the completion of each unit. Tests will
generally consist of a multiple-choice section and an essay section of equal weight. Each test is
likely to cover a significantly greater volume of material than many students have previously
experienced. These tests emphasize factual information, multiple causation/multiple outcomes,
as well as the concept of change over time. Thus, students are required to interpret and evaluate
the events of history and support their conclusions with specific factual information. Each
pg. 9
assignment will significantly impact the quarter grades. Therefore, students must be responsible
and prepare for each assignment and test.
Additionally, students will receive two or three supplementary in-class or at home essays or
document based questions (DBQs) will be required each quarter. The instructor will implement
pop quizzes if it becomes apparent that students are in need of encouragement to maintain their
reading assignments schedule. Students may have the option of take home tests, in which they
may use their textbooks to complete them. However, they are to work independently and
sharing information with their class mates is strictly prohibited.
National Advanced Placement Examination:
The Advanced Placement Program of the College Board affords students an opportunity to
receive college credit for AP classes by successfully passing the national examination offered the
week of May 13-17, 2013. The AP United States Examination usually consists of eighty
multiple-choice questions, one document-based question, and two free response questions. The
multiple-choice section and the essay section (DBQ and free response) each make up fifty
percent of the grade. Students must take the Advanced Placement U.S. History Examination
will NOT receive AP credit for the course.
Honor Code:
Students will abide by the honor code statement I have neither given nor received help on this
assignment for all assignments unless specifically exempted by the instructor. Violations of the
honor code pledge will result in a zero for the assignment. Examples of violations of this policy
include (but not limited to) giving or receiving help on any in-class or take home test (this
includes use of cell phone web searches), essay, or quiz, plagiarism of material on take-home
essays, and discussion of any quiz, test, or essay questions with students who have not yet
completed that assignment.
Assignment Policy:
All assignments will be given according to documented county policy. Refusal to do
assignments when assigned will result in students receiving a grade of zero. This policy is nonnegotiable.
1. All essays and reports must be typed and double-spaced.
2. Always use an ink pen.
Homework:
1. For each day of an excused absence, the student will have two days to make up missed
work upon return. Students with an un-excused absence will not receive make up
assignments.
2. If the homework was assigned during the student’s absence, the student will be
responsible for making up the work upon his/her return to school in accordance with the
“two day” aforementioned rule. (Applies to those with excused absences)
3. Students are responsible for turning in assignments on time while on field trips and/or
other school sponsored activities (unless special arrangements have been made in
advance with the teacher).
4. Be aware of the fact that the instructor is under no obligation to accept work after the due
date.
pg. 10
Grading Policy:
Grades will be compiled as a combination of the following:
1. Class work: DBQs Essays, Discussions, Book Assignments and others as assigned.
2. Homework
3. Quizzes
4. Mid-term and Final Examination
Grading Scale:
This instructor will adhere to the standard grading scale of the School Board of Broward County.
The student’s number of points will be divided by the total number of assignments to determine a
percentage which is then converted to a letter grade based upon the following scale:
Course Points and Class Participation:
Class work
30%
Examinations
60%
Project
10%
Rules and Regulations:
Rules: The guidelines established by the Broward County Code of Conduct will be
strictly enforced in the classroom.
1. Students are to be in their assigned seats and ready to work when the tardy bell rings.
2. Students are not allowed to operate their cellular phones and other electronic devices
during class.
3. Hats, radios, stuffed toys, etc. are not permitted on campus and will be confiscated by any
staff member.
4. Disruptive, disrespectful and insubordinate behavior directed at me or any other student
will not be tolerated.
5. Students must comply with the dress code.
6. No personal grooming during class.
7. Each student is responsible for cleaning his/her desk.
8. Paper is to be thrown away at the conclusion of class.
9. Any students placed in Internal Suspension are responsible for obtaining, completing, and
turning in missed assignments in accordance with county policy.
10. Students are encourage to adhere to all assignment due dates.
11. Please be advised that this teacher reserves the right to exercise “Academic Discretion”.
Consequences:
1. Verbal Teacher / Student Conference
2. Telephone Call to Residence
3. Referral to Administrator or Guidance Counselor
Automatic Office Referrals:
1.
2.
3.
4.
5.
6.
Fighting
Deliberate Profanity
Fourth un-excused tardy to class
Insubordination
Disrespect to myself or another student
Repeated violation of classroom rules
pg. 11
If you have any questions or would like to schedule a conference with me, please feel free to call
and/or email me.
THEMES IN AP U.S. HISTORY
American Diversity
American Identity
Culture
Demographic
Changes
Economic
Transformations
Environment
Globalization
Politics and
Citizenship
Reform
Religion
Slavery and its
Legacies in North
America
War and Diplomacy
pg. 12
The diversity of the American people and the relationships among
different groups. The roles of race, class ethnicity, and gender in the
history of the United States.
The views of the American national character and ideas about
American exceptionalism. Recognizing regional differences within
the context of what it means to be an American.
Diverse individual and collective expressions through literature, art,
philosophy, music, theater, and film throughout U.S. History.
Popular culture and the dimensions of cultural conflict within the
American society.
Changes in birth, marriage and death rates; life expectancy and
family patterns; population size and density. The economic, social
and political effects of immigration internal migration, as well as the
migration networks.
Changes in trade, commerce and technology across time. The effects
of capitalist development, labor and unions, and consumerism.
Ideas about the consumption and conservation of natural resources.
The impact of population growth, industrialization, pollution, as
well as urban and suburban expansion.
Engagement with the rest of the world from the 15th century to the
present: colonialism, mercantilism, global hegemony, development
of markets, imperialism and cultural exchange.
Colonial and revolutionary legacies, American political traditions,
growth of democracy, and the development of the modern state.
Defining citizenship; struggles for civil rights.
Diverse movements focusing on a broad range of issues, including:
anti-slavery, education, labor, temperance, women’s rights, civil
rights, gay rights, public health and government.
The variety of religious beliefs and practices in America from
prehistory to the 21st century; influence of religion on politics,
economics and society.
The systems of slave labor and other forms of ‘unfree’ labor (e.g.,
indentured servitude, contract labor) in Native American societies,
the Atlantic World, as well as the American South and West. The
economics of slavery and its racial dimensions. Patterns of
resistance and the long-term economic, political and social effects of
slavery.
Armed conflict from the pre-colonial period to the 21st century;
impact of war on American foreign policy, politics, economy, and
society.
QUARTERLY BREAKDOWN
FIRST QUARTER
Topic
Colonial History (2 weeks: 8/19-8/30/13)
 Motives and methods of
colonization: Spain, France,
Britain
 Push-pull factors bringing
colonists to the New World
 Comparison and contrast of
Southern, Middle and New
England political, economic,
social, and religious patterns
 Cultural differences between
Americans and Europeans
 Mercantilism — costs and
benefits for Britain and colonies
 British policy changes, post-1763
Reference
• Chapter 1-4, The
American Pageant
• Internet
Activities
Read Chapters, Lectures,
Discussion Questions,
Analyze Primary
Resources, Chart
Comparison of 13
colonies, Essay on the
influence of geography on
patterns of settlement,
Cause-Effect Chart on
Mercantilism,
Assessments.
Independence (1-2 weeks: 9/2/13-9/13/13
 Emerging colonial cooperation
and decision for independence

Military victory and terms of the
Treaty of Paris
• Chapter 5-7, The
American Pageant
• Internet
Read Chapters, Lectures,
Discussion Questions,
Assessments, Project
Colonial Newspaper
Post-Independence and the Critical
Period (2 weeks: 9/16/13-9/27/13
 Government under the Articles of
Confederation — Successes and
failures
 Constitutional Convention
 Hamilton v. Jefferson
 British-French conflict and its
impact on American politics
• Chapter 8-10, The
American Pageant
• Internet
Read Chapters, Lectures,
Discussion Questions,
Primary Resources,
Compare and Contrast
chart on Political Parties,
Analyze Primary Source
Resources, Bios, Case
Studies, Assessments
Jefferson’s Administration/Growth of
Nationalism (2 weeks: 9/30/13-10/11/13
 Jefferson’s “Revolution of 1800”
 War of 1812: Causes, Conduct,
Consequences
 Marshall Court rulings and
precedents
 Era of Good Feelings
 Monroe Doctrine
• Chapter 11-12,
The American
Pageant
• Internet
Read Chapters,
Discussion Questions,
Lectures, Case Studies,
Bios, DBQ on Era of
Good Feelings, Analyze
Primary Resources,
Assessments
pg. 13
SECOND QUARTER
Topic
The Age of Jackson and Territorial
Expansion (2 weeks: 10/14-10/25/13
 Election of 1824 and the founding
of Jackson’s Democratic Party
 Jackson’s Administration
 Manifest Destiny and the War
with Mexico
 Immigration; social, political, and
economic developments; and
reform movements, 1820-1850
Reference
• Chapter 13-15,
The American
Pageant
• Internet
Activities
Read Chapters,
Discussion Questions,
Lectures, Chart on
Political Parties, ,
Analyze Primary
Resources, Age of
Jackson Project,
Assessments
• Chapter 16-19,
The American
Pageant
• Internet
Read Chapters,
Discussion Questions,
Lectures, Bios, Case
Studies, DBQ on Slavery,
Analyze Primary
Resources, Movie: Uncle
Tom’s Cabin,
Assessments
Civil War and Reconstruction
(3 weeks: 11/11-11/29/2103)
 Military strategies, strengths and
weaknesses, events and outcomes
 The home front, North and South
 Presidential v. Congressional
Reconstruction plans and actions
 Amendments 13tth,14th, & 15th
 Economic development: The New
South (sharecropping)
 Politics in the New South (Jim
Crow)
 Booker T. Washington and
W.E.B. DuBois leadership styles
and programs
 Native Americans-Reservation
policy-Dawes Act
• Chapter 20-22,
The American
Pageant
• Internet
Read Chapters, DBQ on
Civil War, Compare and
Contrast chart on
Reconstruction, Essay on
Reconstruction,
Discussion Questions,
Lectures, Internet Activity
Cause/Effect, Movie:
Glory, Assessments
Populists and Progressives
(2 weeks: 12/2-2/13/2013
 Agrarian Revolt
 Immigration and urbanization in
the late 19th century
 Social and cultural developments
of the late 19th century
 Urban middle-class reformers
lead a call for change
• Chapter 26-29
The American
Pageant
• Internet
Read Chapter, Discussion
Questions, Analyze
Primary Sources Lectures,
Project on reformers,
DBQ on Progressivism,
Assessments
Slavery and Sectionalism
(2 weeks; 10/28-11/8/13
Agrarian South vs. Industrial North
 Western expansion
 Slavery as a social and economic
institution
 The politics of slavery
 Decade of conflict, 1850-1860
pg. 14

Teddy Roosevelt, Taft, and
Wilson administrations respond to
Progressive movement
THIRD QUARTER
Topic
Reference
Activities
Imperialism and World War I
(2 weeks: 1`/6-1/17/2014)
 Reasons for new interest in world
affairs
 Spanish-American War
 Open Door Policy
 Teddy Roosevelt’s “Big Stick”
Diplomacy
 Taft’s Dollar Diplomacy
 Wilson’s “Moral” or
“Missionary” Diplomacy
 Various interpretations of U.S.
motives in World War I
 World War I at home
 Treaty negotiations and Senate
rejection of Versailles Treaty
• Chapter 30-31
The American
Pageant
• Internet
Read Chapter, Discussion
Questions, Analyze
Primary Sources Lectures,
Essay on Imperialism,
DBQ on World War I,
Assessments
1920s-1930s
(2 weeks: 1/20-1/31/2014)
 Post-war recession & agricultural
problems
 Intolerance/ KKK
 Immigration restriction
 Prohibition and Organized Crime
 Jazz Age culture, Youth
Rebellion, Literature of
Disillusionment
 Business growth and
consolidation, credit, advertising
 Harding, Coolidge, Hoover
administrations
 Hoover v. Roosevelt’s approaches
to the Depression
 New Deal Legislation —
Effectiveness and Criticisms
 Supreme Court Reactions and
Court Packing Plan
 Dust Bowl -Demographic Shifts
 Extremist alternatives: Coughlin,
Long, Townsend
 The new Democratic Coalition
 Impact of the Great Depression
• Chapter 33-34,
The American
Pageant
• Internet
Read Chapter, Discussion
Questions, Analyze
Primary Sources Lectures,
Power Point 20’s Project,
Compare and Contrast
chart on Hoover and
FDR, Assessments
• Chapter 35-37,
The American
Read Chapter, Discussion
Questions, Analyze
World War II and Origins of the Cold
War (2 weeks: 2/3/-2/14/2014)
 U.S. response to aggression
 Pearl Harbor and U.S. response
pg. 15
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Military Strategy
Home Front
Wartime Diplomacy and
Cooperation
Splintering of Wartime Alliance
and Adoption of Containment
Berlin and German Division
Truman Doctrine/Marshall Plan
NATO/Warsaw Pact
Korean War/Domino Theory
McCarthyism
Pageant
• Internet
Primary Sources Lectures,
DBQ on World War II,
Map project, Assessments
FOURTH QUARTER
Topic
Reference
Activities
Sunshine State Standards
(SSS)
SS.A.5.4.5, SS.C.2.4.6,
SS.D.1.4.1, SS.B.1.4.4,
SS.C.2.4.6, SS.C.1.4.4
Post-War Domestic Issues
(2 weeks: 2/17-2/28/2014
 Truman’s to Reagan’s
Administration
 Civil Rights Movement: Popular
and Government Response
 Feminine Mystique-Betty Friedan
 Rachel Carson and Ralph Nader
 Watergate
 Court Case: Roe v. Wade
 Reaganomics
• Chapter 38-41,
The American
Pageant
• Internet
Read Chapter,
Discussion Questions,
Analyze Primary
Sources Lectures, DBQ
on Civil Rights,
Assessments
Foreign Policy – Eisenhower-Reagan
(2 weeks: 3/3/-3/14/2014
 Eisenhower:
Liberation, Asia Policies, Peaceful
Co-existence — Khrushchev’s visit,
U-2 Incident
 Kennedy:
Peace Corps, Alliance for Progress,
Southeast Asia military and economic
aid, Bay of Pigs & Cuban Missile
Crisis
 Johnson: Vietnam War
 Nixon/Ford:
Vietnamization, Nixon Doctrine,
China Card, and Détente
 Carter:
Human Rights Policies, Camp David
Accords, Panama Canal Treaties,
SALT II, Afghanistan, and Olympic
Boycott, Iran Revolution and Hostage
Crisis
 Reagan:
“The Evil Empire”, Strategic Defense
Initiative, and End of the Cold War
• Chapter 38-42,
The American
Pageant
• Internet
Read Chapter,
Discussion Questions,
Primary Sources
Lectures, DBQ on
Vietnam War,
Assessments
SS.A.5.4.6, SS.C.2.4.6,
Presidencies of Bush, Clinton and G.W.
Bush (2 weeks: 3/17-4/4/2014
 Affirmative Action
 America 2000 –Education
• Chapter 41-42,
The American
Pageant
• Internet
Read Chapter,
Discussion Questions,
Primary Sources,
Assessments
SS.A.5.4.6, SS.C.2.4.3,
SS.C.2.4.6, SS.C.2.4.7,
SS.C.1.4.4, SS.D.2.4.4
pg. 16
SS.C.1.4.4,
SS.D.2.4.4,
SS.B.2.4.2, SS.A.5.4.6
SS.C.1.4.4, SS.D.1.4.1,
SS.B.1.4.4, SS.B.2.4.2
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War on Drugs
Urban Violence –Gangs
Persian Gulf War
NAFTA
Big tobacco and Gun control
Scandal and Impeachment
Election of 2000
New Immigration
September 11, 2001
War in Iraq
Review for AP Exam
(3 weeks- 4/21/2014-5/12/2014
Review Book
Websites
 U.S. History Preparing for the AP Exam, Newman & Schmalbach, Amsco
 5 Steps to a 5 (AP review book)
http://college.hmco.com/history/us/bailey/american_pageant/11e/students/index.html,
www.coralgladeshigh.com, www.collegeboard.com, www.course-notes.org,
www.potus.com, www.besthistorysites.net/USHistory.shtml, www.historychannel.com,
www.ushistory.org/
Final Exam: First Week in June
pg. 17