AP United States History Syllabus
2013-2014
Archbishop O’Hara High School
Department of History and Social Studies
Mrs. Ann Wright
e-mail: awright@oharahs.org (school)
phone: 763-4800, extension 203
cell phone: 816-769-3625
Wikispaces: http://ohsapush.wikispaces.com/ (You will receive an invitation to join this wiki)
Blog: http://historymattersatohs.blogspot.com
Class Twitter: Look for aleew55
HS 2100 History of the United States I
HS 2500 History of the United States II
SS 722 AP US History
I.
Advanced Placement Credit
Students have an option to earn college credit for AP US History through either an ACCP
course at Rockhurst University OR by scoring a 4 or 5 on the AP US History exam, given
in May at O’Hara. The Rockhurst credit is $83.00 PER SEMESTER PER HOUR. A three
hour course is $249 with a one-time non refundable matriculation fee of $60.00.
The exam is a product of the Advanced Placement program of the College Board
Scholastic Aptitude Testing Service (SAT). The test is made up of three parts: an
objective section, document-based questions, and two broad essay questions. The
College Board evaluates the test and scores of 1-5 are awarded (5 being the highest).
Many colleges and universities will award college credit for scores of 3 or better. The
more prestigious colleges and universities award credit for scores of 4 or 5 only.
The examination cost approximately $50.00 and the fee is paid in the spring. All
students enrolled in AP US History will take the exam, irrespective of his/her enrollment
in the dual credit with Rockhurst University. The AP exam provides invaluable
experience in studying for and completing a university level examination in American
history.
Course Description
Advanced Placement US History is a challenging course for those students who seek
further development of analytical reading, writing, and research skills while developing
an understanding of the broad outlines of American history. Following the
recommendations of the Advanced Placement program of the College Board, the course
traces the development of the United States from the time of Columbus to the present.
Course Objectives
1. To develop an understanding of the chronology of major events in American
history from the pre-Columbia period through the present;
2. To further develop an refine analytical reading, writing, and research skills;
3. To provide opportunities for the examination of primary source documents;
4. To use historical data to support an argument or position;
5. To prepare for and successfully pass the Advanced Placement Exam in US
History;
6. To encourage a commitment to the study of history;
7. To develop an understanding of the role the United States has played in the
evolution of our modern world through commerce, exploration, colonization,
war and the arts;
8. To emphasize the history of American from the “bottom-up” with particular
attention to the stories of women, minorities, immigrants and the working class.
Student Objectives
1. The student will describe the major social, intellectual, political, and cultural events
in the history of the United States;
2. The student will use and analyze primary source documents including letters, diaries,
interviews, speeches, and other documents;
3. The student will develop a chronology of events in American history from the preColumbian period through the present;
4. The student will read and evaluate works of literature which reflect distinctive
periods in the history of the United States;
5. The student will analyze themes in American history and trace these themes through
several chronological periods;
6. The student will practice the art of history by producing research papers,
presentations, etc.
7. The student will express himself/herself orally, and in writing, with clarity and
precision.
Course Texts and Readings
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Give Me Liberty An American History by Eric Foner
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Davidson, James West and Mark Hamilton Lytle. After the Fact: The Art of
Historical Detection. New York: McGraw-Hill, 2000
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Newman, John J. and John M. Schmalbach. United States History Preparing for
the Advanced Placement Examination. New York: Amsco Publications, 2004
(Hereafter known as the FLAG BOOK.)
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Oates, Stephen. Portrait of America, Volume I and II. New York: HoughtonMifflin, 20006
Some Helpful Websites
www.digitalhistory.uh.edu
A secondary digital site of readings is available at
http://www.hippocampus.org/History%20%26%20Government;jsessionid=4144309F4
4D16989F85E8616BF30250D?view=Media These readings are accompanied by short
videos.
www.oyez.org (Website for the Supreme Court)
www.gilderlehrman.org (You must register for this site as a student). One of the
premier organizations working on behalf of history education in the United States.
http://americanhistory.si.edu (Website of the National Museum of American History,
a part of the Smithsonian Institution.)
http://www.loc.gov/index.html (Website for the Library of Congress)
www.mcpl.lib.mo.us (Website for the Midcontinent Library system)
Course Requirements
Much of the coursework will be presented in a digital format this year. Remember
that responsible use of your iPad is an assumed condition of enrollment in the course.
The following websites will be the ones that we will use most extensively.
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Wikispace that includes assignments, links, videos, etc.
o http://ohsapush.wikispaces.com/
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Schoology Code for AP US History is C8FJ6-PMM8M
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Google Docs All formal written assignments will be submitted as a google doc.
You have a new OHS email that is a gmail account which is how you access
google documents as well.
When you publish to google docs, you will have the opportunity to name your
assignment and to invite others to see it. Obviously, you will need to invite me. I will be
able to comment on it, etc. You will also be inviting classmates as we work on things
collaboratively.
STANDARD NAMING CONVENTION for Google Docs.
Last Name—Assignment Title—Class
Wright—DBQ on Northern and Southern Colonies—AP US History
Student EXPECTATIONS
The level of work expected in an AP history class is substantially different from that of
regular sections. The class requires a GREAT deal of independent reading in both
textbooks and outside sources. It is anticipated that students enrolled in an AP section
are fully capable of keeping up with an INTENSIVE reading schedule. It is imperative
that you keep up with the reading and homework schedules as provided in each unit.
The following is offered as a sample of the type of work that will be required during the
year. It is not meant as an exhaustive list of all of the assignments that you may
anticipate.
Reading Assignments Over Thanksgiving, Christmas and Easter
Please expect readings over the major scheduled breaks and holidays. These will
generally be novels (for example Huckleberry Finn) and can easily be completed during
vacation periods.
Reading Assignments
The reading schedule will be distributed and posted on the class wiki and schoology
pages. There may need to be occasional adjustments to accommodate schedules
changes and unforeseen absences. It is important that students follow the reading
schedule carefully. There will be reading quizzes over the assigned material each day.
The average amount of reading from the main text is 7 pages PER DAY, including
holidays, weekends, and vacation! There are additional readings from the ancillary
texts.
Notetaking.
Because of the nature of the course, a substantial amount of class time will be
lecture/discussion oriented. Class Notes should be dated and kept in chronological
order in any way that works for you. EVERY STUDENT is expected to take notes. At
random times, I will ask you to share your notes with me via email or by turning them
in. I will do this by asking a student, or two or three, to share their notes after a class
lecture/discussion. You may take notes on the the Ipad. HOWEVER, if you are off
task, on a game website or facebook, you will lose the privilege of using your iPad to
take notes in class.
It is IMPERATIVE that you take good, careful notes over lecture material, assigned
readings and videos. A special email has been set up solely for receiving your notes.
The email is aohsapush@gmail.com
Option 1
You will need to purchase a 150 page, wide or college ruled, sturdy notebook for
EXCLUSIVE USE by AP US History. (Do NOT use it for other classes). You will take
notes from the reading on one page using the “cornell method” (outlined below) and
on the right hand side you will complete various tasks to help you master the
material. You can take a picture of your notes and send those via email to the address
above
http://lsc.sas.cornell.edu/Sidebars/Study_Skills_Resources/cornellsystem.pdf
OR
Option 2
Use a notetaking app like notability or pages and send your notes directly to me at the
above named email.
Essays.
You can expect about 1 formal essay each week in a DBQ or FREE Response Format. A
DBQ is a “Document Based Question.” It consists of a question, sometimes rather broad
in nature, that requires you to analyze primary source documents (letters, journals,
cartoons, speech, etc.) and draw upon your knowledge of the period referred to in the
question. A FRQ is a more typical “essay” question that asks you to analyze a question
from the period. Some of these essays will be written in class to simulate the conditions
under which the AP exam is completed.
All of these essays will be submitted via google documents. As you will see, they can
easily be commented on and revised. And, we will save lots of paper!
Quarterly Book Review
Each quarter, you will read one book outside of class for BOTH English and History. Over
the year, you should read ONE book from EACH of the genres (total of 4 over the year,
one from each genre).
Genres
1. Fiction (either contemporary or written during the period. If the book is a
contemporary one, it must be ABOUT the assigned time period)
2. Nonfiction
3. Memoir, collection of letters, autobiography, collection of essays,
4. Biography of an individual who was important in the assigned period
The first quarter reading should cover the time period 1607—1800; second quarter
should cover the period 1800-1877; third quarter should cover the period 1877-World
War II; fourth quarter should cover the period from WWII (1945) to the present. (Do
not read any book that is read in English/History during the year.)
FOR EXAMPLE— During first quarter Liberty’s Daughters, a nonfiction work about
women during the American Revolution; during second quarter a biography of Andrew
Jackson; during third quarter Maggie, A Girl of the Streets (a novel) by Stephen Crane;
and during fourth quarter the love letters of Harry and Bess Truman (a memoir or
collection of letters)>
After you read the book, you must submit to either Mrs. Schaffer or Ms. Wright some
type of evidence that you have actually read the book. The evidence is up to you. (You
may be as creative or as traditional as you wish.) It is your responsibility to convince us
that you have, in fact, read the work and not relied on Spark Notes, etc.
Whatever form you choose, must be unique to that particular quarter. For example, if
you want to do a book talk, you may choose book talk as one of the forms for one of the
quarters.
The due dates for the quarterly book reviews are:
1st quarter—
2nd quarter—
3rd quarter—
4th quarter—
Celebration of Knowledge
Each unit will conclude with an examination, which will include both objective and essay
questions. The essay questions will be evaluated for both content and mechanics. The
exam questions will model those from the AP US History exam.
Reading Quizzes
These will follow a variety of formats: open book, identification, short answer,
true/false, etc. These are worth from 5-10 points and generally CANNOT be made up.
There will be opportunities to earn back points for quizzes missed from extra-credit
opportunities or “free” make up quizzes offered periodically.
Exit Tickets
Most days you will complete an “exit ticket” as you leave class, asking you to answer an
“essential question” or comment about a reading, etc. Sometimes these may take the
form of a self-analysis (What did you learn today?) or a quiz (Explain the significance of
John Winthrop’s phrase, “City on a Hill.”
Attendance
Attendance is important! It is very difficult to do well in the class unless you are in class
consistently. If you know that you will be absent for a school-related event, please let
me know as soon as possible. You can email me or text me. All major assignments are
due on the date announced. If you are absent, they can be emailed or faxed to me (816765-5008). DO NOT MISS CLASS to finish an assignment. I would rather you speak to
me directly BEFORE the assignment is due and ask for an extension.
You grade will be negatively affected by absence, even if you are diligent in making up
your work. The nature of the discussion means that it is difficult to earn above a C in the
class, irrespective of your make up work, unless you are IN CLASS. DO NOT MISS.
Miscellaneous Written Assignments
There are occasional, miscellaneous writing assignments that are distinct from the FRQ
and the DBQ. These should be typed. Follow the assigned directions.
Conferenced Reading Book Review
White Rose Essay Contest
Students will participate in the White Rose Essay Contest sponsored by the Midwest
Center for Holocaust Education. Participation entails research of and completion of a
paper on a topic to be determined by the Center. The paper will be evaluated for both
English and history credit. The best papers will be forwarded to the Center for inclusion
in the contest.
White House Decision Center
Students will participate in a simulation of Truman’s presidency at the White House
Decision Center.
Course Materials
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SAVE EVERYTHING! All assignments (exams, essays, etc. are returned and will be
helpful in studying for the AP Exam in May.) A great way to save things on the
CLOUD is to use a service like www.box.com or www.dropbox.com.
Post-it notes
3 x 5 notecards (or 4x6 if you prefer) (Colored can be useful for organization).
Pens (use only blue or black for exams and/or material to be handed in) (Colored
pens can be helpful for organization purposes/maps, etc.)
Pencils (some reading quizzes and exams are scan tron)
Late Homework
Late Homework is unacceptable in a college level course.
Homework
As a general rule, all assignments are uploaded to google documents or processed as a
google doc. These assignments are due at midnight of the day BEFORE the assignment
is due and MUST BE UPLOADED as a google document.
Plagiarism
When you copy another person’s work whether in internet, printed, written or spoken
form, you are “stealing” his or her ideas and intellectual property. Students who submit
others work as their own or who copy other’s material for homework or during exams
will receive a zero on the first assignment. Parents will be notified and a conduct
referral will be filed. A second incident will result in loss of credit for the course.
Grading Scale
A+
A
AB+
B
BC+
C
CD+
D
D-
98-100
93-97
90-92
87-89
83-86
80-82
77-79
73-77
70-72
67-69
63-66
60-62
THEMES in AP US 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
Unit I—The Colonial Era
Central Focus: Analyze the development of northern, middle and southern colonies in America
from 1450-1700.
Themes: American Diversity, Slavery and Its Legacies, Religion, Demographic Changes
Topic Outline
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First European contacts with Native Americans
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
Population Growth and immigration
Trans-Atlantic trade and growth of seaports
The eighteenth-century back country
Growth of plantation economies and slave societies
The Enlightenment and Great Awakening
Colonial governments and imperial policy in British North America
Major Questions and Themes of Unit 1
1. What was the impact of the European settlement on the Native Americans, the
Africans who were brought to the New World, and the environment?
2. What concepts of liberty and opportunity arise in this period? What did the
colonists want when they came to the New World? Were they all seeking
freedom? Were they seeking a democratic way of life? What was their attitude
toward personal liberty?
3. To what extent did the geography of the eastern seaboard shape the economic,
social and political development of the colonies?
4. What ideas and institutions were established during the colonial period that would
remain as a foundation for the new nation?
5. How did this period forge elements of the American Dream—“City Upon a Hill”? To
what extent did the colonists succeed in establishing a “city on a hill?”
6. In what sense did events in England and Europe influence the development of the
colonies?
7. To what extent do the economic, social, and political beliefs of the Puritans live on in
the United States today?
8. Compare and contrast the development and enduring influence of Virginia and
Massachusetts.
9. What was the impact of the Enlightenment and the influence of Benjamin Franklin?
10. How did slavery become established? What was the nature of colonial slavery?
Readings and Ancillary Materials for Unit 1 Readings with a STAR (*) should be
included in your reading log.
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Brinkley, Chapters 2 & 3 (optional background)
Portrait of America—Chapter 3: Black People in a White People’s Country*
Portrait of America—Chapter 4: The Deerfield Massacre*
Davidson, Chapters 1, 2
Many Thousands Gone
Shi, Interpreting Visual Sources Colonial Architecture
A People’s History. “Columbus, the Indians and Human Progress”*
 http://www.historyisaweapon.com/defcon1/zinncol1.html
A People’s History. “Drawing the Color Line.”*
 http://www.historyisaweapon.com/defcon1/zinncolorline.html
A People’s History. Persons of Mean and Vile Condition.*
 http://www.historyisaweapon.com/defcon1/zinnvil3.html
“The Labor Problem at Jamestown”*
 http://latinoamericanos.files.wordpress.com/2008/09/the-labor-problem-atjamestown.pdf
Video clips—“500 Nations”
Exploration of “Virtual Jamestown” website
Exploration of http://www.plimoth.org/index.html
Video clips—“Africans in America” Part I (PBS)
Three Sovereigns for Sarah (PBS)
Biography: Pocahontas (A & E)
Possible Written Assessment
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Doing the DBQ—1993 DBQ English Colonies North and South
FRQ—“Geography was the primary factor in shaping the development of the British
colonies in North America.” Assess the validity of this statement for the 1600s.
FRQ—Compare the ways in which religion shaped the development of colonial
society (to 1740) in TWO of the following regions: New England, Chesapeake, Middle
Atlantic
Essential Documents
“The Mayflower Compact”
http://avalon.law.yale.edu/17th_century/mayflower.asp
“A Model of Christian Charity”
http://religiousfreedom.lib.virginia.edu/sacred/charity.html
“The Devastation of the Indies: A Brief Account”
http://www.swarthmore.edu/SocSci/bdorsey1/41docs/02-las.html
“An Indentured Servant Describes Life in Virginia”
http://historymatters.gmu.edu/d/6475
Content for Unit 1
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Contribution of Chesapeake colonies to development of America
Pilgrims and Puritans
Puritan beliefs and lifestyle
Contribution of New England colonies in the development of America
Differences among New England, Middle Colonies, South
Roots of slavery
Mercantilism
Great Awakening
Outline of Unit 1
I.
America and the British Empire, 1650-1754
A. Chesapeake Country
B. Growth of New England
C. Restoration Colonies
D. Mercantilism; the Dominion of New England
E. Origins of Slavery
II.
Colonial Society in the Mid-Eighteenth Century
A. Social structure
1. family
2. farm and town life, the economy
B. Culture
1. Great Awakening
2. The American mind
3. The Folkways
C. New Immigrants
Unit 2—Revolutionary America
Central Focus: What were the social, political, and economic factors that drove the
American colonists to independence? How did the American Revolution
influence/reflect American values and character?
Themes: American Identity, Politics and Citizenship, War and Diplomacy
Topic Outline
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The French and Indian War
The Imperial Crisis and resistance to Britain
The War for Independence
State constitutions and Articles of Confederation
The federal Constitution
Washington, Hamilton, and the shaping of the national government
Emergence of political parties: Federalists and Republicans
Republican Motherhood and education for women
Beginnings of the Second Great Awakening
Significance of Jefferson’s presidency
Expansion into the trans-Applachian West; American Indian resistance
Growth of slavery and free Black communities
The War of 1812 and its consequences
Major Questions and Themes of Unit II
1. What was revolutionary about the American Revolution?
2. What were the central causes of the American Revolution? In what ways were
economic, political, ideological, and social issues related to the Revolution?
3. Who suffered and who gained by the Revolution?
4. Evaluate the strengths and weaknesses, successes/failures of the government
established under the Articles of Confederation.
5. Was the United States Constitution an elitist or an egalitarian document?
6. How successfully did Washington’s administration handle the problems facing the
nation?
7. Were the conflicts between Jefferson and Hamilton based on fundamental
ideological differences or were they disagreements over the means to achieve the
same end?
8. At what point in time did the issue of states’ rights become important?
9. Consider the issue of neutrality in foreign relations. Did the United States effectively
prove its credibility in foreign affairs?
10. Was it realistic to assume that the nation could proceed without the formation of
political parties?
Textbook Readings and Ancillary Materials for Unit II
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Brinkley, Chapters, 4, 5, 6
Portrait of America—Chapter 6: Citizen Ben: A World American’s Seven Great
Virtues*
 Portrait of America—Chapter 7: John Adams and the Coming of the Revolution*
 Portrait of America—Chapter 8: Thomas Jefferson and the Meanings of Liberty*
 A People’s History—Chapter 4: Tyranny is Tyranny*
 http://www.historyisaweapon.com/defcon1/zinntyr4.html
 A People’s History—Chapter 5: A Kind of Revolution*
 http://www.historyisaweapon.com/defcon1/zinnkin5.html
 Davidson, Chapter 3
 Video Clips—“Liberty”
 Video Clips—“1776”
DBQ—Articles of Confederation
Activity: “Who Shot Alexander Hamilton?”
Video Clips—“Founding Brothers”
Video Clips—The Duel
Possible Written Assessment
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Create a chart detailing the various British policies enacted following the Seven
Years’ War (Proclamation of 1763 through the Intolerable Acts). Indicate the content
or provisions of these acts, the colonial response and the impact on growing colonial
unity, and the impact of the experience on post-independence.
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Prepare a chart in which you compare and contrast “The First Two Political Parties”.
Include the following categories in your Chart: A—Leaders; B—Kinds of People; C—
interpretation of the Constitution; D—Federal Government v. States’ Rights; and E—
Major European Ally
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FRQ—Evaluated the relative importance of the following as factors prompting
Americans to rebel in 1776: parliamentary taxation; restriction of civil liberties;
British military measures; the legacy of colonial religious and political ideas
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FRQ—Analyze the contributions of TWO of the following in helping to establish a
stable government after the adoption of the Constitution: John Adams, Thomas
Jefferson, George Washington
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FRQ—To what extent did economic issues provoke the American Revolution?
Essential Documents
“The Stamp Act”
http://avalon.law.yale.edu/18th_century/stamp_act_1765.asp
“The Declaration of Independence”
http://avalon.law.yale.edu/18th_century/declare.asp
“Join or Die” Political Cartoon
http://www.loc.gov/pictures/resource/cph.3g05315/
“Common Sense”
http://www.earlyamerica.com/earlyamerica/milestones/commonsense/text.html
“American Crisis”
http://www.ushistory.org/paine/crisis/c-01.htm
“Letters from a Pennsylvania Farmer”
http://www.earlyamerica.com/earlyamerica/bookmarks/farmer/farmtext.html
Content of Unit 2
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Mercantilism
The Enlightenment
The French and Indian War
British policy changes, post 1763
The events that drove the colonists forward in seeking independence: Stamp Act,
Townshend Acts, Declaratory Act, Boston Massacre, Gaspee Incident, Boston Tea
Party, Committees of Correspondence, Lexington and Concord, 1st Continental
Congress, Second Continental Congress
Emerging colonial cooperation and decision for independence
The Declaration of Independence
The course of the War for Independence
Military victory and terms of the Treaty of Paris
Government under the Articles of Confederation
II.
Outline of Unit 2
I.
Road to Revolution, 1754-1775
A. Anglo-French rivalries and Seven Years’ War
B. Imperial reorganization of 1763
1. Stamp Act
2. Declaratory Act
3. Townsend Acts
4. Boston Tea Party
C. Philosophy of the American Revolution
II.
The American Revolution, 1775-1783
A. Continental Congress
B. Declaration of Independence
C. The War
1. French alliance
2. War and society; Loyalists
3. War economy
D. Articles of Confederation
E. Peace of Paris
F. Creating state governments
1. Political organization
2. Social reform; women, slavery
Unit 3—Early National Period
Central Focus: What challenges did the early federal government face in establishing a
strong central government from 1789-1820? How were the conflicts between central
and local power resolved? In what ways and to what extend di the new government
and the Constitution balance concerns over liberty and order?
Themes: Demographic Changes, Economic Transformation, Reform, Slavery and Its
Legacies, and Politics and Citizenship
Topic Outline
Forming a national government, Confederation and Constitution
Washington, Adams, and the shaping of a national government
Emergence of political parties: Federalists and Republicans
Hamilton, Jefferson and the creation of the National Bank
Republican Motherhood and education for women
The Supreme Court in the Creation of American National government
The significance of Jefferson’s Presidency: The Revolution of 1800
The Louisiana Purchase
Expansion into the Trans-Mississippi West
Native American resistance
The War of 1812
John Marshall and the Supreme Court
Judicial Review
Major Themes and Questions of Unit 3
1. Foreign affairs, the problem of neutrality. How effective were American policies up
to 1823? What was the immediate impact of the Monroe Doctrine?
2. The War of 1812: Why did we go to war? Why is it sometimes described as the
“Second War for American Independence?”
3. What happened to political parties during this era?
4. What was the nature of nationalism that emerged after the war?
5. What issues were divisive ones?
6. Consider the role of the Supreme Court and John Marshall’s influence during this
era.
7. Understand the differences and similarities between Jeffersonian and Jacksonian
Democracy.
8. Trace the development of political parties and their relationship to democratic
change. At what point is the idea of an opposition party accepted by Americans?
Textbook Readings and Ancillary Materials for Unit 3
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Brinkley, Chapters 7, 8, 9, 10
Shi, Chapters 9, 10, 11, 12
Davidson, Chapter 4
Develop a chart of the principal decisions of the Marshall Court. Identify the
participants, the issue, the decision, and its significance.
Possible Written Assessments
 Create a chart in which you compare and contrast Jeffersonian and Jacksonian
Democracy. On the back of the cart answer the following questions: How were
Jeffersonian and Jacksonian Democracy alike? How were Jeffersonian and
Jacksonian Democracy different? Which contributed the most to our nation?
 FRQ--The debate over the Alien and Sedition Acts of 1798 revealed bitter
controversies on a number of issues. Discuss the issues involved and explain why
these controversies developed.
 FRQ--Hamilton and Jefferson had opposing visions for the economic future of
America. What were those visions and how were they resolved in the early national
period?
 FRQ—Analyze the extent to which TWO of the following influenced the development
of democracy between 1820 and 1840: Jacksonian economic policy; changes in
electoral politics; Second Great Awakening; Westward movement
 FRQ—To what extent was the election of 1800 aptly named the “Revolution of
1800?” Respond with references to TWO of the following areas: economics, foreign
policy, judiciary, politics
Essential Documents
Washington’s Farewell Address
http://avalon.law.yale.edu/18th_century/washing.asp
Marbury v. Madison
http://www.oyez.org/cases/1792-1850/1803/1803_0/
Jefferson’s First Inaugural Address
http://avalon.law.yale.edu/19th_century/jefinau1.asp
Louisiana Purchase
http://memory.loc.gov/cgi-bin/ampage?collId=llsl&fileName=008/llsl008.db&recNum=213
Federalist Papers # 10
http://thomas.loc.gov/home/histdox/fed_10.html
Content of Unit 3
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Constitutional Convention—personalities, compromises, controversies, ratification
Hamilton v. Jefferson
British-French conflict and its impact on American politics
Trade
Diplomacy
Alien and Sedition Acts
Jefferson’s Revolution of 1800
Louisiana Purchase
Diplomatic Issues
War of 1812
Era of Good Feelings
Rise of Nationalism
Diplomatic Achievements
Marshall Court rulings and precedents
Monroe Doctrine
Election of 1824 and the founding of the Democratic Party
Outline of Unit 3
I. Constitution and New Republic, 1776-1800
A. Philadelphia Convention; drafting the Constitution
B. Federalists versus Anti-Federalists
C. Bill of Rights
D. Washington’s presidency
1. Hamilton’s financial program
2. Foreign and domestic difficulties
3. Beginnings of political parties
E. John Adams’ presidency
1. Alien and Sedition Act
2. XYZ Affair
3. Election of 1800
II.
The Age of Jefferson, 1800-1816
A. Jefferson’s presidency
1. Louisiana Purchase
2. Burr conspiracy
3. The Supreme Court under John Marshall
4. Neutral rights, impressment, embargo
B. Madison
C. War of 1812
1. Causes
2. Invasion of Canada
3. Hartford Convention
4. Conduct of the War
5. Treaty of Ghent
6. New Orleans
D.
A.
B.
C.
D.
E.
F.
Nationalism and Economic Expansion
James Monroe, Era of Good Feelings
Panic of 1819
Settlement of the West
Missouri Compromise
Foreign affairs: Canada, Florida, the Monroe Doctrine
Election of 1824, end of the Virginia Dynasty
Unit 4—Jackson and Antebellum America
Central Focus: In what ways and to what extend di American democracy expand to include
previously disenfranchised sections of society? What social, political, and economic forces
facilitated these changes?
Themes: Economic transformations, Reform, Religion, Slavery and Its Legacies, Politics and
Citizenship
Topic Outline
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Jacksonian democracy and its success and limitations
The transportation revolution and creation of a national market economy
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Beginnings of industrialization and changes in social and class structure
Immigration and nativist reaction
Emergence of the second party system
Federal authority and its opponents: Judicial federalism, the Bank War, tariff
controversy and states’ rights debates
Evangelical Protestant revivalism
Social reforms
Ideals of domesticity
Transcendentalism and utopian communities
American Renaissance: literary and artistic expressions
Major Questions of Unit 4
1. How do we characterize the Jacksonians? What were their attitudes about
democracy, equality and opportunity?
2. How do we characterize Jackson? Old Hickory or King Andrew? Democrat or
autocrat? Conservative or liberal?
3. On what issues was Jackson a nationalist? On what issues was he a friend of
states’ rights?
4. What is the nature of the American character? Are we rugged individuals,
money-hungry materialists, or a society struggling to perfect itself in a quest for
spiritual fulfillment?
5. What were the major reform movements of this period, and how did they relate
to political developments?
6. Understand the differences and similarities between Jeffersonian and Jacksonian
Democracy.
7. Trace the development of political parties and their relationship to democratic change.
At what point is the idea of an opposition party accepted by Americans?
Readings and Ancillary Materials
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Brinkley 9, 10, 12
Video Clips—“500 Nations”
PBS Andrew Jackson: Good, Evil and the American Presidency
Possible Written Assignments
 DBQ—Jacksonian Democracy or Indian Removal (students choose)
 FRQ—In what ways did developments in transportation bring about economic
and social change in the United States in the period 1820 to 1860.
 Groups create “story boards” on one of the following social developments during
the period of 1820-1850: scientific and technological developments;
transportation and
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Did the Jacksonian Era actually increase citizen participation in politics? To what
extent was it a genuine increase?
Andrew Jackson was the seventh president of the United States. Certainly he saw
himself as a hero, and many others saw him that way also. How do you see him
and his possible impact on the United States?
DBQ: Reform movements in the United States sought to expand democratic
ideals.” Assess the validity of this statement with specific reference to the years
1820-1850.
Essential Documents
Seneca Falls Declaration
http://www.fordham.edu/halsall/mod/senecafalls.asp
Second Message to Congress Indian Removal
http://www.ourdocuments.gov/doc.php?flash=true&doc=25&page=transcript
Political Cartoons featuring Andrew Jackson
http://mrkash.com/activities/jacksoncartoons.html
Content of Unit 4
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Jackson’s Administration—spoil system, nullification, bank war, Cherokee Removal
Election of 1840
Development of the Whig Party
Market Revolution
Women’s Rights Movement
Abolitionism
Transcendentalism
Utopian Societies
Religious developments
Nativism and Immigration
Outline of Unit 4
I.
II.
The Transformation of Politics in Antebellum America
A. Emergence of the second party system
B. Federal authority and its opponents
1. Judicial federalism
2. Bank War
3. Tariff controversy
4. States’ rights review
Transformation of the Economy and Society in Antebellum America
A. The transportation revolution and creation of a national market economy
B. Beginnings of industrialization and changes in social and class structures
C. Immigration and nativist reaction
D. Planters, yeoman farmers, and slaves in the cotton South
III.
Religion, Reform, and Renaissance in Antebellum America
A. Evangelical Protestant revivalism
B. Social reforms
C. Ideals of domesticity
D. Transcendentalism and utopian communities
E. American Renaissance: literary and artistic expressions
Unit 5: Slavery and Sectional Conflict
Central Focus: In what ways and to what extent did the forces of growth and expansion
both tie the United States together as a country and contribute to its disunion?
Themes: Demographic Change, Economic Transformations, Religion, Slavery and its
Legacies, Politics and Citizenship
Topics
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The economic and social system of the South
Factory system and “chattel” slavery
Slavery as a moral issue
Sectionalism
Political compromises
Westward expansion
The Mexican War
John Brown
Major Questions of Unit 5
1. Understand the social structure of the ante-bellum South. Why were the planters,
who were in the minority, still the dominant group?
2. Was growing cotton, using slave labor, profitable?
3. What was the nature of slave life? What was the relationship between master and
slave?
4. Trace the development of the trans-Mississippi West
5. What was the nature of Manifest Destiny? Noble cause or economic imperialism?
What was its relationship to US foreign policy during this era?
6. Was James K. Polk responsible for war with Mexico? What kind of leader was he?
7. Who was to blame for the war? Mexico or the United States? Was the US justified
in waging war against Mexico?
8. Some historians have referred to the 1850s and its politicians as the “blundering
generation.” Do you agree?
9. Account for the rise of the Republican Party and Lincoln’s rise within that party.
10. What was the significance of the 1860 election?
11. What problems did Lincoln have to overcome as president? Consider politics in the
north, foreign policy issues, constitutional issues, and military issues.
12. What kind of president was Abraham Lincoln? How does one account for his
success? Does he deserve his reputation as the greatest president in US history?
Does he deserve his reputation as the Great Emancipator?
13. Why did the North win the Civil War? Note major battles and turning points.
14. What roles did African Americans play during the war?
Textbook Readings and Ancillary Materials for Unit IV
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Brinkley, Chapters, 11, 12, 13, 14
Shi, Chapters 14, 15, 16, 17
Davidson, Chapters 5, 6
Video Clips—“Africans in America”
DBQ—1850s: Prelude to Civil War
Video Clips—John Brown’s Holy War
Interpreting Visual Sources: Picturing the Civil War
Video Clips—Ken Burns’ Civil War
Video Clips—Gettysburg
Video Clips--The West (PBS)
Possible Written Assignments
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FRQ—Discuss the impact of territorial expansion on national unity between 1800 and
1850.
FRQ—“I am not, nor ever have been, in favor of bringing about in any way the social
and political equality of the white and black races.” How can this 1858 statement of
Abraham Lincoln be reconciled with his 1862 Emancipation Proclamation?
FRQ—Discuss the impact of territorial expansion on national unity between 1800 and
1850.
Essential Documents
“Ain’t I A Woman?”
http://www.fordham.edu/halsall/mod/sojtruth-woman.asp
On Manifest Destiny
https://www.mtholyoke.edu/acad/intrel/osulliva.htm
Defense of the American System
http://wps.prenhall.com/wps/media/objects/106/109133/ch10_a2_d1.pdf
What to the Slave is the Fourth of July?
http://teachingamericanhistory.org/library/index.asp?document=162
On the Fugitive Slave Law
http://www.rwe.org/complete/complete-works/xi-miscellanies/i-xv/vi-the-fugitiveslave-law-concord.html
1.
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Content of Unit 5
Manifest Destiny
War with Mexico
Slavery as a social and economic institution
Missouri Compromise
Abolitionists
Compromise of 1850
Kansas Nebraska Act and Bleeding Kansas
Dred Scott Decision
Lincoln Douglas Debates
John Brown’s Raid
Election of 1860
Principal Players and Battles of Civil War
Outline of Unit 5
1.
The South
A. Cotton Kingdom
B. Southern trade and industry
C. Southern society and culture
1. gradations of white society
2. nature of slavery, “the peculiar institution”
3. the Mind of the South
III.
The 1850s: Decade of Crisis
A. Compromise of 1850
B. Fugitive Slave Act and Uncle Tom’s Cabin
C. Kansas-Nebraska Act and realignment of parties
1. demise of the Whig Party
2. emergence of the Republican Party
D. Dred Scott decision and Lecompton crisis
E. Lincoln Douglas debates, 1858
F. John Brown’s raid
G. The election of Abraham Lincoln
H. The secession crisis
Unit 6: The Civil War and Reconstruction
Central Focus: Evaluate the degree to which the Civil War and Reconstruction forged a
new sense of identity and nationhood for the American people. Include a focus on civil
rights for African Americans.
Themes: American identity, Demographic Changes, War and Diplomacy, Politics and
Citizenship, economic transformations, American diversity, Civil Rights and liberties
Topics:
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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
Reconfiguration of southern agriculture: sharecropping and crop lien system
Expansion of manufacturing and industrialization
The Politics of segregation: Jim Crow and disfranchisement
Major Questions
1. To what extent was Reconstruction a reaction to the Civil War? To what extent did
it provide the foundation for political, social, and economic themes for the
remainder of the century?
2. Can the roots of race antagonism during the 20th century be found in the 19th
century attitudes of politicians, the Supreme Court, and the general populace?
3. How do we evaluate Reconstruction: a bad program that punished the South
unfairly or a good program that was undermined by the racist South?
4. Account for the tension between Congress and the President over Reconstruction
policy.
5. What was the impact of Reconstruction on African Americans?
Readings and Ancillary Materials
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Brinkley, Chapters 15, 16
Shi, Chapters 18, 19
Davidson, Chapter 7
Video Clips—Gone with the Wind
Video Clips—PBS series “Reconstruction”
DBQ—The Settlement of the West
Video Clips, “500 Nations”
Possible Written Assignments
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FRQ—Analyze the social, economic and political results of the Civil War.
FRQ—Although generally considered to be a war over slavery or states’ rights,
there are in fact many various reasons why Americans both North and South,
chose to fight in the Civil War. Discuss at least three motivating factors.
DBQ—In what ways and to what extent did constitutional and social
developments between 1860-1877 amount to a revolution? (1996 DBQ)
DBQ—Southerners maintained that secession was the ultimate expression of
democracy, while Lincoln believed that secession was a rejection of democracy.
Which position is correct?
FRQ—How do you account for the failure of Reconstruction (1865-1877) to bring
social and economic equality of opportunity to the former slaves?
FRQ—Discuss the political, economic, and social reforms introduced in the South
between 1864 and 1877. To what extent did these reforms survive the
Compromise of 1877?
Essential Documents
The Emancipation Proclamation
http://www.archives.gov/exhibits/featured_documents/emancipation_proclamation/
The Gettysburg Address
http://avalon.law.yale.edu/19th_century/gettyb.asp
The Second Inaugural Address
http://avalon.law.yale.edu/19th_century/lincoln2.asp
The Civil War Amendments
“A Former Slave Writes to His Former Master”
http://www.lettersofnote.com/2012/01/to-my-old-master.html
Content for Unit 6
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Two societies at war: mobilization, resources, and internal dissent
Military strategies and foreign diplomacy
Emancipation and the role of African Americans in the war
Compromise of 1877
Presidential v. Congressional Reconstruction plans and actions
Economic Development in the New South
Scandals in the Grant Administration
Confrontation between whites and native Americans in the trans-Mississippi
West
Development of successive “frontiers” in the trans-Mississippi West—Frontier
Thesis
Outline for Unit 6
I.
Civil War
A. The Union
1. mobilization and finance
2. civil liberties
3. election of 1864
B. The South
1. confederate constitution
2. mobilization and finance
3. states’ rights and the Confederacy
C. Foreign Affairs and Diplomacy
D. Military Strategy, campaigns and battles
E. The abolition of slavery
1. Confiscation Acts
2. Emancipation Proclamation
3. Thirteenth Amendment
F. Effects of War on society
1. inflation and public debt
2. role of women
3. devastation of the south
4. changing labor patterns
II.
Reconstruction to 1877
A. Presidential Plans, Lincoln and Johnson
B. Radical (congressional) plans
1. civil rights and 14th amendment
2. military reconstruction
3. impeachment of Johnson
4. African American suffrage: the 15th amendment
C. Southern state governments: problems, achievements, weaknesses
D. Compromise of 1877 and the end of Reconstruction
III.
New South and the Last West
A. Politics in the New South
1. The Redeemers
2. Whites and African Americans in the New South
3. Subordination of free slaves: Jim Crow
B. Southern economy, colonial status of the south
1. sharecropping
2. industrial stirrings
Unit 7—Forging an Industrial Society
Central Focus Question: Which political, social, and economic changes contributed the most to
the industrial growth and expansion of the United States? How did these changes affect
America’s character and economic system?
Themes: American Diversity, American Identity, Demographic Changes, Economic
Transformations, Politics and Citizenship
Topics
 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
 Corporate consolidation of industry
 Effects of technological development on the workers 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
 Urbanization and lure of the city
 City problems and machine politics
 Intellectual and cultural movements and popular entertainment
 Agrarian discontent and political issues of the late 19th century
 Origins of Progressivism 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
Major Themes and Questions of Unit 7
1. Is the story of western development that of rugged individualism or corporate
domination? To what extent is Turner thesis correct: namely, that the frontier
closed by the end of the century?
2. What were the major political issues of the era? Where did Republicans and
Democrats stand on these issues?
3. What was the impact of industrialization on the farmer?
4. How did farmers protest and were they successful in a political sense?
5. What issues “drove” the 1896 election? And what was the significance of the
1896 election?
6. What was the relationship between domestic and foreign policy during this
period?
7. To what extent did economic forces drive foreign policy during this era?
8. What was the role of public opinion and the media in shaping policy in this era?
9. How should one characterize the United States’ relations with Latin America
after the Spanish-American War?
10. Consider U.S. foreign policy objectives in Asia and Europe. How successful were
we in meeting these objectives?
11. Compare the Populists and the Progressives using the following categories:
origins, political impact, supporters, platforms, success.
12. To what extent was progressivism a “grass roots” bottom-up movement?
13. To what extent was progressivism related to Jeffersonianism and Jacksonianism?
14. Compare the programs, ideologies, and administrations of Teddy Roosevelt and
Woodrow Wilson.
Textbook Readings and Ancillary Materials for Unit 7
 Brinkley, Chapter 17, 18, 19, 20
 Shi, Chapters 20, 21, 22, 23
 Davidson, Chapter 8
 Video Clips, “The River Ran Red”
 Video Clips, “Andrew Carnegie: Richest Man in the World”
 Video Clips, “The Iron Road”
 Students are assigned an event on the timeline. Each student is to prepare a 5
minute report on the event and its relation to labor and the labor movement.
A—1842—Commonwealth v. Hunt; B—1869—Formation of the Knights of Labor;
C—1877—Baltimore and Ohio Railroad Strike; D—1881—Formation of the
American Federation of Labor; E—1886—Haymarket Affair; F—1894—Pullman
Strike; G—1902—Anthracite Coal Strike/Danbury Hatters’ Strike; H—Mary Harris
(Mother Jones); I—Molly Maguire; J—IWW (Wobblies); K—Triangle Fire
 Brinkley, Chapters, 21, 22, 23, 24
 Shi, Chapters 24, 25, 26
 Davidson, Chapters 9, 10
 DBQ—Booker T. Washington & W.E.B. DuBois
 Interpreting Visual Sources: Photography and Progressive Reform
 Essay--Who was the most progressive president—Roosevelt, Taft, Wilson
 Video Clips: Theodore Roosevelt
Possible Written Assignments for Unit 7
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Group Newspaper Assignment—required elements—report of news articles on
incidents or events during the late 1800s, biographical feature story on an important
personality of the period; editorial; political cartoons; period appropriate
advertisements
DBQ—The Populists
Election of 1896 website
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DBQ—Expansionism—Old and New
Debate whether or not the war with Spain was a just war by making two columns on
the paper: one with arguments that it was a just war and one with arguments that it
was not a just war.
Debate whether or not the United States should have annexed the Philippines by
making two columns on paper: one with arguments that it was justifiable, one with
arguments that it was not justifiable.
FRQ—Compare and contrast the attitudes of THREE of the following toward the
wealth that was created in the United States during the late 19th century: Andrew
Carnegie, Eugene V. Debs, Horatio Alger, Booker T. Washington, Ida M. Tarbell
FRQ—“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 the arts (include architecture if you wish.)
FRQ—“Although the economic growth of the United States between 1860 and 1900
has been attributed to a governmental policy of laissez-faire, it was, in fact,
encouraged and sustained by direct governmental intervention.” Assess the validity
of this statement.
Essential Documents
Cross of Gold Speech
http://historymatters.gmu.edu/d/5354/
Thomas Nast’s Cartoons
http://cartoons.osu.edu/nast/
Populist Party Platform
http://www.wwnorton.com/college/history/eamerica/media/ch22/resources/documen
ts/populist.htm
Our Country
http://wps.prenhall.com/wps/media/objects/107/110026/ch18_a3_d2.pdf
Of Mr. Booker T. Washington
http://www.bartleby.com/114/3.html
Outline of Unit 7
I.
The New West
A.
B.
C.
D.
E.
F.
G.
II.
Cattle Kingdom
open range ranching
day of the cowboy
Building the western railroad
Subordination of American Indians, dispersal of tribes
Farming of the plains, problems in agriculture
Mining bonanza
Industrialization and Corporate consolidation
A. Industrial growth: railroads, iron, coal, electricity, steel, oil, banks
B. Laissez-faire conservatism
1. Gospel of wealth
2. Myth of the self-made man
3. Social darwinism, survival of the fittest
4. Social critics and dissenters
C. Effects of technological development on worker/workplace
D. Union Movement
1. Knights of Labor and the American Federation of Labor
2. Haymarket, Homestead, and Pullman
IV.
Urban Society
A. Lure of the city
B. Immigration
C. City Problems
1. slums
2. machine politics
D. Awakening conscience, reforms
1. social legislation
2. settlement houses: Jane Addams and Lillian Wald
3. structural reforms in government
V.
Intellectual and Cultural Movements
A. Education
1. Colleges and universities
2. Scientific advances
B. Professionalism and the social sciences
C. Realism in literature and art
D. Mass culture
1. use of leisure
2. publishing and journalism
VI.
National Politics, 1877-1896: The Gilded Age
A. A conservative presidency
B. Issues
1. tariff controversy
2. railroad regulation
3. trusts
C. Agrarian discontent
D. Crisis of the 1890s
1. populism
2. silver question
election of 1896: McKinley v. Bryan
Unit 8—Empire and Expansion
Central Qeustion: In what ways and to what extent did industrialization and expansion
affect American citizens’ civil rights, access to resources, and sense of place in the world.
How did these changes impact America’s role in the world?
Themes: Reform, Labor, Popular Participation and Politics, Imperialism
Topics
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American imperialism: political and economic expansion
Acquisition of an American empire
Resistance to the American empire
War in Europe and American neutrality
The First World War at home and abroad
Treaty of Versailles
Society and economy in the postwar years
The business of America and the consumer economy
Republican politics: Harding, Coolidge, 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
Major Themes and questions of Unit VII
1. Should the U.S. have remained neutral during World War I? What factors led us into
the war and on the side of England/France?
2. How did the war change the United States at home? What was its impact on the
soldiers who fought “over there?”
3. Account for the failure of the Senate to ratify the Treaty of Versailles.
4. The Twenties as conservative: Was the era of the 1920s a repudiation of the
Progressive Era? To what extent was it a throwback to the Age of Big Business?
Was there anything “progressive” about the age?
5. Examine the 1920s in the following ways: Did the decade represent a conflict
between urban and rural values? How did African-Americans and women fare
during this era? While the Republican Party dominated the decade, what key
developments took place that helped the Democratic Party in the future?
Textbook Readings and Ancillary Materials for Unit VII
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Video Clips—1918
Video Clips—The Scopes Monkey Trial
Possible Written Assignments
 DBQ—the 1920s
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III.
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FRQ—Assess the relative influence of THREE of the following in the American
decision to declare war on Germany in 1917—German naval policy, American
economic interests, Woodrow Wilson’s idealism, Allied propaganda, America’s claim
to world power.
Content of Unit VII
Neutrality, 1914-1917
World War I as the war to “make the world safe for democracy”
Various interpretations of US motives for World War I—submarine warfare,
Zimmerman telegram
World War I at home
Treaty negotiations & the Versailles Treaty
the 1920s
Post-war recession and agricultural problems
Intolerance
KKK
Immigration restriction
Sacco and Vanzetti
Prohibition and Organized Crime
Jazz Age culture, Youth Rebellion, Literature of Disillusionment
Reasons for new interest in world affairs
Spanish American War
Cuban situation and US reaction
Military preparedness and action
Treaty provisions
Philippine annexation
Open Door Policy
Roosevelt’s Big Stick Diplomacy
Roosevelt Corollary
Panama intervention and canal building
Nobel Peace Prize
Taft’s Dollar Diplomacy
Wilson’s “Moral” Diplomacy
Relations with Panama, Mexico, Haiti, Philippines
Outline of Unit VII
I.
Foreign Policy
A. Theodore Roosevelt
1. Panama Canal
2. Roosevelt Corollary
3. Far East
B. Taft and dollar diplomacy
C. Wilson and moral diplomacy
II.
Progressive Era
A. Origins of Progressivism
1. Progressive attitudes and motives
2. Muckrakers
3. Social gospel
B. Municipal, state, and national reforms
1. political suffrage
2. social and economic regulation
C. Socialism: alternatives
D. Black America
1. Washington, Dub Bois, and Garvey
2. Urban migration
3. Civil rights organizations
E. Women’s role: family, work, education, unionization and suffrage
F. Roosevelt’s Square Deal
1. Managing the Trusts
2. Conservation
G. Taft
1. Pinchot-Ballinger controversy
2. Payne-Aldrich tariff
H. Wilson’s New Freedom
1. tariffs
2. banking reform
3. antitrust act of 1914
III.
World War I
A. Problems of neutrality
1. submarines
2. economic ties
3. psychological and ethnic ties
B. Preparedness and pacifism
C. Mobilization
1. fighting the war
2. financing the war
3. war boards
4. propaganda, public opinion, and civil liberties
D. Wilson’s 14 Points
1. Treaty of Versailles
2. Ratification Fight
E. Postwar demobilization
1. red scare
2. labor strife
IV.
New Era: The 1920s
A. Republican governments
1. business creed
2. Harding scandals
B. Economic development
1. Prosperity and wealth
2. Farm and labor problems
C. New culture
1. consumerism, automobile, radio, movies
2. women, the family
3. modern religion
4. literature of alienation
5. jazz age
6. Harlem Renaissance
D. Conflict of Cultures
1. prohibition, boot legging
2. nativism
3. Ku Klux Klan
4. Religious fundamentalism versus modernists
E. Myth of isolation
1. replacing the League of Nations
2. business and diplomacy
a)
Unit VIII--Depression and New Deal—2 weeks
Topics
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IV.
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 Left
Surviving hard times: American society during the Great Depression
Major Themes and Questions of Unit VIII
1. Compare and contrast Franklin Roosevelt’s policies with those of Herbert
Hoover.
2. What were some of the fundamental causes of the Great Depression? What signs
were there in the 1920s that there were fundamental problems with the structure of
the American economy?
3. How did international events impact the depression in the United States?
4. Who were some of the principal critics of the New Deal?
5. What were the 3 Rs of the New Deal? Select two New Deal agencies and assess how
well each satisfied one of the 3 Rs?
6. How did the New Deal evolve from 1933-1939?
7. How did the Depression and New Deal impact women and minorities?
8. How did the American people cope with the Depression?
Textbook Readings and Ancillary Materials
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Brinkley, Chapters 25, 26
Shi, Chapters, 27, 28
Davidson, Chapter 11
Video Clips, Ken Burns, “The Great Depression”
Video Clips, The Dust Bowl
Oral History: An Interview of a Depression Era American
www Federal Writers’ Project
Video Clips—“Huey Long”
Video Clips—“FDR”
DBQ—Hoover and Roosevelt: Liberal or Conservative
FRQ—How do you account for the onset of the Great Depression of the 1930s?
FRQ—“The New Deal did not radically alter American business, but conserved and
protected it.” Assess the validity of this generalization.
FRQ—In what ways did economic conditions and developments in the arts and
entertainment help create the reputation of the 1920s as the Roaring Twenties?
1.
2.
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Content of Unit VIII
Business growth and consolidation, credit, advertising
Harding, Coolidge and Hoover administrations
Hoover v. Roosevelt in their approach to the Depression
Crash of the Stock Market
New Deal Legislation—First 100 Days, First New Deal, Second New Deal
Supreme Court Reactions and Court Packing Plan
Dust Bowl
Radical Alternatives—Coughlin, Townsend, Long
Political Party Alignment—new Democratic Coalition
Outline of Unit VIII
I.
Depression, 1929-1933
A. Wall Street crash
B. Depression economy
C. Moods of despair
1. agrarian unrest
2. bonus march
D. Hoover-Stimson diplomacy, Japan
II.
New Deal
A. Franklin Roosevelt
1. background, ideas
2. Philosophy of New Deal
B. 100 Days, alphabet agencies
C. Second New Deal
D. Critics, left and right
E. Rise of CIO, labor strife
F. Supreme Court fight
G. Recession of 1938
III.
American People in the Depression
A. Social values, women, ethnic groups
B. Indian Reorganization Act
C. Mexican American deportation
D. The racial issue
Unit IX--The Global Crisis, 1920-1960—3 Weeks
Topics
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The rise of fascism and militarism in Japan, Italy and Germany
Prelude to war: policy of neutrality
The attack on Pearl Harbor and the United States declaration of war
Fighting a multifront war
Diplomacy, war aims, and wartimes conferences
The United States as a global power in the Atomic Age
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
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V.
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
Major Themes and Questions of Unit IX
1. Consider our foreign policy during the 1920s and 30s. Should we have become more
involved in world affairs in these decades?
2. What was the impact of World War II on life on the home front?
3. The Bomb: Should the United States have used it against Japan? What were our
objectives in doing so?
4. What was the significance and impact of this war on the United States and its
relationship to the rest of the world?
5. What were the causes of the Cold War? What role did the Soviet Union play? What
role did the United States play?
6. What were the origins of the arms race?
7. How did our relations with and attitudes toward the Soviet Union affect U.S.
relations with other nations of the world, especially those in Latin America, Asia, and
Africa?
8. What was the significance of the Korean War?
9. To what extent was the 1950s an era of conformity? Compare the era to the 1920s.
10. What happened to the New Deal ideology after World War II and during the 1950s?
11. Account for the rise of the Civil Rights movement during this decade.
Textbook Readings and Ancillary Materials for Unit IX
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Brinkley, Chapters 27, 28, 29
Shi, Chapters 30, 31, 32
Davidson, Chapter 12
Oral Presentations—Each student is to do an oral presentation on one of the
following topics. The report should be approximately 5 minutes in length and include
a detailed outline and bibliography as well as note cards that are due at the time of
the presentation. The Topics are A—Quarantine Speech; B—Panay Incident; C—
Invasion of Poland; D—Cash and Carry; E—Fall of France; G—Destroyer Deal; H—
Election of 1940; I—Lend-Lease Act; J—Atlantic Charter; K—Pearl Harbor
Attack; L—Japanese American Relocation; M—Battle of Midway; N—Battle of
Stalingrad; O—Invasion of Italy; P—Cairo Conference; Q—Teheran Conference; R—
Election of 1944; S—Yalta Conference; T—Potsdam Conference; U—Nuremburg
Trials; V—Birth of the United Nations;
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DBQ—The Decision to Drop the Atomic Bomb
Video Clips—Atomic Café
Video Clip—MASH episode “House Un-American Activities Committee”
Students select a partner. Each creates a persona, one a US citizen and one a Soviet
citizen. They change notes or letters commenting on selected incidents and
developments during the Cold War.
Video Clips—David Halberstrams, the 50s
FRQ—Analyze the influence of TWO of the following on American-Soviet relations in
the decade following the Second World War: Yalta Conference, Communist
Revolution in China, Korean War, McCarthyism
FRQ—To what extent did the decade of the 1950s deserve its reputation as an age of
political, social and cultural conformity?
1.
2.
Content of Unit IX
US response to aggression
Pearl Harbor and US response
Military Strategy—Germany first, Second Front Debate, Island Hopping, Atomic
Bomb
Home Front—Relocation of Japanese Americans, Women and minorities in the
workplace
Wartime Diplomacy and Cooperation—Atlantic Charter, Wartime Conferences,
United Nations Founding and Participation
Splintering of Wartime Alliance and Adoption of Containment—Berlin and German
Division
Cold War
Truman Doctrine
Marshall Plan
NATO
Korea
Berlin Blockade
Loss of China
Whittaker Chambers
Julius and Ethel Rosenberg
Truman’s Administration’s domestic agenda—Fair Deal, GI Bill of Rights, Taft-Hartley
Act, 22nd Amendment, 1948 Election, Loyalty Program, Employment Act of 1946
Eisenhower’s Administration—McCarthyism, Modern Republicanism, Highway
Construction, Warren Court
Eisenhower and foreign policy: in Vietnam, Suez Canal seizure; action in Guatemala,
Iran, Dien Bien Phu, John Foster Dulles, massive retaliation, ICBM program
Civil Rights movement—Central High School, Little Rock; Montgomery Bus Boycott;
Rosa Parks; Southern Christian Leadership Conference; Student Nonviolent
Coordinating Committee; Brown v. Board of Education of Topeka;
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Martin Luther King;
Outline of Unit IX
VI.
I.
Diplomacy in the 1930s
A. Good Neighbor Policy: Montevideo, Buenos Aires
B. London Economic Conference
C. Disarmament
D. Isolationism, neutrality legislation
E. Aggressors: Japan, Italy, Germany
F. Appeasement
G. Rearmament; blitzkrieg, Lend Lease
H. Atlantic Charter
I. Pearl Harbor
II.
The Second World War
A. Organizing for War
1. mobilizing production
2. propaganda
3. internment of Japanese Americans
B. The War in Europe, Africa, and the Mediterranean, D Day
C. The war in the Pacific, Hiroshima and Nagasaki
D. Diplomacy
1. war aims
2. wartime conferences: Teheran, Yalta, Potsdam
E. Postwar atmosphere: the United States
III.
Truman and the Cold War
A. Postwar domestic adjustments
B. The Taft-Hartley Act
C. Civil Rights and the election of 1948
D. Containment in Europe and the Middle East
1. Truman Doctrine
2. Marshall Plan
3. Berlin crisis
4. NATO
E. Revolution in China
F. Limited war: Korea, MacArthur
IV.
Eisenhower & Modern Republicanism
A. Domestic frustrations: McCarthyism
B. Civil rights movement
1. the Warren Court and Brown v. Board of Education
2. Montgomery bus boycott
3. Greensboro sit in
C. John Foster Dulles’ foreign policy
1. Crisis in southeast Asia
2. Massive retaliation
D. Nationalism in southeast Asia, the Middle East, Latin America
E. Khrushchev and Berlin
F. American people: homogenized society
1. prosperity: economic consolidation
2. consumer culture
3. consensus of values
VII.
4. Space race
Unit X--The Affluent Society—4 weeks
Topics
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VIII.
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
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
The election of 1968 and the “Silent Majority”
Nixon’s challenges: Vietnam, China, 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
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
Globalization and the American economy
Unilateralism vs. multilateralism in foreign policy
Domestic and foreign terrorism
Environmental issues in a global context
Major Themes and Questions of Unit X
1. Trace the US/Soviet relationship during this era.
2. Why did the US fight a war in Vietnam? What didn’t we win?
3. Trace the development of the Civil Rights movement and its successes.
4. What trigged the 1960s as a reform movement? Compare it with the first era of
reform in the 1830s and 40s.
5. What caused the fall of the Nixon administration?
6. What positive achievements were made under Nixon?
7. What was the role/impact of the Supreme Court during this era?
8. Explain the significance of the 1968 and 1980 elections.
Textbooks and Ancillary Materials
 Brinkley, Chapters 31, 32, 33, 34
 Shi, Chapters 34, 35, 36, 37
 Davidson, Chapter 13, 14, 15
 Interpreting Visual Sources: Vietnam War Photographs
 Video Clips—The Vietnam War
 Video Clips—The American Presidency
 Video Clips—Lyndon Johnson
 Video Clips—Watergate, The Discovery Channel
 DBQ—Civil Rights Movement
 FRQ—Discuss, with respect to TWO of the following, the view that the 1960s
represented a period of profound cultural change: education, gender roles, music,
race relations.
 FRQ—Describe and account for changes in the American presidency between 1960
and 1975, as symbolized by Kennedy’s Camelot, Johnson’s Great Society, and Nixon’s
Watergate. In your answer, address the powers of the presidency and the media.
IX.
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Content of Unit X
Kennedy and Johnson’s administrations—civil rights movement, war on poverty and
Great Society programs, counterculture and anti-establishment movements
Compare and Contrast Eisenhower and Kennedy’s foreign policy—liberation
not containment, John Foster Dulles, massive retaliation, Southeast Asia, U-2 b
Incident, flexible response, aid for social and economic development, Peace Corps,
Alliance for Progress, Bay of Pigs and Cuban Missile Crisis
Vietnam War
Vietnamization, Nixon Doctrine, China Card, Detente
Watergate
The United States Since 1974
Ford
Carter
Reagan Revolution and the New Right
Bush
Clinton
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Bush
Outline of Unit X
I.
Kennedy’s New Frontier, Johnson’s Great Society
A. New Domestic programs
1. tax cut
2. war on poverty
3. affirmative action
B. Civil Rights and Civil liberties
1. African Americans; political, cultural, and economic roles
2. The leadership of Martin Luther King, Jr.
3. Resurgence of feminism
4. The New Left and the counterculture
5. Emergence of the republican party in the South
6. The Supreme Court and the Miranda decision
C. Foreign Policy
1. Bay of Pigs
2. Cuban missile crisis
3. Vietnam quagmire
II.
Nixon
A. Election of 1968
B. Nixon-Kissinger foreign policy
1. Vietnam: escalation and pullout
2. China: restoring relations
3. Soviet Union: détente
C. New Federalism
D. Supreme Court and Roe v. Wade
E. Watergate crisis and resignation
III.
The United States since 1974
A. The New Right and the conservative social agenda
B. Ford and Rockefeller
C. Carter
1. deregulation
2. energy and inflation
3. Camp David accords
4. Iranian hostage crisis
D. Reagan
1. tax cuts and budget deficits
2. defense build up
3. new disarmament treaties
4. foreign crises: the Persian Gulf and Central America
E. Society
1. Old and new urban problems
2. Asian and Hispanic immigrants
3. Resurgent fundamentalism
4. African Americans and local, state, and national politics
Unit XI—Review for AP Test—3 Weeks