AP United States History
Syllabus
AP U.S. History is a course that can earn students college credit. It is a three trimester
survey of American history. The course is designed to cover from the age of exploration
and discovery to the present. Emphasis is placed on analysis of documents and
primary sources, the use of critical and evaluative thinking skills, essay writing and
mastering a body of factual information. This is a college level class, and will be taught
as such.
Assessments:
The length and type of assignments will vary. The class
assessments will typically be made up of the following types:
1. History Journal: Reactions to political cartoons, maps, tables, or
artwork. Students will be given one of the preceding sources
and will write a few sentences in response. This will be daily
bell-ringer activity.
2. Reading Check and Chapter Quizzes
3. DBQ’s(Taken from old AP Tests)
4. FRQ’s(Taken from old AP Tests)
5. Essays
6. Unit Tests
7. Research Papers(2nd Tri. And 3rd Tri)
8. Group and Individual Projects
9. End of Trimester Exams
Explanations, expectations, and guidelines will be given out with each assignment and
will be posted on the class website.
Class Expectations:
The following are guidelines that students need to follow to be successful.
1. Students must have assignments completed before coming to class.
2. Students should regularly participate.
3. Students need to be a student of history.
4. Students are expected to spend 30-60 minutes nightly at a minimum studying
and completing assignments.
5. Students are expected to maintain an organized binder.
6. Students are expected to respect each other in class.
7. Students are encouraged to take advantage of the Old AP tests that I have and
take them as practice throughout the semester. We will take at least two tests
together.
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Textbooks and Readings
John Mack Faragher, Mari Jo Buhle, Daniel Czitrom, Susan H. Armitage. Out of
Many: A History of the American People (Fifth Edition, Prentice Hall 2007).
-Used for all chapters
United States History, Volume 1: Taking Sides - Clashing Views in United States
History, Volume 1: The Colonial Period to Reconstruction Mc Graw Hill 2008
Larry Madaras, James M SoRelle Taking Sides - Clashing Views in United States
History, Volume 2: Reconstruction to the Present: McGraw Hill: 2008
David Emory Shi and George Brown Tindall. America a Narrative History. W.W. Norton
Company 2007
David M. Kennedy and Thomas A. Bailey The American Spirit Volume I Eleventh
Edition to 1877 Houghton Mifflin 2006
David M. Kennedy and Thomas A. Bailey The American Spirit Volume II Eleventh
Edition Since 1865 Houghton Mifflin 2006
Upton Sinclair. The Jungle
Class Overview
This is a tentative class schedule that will be adjusted as needed. Assignments
that are listed might be modified. There will be additional assignments that might
replace or augment the current ones. Some of the chapters overlap the different
themes and will be addressed at various times throughout the course. For exact
days and specifics about the assignments or projects, check the class webpage.
Readings that are listed are to be done outside of class for homework. Extra
reading resources will be given during class and used for discussion or projects.
The Course is divided into periods of time with a focus on the following themes:
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
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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 antislavery, education, labor,
temperance,
women’s rights, civil rights, gay rights, war, public health, and government.
Religion
The variety of religious beliefs and practices in America from prehistory to the twenty-first century;
influence of religion on politics, economics, and society.
Slavery and Its Legacies in North America
Systems of slave labor and other forms of unfree labor (e.g., indentured servitude, contract labor) in
Native
American 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.
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Trimester Two
Civil War: 1 ½ Weeks
Themes Addressed:
War and Diplomacy
Globalization
Chapter Focus Questions:



What social and political changes were created by the unprecedented
nature and scale of the Civil War?
What were the major military campaigns of the war?
How important was the end of slavery to the war efforts of North and
South?
Overview
This chapter covers the deadliest challenge to community and identity— a civil war. Both sides began
the war underestimating its seriousness, scope, and duration. Northern generals such as Grant and
Sherman recognized the arrival of a more modern style of warfare and fought accordingly. The entire
American community went to war, except ironically the southern planter elite who had the largest
stake in the outcome. As American men and women served in the military, helped out in many
community support organizations, or fled to the Union lines, their lives changed dramatically. The
North’s advantage in population and industry finally proved too much for the South to withstand,
although victory hung in the balance until nearly the very end of the conflict. Lincoln prepared a
generous reconstruction plan that he hoped would rebuild a sense of unity and loyalty. Lee’s surrender
in April of 1865 was marred by the assassination of Lincoln later that same month.
Chapter 16 Learning Goals:
Describe how each community, North and South, connected to its soldiers at war, including a
comparison of the two communities.
Outline the immediate outbreak of the war from Fort Sumter to Bull Run, including initial strategies
and the relative strengths of both sides.
Summarize the actions of Lincoln and the Republicans in conducting and financing the war.
Summarize the actions of Jefferson Davis and various Confederate leaders in conducting the war,
including the problems associated with southern nationalism and state’s rights.
Discuss the major strategies, battles, and outcomes from 1862 to 1865.
Explain what the war and various Union legislative acts and reconstruction plans meant to African
Americans, particularly slaves and former slaves.
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Describe the difficulties the South had combining the “states’ rights” doctrine, the Southern social
structure, and antagonism toward the North into a coherent and workable southern nationalism.
(Review chapters 11 and 15.)
Readings: Out of Many: Chapter 16
American Spirit: Chapter 21 The Furnace of Civil War 1861-1865
Civil War Soldier’s Life Article
Medical Care Article
Prison Camps Article
Lincoln Assassination Article
Chapter 16 Notes
Chapter 16 Study Guide
Chapter 16 Vocab/People Quiz
Civil War Presentation Project: Person/Battle/Technology/Event of the Civil War
Reconstruction: 1/2 week
Themes Addressed:
Politics and Citizenship
Reform
Chapter Focus Questions:




What were the competing political plans for reconstructing the defeated
Confederacy?
How difficult was the transition from slavery to freedom for African
Americans?
What was the political and social legacy of Reconstruction in the southern
states?
What were the post-Civil War transformations in the economic and political life of
the North?
Readings: Out of Many: Chapter 17
Chapter 17 Notes
American Spirit: Chapter 22 The Ordeal of Reconstruction, 1865-1877
Chapter 16/17 Quiz
1996 Reconstruction DBQ
Overview
This chapter treats the Reconstruction Era as a conflict in three dimensions. The first dimension
involved who was to conduct it, the executive or the legislative branch. This led to political battles
between Johnson and the Radical Republicans. The second dimension was between Radical
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Republicans and a South still dominated by a planter elite that refused to be reconstructed. The third
dimension of conflict was between black and white identified people of all social backgrounds, with the
whites trying to diminish any gains of the former slaves by enacting Black Codes and condoning
violence by groups such as the Ku Klux Klan. Eventually Reconstruction would fail because the Radical
Republicans lacked the political power and the will to carry on the struggle, and because the
Republican Party became closely identified with northern business interests that cared little for the
needs of African Americans, finding it materially profitable to ally themselves with the old planter elite.
A disputed election in 1877 ended in a convoluted political compromise that allowed Republican
Rutherford Hayes to become president by promising to withdraw federal troops from the South.
Chapter 17 Learning Goals:
Describe the problems of community in Hale County, Alabama as typical of the struggle in the South
after the Civil War.
Compare the reconstruction plans of Lincoln and Johnson to the one put forward by the Radical
Republicans, and explain how the feuding led to the impeachment of President Johnson. Discuss the
issues of freedom for African Americans after the Civil War.
Summarize the problems in reconstructing the seceded states.
Trace the changes in the North and in the federal government that caused it to abandon
Reconstruction efforts, including the Compromise of 1876–77.
Discuss the problems of restructuring southern society after the Civil War and the ending of slavery, in
light of the historical development of the South up to that time. (Review Chapters 4, 11, and 15)
The Politics of Reconstruction
The end of the Civil War answered some questions about the nation’s future, but raised serious issues
about dealing with the South and the 4 million ex-slaves. Disagreement arose between the plans of
presidents Lincoln and Johnson versus those of Congress. The Radical Republicans succeeded in
implementing their program, including constitutional amendments to guarantee the rights of African
Americans.
Development of the West in the Late Nineteenth Century: 1 Week
Themes Addressed:
War and Diplomacy
Demographic Changes
Economic Transformations
Chapter Focus Questions:

What was the impact of western expansion on Indian societies?
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


How did new technologies and new industries help the development of the
West as an “internal empire”?
How were new communities created and old communities displaced?
What was the myth and legend of the West?
Reading: Out of Many Chapter 18
Taking Sides:
Issue #2 Was the Wild West More Violent than the Rest of the United States?
Reaction Paper to Issue #2: Which side is more convincing, and why?
Chapter 18 Notes
Chapter 18 Quiz
Project:
West Research Poster Project: Students are to put together a poster board on an
individual or some aspect about life in the West. Topics will vary.
Overview
This chapter covers the changes in transportation and technology that enabled white settlers to move
into the trans-Mississippi West, an area previously labeled the “Great American Desert” and was
occupied almost exclusively by Indians and Mexicans. Mining, commercial farming, and ranching
brought in more settlers as homestead laws and railroad land advertising promoted the settlement of
the Great Plains. Indian communities were under siege and the Indians were generally pushed onto
reservations. As the primitive West disappeared, parts of it were preserved in national parks,
paintings, written works, and photography, as well as in a stereotyped “Wild West.” Indian cultures
were seriously affected by federal legislation such as the Dawes Severalty Act, but many tribes
managed to endure and even rejuvenate themselves.
Chapter 18 Learning Goals:
Explain how the Oklahoma Land Rush illustrated the effects of settlement on old and new communities
in the trans-Mississippi West.
Describe the impact on and transformation of the Indian communities in the trans-Mississippi West.
Discuss the West as an internal empire, including the role of the federal government in its acquisition.
Summarize the impact of settlement on existing communities as well as the creation of new ones.
Outline various agricultural changes in the region, from the plains cattle industry to California truck
farming, including effects on regions east of the Mississippi River.
Summarize the efforts to create images of the “primitive West” in writings, paintings, photography,
natural parks, and in stereotyped images of the Wild West.
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Industrial America in the Late Nineteenth Century: 1 Week
Themes Addressed:
Economic Transformation
Reform
Demographic Changes
Chapter Focus Questions:






What led to the rise of big business and the formation of the national labor
movement?
How was southern society transformed?
What caused the growth of cities?
What was the Gilded Age?
How did education change?
How did commercial amusements and organized sports develop?
Reading: Out of Many Chapter 19
The Jungle: Reading Packet and Test
Taking Sides:
Issue #3: Were American Workers in the Gilded Age Conservative Capitalists?
Reaction Class Discussion to Issue #3: Which side is more convincing, and why?
Chapter 19 Notes
Overview
This chapter covers the industrialization of America from 1865 to 1900. This transformation was based
on railroad expansion, which in turn encouraged other industries as well as the development of largescale corporations. Labor unions organized on a national level for the first time to counter the size and
power of the employers, but with only mixed success. America also continued to urbanize, with rapid
unplanned growth of the cities that, among other things, produced residential patterns reflecting social
class divisions. The South tried to participate in the growth under the motto of the “New South,” but
the results generally reinforced old social and economic patterns. The “Gospel of Wealth,” conceived
by industrial giant Andrew Carnegie, and similar ideas reinforced differences between the rising middle
class and the factory workers, but leisure-time activities such as sports added to national unity and a
distinctive American identity.
Chapter 19 Learning Goals:
Describe the rapid industrialization and large-scale business organizations that characterized the
economy as well as the gospel of wealth ideology that supported it.
Discuss the effects that dramatic economic change had on labor and labor organizations.
Outline the explosive growth of the cities as the economy expanded, including the various problems
that developed from the concentration of the population.
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Explain the concept of the “New South” and why it did not materialize except in the Piedmont
communities.
Summarize the interests and issues in society and culture in the “Gilded Age.”
Discuss how new leisure time helped build a greater sense of national identity and at the same time
created more conflicts over control of parks and recreation areas.
Summarize how the industrialization and urbanization of America affected community. Use Chicago,
Illinois, as a specific example of these changes.
How did the conquest of the trans-Mississippi West prepare the way for the industrial age? (Review
Chapter 18.)
Urban Society in the Late Nineteenth Century
Themes Addressed:
Culture
Reform
Economic Transformation
Chapter Focus Questions:






What led to the rise of big business and the formation of the national labor
movement?
How was southern society transformed?
What caused the growth of cities?
What was the Gilded Age?
How did education change?
How did commercial amusements and organized sports develop?
Reading: Out of Many Chapter 19
Taking Sides:
Issue #5 Was City Government in Late-Nineteenth-Century America a “Conspicuous
Failure”?
Reaction Class Discussion to Issue #5: Which side is more convincing, and why?
Chapter 19 Notes
Chapter 19 Quiz
Populism and Progressivism 2 Weeks
Themes Addressed:
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Reform
Globalization
War and Diplomacy
Politics and Citizenship
Chapter Focus Questions:










What characterized the growth of federal and state governments and the
consolidation of the modern two-party system?
How did mass protest movements develop?
What was the economic and political crisis of the 1890s?
How did the United States develop as a world power?
What were the causes and outcomes of the Spanish-American War?
What were the political, social, and intellectual roots of progressive
reform?
What tensions existed between social justice and social control?
What was the urban scene and the impact of new immigration?
How were the working class, women, and African Americans politically
active?
How was progressivism manifested in national politics?
Reading: Out of Many Chapter 20
Reading: Out of Many Chapter 21
Taking Sides:
Issue #7 Did the Progressives Fail?
Reaction Class Discussion to Issue #7: Which side is more convincing, and why?
Chapter 20 Notes
Chapter 21 Notes
Chapter 19/20/21 Test
The Jungle
Video: T.R. an American Lion
FRQ: 2007 FRQ about Theodore Roosevelt and the change in government
Overview
This chapter covers the conflicts between the Populist movements and those groups that held most of
the nation’s wealth and power. Mass political movements of farmers and workers were organized.
These movements were also actively supported and shaped by women who were struggling to gain
their own civil and voting rights. There was a moment of democratic promise when Americans might
have established a commonwealth based on agreement of the people for the common good. Instead,
a national governing class and a growing bureaucratic state emerged. While debating their domestic
future, most Americans seemed united in pursuing an empire. Anti-imperialists could do little more
than criticize from the sidelines as the United States acquired numerous territories and took an
interventionist stance toward others.
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Chapter 20 Learning Goals:
Explain the meaning of “a moment of democratic promise” as envisioned by Edward Bellamy and his
followers in Point Loma, California, as well as other reformers and populist organizers.
Compare to what extent government at all levels kept pace with the rapid growth of the economy in
the late nineteenth century.
Describe the alternative governmental system as viewed by the Populist movement.
Discuss the depression of the 1890s and other crises of that decade, particularly the effects they had
on people’s views of the political system.
Explain why the election of 1896 was a turning point in American politics.
Summarize the interests and issues that persuaded many Americans of the need for an overseas
empire.
Outline the steps by which the United States gained an empire and developed a foreign policy for that
empire.
Summarize the arguments of the Anti-Imperialists.
Compare the “Gospel of Wealth” to the “Social Gospel.” (Review Chapter 19.)
Overview
This chapter covers the accelerated urbanization of America in the first years of the twentieth century,
and the social problems that resulted from rapid unplanned growth of the cities. Both political bosses
and reformers tried to respond to the reality of an industrialized and urbanized America. Social
Darwinism was challenged by the progressives, who had a new, though sometimes inconsistent vision
of the American community. Progressives viewed the government as an ally in achieving realistic and
pragmatic reforms. The climate for reform was created by several new or transformed professions,
including social workers, social scientists at universities and investigative journalists. Both major
political parties came to embrace progressive views. Presidents Roosevelt, Taft, and Wilson based
their programs on these new ideas. Although much was accomplished, the progressive movement
lacked unity and failed to adequately address issues of class, race, or sex. Legislation was not always
enforced or had unintended negative consequences. In the long run, politics was affected by the
demands for social justice and attempts were made to confront the problems of rapid industrialization
and urbanization.
Chapter 21 Learning Goals:
Trace the process by which largely female settlement house workers first began and the community of
reform they tried to create.
Summarize the principles of the progressivism and the views of its principal proponents in journalism,
social science, and government, as well as its legacy.
Discuss the aims of and problems with the social control legislation desired by the progressives.
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Outline the problems of working-class communities and their attempts to solve them through unions
and reform legislation.
Summarize the role of women in the reform campaigns and the effects these campaigns had on their
participation in public life and leadership positions.
Summarize the difficulties of black progressives in gaining recognition, but also their positive effects
within the black community.
Outline the attempts by both the Democratic and Republican parties to respond to demands that the
government—local, state, and national—address issues of social justice.
Analyze the possible connections between populism and progressivism as social reform movements.
(Review Chapter 19.)
The Emergence of America as a World Power 2 Weeks
Themes Addressed:
War and Diplomacy
Economic Transformations
Globalization
Chapter Focus Questions:





How did America’s international role expand?
How did the United States move from neutrality to participation in the Great
War?
How did the United States mobilize the society and the economy for war?
How did Americans express dissent and how was it repressed?
Why did Woodrow Wilson fail to win the peace?
Reading: Out of Many Chapter 20
Reading: Out of Many Chapter 22
Taking Sides:
Issue # 8. Was Woodrow Wilson Responsible for the Failure of the United States
to Join the League of Nations?
Reaction Class Discussion to Issue #8: Which side is more convincing, and why?
Chapter 22 Notes
Chapter 22 Quiz
DBQ: 1991 DBQ about Wilson and the failure of the Treaty of Versailles
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Overview
This chapter begins with the activist foreign policy of progressive presidents Roosevelt, Taft, and
Wilson. America became more interventionist in the Western Hemisphere, but when war broke out in
Europe in 1914, most Americans did not see any national interest at stake. However, eventually the
United States joined the Allies when Germany broke its pledges to restrict the use of the submarine.
Americans mobilized rapidly, accepting unprecedented governmental control. A drive to mobilize
Americans’ minds led to domestic hostility toward ethnic groups and “reds,” and serious violations of
civil rights that went largely unpunished. The war also affected women and African Americans. Wilson
took his “Fourteen Points” to the Peace Conference in Paris with the goal of establishing a new
international order, but opponents in Europe and at home, along with Wilson’s own uncompromising
attitude ultimately defeated him. U.S. victory in World War I did not prevent the country from
becoming a reluctant, even “isolationist” world power. In the 1920 election, Americans
overwhelmingly chose Republican Warren Harding’s “normalcy” and sought to put the turbulence of
the progressive and war years behind them.
Chapter 22 Learning Goals:
Explain how vigilante justice in Bisbee, Arizona exemplified the issues and conflicts of American
communities during the war.
Summarize the ideals and actions of the “progressive diplomacy” of presidents Theodore Roosevelt,
William Howard Taft, and Woodrow Wilson.
Outline the chain of events through which America entered World War I and the imprint it would leave
on American economy and politics.
Discuss the efforts of the American government to mobilize the minds of Americans at home and
American soldiers overseas.
Show how the war effort was the ultimate progressive crusade and list the organization trends that
would result.
Explain how participation in World War I increased many existing social tensions in America and what
implications this had for the future.
Describe the struggles of Woodrow Wilson in trying to promote his Progressive ideas among Americans
and onto the world stage.
Explain the connection between America’s earlier pursuit of empire, the progressive movement, and
the U.S. experience in World War I. (Review Chapter 20.)
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The New Era: 1920s 1 Week
Themes Addressed:
Culture
Demographic Changes
Economic Transformations
Religion
Chapter Focus Questions:





How did the second Industrial Revolution transform the economy?
What were the promise and limits of prosperity in the 1920s?
What were the new mass media and the culture of consumption?
How did the Republican Party dominate politics in the 1920s?
What were the political and cultural oppositions to modern trends?
Reading: Out of Many Chapter 23
-Inherit the Wind: Reading the play and movie: (Time Permitting)
-Editorial Paper Article about the Scopes Monkey Trial Reacting to the verdict or
the law itself that brought about the case.
Chapter 23 Notes
Chapter 23 Quiz w/people and vocab
Overview
This chapter covers the many changes in American life in the 1920s. After the war, Presidents
Harding, Coolidge, and Hoover continued to encourage a foreign policy that would enhance American
capitalism. A second Industrial Revolution of sorts took place, based on greatly expanded use of
electrical power, a flood of consumer goods, easy credit, and new scientific management methods.
The “Auto Age” produced profound changes in American life and housing patterns. Some areas such
as agriculture, railroads, coal mining, and textile manufacturing did not share in the post-war
prosperity. A new mass culture defined by radio, movies, music, newspapers, and advertising
encouraged a kind of national community. Some groups such as the Ku Klux Klan resisted modernity,
but met with mixed results. The postponement of democratic promise continued to stir reaction in
women’s groups, in Mexican Americans and most especially the “New Negro.” Intellectuals tried to put
into writing the alienation and doubts connected with headlong pursuit of material prosperity.
Chapter 23 Learning Goals:
Describe the structural changes in the American economy that developed in the 1920s and the effects
those changes had on American life.
Explain how Hollywood movies and other vehicles of mass culture created a new national community.
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Describe how the new media of communication, particularly radio, reshaped American culture in the
1920s.
Summarize the continuities of the Republican administrations of Warren Harding, Calvin Coolidge, and
Herbert Hoover in domestic and foreign affairs.
Summarize the types of resistance to the major cultural changes of the 1920s.
Outline the efforts of various reform groups, ethnic groups, and intellectuals to redefine their missions,
reshape their strategies and reexamine the material direction of modern American society.
Discuss the various connections between mobilization techniques used during World War I and events
and behaviors during the 1920s. (Review Chapter 22.)
The Great Depression and The New Deal: 1 Week
Themes Addressed:
Economic Transformations
Culture
Demographic Changes
Chapter Focus Questions:






What were the causes and consequences of the Great Depression?
What characterized the politics of hard times?
Who was Franklin D. Roosevelt and what were the two New Deals?
How did the federal sphere expand in the West?
What characterized American cultural life during the 1930s?
What were the legacies and limits of New Deal reform?
Reading: Out of Many Chapter 24
Taking Sides:
Issue #10. Was the New Deal an Effective Answer to the Great Depression?
Reaction Class Discussion to Issue #10: Which side is more convincing, and why?
Chapter 24 Notes
Chapter 24 Quiz w/ vocab and people
Depression Era Art Assignment: Students will examine various works from the WPA
artists and write a paper on their impressions of the art.
Projects:
-Fireside Chat Writing Assignment(Students will write their own speech that they would
give to the public. They will record them onto cassette and we will play them for the
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class. Each “chat” will be as if they are presenting one of the programs from either the
New Deal or the Second New Deal.
-New Deal Program Research Poster: Students will put together a poster board that
illustrates one of the different programs of the New Deal. Students will use the same
program that they did for their “chats”.
Overview
This chapter covers the cumulative effects of underlying weaknesses in the American economy and the
stock market crash that led to the Great Depression. Many unemployed workers blamed themselves
rather than the system, but they increasingly began to look to the government for some relief.
President Hoover remained committed to budget balancing and a relatively limited response to the
crisis, but frightened and angry voters elected an avowed Democratic reformer, Franklin Delano
Roosevelt. His original “New Deal” of 1933 was mostly a cooperative business–government venture,
but the “Second New Deal” that followed made a more dramatic shift toward direct government
intervention in the economy and direct aid to the unemployed. Neither was as radical as some critics
accused Roosevelt of being. Other critics said he was not radical enough. Roosevelt's own ability to
inspire, the activism of his wife, Eleanor, and the action-oriented programs of the two New Deals
helped restore American confidence, even though none of these issues ended the depression. FDR’s
impatience with the Supreme Court and his attempt to pack it in 1938 cost him considerable political
influence. Deep poverty was not really touched by the programs and minorities did not make major
gains, but they did form a coalition of voters that supported the Democratic Party, despite Roosevelt’s
sometimes uncertain fortunes.
Chapter 24 Learning Goals:
Describe the power of community as exemplified by the Flint sit-down strike in 1936.
Summarize the reasons why the Great Depression occurred.
Describe the government responses under Hoover and Roosevelt to the problems of mass
unemployment and other effects of the Great Depression.
Compare Roosevelt’s New Deal programs: the first acts of the Hundred Days in 1933, the second
reform package of 1935–1936, and the changes in 1937 that were blamed for the “Roosevelt
recession.”
Outline the views of critics, both right and left, of Roosevelt’s New Deal programs.
Summarize the legacy of the New Deal for various areas and people of America.
Discuss how American popular culture was shaped by the depression.
Compare the Dawes Act with the Indian Reorganization Act. (Review Chapter 18.)
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Trimester #2 Final Review Paper:
What impact did the economic changes in America in the 19th and 20th Century have
on society? In writing the paper, you need to discuss the effects that three of the
following four topics had on the economic transformation of the United States:
immigration, westward expansion, imperialism, and government policy. 3-5 page paper.
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APUSH
Class Calendar
2nd Trimester
Week
Nov. 17-21
Week #1
Nov. 24-28
Week #2
Dec 1-5
Week #3
Monday
America the
Story of US
Division
Movie Notes
-Pickup
Chapter
16/17 Study
Guide
America the
Story of US
Civil War
Episode
-Assign
Furnace of
the Civil
War Packet
-Civil War
Poster
Project
Presentations
Tuesday
Chapter 15
Reading
Quiz #1
Pgs.490-500
Wednesday
Chapter 15
Reading
Quiz #2
Pgs.501-511
Lecture
Lecture
-Chapter 16
Notes
-Civil War
Project
Research
In Room
B104
Chapter 16
Reading
Quiz #1
Pgs. 528539
Chapter 16
Reading
Quiz #2
Pgs. 540550
Lecture
Lecture
18
Thursday
Read
Declaration
of Causes
and Issue #14
Was Slavery
the Key Issue
in the
Sectional
Conflict
leading to the
Civil War
Thanksgiving
Friday
Chapter 15
Reading
Quiz #3
Pgs.512-522
Declaration
of Causes
Discussion
Explain Civil
War Poster
Project
Chapter 16
Reading
Quiz #3
Pgs. 551-561
-Battlefield
Detectives
Antietam
Movie
Civil War
Packet
Discussion
Civil War
Articles
Thanksgiving
Week
Dec. 812
Week #4
Monday
Discussion of
Civil War
Articles
-Wrap Up
Civil War
Notes
Dec. 1519
Week #5
Jan. 5-9
Week #6
Jan. 1216
Week #7
-West Project
-B114
Chapter 18
Start The
Jungle/Packet
Tuesday
Wednesday
Chapter 17
Thursday
Chapter 17
Chapter 17
Reading
Quiz #1
Pgs. 566575
-Extra
Credit:
Viewing of
Glory
3:15-5:30
in class
Chapter 17
Reading Quiz
#2
Pgs. 576-586
Chapter 17
Reading
Quiz #3
Pgs. 586597
Chapter 18
Notes
America
the Story
of US
Movie
West
Jungle Quiz
Indian
#1
Tribes of
Chapter 1-8
the West
Pages. 1-96
Chapter 18
-Extra Credit
Reading
Assignment
Quiz #1
Due
Pgs. 604Reconstruction 615
DBQ Due
-Far And
-Explain Ellis Away
Island
Movie
Simulation
3:15-5:45
Jungle Quiz
Chapter19
#2
Reading
Chapter 9-15 Quiz #1
Pages 97-162
Pgs. 648658
The Men
who made
America
Chapter 19
Notes
-Class Notes
-Chapter 22:
Ordeal of the
Reconstruction
Reading
Packet:
Discussion
Last Stand At
Little Big
Horn Movie
Indian Tribes
and Conflicts
of the West
Chapter 18
Reading Quiz
#2
Pgs. 616-626
Chapter 19
Reading
Quiz #2
Pgs. 659-669
The Men who
made America
Chapter 19
Notes
19
Friday
-Chapter 16/17
Test
-Take Home
Reconstruction
DBQ
-Start West
Project in
9C103
-Class
Notes
West
Project Due
Field Trip to
Cantigny:
Optional Extra
Credit
Assignment
over Winter
Break.
Morse Code Chapter 18
Activity
Test: Work on
-Dime
Preparing Ellis
Novel
Island
Reading
Simulation
Assignment
Chapter 18
Reading
Quiz #3
Pgs. 627639
Chapter 19
Reading
Quiz #3
Pgs. 670677
The Men
who made
America
Chapter 19
Notes
Organized
Labor DBQ In
class writing
assignment
Chapter 20
Study Guide
Week
Jan. 19-23
Week #8
Monday
Jungle Quiz
#3 Chapter
16-24 Pages
163-259
The Men
who made
America
Tuesday
Chapter 20
Reading
Quiz #1
682-691
Wednesday
Chapter 20
Reading
Quiz #2 pgs.
692-702
Thursday
Chapter 20
Reading
Quiz #3
Pgs. 703715
Chapter 20
Class
Discussion
Chapter 20
Notes
Chapter 20
Notes
Chapter 21
Reading
Quiz #1
Pgs. 722732
Chapter 21
Reading
Quiz #2
Pgs.
733-744
Chapter 21
Reading
Quiz #3
Pgs.
745-755
Chapter 22
Reading
Quiz #1
Pgs. 762773
Chapter 22
Reading
Quiz #2
Pgs. 774785
Chapter 22
Reading
Quiz #3
Pgs. 786794
Lecture
Lecture
MLK Day
Jan. 26- 30
Week #9
Feb. 2-6
Week #10
Jungle Quiz
#4 Chapters
25-end 260370
Chapter 20
Reading
Packet with
discussion
questions
The Great
War Movie
20
Friday
Chapter 20
Test
Jungle
Packet Due
Jungle
Reading
Counts
Library Test
Chapter 22
Test
Week
Feb 9-13
Week #11
Monday
Tuesday
Chapter 23
Reading
Quiz #1
Pgs. 800812
Wednesday
Chapter 23
Reading
Quiz #2
Pgs. 813826
Lecture
Lecture
Feb 16-20
Week #12
No School
Feb 23-27
Week #13
Depression
Era Culture
Chapter 24
Reading
Quiz #1
Pgs.844-856
Lecture
Chapter
23/24 Test
Chapter 24
Reading
Quiz #2
Pgs.857-869
Lecture
Review for
Final Exam
Multiple
Choice
21
Thursday
Chapter 23
Reading
Quiz #3
Pgs. 827837
-Chapter 23
Take Home
Quiz
Chapter 24
Reading
Quiz #3
Pgs.870-880
Friday
No School
Final Exam
No Class
3/4/5 Finals
Chapter 24
New Deal
Art