United States History-Honors/ A.P. United States History
Elaine Davis and Beth Floyd
2010-2011
United States History
2010-2011
Brief Description of Course
This Advanced Placement United States course is designed to provide a college-level U.S.
History course for students who enjoy studying history and want to further enhance their
analytical skills, as well as broaden their base of knowledge. The course will be designed to
prepare students for the AP Exam in May 2011. The first semester, U.S. History, Honors, will
prepare students to take the North Carolina End-Of-Course Test for U.S. History given in January
2011 as required by NC Department of Public Instruction. Students are required to score a level 3
or level 4 on the End-of-Course exam in order to receive credit for U.S. History as required by the
graduation standards for all N.C. students. Additionally, students must score a level 3 or 4 and
earn an A or B for the U.S. History-Honors class first semester in order to move into Advanced
Placement U.S. History in the spring semester.
Students will interpret documents, write critically, learn factual and conceptual knowledge, and
develop an understanding of the themes of U.S. History. Students will study political, economic,
and social history throughout the course.
The course will include a study of life during colonial times, the Revolution, the federal period,
Jeffersonian Democracy, the development of the two-party system, Jacksonian Democracy, the
reform period, Manifest Destiny, Civil War and Reconstruction, immigration, industrialization,
Populism, Progressivism, World War I, Jazz Age and Harlem Renaissance, Great Depression and
the New Deal, World War II, the Cold War, the ending of the Cold War, and the U.S. in the
twenty-first century. The course will also focus on key themes determined by the College Board
as essential to a comprehensive study of U.S. History. These themes will include American
diversity, the development of an American identity, the evolution of American culture,
demographic changes, economic trends, environmental issues, the development of political
institutions and the components of citizenship, social reform, the role of religion in the making of
the U.S. and its impact on a multicultural society, the history of slavery and its legacy, war and
diplomacy, and the place of the U.S. in an increasingly global arena.
This course satisfies the North Carolina graduation requirement for United States History.
Grading will be as follows: Tests/Essays/Projects - 50%, daily class assignments and homework 25%, Quizzes - 25%. The final exam will count 25% of the semester grade.
Each unit of study will include discussions of and writing about related historiography; how
interpretations of events have changed over time, how issues in one time period impact
subsequent generations, and how reevaluations of the past continue to shape the way historians
see the world today. This syllabus for this course has been authorized by College Board. The
competencies required will be covered in U.S. History-H first semester and in A.P. U.S. History
second semester. The competencies for the course will be covered in both semesters.
Therefore, in order to prevent confusion, the syllabus will be posted in chronological order on our
websites. Students may want to print the syllabus out in its entirety in order to mark off topics as
we cover them.
Please feel free to contact me if you have any questions. Our contact information is as follows:
Elaine Davis – email davise.lshs@robeson.k12.nc.us; planning period is 1:37 – 3:14, Monday
through Friday
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United States History-Honors/ A.P. United States History
Elaine Davis and Beth Floyd
2010-2011
Beth Floyd – email floyde.lshs@robeson.k12.nc.us; planning period is 1:37-3:14, Monday
through Friday
The school phone number is 910-671—6050.
Unit Information
Unit Name or Timeframe: (This unit covers material prior to the beginning of the
NCSCOS; therefore, there is no objective number. This topic will be covered in the spring
only.)
“America’s Enduring Vision"
Content and/or Skills Taught: (AP Goals and Objectives)
Pre-Columbian cultures; cultural diversity; early explorations; kinship and gender; reciprocity;
the introduction of slavery; Spanish, French, and English claims; the rise of mercantilism.
Major Assignments and/or Assessments:
Essay: "Geology, geography, and environment are among the fundamental building blocks of
human history." Explain the meaning of this statement, and illustrate it with as many specific
examples from the text and class discussion as possible. Due: August 29, 2007.
Unit Name or Timeframe: (AP Goals and Objectives)
The Rise of Colonial America (Will be covered in second semester)
Content and/or Skills Taught:
Enduring Vision: Chapter 3, Expansion and Diversity: The Rise of Colonial America
New England Colonies
The Middle Colonies
Chesapeake Colonies
The Carolina Colonies/The Caribbean
Rivals for North America: France and Spain
Major Assignments and/or Assessments:
Selected Vocabulary
Short Answer Questions
Class Analysis of The Mayflower Compact as a beginning of self- government in the English
Colonies
(The American Reader: Words That Moved A Nation)
Reading: "A Puritan Account of the Pequot War, 1637" (from Document Set 1, Enduring Vision)
Video with writing assignment: "Profiles in Courage: Anne Hutchinson"
Document Set Two (Enduring Vision): "Witchcraft at Salem: The Social and Cultural Context";
Practice DBQ
Unit Name or Timeframe: (AP Goals and Objectives)
The Bonds of Empire(Will be covered in second semester)
Enduring Vision: Chapter 4, The Bonds of Empire, 1660-1750
Glorious Revolution and its effect on relations between England and its colonies
British Mercantilism: Did it help or harm the English mainland colonies?
Why was Britain more successful than Spain or France at building a colonial empire in North
America?
Enlightenment: the philosophies and the impact
The Great Awakening: the philosophies and the impact
Content and/or Skills Taught:
Rebellion in the colonies
Colonial economies and societies
Competing for North America
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United States History-Honors/ A.P. United States History
Elaine Davis and Beth Floyd
2010-2011
The Enlightenment in British America
The Great Awakening in British America
Major Assignments and/or Assessments:
Selected Vocabulary
Short Answer Questions
Poor Richard’s Almanack by Benjamin Franklin and Benjamin
Franklin’s "List of Virtues". Review aphorisms and virtues, and discuss how they reflected
colonial philosophy and encouraged self-reliance. (Both are located in The American Reader.)
Jonathan Edwards, "Sinners In The Hands of an Angry God" Read and review the message being
delivered. Compare the Enlightenment philosophies with the message of the Great Awakening.
How were they similar; how were they different? What impact did these schools of thought have
on religious, social, educational, and political developments in eighteenth-century America?
Essay: How much equality, liberty, and self-government existed in the American colonies in the
period 1700-1750? Include specific examples.
Unit Name or Timeframe: (AP Goals and Objectives)
Enduring Vision: Chapter 5 Roads to Revolution (Will be covered in second semester)
Content and/or Skills Taught:
The French and Indian War
The British Acts Levied on the Colonists
Colonial Ideology
Colonial Resistance, including the role of women
The Boston Massacre
The First Continental Congress
Thomas Paine’s "Common Sense" and "The Crisis"
The Declaration of Independence
Major Assignments and/or Assessments:
Selected Vocabulary
Short Answer Questions
Read and analyze the works of Thomas Paine. What messages were being sent to the colonists?
We will hold a shared inquiry session on these readings.
Read the Declaration of Independence. How was it divided? To whom was it addressed?
Summarize the major grievances listed in the document. How does this promote John Locke’s
idea of the social contract? Is the signing of this document an act of treason? Explain your
position.
Unit Name or Timeframe: (AP Goals and Objectives)
Enduring Vision: Chapter 6 Securing Independence, Defining Nationhood, 1776-1788 (Will be
covered in second semester)
Content and/or Skills Taught:
The American Revolution
The Treaty of Paris, 1783
The Revolution and Social Change
The Articles of Confederation
Western Lands
Shays’ Rebellion
The Constitutional Convention
The Federalist Papers and Ratification
Major Assignments and/or Assessments:
Selected Vocabulary
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United States History-Honors/ A.P. United States History
Elaine Davis and Beth Floyd
2010-2011
Short Answer Questions
The Articles of Confederation: Why did the colonists design a government that did not have a
strong central government? What difficulties did the U.S. face under the Articles of
Confederation, both domestic and foreign? What were the accomplishments under the Articles?
Why was change necessary?
Federalist Papers Numbers 1, 10, 54, 69
Essay: Discuss the social, economic, and political changes within the 13 states produced by the
American Revolution. Be sure to consider things such as slavery, status of women, property
distribution, voting rights, and religion.
DBQ on the American Revolution.
Unit Name or Timeframe: NCSCOS 1.01 Identify the major domestic issues and conflicts
experienced by the nation during the Federalist Period.
1.02 Analyze the political freedoms available to the following groups prior to 1820: women,
wage earners, landless farmers, American Indians, African Americans, and other ethnic groups.
1.03 Assess commercial and diplomatic relationships with Britain, France, and other nations.
Enduring Vision: Chapter 7 Launching the New Republic, 1789-1800
Content and/or Skills Taught:
Defining the Presidency
The Bill of Rights
Alexander Hamilton and the Formulation of Federalist Policies
Foreign Affairs, 1789-1796
The Emergence of Party Politics, 1793-1800
Economic and Social Change: Technology and Market Production, Women in the Republic,
Native
Americans in the Republic
Major Assignments and/or Assessments:
Selected Vocabulary
Short Answer
Read and analyze Hamilton’s Report on the Public Credit and Report on the National Bank. How
do these documents outline a financial plan for the U.S.? Describe opposition to this plan. How
does this lead to the formation of the first political parties?
Graphic Organizer comparing Hamilton and Jefferson.
Washington’s Farewell Address: What does he outline as an appropriate course for the U.S.?
What warnings does he issue?
(Shared Inquiry)
Essay: Discuss the dangers the nation faced during the Federalist era, 1789-1800, and how it
overcame or survived them. Include conflict among social, economic, and sectional interest
groups; challenges from foreign nations; and threats to individual liberties and the Bill of Rights.
Unit Name or Timeframe: Objectives
2.01 Analyze the effects of territorial expansion and the admission of new states to the Union.
2.02 Describe how the growth of nationalism and sectionalism were reflected in art, literature,
and language.
2.03 Distinguish between the economic and social issues that led to sectionalism and nationalism.
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United States History-Honors/ A.P. United States History
Elaine Davis and Beth Floyd
2010-2011
Enduring Vision: Chapter 8 Jeffersonianism and the Era of Good Feelings
Content and/or Skills Taught:
The Age of Jefferson
The Louisiana Purchase/Lewis and Clark Expedition
Impressment and the Embargo Act of 1807
The War of 1812
The Awakening of American Nationalism
The Monroe Doctrine
Major Assignments and/or Assessments:
"The Revolution of 1800" - Was it a Revolution?
Graphic Organizer - War of 1812: Causes, Spark, Major Events, and Significance
Documents to analyze: Jefferson’s First Inaugural Address; Francis Scott Key’s "The Star
Spangled Banner"; President Madison’s call for the declaration of war, 1812
Video excerpt: Lewis and Clark Expedition: The Journals of Patrick Gass
Graphic Organizer: Lewis and Clark Expedition (goals, achievements, significance)
DBQ: The Trans-Mississippi-West through the Eyes of Lewis and Clark
Unit Name or Timeframe:
2.04 Assess political events, issues, and personalities that contributed to sectionalism and
nationalism.
2.05 Identify the major reform movements and evaluate their effectiveness.
2.06 Evaluate the role of religion in the debate over slavery and other social movements and
issues.
Enduring Vision: Chapter 9 The Transformation of American Society, 1815-1840 and Chapter 10
Democratic Politics, Religious Revival, and Reform, 1824-1840
Content and/or Skills Taught:
Westward Expansion
The Removal Policy
The Growth of the Market Economy; the Speculator and the Squatter
The Transportation Revolution
Industrialism
Equality and Inequality; the Rich and the Poor; Free Blacks in the North; the Middling Class
The Revolution in Social Relationships: Attack on the Professions; Challenge to Family
Authority;
Wives and Husbands; Horizontal and Vertical Allegiances; Voluntary Associations
The Elections of 1824 and 1828
The Jacksonian Era
The War on the Bank
The Elections of 1836 and 1840
Major Assignments and/or Assessments:
Selected Vocabulary
Short Answer
Graphic Organizer comparing Jeffersonianism and Jacksonianism
Analysis of the slavery argument with westward expansion (slavery and sectionalism)
Evaluation of the Removal Act and its impact; role of executive authority under Jackson
Graphic Organizer of the Elections of 1824, 1828, 1832,1836, and 1840. Include candidates,
parties, issues, results, significance.
Reading: Alexis de Tocqueville’s "Democracy in America"
Shared Inquiry
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United States History-Honors/ A.P. United States History
Elaine Davis and Beth Floyd
2010-2011
Essay: Alexis de Tocqueville in his "Democracy in America" was impressed by the "general
equality of condition among the people." Writing about the same period, New York merchant
Philip Hone stated "the two extremes of costly luxury in living, expensive establishments, and
improvident waste are presented in daily and hourly contrast with squalid misery and hopeless
destitution." How do you account for these very different assessments? Which man came closer
to the truth? Why?
Unit Name or Timeframe: (continue previous objectives)
Enduring Vision: Chapter 10 Democratic Politics, Religious Revival, and Reform
Chapter 11 Technology, Culture and Everyday Life, 1840-1860
Content and/or Skills Taught:
The Second Great Awakening
Critics of Revivals: The Unitarians, Mormonism, Shakers
The Age of Reform: Temperance, Public School Reform, Abolition, Women’s Rights,
Penitentiaries and Asylums, Utopian Communities
Quality of Life: Disease and Health; Popular Health Movements
The Emergence of Democratic Pastimes: Newspapers, Theater, Minstrel Shows, P.T. Barnum
Roots of American Renaissance: Cooper, Emerson, Thoreau, Fuller Whitman, Hawthorne,
Melville, Poe
American Landscape Painting
Major Assignments and/or Assessments:
Reading: Charles Grandison Finney - Compare to goals of earlier writings from first Great
Awakening.
Reading and Shared Inquiry: Seneca Falls Declaration of Sentiments and Resolutions. Compare
to the style of Declaration of Independence.
Students will create a booklet of reform movements featuring major leaders, events and the
significance of the movement. The booklet must include at least 3 primary sources with an
analysis.
The student will also select a contemporary reform movement and compare the goals and
accomplishments to earlier reforms. Source citations must be included. The student will select
one area of reform for a brief oral presentation in class. (Rubric will be provided.)
Excerpts from listed authors will be read in stations in the classroom. Students will analyze the
style and purpose of the writers to determine what American form of writing emerged.
Gallery of American Painters: Students will bring in examples of landscape painters of the time
period for an analysis of style and purpose.
Students will develop a well-written essay explaining how American nationality was reflected in
literature and art of the time period.
Unit Name or Timeframe: Objectives
3.01 Trace the economic, social, and political events from the Mexican War to the outbreak of the
Civil War.
3.02 Analyze and assess the causes of the Civil War.
Enduring Vision: Chapter 12 The Old South and Slavery, 1830-1860
Content and/or Skills Taught:
King Cotton: Upper South and Lower South
Differences between the North and South
Southern Social Relationships: Conflict Over Slavery, Violence in the Old South, Code of Honor
and Dueling, Southern Evangelicals and White Values
The Plantation System
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United States History-Honors/ A.P. United States History
Elaine Davis and Beth Floyd
2010-2011
Longevity, Diet, and Health of Slaves
Free Blacks in the South
Slave Resistance
Emergence of an African American Culture: language of slaves, religion, music and dance
Major Assignments and/or Assessments:
Readings: (From The American Reader)
David Walker: "Walker’s Appeal"
William Lloyd Garrison: "Prospectus for The Liberator"
Angelina Grimke: "Bearing Witness Against Slavery"
Selected readings from
http://www.digitalhistory.uh.edu/database/subtitles.cfm?titleID=25. Students will write a critical
review of the site.
Virtual tour of The Underground Railroad
http://www.nationalgeographic.com/features/99/railroad/
Selected Vocabulary
Short Answer
Create a graphic organizer comparing and contrasting economic, social, and political
developments in the North and South between 1800 and 1860. Then, briefly account for the
divergence between the two sections?
Essay: The great majority of white southerners never owned a single slave, yet the majority
supported the institution. Explain why this was true.
Unit Name or Timeframe: Objectives
4.01 Compare and contrast the different groups of people who migrated to the West and describe
the problems they experienced.
4.02 Evaluate the impact that settlement in the West had upon different groups of people and the
environment.
Enduring Vision: Chapter 13 Immigration, Expansion, and Sectional Conflict, 1840-1848
Content and/or Skills Taught:
Immigrants: Germans, Irish
Nativism
The Expectation of Immigrants vs. The Reality
The Far West: Trade; Settlement of Texas and The Texas Revolution; American settlements in
California, New Mexico, and Oregon; Overland Trails; Election of 1844
Mexican-American War: Origins, Effects on Sectional Conflict, Wilmot Proviso, Election of
1848, California Gold Rush
Major Assignments and/or Assessments:
Selected Vocabulary
Short Answer
Election charts: 1844 and 1848. Include candidates, parties, issues, outcome, and significance.
Graphic Organizer of the Mexican American War: Causes, spark, events, leaders, outcome, and
significance.
Review map showing new territories added after the Mexican-American War.
Essay: Was President Polk a leader of Manifest Destiny, or was he merely a reflection of the
desires of the American people? Support your essay with evidence from your text.
Primary source reading on the Internet: Read the source by John Sullivan (1845) at this website,
http://college.hmco.com/history/us/resources/students/primary/manifestdestiny.htm#source. Then
answer the questions provided. A class discussion will follow.
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United States History-Honors/ A.P. United States History
Elaine Davis and Beth Floyd
2010-2011
Unit Name or Timeframe: 3.03 Identify political and military turning points of the Civil War
and assess their significance to the outcome of the conflict.
3.04 Analyze the political, economic, and social impact of Reconstruction on the nation and
identify the reasons why Reconstruction came to an end.
3.05 Evaluate the degree to which the Civil War and Reconstruction proved to be a test of the
supremacy of the national government.
Enduring Vision: Chapter 14 From Compromise to Secession, 1850-1861
Content and/or Skills Taught:
Compromise of 1850
Henry Clay, The Great Compromiser
The Fugitive Slave Act
Uncle Tom’s Cabin, Harriet Beecher Stowe
The Election of 1852
The Collapse of the Second Party System
Kansas-Nebraska Act
Bleeding Kansas
The Election of 1856
The Lecompton Constitution
Lincoln-Douglas Debates
Harpers Ferry
Election of 1860
Major Assignments and/or Assessments:
Selected Vocabulary
Short Answer Questions
Graphic Organizer: Compromise of 1850
Include: Key players and their role, provisions of the compromise, results, significance
Abolitionism in the 1850s - Review tactics and determine the significance of abolitionist efforts.
Evaluate the impact of Dred Scott on the movement in the 1850s.
Read excerpts from Uncle Tom’s Cabin. Write a critical review discussing this novel as a literary
piece and as a powerful abolitionist tool.
Evaluate the financial crisis in 1857.
Create election charts for the elections of 1852, 1856, 1860. Include candidates, party, issues,
results,
and significance.
Essay: Repeated sectional compromises in 1820, 1833, and 1850 held the Union together and
averted
civil war. Why did compromise fail in 1860-1861?
Readings: (Selected from The American Reader)
John Greenleaf Whittier - "Stanzas for the Times"
Henry Highland Garnet - "An Address to the Slaves of the United States of America"
Abraham Lincoln - "The House Divided Speech"
John Brown - "Last Statement to the Court"
Abraham Lincoln - "First Inaugural Address"
DBQ: The coming of the Civil War; the failure of compromise in 1860
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United States History-Honors/ A.P. United States History
Elaine Davis and Beth Floyd
2010-2011
Unit Name or Timeframe: (continue previous objectives)
Enduring Vision: Chapters 15 The Civil War, 1861-1865
Content and/or Skills Taught:
Mobilizing for War
Political Leadership in Wartime
Securing the Borders
Early Battles, 1861-1862: Armies, Weapons, Strategies; Stalemate in the East; The War in the
West;
Ironclads/the Naval War; the Diplomatic War
Emancipation as a war aim, 1863
The Turning Point, 1863
The war and its impact on society in the North and South
The Medical War
Women’s Rights and the war
The final phase: 1864-1865
The Election of 1864, Sherman’s March to the Sea, Appomattox
The Impact of the War
Major Assignments and/or Assessments:
Selected Vocabulary
Short Answer Questions
Read The Gettysburg Address and Lincoln’s Second Inaugural Address. Write a critical analysis
describing the messages in each document. Note themes and writer’s purpose. What vision does
Lincoln have for the healing of the country based on his words in these two speeches? Why are
these both on the North and South walls of the Lincoln Memorial?
Create a graphic organizer of major battles beginning in 1861. Include the battle, a brief
description, the major leaders, the outcome, and the significance. Make sure to include the first
battle, the turning point, and the site of the final surrender.
Video excerpt of Mary Chestnut’s Diary. Read an excerpt from Mary Chestnut’s diary. Compare
the video excerpt with the one read in class.
Shared Inquiry on the significance of the Emancipation Proclamation.
Unit Name or Timeframe: (continue previous objectives)
Chapter 16: Reconstruction, 1865-1877
Content and/or Skills Taught:
Reconstruction Plans
The Impeachment Crisis
The Election of 1876
Major Assignments and/or Assessments:
Selected Vocabulary
Short Answer Questions
Graphic Organizer comparing Lincoln’s Plan, Johnson’s Plan, and Radical Reconstruction
Unit Name or Timeframe: 4.03 Describe the causes and effects of the financial difficulties that
plagued the American farmer and trace the rise and decline of Populism.
4.04 Describe innovations in agricultural technology and business practices and assess their
impact on the West.
5.01 Evaluate the influence of immigration and rapid industrialization on urban life.
5.02 Explain how business and industrial leaders accumulated wealth and wielded political and
economic power.
5.03 Assess the impact of labor unions on industry and the lives of workers.
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United States History-Honors/ A.P. United States History
Elaine Davis and Beth Floyd
2010-2011
5.04 Describe the changing role of government in economic and political affairs.
Chapter 17 The Trans-Mississippi West
Content and/or Skills Taught:
The Plains Indians/The Destruction of the Nomadic Way of Life
The First Transcontinental Railroad
Cowboys and the Cattle Frontier
The Dime Novel Hero
The Beginning of the Conservation Movement
Major Assignments and/or Assessments:
Selected Vocabulary
Short Answer Questions
Shared Inquiry using Helen Hunt Jackson’s "A Century of Dishonor"
Unit Name or Timeframe:
Chapter 18 The Rise of Industrial America, 1865-1900
Chapter 20 Politics and Expansion in an Industrializing Age, 1877-1900
Content and/or Skills Taught:
The rise of big business
The role of big business in policitcs, class, and ethnic conflict
New forms of business consolidations
The New South Creed and southern industrialism
Women and work in Industrial America
Immigrants and work in Industrial America
The Gospel of Success
Labor Unions/Strikes
The Hayes Whitehouse
Populism
The Election of 1896
Major Assignments and/or Assessments:
Selected Vocabulary
Short Answer Questions
Labor Union Chart/ Include: unions, members, leaders, goals, accomplishments
Graphic Organizer: Populism
Include leaders, members, platform, tactics, and significance
Unit Name or Timeframe:
6.01 Examine the factors that led to the United States taking an increasingly active role in world
affairs.
6.02 Identify the areas of United States military, economic, and political involvement and
influence.
6.03 Describe how the policies and actions of the United States government impacted the affairs
of other countries.
The Spanish American War
Content and/or Skills Taught:
Roots of Expansionism
Crisis in Cuba/ Divided sympathies in America
The Spanish American War
The U.S. as a World Power
10
United States History-Honors/ A.P. United States History
Elaine Davis and Beth Floyd
2010-2011
Major Assignments and/or Assessments:
Selected Vocabulary
Short Answer Questions
Individual topic selection for research and presentation focusing on the shift in America from
isolationism to imperialism
Map showing the extent of expansion in the Caribbean and the Pacific
Role play: Yellow journalism, "Remember the Maine", the acquisition of Hawaii, the debate over
Cuba
Reading: Jose’ Marti, George Frisbie Hoar, and Jose’ de Diego
DBQ: The role of the U.S. in international affairs
Unit Name or Timeframe: Objectives
7.01 Explain the conditions that led to the rise of Progressivism.
7.02 Analyze how different groups of Americans made economic and political gains in the
Progressive Period.
7.03 Evaluate the effects of racial segregation on different regions and segments of the United
States' society.
7.04 Examine the impact of technological changes on economic, social, and cultural life in the
United States.
Chapter 21 Progressivism
Content and/or Skills Taught:
Progressivism: Definition and Goals
Intellectuals/Social Views
The impact of novelists, journalists, and artists on highlighting social problems
Moral Controls in the cities
Temperance
Immigration Restrictions
Racism and Progressivism
Revival of women’s suffrage movement
Socialism advances/Workers organize
1901-1913: National Progressive Phase/ Roosevelt and Taft
1913-1917: National Progressive Phase II/ Wilson
Major Assignments and/or Assessments:
Progressivism: Definition and Goals
Intellectuals/Social Views
The impact of novelists, journalists, and artists on highlighting social problems
Moral Controls in the cities
Temperance
Immigration Restrictions
Racism and Progressivism
Revival of women’s suffrage movement
Socialism advances/Workers organize
1901-1913: National Progressive Phase/ Roosevelt and Taft
1913-1917: National Progressive Phase II/ Wilson
Unit Name or Timeframe: Objectives
8.01 Examine the reasons why the United States remained neutral at the beginning of World War
I but later became involved.
8.02 Identify political and military turning points of the war and determine their significance to
the outcome of the conflict.
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United States History-Honors/ A.P. United States History
Elaine Davis and Beth Floyd
2010-2011
8.03 Assess the political, economic, social, and cultural effects of the war on the United States
and other nations.
Chapter 22 WWI and Global Involvements, 1902-1920
Content and/or Skills Taught:
The Open Door/ Competing for the Chinese Market
The Panama Canal
U.S. Involvement in Latin America under Roosevelt, Taft, and Wilson
The coming of War
U.S. neutrality
The U.S. Enters the War
Mobilizing at home
AEF
Gathering support for the war/Suppressing Dissent by law
Economic and Social Trends in Wartime America (Boom times in industry and agriculture,
women in the war, migration of African Americans northward, public health crisis/influenza
epidemic)
The War and Progressivism
Armistice and the Peace Conference: Wilson’s Fourteen Points, Versailles Peace Conference,
League of Nations
Racism and the Red Scare
The Election of 1920
Major Assignments and/or Assessments:
Selected vocabulary
Short Answer Questions
War Chart: Long-term causes, immediate causes, spark, major political leader, major military
leaders, results/terms of the peace
Timeline of major battles and the results
Readings: Wilson’s "War Message to Congress"
Alfred Bryan and Al Piantadosi "I Didn’t Raise My Boy to Be a Soldier"
George M. Cohan "Over There"
Irving Berlin "Oh, How I Hate to Get Up in the Morning"
Wilson’s "Fourteen Points"
Video: 1910-1919
Shared Inquiry: The Treaty of Versailles
Unit Name or Timeframe: Objectives
9.01 Elaborate on the cycle of economic boom and bust in the 1920's and 1930's.
9.02 Analyze the extent of prosperity for different segments of society during this period.
9.03 Analyze the significance of social, intellectual, and technological changes of lifestyles in the
United States.
9.04 Describe challenges to traditional practices in religion, race, and gender.
Chapter 23 The 1920’s Coping with Change, 1920-1929
Content and/or Skills Taught:
A new economic order: booming business, declining agriculture, new production techniques,
women in the new economic structure, struggling labor unions
The Harding and Coolidge Administrations: Republican policymakingn in a probusiness era,
internationalism, Democratic Party divisions, women in politics in the 1920s
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United States History-Honors/ A.P. United States History
Elaine Davis and Beth Floyd
2010-2011
Mass Culture; cities, cars, consumer goods, soaring energy consumption, threats to the
environment, mass-produced entertainment, celebrity culture
The Jazz Age: writers, architects, painters, musicians
Advances in science and medicine
The Harlem Renaissance
Traditionalism vs. modernism
Immigration Restrictions/Nativism
Sacco and Vanzetti
The Ku Klux Klan
The Garvey Movement
Prohibition
Election of 1928
Herbert Hoover’s Social Thought
Major Assignments and/or Assessments:
Selected Vocabulary
Short Answer Questions
Student will select a person from the Jazz Age and the Harlem Renaissance to research. Research
will include at least one primary source. Students will prepare an oral presentation for the class
using technology (example: digital essay or PowerPoint). Rubric will be provided.
Readings will be selected from the Jazz Age writers and Harlem Renaissance writers, as well as
speeches from political leaders of the times.
Video clip about Zora Neal Hurston
Video: 1920-1929
Unit Name or Timeframe: 9.05 Assess the impact of New Deal reforms in enlarging the
role of the federal government in American life.
Chapter 24 The Great Depression and The New Deal
Content and/or Skills Taught:
1929-1932: The Crash/Black Thursday: Hoover’s Response; Election of 1932
The New Deal, 1933-1935
Roosevelt/Hundred Days/Issues regarding the first New Deal/ challenges from both the right and
the left
The New Deal, 1935-1936
Expanding Federal Relief/Aiding Migrants/Regulating Businesses/Taxing the wealthy
Social Security Act
End of the Second New Deal
1936 Election and the New Democratic Coalition
The Environment, the West, the Native American Policy
The Final Stage of the New Deal, 1937-1939
FDR and the Supreme Court
The Roosevelt Recession
Social change/social action in the 1930s
The psychological and social impact of the Depression
Workers Unionize
Blacks and Hispanics resist racism and exploitation
American Cultural Scene in the 1930s
Radio and the movies
Opposing fascism/ reaffirming traditional values
World’s Fair
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United States History-Honors/ A.P. United States History
Elaine Davis and Beth Floyd
2010-2011
Major Assignments and/or Assessments:
Selected Vocabulary
Short Answer Questions
Election charts:1928,1932,1936
Include candidates, parties, issues, outcome, and significance
Graphic Organizer:
The New Deal
Legislation and Agencies
Purpose/Effectiveness
Readings: FDR’s "First Inaugural Address"
FDR’s "Second Inaugural Address"
E.Y. Harburg and Jay Gorney’s "Brother, Can You Spare a Dime?"
Simulation: The New Deal on Trial
Unit Name or Timeframe: Objectives
10.01 Elaborate on the causes of World War II and reasons for United States entry into the war.
10.02 Identify military, political, and diplomatic turning points of the war and determine their
significance to the outcome and aftermath of the conflict.
10.03 Describe and analyze the effects of the war on American economic, social, political, and
cultural life.
10.04 Elaborate on changes in the direction of foreign policy related to the beginnings of the Cold
War.
10.05 Assess the role of organizations established to maintain peace and examine their continuing
effectiveness.
Chapter 25 World War II
Content and/or Skills Taught:
Nationalism
The Good Neighbor Policy
Rise of aggressive governments in Europe and Asia
American neutrality
America and the Jewish Refugees
The European War
From isolation to intervention
Pearl Harbor and a Declaration of War
Mobilizing for war
The War Economy
Propaganda
Liberating Europe
War in the Pacific
War and Society:
The GI’s/Racism/War and diversity/Women in the war/Japanese American Internment
The Yalta Conference
Victory in Europe
The Holocaust
The Atomic Bombs
Major Assignments and/or Assessments:
Selected Vocabulary
Short Answer Questions
Readings:
FDR’s "The Quarantine Speech"
FDR’s "The Four Freedoms Speech"
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United States History-Honors/ A.P. United States History
Elaine Davis and Beth Floyd
2010-2011
The Atlantic Charter
Karl Shapiro’s "Elegy for a Dead Soldier
Excerpts from NIGHT
Analysis of selected political cartoons
WWII Booklet
Include: Complex timeline of events identified as political, social, economic, or military;
Identification
of selected key people; student choice of primary source with a critical analysis and reflection;
area of interest to be selected and completed by student (format may be student’s choice); battle
chart of selected major battles in the Pacific and in Europe - student will select three to highlight
with details and one graphic each; detailed review of Potsdam, Yalta, and Tehran Conferences
with a focus on the significance of each.
Video: 1930’s (Selected parts)
Video: 1940’s (selected parts)
Unit Name or Timeframe: Objectives
11.01 Describe the effects of the Cold War on economic, political, and social life in America.
Cold War and Beyond, 1945-1952
Content and/or Skills Taught:
Postwar political setting: demobilization, G.I.Bill, economic boom, Truman’s domestic program
Anti-communism: Polarization, The Iron Curtain, Containment, Cold War in Asia
The Korean War
The Truman Administration: The Eightieth Congress, 1947-48, Civil Rights, The Election of
1948, Truman’s Fair Deal
McCarthyism: HUAC, Alger Hiss, Rosenbergs, Election of 1952
Major Assignments and/or Assessments:
Selected Vocabulary
Short Answer Questions
Senator Margaret Chase Smith’s Speech - Declaration of Conscience
Election Charts: 1948 and 1952 - Include candidates, parties, issues, results, and significance
Complex Timeline showing social, economic, and political events that were significant during
this time period
Korean War Chart: Include background, immediate spark, key people (political and military),
major battles and results, results of the war, significance
Discussion of postwar prosperity, the Baby Boom, containment policy, Marshall Plan
Shared Inquiry: The Red Scare
Essay: The U.S. as a world power
Unit Name or Timeframe: 11.02 Trace major events of the Civil Rights Movement and evaluate
its impact.
11.03 Identify major social movements including, but not limited to, those involving women,
young people, and the environment, and evaluate the impact of these movements on the United
States' society. 11.04 Identify the causes of United States' involvement in Vietnam and examine
how this involvement affected society.
11.05 Examine the impact of technological innovations that have impacted American life.
11.06 Identify political events and the actions and reactions of the government officials and
citizens, and assess the social and political consequences.
Chapter 27 America at Mid-Century
Content and/or Skills Taught:
The Eisenhower Era: Dynamic Conservatism, Jim Crow laws
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United States History-Honors/ A.P. United States History
Elaine Davis and Beth Floyd
2010-2011
The Cold War: Eisenhower and Dulles, CIA covert actions, the domino theory, Vietnam, Third
World countries
The Eisenhower Legacy
Affluent Society: new industrial society, technology, environmental issues, union
membership/AFL/CIO, suburbia/Levittown
Consensus and Conservatism: Baby Boom, roles of women and men/domesticity, renewed
interest in religion/"under God", college enrollments increase
Fifties Culture: novels/William Faulkner, Eudora Welty, James Baldwin, Philip Roth; Hollywood
films; television
The Other America: Poverty, urban blight, civil rights struggles, discrimination against minorities
Sputnik/space race
Rebellion of youth/Beat writers: Allen Ginsberg, Jack Kerouac
Major Assignments and/or Assessments:
Selected vocabulary
Short Answer Questions
Video: The 1950s
Students will select various sample readings and compare the message of the writer to the reality
of the times.
DBQ: "The Other America"
Stickperson of Eisenhower: Include thoughts, visions, words, dreams, actions, travels, and
Achilles heel
Readings: Faulkner’s acceptance speech for the Nobel Prize, Brown vs. Board of Education,
Eisenhower’s Farewell Address
Unit Name or Timeframe: (continue previous objectives)
Chapter 28 The Liberal Era, 1960-1968
Content and/or Skills Taught:
Kennedy: Domestic Record, Cold War activism, Bay of Pigs, Cuban Missile Crisis, The
Thousand-Day Presidency
Liberalism: LBJ, The 1964 Election, The Warren Court
Struggle for Black Equality, 1961-1968: Nonviolence vs. violence, African American Revolution,
March on Washington, Civil Rights and Voting Acts, Riots, Black Power Movement
Native American Activism: AIM
Hispanic Americans: Cesar Chavez, United Farm Workers, Alianza and La Raza Unida
Feminism: Betty Friedan, NOW
Vietnam: Gulf of Tonkin, Americanization of the war, opposition to the war, doves vs. hawks
Major Assignments and/or Assessments:
Selected vocabulary
Short Answer Questions
Video: The 1960s
Reading: Betty Friedan - "The Feminine Mystique", JFK’s inaugural speech, Tom Hayden’s Port
Huron Statement, Rachel Carson’s Silent Spring, JFK’s speech at the Berlin Wall, Martin Luther
King, Jr’s "Letter From Birmingham City Jail"
Complex Timeline showing social, economic, and political events and their significance to the
time period.
Political Cartoon Activity
Selected research pieces
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United States History-Honors/ A.P. United States History
Elaine Davis and Beth Floyd
2010-2011
Unit Name or Timeframe: Objectives
12.01 Summarize significant events in foreign policy since the Vietnam War.
12.02 Evaluate the impact of recent constitutional amendments, court rulings, and federal
legislation on United States' citizens.
12.03 Identify and assess the impact of economic, technological, and environmental changes in
the United States.
12.04 Identify and assess the impact of social, political, and cultural changes in the United States.
12.05 Assess the impact of growing racial and ethnic diversity in American society.
Chapter 29 A Time of Upheaval, 1968-1974
Content and/or Skills Taught:
The Youth Movement: The New Left, Kent State, Jackson State, the legacy of student protest,
Berkeley Free Speech Movement
Counterculture: Hippies, drug use, musical revolution, sexual revolution, Gay liberation
1968: Tet Offensive, Eugene McCarthy, pictures from Vietnam, LBJ, assassination of Martin
Luther King, Jr., assassination of Robert Kennedy, election of 1968
Nixon: Vietnamization, Cambodia, the Paris Peace Accords, 1973, detente/China and Russia,
SALT I, Shuttle Diplomacy
Richard Nixon: The man and the politican
The Economy under Nixon
Watergate and the crisis of the presidency
Election of 1972
Major Assignments and/or Assessments:
Selected Vocabulary
Short Answer Questions
Readings: David Allyn’s Make Love, Not War: the Sexual Revolution; Alice Echols’s Scars of
Sweet
Paradise: The Life and Times of Janis Joplin; Bob Dylan’s Blowin’ in the Wind; Lee Hayes and
Pete Seeger’s If I Had a Hammer; dudley Randall’s Ballad of Birmingham; Malvina Reynolds’s
Little Boxes
Students will work in cooperative groups to design a "news telecast" for the topics in this chapter.
Following each presentation, students will discuss the major events of the time period covered
and their impact. Readings will be incorporated throughout.
Unit Name or Timeframe: (continue previous objectives)
Chapter 30 society, Politics, and World Events from Ford to Reagan, 1974-1989
Content and/or Skills Taught:
Post-1960s mood, Yuppies, televison, Hollywood movies, music
Environmentalism
Women’s Movement: Ms. magazine/Gloria Steinem; Roe vs. Wade, 1973; "glass ceiling"
Changing sexual patterns: Gay Pride, AIDS, STD’s
Conservative backlash/Evangelical Renaissance: Pro-Life/Right to Life, Jerry Falwell, cult
followings/Unification Church and Krishnas, televison evangelists
Post-1960s Social Change: Decline of the family farm, the two stories of Black America, Native
Americans, new immigration patterns
Post-Watergate politics and diplomacy, 1974-1980: Gerald Ford as president; Jimmy Carter as
president; Middle East: Peace Accords, hostage situation; election of 1980
The Reagan Revolution: Background, Reaganomics, Recession and boom times, the "Evil
Empire", Crises in the Middle East, military buildup, antinuclear protests, election of 1984
Reagan’s Second Term: Budget deficits, Iran-Contra Affair, warming of relations with Moscow,
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United States History-Honors/ A.P. United States History
Elaine Davis and Beth Floyd
2010-2011
tensions in the Middle East (issues in disputed West Bank region, terrorism, Achille Lauro,
Juammar el_Qadaffi), assessing the Reagan presidency
Major Assignments and/or Assessments:
Selected Vocabulary
Short Answer Questions
Graphic Organizers for Ford, Carter, and Reagan Presidencies: Include - important social,
economic and political events and their significance.
Readings: Reagan’s first and second inaugural speeches; Reagan’s speech at Moscow State
University; Tower Commission assessment of Oliver North’s Contra Aid Scheme, 1987; Elliot
Abrams’ assessment of the impact of the Iran-Contra scanda on Central American Policy, 1989
Video: The 1980s
Unit Name or Timeframe: (continue previous objectives; 12.06 Assess the impact of twentyfirst century terrorist activity on American society.)
Chapters 31 and 32
Beyond the Cold War: Charting a New Coursed, 1988-1995
New Century, New Challenges, 1996 to Present
Content and/or Skills Taught:
The Bush Years: Election of 1988; the end of the Cold War; Operation Desert Storm; economic,
racial and environmental issues, the Supreme Court moves right
The Clinton Era: a domestic agenda; conservative issues (1994); welfare reform
Social and cultural trends: "graying" of the baby boom generation; public health trends; overview
of the U.S. population in 2000 and projected in 2050 (immigration trends); challenges and
opportunities in a multi-ethnic society; changing patterns of work; changes in the family; hightech economy; school violence; America in a global community
World Trade Center, 1993
Battle to regulate tobacco, 1996
The Balkans, Russia, and Eastern Europe in the Post-Cold War Era
Haiti
Middle East
Global Security challenges
1990s and beyond: economic trends
The disputed election of 2000
George W. Bush: a conservative turn
Environmental issues
Post - 9/11 America
Major Assignments and/or Assessments:
Selected Vocabulary
Short Answer Questions
Selected Essay Questions with student choice
Complex timeline showing the social, economic, and political events of the time period and their
significance
Practice DBQ
In-class multiple choice review
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United States History-Honors/ A.P. United States History
Elaine Davis and Beth Floyd
2010-2011
Textbooks
Title: Enduring Vision: A History of the American People
Publisher: Houghton Mifflin Company
Published Date: 04 February, 2003
Author: Paul S. Boyer
Other Course Materials
Material Type: Primary Source
Description:
The American Reader: Words That Moved A Nation
Edited by Diane Ravitch
Perennial/HarperCollins Publishers
New York, New York
2000
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