ADVANCED PLACEMENT UNITED STATES HISTORY
COURSE EXPECTATIONS
“We are not makers of History. We are made by history..”
Dr. Martin Luther King
Fall 2015
INSTRUCTOR: James Tucker
Classroom: 308
Phone Number: 324-4191
Email: mac.tucker@onslow.k12.nc.us
The opportunity to obtain extra help and makeup tests/quizzes is available before and
after school.
Text:
Out of Many
(5th ed.) Faragher, Buhle, Czitrom, and Armitage
American Pageant
(12th ed.) DC Heath.
Internet Resources:
http://ap.gilderlehrman.org/
http://americainclass.org/primary-sources/ once called toolboxes. Wonderful!
http://www.archives.gov/historical-docs/ National Archives
http://teachingamericanhistory.org/library/ Wonderful documents, great for
periodization
COURSE DESCRIPTION
The purpose of the Advanced Placement course in United States History is to provide you
with the factual knowledge and analytical skills necessary to deal critically with issues
and problems found throughout American history. The course of study in this class is
reflective of the experience you would obtain in most college introductory American
history classes.
This course is designed to prepare you to succeed on the AP Exam which is given in
early May, as well as prepare you for intermediate college courses in American history.
You will learn to assess historical materials for their reliability, relevance, and
importance and use this evidence to develop reasoned judgments. These reasoned
judgments will be used in class discussions and often are the basis of written essays. Each
unit will conclude with an exam consisting of multiple-choice questions as well as essay
questions. The essays may be Document Based Questions and/or Free Response Essays.
While this course is not about memorization of names and dates, you must be able to
bring facts to bear when you make historical arguments. It is expected that you will come
to class each day with that factual knowledge so that you will be a contributing member
of the class.
The outline you will receive for this course was prepared by the College Board to
illustrate the topics that may appear on the AP Exam. These topics will encompass the
basis of the course. There shall be review sessions prior to the AP Exam in May.
TEACHER EXPECTATIONS
All assignments are due at class-time on the date established by your instructor. Late
papers will not receive any credit. If you are present when a test, quiz, or an assignment is
announced, you are expected to take that test, quiz, or turn in that assignment
immediately upon your return from an excused absence. No extra credit is given in the
class. There may be an occasional bonus question on tests or quizzes.
Students are strongly encouraged to take the AP Exam. Sign-up will be in March. It is
your responsibility to sign-up for the AP Exam by the deadline.
GRADING POLICY
The grading policy will follow the guidelines established by the Board of Education. The final
grade will be calculated on a total points system. Each assignment will earn points toward the
final for each six weeks. Generally class assignments will be worth 10 points, quizzes will be 15
points, homework assignments will be 10 or 20 points based on their size, and tests will be worth
100 points. All of your work will be graded.
AP EXAM OVERVIEW
The AP Exam will be given in May. The test is 3 hours and 15 minutes long. The
examination consists of a 55-minute multiple-choice (M-C) section, a 45 minute short
answer (S-A) section, and a 95 minute writing section. The writing section will consist of
a 60 minute Document-Based Question (DBQ) and 35 minute Long Essay Question
(chosen from a pair).
The 55 question multiple choice portion of the exam will account for 40% of the exam
grade and the 4 question short answer section will account for 20% of the exam grade.
Within the writing section the DBQ accounts for 25% while the long essay counts for
15% of the exam grade.
The table below summarizes this information. (Source: The College Board)
Time
55 min.
45 min.
60 min.
35 min.
Number of Questions
55
4
1
1
Type of Question
M-C
S-A
DBQ
L-E
Percent of Grade
40%
20%
25%
15%
AP COLLEGE BOARD EXAM SUMMARY CONTENT OUTLINE
Unit 1: 1491-1607 Discovery
Instructional Time: 5%
Key Concept 1.1
Before the arrival of Europeans, native populations in North America developed a
wide variety of social, political, and economic structures based in part on
interactions with the environment and each other.
Key Concept 1.2
European overseas expansion resulted in the Columbian Exchange, a series of
interactions and adaptations among societies across the Atlantic.
Key Concept 1.3
Contacts among American Indians, Africans, and Europeans challenged the
worldviews of each group.
Unit 2: 1607-1754 British North America
Instructional Time:
10%
Key Concept 2.1
Differences in imperial goals, cultures, and the North American environments that
different empires confronted led Europeans to develop diverse patterns of
colonization.
Key Concept 2.2
European colonization efforts in North America stimulated intercultural contact
and intensified conflict between the various groups of colonizers and native
peoples.
Key Concept 2.3
The increasing political, economic, and cultural exchanges within the “Atlantic
World” had a profound impact on the development of colonial societies in North
America.
Unit 3: 1754-1800 American Revolution and Early Republic
Instructional Time:
Key Concept 3.1
10%
Britain’s victory over France in the imperial struggle for North America led to new
conflicts among the British government, the North American colonists, and
American Indians, culminating in the creation of a new nation, the United States.
Key Concept 3.2
In the late 18th century, new experiments with democratic ideas and forms of
government, as well as other new religious, economic, and cultural ideas,
challenged traditional imperial systems across the Atlantic World.
Key Concept 3.3
Migration with North America, cooperative interaction, and competition for
resources raised questions about boundaries and policies, intensified conflicts
among peoples and nations, and led to contests over the creation of a
multiethnic, multiracial national identity.
Unit 4: 1800-1848
Instructional Time
Nationalism and Expansion
10%
Key Concept 4.1
The United States developed the world’s first modern mass democracy and
celebrated a new national culture, while Americans sought to define the nation’s
democratic ideals and to reform its institutions to match them.
Key Concept 4.2
Developments in technology, agriculture, and commerce precipitated profound
changes in U.S. settlement patterns, regional identities, gender and family
relations, political power, and distribution of consumer goods.
Key Concept 4.3
U.S interest in increasing foreign trade, expanding its national borders, and
isolating itself from European conflicts shaped the nation’s foreign policy and
spurred government and private initiatives.
Unit 5: 1844-1877
Sectionalism, Civil War and Reconstruction
Instructional Time
Key Concept 5.1
10%
The United States became more connected with the world as it pursued an
expansionist foreign policy in the Western Hemisphere and emerged as the
destination for many migrants from other countries.
Key Concept 5.2
Intensified by expansion and deepening regional divisions, debates over slavery
and other economic, cultural, and political issues led the nation into civil war.
Key Concept 5.3
The Union victory in the Civil War and the contested Reconstruction of the South
settled the issues of slavery and secession, but left many questions about the
power of the federal government and citizenship rights.
Unit 6: 1865-1898
Westward Expansion, Industrialization and Urbanization
Instructional Time
10%
Key Concept 6.1
The rise of big business in the United States encouraged massive migrations and
urbanization, sparked government and popular efforts to reshape the U.S. the
U.S economy and environment, and renewed debates over U.S national identity.
Key Concept 6.2
The emergence of an industrial culture in the United States led to both greater
opportunities for, and restrictions on, immigrants, minorities, and women.
Key Concept 6.3
The “Gilded Age” witnessed new cultural and intellectual movements in tandem
with political debates over economic and social policies.
Unit 7:
Imperialism, Government Reform, World Wars
Instructional Time 15%
Key Concept 7.1
Governmental, political, and social organizations struggled to address the effects
of large-scale industrialization, economic uncertainty, and related social changes
such as urbanization and mass migration.
Key Concept 7.2
A revolution in communications and transportation technology helped to create a
new mass culture and spread “modern” values and ideas, even as cultural
conflicts between groups increased under the pressure of migration, world wars,
and economic distress.
Key Concept 7.3
Global conflicts over resources, territories, and ideologies renewed debates over
the nation’s values and its role in the world while simultaneously propelling the
United States into a dominant international military, political, cultural, and
economic position.
Unit 8: 1945-1980
America as a World Power
Instructional Time: 15%
Key Concept 8.1
The United States responded to an uncertain and unstable postwar world by
asserting and attempting to defend a position of global leadership, with farreaching domestic and international consequences.
Key Concept 8.2
Liberalism, based on anticommunism abroad and a firm belief in the efficacy of
governmental and especially federal power to achieve social goals at home,
reached its apex in the mid-1960’s and generated a variety of political and
cultural responses.
Key Concept 8.3
Postwar economic, demographic, and technological changes had a far-reaching
impact on American society, politics, and the environment.
Unit 9: 1980-present
Modern America
Instructional Time:
15%
Key Concept 9.1
A new conservatism grew to prominence in U.S culture and politics, defending
traditional social values and rejecting liberal views about the role of government.
Key Concept 9.2
The end of the Cold War and new challenges to U.S leadership in the world
forced the nation to redefine its foreign policy and global role.
Key Concept 9.3
Moving into the 21st century, the nation continued to experience challenges
stemming from social, economic, and demographic changes.
ASSESSMENTS
The course is primarily structured in a lecture-discussion format. Student input will be
expected on a daily basis whether it is through class discussions, presentations, or
debates. Students will also be expected to read and take notes on the assigned materials,
write essays both in and out of class, and research independently outside of class. All
written work is due on the assigned day. Late work will not receive full credit. The
acceptance of late work is at the discretion of the teacher. The course will also include
unannounced and announced quizzes.
Scheduled quizzes will either be based on the previous nights’ reading or vocab terms.
Tests will consist of either 20/30 M-C to be done in 20/30 minutes, 1 S-A to be done in
11:15 and either 1 L-E to be done in 35 minutes OR 1 DBQ to be done in 60 minutes.
Course Materials
Basic Text: Out of Many. Faragher, Buhle, Czitrom. New Jersey, Pearson, Prentice Hall ,
2007.
Ancillarie
Conflict and Consensus in Early American History (Lexington, MA: DC Heath, 1980)
Conflict and Consensus in Modern American History (Lexington, MA: DC Heath, 1980)
Taking Sides Volumes I and II (Guilford, CT: Dushkin/McGraw-Hill, 1997)
United States History, Preparing for the Advanced Placement Amsco School Publications
(New York: Amsco School Publication, 2004)
AP US History General Course Outline
Unit I-Early Contacts Among Groups in North America (1491-1607)
Readings
o Text, The Expansion of Europe, p32-53
o American Issues, A Documentary Reader, Chapter 1
▪ Colombian Exchange (visual source)
▪ Document Reader, p.33 “A French Captain Describes first
contact”.
▪ The Journal of Las Casas (excerpts)
Themes
1. Globalization
Thematic Learning Objective
(WXT-1) Students will analyze how the Commercial Revolution and the Colombian
Exchange worked together to create a “New World” both in the Americas and Europe.
Demographic data and primary sources will provide the evidence they bring to bear.
Charts showing population distribution in the Americas and Europe during this time
period will be compared to later data.
Outline
o Exploration/Colonization: Spain, France, Great Britain
Major Assignments and Assessments
Historical Thinking Skills
Historical Causation
Materials
Instructional Activities
and Assessments
Documents and Powerpoint 1. Students will create a chart
that highlights the causes of
expansion in Europe and their
effects in the new world. Using
visual sources provided in a
powerpoint we will complete a
chart of the Columbian
Exchange.
o Unit Quiz: Multiple Choice and Short Answer
o Students will assess the three discoveries of the Americas as to their
successes and failures
Unit II-North American Societies in the Context of the Atlantic World (1607-1754)
Readings
o Text, Planting Colonies in North America p.60-84, p.92-122
o Taking Sides Vol I Issue 4, Did racism cause the enslavement of Africans
in America, Carl N Degler vs. Oscar Handlin
o Documents
▪
▪
▪
▪
▪
▪
▪
▪
▪
Themes
1.
2.
3.
4.
Plymouth Plantation, William Bradford (primary source)
Advice to Prospective Settlers in Jamestown, VA 1622 (visual
source)
An Indentured Servant Writes Home, Richard Frethorne (primary
source)
Virginia Laws for Blacks (primary source)
Indian Warfare in New England, Increase Mather (primary source)
First Representative Assembly in Virginia, 1619 (primary source)
The Plymouth Compact, 1620, William Bradford (primary source)
Distribution of Wealth in Boston, 1687-1771 (graph)
Distribution of Slavery (map)
Culture
Demographic Changes
Slavery and Its Legacies in North American
Religion
Thematic Learning Objective
(ID-1) Students will create a chart to summarize this unit including specific examples of
the effects of gender, class, ethnic, religious, and regional identities shaped the era. We
will analyze Bacon’s Rebellion as a class to provide examples of how all of these
variables blend to create a new identity. Students will be asked in the culminating
discussion to defend one of the variables as the most influential.
Outline
o
o
o
o
Colonial Settlements: New England, Middle and Southern Colonies
Economic Impact of British Policies: mercantilism, salutary neglect
Slavery
Colonial Society: impact of Enlightenment and Great Awakening
Major Assignments and Assessments
Historical Thinking Skills
Appropriate Use of Relevant
Historical Evidence
Materials
DBQ Project: What Caused the
Salem Witch Trial Hysteria of
1692
Taking Sides-Volume 1: Were
Socioeconomic Tensions
Responsible for the Witchcraft
Hysteria in Salem?
Instructional Activities
and Assessments
Students will combine disparate,
contradictory evidence from
primary sources and secondary
works on the Salem Witch Trials
and create a persuasive essay on
the causes of the Salem Witch
Trials
o The three colonial sections-One society or Three? Student made map
created by small group presentations (New England, Middle, and
Southern) social, political, and economic culture.
o Debate: Was Bacon’s Rebellion Justified?
o Comparison chart will be produced by students highlighting the impact of
the Enlightenment and the Great Awakening
o Unit Test: MC, Short Answer and Long Essay
Unit III-Birth of a New Nation and Struggle for Identity (1754-1800)
Readings
o Text, From Empire to Independence, p.163-194
o Conflict and Consensus Vol I, Views of the Revolution; Rossiter, Jensen, Barrow and
Morgan
o Taking Sides Vol I Issue 7: Were the Founding Fathers Democratic Reformers? John
Roche v Al Young
o Documents
▪
▪
Colonial Stirrings: “Join or Die” (visual source)
Objections to Parliamentary Taxation, John Dickinson
(primary source)
▪
▪
▪
▪
The Boston Massacre (visual source)-document analysis
Justifying Rebellion, 1775 (primary source)
A Loyalist Viewpoint, 1776, Charles Inglis (primary
source)
A Call for Patriotic Resolve, 1776, Thomas Paine (primary
source)
▪
▪
▪
Washington: Hero of the Republic, John Trumbull
(visual source)
Controlling Factions in the Republic, James Madison
(primary source)
“Who Said it?” sorting exercise using quotes from
Hamilton and Jefferson
Themes
1.
2.
3.
4.
Economic Transformations
Politics and Citizenship
American Identity
War and Diplomacy
Thematic Learning Objective
(POL-5) Students will compare the ideas of the early American Revolution, Declaration
of Independence, and The Articles of Confederation to the ideas expressed in the
Constitution. Excerpts from each and portions of Beard’s “Economic Interpretation of
The Constitution’ will be used. This activity will be repeated in another form later in the
course to once again analyze the development of our political culture.
Outline
o The French and Indian War 1754-1763, causes and consequences
o Changing the relationship between American colonies and Great Britain
▪ British actions ending salutary neglect
▪ Colonial reaction to British action
o Inter-colonial cooperation evolves: from the Albany Plan of Union to the
Declaration of Independence
o The Revolutionary War: American victory to the Treaty of Paris 1783
o Articles of Confederation: Structure and Weaknesses
o Impact of the Revolution on America
o The Constitutional Convention-the men, the issues, the ratification
o The Bill of Rights
o Washington administration:
▪ Hamilton: Financial policies and development of political parties,
Whiskey Rebellion
▪ Treaties: Jay’s, Pinckney’s Greenville
o Adams’ administration
▪ XYZ Affair, Quasi-War with France
▪ Alien and Sedition Acts, Virginia and Kentucky Resolutions
o Election of 1800
Major Assessments and Assignments
Historical Thinking Skills
Historical Argumentation
Materials
Opposing Viewpoints: The
National Bank
DBQ Workbook: By the People
Activity: Who Said It
Document excerpts from
Hamilton and Jefferson
Instructional Activities
and Assessments
1. Students will read Hamilton
and Jefferson’s position on the
National Bank and participate in
a Socratic Seminar on the
constitutionality of the bank.
(Theme: Politics and Power)
Objective: Analyze how
arguments over the meaning and
interpretation of the Constitution
have affected US politics since
1787 (Pol-5)
2. Students will write a DBQ
answering the question: Explain
and assess the underlying cause
or causes of the American
Revolution.
o Debate: Should America be independent or seek reconciliation from
England? (Opposing Viewpoints)
o Development of Political Parties (AP US History I, Center for Learning)
o Students will create a flow chart highlighting the political conflicts and
subsequent responses between the Quasi war with France and the election
of 1800
o Unit Test: MC, Short Answer and DBQ
Unit IV-Growing Pains of the New Republic (1800-1848)
Readings
o Text, The Crisis of the 1780’s and The Rising Glory of America, p.236303
o Taking Sides Vol Issue 8: Was Thomas Jefferson a Political
Compromiser? Morten Borden v. Lance Banning
o Documents
● The Louisiana Purchase: A National Achievement (visual source)
● Extending American Dominion to Louisiana, Lewis and Clark
(primary source)
● Patterns of Westward Movement (maps)
● The National Vision of John Quincy Adams, John Quincy Adams
(primary source)
● Jacksonian Nationalism and Its Limits: The Bank Veto, Andrew
Jackson (primary source)
● “King Andrew” : A Whig View (visual source)
● National Economic Crisis: The Panic of 1837 (map)
● Indian Removal, Alexis de Tocqueville (primary source)
● The Seneca Falls Declaration of 1848, Susan B Anthony, Elizabeth
Cady Stanton, and Matilda Joslyn Gage (primary source)
● Newspaper Coverage of Equal Rights Movement (visual source)
● Poverty and Education, Horace Mann (primary source)
● Defense of Slavery as a Benefit to Society, John C Calhoun
(primary source)
o Conflict and Consensus Vol 1: Stampp, Fogel, and Engerman
Themes
1.
2.
3.
4.
Economic Transformations
Politics and Citizenship
Reform
Demographic Changes
Thematic Learning Objective
(ENV-4) Beginning with an analysis of John Gast’s “American Progress” students will
create a flow chart highlighting how the search for economic resources can be seen as the
driving force for all of the other conflicts and changes from the colonial period through
Reconstruction. While I am not promoting the idea that it was the only operative force
during this time this is an exercise in historical argument and appropriate use of evidence.
We will revisit the Beard thesis as we begin.
Outline
o
o
o
o
o
o
o
o
Changes in party positions
Louisiana Purchase
Diplomatic Problems
War of 1812: Causes, Events and Consequences
Era of Good Feelings/Rise of Nationalism
John Marshall’s decisions and precedents
Monroe Doctrine
Politics becoming more democratic, elimination of property requirements, written
ballots, rotation in office
o Election of 1824: end of the Virginia dynasty and beginning of Jackson’s
Democratic Party
o Jackson administration
▪ Spoils system
▪ Nullification
▪ Bank war
▪ Indian removal
o Second Great Awakening
o Reform movements
▪ Abolitionism
▪ Women’s rights
▪ Education
▪ Temperance
▪ Prisons/treatment of the insane
o Utopian experiments
o Transportation Revolution: railroads and canals
o Rise of manufacturing: the factory system
o Slavery as a political and economic institution
o Early Labor Movement: women
o Urban slums
o Reform movements
Major Assessments and Assignments
Historical Thinking Skills
Contextualization, Appropriate
Use of Relevant Historical
Evidence
Materials
Instructional Activities
and Assessments
Opposing Viewpoints: Do
women hold an exalted of
degraded status in American
society?
DBQ Project, “Living the
Revolution” To what extent were
the dreams and ideals of the new
republic realized?
1. Students will read two
viewpoints on the role of women
in Antebellum America and
debate the question. (Theme:
Ideas, Beliefs and Culture)
Objective: Analyze how
emerging conceptions of national
identity and democratic ideals
shaped gender roles in the 19th
century (CUL-2)
2. Students will analyze various
primary sources, secondary
sources, including a Trail of
Tears map, chart showing states
selection of members of the
Electoral College, chart of the
slaves owned by Andrew
Jackson, Robert Remini, King
Andrew I Cartoon, and Andrew
Jackson’s Bank Veto Message
http://nationalhumanitiesce
nter.org/pds/livingrev/inde
x.htm
and identify point of view,
argument and historical context.
o Reform Party: Social Mixer of the leading Antebellum Reformers
o The Evolution of Democracy: From Jefferson to Jackson shown in
nonlinguistic storyboard form
o Debate: How Democratic Was Andrew Jackson? (DBQ Project)
o Debate: What status do women hold in Antebellum America? (Opposing
Viewpoints)
o Unit Test: MC, Short Answer and Long Essay
Unit V-Expansion, Regional Separation, the Civil War and Its Aftermath (18441877)
Readings
o Text: The Coming Crisis, p.492-561
o “A negro View of the Mexican War” Frederick Douglass
o Taking Sides Vol 1 Issue 13, Have Historicans Overemphasized the
Slavery Issue as a Cause of the Civil War? Silbey v Holt
o Conflict and Consensus Vol 1: Beard, Barstin, Foner
o Conflict and Consensus Vol 2: McPherson, Spear, Blum
Documents
o Manifest Destiny, John Gast (visual source) “American Progress”
o Vote on Joint Resolution on Annexation of Texas (maps)
o Polk’s Reassertion of the Monroe Doctrine, James K Polk (primary
source)
o The Irrepressible Conflict? (visual source)
o Political Party Platforms, 1860 (primary source)
o The Election of 1860, Powerpoint with maps cartoons and charts
o Justifying Secession (primary source)
o The Battle Hymn of the Republic, Julia Ward Howe (primary
source)
o The Emancipation Proclamation, A.A. Lamb (visual source)
o The New York City Riots, Adrian Cook (secondary source)
o Sherman and Total War, William T Sherman (primary source)
o President Johnson and Reconstruction, Andrew Johnson (primary
source)
o Mississippi Black Code, 1865 (primary source)
o The End of Reconstruction and the Election of 1876 (map)
Themes
1. American Diversity
2. Environment
3. Politics and Citizenship
4. Slavery and Its Legacies in North America
Thematic Learning Objective
(Cul-3) Visual arts from the National Humanities site and music samples will be used to
show how artistic expression changed as a result of the crisis of the Civil War. Students
will then use a variety of primary sources to analyze Abraham Lincoln’s evolving
conceptions of race and slavery. From his early American Colonization Society
statements and letters to his Emancipation Proclamation. Having seen two examples of
this cultural change students will be charged will find three examples of their own with
relevant examples.
Outline
o Immigration: German and Irish
o Manifest Destiny/Westward Expansion
▪ Push-pull frontier
▪ Effect on Native American environment, slavery issue
o Relations with Mexico
o Mexican War
▪ Polk, Treaty of Guadalupe Hidalgo, impact of north/south relations
o Politics of Slavery
▪ Missouri Compromise
▪ Compromise of 1850
▪ Kansas/Nebraska Act/Bleeding Kansas
▪ Dred Scott decision
▪ Lincoln-Douglas Debate
▪ John Brown’s Raid
▪ Election of 1860
o Mobilization and finance, strengths, weaknesses, events and outcomes of key
turning points of the Civil War
o Reconstruction: Plans and Policies
o The Abolition of Slavery
o Impact of the war
Major Assessments and Assignments
Historical Thinking Skills
Comparison, Contextualization
Materials
Instructional Activities
and Assessments
Text excerpts from Look Away:
A History of the Confederate
States of America, 2003 by
William Davis and Battle Cry of
Freedom by James McPherson
1. Students will read excerpts
from secondary sources on the
Richmond Bread Riots and New
York Draft Riots and compare
and contrast the two events and
Blank template of the U.S. to be
completed by students
assess their impact on the
homefront of both the Union and
Confederacy.
2. Students will label the
territorial development of the
United States from 1783-1848
and list the date acquired,
previous owner and
circumstances of acquisition and
connect each to the larger theme
of expansion.
o Debate: Was the Emancipation Proclamation a Significant Achievement?
(Opposing Viewpoints)
o Students will create a chart showing the relative impact of Nationalism and
Sectionalism up to 1877. They will assess the “weight” of each and its impact
o Comprehensive Multiple Choice, Short Answer and Unit DBQ
Unit VI-Industrialization, Urbanization and Cultural Transformation (1865-1914)
Readings
o Text: Chapter 18 and 19, The West and the rise of Industry and labor
o Taking Sides Vol II, Issue 3, Chapter 18: Were 19th Century Entrepreneurs
Robber Barons? John Tipple v Alfred Chandler Jr
o The Gilded and the Gritty from the National Humanities Center
Documents
▪ Chinese Railroad Workers, Sandy Lydon (secondary source)
▪ Bound for the West: Image and Reality. F.O.C. Darley and unknown
photographer (visual source)
▪ The Ghost Dance and the Battle of Wounded Knee, James Mooney
(primary source)
▪ Smithsonial photographs, Powerpoint
▪ The New South, Henry W. Grady (secondary source)
▪ Urban Mass Transportation (map)
▪ The Best Fields for Philanthropy, Andrew Carnegie (primary source)
▪ The Atlanta Compromise, 1895 Booker T Washington (primary source)
▪ Separate but Equal: Plessy v Ferguson, 1896 (primary source)
▪ Sources of Immigration, 1880-1919 (graphs)
▪ Tenement Living (visual source)
Themes
1. American Diversity
2. Culture
3. Economic Transformations
4. Reform
Thematic Learning Objective
Outline
o Plains Indians:
▪ Indian Wars
▪ Dawes Severalty Act
▪ Reservation System
▪ Boarding Schools
o Railroads:
▪ Impact on markets, settlements
o Farmers:
▪ Environment, organization of the Grange
o The Cowboy: Myths and Reality
o Industrial Growth: Railroads, steel
o Gospel of Wealth, Myth of “self-made man”, Social Darwinism, and its critics
o Labor Unions: Demands, membership, impact
o Economic development of the New South
o Impact of industrialization: Impact on the workforce
o Immigration: push-pull factors
▪ Demographics of Old v New Immigrants
▪ Experiences in America
▪ Nativist Response
o Urban Problems: overcrowding, pollution/health issues, political corruption, and
urban machines/working conditions
o Intellectual/cultural movements: higher education, cult of domesticity, manners
and morals, the “new woman.”
o The Gilded Age: Economic issue, tariff, railroads, trusts, agrarian discontent
o Populism: Rise of the movement, silver question, election of 1896: McKinley v
Bryan
o African Americans: Ida B Wells, WEB DuBois, Booker T Washington
Major Assessments and Assignments
Historical Thinking Skills
Synthesis, Contextualization
Materials
The Gilded and the Gritty
(Documents, pictures, and
thematic questions)
Instructional Activities
and Assessments
1.Students will look at
documents and pictures in
an attempt to address the
changing themes of
Opposing Viewpoints: Are
Labor Unions Dangerous
Memory, Progress, People,
Power, and Empire.
2. Students will read two
viewpoints on the impact of
labor unions and debate
both points of view.
(Theme: Work Exchange
and Technology)
Objective: Explain the
development of labor
systems that accompanied
industrialization since the
19th century and how
industrialization shaped
society and workers’ lives
o
o
o
o
National Humanities assignment
Debate: Are Labor Unions Dangerous? (Opposing Viewpoints)
Document Analysis based on Smithsonian photographs of the Ghost Dace
“Zip Code” assignment to highlight historical context of various events. How
would you describe __________, if your “Zip Code” was the 1890’s, and how
would you describe it today?
o Unit Test: MC, Short Answer, and DBQ
Unit VII-Domestic and Global Challenges and the Creation of Mass Culture (18901945)
Readings
o Text: Chapters 20, 21, 22, 23, 24 and 25
o Taking Sides Vol II Issue 7: Did the Progressives Fail? Richard Adams v Arthur S
Link
o Taking Sides Vol II Issue 10: Was the New Deal an Effective Answer to the Great
Depression? Roger Bliss v Gary Dean Best
o Conflict and Consensus Vol II, 1920’s: Higham, Goldron; 1930’s: Degler, Zinn
Documents
▪ An Industrial Utopia: Looking Backward, Edward Bellamy (primary
source)
▪ Varieties of Progressivism: TR and Wilson, John Milton Cooper
(secondary source)
▪ American Foreign Trade, 1880-1920 (graphs)
▪ The White Man’s Burden, David Healy (secondary source)
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Arguments Against American Imperialism, American Anti-Imperialist
League (primary source)
Theodore Roosevelt as World Policeman, Louis Dalrymple (visual source)
The Revived KKK, Hiram W Evans (primary source)
The Results of Immigration Restriction (table)
Marcus Garvey and Black Nationalism (visual source)
Launching the New Deal, Franklin D Roosevelt (primary source)
Radicalism on the Left, Huey P Long (primary source)
The Depression and the New Deal: Measures of Recovery (graphs)
Documenting Poverty in the Depression, Dorothea Lange (visual source)
America and the War in Europe, Charles A Lindbergh (primary source)
German and Japanese Aggression, 1935-1941 (maps)
“To Fight for Freedom” Norman Rockwell (visual source)
Truman’s Decision to Drop the Atomic Bomb, Harry S Truman (primary
source)
Japanese-American Relocation, US House Select Committee Hearings
(primary source)
Themes
1.
2.
3.
4.
5.
American Diversity
American Identity
Culture
Economic Transformation
War and Diplomacy
Thematic Learning Objective
(PE-03) Students will analyze music and poetry to evaluate the effects of Great Migration
and urbanization on popular American culture. I have musical examples that show the
development of African influenced music as it travels up the Mississippi and becomes
Blues, Jazz, Rock and Roll, and Rhythm and Blues. The activity will culminate in an
analysis of Langston Hughes’ “I’ve Known Rivers” and “I too Sing America”
Outline
o Reforms and Reformers: social legislation, settlement houses, governmental
reforms, social gospel, muckrakers
o Progressives: Robert LaFollette, trust-busting legislation, 16-19 Amendments and
the 1912 election
o Women: 19th amendment, Margaret Sanger
o Teddy Roosevelt, Taft, and Wilson administration response to Progressive
Movement
o Imperialism: definition, domestic/economic/social factors
o Spanish-American War: Causes, effects, consequences
o Far East: Philippines annexation
▪ China-Open Door Policy, Boxer Rebellion
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▪ TR and Nobel Peace Prize
Diplomacy: Roosevelt’s “Big Stick”, Roosevelt Corollary, Taft’s Dollar
Diplomacy, Wilson’s Moral Diplomacy
World War I: Causes, US Involvement in Europe, Treaty of Versailles-debate and
rejection
Wartime America: economic impact, women and minorities, Espionage and
Sedition Acts, business and labor relations, Creel Committee and wartime
propaganda
The 1920’s: Harding scandals, Washington Naval Conference
▪ Coolidge: “Business of America is business”
▪ Hoover: “Trickle Down” economics, foreign policy
Economic Growth-prosperity, rise of consumerism and credit
Culture changes: women, flapper, suffrage
1930’s: Economics: Stock market crash
Hoover v FDR approach to the Depression
FDR’s New Deal Legislation, the three R’s and its critics
Impact of the New Deal programs on various population groups, unions, etc.
Supreme Court reaction and FDR’s court packing plan
US response to aggression: neutrality to Lend-Lease
Pearl Harbor and US response
US military strategy: Defeat Germany first, D-Day, island hopping, atomic bomb
Wartime diplomacy: Atlantic Charter, wartime conferences (Teheran, Yalta,
Potsdam), and the United Nations is founded
The Home front: mobilizing production, labor relations, women and minorities in
the work place, propaganda, Japanese-American internment
Major Assessments and Assignments
Historical Thinking Skills
Appropriate Use of Relevant
Historical Evidence, Synthesis,
Patterns of Continuity and
Change Over Time
Materials
Involvement 2 Simulations
Book: Annexation of the
Philippines
AP US History Exam: Sample
Questions- The College Board
Opposing Viewpoints: The
League of Nations
Instructional Activities
and Assessments
1.Students will evaluate 6
historical sources and identify
point of view and intended
audience, and then participate in
a Congressional hearing debating
the Annexation of the
Philippines (Theme: Identity)
Opposing Viewpoints: Should
Hetch Hetchy Valley be
Damned?
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Objective: Analyze how US
involvement in international
crises such as the Spanish
American War influenced public
debates about American national
identity in the 20th century. (ID3)
2.Students will write a DBQ
answering the question: Analyze
major changes and
continuities in the social and
economic experiences of
African Americans who
migrated from the rural South
to urban areas in the North in
the period 1910-1930
(Theme: Peopling) Objective:
Analyze the causes and
effects of major internal
migration patterns such as the
Great Migration in the 20th
century (PEO-3)
3. Students will read two
different accounts on US
entry into the League of
Nations and debate the topic.
(Theme: America in the
World) Objective: Analyze the
goals of US policymakers in
major international conflicts
such as World War I and
explain how US involvement
in this conflict altered the US
role in foreign affairs (WOR-7)
4.Students will read John Muir
and Gifford Pinchot’s
perspectives on the damning
of Hetch Hetchy Valley and
debate the question (Theme:
Environment and Geography)
Objective: Explain how and
why debates about and
policies concerning the use of
natural resources and the
environment more generally
have changed since the late
19th century (ENV-5)
Reforms and Progressives Action and reaction chart and analysis
Dry Mixer: Social Mixer of the Heroes, Politicians and Activists of the 1920’s
Debate: Should the US Join the League of Nations? (Opposing Viewpoints)
Debate: Will Social Security Harm America? (Opposing Viewpoints)
o Unit Test: MC, Short Answer, and Long Essay
Unit VIII-Increasing Prosperity and Global Responsibility after World War II
(1945-1989)
Readings
o Text, Chapters 26, 27, 28, and 29
o Taking Sides Vol II Issue 13: Were the 1950’s America’s happy days?
o American Issues, A Documentary Reader, Chapters 25-28
Documents
▪ American Commitment to the Cold War, Department of State
(primary source)
▪ The Origins of “McCarthyism,” Robert Griffith (secondary source)
▪ Postwar Prosperity and Government Spending (graphs)
▪ Frustration of Truman’s Fair Deal, Fred L Parker, John Baer
(visual sources)
▪ Desegregation and the Southern Reaction, Brown v Board of
Education of Topeka Kansas; “Southern Manifesto” (primary
source)
▪ Problems of Suburbia, David Riesman (secondary source)
▪ The Military-Industrial Complex, Dwight D Eisenhower (primary
source)
▪ Feminism in Postwar America, Leila J Rupp and Verta Taylor
(secondary source)
▪ A Strategy for the Civil Rights Revolution, Martin Luther King Jr
(primary source)
▪ Challenge and Response: The Gulf of Tonkin, Lyndon B Johnson
(primary source)
▪ A Soldier’s Experience in Vietnam, Specialist 5 Harold “Light
Bulb” Bryant (primary source)
▪ Demonstrations and Protest Against the War (visual source)
▪ Black Power, Stokely Carmichael and Charles V Hamilton
(primary source)
▪ The War Powers Act: A President’s View, Richard M Nixon
(primary source)
▪ The End of Watergate: Pardoning Nixon, Gerald R Ford (primary
source)
▪ Presidential Leadership and Public Confidence, Jimmy Carter;
Ronald Reagan (primary source)
Themes
1. Demographic Changes
2. Politics and Citizenship
3. American Diversity
4. War and Diplomacy
Thematic Learning Objective
(WOR-7) After seeing examples students will create a storyboard like the ones used to
create movies. This board will show the events of the cold War from World War II to the
“fall of the wall”. The Cold War will be treated as a series of battles as if the war was one
of a conventional type. The events will be foreign and domestic as if they were on the
front lines and home front.
Outline
o Containment to Korea: Division of Germany and Berlin Crisis, Truman Doctrine,
Marshall Plan, NATO, Revolution in China, Limited War: Korea
o Truman Administration: Fair Deal, GI Bill of Rights, Taft-Hartley Act, Civil
Rights, 22nd amendment, 1948 election, loyalty program
o Eisenhower: John Foster Dulles’ foreign policy and massive retaliation
● Policies in Asia-Korea, Southeast Asia, Middle East
● Kruschev and Berlin
● Space Race
● U-2 Incident
o Eisenhower Administration: McCarthyism, Modern Republicanism, Brown v
Board of Education, Little Rock Crisis, Interstate Highway System, Women’s
Constitution
o John F Kennedy; Flexible Response
● Peace Corps and Alliance for Progress
● Bay of Pigs and Cuban Missile Crisis
● Southeast Asia military and economic aid
o Lyndon B Johnson: Vietnam War
o Kennedy/Johnson Administration: Civil Rights movement and government
response, the Great Society, Counter-culture movement, Resurgence of Feminism
o Nixon/Ford: Vietnamization
● Nixon Doctrine
● China: Restoring Relations
● Soviet Union: Détente
● Helsinki Accords
o Nixon-Carter Administration: New Federalism, Roe v Wade, Watergate
o Carter: Human Rights
● Camp David Accords
● Panama Canal Treaty
● Iranian Hostage Crisis
Major Assessments and Assignments
Historical Thinking Skills
Materials
Instructional Activities
and Assessments
Periodization, Contextualization
Taking Sides Volume 2-Issue 11:
Was the World War II Era a
Watershed for the Civil Rights
Movement.
Opposing Viewpoints-Volume 2:
Are the Suburbs the American
Dream of American Nightmare?
1.Students will read two
historians’ accounts on the Civil
Rights movement in the World
War II era and construct an essay
supporting, refuting or
modifying the following
statement: The World War II era
was a Watershed for the Civil
Rights Movement.
2. Students will read two
different primary sources
accounts of the suburbs in the
1950’s. They will also fill out a
chart assessing their
neighborhood. Next, they will
conduct and debate on whether
the suburbs in the 1950’s were
the American Dream or the
American Nightmare. The
discussion will conclude with
their answer to the same question
in the context of the present day.
Position Paper: Were the 1950’s America’s happy days?
“Zip code” comparison, issues from our day to the 1950’s
Debate: Are the Suburbs the American Dream? (Opposing Viewpoints)
Recognizing Bias: The media’s response to world events (using excerpts from
various sources referring to common events)
o Mini-Q: Was Cesar Chavez and Effective Leader? (DBQ Project)
o Unit Test: MC, Short Answer and DBQ
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Unit IX-Globalization and Redefining National Identity (1980-present)
Readings
o Text: chapter 30, Adjusting to a New World
Documents
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Politics and Moral Issues, Jerry Falwell (primary source)
Implementing Equality: Affirmative Action, US Commission on
Civil Rights (primary source)
▪ Sunbelt, Frostbelt, and Rustbelt (map)
Conflict and Consensus
▪ Reagan, the Right and Social Policy, Gillian Peele (secondary
source)
The Challenge of Terrorism
● George W Bush Address to the Nation, (primary source)
The Evolving Presidency
● The Bush Doctrine, George W Bush (primary source)
● George Bush’s Persian Gulf War Address, George HW Bush
(primary source)
Current Issues in American Democracy
● Should more be done to Counteract Global Warming?
(Secondary Source)
● TED Talk Steven Drori, “What we think we know”
● Protectionism and Free Trade (Secondary Source)
Themes
1.
2.
3.
4.
5.
Religion
Globalization
Environment
Demographic Changes
War and Diplomacy
Thematic Learning Objective
(CUL-7) Students will work in groups to make charts showing Conservative –v- Liberal
political positions throughout our nation’s history. This activity will highlight the ebb and
flux of our political climate. They should be able to formulate the conservative and
liberal position for each of our major political periods. They will then have a Socratic
style discussion of how these two positions have developed during their own lives.
Outline
o Reagan Administration: Deregulation, tax cuts, budget deficits
o American Society: Hispanic and Asian immigrants
o Resurgence of fundamentalism, African Americans in local, state, and
national politics
o Reagan: Defense build-up
▪ Strategic Defense Initiative
▪ Disarmament treaties
▪ End of Cold War
o Demographic changes: surge of immigration, Sunbelt Migration, the
graying of America
o Revolutions in biotechnology, mass communications and computers
o Politics in a multicultural society
o Globalization and the American Economy
o Unilateralism vs Multilateralism in foreign policy
o Domestic and foreign terrorism
o Environmental issues in a global context
Major Assessments and Assignments
Historical Thinking Skills
Interpretation
Materials
Instructional Activities
and Assessments
1.Taking Sides: Volume 2, Were
the 1980’s a Decade of
Affluence for the Middle Class?
1. Students will read two
conflicting accounts by
historians and create an essay
using additional primary sources
to support their preferred point
of view.
2. Students will write a position
paper in two parts. One part
interprets evidence from the time
and the second part interprets
recent evidence. This will
culminate in a Socratic style
seminar in which students
discuss how their interpretation
of events has evolved over the
course of their studies.
2. Weapons of mass destruction,
the evidence then and now.
o Unit Test: Final Exam: Comprehensive MC, Short Answer, and Unit DBQ