dedwardsushistory.weebly.com€¦ · Web viewHeritage High School/ Social Studies Department. Dalton Edwards/APUSH. Email: [email protected]. Website: dedwardsushistory.weebly.com

2017-2018 AP US HISTORY/C&E SYLLABUS

COURSE OVERVIEW: Students in the 2017-2018 school year will have the opportunity to complete the North Carolina high school requirement of Civics and Economics course as well as U.S. History. The blended course is a natural pairing as many of the curriculum requirements for Civics and Economics are embedded within the curriculum requirements for APUSH.

AP U.S. History is a demanding introduction to American history that assumes a high level of interest and competence. Because this course is similar to a first-year college course, students should expect that the workload will be heavier than most regular high school history courses. The analytical thinking, writing, and reading skills that students develop in AP U.S. History will equip them for college and lifelong learning.

The AP U.S. History course focuses on developing students’ understanding of American history from approximately 1491 to the present. The course has students investigate the content of U.S. history for significant events, individuals, developments, and processes in nine historical periods, and develop and use the same historical disciplinary practices (analyzing historical evidence, argument development) and reasoning skills (contextualization, comparison, causation, continuity & change over time) employed by historians when they study the past. The course also provides seven themes [American and National Identity (NAT); Politics and Power (POL); Work, Exchange, and Technology (WXT); Culture and Society (CUL); Migration and Settlement (MIG); geography and the Environment (GEO); America in the World (WOR)] that students explore throughout the course in order to make connections among historical developments over time.

AP U.S. History is designed to be the equivalent of a two-semester introductory college or university U.S. history course. As such, students should expect that the workload will be heavier than most regular high school history courses. In order to succeed, students need to be motivated to study and to be able to keep up with the demands of a college-level course. By taking the AP Exam at the end of the course, students have the opportunity to demonstrate that they have, indeed, mastered college-level material.

Periodization:

*The teacher reserves the right to modify the syllabus throughout the school year

Period (Unit)

Date Range Approximate Percentage of Exam

1 1491-1607 52 1607-1754 103 1754-1800 124 1800-1848 105 1844-1877 136 1865-1898 137 1890-1945 178 1945-1980 159 1980-Present 5

Themes:While the course follows a narrative structure supported by the textbook and audiovisual materials, the following seven themes described in the AP U.S. History Course and Exam Description are woven throughout each unit of study:

American and National Identity (NAT) Politics and Power (POL) Work, Exchange, and Technology (WXT) Culture and Society (CUL) Migration and Settlement (MIG) Geography and the Environment ( GEO) America in the World (WOR)

Heritage High School/ Social Studies DepartmentDalton Edwards/APUSHEmail: [email protected]: dedwardsushistory.weebly.com tel: (919) 570-5600Google Classroom: 3rd Period Code: cnxfvqd / 4th Period Code: 1stne70Remind: 3rd Period: 81010 @ckcfbe / 4th Period: 81010 @gagf33

Historical Disciplinary Practices and Reasoning Skills:The AP U.S. History course seeks to apprentice students to the practice of history by stressing the development of historical disciplinary practices and reasoning skills while learning historical content. Students can develop historical thinking skills by investigating the past in ways that reflect the discipline of history, most particularly through the exploration and interpretation of a rich array of primary sources and secondary texts and through the regular development of historical argumentation in writing.

AP History Disciplinary Practices1. Analyzing Historical Evidence2. Argument Development

AP History Reasoning Skills1. Contextualization2. Comparison3. Causation4. Continuity and Change

CURRICULAR REQUIREMENTS (CR) CR1a The Course includes a college-level U.S. history textbookCR1b The course includes diverse primary sources consisting of written documents, maps, images, quantitative

data (charts, graphs, tables), and works of artCR1c The course includes secondary sources written by historians or scholars interpreting the pastCR2 Each of the courses nine historical periods receives explicit attentionCR3 Students are provided opportunities to investigate key and supporting concepts through the in-depth

study and application of specific historical evidence or examples.CR4 Students are provided opportunities to apply learning objectives in each of the seven themes throughout

the course.CR5 Students are provided opportunities to analyze primary sources and explain the significance of an author’s

point of view, author’s purpose, audience, and historical context. — Analyzing Primary SourcesCR6 Students are provided opportunities to analyze and evaluate diverse historical interpretations. —

Analyzing Secondary SourcesCR7 Students are provided opportunities to explain different causes and effects of historical events or

processes, and to evaluate their relative significance. — CausationCR8 Students are provided opportunities to identify and explain patterns of continuity and change over time,

explaining why these patterns are historically significant. — Continuity and Change Over TimeCR9 The course provides opportunities for students to compare historical developments across or within

societies in various chronological and geographical contexts = ComparisonCR10 Students are provided opportunities to explain the relationship between historical events, developments,

or processes and the broader regional, national, or global contexts in which they occurred. — Contextualization

CR11a Students are provided opportunities to articulate a historically defensible and evaluative claim (thesis). — Argument Development

CR11b Students are provided opportunities to develop and substantiate an argument using historical reasoning, considering ways diverse or alternative evidence could be used to support, qualify, or modify the argument. — Argument Development

Course DesignAP U.S. History will meet on an A/B schedule paired with Civics and Economics. Units will closely align with the periodization of the AP College Board and include opportunities to develop Historical thinking skills. Each unit is concluded with an exam consisting of multiple-choice questions, and/or long essay, short essay, and Document Based Questions, (DBQ). Items and essay prompts from released AP Exams as well as original items and prompts will be used to check for student understanding of the time period’s concepts, themes and historical skills. To equip students with the skills necessary to successfully complete the free-response section of the AP Exam, special focus is placed on the writing component of the course. To this basic framework, a variety of activities centering on the use and analysis of primary and secondary historical sources has been added along with technology.


Required Text: Brinkley, Alan, A Survey American History, Fourteenth Edition, (McGraw Hill Company): New York, NY. [CR1a]

Auxiliary Texts: Newman, John and Schmalbach, J, United States History Preparing for the Advanced Placement Examination, (AMSCO

Publication): New York, NY. [CR1c] Schweikart, Larry and Allen, Michael. A Patriot’s History of the United States: From Columbus’s Great Discovery to the War on

Terror. New York, New York: Penguin Group, 2004. [CR1c] Zinn, Howard. A People’s History of the United States. New York: Harper Perennial Modern Classic, 2005. [CR1c] Oates, Stephen and Errico, Charles, eds. Portrait of America-Volumes 1 & 2. Wadsworth Publishing [CR1c]

Grading:This is a survey of American history from the age of exploration and discovery to the present. Solid reading and writing skills along with a willingness to devote considerable time to homework and study are necessary to succeed. Emphasis is placed on analytical and evaluative thinking skills, essay writing, interpretation of original documents and historiography. Grading weights are designed to measure the mastery of the coursework. Grading Weights: Unit Tests/Major Projects/Papers 40%Quizzes/Minor Projects 20%Class Work 30%Homework 10%

Class DiscussionsClass discussions will be driven by assigned readings from the textbook and ancillary resources. In order to participate in the discussions, you must be prepared with notes and/or completed guided reading assignments. The goal each day is not only to understand the concepts, but to utilize the nine learning objectives described in the course description. It is imperative that you are prepared to engage in the discussions.

Unit TestsExams will be given for each of the nine periods or units in this course. Period 1 and 2 will be combined into one exam. All exams will consist of a combination of multiple choice and short answer, long essay or Document Based Question (DBQ). All questions will be similar to questions found on the actual Advanced Placement exam.

AP Exam Description The AP U.S. History Exam is 3 hours and 15 minutes long and includes both a 105-minute multiple-choice/short-answer section and a 90-minute free-response section. Each section is divided into two parts, as shown in the table below.

Section Question Type Number of Questions Timing Percentage of Total Exam Score

I Part A: Multiple-choice questions

55 questions 55 minutes 40%

Part B: Short-answer questions

3 questions 40 minutes 20%

II Part A: Document-based question

1 question 60 minutes 25%

Part B: Long essay question

1 question among three from different periods (1–3, 4–6, 7–

9) of the course.

40 minutes 15%


Student performance on these four parts will be compiled and weighted to determine an AP Exam score.The following are general parameters about the relationship between the components of the curriculum framework and the questions that will be asked of students on the AP Exam:

Students’ understanding of the thematic learning objectives will be assessed throughout the exam. Students’ ability to utilize the historical thinking skills will be assessed throughout the exam. Students’ understanding of all nine periods of U.S. history will be assessed throughout the exam. The document-based question will be limited to topics from periods 3 to 8 in the course Students will always write at least one essay — in either the document-based question or long-essay sections — that

examines long-term developments that cross historical time periods. The coverage of the periods in the exam as a whole will reflect the approximate period weightings (see 1st page of syllabus).

Coverage of a period may be accomplished by asking questions in different sections of the exam. For example, the appearance of a short-answer question on Period 4 might mean that there are fewer questions addressing that period in the multiple-choice section.

2018 Exam Date: May 11, 8:00

Grading of the AP Exam An AP Exam score of 5 is equivalent to the average score among college students earning grades of A in the

college course. Similarly, AP Exam scores of 4 are equivalent to college grades of A−, B+, and B. AP Exam scores of 3 are equivalent to college grades of B−, C+, and C.

5= Extremely Well qualified; 4=Well qualified; 3=Qualified; 2=Possibly qualified; 1=No recommendation

AP Exam Review Period The second semester concludes with a period of review for the Advanced Placement exam. We will review

during class time beginning with the second week in May. Saturday Review by periods will be offered leading up to the exam. Saturday “Mock AP EXAM” leading up to AP Exam

Internet SafetyIn accordance with Board Policy 2313/3013/4013 and the 21st Century Act (Public Law No: 110:385, Oct. 10, 2008) all students will be trained annually in Internet safety. School districts are required to educate students about: Appropriate online behavior, including interacting with other individuals on social networking websites and in chat rooms. Cyber bullying awareness and response.

Academic IntegrityStudents are expected to maintain academic integrity in all of their work. Plagiarism will not be tolerated. Violations of academic integrity include giving or receiving help on any in-class or take-home individual assignment. These assignments may include homework, tests, essays, or quizzes, take-home essays or research assignments, and discussion of any quiz, test, or essay questions with students who have not yet completed that assignment either within the same class or in another class. Such violations will result in a zero for the assignment as well as possible consequences determined by the Heritage High School Honor Court.

Unit Activities/Assignments: Lecture and discussion of topics: This will include teacher-led lectures, multimedia presentations, concept maps, and

prerequisite reading activities. Students are responsible for keeping track of all notes and other activities in their Notebooks. Students will demonstrate their understanding through Q&A, Socratic Seminars and class debates.

Homework Assignments: Students will be assigned meaningful homework activities on a regular basis. They will include guided reading assignments, primary and secondary source activities, identifications, take-home essays and rewrites, and mini-projects. Note taking from these guided reading assignments (i.e. Brinkley reading, primary source annotation) is highly recommended. These notes would be in addition to any guided questions assigned for homework.

o Identifications: Students will be assigned a choice of 10 identifications for each unit of study. Each definition of this top ten list must be handwritten and include specific criteria in order to receive a good grade. An


identifications rubric will be provided. Students are responsible for knowing the remainder of the list of identifications for the remainder of the list. This top ten list of identifications will be due the day of the unit exam.

o Key Concept Graphic Organizer: Students will be assigned a graphic organizer to complete with supporting evidence of the unit’s key concepts. This evidence can come from assigned text reading, primary and secondary sources, as well as additional research. This graphic organizer will be due the day of the unit exam.

Primary Source Activities: Students will analyze primary sources using APPARTS, SOAPSTONES, HIPP or other methods. Students will analyze the sources for various components of the source: type of source, historical context, author’s purpose and intended audience, the author’s point of view

Interpretation (P.O.V) Activity: Students are provided with opposing viewpoints expressed in either primary or secondary source documents and in writing must determine each author’s main argument and supporting evidence

FRQ/DBQ Activity: Students, working in groups, will read the question prompt (and analyze the accompanying sources using a DBQ analysis exercise worksheet), and brainstorm a coherent thesis statement. After an in-depth class discussion, students will write a full-length response to the prompt, which will be graded using a standard rubric.

Scramble Timeline: Students will be provided a series of events spanning several decades, but related thematically. They will have to locate the dates, write the events in order on a timeline, and use their research and knowledge of the time period to create an argument to support the events selected. In order to demonstrate proficiency, students must incorporate historical thinking skills such as continuity, change over time, comparison, and contextualization in their argument.

COURSE OUTLINE

UNIT 1-The Age of Exploration (5 days)EXPLORATION & EXCHANGE (1491-1607)

Organizing Principles Students will understand that…Key Concept 1.1: As native populations migrated and settled across the vast expanse of North America over time, they developed distinct and increasingly complex societies by adapting to and transforming their diverse environments.Key Concept 1.2: Contact among Europeans, Native Americans, and Africans resulted in the Columbian Exchange and significant social, cultural, and political changes on both sides of the Atlantic Ocean

Assigned Readings: Brinkley, Chapter 1, “The Collision of Cultures”, pp. 1-34 [CR1a]

Optional Reading: AMSCO Chapter 1, “A World of Many Cultures”, pp. 1-22 [CR1c]

Themes and Essential Questions [CR4]: How did various native societies adapt to and transform their environments through innovations in agriculture,

resource use, and social structure? (MIG-2) (GEO-1) How did European expansion into the Western Hemisphere generate intense social, religious, political, and

economic competition and changes within European societies? (WXT-2) (WXT-3) (WOR-1) How did the Columbian Exchange and the development of the Spanish Empire in the Western Hemisphere result

in demographic, economic, and social changes? (MIG-1) (WXT-1) (GEO-1) How did Europeans and Native Americans differ regarding issues such as religion, gender roles, family, land use

and power? (CUL-1) (CUL-2) (CUL-4) (WOR-1)

Major Topics and Concepts: Early contacts among North American tribes; North American societies in the context of the Atlantic World; Spanish exploration and colonial settlement; development of early English colonies [CR3]


Primary Sources: Christopher Columbus, letter to Luis De Sant Angel, 1493; John White, watercolors/Theodore De Bry engravings; John White account of the Lost Colony, 1590 [CR1b]

Secondary Sources: Stannard, David. “The American Holocaust: Columbus and the Conquest of the New World”. Oates and Errico, eds. Portrait of America; Zinn, Howard. A People’s History of the United States. Chapter 1. Columbus, the Indians and Human Progress, excerpts; Crosby, Alfred. “The Columbian Exchange”; New York Times, “The Roanoke Island Colony-Lost and Found”? [CR1c]

Activities Introduction of Historical Themes and Thinking Skills Activities Introduction of “How to do Identifications” Activity Class discussion on “Why do historians so often differ?” from Brinkley, p. 8 and handout on historiographic

schools of thought [CR6] After receiving APPARTS instruction students will analyze the following primary sources: Christopher Columbus,

letter to Luis De Saint Angel, 1493 (WOR-1) (WXT-2) (WXT-3) [CR5] Interpretation (P.O.V.) Activity: Students will read excerpts from the following secondary sources to determine

the hero status of Christopher Columbus: Stannard, David. “The American Holocaust: Columbus and the Conquest of the New World”. Oates and Errico, eds. Portrait of America; Zinn, Howard. A People’s History of the United States. Chapter 1. Columbus, the Indians and Human Progress, excerpts; Crosby, Alfred. “The Columbian Exchange” [CR6]

Students will be tasked with a close reading activity using John White’s “Description on his attempt to rescue the Roanoke colonists” (WOR-1) (WXT-2) (WXT-3) [CR5]

Introduction of HIPP strategy to analyze a primary source using John White’s water colors (WOR-1) (WXT-2) (WXT-3) [CR5]

Students will read the following article for a class discussion on historical evidence and interpretation: New York Times, “The Roanoke Island Colony-Lost and Found”? (WOR-1) (WXT-2) (WXT-3) [CR6]

Complete a Columbian Exchange chart (MIG-1) (WXT-1) (GEO-1)[CR-7] Introduction of the Short-Answer Question using ACE Strategy and Unit 1 SAQ. Key Concept Activity: Students will complete the Period’s Key Concept Graphic Organizer by finding supporting

evidence for the key concepts of the unit using a variety of sources (Brinkley, historical essays, and/or primary) Module Activity: Modules of learning have been created to check for student understanding of each of the

Period Key Concepts. Each module has a reading activity, a writing activity and directions for a student product that measure student understanding of key concepts, as well as historical themes and thinking skills.

Use the AMSCO text to review student understanding of unit big ideas: Students will complete sections on "Historical Perspectives," "Multiple-Choice Questions," "Essay Questions," and "Documents and Readings."

Assignments Read and take notes from Brinkley, Chapter 1, “The Collision of Cultures”, pp. 1-34. Complete the Unit Top Ten list of Identifications Complete the Key Concept Graphic Organizer [CR1a] [CR3]

Assessments Unit 1 Formative Quizzes 1.1, 1.2, 1.3 Unit 1 & 2 Multiple Choice Test Unit 1 & 2 SAQ

UNIT 2: COLONIZATION & COMPETITION (1607-1754)


(15 days)

Organizing Principles: Students will understand that…Key Concept 2.1 Europeans developed a variety of colonization and migration patterns, influenced by different imperial goals, cultures, and the varied North American environments where they settled, and they competed with each other and American Indians for resources.Key Concept 2.2 The British colonies participated in political, social, cultural, and economic exchanges with Great Britain that encouraged both stronger bonds with Britain and resistance to Britain’s control

Essential Questions [CR4]: How did social, political, and economic changes in Europe impact the exploration and settlement of North

America? (MIG-1)(WOR-1) What were the chief similarities and differences among the development of English, Spanish, Dutch, and French

colonies in America? (MIG-1)(WOR-1) How did environmental, cultural, economic and demographic factors impact the development of the Thirteen

British Colonies into distinct regions? (NAT-1)(WXT-2)(MIG-1)(MIG-2)(GEO-1) How did competition over resources between Europeans and American Indians encourage industry and trade, as

well as, conflict? (WXT-2)(CUL-4)(WOR-1) How did political, social, cultural, and economic exchanges between the British Colonies and Great Britain lead

to both stronger bonds with Britain and resistance to British control? (POL-1)(NAT-1)(CUL-1)(CUL-2)(CUL-3)(CUL-4)(WXT-1)(WXT-2)(WOR-1)

Assigned Reading: Brinkley’s American History Chapter 2 “Transplantations and Borderlands”, pp. 34-64 and Chapter 3 “Society and

Culture in Provincial America”, pp. 65-98 [CR1a] Additional Reading : AMSCO, Chapter 2 “The Thirteen Colonies and the British Empire”, pp. 24-44 and Chapter 3

“Colonial Society in the 18th Century”, pp. 45-68 [CR1c]

Major Topics and Concepts: Early contacts among North American tribes; North American societies in the context of the Atlantic World; Spanish exploration and colonial settlement; development of early English colonies; distinct English colonial societies and regions in America. [CR3]

Primary Sources: John Smith, “The Starving Time”, 1609; The Mayflower Compact, 1620; Maryland Act of Toleration, 1649; John Winthrop, The History of New England from 1630 to 1649, excerpts; Thomas Hutchinson, The History of the Colony of Massachusetts’s Bay, 1765, excerpts; G.L. Burr, ed. Narratives of the Witchcraft Cases, 1648-1706 (1914), excerpts; M.G.J. de Crevecoeur, “Letters from an American Farmer”, excerpts; Autobiography of Ben Franklin, excerpts; Jonathan Edwards, “Sinners in the Hands of an Angry God”, 1741; J.P. Zenger. Zenger’s Own Story, 1736 [CR1b]

Secondary Sources: Smith, Page. “From these Beginnings”. Oates and Errico, eds. Portrait of America; Nash, Gary. “Black People in a White People’s Country”. Oates and Errico, eds. Portrait of America; Demos, John. “The Deerfield Massacre”. Portrait of America; Treckel, Paula “’The Empire of My Heart’: the Marriage of William Byrd II and Lucy Parke Byrd”. Portrait of America. [CR1c]

Activities Compare and contrast political and economic structures of French, Spanish, Dutch, and English settlements in

the North American continent and their short and long-term effects on Native populations (MIG-1)(WOR-1) Students will use a map of colonial America to plot geographic, economic, cultural and political information on

each of the 13 British colonies in North America (NAT-1) (WXT-2)(MIG-1)(MIG-2)(GEO-1) [CR9] Jigsaw activity using a variety of primary sources (i.e. John Smith, “The Starving Time”, 1609; The Mayflower

Compact, 1620; Maryland Act of Toleration, 1649; John Winthrop, The History of New England from 1630 to


1649, excerpts; Thomas Hutchinson, The History of the Colony of Massachusetts’s Bay, etc.) ; students will analyze documents using HIPP strategy in order to support an answer to a unit essential question: How did distinct cultural, economic and political systems develop in the Thirteen British Colonies? (NAT-1) (WXT-2)(MIG-1)(MIG-2)(GEO-1)[CR5]

Guided Reading of “From these Beginnings” by Page Smith (NAT-1) (WXT-2)(MIG-1)(MIG-2)(GEO-1)[CR6] Scramble Timeline: Students will be provided a series of events spanning Period 2, but related thematically.

They will have to locate the dates, write the events in order on a timeline, and use their research and knowledge of the time period to create an argument to support why the events selected support the theme. [CR9] [CR10] [CR11] [CR12]

Key Concept Activity: Students will complete the Period’s Key Concept Graphic Organizer by finding supporting evidence for the key concepts of the unit using a variety of sources (Brinkley, historical essays, and/or primary)

Module Activity: Modules of learning have been created to check for student understanding of each of the Period Key Concepts. Each module has a reading activity, a writing activity and directions for a student product that measure student understanding of key concepts, as well as historical themes and thinking skills.

Optional: Use the AMSCO text to review student understanding of unit big ideas: Students will complete sections on "Historical Perspectives," "Multiple-Choice Questions," "Essay Questions," and "Documents and Readings."

Assignments Read Brinkley’s American History Chapter 2 “Transplantations and Borderlands”, pp. 34-64 and Chapter 3

“Society and Culture in Provincial America”, pp. 65-98. Complete the Unit Top Ten list of Identifications Complete the Key Concept Graphic Organizer [CR1a] [CR3]

Assessments Unit 2 Formative Quiz 2.1, 2.2 Unit 1 & 2 Multiple Choice Test Unit 1 & 2 SAQ

UNIT 3: REVOLUTION & INDEPENDENCE (1754-1800)(18 days)*The teacher reserves the right to modify the syllabus throughout the school year

Organizing Principles: Students will understand that…Key Concept 3.1 British attempts to assert tighter control over its North American colonies and the colonial resolve to pursue self-government led to a colonial independence movement and the Revolutionary WarKey Concept 3.2 The American Revolution’s democratic and republican ideals inspired new experiments with different forms of government.Key Concept 3.3 Migration within North America and competition over resources, boundaries, and trade intensified conflicts among peoples and nations.

Essential Questions [CR4]: How did British attempts to exert control over the colonies and the colonial resolve for self-government lead to

violent, organized and successful resistance? (MIG-2) (WOR-1)(POL-2)(NAT-1) How did 18th Century democratic and republican ideals manifest themselves socially and politically at the onset

of the American Revolution? (NAT-1) (CUL-1) (CUL-3) How did the Articles of Confederation provide a reasonable and workable transition from the unitary system of

British rule to the federal system established under the Constitution? (NAT-2) (POL-1)(POL-2)(WXT-2) How did migration within North America and competition over resources, boundaries, and trade create conflicts

among peoples and nations? (MIG-1)(MIG-2)(CUL-4)(GEO-1)(WOR-1) How did new forms of national culture and political institutions develop in the United States during the

administrations of Washington and Adams? (NAT-2)(POL-1)(POL-3)(WXT-1)(CUL-2) How did regions differ over economic, political, social and foreign policy issues during the administrations of

Washington and Adams? (NAT-2)(POL-1)(POL-3)(WXT-1)(CUL-2)

Assigned Reading: Brinkley’s American History Chapter 4 “The Empire in Transition”, pp. 100-129, Chapter 5 “The American

Revolution”, pp. 130-159 and Chapter 6 “The Constitution and the New Republic”, pp. 160-181[CR1a] AMSCO Chapters 4, “Imperial Wars and Colonial Protest”, pp. 69-84; Chapter 5, “The American Revolution and

Confederation”, pp. 85-102; Chapter 6, “The Constitution and the New Republic”, pp. 103-127 [CR1c]

Major Topics and Concepts:Evolution of relations between Britain and its English colonies; military conflicts, especially between French and English; causes and effects of the French and Indian War; debate between colonists and Britain on representation and taxation; colonial debate and participation in the Revolution against Britain; the course of the American Revolutionary War; the Critical Period and the rise and fall of the Articles of Confederation; the development, ratification, and execution of the U.S. Constitution; establishment of precedent during Washington’s administration; Hamilton’s plan and Jefferson’s ideology; Adams’s administration (XYZ Affair, Quasi War, Alien and Sedition Acts); Revolution of 1800. [CR3]

Primary Sources: Benjamin Franklin, “Join or Die” political cartoon; “Benjamin Franklin Testifies Against the Stamp Act”, 1766. The Parliamentary History of England; James Otis and the “Rights of British Colonies Asserted and Proved”, 1764; Paul Revere, “The Boston Massacre” lithograph; Adam Smith, An Inquiry into the Nature and Causes of the Wealth of Nations, excerpts; J.C. Fitzpatrick, ed., The Writings of George Washington, excerpts; John Locke, Two Treatises on Government; Thomas Paine, Common Sense; Thomas Paine, The American Crisis; Thomas Jefferson, A Summary View of the Rights of British America; Thomas Jefferson, Declaration of Independence; The Federalist Papers/ The Anti-Federalist Papers, excerpts; Thomas Jefferson, Bill for Establishing Religious Freedom in Virginia, 1779; The Articles of Confederation, excerpts; The United States Constitution, excerpts; Northwest Ordinance, 1787; Correspondence of Thomas Jefferson and John Adams, excerpts; George Washington, First Inaugural Address, 1789; Thomas Jefferson, "Manufactures," Query XIX in Notes on the State of Virginia, 1787, excerpts; Alexander Hamilton, “Report to Congress on the Subject of Manufactures”, 1791, excerpts; George Washington, Farewell Address; Virginia Resolutions of 1798 to nullify the Alien and Sedition Acts/Counter-Resolution of Massachusetts, 1799; Seneca Chief Cornplanter, Speech before President Washington, 1790; George Washington, Response to Seneca Indians, 1790; Benjamin Banneker and Thomas


Jefferson, letters of August 1791; Abigail Adams, Letters to/from John Adams and John Quincy Adams, 1776, 1780, 1783, excerpts [CR1b]

Secondary Sources: Anderson, Fred. The War that Made America, excerpts; Wood, Gordon. Revolutionary Characters, excerpts; McCullough, David. “John Adams and the Coming of the Revolution”, Oates and Errico, eds. Portrait of America; Wilson, Douglas. “Thomas Jefferson and the Meanings of Liberty”, Oates and Errico, eds. Portrait of America; Brands, H.W. “Miracle at Philadelphia”, Oates and Errico, eds. Portrait of America; Miranda, Lin-Manuel. Hamilton, An American Musical [CR1c]

Activities Students will be introduced to the LEQ using the core structure of essay writing and an inductive planning

organizer APPARTS on Benjamin Franklin’s “Join or Die” political cartoon (WOR-1) [CR5] [CR11a] LOC analysis on Paul Revere’s “Boston Massacre” lithograph (NAT-2) (POL-2) [CR5] HIPP Jigsaw activity using documents of the American Revolution; students will use the document main idea and

author’s perspective to answer a unit essential question: How did British attempts to exert control over the colonies between 1763 and 1776 lead to violent, organized and successful resistance? (MIG-2) (WOR-1) (POL-2) (NAT-1) [CR5] [CR8]

American Revolution Map Activity partnered with American Revolution Battle Press Release Activity (WOR-1) (POL-2) (NAT-1) [CR6]

APPARTS on Thomas Paine’s “Common Sense” (NAT-1) [CR5] Close Reading Activity on the Declaration of Independence (NAT-1) (CUL-1) (CUL-3) [CR5] Guided Viewing of Ken Burns’ Thomas Jefferson; students will complete a graphic organizer and questions

regarding influences on Jefferson’s writing of the Declaration of Independence (NAT-1) (CUL-1) (CUL-3) [CR6] [CR8]

Guided Reading Activity on “Thomas Jefferson and the Meanings of Liberty” by Douglas Wilson (NAT-1) (CUL-1) (CUL-3) [CR7]) [CR6] [CR13b]

Founders Performance Project: Students will use the Gilder Lehrman primary source collection to research the life and perspective of Alexander Hamilton at the time of our nation’s founding. In addition, students will read Gordon Wood’s chapter essay on Hamilton in Revolutionary Characters to determine Wood’s interpretation of Hamilton’s perspective through his thesis and supporting SFI. Students will then watch portions of Lin-Manuel Miranda’s Hamilton, An American Musical to determine how the musical may have been produced using primary and secondary sources. Students will then be assigned one chapter to read and take notes from Gordon Wood’s Revolutionary Characters. Using a POV template students will determine Wood’s thesis for their particular “character” other than Hamilton (Washington, Adams, Jefferson, Madison, Paine, Franklin, Burr, etc.) and take notes of SFI that supports that thesis. In addition, students will use the Gilder Lehrman website to access primary sources from their character to determine additional SFI in support of Wood’s thesis/or against Wood’s thesis. Using their research on Hamilton as a model, students will partner and produce their own musical/theatrical performance on the life and perspective of an additional founding father. Students will reflect on a big idea of the unit: The American Revolution’s democratic and republican ideals inspired new experiments with different forms of government. [CR3] [CR5] [CR6] [CR11a] [CR11b]

Close reading activity from Stanford University’s “Thinking like a Historian” on Shay’s Rebellion partnered with a guided Viewing on Shay’s Rebellion in “Ten Days that Unexpectedly Changed America” (CUL-4) (GEO-1) [CR5] [CR8]

Guided Reading Activity on “Miracle of Philadelphia” by H.W. Brands (POL-1) [CR6] Constitutional Convention Delegate Research to complete graphic organizer; students will research a particular

delegate and be prepared to role play that particular delegate (NAT-2) (POL-1) (POL-3) [CR6] Gallery Walk/DBQ jigsaw assignment on an essential question from the unit: To what extent did the Articles of

Confederation provide a reasonable and workable transition from the unitary system of British rule to the federal system established under the Constitution? (NAT-2) (POL-1) (POL-3) [CR6] [CR5]

HIPP on excerpts from the Federalist/Anti-Federalist Papers (NAT-2) (POL-1) (POL-3) [CR5]*The teacher reserves the right to modify the syllabus throughout the school year

Think Pair Share on Thomas Jefferson’s “Manufactures” and Alexander Hamilton’s “Report on Manufactures” (NAT-2) (POL-1) (POL-3) (WXT-2)[CR5]

Historical Role Play-Washington’s first Cabinet meeting; Students will assume the role of one member of Washington’s cabinet and perform a skit from a researched script. (NAT-2) (POL-1) (POL-3) (WXT-2) [CR6]

Scramble Timeline: Students will be provided a series of events spanning Period 3, but related thematically. They will have to locate the dates, write the events in order on a timeline, and use their research and knowledge of the time period to create an argument to support why the events selected support the theme. [CR9] [CR10] [CR11]




Assignments Read Brinkley’s American History Chapter 4 “The Empire in Transition”, pp. 100-129, Chapter 5 “The American

Revolution”, pp. 130-159 and Chapter 6 “The Constitution and the New Republic”, pp. 160-181. Complete the Unit Top Ten list of Identifications Complete the Key Concept Graphic Organizer [CR1a] [CR3]

Assessments Unit 3 Formative Quiz 3.1, 3.2, 3.3 Unit 3 Performance Task Unit 3 Multiple Choice Test Unit 3 LEQ

UNIT 4: The Age of Jackson (14 days)NATIONALISM, SECTIONALISM & REFORM 1800-1848

Organizing Principles: Students will understand that…Key Concept 4.1: The United States began to develop a modern democracy and celebrated a new national culture, while Americans sought to define the nation’s democratic ideals and change their society and institutions to match them.Key Concept 4.2: Innovations in technology, agriculture, and commerce powerfully accelerated the American economy, precipitating profound changes to U.S. society and to national and regional identities.Key Concept 4.3: The U.S. interest in increasing foreign trade and expanding its national borders shaped the nation’s foreign policy and spurred government and private initiatives.

Essential Questions: [CR4] How revolutionary was the “Revolution of 1800”? (NAT-2) (NAT-4) (POL-1) (WXT-2) To what extent did politics became more democratic during the “reign” of Andrew Jackson? (NAT-2) (NAT-4)

(POL-1) (WXT-4) How did technological developments in manufacturing and transportation bring about economic and social

change in the early nineteenth century? (POL-3) (WXT-2) (WXT-3) How and why did early nineteenth-century American reformers work to make American society more

democratic primarily without the assistance of government? In what ways did their efforts both strengthen and weaken the early American republic? (NAT-1) (NAT-4) (POL-2) (CUL-1) (CUL-2) (CUL-3) (CUL-4)


How was the Age of Jackson, 1819-1836, an age of triumphant nationalism and at the same time, an era of divisive sectionalism? (POL-1) (NAT-2) (NAT-4) (WXT-2)

How did United States’ interest in increasing foreign trade and expanding its national borders hape the nation’s foreign policy? (MIG-2) (WOR-1) (WOR-2)

How did American culture through thought, literature and the arts reflect a growing sense of both individualism and nationalism? (CUL-1) (CUL-2) (CUL-4)

Assigned Reading: Brinkley’s American History Chapter 7, “The Jeffersonian Era”, pp. 182-216; Chapter 8, “Varieties of American

Nationalism”, pp. 217-233; Chapter 9, “Jacksonian Democracy”, pp. 234-259; Chapter 10, “America’s Economic Revolution”, pp. 260-296; Chapter 11, “Cotton, Slavery, and the Old South”, pp. 297-319; Chapter 12, “Antebellum Culture and Reform, pp. 320-345[CR1a]

AMSCO, Chapter 7, “The Age of Jefferson”, pp. 130-149; Chapter 8, “Nationalism and Economic Development”, pp. 150-172; Chapter 9, “Sectionalism”, pp. 173-190; Chapter 10, “The Age of Jackson”, pp. 191-206; Chapter 11, “Society, Culture, and Reform”, pp. 207-223 [CR1c]

Major Topics: The Age of Jefferson: Foreign relations, including the conflict with the Barbary Pirates and the growing tensions with Europe during the Napoleonic Wars; Marbury v. Madison and the development of the Supreme Court; Jeffersonian Republicanism, including the Bank of the United States, the Louisiana Purchase, and foreign relations; Election of 1800; growing pains of the New Republic; foreign relations between the United States and France and Great Britain; causes and course of the War of 1812; political, social, and economic aftermath of the War of 1812, including the Second Bank of the United States, fall of the Federalists, internal improvements; Era of Good Feelings; protective tariffs; major decisions of the Marshall Court; the Monroe Doctrine and the growth of the U.S. in regional politics; the rise of immigration and nativism. [CR3] The Age of Jackson: Corrupt Bargain and the Election of 1828; rise of the Jacksonian Democrats, including beliefs, policies, and important members; major events/issues of Jackson’s administration, including the rise of the common man, Native American policies and removal, the Nullification Crisis, and the Bank War and subsequent Panic of 1837; trends in immigration, urbanization, industrialization; social and cultural reactions to the industrial age, including the Second Great Awakening, utopian movements, and reformers; reform movements, including treatment of the deaf, blind, insane, and criminals; the temperance movement; the abolitionist movement; rise of the suffrage movement; artistic and philosophical movements including the Hudson River School, romanticism, and transcendentalism [CR3]

Primary Sources: Thomas Jefferson, First Inaugural Address, 1801; 1800 "The Providential Detection" Political Cartoon; Thomas Jefferson, Letter to John Holmes, 1820: "A Fire Bell in the Night"; Peter Cartwright, Autobiography: The Backwoods Preacher, 1856; Andrew Jackson, Veto Message Regarding the Bank of the United States, July 10, 1832; Thomas W. Dorr, An Address to the People of Rhode Island, 1834; David Walker, excerpts from David Walker's Appeal, 1830; Ralph Waldo Emerson, excerpts from "Self-Reliance," 1841; John C. Calhoun, excerpt from "A Disquisition on Government," 1851; Walt Whitman, "Song of Myself," Sections 1 to 15; from Leaves of Grass, 1855; Harriet Jacobs, Incidents in the Life of a Slave Girl, 1861, Ch. 5-7, 10-11, 14-17; Elizabeth Cady Stanton, "Seneca Falls Address," 1848; Alexis de Tocqueville, Democracy in America, 1835/1840, excerpts; Frederick Douglass, Appendix to Narrative of the Life of an American Slave, 1845; Henry David Thoreau, "Civil Disobedience," 1848; Debate between Senators Robert Hayne and Daniel Webster on the principal of “Nullification” [CR1b]

Secondary Sources: Ira Berlin, “I Will Be Heard: William Lloyd Garrison and the Struggle Against Slavery” from Portrait of America. ; John F. Marszalek, “Andrew Jackson: Flamboyant Hero of the Common Man” from Portrait of America.; Daniel Walker Howe, What Hath God Wrought, Excerpts [CR1c]

Activities Students will be introduced to the DBQ using the DBQ core structure of essay writing. APPARTS on Thomas Jefferson’s First Inaugural address (NAT-2) (NAT-4) (POL-1) (WXT-2) [CR5]


LOC Political cartoon analysis on “The Providential Detection” (NAT-2) (NAT-4) (POL-1) (WXT-2) [CR5] Performance Task on the 1828 Election of Andrew Jackson-“The Common Man Campaign Project”; students will

research and role play in a group Andrew Jackson’s 1828 campaign to become president. (NAT-2) (NAT-4) (POL-1) (WXT-2) [CR6]

19th Century Reform Movement Research Project; students will research one reform or social movement of the early 19th century to present in a multimedia format (NAT-2) (POL-1) (CUL-3) [CR5]

DBQ Jigsaw Activity on primary/secondary resources for 19th Century Reform movements (NAT-2) (POL-1) (CUL-3) [CR5]

Viewing of “Not for Ourselves Alone” detailing the Suffrage Movement led by Elizabeth Cady Stanton and Susan Anthony; students will use questions and a graphic organizer to summarize in notes their understanding of the movement (CUL-3) [CR6]

Comparison of Robert Hayne and Daniel Webster debates-using HIPP analysis tool (CUL-4) (WXT-1) (POL-2) (GEO-1)[CR7]

APPARTS on Thomas Jefferson’s “A Fire Bell in the Night” (CUL-4) (WXT-1) (POL-2) (GEO-1)[CR7] Modified DBQ assignment on a unit essential question: How was the Age of Jackson, 1819-1836, an age of

triumphant nationalism and at the same time, an era of divisive sectionalism? (POL-1) (NAT-2) (NAT-4) (WXT-2)[CR5]

Scramble Timeline: Students will be provided a series of events spanning Period 4, but related thematically. They will have to locate the dates, write the events in order on a timeline, and use their research and knowledge of the time period to create an argument to support why the events selected support the theme. [CR8] [CR9] [CR10] [CR11]




Assignments Read Brinkley’s American History Chapter 7, “The Jeffersonian Era”, pp. 182-216; Chapter 8, “Varieties of

American Nationalism”, pp. 217-233; Chapter 9, “Jacksonian Democracy”, pp. 234-259; Chapter 10, “America’s Economic Revolution”, pp. 260-296; Chapter 11, “Cotton, Slavery, and the Old South”, pp. 297-319; Chapter 12, “Antebellum Culture and Reform, pp. 320-345.

Complete the Unit Top Ten list of Identifications Complete the Key Concept Graphic Organizer [CR1a] [CR3]

Assessments Unit 4 Formative Quiz 4.1, 4.2, 4.3 Unit 4 Multiple Choice Test Unit 4 LEQ Unit 4 DBQ

UNIT 5: EXPANSION, CIVIL WAR AND RECONSTRUCTION 1844-1877(19 days)

Organizing Principles: Students will understand that…


Key Concept 5.1: The United States became more connected with the world, 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 unresolved many questions about the power of the federal government and citizenship rights.

Essential Questions: [CR4] What encouraged U.S. expansion westward before the Civil War? How did this expansion lead to both conflict

and compromise leading up to the Civil War? (CUL-4) (NAT-3) (NAT-4) (WOR-1) (WOR-2) (MIG-1) (MIG-2) (GEO-1)

What were the causes of the Mexican War? Was United States entry into the war justified? Why or why not? How did the Mexican War impact American society? (NAT-3)(MIG-2) (GEO-1) (WOR-1)

To what extent was slavery the primary factor which caused the American Civil War? (NAT-1) (POL-2) (CUL-2) (WXT-1)

How and why did the Union win the Civil War? (NAT-1) (WOR-2) How effective was the outcome of the American Civil War in determining the nature of the Union, the economic

direction of the United States, and the power of the federal government? Explain. (NAT-2) (POL-3) (WXT-1) (CUL-3)

How free were newly freed African Americans after the Civil War? (NAT-2) (POL-3) (WXT-1) (CUL-3)

Assigned Text Reading: Brinkley’s American History Chapters 13, “The Impending Crisis”, pp. 346-372; Chapter 14, “The Civil War”, pp.

373-409; Chapter 15, “Reconstruction and the New South”, pp. 410-441 [CR1a] AMSCO, Chapter 12, “Territorial and Economic Expansion”, pp. 229-246; Chapter 13, “The Union in Peril”, pp.

247-267; Chapter 14, “The Civil War”, pp. 268-290; Chapter 15, “Reconstruction”, pp. 291-310 [CR1c]

Major Topics: Manifest Destiny and trends in westward expansion, including Texas independence and slavery in new states; life on the trail; Oregon and California; annexation of Texas and the Mexican-American War and its effects on land acquisition, slavery, economics, politics, and migration; major events leading to the Secessionist Crisis, including Uncle Tom’s Cabin, the Kansas-Nebraska Act, the Dred Scott decision, and John Brown’s raid on Harper’s Ferry; outbreak of the Civil War and its course, including the Election of 1860 and the war’s generals and leadership; political, diplomatic, social, and economic consequences of the war in the north and south; the Emancipation Proclamation and its effects on the war effort and the slave population; the Reconstruction plans of Lincoln, Douglas, and Radical Republicans; the effect of Lincoln’s assassination on Reconstruction policies; military occupation of the south and emergence of black republican governments; impeachment of Andrew Johnson; Radicalization of Reconstruction; Civil War Amendments; white resistance and the Ku Klux Klan; readmission of southern states; Grant administration scandals; gradual denial of black rights in the South; Compromise of 1877. [CR3]

Primary Sources: John Gast, “American Progress”; James K. Polk, Inaugural Address, 1844; James K. Polk, Address to Congress requesting a declaration of War; Abraham Lincoln, Spot Resolution; Harriet Beecher Stowe, Uncle Tom's Cabin, 1852, Ch. 1: "In Which the Reader Is Introduced to a Man of Humanity"; George Fitzhugh, Sociology for the South; or, The Failure of Free Society, 1854; John C. Calhoun on the Clay Compromise Measures, U.S. Senate, March 4, 1850; Daniel Webster, Speech to the United States Senate, March 7, 1850; William Henry Seward, Speech to the United States Senate, March 11, 1850; Henry Clay, "A General Review of the Debate on the Compromise Bills," U.S. Senate, July 22, 1850; Frederick Douglass, "What to a Slave is the Fourth of July?" July 5, 1852; Lincoln/Douglas debates, 1858, excerpts; Election of 1860 political cartoons; Abraham Lincoln, First Inaugural Address, 1861; Abraham Lincoln, Second Inaugural Address, 1865; Abraham Lincoln, Gettysburg Address, 1863; Abraham Lincoln, Emancipation Proclamation, 1863; Black Codes of Southern states, excerpts; Reconstruction political cartoons-Harper’s Weekly [CR1b]


Secondary Sources: Franklin, John Hope and Schweninger, Loren, “Runaways from a Hellish System”, Oates and Errico, eds. Portrait of America; Quarles, Benjamin. “Let My People Go”, Oates and Errico, eds. Portrait of America; Chowder, Ken. “The Father of American Terrorism”, Oates and Errico, eds. Portrait of America; Oates, Stephen. “Lincoln’s Journey to Emancipation”. Oates and Errico, eds. Portrait of America; Catton, Bruce. “Hayfoot, Strawfoot!”, Oates and Errico, eds. Portrait of America; Horton, James Oliver and Horton, Lois E. “’Call Me Mister’: The Black Experience During Reconstruction”, Oates and Errico, eds. Portrait of America. [CR1c]

Activities Quad analysis of John Gast’s “American Progress” (NAT-3) (MIG2) (GEO-1) [CR5] HIPP on James K. Polk’s Inaugural Address (NAT-3) (WOR-2) [CR5] Comparison of Polk’s “Declaration of War” with Lincoln’s “Spot Resolution” (NAT-3) (WOR-1) (WOR-2) (GEO-1)

[CR9] Think Pair Share on the debates of the Compromise of 1850 (Clay, Calhoun, Webster, Seward, Douglas) (NAT-3)

(NAT-4) (WOR-1) [CR5] [CR9] APPARTS on Frederick Douglass, “What to a Slave is the Fourth of July” (NAT-1) (NAT-2) (POL-2) [CR5] Tiki Toki Timeline Project; students will research a set of events to determine how the event contributed to

sectional tension and ultimately the onset of the Civil War (NAT-1) (POL-2) (CUL-2) (WXT-1) [CR5] [CR8] [CR11] Close Reading Activity and analysis of Abraham Lincoln’s First Inaugural Address (NAT-1) (NAT-2) (POL-1) [CR5] Guided Reading Activity on “Lincoln’s Journey to Emancipation” by Stephen Oates (NAT-1) (NAT-2) (POL-1)

(WOR-2) [CR6] Think Pair Share on Historical Interpretations of the Emancipation Proclamation; students will compare historical

interpretations on the impact of the proclamation (NAT-1) (NAT-2) (POL-1) [CR6] [CR9] DBQ Jigsaw on Reconstruction examining a unit essential question: How free were newly freed African

Americans after the Civil War? (NAT-2) (POL-3) (WXT-1) (CUL-3) [CR5] [CR6] Scramble Timeline: Students will be provided a series of events spanning Period 5, but related thematically.

They will have to locate the dates, write the events in order on a timeline, and use their research and knowledge of the time period to create an argument to support why the events selected support the theme. [CR8] [CR9] [CR10] [CR11]




Assignments Read Brinkley’s American History Chapters 13, “The Impending Crisis”, pp. 346-372; Chapter 14, “The Civil War”,

pp. 373-409; Chapter 15, “Reconstruction and the New South”, pp. 410-441. Complete the Unit Top Ten list of Identifications Complete the Key Concept Graphic Organizer [CR1a] [CR3]

Assessments Unit 5 Formative Quiz 5.1, 5.2, 5.3 Unit 5 Multiple Choice Test Unit 5 SAQ Unit 5 LEQ/DBQ


UNIT 6: The Gilded Age (19 days)INDUSTRIALIZATION & URBANIZATION 1865-1898

Organizing Principles: Students will understand that…6.1: Technological advances, large-scale production methods, and the opening of new markets encouraged the rise of industrial capitalism in the United States6.2: The migrations that accompanied industrialization transformed both urban and rural areas of the United States and caused dramatic social and cultural change.6.3: The Gilded Age produced new cultural and intellectual movements, public reform efforts, and political debates over economic and social policies.

Essential Questions: [CR4] How and why did the United States become more industrialized at the end of the nineteenth century? What

impacts did rapid industrialization have on labor? (WXT-1) (WXT-2) (WXT-3) (WOR-2) (CUL-4) How did the financial problems facing 19th century American farmers in the South and West contribute to the

rise of political movements that permanently changed American politics? (POL-2) (POL-3) (WXT-3) How did the migrations that accompanied industrialization transform both urban and rural areas of the United

States and cause dramatic social and cultural change? (MIG-1) (MIG-2) (NAT-1) (NAT-4) (POL-3) (GEO-1) How did cultural and intellectual movements both support and challenge the social order of the Gilded Age?

(CUL-1) (CUL-2) How did dramatic social changes in the period inspire political debates over citizenship, corruption, and the

proper relationship between business and government? (NAT-2) (POL-1) (POL-2)(CUL-3) To what extent did the political and economic conditions of the Gilded Age disadvantage economic and social

classes within the United States? (WXT-1) (WXT-3) (POL-2) (CUL-4) (MIG-2) (NAT-4)

Assigned Text Reading: Brinkley’s American History Chapters 16, “The Conquest of the Far West”, pp. 442-470; Chapter 17, “Industrial

Supremacy”, pp. 471-499; Chapter 18, “The Age of the City”, pp. 500-528; Chapter 19 (partial), “From Crisis to Empire”, pp. 529-547 [CR1a]

AMSCO Chapter 16, “The Rise of Industrial America”, pp. 318-338; Chapter 17, “The Last West and the New South”, pp. 339-359; Chapter 18, “The Growth of Cities and American Culture”, pp. 360-379; Chapter 19, “The Politics of the Gilded Age”, pp. 380-397 [CR1c]

Major Topics: Republican domestic policies, including the Transcontinental Railroad and land grants; social and economic effects of post-bellum industrialization in the North and South; the expanding economic power of the U.S. in the world economy; impact of an unregulated economy on the development of heavy industry and the emergence of business tycoons; case studies on Vanderbilt, Carnegie, Rockefeller, J.P. Morgan; early attempts to rein in big business by the government at the state and federal levels; development and perceptions of national labor unions; westward expansion through the railroad industry and emerging economic interests; conflicts between Native Americans and settlers, ranchers, and miners; industrialization, urbanization, and cultural transformations; domestic and global challenges and the creation of mass culture; cultural effects of deregulation, industrialization, and westward expansion; urbanization and the competing ideal of city and rural life in America; immigration, minority rights, and a rigid class system; corruption and machine politics in state and local governments; the rise of agrarian discontent and the Populist response; competing arguments about the proper role of government leading to Progressive ideals. [CR3]

Primary Sources: William Jennings Bryan, “Cross of Gold”, 1896; Kansas Pacific Railway Co., Senatorial Excursion Party over the Union Pacific Railway, 1867, excerpts; Frederick Winslow Taylor, The Principles of Scientific Management, 1910, Ch. 2, excerpts; Thomas Anshutz, The Ironworkers' Noontime, oil on canvas, 1880; Andrew Carnegie, “The Gospel of Wealth”. North American Review, June 1889; Mark Twain and Charles Dudley Warner, The Gilded Age, novel, 1873, Ch. 7-8; Henry Grady, "The New South," address, 1889; Booker T. Washington, The Atlanta Exposition Address, 1895,


excerpts; W.E.B. DuBois, “Of Mr. Booker T. Washington and others”, The Souls of Black Folk; W.E.B. DuBois, “The Talented Tenth”; Henry Adams, "Chicago," Ch. 22 in The Education of Henry Adams, 1907; The Dream City: A Portfolio of Photographic Views of the World's Columbian Exposition, 1894; Lewis W. Hine, photographs of immigrants, Ellis Island, 1905; Lewis W. Hine, photographs of child labor, 1890-1910; U.S. House of Representatives, Report of the Select Committee on Immigration, 1892, excerpt; Zitkala-Sa (Gertrude Bonnin), "The School Days of an Indian Girl," Atlantic Monthly, February 1900; The Populist Party Platform [Omaha Platform], 1892; Statement of the Pullman Strikers, in Report and Testimony on the Chicago Strike of 1894 (U.S. Strike Commission), 1895, excerpts; Reply of the Pullman Company, in Report and Testimony, 1895, excerpts; Frederick Jackson Turner, "The Significance of the Frontier in American History," address, 1893, excerpts; Simon Pokagon, "The Future of the Red Man," Forum, August 1897, excerpts; Mary Elizabeth Lease, Speech to the Woman’s Christian Temperance Union, 1891; Thomas Nast, Images of Boss Tweed [CR1b]

Secondary Sources: Utley, Robert M. “Sitting Bull and the Sioux Resistance”, Oates and Errico, eds. Portrait of America; Heilbroner, Robert. “The Master of Steel: Andrew Carnegie”, Oates and Errico, eds. Portrait of America; Boroff, David. “A Little Milk, a Little Honey”, Oates and Errico, eds. Portrait of America; McCullough, David. The Wright Brothers .Excerpts. [CR1c]

Activities HIPP strategy on Thomas Anshutz’s The Ironworkers' Noontime, oil on canvas, 1880 (WXT-1) (WXT-3) (CUL-4)

[CR5] Analyze clips from Ken Burns’ The West—Episode 6 “Fight No More Forever” in order to answer an essential

question of the unit: How did the migrations that accompanied industrialization transform both urban and rural areas of the United States and cause dramatic social and cultural change? (MIG-1) (MIG-2) (NAT-1) (NAT-4) (POL-3) (GEO-1)[CR6]

Complete a Graphic Organizer on Native American Resistance partnered with a guided reading from Robert Utley’s “Sitting Bull and the Sioux Resistance”. (MIG-1) (MIG-2) (NAT-1) (NAT-4) (POL-3) (GEO-1)[ [CR6]

Complete a “So What” timeline on the significance of events that changed the West. (MIG-1) (MIG-2) (NAT-1) (NAT-4) (POL-3) (GEO-1)[ [CR6]

Students will complete a graphic organizer on technological inventions of the late 19 th century and create an advertisement of the “most influential invention of the 19th Century” to be displayed at the World Columbian Exposition in Chicago in 1893. (WXT-3) [CR6]

Guided reading and class discussion from Chapter excerpt on The Wright Brothers by David McCullough (WXT-3) [CR6]

APPARTS on Joseph Keppler’s “Bosses of the Senate” cartoon. (CUL-4) (WXT-2) [CR5] Jigsaw activity using Gilded Age primary and secondary sources (Omaha Platform, William Jennings Bryan and

“The Cross of Gold”, Leonidas Polk biography, Mary Elizabeth Lease “Speech to the Woman’s Christian Temperance Union”, Railroad cartoons, etc.) on a unit essential question: How did the financial problems facing 19th century American farmers in the South and West contribute to the rise of political movements that permanently changed American politics? (POL-2) (POL-3) (WXT-3) [CR6] [CR7]

Evaluation activity on L. Frank Baum’s Wizard of Oz as a Populist Allegory (POL-2) (POL-3) (WXT-3) [CR6] Students will read the “Consider the Source” Section of Chapter 14 in Brinkley and compare Andrew Carnegie’s

“Wealth” with Warren Buffett’s “My Philanthropic Pledge”. Students will answer both the “Understand, analyze, and evaluate” questions on page 483 and “Make Connections” questions on page 484. (CUL-1) (CUL-2) [CR7] [CR9] [CR11] [CR13b]

Students will respond to short-answer questions comparing the ideological framework of Chapters 10-11 of Howard Zinn’s A People’s History of the United States and Chapters 11-12 of Larry Schweikart’s A Patriot’s History of the United States [CR6]

Analyze clips from The Men Who Built America documentary depicting Andrew Carnegie, John D. Rockefeller, J.P. Morgan, Thomas Edison, Nikolai Tesla, and Cornelius Vanderbilt. (WXT-2) [CR6]


Analyze clips from Ric Burn’s film on New York: A Documentary, episode 3 “Sunshine and Shadow” and episode 4 “The Power and the People” depicting tenement housing, immigration, Boss Tweed, and the Tammany Hall political machine. (WXT-1) (WXT-2) (WXT-3) (CUL-4) [CR6]

Class discussion on Lewis Hine’s photography depicting child labor. (WXT-1)[CR5] Jackdaws Jigsaw activity on immigration primary sources partnered with Ellis Island sequence activity. (MIG-1)

(MIG-2)[CR5] Guided reading on David Boroff’s “A Little Milk, a Little Honey”, Oates and Errico, eds. (MIG-1) (MIG-2) [CR6] Interpretation (P.O.V) Activity comparing the perspectives of Booker T. Washington in the “Atlanta

Compromise”, W.E.B. DuBois in The Souls of Black Folk and Ida B. Wells-Burnett on “Lynchings” (NAT-2) (POL-2) [CR5] [CR9]

Analyze clips from “The Homestead Strike,” July 6, 1892 in Ten Days that Unexpectedly Changed America. (WXT-1) [CR6]

Use authentic copies of the Ladies Home Journal, Youth Companion, and McClure’s Magazine, to analyze advertisements of the time period using the guided questions provided. (WXT-1) (WXT-2) (WXT-3) [CR5]





Assignments Read Brinkley’s American History Chapters 16, “The Conquest of the Far West”, pp. 442-470; Chapter 17,

“Industrial Supremacy”, pp. 471-499; Chapter 18, “The Age of the City”, pp. 500-528; Chapter 19 (partial), “From Crisis to Empire”, pp. 529-547.


Assessments Unit 6 Formative Quiz 6.1, 6.2, 6.3 Unit 6 Multiple Choice Test Unit 6 SAQ Unit 6 DBQ

UNIT 7: The Progressive Era through World War II (26 days)PROGRESSIVISM, IMPERIALISM, DEPRESSION & WAR 1890-1945

Organizing Principles: Students will understand that…Key Concept 7.1: Growth expanded opportunity, while economic instability led to new efforts to reform U.S. society and its economic systemKey Concept 7.2: Innovations in communications and technology contributed to the growth of mass culture, while significant changes occurred in internal and international migration patterns.Key Concept 7.3: Participation in a series of global conflicts propelled the United States into a position of international power while renewing domestic debates over the nation’s proper role in the world.


Essential Questions: [CR4] How and why did the United States become increasingly active and aggressive in world affairs from 1890 to

1918? (NAT-1) (NAT-3) (WOR-2) The Progressive movement partially succeeded in improving life for average Americans by curbing big business,

making the government more responsive to the will of the people, and enacting social welfare legislation. To what degree is this statement accurate? (POL-2) (POL-3) (GEO-1) (CUL-3)

How and why did popular culture grow in influence during the 1920s? How did this growing influence increase debates over the effects of culture on public values, morals, and American identity? (NAT-2) (WXT-3) (CUL-1) (CUL-2) (CUL 4)

What caused the Great Depression? How did policymakers respond to the mass unemployment and social upheavals of the Great Depression? (POL-1) (POL-3) (WXT-1) (WXT-2)

How did U.S. participation in World War II transform American society? How did U.S. victory in World War II propel the U.S. into a position of global, political and military leadership? (NAT-3) (NAT-4) (CUL-3) (WOR-2)

Assigned Text Reading: Brinkley’s American History Chapter 19 (partial), “From Crisis to Empire”, pp. 547-566, Chapter 20, “The

Progressives”, pp. 567-600, Chapter 21 “America and the Great War”, pp. 601-631; Chapter 22, “The ‘New Era’”, pp. 632-657, Chapter 23, “The Great Depression”, pp. 658-681, Chapter 24, “”The New Deal”, pp. 682-707; Chapter 25, pp. 708-726; Chapter 26, “America in a World at War”, pp. 727-755 [CR1a]

AMSCO Chapter 20 “Becoming a World Power”, pp. 409-430; Chapter 21 “The Progressive Era”, pp. 431-453; Chapter 22 “World War I and Its Aftermath”, pp. 454-474; Chapter 23, “The Modern Era of the 1920s”, pp. 475-495; Chapter 24, “The Great Depression and the New Deal”, pp. 496-520; Chapter 25, “Diplomacy and World War II”, pp. 521-546 [CR1c]

Major Topics: Progressivism, Imperialism and World War I: Definition and goals of Progressivism and types of Progressives; muckrakers, social reform, and the use of media to achieve social, economic, and political goals; radical movements, the IWW and Socialist Party, the changing role of government; the Progressive Presidents: Roosevelt, Taft, Wilson; successes and failures of the Progressive Era; the visions and goals of Booker T. Washington and W.E.B. DuBois; the suffrage movement and the 19th Amendment; early expansionism, including Alaska and Hawaii; American involvement and influence in the Spanish-American War and the Philippines; the Roosevelt Corollary and the Panamanian Crisis; Mexico, Tampico Incident, and Pancho Villa; non-interventionism in European affairs at the outbreak of World War I; the Lusitania, Sussex Pledge, Zimmerman Telegram, unrestricted submarine warfare; the course of the war, before and after American involvement; federal domestic policy during World War I, including war bonds and propaganda; Treaty of Versailles and debate over ratification; urban riots, the First Red Scare, and the Palmer Raids after World War I. [CR3] 1920s, Depression and World War II: Warren G. Harding, Normalcy, and the end of the Progressive Era; civil rights for Americans after World War I; social, political, economic, and cultural trends during the 1920s; economic trends in the wake of the First World War and the collapse of the world economy; mass production and mass consumerism; the development of the media through the radio and movies; African-American progress and struggles, including lynching, the Great Migration, and the Harlem Renaissance; the culture wars, including modernism and fundamentalism, urban and rural lifestyles; social and cultural reaction to the return to normalcy; a return to limited government including the Harding, Coolidge, and Hoover administrations; the Stock Market Crash, crop failures, and the collapse of the banking industry by 1932; the Bonus Army, Hoovervilles, and the social crisis surrounding the election of 1932; FDR, the Hundred Days, the First and Second New Deals, and the recasting of the role of government; court challenges to the New Deal and other dissenting opinions; the overall effects of the New Deal programs on the economy, politics, and the popular understanding of the role of government in American society; American isolationism in the 1920s and 1930s, the Washington Conference, Neutrality Acts, and the slow drift toward intervention by 1941, including Lend-Lease; Pearl Harbor, involvement in World War II, mobilization, and its effects on the American economy, society, and politics; civil liberties during the war, especially for Japanese-Americans; the course of the war in Europe and the Pacific; the dropping of the atomic bomb and the end of the war; diplomacy during the war, from the Atlantic Charter to the Potsdam Conference. [CR3]


Primary Sources: Jacob Riis, How the Other Half Lives: Studies among the Tenements of New York, 1890; Excerpts from Upton Sinclair’s The Jungle; The Image of the Octopus, six drawings, 1882-1909; Ida M. Tarbell, "The History of the Standard Oil Company," McClure's Magazine, 1902-1904, Excerpts; Frank Norris, The Octopus, novel, 1901, excerpts; William L. Riordon, Plunkitt of Tammany Hall, 1905, Preface, Ch. 1-7 ; Lincoln Steffens, The Shame of the Cities, 1904, "Introduction and Some Conclusions"; Theodore Roosevelt, "The New Nationalism," address, 1910; The Niagara Movement, Declaration of Principles, 1905; Jane Addams, "If Men Were Seeking the Franchise," Ladies' Home Journal, June 1913; Albert Beveridge, “The March of the Flag”; William Jennings Bryan, “Will It Pay”; Emilio Aguinaldo, On the Philippine Insurrection, North American Review; Theodore Roosevelt, "The Strenuous Life," address, 10 April 1899; Rudyard Kipling, "The White Man's Burden," poem, McClure's Magazine, February 1899 ; T. Johnson, "The Black Man's Burden," poem, Christian Recorder, March 1899; T. Thomas Fortune, "The White Man's Burden," editorial, New York Age, April 1899, excerpts; "Aguinaldo's Case Against the United States. By a Filipino," North American Review, September 1899, excerpts; Eugene V. Debs, The Canton, Ohio Anti-War Speech, June 16, 1918; The Sacco-Vanzetti case, Transcript of the Record of the Trial; Margaret Sanger, Woman and the New Race, excerpts; Robert and Helen Lynd, Middletown: A Study in American Culture, 1929; Studs Terkel, Hard Times, 1970; Huey Long, “Every Man a King”, 1934; Franklin Roosevelt, fireside chats, excerpts; Franklin Roosevelt, First Inaugural Address, 1933; Charles Lindbergh Argues for Isolation, New York Times, April 24, 1941; Franklin Roosevelt, “Quarantine Speech”, October 5, 1937; Franklin Roosevelt, The "Four Freedoms" Address to Congress January 6, 1941 From Congressional Record, 1941, Vol. 87, Pt. I. ; William Shirer Berlin Diary: The Journal of a Foreign Correspondent, 1934-1941; Dr. Seuss, political cartoons, World War II; Images of Theodore Roosevelt, Puck Magazine [CR1b]

Secondary Sources: “’Henry Ford: Symbol of an Age”, Oates and Errico, eds. Portrait of America; T.H. “Under Hoover, the Shame and Misery Deepened”, Oates and Errico, eds. Portrait of America; Burns, James MacGregor. “Government in Action: FDR and the early New Deal”, Oates and Errico, eds. Portrait of America; “The War of Machines,” a selection from David M. Kennedy’s Freedom from Fear; Goodwin, Doris Kearns. Bully Pulpit. Excerpts; Goodwin, Doris Kearns. “Franklin and Eleanor: The Early Wartime White House”, Oates and Errico, eds. Portrait of America; Vanden Heuvel, William J. “America and the Holocaust”, Oates and Errico, eds. Portrait of America; Maddox, Robert J. “The Biggest Decision: Why we had to drop the Atomic Bomb”, Oates and Errico, eds. Portrait of America; Knebel, Fletcher and Bailey, Charles W. “Hiroshima: The Victims”, Oates and Errico, eds. Portrait of America.;. [CR1c]

Documentaries: Theodore Roosevelt, Biography. American Experience; Woodrow Wilson, Biography. American Experience. Ken Burns, ed. Baseball. “Inning 4-A National Heirloom”. Ken Burns, ed. Jazz. Episode Two: “The Gift”. Franklin Roosevelt, Biography. American Experience; Triangle Shirtwaist Fire. PBS; Ken Burns, The War. PBS

Activities APPARTS: Students will examine the photography of Jacob Riis’ How the Other Half Lives and compare with

first-hand accounts of immigrants in New York City during the Gilded Age. Students will then make supportable inferences and draw appropriate conclusions to the following questions: (1) Why did immigrants agree to live in such conditions? (2) Why did city government officials allow these conditions to continue? (3) Do similar conditions exist today? Why or why not? (4) How effective is Riis’s message? [CR4]

Muckraker Newscast Performance Task: students will research and create a skit delivering a live muckraker television broadcast reflecting on the accomplishments and failures of the Progressive Era. Key concepts of the unit will guide research (POL-2) (POL-3) (GEO-1) (CUL-3) [CR6]

Jigsaw activity using primary sources from the Age of Imperialism- Albert Beveridge, “The March of the Flag”; William Jennings Bryan, “Will It Pay”; Emilio Aguinaldo, On the Philippine Insurrection, North American Review (NAT-3) (WOR-2) [CR5] [CR9]

Use HIPP strategy and Think-Pair-Share to analyze World War I propaganda posters (NAT-1) (NAT-3) (WOR-2) [CR5]

Compare Woodrow Wilson’s Declaration of War with George W. Bush’s State of the Union address following 9/11. (NAT-1) (NAT-3) (WOR-2) [CR5] [CR9]


Time Magazine Project: Students will work within accountability teams to research and create a time magazine on the economic, political and cultural aspects of the 1920s using an online platform such as Flipsnack (NAT-2) (WXT-3) (CUL-1) (CUL-2) (CUL-4) [CR6]

Students will view excerpts from Ken Burns, ed. Baseball. “Inning 4-A National Heirloom” and complete a graphic organizer of notes for class discussion. (NAT-2) (WXT-3) (CUL-1) (CUL-2) (CUL-4) [CR6]

Students will view excerpts from Ken Burns, ed. Jazz. “Episode 2-The Gift” and complete a graphic organizer of notes for class discussion. (NAT-2) (WXT-3) (CUL-1) (CUL-2) (CUL-4) [CR6]

Close reading activity on Bartolomeo Vanzetti’s courtroom testimony. Students will compare the Saco-Vanzetti Trial with the Scopes Monkey Trial. (CUL-4) (MIG-1) (MIG-2) [CR5]

Close reading activity on Franklin Roosevelt’s “First Inaugural Address” (POL-1) (POL-3) (WXT-1) (WXT-2) [CR5] Students will read the “Consider the Source” Section of Chapter 24 in Brinkley and compare Franklin Roosevelt’s

first fireside chat on the banking crisis with Barack Obama’s signing of the Consumer Protection Act. Students will answer both the “Understand, analyze, and evaluate” questions and “Make Connections” questions on page 687. [CR9] [CR11]

Students will read one of the following historical essays: T.H. “Under Hoover, the Shame and Misery Deepened”, Oates and Errico, eds. Portrait of America; Burns, James MacGregor. “Government in Action: FDR and the early New Deal”, Oates and Errico, eds. Portrait of America. Students will compare each of the President’s responses to the depression using a Venn Diagram. (POL-1) (POL-3)(WXT-1) (WXT-2) [CR6]

Tic-Tac-Toe Activity on the Great Depression and the New Deal: Student choice of research topics must follow a “Tic-Tac-Toe” format that demonstrates mastery of the big ideas of the unit. (POL-1) (POL-3)(WXT-1) (WXT-2) [CR6] [CR5]

Students will read and answer guided questions on Goodwin, Doris Kearns. “Franklin and Eleanor: The Early Wartime White House”, Oates and Errico, eds. Portrait of America; Class discussion (NAT-3) (NAT-4) (CUL-3) (WOR-2) [CR6]

APPARTS on Norman Rockwell’s painting of “Rosie the Riveter” (NAT-3) (NAT-4) (CUL-3) (WOR-2) [CR5] Interpretation (P.O.V) Activity: Students will read and answer questions from the following historical essays on

American use of the atomic bomb: Maddox, Robert J. “The Biggest Decision: Why we had to drop the Atomic Bomb”, Oates and Errico, eds. Portrait of America; Knebel, Fletcher and Bailey, Charles W. “Hiroshima: The Victims”, Oates and Errico, eds. Portrait of America(NAT-3) (NAT-4) (CUL-3) (WOR-2) [CR6]





Assignments Read Brinkley’s American History Chapter 19 (partial), “From Crisis to Empire”, pp. 547-566, Chapter 20, “The

Progressives”, pp. 567-600, Chapter 21 “America and the Great War”, pp. 601-631; Chapter 22, “The ‘New Era’”, pp. 632-657, Chapter 23, “The Great Depression”, pp. 658-681, Chapter 24, “”The New Deal”, pp. 682-707; Chapter 25, pp. 708-726; Chapter 26, “America in a World at War”, pp. 727-755.


Assessments


Unit 7 Formative Quiz 7.1, 7.2, 7.3 Unit 7 Multiple Choice Test Unit 7 SAQ Unit 7 LEQ/DBQ Unit 7 Performance Tasks

UNIT 8: COLD WAR & CIVIL RIGHTS 1945-1980(23 Days)

Organizing Principles: Students will understand that…Key Concept 8.1: The United States responded to an uncertain and unstable postwar world by asserting and working to maintain a position of global leadership, with far-reaching domestic and international consequences.Key Concept 8.2: New movements for civil rights and liberal efforts to expand the role of government generated a range of political and cultural responsesKey Concept 8.3: Postwar economic and demographic changes had far-reaching consequences for American society, politics, and culture.

Essential Questions: [CR4] Why did the Cold War begin? How did the Cold War impact the United States domestically and internationally?

(WXT-2) (WOR-2) (NAT-3) (GEO-1) To what extent did American civil rights activists and political leaders successfully combat racial and social

injustices? (NAT-1) (NAT-2) (NAT-4) (POL-2) (CUL-3) (CUL-4) (GEO-1) What creates greater social change —national legislation, court decisions, organizations and leadership or the

movements associated with civic participation, efforts and sacrifices of local communities? (NAT-1) (NAT-2) (NAT-4) (POL-2) (CUL-3) (CUL-4) (GEO-1)

To what extent did the modern civil rights movement and the expansion of government’s role in achieving social justice and equality provoke political and social criticism? (POL-1) (POL-2) (POL-3)

How did postwar economic and demographic changes impact American society, politics, and culture? (WXT-3) (MIG-1) (MIG-2)

Assigned Text Reading: Brinkley’s American History, Chapter 27, “The Cold War”, pp. 756-777; Chapter 28, “The Affluent Society”, pp.

778-805; Chapter 29, “Civil Rights, Vietnam, and the Ordeal of Liberalism”, pp. 806-832; Chapter 30, “Crisis of Authority”, pp. 833-863 [CR1a]

AMSCO Chapter 26, “Truman and the Cold War”, pp. 557-578; Chapter 27, “The Eisenhower Years”, pp. 579-599; Chapter 28, “Promise and Turmoil”, pp. 600-624; Chapter 29, “Limits of a Superpower”, pp. 625-647 [CR1c]

Major Topics: Emergence of two opposing superpowers; the changing role of the United States in world affairs, including NATO and the United Nations; containment, the Marshall Plan, NSC-68, the growing military and economic burden of the Cold War; the development of the Truman Doctrine and its effect on American foreign policy; division of Korea and the course of the Korean Conflict; the role of the U.S. in Cold War conflicts, including Egypt, Hungary, French Indochina, and Cuba; Eisenhower and brinkmanship; Kennedy and the Cold War, including the Bay of Pigs invasion, Cuban Missile Crisis, and Berlin; the Space Race; trends in popular media and culture during the 1950s and 1960s; the Second Red Scare and its impact on cultural conformity and its cultural backlash during the 1960s; the modern civil rights movement, including Brown v. Board, the Montgomery Bus Boycott, sit-ins, the Civil Rights Act of 1964 and the Voting Rights Act of 1965, Dr. Martin Luther King, Malcom X, Huey Newton, the Black Panthers; civil rights movement of women and feminism, including Betty Friedan, Gloria Steinem, and the ERA; civil rights movement of hispanics, including


the Chicano Movement; post-war religious trends; youth and farm workers; babyboomers and the emergence of anti-institutionalism; Ho Chi Minh and the growth of American involvement in French Indochina; the Gulf of Tonkin Incident and the expansion of American involvement in Vietnam; the course of the Vietnam Conflict, including the Tet Offensive; American support and opposition to the Vietnam Conflict and its effects on the political, economic, and social situation in the U.S.; Johnson’s administration and the Great Society; increasing prosperity and global responsibilities after World War II. Incursion into Cambodia, Vietnamization, Paris Peace Accords, and the Fall of Saigon; American support and opposition to the Vietnam Conflict and its effects on the political, economic, and social situation in the U.S.; environmentalism and the EPA; the Nixon administration, including stagflation, Watergate, and emerging distrust of government; expanding role of the popular media [CR3]

Primary Sources: Winston Churchill “The Iron Curtain Speech”, 1946; Stalin’s Reply to Churchill, Pravda, 1946; Martin Luther King, Jr., “Letter from a Birmingham Jail,” 1963; Martin Luther King, Jr., “I Have A Dream”, 1963; Malcom X, “The Ballot or the Bullet”, 1964; Richard Nixon’s recorded transcript with H.R. Haldeman on June 23, 1972; George Kennan, “Long Telegram”, 1946; Brown v. Board of Education of Topeka, Kansas, 1954 excerpts; Eisenhower’s Farewell Address, 1961; John Kennedy, First Inaugural Address, 1961; Lyndon Johnson, On the Great Society, University of Michigan, 1964; Michael Harrington, The Other America, 1962; Betty Frieden, The Feminine Mystique, excerpts; American popular music from 1950s-1970s [CR1b]

Secondary Sources: King, Larry L. “Trapped: Lyndon Johnson and the Nightmare of Vietnam”, Oates and Errico, eds. Portrait of America; Oates, Stephen. “Trumpet of Conscience: Martin Luther King Jr.”, Oates and Errico, eds. Portrait of America; Cohen, Marcia. “Betty Friedan Destroys the Myth of the Happy Housewife”, Oates and Errico, eds. Portrait of America; Friedrich, Otto. “’I have Never Been a Quitter’: A Portrait of Richard Nixon”, Oates and Errico, eds. Portrait of America;; Lemann, Nicholas, “How the Seventies Changed America”, Oates and Errico, eds. Portrait of America. [CR1c]

Documentaries: Eyes on the Prize-The African American Civil Rights Movement. PBS. Excerpts; The Cold War, CNN; Letters Home From Vietnam; Lyndon Johnson, Biography. American Experience; Richard Nixon, Biography. American Experience; Jimmy Carter, Biography. American Experience [CR6]

Activities Students will research various historical perspectives which answer the question, “Who started the Cold War?”

Students will read the “Debating the Past” section of Chapter 27 on pages 760-761 to add to their understanding of the traditional, revisionist and realist perspectives on the Origins of the Cold War; students will then be tasked with analyzing primary sources as evidence to answer the same question. Students will complete a graphic organizer and prepare a multimedia presentation using evidence to support their argument or answer to the question using an historical perspective. (WXT-2) (WOR-2) (NAT-3) (GEO-1) [CR5] [CR6] [CR5]

Students will view and take notes on the episode entitled “Job Switching” from the “I Love Lucy” television show. Students will also read the “Patterns of Popular Culture” section of Chapter 28 in the Brinkley text. Students will answer the “Understand, Analyze and Evaluate” questions on page 793. (WXT-3) [CR6]

APPARTS on John Kennedy’s 1961 Inaugural Address [CR5] APPARTS on Lyndon Johnson’s 1965 Inaugural Address [CR5] Cold War Impact Timeline: Students will research several Cold War events in order to answer the following

essential question: To what degree did each of the following events impact the Cold War? [CR6] Interpretation (P.O.V) Activity: Students will read and answer guided questions on “Trumpet of Conscience:

Martin Luther King Jr.”, Oates and Errico, eds. Portrait of America [CR6] Students will read the “Debating the Past” section of Chapter 29 in Brinkley and answer the “understand,

analyze and evaluate” questions on p. 813. Students will then research one African-American civil rights event of the second half of the Twentieth Century and present a multimedia presentation of the event. Research of the event should attempt to answer the following unit essential question: What creates greater social change —national legislation, court decisions, organizations and leadership or the civic participation, efforts and sacrifices of local communities? (NAT-1) (NAT-2) (NAT-4)(POL-2) (CUL-4) [CR6]


Analyze episode of 10 Days that Unexpectedly Changed America on Elvis Presley’s appearance on the Ed Sullivan show using Cause/Effect chart (WXT-3) (CUL-2) [CR6]

Students will read and answer guided question on Friedrich, Otto. “’I have Never Been a Quitter’: A Portrait of Richard Nixon”, Oates and Errico, eds. Portrait of America [CR6]

Scramble Timeline: Students will be provided a series of events spanning Period 8, but related thematically. They will have to locate the dates, write the events in order on a timeline, and use their research and knowledge of the time period to create an argument to support why the events selected support the theme. [CR9] [CR10] [CR11]




Assignments Read Brinkley’s American History, Chapter 27, “The Cold War”, pp. 756-777; Chapter 28, “The Affluent Society”,

pp. 778-805; Chapter 29, “Civil Rights, Vietnam, and the Ordeal of Liberalism”, pp. 806-832; Chapter 30, “Crisis of Authority”, pp. 833-863


Assessments

Unit 8 Formative Quiz 8.1, 8.2, 8.3 Unit 8 Multiple Choice Test Unit 8 SAQ Unit 8 LEQ/DBQ

Unit 9: NEW HOPES & NEW FEARS 1980-present (5 days)

Organizing Principles: Students will understand that…Key Concept 9.1: A newly ascendant conservative movement achieved several political and policy goals during the 1980s and continued to strongly influence public discourse in the following decades.Key Concept 9.2: Moving into the 21st century, the nation experienced significant technological, economic, and demographic changesKey Concept 9.3: The end of the Cold War and new challenges to U.S. leadership forced the nation to redefine its foreign policy and role in the world.

Essential Questions: [CR4] How did technological, demographic and economic changes impact 21st Century American society and how

Americans perceived themselves? (NAT-4) (CUL-3) (MIG-1) (MIG-2) How did the shift to a global economy affect American economic and political life? How did scientific and

technological developments in these years change how Americans lived and worked? (WXT-1) (WXT-2) (WXT-3) How and why did a new conservatism emerge politically during the 1980s? How successful were conservatives

in achieving their goals? To what extent did liberalism remain influential politically and culturally? (POL-1) (POL-2) (POL-3)


How did the end of the Cold War affect American foreign policy? How did the terrorist attacks of Sept 11, 2001 impact America’s role in the world? (WOR-2)

Assigned Text Reading Brinkley’s American History, Chapter 31, “From the ‘Age of Limits’, to the Age of Reagan”, pp. 864-885; Chapter

32, “The Age of Globalization”, pp. 886-914 [CR1a] AMSCO Chapter 30, “Conservative Resurgence”, pp. 654-678; Chapter 31, “Challenges of the 21 st Century”, pp.

679-700 [CR1c]

Major Topics: modern religion and political activism; the Carter administration, including the Malaise Speech, Camp David Accords, and the Iranian Revolution; the Reagan administration, including deregulation, Gorbachev, and Iran-Contra Affair; the H.W. Bush administration, including the Persian Gulf War; the Clinton administration, including the Republican Revolution, Welfare Reform Act, NAFTA, and impeachment; the W. Bush administration, including the election of 2000, 9/11, Afghanistan, Iraq, and the PATRIOT Act; the election of 2008 [CR3]

Primary Sources: Ronald Reagan, First Inaugural Address, 1981; Vice President Al Gore conceding defeat in the 2000 Presidential election; George W. Bush, Address to the Joint Session of Congress, September 20, 2001; The Patriot Act, excerpts; Barack Obama, First Inaugural Address, 2009 [CR1b]

Secondary Sources: Issacson, Walter. “Bill Gates: Enigmatic Genius of Microsoft”, Oates and Errico, eds. Portrait of America. Gaddis, John Lewis. “The Lessons of September 11”, Oates and Errico, eds. Portrait of America. [CR1c]

Activities HIPP Activity on Ronald Reagan’s 1st Inaugural Address (POL-1) (POL-2) (POL-3) (WXT-2) [CR5] End of the Cold War Jigsaw Activity: Students will be asked to complete a jigsaw I and II activity on the end of

the Cold War from various historical perspectives. Students will be asked at the end to discuss and answer the Essential Question: How and why did the Cold War end? Based upon their research. (WOR-2) [CR6] [CR5]

Secondary reading on Gaddis, John Lewis. “The Lessons of September 11”, Oates and Errico, eds. Portrait of America. Class discussion. [CR6] [CR11b]

Scramble Timeline: Students will be provided a series of events spanning Period 9, but related thematically. They will have to locate the dates, write the events in order on a timeline, and use their research and knowledge of the time period to create an argument to support why the events selected support the theme. [CR7] [CR8] [CR9] [CR10] [CR11]




Assignments Read Brinkley’s American History, Chapter 31, “From the ‘Age of Limits’, to the Age of Reagan”, pp. 864-885;

Chapter 32, “The Age of Globalization”, pp. 886-914. Complete the Unit Top Ten list of Identifications Complete the Key Concept Graphic Organizer [CR1a] [CR3]

Assessments Unit 9 Formative Quiz 9.1, 9.2, 9.3 Unit 9 Multiple Choice Test


Unit 9 SAQ Unit 9 LEQ/DBQ
