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Revised 10/23/2014
Advanced Placement American History Syllabus DESCRIPTION: This is an advanced course in American History; students should be prepared to work on
a college level. Test and test materials are the same as those used by the CWC professors, along
with Advanced Placement United States History (APUSH) course and exam specific materials.
The first semester will cover American History from pre-Columbian societies through the Civil
War and Reconstruction. Second semester will cover from the end of Reconstruction to the
present. Three semester hours of CWC concurrent enrollment credit per semester can be
earned by students, as well as the ½ credit per semester of Lander Valley High School (LVHS)
credit. Students have the option of taking the national APUSH exam in May. (Those who choose
to take the national APUSH exam will work at an accelerated rate in the spring as they prepare
for that test. This test is optional and NOT necessary for earning the concurrent enrollment
credit. It is recommended that those students choosing to take the APUSH exam purchase and
use APUSH study guides as well as utilizing online study resources.) The course will be taught as
if every student will be choosing to take the APUSH, so the class will involve extensive practice in
use of primary and secondary sources as we address overarching themes and questions related
to historic units, ideas, and concepts. There will be several written assignments reflecting
APUSH timed essays called Document Based Questions (DBQs), as well as Free Response
Questions (FRQs) requiring critical thinking skills, analysis and synthesis of knowledge and use of
primary and secondary sources, and application of writing skills. In addition, students will be
involved in reading, research, discussion, projects, debates, simulations, and assignments
specific to chapters and units. Along with chapter assignments, quizzes, unit tests, the DBQ and
FRQ essays, there will be a major project assigned each semester. Students enrolling in this
class must have received A or B grades in previous social studies and language arts classes as
well as complete the summer reading assignment for AP American History. Students must sign
up for concurrent enrollment through CWC in September, and must earn a C or better to earn
concurrent enrollment credit.
The course will be divided into the following major units:
∙ Summer reading assignment: Chapters 1 and 2: Early pre-Columbian societies, early exploration and
Settlement, 1492 -1607
∙ Unit 1: Chapters 3, 4, 5: Colonial beginnings and development, 1607-1754
∙ Unit 2: Chapters 6 and 7: British Empire, French and Indian War, Colonial Crisis, and the
American Revolutionary Period, 1750-1789
∙ Unit 3: Chapters 8, 9, 10: Early Republic, 1775-1824
∙ Unit 4: Chapters 11, 12. 13: Westward expansion, Manifest Destiny, and the economic, political,
and religious development of the nation, slavery, and the resulting
Sectionalism, 1800-1860
∙ Unit 5: Chapters 14, 15, 16: The Crisis of the Union, the Civil War and Reconstruction, 1850-1877
∙ Unit 6: Chapters 17, 18, 19, 20: The Contested West, Rise of Big Business, Industrialization, Growth
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of Technology and Urbanization, Immigration, the Gilded Age, Labor
Movements and Reforms, 1865-early 1900s
∙ Unit 7: Chapters 21, 22: Grassroots and Progressivism, Emergence of America as a World
Power, Imperialism, Isolationism, and WWl, 1900-1918
∙ Unit 8: Chapters 23, 24, 25: The Roaring 20s, the Great Depression, and WWll and the Home front,
1920-1945
∙ UNIT 9: Chapter 26, 27: Cold War Politics and the Politics and Culture of Abundance in the
1950s, 1945→1950s
∙ UNIT 10: Chapters 28, 29, 30: Turbulent 60s: Reform, Rebellion and Reaction; Vietnam War;
America’s Move to the Right; End of the Cold War, 1960-1989
Chapter 31: Post Cold War America and Globalization, 1989→Present day
(Embedded throughout will be connections our pluralism, a changing dynamic democracy, connections
to the Constitution, and America’s role, past and present, on the world stage. Connections will also be
made to Wyoming’s history and its intricate role in American history.)
LVHS: ½ credit per semester = 1 full credit fulfilling the American History requirement for 11th grade
CWC: Hist 1210 and 1220. Three semester hours per semester are available through the concurrent
enrollment program. This course fulfills the American History requirement for all Wyoming and regional
public colleges.
Texts, Secondary Sources, and Primary Sources:
Roark, James L. et al. The American Promise, 4th edition. Boston: Bedford/St. Martin’s, 2009. (Primary
textbook)
Gardner, Sarah E. Instructor’s Resource Manual, The American Promise, 4th edition, Boston: Bedford/St.
Martin’s. 2009
Johnson, Michael P. Reading the American Past, Selected Historical Documents, volume 1: To 1877, 4th
Edition. Boston: Bedford/St. Martin’s, 2009.
--- Reading the American Past, Selected Historical Documents, volume 2: from 1865, 4th edition. Boston:
Bedford/St. Martin’s, 2009.
Brinkley, Alan. American History, Connecting With the Past, AP Edition. New York: McGraw-Hill, 2012.
(support textbook)
Henretta, James A. et al. America’s History, for Advanced Placement, 7th Edition. Boston: Bedford/St.
Martin. 2011. (support textbook)
Dollar, Charles M. American Issues, A Documentary Reader. New York: Glencoe/McGraw-Hill. 2002.
Bender, David L. et al. Opposing Viewpoints in American History, volume 1: From Colonial Times to
Reconstruction. San Diego: Greenhaven Press, Inc. 1996.
---Opposing Viewpoints in American History, volume 2: From Reconstruction to the Present. San Diego:
Greenhaven Press, Inc. 1996.
Hofstadter, Richard. Great issues in American History, Volumes l, ll, and lll.
Johnson, Paul. A History of the American People. New York: Harper Collins Publishers, 1998.
Maderas and SoRelle. Taking Sides: Clashing Views in United States History, Volumes l and ll, edition
16. Iowa: McGraw-Hill/Dushkin, revised 2014
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National Center for Constitutional Studies. The Constitution of the United States with the Declaration of
Independence. (pocket size text) nccs.net. 2010.
Constitutional Rights Foundation. Landmarks: Historical U.S. Supreme Court Decisions. 2007.
Constitutional Rights Foundation. Landmarks: Historical U.S. Supreme Court Decisions, Teacher’s Guide.
2007.
National Endowment for the Humanities. Picturing America, Teacher’s Resource Book. Washington, D.C.
2008.
Leland, Anne. et al. American War and Military Operations Casualties: Lists and Statistics. CRS Report
For Congress. Congressional Research Service, 2010.
Various released AP practice tests and booklets
Various materials acquired through attendance of Cherry Creek AP Summer Institutes, 2010 and 2013.
United States History. Workshops conducted by Kathy Williams (2010) and George Henry, Jr.
(2013).
Various primary documents available online or from personal collection, other textbook supplements,
Fremont County Public Library and the LVHS library
Various short segments of films, contemporary and recent news/opinions
Requirements:
- Students must complete the summer reading and assignment that are mailed the last week
of July. Failure to turn in assignment on the first day of class may result in being dropped
from the class into the regular American History class. (Students who sign up for the class
within a few days of class starting will be given 48 hours from the first day of class to
complete the reading and submit the assignment.)
- Students will be reading approximately a chapter per week, along with supplemental
materials.
- Students will complete various assignments, quizzes, projects, papers, related to chapters,
and units.
- Students will complete one major project per semester:
o Semester 1: “Play It Forward” – a comparison of a prominent issue, event, person
or groups, topic from the time period between 1815-1850 to an issue, event,
person, or groups, topic in the last decade of American history.
o Semester 2: “Night at the Museum” – students use an artifact from their family as
the basis for a project where they interview family members, research the artifact,
the time period and key historical events that it is connected to, write papers
concerning the family history and historic time period related to the artifact,
prepare a museum type exhibit for the artifact, and present to the public at the
annual “Night at the Museum,” usually scheduled in March. (All LVHS AP American
History and regular American History students are required to participate in and
complete this project.) (examples: Students grandfather served on the USS
Argonne during WWll. Artifact may be his pins, a piece of his uniform, his discharge
papers, or a photo of him in his uniform. Project would focus on the bombing of
4
Pearl Harbor and the USS Argonne, and grandfather’s experience in the U.S. Navy
during WWll.)
- Students will take unit tests that usually cover 3-5 chapters, along with a 1st semester and
2nd semester final. Those finals are not cumulative, but reflect the last unit of study. Those
tests will also incorporate aspects of the APUSH exam including document based questions
(DBQs) and free response questions (FRQs).
- Some instructional time will be devoted to practicing responses for various DBQ and FRQ
type questions. Extensive practice within chapters and units will be devoted to identifying
and using historical thinking skills for analysis, interpretation and synthesis of American
history: chronological reasoning, identifying cause and effect, recognizing continuity and
change over time, recognition of time periods and eras, comparison and contextualization of
historical developments, argumentation, evaluating historical evidence, and uncovering
bias.
- Students will complete 4 DBQ type essays, simulating the APUSH exam experience. Those
will be spread out throughout the year.
- Students are expected to read, write, and perform at the academic level of regular CWC
students, maintaining at least a C average. There will be opportunities for revision of
written work.
- Students are expected to keep a notebook as a tool of organization that includes chapter
assignments, notes, handouts, etc.
- Students who choose to take the APUSH exam in May will be expected to do some studying
on their own time, and will work at an accelerated pace in March and April as they prepare
for that exam. (Again, taking the APUSH exam is OPTIONAL.)
Grading per semester:
Semester 1: Four unit tests worth 100 points each (including DBQ and FRQ essays) 400 pts
“Play It Forward” project 200 pts
(semester final is the Unit 5 test)
Semester 2: Five unit tests worth 100 points each (including DBQ and FRQ essays) 500 pts
“Night at the Museum” project 200 pts
“Decade Panel Presentations” (time permitting) 150 pts
(semester final is the Unit 10 test)
Semester One: SUMMER READING ASSIGNMENT
Chapters 1 and 2: Early pre-Columbian societies, early exploration and settlement, 1492 -1607
Key objectives: Students will:
Describe some of North America’s first human inhabitants and developments that
allowed them to survive and migrate throughout the continent.
Identify major Native American cultures on the eve of Columbus’s arrival.
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Explain similarities and differences between various tribes based on geographical
locations.
Identify the technological shifts that allowed for European exploration of the world.
Explain the Columbian exchange, its costs and benefits for Europeans and Indians.
Describe the impact of Spanish conquest and colonization in the New World, and the
relationship of that to its ambitions in Europe.
Overarching Questions:
IDENTITY:
How did the identities of colonizing and indigenous American societies change as a
result of contact in the Americas?
WORK, EXCHANGE and TECHNOLOGY:
What were some of the strategies used by various Native American societies and
cultures that contributed to their survival and diversity?
ENVIRONMENT and GEOGRAPHY:
For over 12,000 years Native Americans successfully adapted to environmental changes
in North America. How did various Native American groups produce significant changes
in the environments around them? Discuss specific examples of how Native Americans
changed the North American landscape. Cite archaeological evidence to back your
examples.
PEOPLING:
Describe some of North America’s first human inhabitants and developments that
allowed them to survive and migrate throughout the continent.
POLITICS and POWER:
How did the Columbian exchange lead to redistribution of power and population? How
did various tribes benefit and suffer under contact with and conquest by European
explorers?
AMERICA in the WORLD:
How did European attempts to dominate the Americans shape relations between Native
Americans, Europeans, and Africans?
IDEAS, BELIEFS, and CULTURE
What is the difference between archaeologists and historians? What are the limitations
of each field? How do historians need and benefit from the work of archaeologists?
Historical Thinking Skill Focus: Skill 4 and 5: Comparison and Contextualization
Discuss developments within Native American societies (paleo → 1492) and European
civilization and exploration (16th Century) that impacted contact, relationships, and
expectations between the various tribes and explorers of the New World.
LEARNING ACTIVITY related to WORK, Exchange and Technology: Field trip to Castle Gardens,
a Wyoming archaeological rock art site with multiple pictographs and petroglyphs,
somebelieved to be as old as the 1600s. Also visitation to firepits in Riverton, Wyo.
area, possibly dating back 1000 years, reflecting multiple use of area by early tribes.
Students work with state archaeologist on documentation and care of site, speculation
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as to reasons for use of the site, evidence of hunting, tool making, proximity to water
sources, etc. State archaeologists in classroom one full class period prior to field trip.
Assessments: Chapter assignments and quiz over chapters 1 and 2.
UNIT 1: Chapters 3, 4, 5: Colonial beginnings and development, 1607-1754
Learning Objectives: Students will:
Describe religious, economic and/or social development of various early colonies
Identify how tobacco impacted the Chesapeake region and shaped the Virginia colony
Describe how British development of slave labor system in the West Indies, Carolinas
and the Chesapeake effected the economic, social and political development of the
Southern colonies.
Discuss the social, political, and economic inequalities of Bacon’s Rebellion.
Describe England’s development as a Protestant nation, the emergence and discontent
of the Puritans and separatists, and their influence on the social, political, and economic
development of the New England colonies where they settled.
Discuss the founding and settlement of the middle colonies, identifying how those
colonies differ from the New England and Southern colonies.
Explain how the English monarchy moved to consolidate its authority over the American
colonies, and how that shared experience united the culture of the diverse colonies of
British North America.
Understand how the British Empire provided a common framework of political
expectations and experiences for American colonists.
Describe the dynamics of relationships between the British, American colonists, and
Native Americans
Overarching Questions:
IDENTITY
What were the chief similarities and differences among the development of English,
Spanish, Dutch, and French colonies in America?
WORK, EXCHANGE, and TECHNOLOGY
How did the British development of the slave labor system in the West Indies, Carolinas,
and the Chesapeake effect the economic, social, and political development of the
Southern colonies?
PEOPLING
How did the economic, geographical, and social factors encourage the growth of slavery
as an important part of the economy of the southern colonies between 1607 and 1775?
POLITICS and POWER
For the period before 1750, analyze the ways in which Britain’s policy of salutary neglect
influenced the development of American society as illustrated in the following:
legislative assemblies, commerce, religion.
AMERICA and the WORLD
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How did the competition between the European empires around the world affect
relations among the various peoples in North America?
ENVIRONMENT and GEOGRAPHY
“Geography was the primary factor in shaping the development of the British colonies in
North American.” Access the validity of this statement in the 1600’s.
IDEAS, BELIEFS, and CULTURE
Compare the ways in which religion shaped the development of colonial society (to
1740) in two of the regions: New England, Chesapeake, Middle Atlantic
Historical Thinking Skill Focus: Skill 1: Chronological reasoning – Historical Causation
Compare the ways in which TWO of the following reflected tension in colonial society:
Bacon’s Rebellion (1676), Pueblo Revolt (1680), Salem witchcraft trials (1692), Stono
Rebellion (1739)
Use of primary and secondary source documents:
Winthrop’s sermon from the Arabella, New England colonial map, and various excerpts
(2010 DBQ documents)
Bacon’s Rebellion: Bacon’s Declaration in the Name of the People, Governor Berkeley
on Bacon’s Rebellion and the treaties with the tribes in 1646 and 1647.
Arrest warrant of Elizabeth Proctor and Sarah Cloyce
Behavioral psychologist, Linda Caporael’s theory of ergot poisoning as an explanation of
bizarre behavior in Salem accusers
Learning Activity reflecting IDEAS, BELIEFS, and CULTURE: Students look at primary source
documents and other readings related to the Salem Witch Trials, including the
research of Linda Caporael’s theory of ergot poisoning. In groups students break
down and analyze the various readings, theories and their historical understanding of
the situation through a biospychosocial-cultural approach. The activity culminates
into a Socratic discussion of how and why the girls of Salem accused various people of
witchcraft in 1692.
Assessments: Chapter reading assignments, debate between parties of Bacon’s Rebellion, DBQ
practice using prompt related to the Puritans, Unit 1 exam
UNIT 2: Chapters 6 and 7: British Empire, French and Indian War, Colonial Crisis, 1754-1775 and
the American Revolutionary Period, 1750-1789
Learning Objectives: Students will:
Describe the ways in which the French and Indian War of the 1760s laid the groundwork
for tension between the British leaders, the American colonists, and Native Americans.
Explain the dynamics and complexities of the dual identity of American colonists as
British subjects.
List and explain the intent of key British parliamentary acts and laws as well as identify
how the response of American colonists.
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Identify the goals and purposes of the First Continental Congress.
Explain the progression of events, the dynamics and the impact of each of the following:
Boston Massacre, Boston Tea Party, and the battles at Lexington and Concord.
Discuss the concept of “taxation without representation” for American colonists as
colonists and as British subjects.
Identify the objectives of the Second Continental Congress.
Identify ways in which the colonists organized to oppose British power.
List the strength and weaknesses and challenges of the British and the American armies
in the beginning years of the American Revolution.
Explain the conflicts between patriots and loyalists, and identify how those played out at
local levels
Explain King George lll’s southern strategy
Identify the Battle of Saratoga and the British surrender at Yorktown as turning points in
American history
Overarching Questions:
IDENTITY
Discuss the activism of the American colonists in their resistance of British policies. Cite
specific examples.
WORK, EXCHANGE, and TECHNOLOGY
How did Great Britain’s mercantilist policies affect the various colonies? Cite specific
examples.
PEOPLING
How did the American Revolution and its aftermath reorient white-American Indian
relations and affect subsequent population movements?
POLITICS and POWER
The French and Indian War (1754-1763) altered the relationship between Britain and its
North American colonies. Assess this change with regard to TWO of the following in the
period between 1763 and 1775: Land acquisition, politics, economics
Evaluate the relative importance of TWO of the following as factors prompting
Americans to rebel in 1776: parliamentary taxation, restriction of civil liberties, British
military measures, the legacy of colonial religious and political ideas.
AMERICA in the WORLD
The question of whether colonists’ loyalty would be to the new government or to the
old king was crucial during the Revolutionary War. Discuss the importance of loyalty to
the outcome of the conflict. In your answer, consider both military and political strategy.
ENVIRONMENT and GEOGRAPHY
Explain the dynamics and complexities of the dual identity of American colonists as
British subjects.
IDEAS, BELIEFS, and CULTURE
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Why did disputes over taxation figure so prominently in the deteriorating relations
between Britain and the colonies? In your answer, refer to specific disputed British
attempts to raise revenue and the colonial response.
Historical Thinking Skill Focus: Skill 6: Historical Argumentation
The Second Continental Congress’s adoption of the Declaration of Independence
confirmed a major shift in the conflict between the colonies and Britain. Why did the
colonies make this decisive break in 1776? In your answer discuss some of the
arguments for and against independence.
Use of primary and secondary source documents:
Paul Revere etching of the Boston Massacre
Olive Branch Petition
Declaration of Independence
Student research of specific signers of the Declaration of Independence, looking for
historical evidence of their perspective as representatives of specific colonies.
Portraits of colonists painted by John Singleton Copley
LEARNING ACTIVITY for POLITICS and POWER: (noted and serves as the ASSESSMENT for this
UNIT: Students re-enact the gathering of the Second Continental Congress, addressing
the question as to whether colonies should sever ties with Great Britain or continue to
“work things out” with royally appointed colonial officials, Parliament, and King
George lll. Students are assigned the role of an actual delegate and meet as
delegations from their colony, where they outline specific issues for their colony.
Using a t-chart, students come up with specific reasons to sever ties with Great
Britain, specific reasons to remain loyal, and finally , a unanimous recommendation
from their colonial delegation as to course of action. The delegation prepares a
speech as to their specific situation and recommendation. Post delivery of all colonial
delegation speeches, students in assigned roles, debate whether to declare
independence or remain loyal to Great Britain. A 1 vote per delegation follows
debate, which leads to class in-depth examination of the Declaration of Independence
as a list of specific grievances.
Assessments: Chapter reading assignments, “reenactment” of the Second Continental
Congress, Unit 2 exam.
UNIT 3: Chapters 8, 9, 10: Early Republic, 1775-1824
Learning Objectives: Students will:
Identify the strengths and weaknesses of the Articles of Confederation
List problems of the new republic -
Describe various state governments, their various definitions of citizenship, and how
they handled slavery -
Explain the need for a strong central government and recognition of state rights as
exemplified by the opinions of Alexander Hamilton and Thomas Jefferson.
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Explain how the U.S. Constitution came into existence; identifying the Virginia and New
Jersey Plans, and the Great Compromise, and Three-fifths clause; explaining ratification
process and why the need for Bill of Rights
Identify the differences between the Federalists and Antifederalists and their visions for
federal and state governments.
Washington’s legacy as the first U.S. President
Describe the Northwest Ordinance, its purpose and effect on the United States, and
eventually Wyoming.
Describe Alexander Hamilton’s economic plan and the controversy surrounding it.
Explain the events, list key players, and identify the outcomes of the Whiskey Rebellion.
Describe various domestic and foreign conflicts and their influence on the new republic:
the Ohio Valley, the Haitian Revolution, French Revolution.
Explain the development of the Federalist and Republican parties and how they were
shaped by the 1796 election, the XYZ affair, and the Alien and Sedition Acts.
Identify the key players, their roles and positions in the Midnight Judges, Marbury v.
Madison, and the establishment of the power of the judicial branch through exercise
and establishment of judicial review.
Explain how the electoral college works, its intent, (and how it has effected Wyoming)
Identify agendas, actions, challenges, and accomplishments of the presidencies of
Jefferson, Madison, and Monroe.
List the reasons for the War of 1812, identify the various participants, and identify the
turning points of the war.
Discuss the role of white women in the early republic and their various avenues of
participation: mothers, wives, educators, religious expression, social networks.
Discuss the aspects and provisions of the Missouri Compromise (1820)
Discuss the Monroe Doctrine.
Overarching Questions:
IDENTITY
Twenty-first century Americans see the profound tension between the revolutionary
ideals of liberty and equality, and the persistence of American slavery. How did
Americans of the late eighteenth century see this tension? In your answer, be sure to
discuss factors that might have shaped various responses such as region, race, and class.
WORK, EXCHANGE, and TECHNOLOGY
How did the growth of mass manufacturing in the rapidly urbanizing North affect
definitions of, and relationships between workers and those for whom they worked?
How did the continuing dominance of agriculture and the slave system affect southern
social, political, and economic life?
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PEOPLING
How did the continued movement of individuals and groups into, out of, and within the
United States shape the development of new communities and the evolution of old
communities?
POLITICS and POWER
Why did many Revolutionary leaders shaping the government of the new nation begin
to find the principle of democracy troubling? How did they balance democracy with
other concerns in the new government? Use TWO of the following to construct your
response: men without property, women, and slaves; Shay’s Rebellion; Constitutional
Convention; organization of the new government.
AMERICA in the WORLD
The domestic politics of the new nation were profoundly influenced by conflicts beyond
the national borders. Discuss how conflicts abroad contributed to domestic political
developments in the 1790s.
ENVIRONMENT and GEOGRAPHY:
How did environmental and geographic factors affect the development of sectional
economies and identities?
IDEAS, BELIEFS, and CULTURE
To what extent and in what ways did the role of women change in American society in
the early years of the Republic (up to 1820)? Respond with reference to TWO of the
following areas: domestic, economic, political, social.
Historical Thinking Skill Focus: Skill 8 and 9: Historical Interpretation and Synthesis: Shay’s
Rebellion:
Students, in small groups will read various letters, opinions, and editorials; assume
various roles related to Shay’s Rebellion; conduct interviews of other group members as
they play out their role; and will create an editorial page of a local newspaper.
Use of primary and secondary source documents:
various editorials and letters concerning Shay’s Rebellion (i.e. Abigail Adams, Plough
Jogger, Thomas Jefferson)
focus on textbook interpretation of Shays’ Rebellion: Roark, James L. et al. The
American Promise, 4th edition. Boston: Bedford/St. Martin’s, 2009
focus on reading of Bryant White’s research, interpretation, and critique of Shays’
Rebellion
http://shaysrebellion.stcc.edu/shaysapp/person.do?shortName=daniel_shays
Parts of the Federalist Papers
Parts of the U.S. Constitution
LEARNING ACTIVITY related to IDENTITY: Students read historic account of Shays Rebellion,
1787, and various primary source documents related to the event. Classes are divided
into 2 editorial staffs with assigned tasks to create an editorial page reflecting various
opinions as to whether Daniel Shays should be pardoned for his role in “rebellion
against the Commonwealth of Massachusetts.” Activity is designed to illuminate the
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more conservative view of radicalism now adopted by Samuel Adams, John Hancock,
and George Washington as leaders seek to establish a new nation under the weak
Articles of Confederation. Also struggling farmers seek representation as they cannot
pay taxes and face a depressed post-war economy. THIS ACTIVITY REQUIRES
STUDENTS TO ANALYZE PRIMARY SOURCE DOCUMENTS FOR AUDIENCE, PURPOSE,
POINT OF VIEW, ARGUMENTS, AND LIMITATIONS AS THEY READ THE VARIOUS
SOURCES AND DISCUSS, CONTRIBUTE TO AND CREATE AN EDITORIAL PAGE AS TO
WHETHER DANIEL SHAYS SHOULD BE PARDONED.
Assessments: Chapter reading assignments, student generated editorial pages for Shay’s
Rebellion, simulation of U.S. Supreme Court hearing of Madison v. Marbury, 1803, Unit
test.
UNIT 4: Chapters 11, 12. 13
Westward expansion, Manifest Destiny, and the economic, political, and religious
development of the nation, slavery, and the resulting sectionalism. 1800-1860
Learning objectives: Students will:
For the Buffalo Bill Historical Center Field Trip for “Manifest Destiny”:
Look for various examples of the human and environmental benefits and costs of
“manifest destiny” ideology reflected through the artifacts, collections and exhibits of
the museum: Draper Natural History exhibit, Cody Firearms Collection, Whitney
Western Art Collection, Plains Indian Museum, Buffalo Bill Cody exhibits
Photograph various artifacts, displays that depict the benefits and costs of “manifest
destiny”
Will create a brief presentation, discussing the artifacts and displays they saw at the
museum that evidenced human and environmental benefits and costs of manifest
destiny.
For the “Play It Forward” projects:
Students choose their own topics from the time period, 1812-1860, and present day
Through the work of three groups (each group reflecting a respective chapter: 11, 12,
13), will choose various topics reflected in their assigned chapter (i.e. Lowell factory,
the Jacksonian era; the tariff of Abomination; the National bank crisis, Worcester v.
Georgia, 1832, Second Great Awakening, temperance movement, abolitionist
movement, mechanization and industrialization, inventions like the McCormick reaper
and the cotton gin and interchangeable parts, development of railroads, free labor,
westward movement, the Mormon exodus, Bear Flag Revolt, Mexican-American War,
transcendentalists, utopians, women’s rights activists, Cotton Kingdom, Plantation
economy, slavery, etc. )
Will research chosen topics
Will compare and contrast, draw parallels, make connections between their chosen
Chapter 11, 12, 13 topics and a topic, event, group, significant individuals from the last
10 years. (Examples: the suffragettes and Hillary Clinton, Sarah Palin; the tariff of
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Abomination and the economic bailout of 2008; mechanization, the McCormick reaper
and GPS/precision farming; Panic of 1819 and the recession of 2007-09; Mexican
American War and the current border crisis in Texas, etc.)
Will write 2 of their own overarching questions reflecting their chosen Chapter 11, 12,
13 and their chosen topic from the last decade.
Will write a reflective essay discussing their research, primary and secondary sources as
part of research, and comparing, contrasting, and making connections to the topic
chosen from the last 10 years.
Will use overarching questions as they present to classmates
Will make a presentation to their classmates.
Will take notes on other project presentations
Overarching questions:
Students write their own overarching questions reflecting their chosen topic from
Chapters 11, 12, and 13, and reflecting their topic from the last ten years.
IDENTITY
WORK, EXCHANGE, and TECHNOLOGY
PEOPLING
POLITICS and POWER (overarching questions will be
AMERICA in the WORLD student generated)
ENVIRONMENT and GEOGRAPHY
IDEAS, BELIEFS, and CULTURE
“Although Americans perceived Manifest Destiny as a benevolent movement it was in
fact an aggressive imperialism pursued at the expense of others.” Assess the validity
this statement with specific reference to American expansionism in the 1840s.
Historical Thinking Skill Focus:
Skill #2: Patterns of continuity and change over time –
Analyze and evaluate historical patterns of continuity and change over time.
Connect patterns of continuity and change over time to larger historical
processes or themes.
Skill #9: Synthesis –
Apply insights about the past to other historical contexts or circumstances,
including the present (through the “Play It Forward” projects).
Use of primary and secondary source documents:
1872 painting, “Spirit of Columbia” for discussion of Manifest Destiny
Field trip to Buffalo Bill Historic Center in Cody, Wyoming (Smithsonian quality
museum) using the theme of “Manifest Destiny” and its effect on the West as the lens
for our overall perspective for our tour
Primary source documents found and used by students as they research their topics for
the “Play It Forward” projects (requirement of the project)
Parts of John L. O’Sullivan’s essay on “Annexation” concerning Manifest Destiny
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LEARNING ACTIVITY for ENVIRONMENT AND GEOGRAPHY and PEOPLING:
ALSO Historical CAUSATION: Cause and Effect
Students participate in a field trip to Buffalo Bill Historic Center in Cody, Wyoming
(Smithsonian quality museum) using the lens of “Manifest Destiny” and its effect on
the West as the critical perspective of our tour. Exhibits include an extensive Great
Plains Indians exhibit, WESTERN ARTISTS and their authentic masterpieces(Remington,
Russell, Gutzon Borglum, Albert Bierstadt, Catlin, etc) an amazing firearm collection,
and a natural history gallery with environmental exhibits and tour concerning the role
of the beaver, fur trappers and traders particularly in Wyoming. Students come back
to class the following day, assembling their photographs into an essay of concerning
the benefits and human and environmental impact of “Manifest Destiny”. Students
create photo essays of Manifest Destiny reflecting experience of those exploring and
settling the west, as well as the devastating impact on Plains Indian culture and the
unique ecosystems, especially exploitation of the beaver and the buffalo. They then
present their photo essay to their classmates.
ALSO “PLAY IT FORWARD” project and paper for PERIODIZATION:
Students choose their own topics from the time period, 1812-1860, and present day
(2000-2014).Through the work of three groups (each group reflecting a respective
chapter: 11, 12, 13), students will choose various topics reflected in their assigned
chapter (i.e. Lowell factory, the Jacksonian era; the tariff of Abomination; the
National bank crisis, Worcester v. Georgia, 1832, Second Great Awakening,
temperance movement, abolitionist movement, mechanization and industrialization,
inventions like the McCormick reaper and the cotton gin and interchangeable parts,
development of railroads, free labor, westward movement, the Mormon exodus, Bear
Flag Revolt, Mexican-American War, transcendentalists, utopians, women’s rights
activists, Cotton Kingdom, Plantation economy, slavery, etc. ) They will research
chosen topics, will compare and contrast, draw parallels, make connections between
their chosen chapter 11, 12, 13 topics and a topic, event, group, significant individuals
from the last 10 years. (Examples: the suffragettes and Hillary Clinton, Sarah Palin;
the tariff of Abomination and the economic bailout of 2008; mechanization, the
McCormick reaper and GPS/precision farming; Panic of 1819 and the recession of
2007-09; Mexican American War and the current border crisis in Texas, etc.). Students
will also write their own overarching questions reflecting their chosen Chapter 11, 12,
13 and their chosen topic from the last decade. They will write a reflective essay their
research, (primary and secondary sources as part of research), and comparing,
contrasting, and making connections to the topic chosen from the last 10 years.
Presentations will be made to classmates.
Assessments: Chapter reading assignments, brief presentations of artifact and museum displays
reflecting benefits and human toll of Manifest Destiny from field trip to BBHC; “Play It
Forward” project papers and presentations, quizzes related to presentations
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UNIT 5: Chapters 14, 15, 16 The Crisis of the Union, the Civil War and Reconstruction, 1850-1877
Learning Objectives: Students will:
Describe the debate over extension of slavery to federal territories and how those
debates affected the election of 1848.
Identify the goal of the Wilmot Proviso
List the provisions of the Compromise of 1850.
Describe the provisions of the Fugitive Slave Act and its influence on the North and the
South
Discuss the impact of Harriet Beecher Stowe’s Uncle Tom’s Cabin on the North and the
South.
Explain the shift and realignment of political parties: Whigs and Democrats; Know
Nothings and Republicans; and how those reflected regional and sectional ideas and
beliefs.
Identify the regional differences between the North, the South and the growing West.
Explain why the Kansas-Nebraska Act was so controversial and its polarizing effect
Describe the Dred Scott decision
Discuss Abraham Lincoln as a politician.
Explain how various events of the late 1850s lead to the collapse of the Union in 1861.
Discuss John Brown’s goals, how he was perceived by the abolitionists, the North, and
the South.
Describe the dynamics of the election of 1860; how that election lead to the secession
of the South
Identify the perspective of the North and the South about the firing at Ft. Sumter
Identify the goals and believes of the Union and the Confederacy, of President Lincoln
and Jefferson Davis.
Discuss King Cotton and its impact on the economy of the South
Identify various battles, their participants, and outcomes: First Bull Run (Manassas),
Shiloh, Antietam, Gettysburg, Vicksburg, Sherman’s March to the Sea. Siege of
Richmond, surrender at Appomattox Courthouse.
Discuss Abraham Lincoln’s purpose for issuing the Emancipation Proclamation
Discuss the Congressional dynamics in debate and passage of the 13th Amendment
Describe the transformation of the Civil War from a war to save the Union to a war to
end slavery.
Describe the policy of conscription for the Union and the resulting New York riots.
Describe the transformation of emancipated slaves, to contraband, to freemen.
Compare and contrast the components of the reconstruction plans: Lincoln’s,
Congressional, President Johnson’s.
Discuss the significance and provisions of the 14th and 15th Amendments.
Identify the impact of military rule in the South, politically and socially.
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Describe the impeachment process and explain why some in Congress wanted to
impeach President Johnson.
Discuss the abandonment of reconstruction by the North, and the effect of President
Grant’s troubled presidency on that erosion.
Explain how white supremacy prevailed in the South.
Discuss the election of 1876, the resulting Compromise of 1877, and the end of
reconstruction.
Overarching Questions:
IDENTITY
The process of compromise contained tensions between slave and free states since the
nation’s founding and finally collapsed in 1861. Why did compromise fail in this
moment? Address specific political conflicts and attempts to solve them between 1846
and 1861.
WORK, EXCHANGE, and TECHNOLOGY
How did the maturing of northern manufacturing and the adherence of the South to an
agricultural economy change the national economic system by 1877?
PEOPLING
Access the moral arguments and political actions of those opposed to the spread of
slavery in the context of TWO of the following: Missouri Compromise, Mexican War,
Compromise of 1850, Kansas-Nebraska Act.
POLITICS and POWER
“I am not, nor have I ever been, in favor of bringing about in any way the social and
political equality of the white and black races.” How can this statement of Abraham
Lincoln be reconciled with his 1862 Emancipation Proclamation?
Discuss the political, economic, and social reforms introduced in the South between
1864 and 1877. To what extent did these reforms survive the Compromise of 1877?
AMERICA in the WORLD
Explain why and how the role of the federal government changed as a result of the Civil
War with respect to TWO of the following during the period of 1861-1877: race
relations, economic development, westward expansion.
ENVIRONMENT and GEOGRAPHY
Evaluate the impact of the Civil War on political and economic developments in TWO of
the following regions: the South, the North, the West.
IDEAS, BELIEFS, and CULTURE
Brilliant military strategy alone did not determine the outcome of the Civil War; victory
also depended on generating revenue, material mobilization, diplomacy, and politics. In
light of these considerations, explain why the Confederacy believed it would succeed,
and why it ultimately failed.
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Historical Thinking Skill Focus: Skill 6 and 7: Crafting Historical Arguments from Historical
Evidence
Students will practice a DBQ type response. They will have a number of options to
choose from, including the following: War has been termed the continuation of politics
by other means. Judging from the documents included, what key political conflicts
shaped the course and outcome of the Civil War?
Use of primary and secondary source documents:
map of the United States in 1850. Focus on territories Wyoming (what eventually
became Wyoming) sat under.
Tables comparing the death and casualty rates for various battles and wars
American War and Military Operations Casualties: Lists and Statistics. CRS Report
for Congress. Congressional Research Service, 2010, as means of comparing Civil War
to American Revolution, War of 1812, Mexican War, Spanish-American War, WWl,
WWll, the Korean War, the Vietnam Conflict, and the Persian Gulf War
For the DBQ:
President Lincoln’s 1st Inauguration speech; Letter to Horace Greeley; Gettysburg
Address, Emancipation Proclamation
Report of the Committee of Merchants for the Relief of Colored People Suffering from
the Late Riots in the City of New York, 1863
Diary, 1864 of a Virginia woman, Nancy Emerson, who confronts Union foragers
Various correspondences in 1864 between General Sherman, General Hood
commanding forces in Georgia, and James C. Calhoun, Mayor of Atlanta.
Statement from an Anonymous Former Slave from New Orleans, 1863
Assessments: Chapter reading assignments, simulation of the Dred Scott hearing, graphic
Organizer comparing various Civil War battles, practice on DBQ-like essay on the Civil
War, Unit 5 test as semester final
Semester Two: UNIT 6: Chapters 17, 18, 19, 20 The Contested West, Rise of Big Business, Industrialization, growth of
Technology and Urbanization, Immigration, the Gilded Age, labor
movements and reforms, 1865-early 1900s
Learning Objectives: Students will:
Explain the federal policy on Native Americans during the last decades of the 19th
century.
Identify the resistance and results for the Sioux, Arapaho, Shoshone, and Chiricahua
Apache.
Explain the impact of the gold and silver mining on the West and its political, economic
and social development.
Explain how commercialization and industrialization impacted the development of the
West.
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Describe the role of the railroad industry and its impact on the United States and its
territories.
Identify the rise and interests of Gould, Carnegie, Rockefeller, J.P. Morgan; how they
shaped corporate America through laisses-faire economic policy, and theories of Social
Darwinism and the Gospel of Wealth.
Identify the various inventions and inventors of the latter 1880s and their role in the
development of the United States industry and agriculture.
Identify the role of politics in the lives of Americans in the late nineteenth century.
Discuss what was meant by the term “Gilded Age.”
Explain the dynamics of the free silver verse gold standard controversy.
Explain the role of immigration and industrialization’s demand for cheap labor in the
development of cities and its impact on African Americans. What role did women and
children play in it?
Identify the economic and social ills, the problems and working conditions of common
laborers and farmers during the late 19th century. List the ways that workers and
farmers organized, their strategies and philosophies.
Discuss the kinds of city governments that emerged in America’s cities. (Chicago,
Tammany Hall, etc.)
Identify and describe the labor wars and protests of the 1890s, their results and impact.
Explain the reason/s for the difference in the results of the Homestead Strike and the
Cripple Creek protest.
Discuss the types of reforms American women engaged in during the last decade of the
19th century, their progress and setbacks.
Discuss the emergence of the United States as a world power. Explain the issues
surrounding the debate about U.S. expansionism and imperialism.
Explain the role of muckrakers in terms of reform and what they accomplished.
Discuss the Populist movement.
Overarching Questions:
IDENTITY
From the 1840s through the 1890s, women’s activities in the intellectual, social,
economic, and political spheres effectively challenged traditional attitudes about
women’s place in society. Access the validity of this statement.
WORK, EXCHANGE, and TECHNOLOGY
In what ways did farming become increasingly more commercialized and ranching
increasingly industrialized? Use TWO of the following in your explanation, discussing
the impact that commercialization and industrialization had on them specifically:
homesteaders, speculators, ranchers, cowboys, tenants, sharecroppers.
PEOPLING
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How were the lives of the Plains Indians in the second half of the 19th century affected
by technological developments, and governmental policies and actions? Cite specific
examples in your response.
POLITICS and POWER
“The reorganization and consolidation of business structures was more responsible for
the late 19th century American industrialization than was the development of new
technologies.” Assess the validity of this statement.
AMERICA in the WORLD
How did the Spanish American War contribute to the emergence of United States as a
world power? In what ways did assumptions about imperialism and racial superiority
affect the treatment of Cubans and Filipinos?
ENVIRONMENT and GEOGRAPHY
Although the economic development of the Trans-Mississippi West is popularly
associated with hardy individualism, it was in fact largely dependent on the federal
government. Assess the validity of this statement with specific reference to western
economic activities in the 19th century.
IDEAS, BELIEFS, and CULTURE
Explain how TWO of the following individuals responded to the economic and social
problems created by industrialization during the 19th century: Jane Addams, Andrew
Carnegie, Samuel Gompers, Jacob Riis, Upton Sinclair.
Historical Thinking Skill Focus: Skill 3: Periodization
Skill 4: Comparison
Skill 5: Contextualization
DBQ type essay related to the City and Its Workers during the Gilded Age: Students
choose one of the prompts:
o How did the people described in two of the documents you chose define
economic justice and injustice? In their view, what might lead to greater
justice? Politics? Unions? Bosses? Religion?
OR
o These documents focus on the deep class divisions in American society in the
late nineteenth century. Judging from these documents, what created those
divisions, and what might have been done to bridge them? To what extent did
working people share the same ideals and aspirations of employers?
Use of Primary and Secondary Sources:
Homestead Act of 1862
Dawes Act, 1887
Pacific Railroad Act, 1862
Political cartoons of Thomas Nast
Photography of Jacob Riis and Lewis Hine
Various muckraker excerpts: Ida Tarbell’s “The Oil War of 1872,” Jacob Riis’ “How the
Other Half Lives,” Upton Sinclair’s, “The Jungle.”
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FOR THE DBQ type essay practice
Diary entries and testimonies of various immigrants on their living and working
conditions:
o Thomas O’Donnell, Testimony before a U.S. Senate Committee, 1885
o Interviews with Journalist Helen Campbell, 1880s – domestic household
servants
o Jacob Riis, excerpt from “How the Other Half Lives,” 1890: “Waifs of New York
City’s Slums”
o New York journalist account of S. Merlino, “Italian Immigrants and Their
Enslavement, 1893.”
o William L. Riordon’s account of boss politics in Tammany Hall: “Plunkitt of
Tammany Hall, 1905.”
o Chapter 19 of our textbook: maps, pie chart, line graph, and bar graphs
related to immigration from Europe, impact on the geographic areas of the
United States, women as workers , 1870-1910. Roark, James L. et al. The
American Promise, 4th edition. Boston: Bedford/St. Martin’s, 2009.
Learning Activity: Historical Thinking Skill: Causation – cause and effect
Also theme: POLITICS AND POWER:
Exploration of the dynamics of the growth of business and industry (Carnegie,
Rockefeller, J.P. Morgan) and their exploitation of inventors (Edison, Tessla,, etc.) and
immigrant labor (as reflected through the photos of Jacob Riis and Lewis Hine, court
testimony, journals accounts, etc.). Students produce a group presentation in which
they defend various entrepreneurs of the Gilded Age as either Captains of Industry or
Robber Barons. Also students analyze Thomas Nast cartoons and the photos of Jacob
Riis and Lewis Hine (1880s-1920s) as they expose the exploitation of women, children ,
and immigrant labor. Impacts “boss” and party politics, ghetto and tenements, and
leads to growth of the railroads and cities, and eventually, political and social reforms.
Assessments: Chapter reading assignments, research and debate on Robber Barons vs. Captains
of Industry, DBQ type essay practice, comparison and discussion of the Populist
movement with Baum’s “Wizard of Oz” and historians various critiques of it as an
intended allegory, Unit 6 test.
UNIT 7: Chapter 21, 22 Grassroots and Progressivism, Emergence of America as a World Power,
Imperialism, Isolationism, and WWl, 1900-1918
Learning Objectives: Students will:
Identify the grassroots movement, its proponents and participants, their goals for
reform and the results. Discuss how the philosophies of reform Darwinism, pragmatism,
and social engineering influenced the movement.
Discuss President Theodore Roosevelt’s influence as a trustbuster, conservationist,
diplomat
Discuss the election of 1912, the various parties and their objectives, and the outcome.
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Describe the “Open door policy,” the role of missionaries, and the attitudes of
expansionists
Discuss President Wilson as president in terms of his views on the tariff issue, banking,
trusts, foreign affairs, progressivism, neutrality and isolationism.
Explain the limits of progressive reform, and identify the organizations with more radical
views.
Outline the events that lead to war in Europe, and the eventual involvement of the
United States.
Explain America’s domestic preparation and development of military strategy.
Discuss the Sedition Act, Schneck v. the U.S.,
Describe President Wilson’s vision for a postwar world, how that was affected by the
Treaty of Versailles, the U.S. Senate, and why it faced so much opposition.
Discuss the threats to American democracy in the immediate postwar period.
Discuss the gains of the suffragettes by the 1910s.
Explain President Wilson’s reasons for support of the 19th Amendment.
Overarching Questions:
IDENTITY
Compare President Roosevelt’s ‘big stick diplomacy,’ President Taft’s ‘dollar diplomacy,’
and President Wilson’s ‘moral diplomacy’. Cite specific examples of how those policies
affected foreign relations for each President.
WORK, EXCHANGE, and TECHNOLOGY
Discuss and give examples of the technological advancements used during WWl.
Include the positive and negative effects of those “advancements.”
PEOPLING
Discuss the factors that contributed to the labor upheaval and Red Scare that swept the
nation, post WWl. How did those upheavals shape the postwar political spectrum?
During WWl, the nation witnessed important demographic changes. Discuss the
migrations of African Americans and the Mexican migration to the North. Explain the
significance of these developments to those who migrated and to the nation.
POLITICS and POWER
“The United States entered the Great War not to “make the world safe for democracy”
as President Wilson claimed, but to safeguard American economic interests.” Assess the
validity of this statement.
AMERICA in the WORLD
To what extent did the role of the federal government change under President
Theodore Roosevelt in regard to TWO of the following: labor, trusts, conservatives,
world affairs?
Assess the relative influence of THREE of the following in the American discussion to
declare war on Germany in 1917: German naval policy, American economic interests,
Woodrow Wilson’s idealism, allied propaganda, America’s claim to world power.
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ENVIRONMENT and GEOGRAPHY
Discuss how President Roosevelt’s Big Stick diplomacy played out in Latin America, Asia,
and Europe.
IDEAS, BELIEFS, and CULTURE
Discuss the diverse approaches to reform that came under the umbrella of
progressivism. Cite the work of three progressive reformers working at the grassroots
level in your discussion.
Describe and account for the rise in nativism in American society from 1900 to 1930.
Compare and contrast the attitudes and philosophies of Booker T. Washington and
W.E.B. DuBois as to how to gain racial equality and justice.
Historical Thinking Skill Focus: Skill 1: Historical causation,
Skill 2: Patterns of continuity and change over time
Using a graphic organizer and 10+ documents, students working in groups:
unpack prompt, brainstorm/list of what they know, read and discuss the various
documents, categorize them for custom, precedent, understanding of federalism.
DBQ Prompt: Evaluate the degree to which each of the following informed the ruling in
Plessy v. Ferguson; custom, precedent, understanding of federalism.
Use of Primary and Secondary Sources:
Plessy v. Ferguson arguments
President Wilson’s Fourteen Points
Schneck v. the U.S., 1919
Espionage Act, 1917
Political cartoons concerning President Roosevelt
For DBQ practice:
Declaration of Independence, 1776
Thomas Jefferson’s, Notes on the State of Virginia, 1787
The Constitution of the United States, Article 1, Section 2, Paragraph 3, 1789
Tenth Amendment, 1791
Thomas Jefferson to Henri Gregoire, 1809
Argument of John Quincy Adams, Amistad Case, 1841
“The American Declaration of Independence Illustrated,” 1861
Section of the 14th Amendment, 1868
Civil Rights Cases, 1883
Final Judgement, Plessy v. Ferguson, 1896
Majority Opinion (6-1), Plessy v. Ferguson, 1896
Dissenting Opinion, Plessy v. Ferguson, 1896
“At the Bus Station,” 1940
Assessments: Chapter reading assignments, simulation of the Plessy v. Ferguson case, Unit test
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UNIT 8: Chapter 23, 24, 25 The Roaring 20s, the Great Depression, and WWll and the Home front,
1920-1945
Learning Objectives: Students will:
List the ways in which the 1920s were a “new era”
Explain the growth of consumer culture.
Identify how prohibition shaped the 1920s
Describe the “new woman” and “new Negro” movements
Explain ways the United States limited immigration and why
Jim Crow laws and the reemergence of the KKK
Describe the issues, identify the key players, and explain the outcome of the Scopes
Monkey trial
Discuss the dynamics, key players, and outcome of the Teapot Dome Scandal (Wyoming)
List and explain various contributing factors to the Great Crash of 1929
Describe the effect of the Great Depression on the lives of local people (Fremont
County), the United States, and the world. Identify those who suffered the most during
the Great Depression and explain why.
Explain the contributing factors of the Dust Bowl, identifying areas most devastated
Compare and contrast the approaches of President Hoover and President FD Roosevelt
for dealing with the Great Depression.
Identify the actions taken by President Roosevelt during his first 100 days in office.
Identify the objectives of the New Deal, explain specific programs and their intent, and
identify those programs that were deemed unconstitutional and why. (Identify the
specific works of the CCC in Wyoming.)
Discuss the short term effects, long term results, and the enduring legacy of the Great
Depression.
Describe the tension between the New Deal advocates and their various critics and
challengers
Discuss the foreign policy dilemmas that confronted the United States during the inter-
war years.
Identify the series of events that lead Europe into war against the Axis powers.
Describe the United States’ gradual abandonment of its policy of neutrality in favor of
becoming the “arsenal of democracy.”
Identify the event that catapulted the U.S. into the war.
Discuss the U.S. military strategy in the Pacific and identify the turning point.
Discuss the prime military objectives in the European theatre and identify the turning
point.
Discuss the contributions and sacrifices of the United States’ home front; the role of
women and families in the war effort.
Describe ways that racial prejudice shaped the U.S. war effort.
Identify key military and diplomatic events between 1943-1945 that contributed to an
Allied victory
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Identify the contributing factors to the U.S. victory over Japan.
Explain the U.S. development of the atomic bomb, and why President Truman decided
to drop it on Japan.
Overarching Questions:
IDENTITY
In what ways did economic conditions and development in the arts and entertainment
help create the reputation of the 1920s as the Roaring Twenties?
WORK, EXCHANGE, and TECHNOLOGY
How did TWO of the following help shape American national culture in the 1920s?
Advertising, Entertainment, Mass Production
PEOPLING
Explain the reasons for population shifts in terms of locations within the United States
as a result of entrance into Wall for TWO of the following: African Americans, Mexican
Americans, Japanese-Americans.
POLITICS and POWER
How and for what reasons did the United States foreign policy change between 1920
and 1941? Use specific examples to construct your response.
AMERICA in the WORLD
To what extent did the United States adopt an isolationist policy in the 1920s and
1930s?
ENVIRONMENT and GEOGRAPHY
How successful were the programs of the New Deal in solving the problems of the Great
Depression? Assess with respect to TWO of the following: Relief, recovery, reform.
Include specific examples from various regions of the United States in your response.
IDEAS, BELIEFS, and CULTURE:
Analyze the responses to President Franklin Delano Roosevelt’s administration to the
problems of the Great Depression. How effective were the responses? How did they
change the role of the federal government? Use specific examples from 1929 -1941 to
construct your answer.
Historical Thinking Skill Focus:
Potential to hit various and multiple skills through “Night at the Museum” project,
paper, exhibit, and presentation
Skill 1: Causation: (example: Irish ancestor leaves Ireland during potato famine,
immigrates to the United States, and brings cherished teapot in trunk in 1850s.)
Skill 2: Patterns of Continuity and change: (example: Japanese American uncle serves in
the 442nd all Japanese infantry. Other family members spend time in Heart Mountain
Internment camp. LVHS student of family serves as tour guide for dedication of the new
visitor center and museum at Heart Mountain.)
25
Skill 3: Periodization: (example: multiple students present artifacts reflecting WWll,
Korean War, and the Vietnam War eras; Oregon and Mormon Trail artifacts.)
Skill 4: Comparison: (example: local family views and connections to larger historical
events – uncle burns draft card in protest of Vietnam War)
Skill 5: Contextualization: (example: some older members of our community lied about
their age in 1941 in order to enlist in WWll and avoid the effects of the Great Depression
in Lander, Wyoming)
Skill 6: Historical Argumentation: (point of view of family members in relationship to
the larger historical events. Student’s great- grandfather was on board the USS Argonne
and witnessed the sinking of the USS Arizona)
Skill 7: Appropriate use of historical evidence: Almost everything about this project
hinges around this skill as students research, interview family members, and give
meaning and validity to their artifact.
Skill 8: Interpretation: Much of this project is about this skill. As students research,
interview family members, write papers reflecting their family connection to larger
historical events, their own understanding of that history deepens.
Skill 9: Synthesis: Some LVHS students make a deeper connection, gain greater
insights, and have a better appreciation for their family history due to participation in
this project. (Example: great grandmother hordes Tupperware containers due to the
fact that her family lived through the Great Depression. She was taught, as a child
during that era, to never throw anything away. Today, her cupboards overflow with
unused plastic containers.)
Use of Primary and Secondary Sources:
French poem concerning Hitler – Alexandrian type containing dual contrasting poems in
same poem
FDRs Pearl Harbor Speech, December 8, 1941, film footage as he addresses Congress
asking for a declaration of war.
Various maps showing the fall of Europe to Hitler between 1937 – 1941
Executive Order #9066
Propaganda cartoons, posters, film footage for WWll home front
Documents, diary entries, photographs, etc. as artifacts – Night at the Museum
Learning Activity for AMERICA IN THE WORLD: “NIGHT AT THE MUSEUM” project description:
This project is designed to connect all junior American History students to American
History through their family histories. Students must find an artifact in their family
that predates 1979 (teapot that came with ancestor during immigration from Ireland,
Seabees uniform from WWll, short-snorters from WWll, v-mail from WWll, Vietnam
veterans dog tags, rocking chair that survived the migration via Oregon/Mormon trail,
eight track recording of Johnny Cash’s performance at Folsom Prison, wind up Victrola
phonograph with recording of William Jennings Bryan’s “Cross of Gold Speech,” great
uncle’s KKK membership card during the 1930s in eastern Wyoming, bell from 1900
26
one-room school house in Lyons Valley here in Fremont County, etc.). They interview
appropriate family members or members of the community concerning the artifact;
research the artifact through library, local pioneer museum and online; and write a 3-4
page paper reflecting the family history centered around the artifact and the time
period or major historical event that it is connected to (example: ration book from
WWll and how the family members used the ration book and U.S. practice of rationing
and planting victory gardens as part of the WWll home front effort). All LVHS
American History students create a museum quality exhibit for their artifact and
reflect its connection to their family and major American history events. All students
present their exhibit during a designated 3 hour event called “Night at the Museum”
that is open to the public. (LVHS did their 6th Annual Night at the Museum the evening
of March 17th, 2014.) It has become a popular event among students and a highly
anticipated event for our community. MANY PROJECTS MAKE FAMILY CONNECTIONS
TO WWll, KOREAN AND VIETNAM WAR, the OREGON AND MORMON TRAIL, and
NATIVE AMERICAN TRIBAL HISTORIES (especially Shoshone and Arapaho).
Assessments: Chapter reading assignments, Night at the Museum project, Unit test
UNIT 9: Chapter 26, 27 Cold War Politics and the Politics and Culture of Abundance in the 1950s,
1945→1950s
Learning Objectives: Students will:
Describe U.S. foreign policy shift to containment of communism: Europe, Asia, Middle
East
Identify the origins of the Cold War
Explain how superpower rivalry effected foreign policy: Truman Doctrine, Marshall Plan,
Berlin Airlift, Korean Conflict
Explain President Truman’s Fair Deal (and its limited success) and conversion to peace-
time economy.
Identify causes, consequences of the policy of containment, costs, and results of the
Korean Conflict
Describe “McCarthyism,” HUAC, and its effect on American society
Gains and losses of women and minorities in terms of social, economic, and political
equality
Discuss the Eisenhower administration in terms of conservatism, “Middle Way,” “New
Look” foreign policy, policies of containment in Asia, Middle East, Latin America,
escalation of the nuclear arms race
Describe the “culture of abundance” in the 1950s, identifying how it affected American
society and culture.
Explain the role that consumption, religion, domesticity, television played in that
culture.
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Discuss counterculture and their criticisms during the 1950s.
Identify the origins of the modern civil rights movement and discuss how activists used
the courts and mass protest to address racial segregation: Brown v. Board of Education,
Little Rock Nine, Montgomery Bus Boycott, SCLC, CORE
Overarching Questions:
IDENTITY
Analyze the ways in which TWO of the following contributed to the changes in women’s
lives in the United States in the mid-twentieth century: Wars, literature and/or popular
culture, medical and/or technological advances.
WORK, EXCHANGE, and TECHNOLOGY
Explain how the Cold War shaped the economy, world trade, and technology under the
Truman and Eisenhower administrations. Be sure to discuss at least TWO of the
following in your response: Marshall Plan, Berlin airlift, interstate highway system,
military industrial complex, nuclear arms development
PEOPLING
What states experienced the largest population growth and why? What role did
technology and the Cold War play in those population shifts?
POLITICS and POWER
Compare and contrast the Cold War foreign policies of President Truman (1945-1953)
and President Eisenhower (1953-1961).
AMERICA in the WORLD
What were the Cold War fears of the American people in the aftermath of WWll? How
successfully did the administration of President Eisenhower address these fears?
ENVIRONMENT and GEOGRAPHY
What impact did the growth of the interstate highway system have on migration
patterns in the United States? What benefits did the new interstate highways bring to
Americans and at what costs?
IDEAS, BELIEFS, and CULTURE
To what extent did the decade of the 1950s deserve its reputation as an age of political,
cultural, and social conformity?
While the United States appeared to be dominated by consensus and conformity in the
1950s, some Americans reacted against the status quo. Analyze the critiques of United
States society made by TWO of the following: youth, civil rights activists, intellectuals
Discuss the effect of television on American culture during the 1950s.
Historical Thinking Skill Focus: Skill 2: Patterns of continuity and change over time
Students will compare and contrast the opinions for 3 cases:
Dred Scott v. Sandford, 1857; Plessy v. Ferguson, 1896; Brown v. Board of
Education, 1954
Students will discuss and cite social and political reasons for slow progress over the
course of 97 years. From the vantage point of the end of the 1950s, students will
discuss unfinished business / civil rights work needed. They will also identify other
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minority groups and their needs and goals in the continuing struggle for equality in
America.
Use of Primary and Secondary Sources:
Review of Taney Court concurring and dissenting opinions for Dred Scott v. Sandford,
1857; Fuller Court concurring opinion as well as Justice Harlan’s dissenting opinion for
Plessy v. Ferguson, 1896; comparing previous cases to concurring opinion of Warren
Court for Brown v. Board of Education, 1954
Census data comparison from the 1930s, 50s, 2000 Demographic Trends in the 20th
Century, Census 2000 Special Reports, U.S. Department of Commerce Economics and
Statistics Administration, U.S. CENSUS BUREAU CENSR-4,Issued November, 2002.
Live birth rate data, 1910-2005, Department of Health and Human Services, National
Center for Health Statistics, www.dhhs.gov
Selected readings from “The Politics of Culture and Abundance, 1952-1960,” including
o Rosa Parks’ “My Story,” 1992
o President Eisenhower’s “Farewell Address,” January 1961 – warning about the
dangers of the military industrial complex
Learning Activity for PERIODIZATION: Comparison of Scott v. Sandford, 1857, Plessy v.
Ferguson,1896, and Brown v. Board of Education, 1954. Students will compare and
contrast the opinions for 3 cases: Students will discuss and cite social and political
reasons for slow progress over the course of 97 years, paying special attention to the
dynamics of the pre-civil war, post Civil War Jim Crow laws, and social dynamics of the
1950s, especially in the South. From the vantage point of the end of the 1950s,
students will discuss unfinished business / civil rights work needed. They will also
identify other minority groups and their needs and goals in the continuing struggle for
equality in America.
Assessments: Chapter reading assignments, Unit test
UNIT 10: Chapters 28, 29, 30, Turbulent 60s: Reform, Rebellion and Reaction; Vietnam War;
America’s Move to the Right; End of the Cold War, 1960-1989
Chapter 31 Post Cold War America and Globalization, 1989→Present day
Learning Objectives: Students will:
Chapter 28 Turbulent 60s:
Explain why the 1960s are considered the height of liberalism
Describe President Kennedy’s agenda and vision/goals for the “new generation” of
leadership. Identify his achievements as President.
Identify the goals and achievements of President Johnson’s Great Society
Explain why the civil rights movement of the 1960s is called the “second reconstruction”
Identify how civil disobedience and grassroots activism shaped the civil rights
movement of the 1960s. Identify various groups, their strategies, achievements
Discuss the civil rights movements inspired by the African Americans of the 1960s:
Native American, Latino, student rebellions, the New Left, feminists
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Identify the counterculture and their critics.
Chapter 29 Vietnam Conflict, 1961-1975:
Discuss President Kennedy’s handling of the Bay of Pigs, the Berlin Crisis, and the Cuban
Missile Crisis
Identify the progression of events from President Kennedy, to Johnson, to Nixon in
terms of levels of U.S. involvement in the Vietnam War.
Explain how the American people were polarized by the war. Identify the contributing
factors to that polarization
Explain why 1968 became known as a year of upheaval and a turning point in the
Vietnam War
Explain Nixon’s détente policies with the Soviet Union and China
Explain Nixon’s policy of Vietnamization and his reason for bombing Cambodia.
Discuss the peace accords and the fall of Saigon
Explain how the War Powers Act of 1973 is a limitation of executive power.
Describe the content of the Pentagon Papers, the Mai Lai Massacre, and the effect of
those on American’s view of the war.
Identify the legacies of the Vietnam War. Compare that legacy to the legacy of the
“greatest generation” and WWII.
Chapter 30 America Moves to the Right, 1969-1989
Identify the post-war factors that contributed to the emergence of a grassroots
conservative movement.
Identify significant achievements of the Nixon administration.
Discuss the constitutional crisis confronted by the U.S. during the Nixon administration.
Describe the events that led to the Watergate scandal and Nixon’s resignation
Explain why President Ford decided to pardon President Nixon and the effect of that on
his presidency.
Discuss President Carter’s administration: retreat from liberalism, energy crisis and gas
rationing, environmental regulation, human rights, Cold War escalation, Carter Doctrine,
the Iran hostage crisis
Identify how Ronald Reagan’s presidency represents the height of conservatism during
the 1980s. Give examples of various groups that supported his presidency.
Explain “Reaganomics.” Identify those who gained and those who struggled under his
economic policies during the 1980s and explain why.
Describe President Reagan’s confrontation with “the evil empire,” his outline for
increased militarization, and U.S. interventions abroad.
Describe the Iran-Contra scandal, President Reagan’s level of involvement, and result
Identify the factors that contributed to the thaw in Soviet-American relations.
Describe the significance of the fall of the Berlin Wall.
Chapter 31 Post Cold War and the Challenges of Globalization, 1989→present
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Describe President George H. W. Bush’s “kinder, gentler nation” and what he meant by
“new world order.”
Identify the factors leading up to U.S. intervention in the Persian Gulf and eventual war
with Iraq.
Discuss the successes, failures and shortcomings of the Persian Gulf War
Describe the continuing erosion of communism throughout Eastern Europe: crisis in
Bosnia
Discuss President Clinton’ two term presidency: 1993-2001. Economic boom of the
1990s; struggle for universal health care; move to center politics – “don’t ask, don’t
tell”, Defense of Marriage Act, welfare reform; Monica Lewinsky scandal and
impeachment; use of diplomatic and military power; NATO
Explain the effect of the booming economy of the 1990s on American culture.
Identify ways in which the United States became “internationalized” during the 1990s.
Identify the reasons for increased immigration to the U. S. during the 1990s, particularly
from Asia and Latin America
Describe how technology and the demand for oil created and advanced a global
marketplace
Explain the phenomena of the outsourcing of labor and its effect on the United States
economy
Describe the controversy surrounding the disputed election of 2000 and how it was
resolved
Discuss the Presidency of George W. Bush: economic growth through tax cuts and
limiting size of the federal government, growing dependence on China, environmental
policy and withdrawing from the Kyoto Protocol, development of sources of energy, “No
Child Left Behind,” health care reform for senior citizens
Identify the ways that the terrorist attack of September 11th, 2001 changed the United
States.
Explain President Bush’s policy of preemption and unilateralism.
Explain why the United States invaded Afghanistan (2001) and went to war with Iraq in
2003.
Overarching Questions:
IDENTITY
“Between 1960 and 1975, there was great progress in the struggle for political and
social equality.” Assess the validity of this statement with respect to TWO of the
following groups during that period: African Americans, Native Americans, Asian
Americans, Latinos, women
WORK, EXCHANGE, and TECHNOLOGY
Describe the technological developments that created the global marketplace of the
1990s and its effect on the United States and its relationship with other countries.
PEOPLING
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Explain the causes and consequences of TWO of the following population movements in
the United States during the period 1945-1985: Suburbanization, growth of the Sunbelt,
immigration to the United States.
POLITICS and POWER:
Assess the success of the United States policy of containment in Asia between 1945 and
1975.
Describe and account for changes in the American presidency between 1960 and 1975,
as symbolized by Kennedy’s “Camelot,” Johnson’s “Great Society,” and Nixon’s
“Watergate.” In your answer address the power of the presidency and the role of the
media.
AMERICA in the WORLD
Analyze the effects of the Vietnam War on TWO of the following in the United States in
the period between 1961 to 1975: the Presidency, the population between 18 and 35
years old, Cold War diplomacy
ENVIRONMENT and GEOGRAPHY
While the United States has viewed itself as a superpower defended by a superior
military force, it has struggled with the environmental and geographical features that
significantly hampered success in the following conflicts. Discuss the nature of those
environmental and geographical struggles, strategies used by the United States military,
and results for TWO of the following: Vietnam War, Persian Gulf War, and War on
Terror in Afghanistan and Iraq.
IDEAS, BELIEFS, and CULTURE
African American leaders have responded to racial discrimination in the United States in
a variety of ways. Compare and contrast the goals and strategies of the African
American leaders in the 1890s-1920s with the goals and strategies of African American
leaders in the 1950s-1960s.
Historical Thinking Skill Focus: Skill # 3 Periodization
Students will work in small groups assigned to a particular decade or era: the 1960s,
Vietnam War era, the 1970s, the 1980s, 1990s.
Use of Primary and Secondary Sources:
Presentations by two local Vietnam veterans with very different experiences
Presentation of the “1980s Man” – local principal was a teenager in Billings, Montana
during the 1980s. Talks about culture and politics of the 1980s
As part of the Decade Panel Projects, students must come up with a primary source
document reflecting their assigned role and perspective: example – Martin Luther King,
Jr’s Letter from Birmingham Jail, 1963; Rachel Carson’s Silent Spring, 1962;
Learning Activity for PERIODIZATION: Decade panel projects
Students will work in small groups assigned to a particular decade or era: the 1960s,
Vietnam War era, the 1970s, the 1980s, 1990s. Each member of the group will have
choose a particular approach and product as means of presentation. Project includes
research, creation of a product that reflects chosen role, topic, perspective and
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presentation in that role: example - Rachel Carson’s environmental concerns in the
1960s.
Assessments: Chapter reading assignments, Decade panel projects, Unit test as semester final