A.P. United States History Beacon, Stamford, CT

Course Description Objectives:

The Advanced Placement course in United States History is designed to provide students with a comprehensive foundation of American history and the analytical skills that will allow them to effectively examine primary and secondary historical sources. Advanced Placement United States History is designed as a college­level course to prepare students to excel on the A.P. U.S. History exam in May. Themes:

This course in A.P. United States History is designed with multiple themes in mind that will transgress historical events and periodization. The recognition these themes throughout history allow students to understand the relationship between American society, culture, economy, politics, national identity, and the relationship between state and federal government. Students will also develop a thorough understanding of the major events in United States history as they relate to forming our identity and culture, on the global stage, and in the characteristics and structure of our governments. Goals:

In Advanced Placement United States History students will practice effective note taking, learn to analyze historical documents, evaluate the merits and faults of arguments. Students will also discover that historians and researchers using the same texts can sometimes arrive at alternative conclusions. Students will be encouraged to use both primary and secondary sources to arrive at independent conclusions and present original and individual historical arguments. Texts

Davidson, James West and Lytle, Mark H. After the Fact: The Art of Historical Detection, 4th Edition. (New York: McGraw­Hill Publishing Company, 2000).

Kennedy, David M. and Bailey, Thomas A. The American Spirit, Volume 1: To 1877, 12th Edition. (Boston: Wadsworth Publishing, 2006).

Kennedy, David M. and Bailey, Thomas A. The American Spirit, Volume 2: Since 1865, 12th Edition. (Boston: Wadsworth Publishing, 2006).

Kennedy, David M. and Cohen, Lizbeth. The American Pageant, 14th Edition. (Boston: Wadsworth Publishing, 2008).

Remini, Robert V. A Short History of the United States, 1st Edition. (New York: HarperCollins Publisher, 2008).

Class Reading, Notes, & Presentations

Students are required to read the assigned chapters in The American Pageant before the unit is discussed in class. Students should take notes on the assigned chapter that best benefits their personal method of studying. Students may take notes electronically, on notecards, or in a

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notebook. At the end of each chapter there are “Key Terms” and “People to Know” sections, which are an excellent place to start for effective note takings. However, notes should exceed these two sections in a comprehensive manner and limiting one’s notes to merely these two sections will not adequately prepare students for the A.P. exam.

Each week there are assigned primary source documents in The American Spirit. Students will be assigned the readings, which they are to complete and present to the class throughout the week. It is not required for a student to read all of the assigned reading in The American Spirit for each week, only their assigned reading as designated by the instructor each week. Presentation Requirements:

Presentations given by the students on primary source documents, which are assigned in The American Spirit, which are given for each unit throughout the entirety of the A.P. course, are to meet the following criteria:

1. Who is the author? 2. What is the main argument of the source document? 3. Is there vocabulary that needs to be clarified for the class or yourself? This also includes unfamiliar people, places, and terms.

4. Offer a critique or criticism of the document. Do not include style but rather; logical fallacies, inconsistencies, substantially flawed.

No written work is required for the presentation, simply a thorough understanding of the

primary source reading’s content and the ability to presently clearly and confidently the information within the source. Deadlines:

In this history class you will develop skills of professionalism and adherence to commitments. In the real world, as abstract and subjective as that seems, you will not be able to complete your work at your own leisure, and failing to deliver on that day or that hour could have grave and potentially hazardous consequences for yourself or humanity. Consider for a moment if Longstreet was not slow to give the order, how the United States would have changed. This class will provide a slightly more forgiving environment than what may await but it is far from an excuse for lack of professionalism. You must meet the assigned deadline for all assignments or you will receive a zero. You will be granted an extension if, and only if, there is a record of agreement between each of the following parties: your parents, your life coach (or advisor), the Head of School, and myself, Lord of the Classroom and all its domains and honored positions. If you know ahead of time (at least one day) that you will be unable to meet the deadline, come talk to me. Unit 1: The New World and Colonial Settlements ( ­1700)

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Reading: The American Pageant: Chapters 1­3 The American Spirit Vol. 1:

­ Richard Hakluyt Calls for an Empire (1582) pg. 26 ­ Midland Peasants Revolt (1629) pg. 34 ­ The Starving Time (1609) pg. 35 ­ The Great Indian Uprising (1622) pg. 38

After the Fact: The Art of Historical Detection: ­ “Serving Time in Virginia” pg. 1

Content:

The course begins with an overview of the pre­Colombian era of American history, with particular focus on the Native American inhabitants and first contact between Old and New Worlds. Subsequent events, such as the first explorers, conquest, and colonization of the New World are also emphasized. The first unit then moves onto the importance of English colonization of the New World, spurred on by turmoil in the English homeland. Finally, the first unit examines the colonial expansion of other nations in North America, such as the French and the Spanish. The unit also examines the differences between the various English colonies in the New World and their interactions with Native Americans. Assessments:

Students will take three small quizzes on the chapters covered in The American Pageant, along with their presentation on primary and secondary source materials. Unit 2: American Life and Competing Colonialism (1600­1763) Reading: The American Pageant: Chapters 4­6 The American Spirit Vol. 1:

­ Nathaniel Bacon Proclaims His Principles (1679) pg. 69 ­ The Salem Witchcraft Hysteria (1692) pg.83 ­ Benjamin Franklin Analyzes the Populations (1751) pg. 87 ­ The Proclamation of 1763 (1763) pg. 117

After the Fact: The Art of Historical Detection: ­ “The Visible and Invisible Worlds of Salem” pg. 24 Content:

The second unit in APUSH focuses partially on the same time period as the previous unit. However, the second unit’s focus is geared more towards the social and day to day life and culture of the colonies in the seventeenth century. The unit also deals with the continuing struggle between France and Britain for control of North America as well as colonial relations with Native American tribes, with emphasis on the importance of the French and Indian War. Subsequently the unit moves onto outlining the various political and economic divergences between the colonies and Britain.

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Assessments:

Students will take a single long multiple choice question, reflective of the A.P. Exam, on the three chapters covered in The American Pageant. Students will present their primary and secondary source material for the time period. Unit 3: The Shot Heard ‘round the World & the American Revolution (1763­1783) Reading: The American Pageant: Chapters 7­8 The American Spirit Vol. 1:

­ Connecticut Decries the Boston Tea Port Act (1774) pg. 133 ­ Two Views of the British Empire (1767,1775) pg. 139 ­ Conflicting Versions of the Outbreak (1775) pg. 144 ­ William Barton Describes Frontier Warfare (1779) pg. 151 ­ Thomas Jefferson’s Declaration of Independence (1776) pg. 157 ­ John Adams Contemplates a Model Treaty (1776) pg. 172

After the Fact: The Art of Historical Detection: ­ “Declaring Independence: Strategies of Documentary Analysis” pg. 49

Content:

Students identify the social, economic, and political underpinning of the American Revolution. They explore historians’ debate over when the Revolution actually started ­ how did the analysis of contemporary historians differ from that of later historians, and why? In this unit, we emphasis the ways that divergent understandings of the meaning of the Revolutions, and its context in United States and global history, have created wide variations in Americans’ sense of their identity and role as citizens. Assessments:

Students will take a multiple choice quiz and answer one of a selection of short answer questions with a clearly defined and well organized thesis statement that would reflect one acceptable on the A.P. Examination. Students will also present their primary and secondary source documents. Unit 4: Confederation and Constitution (1776­1790) Reading: The American Pageant: Chapters 9 The American Spirit Vol. 1:

­ Thomas Jefferson Favors Rebellion (1787) pg. 179 ­ James Madison Defends the New Constitution (1787) pg. 192 ­ The French Declare the Rights of Man (1789) pg. 197 ­ Alexander Hamilton Versus Thomas Jefferson on Popular Rule (1780­1820s) pg. 206 ­ A Jeffersonian Condemns Neutrality (1793) pg. 219 ­ The Clash over States’ Rights (1780s­1820s) pg. 208

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Content:

This unit covers an examination of how the fledgling United States created and then modified its central government. By studying the Articles of Confederation, students evaluate the extent to which the Articles responded to the challenges faced by the new nation. Students will identify ways in which the delegates to the Constitutional Convention sought to remedy the Articles’ weaknesses. The class will begin an ongoing conversation about the ways in which the Constitution’s guarantees continue to be reflected in our daily lives. Questions:

1. What were the weaknesses in the Articles of Confederation? What were the strengths? 2. To what extent was fear of “too much democracy” a motive for writing the U.S.

Constitution? 3. Why were the Bill of Rights added as an afterthought to the Constitution?

Assessments: In place of a multiple choice examination for the chapters covered in The American Pageant, students will answer a Free Response Question reflective of the content covered and the A.P. Examination standards. Students will also present their primary and secondary source documents. Unit 5: Federation and the Jeffersonian Republic (1789­1812) Reading: The American Pageant: Chapters 10­11 The American Spirit Vol. 1:

­ A Federalist Cries Foul (1800) pg.232 ­ Marshall Asserts the Supremacy of the Constitution (1803) pg. 235 ­ Jefferson Stretches the Constitution to Buy Louisiana (1803) pg. 240 ­ A Federalist Attacks the Embargo (1808) pg. 250 ­ A Jeffersonian Upholds the Embargo (1808) pg. 251

Content: Following the drafting of the Constitution and the formation of the young Republic,

students will learn about its early years and the founding fathers, including George Washington, Thomas Jefferson, and Alexander Hamilton. The class will compare their visions for the new nation, particularly emphasizing the dialogue and debate between Hamilton and Jefferson and their partisans. An examination of how the new country navigated a delicate course in its relationships with other countries, particularly France and Britain will also take place. This unit will also examine the struggle between state and federal power under the Jeffersonian presidency. Major issues will include, Jefferson’s economic policies, the Louisiana Purchase and the decisions of the Marshall Court. Students will analyze the causes and effects of westward expansion both on the new nation’s economic prospects and Americans’ sense of national identity.

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Assessments:

Students will have a long multiple choice test that will be reflective of the amount of time they would have to answer questions on the A.P. Exam. Students will again present their primary and secondary source documents. Unit 6: The War of 1812 and the Jacksonian Era (1812­1840) Reading: The American Pageant: Chapters 12­13 The American Spirit Vol. 1:

­ Causes of the War (1812,1813) pg. 257 ­ President James Madison’s Fateful War Message (1812) pg. 259 ­ James Monroe Warns the European Powers (1823) pg. 275 ­ Prince Metternich is Miffed (1824) pg. 276

Content:

Students will explore the causes, conduct, and outcomes of the War of 1812 and evaluate the ways that American democracy evolved during the Jacksonian period. We continue the discussion of the dynamics of westward expansion and students will identify the reasons for why migration heated up debates over slavery and states’ rights. The class will also examine and discuss the Monroe Doctrine and anticipate ways in which it would shape subsequent foreign policy and diplomacy. Assessments:

In place of a multiple choice examination that the students would normally have, they will have their first DBQ taken from previous A.P. Examinations. Students will not have to present primary and secondary source documents this unit because of the Document Based Question that is due at the end of the unit. Unit 7: National Economy, Cultural Reform, & the Slave Controversy (1790­1860) Reading: The American Pageant: 14­16 The American Spirit Vol. 1:

­ Human Cattle for Sale (c. 1850) pg. 374 ­ Haiti Declares Independence (1804) pg. 381 ­ William A. Smith Expounds on the Benefits of Slavery (1857) pg. 388 ­ Slavery and the Family (1840) pg. 395 ­ The South Condemns Helperites (1859) pg. 400

After the Fact: The Art of Historical Detection: ­ “Invisible Pioneers: Ecological Transformations Along the Western Frontier” pg. 124

Content:

In this unit, students explore economic and cultural changes in the United States during

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the first half of the nineteenth century. Major themes and concepts include, immigration, women's changing roles, the Industrial Revolution, and the Transportation Revolution. The class will also study the religious developments, including the Great Awakenings. The unit will also progress the further division between the north and south of the nation in terms not only of the slave dilemma, but also economic and social divisions. Assessments:

Students will get a brief reprieve from written work and testing this unit. Instead of an FRQ, DBQ, or multiple choice examination, students will merely present two primary or secondary sources this unit in an effort to expand their understand of the development of slavery in the South. Unit 8: Manifest Destiny & European Liberalism (1840­1854) Reading: The American Pageant: Chapters 17­18 The American Spirit Vol. 1:

­ A British View of the Oregon Controversy (1846) pg. 408 ­ President James Polk Justifies the Texas Coup (1845) pg. 410 ­ A Mexican Diplomat Blames America for War (1846) pg. 413 ­ Democrats Hail a Glorious Achievement (1848) pg. 419 ­ Mexico Remember the Despoilers (1935) pg. 421

After the Fact: The Art of Historical Detection: Content:

The continuation of the theme of westward expansion leads to the study of the cultural uprooting and widespread mortality that resulted from the Indian Removal Act. Students will anchor these themes and events to the political developments emphasized in the previous units. Assessments: Students will take a lengthy multiple choice examination on the chapters covered in The American Pageant. Students will also present their assigned primary and secondary source documents in class. Unit 9: The Crisis of the Union (1854­1865) Reading: The American Pageant: Chapters 19­20 The American Spirit Vol. 1:

­ David Wilmot Appeals for Free Soil (1847) pg. 424 ­ John Calhoun Demands Southern Rights (1850) pg. 426 ­ Stephen Douglas’s Popular­Sovereignty Plea (1854) pg. 435 ­ The North Breathes Defiance (1857) pg. 461 ­ Abraham Lincoln Denies Black Equality (1858) pg. 463 ­ Fire­Eaters Ugre Session (1860) pg. 469

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­ The North Resents Threats (1860) pg. 470 After the Fact: The Art of Historical Detection:

­ “The Madness of John Brown: the Uses of Psychohistory” pg. 150 Content:

This unit emphasizes the dividing characteristics between the North and the South in the lead up to the Civil War. Topics that will be examined closely will be the effects of the Dred Scott case, the raid on Harpers Ferry in 1859, and the election of President Lincoln and the Republicans. The focus of themes in this unit will primarily be political, economic, and social, which caused the divergence of the United States. Assessments: Students will take a multiple choice examination that reflects the chapters covered in The American Pageant. Students will also outline their response, with a complete thesis statement, to a Free Response Question. Students will present their primary and secondary source material as usual. Unit 10: The American Civil War (1861­1865) Reading: The American Pageant: Chapters 21 The American Spirit Vol. 1:

­ Fort Sumter Inflames the North (1861) pg. 473 ­ Fort Sumter Inspires the South (1861) pg. 474 ­ Britons Hail Democracy’s Collapse (1862) pg. 478 ­ The Pinch of the Blockade (1861­1865) pg. 483 ­ Lincoln Expresses Misgivings (1862) pg. 500 ­ A Report from Antietam (1862) pg. 509 ­ The British Press Recants (1865) pg. 520 ­ The Fifty­Fourth Massachusetts Regiment Marches South (1863) pg. 524

Content: In this unit, students will focus on the Civil War, its politics, battles, leadership, and

economic effects on the divided United States. Students will also learn about the role of diplomacy, particularly with British relations in regards to both the Union and the Confederacy. The human toll of the war, the splitting of families between the North and the South, the massive loss of life due to the advancements in military technology and the spread of disease, as well as the impact on African Americans in the North and the South will be closely examined. Students will also analyze how economic and transportation factors, along with the different leadership styles of Davis and Lincoln, affected the outcome of the Civil War. Assessments: Students will have a Document Based Question reflective of the chapters covered in The American Pageant, which will be taken from a previous A.P. Examination. Students will also present their primary and secondary source materials.

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Unit 11: Reconstruction and the Failures of Andrew Johnson (1865­1877) Reading: The American Pageant: Chapters 22 The American Spirit Vol. 1:

­ Black Leaders Express Their Views (1865) pg. 530 ­ Emancipation Violence in Texas (c. 1865) pg. 538 ­ The White South Asks for Unconditional Reintegration into the Union (1866) pg. 539 ­ Black and White Legislatures (c. 1876) pg. 550 ­ Alfred Richardson Testifies about Reconstruction­Era Georgia (1871) pg. 554 ­ Henry Lowther Falls Victim to the Klan (1871) pg. 559

After the Fact: The Art of Historical Detection: ­ “A View from the Bottom Rail: Oral History and the Freedpeople” pg. 177

Content: Students evaluate the successes and failures of Reconstruction and analyze the ways in

which it strengths and weaknesses shaped the political and cultural landscape of the South for generations. The class will assess the role of Johnson’s decisions as president and his conflicts with the Radical Republicans. Students will examine possible reasons for Northerners’ loss of interest in Reconstruction and the political reasons why Southern whites were given relatively unsupervised governance of their states and free rein to terrorize African Americans as well as whites who supported black equality. Assessments: Students will have a multiple choice quiz that covers the chapters in The American Pageant that were studied this unit. Students will also have a selection of short answer questions to due as homework in place of their primary and secondary source material. Unit 12: The Gilded Age & Urban Migration and Society (1869­1900) Reading: The American Pageant: Chapters 23 and 25 The American Spirit Vol. 2:

­ A Southern Senator Defends Jim Crow (1900) pg. 42 ­ The Supreme Court Declares That Separate Is Equal (1892) pg. 56 ­ The Wilmington Massacre (1898) pg. 54 ­ Cleaning Up New York (1897) pg. 94 ­ The Shock of Darwinism (1896) pg. 109 ­ The Life of a Working Girl (1905) pg. 116

Content: This unit encompasses some of the same period as the previous unit on Reconstruction.

However, this unit focuses on the political and social aspects of end of the nineteenth century in United States history. The unit encompasses the political paralysis of the Guilded Age as well as the corruption and reform of the political system of the United States in the wake of the Civil War. The depression of the 1870s, the rise of Populism, as well as the mass migration and urbanization of the United States is emphasized in terms of defining the emergence of new

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American culture and ideology. Assessments: Students will take a long and cumbersome multiple choice examination that will reflect the chapters covered in The American Pageant. Students will also present their primary and secondary source material as customary. Unit 13: Industrial and Agricultural Revolution (1865­1896) Reading: The American Pageant: Chapters 24 and 26 The American Spirit Vol. 2:

­ Andrew Carnegie’s Gospel of Wealth (1889) pg. 70 ­ In Praise of Mechanization (1897) pg. 74 ­ Upton Sinclair Describes the Chicago Stockyards (1906) pg. 88 ­ The U.S. Army Negotiates a Treaty with the Sioux (1868) pg. 125 ­ Westward the Course of Empire Takes Its Way (1868) pg. 142 ­ William Allen White Attacks the Populists (1896) pg. 155

After the Fact: The Art of Historical Detection: ­ “The Mirror with a Memory: Photographic Evidence and the Urban Scene” pg. 210

Content:

This unit also encompasses the latter half of the nineteenth century in United States history after the Civil War. However, this unit deals specifically with the effects of the Industrial and Agricultural Revolutions on American society. The primary theme of this unit is economic development and technological progress. The unit will specifically cover the railroad boom, the rise of mass production, the development of a working class and trade unions, as well as the continued imperialist expansion of the United States at the expense of the Native Americans in the name of progress. Assessments:

Students will take a multiple choice examination that reflects that chapters covered in The American Pageant as well as completing a Free Response Question. Students will present their primary and secondary source documents as usual. Unit 14: American Empire and Expansionism (1890­1909) Reading: The American Pageant: Chapters 27 The American Spirit Vol. 2:

­ President McKinley Submits a War Message (1898) pg. 168 ­ Albert Beveridge Trumpets Imperialism (1898) pg. 171 ­ Mark Twain Denounces Imperialism (c. 1900) pg. 172 ­ William Jennings Bryan Vents His Bitterness (1901) pg. 175 ­ Theodore Roosevelt Hopes for Revolt (1903) pg. 179

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­ The Gentleman’s Agreement (1908) pg. 191 Content:

This unit is dedicated to the study of American expansionism in the latter part of the nineteenth century and the early years of the twentieth. The primary focus will be directed towards political and diplomatic ambitions towards world power. The prominent topics of the unit will be American expansionism, the Spanish­American War, the Panama Canal, and the early Presidency of Theodore Roosevelt. Assessments: Students will take a multiple choice examination on the chapters covered in The American Pageant. Students will also have a Free Response Question to answer, taken from a previous A.P. Exam. Students will also present their primary and secondary source materials in class. Unit 15: Populism, Progressivism, and Republican Roosevelt (1900­1912) Reading: The American Pageant: Chapters 28 The American Spirit Vol. 2:

­ Theodore Roosevelt Roasts Muckrakers (1906) pg. 195 ­ George Baer’s Divine Right of Plutocrats (1902) pg. 202 ­ Child Labor in the Coal Mine (1906) pg. 202 ­ Roosevelt Defends the Forests (1903) pg. 208 ­ A Woman Assails Woman Suffrage (1910) pg. 216 ­ From the Depths (1906) pg. 200

After the Fact: The Art of Historical Detection: ­ “U.S.D.A. Government Inspected: The Jungle of Political History” pg. 234

Content: This unit focuses on the Presidency of Theodore Roosevelt. Students will examine the

dynamic change in the social and political landscape in the United States, brought on by the emergence of Progressivism. Primary topics to be covered in the unit will be, the campaign against social injustices, the policies of Progressivism, labor and trusts, “dollar diplomacy, and the failings of President Taft. We will also identify and evaluate ways in which cultural interest in societal improvements enabled women to create new positions of leadership and authority for themselves. Assessments:

Students will have a Document Based Question regarding the emergence of Progressivism in the United States, which will be taken from a previous A.P. Exam. Students will also present their primary and secondary source documents. Unit 16: Wilsonian Progressivism (1912­1916) Reading: The American Pageant: Chapters 29

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The American Spirit Vol. 2: ­ Theodore Roosevelt Proposes Government Regulation (1912) pg. 223 ­ Woodrow Wilson Asks for “a Free Field and No Favor” (1912) pg. 225 ­ Mexico Warns Against Intervention (1913) pg. 231 ­ A Republican Assails “Watchful Waiting” (1916) pg. 234 ­ Wilson Asks for War on General Huerta (1914) pg. 232

Content: This unit will focus on the Presidency of Woodrow Wilson prior to the First World War.

The major objective of this unit will be to examine the ideas of New Nationalism and New Freedom in the light of the present day. The political and economic issues of the early twentieth century, under Wilson’s presidency, will be the major themes examined. The class will also examine the United States in regards to foreign policy and the transformation of the United States’ relationship with Mexican and other foreign powers in the lead up to the First World War. Assessments: Students will take a multiple choice examination that reflects the chapters covered in The American Pageant. Students will also present their primary and secondary source material as usual. Unit 17: The Great War (1916­1918) Reading: The American Pageant: Chapters 30 The American Spirit Vol. 2:

­ President Wilson Breaks Diplomatic Relations (1917) pg. 240 ­ The Supreme Court Throttles Free Speech (1919) pg. 247 ­ Woodrow Wilson Versus Theodore Roosevelt on the Fourteen Points (1918) pg. 250 ­ General John Pershing Defines American Fighting Tactics (1917­1918) pg. 255 ­ A “Doughboy” Describes the Fighting Front (1918) pg. 257 ­ Germany Protests (1919) pg. 263

Content:

Students will study the United States’ participation in the First World War, as well as Wilson’s efforts to structure a new world order through the League of Nations. Ideally it would prevent further warfare on the scale of the First World War from occurring again. The class will asses the role of United States isolationism, including the role of the large population of German­Americans, and the events that dragged the nation into war. Students will identify ways in which war propaganda may have shaped citizens’ views, and how it created public support for infringement of civil liberties. Finally, students evaluate the United States role in negotiations at the end of the war, including the Senate’s rejection of the Versailles Treaty. Assessments:

Students will not have a multiple choice examination or a writing prompt this unit.

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Rather students will focus on primary source material regarding the psychological effects of the Great War on individuals as well as on society as a whole. The hope is to gain an understanding of how the affairs of the United States in European wars led to an increased push in isolationism in the coming decades. Unit 18: The Roaring Twenties (1919­1929) Reading: The American Pageant: Chapters 31­32 The American Spirit Vol. 2:

­ Theodore Roosevelt Preaches “Americanism” (1915) pg. 267 ­ Two Views of Immigration Restriction (1921,1924) pg. 274 ­ The WCTU Upholds Prohibition (1926) pg. 280 ­ The Christian Century Acknowledges the Religious Divide (1924) pg. 292 ­ A Critic Blasts Materialism (1924) pg. 293 ­ On Public Versus Private Power (1932) pg. 310 ­ Hoover Defends His Record (1932) pg. 316 ­ Roosevelt Indicts Hoover (1932) pg. 317

Content: The unit will begin by assessing the United States in the aftermath of the First World

War and identifying ways in which that experience set the stage for cultural, economic, and political developments of the 1920’s. Students trace the trajectory of economic boom and bust and its cultural impact. They will evaluate weaknesses in regulation and economic policy that led to the 1929 crash. Assessments:

Students will have a standard multiple choice test that reflects the material covered in The American Pageant. Students will also have a Free Response Question taken from a previous A.P. Examination. Students will present their primary and secondary source material as usual. Unit 19: The Great Depression, the New Deal, & the Mounting Terror (1933­1941) Reading: The American Pageant: Chapters 33­34 The American Spirit Vol. 2:

­ John Maynard Keynes Praises Roosevelt (1933) pg. 323 ­ Senator Huey P. Long Wants Every Man to Be a Kings (1934) pg. 333 ­ Roosevelt Promotes Natural Resources Planning (1935) pg. 349 ­ Two Views of Isolationism (1936,1938) pg. 359 ­ William Randolph Hearst Denounces Aid to the Soviet Union (1941) pg. 369 ­ Togo Blames the United States (1952) pg. 375 ­ Franklin Roosevelt Awaits the Blow (1941) pg. 381

After the Fact: The Art of Historical Detection: ­ ­ “Dust Bowl Odyssey: The Collective History of Migration” pg. 289

Content:

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Students will assess the impact of the crash on people in various demographics, looking at how class, region and urban versus rural contexts mediated the timing of its effects. Students will study the Dust Bowl crisis in farming regions of the Southern Midwest and learn about the quest of the “Okies” for a better life on the West Coast. Students will read campaign speeches from the Election of 1932, compare the candidates’ platforms, and discuss the reasons for Roosevelt’s victory over Hoover. Students will evaluate the successes and failures of the New Deal and identify ways in which it shifted the balance between state and federal power. Finally, the class will examine the role of war­related industries in economic recovery near the close of the decade. Assessments: Students will take a multiple choice examination that reflects the chapters covered in The American Pageant. Students will also answer a series of short answer questions that cover questions on the lead up to the Second World War. Students will present their primary and secondary source material as normal. Unit 20: The Second World War (1941­1945) Reading: The American Pageant: 35 The American Spirit Vol. 2:

­ The War Transforms the Economy (1943) pg. 384 ­ A Draft Resister Explains His Decision (1943­1944) pg. 393 ­ Roosevelt and Stalin Meet Face­to­Face (1943) pg. 400 ­ The Christian Century Grapples with the Holocaust (1945) pg. 413 ­ A Soldier at Anzio (1944) pg. 414 ­ An American Encounters a Wounded Enemy (1943) pg. 418 ­ Harry Truman Justifies the Bombing (1945) pg. 422

After the Fact: The Art of Historical Detection: ­ “The Decision to Drop the Bomb: the Uses of Models in History” pg. 317

Content:

The unit will start off with an examination of the Roosevelt Administration’s foreign policies in the 1930’s Students will evaluate the tension between the United States’ isolationism and the increasing economic involvement in the European war through the sale of war equipment and the Lend­Lease Act. Students will assess the government’s response to the attacks on Pearl Harbor and its rapid escalation of the war effort. In addition to covering major U.S. alliances, strategies and battles, students will examine the war’s social and cultural effects on the home front. Primary topics to be addressed will be the changing role of women during wartime, the internment of Japanese­Americans, and the military and ethical implications and repercussions of the use of the atomic bomb on Hiroshima and Nagasaki. Assessments: Students will not have a multiple choice examination or writing prompt this unit. As with

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the unit covering the First World War, students will have extra primary and secondary source material covering the effects on individuals and the nation as whole that the Second World War had. Unit 21: The Big Three, the Cold War, and the New World Order (1945­1952) Reading: The American Pageant: Chapters 36 The American Spirit Vol. 2:

­ A Working Mother Lauds the New “Two­Incomes Family” (1945) pg. 431 ­ Secretary Edward Stettinius Defends Yalta (1949) pg. 435 ­ Harry Truman Appeals to Congress (1947) pg. 440 ­ The World Through Soviet Eyes (1946) pg. 443 ­ Senator Joseph McCarthy Blasts “Traitors” (1952) pg. 450 ­ NSC­68 Offers a Blueprint for the Cold War (1950) pg. 455

Content: This unit will cover the emerging foreign policies in the aftermath of the Second World

War, particularly during the Truman and Eisenhower presidencies. Students will evaluate the build up of tensions between the Soviet Union and the United States as well as the beginnings of the rebuilding of Europe. Students will also assess the changing social and cultural dynamic of the United States on the domestic front regarding topics such as, the postwar baby boom, the emergence of suburbs, and the Anti­Communist effort at home. Students will examine the changing foreign political landscape with the emergences of the United Nations, NATO, and the policies of the Truman Doctrine and containment policies that lead to the Korean War (1950­1953). Assessments: Students will take a multiple choice test on the chapters covered in The American Pageant. Students will also have a Free Response Question to answer in preparation for the A.P. Examination. Students will present their primary and secondary source material as usual. Unit 22: Eisenhower, the Military Industrial Complex, and the ‘50s (1950­1960) Reading: The American Pageant: Chapters 37 The American Spirit Vol. 2:

­ President Eisenhower Calls for “Open Skies” (1955) pg. 463 ­ A Senator Speaks Up (1950) pg. 466 ­ Martin Luther King, Jr. Asks for the Ballot (1957) pg. 477 ­ John Kenneth Galbraith Criticizes the Affluent Society (1958) pg. 484 ­ Women’s Career Prospects (1950) pg. 488 ­ Agnes Meyer Defends Women’s Traditional Role (1950) pg. 489 ­ Betty Friedan Launches the Modern Feminist Movement (1963) pg. 491

After the Fact: The Art of Historical Detection: ­ “From Rosie to Lucy: The Mass Media and Images of Women in the 1950’s” pg. 346

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Content:

In this unit, students will build off the political landscape of international affairs that they learned in the previous unit. Students will identify reasons for the creation of the United Nations as well as evaluating its effectiveness in the immediate postwar years. A more indepth examination of the U.S. involvement in Korea and Joseph McCarthy’s “Red Scare” will be the main focus of the unit. Students will also examine the Eisenhower presidency, the space and arms races, the desegregation of the South, the emergence of consumer culture, as well as the election of J.F.K. Assessments: Students will have a multiple choice examination based on the chapters covered in The American Pageant. Students will also have a Free Response Question based on the material covered. Students will present their primary and secondary source material as usual. Unit 23: J.F.K., L.B.J., the Tumultuous ‘60s, and the ‘Great Society’ (1960­1968) Reading: The American Pageant: Chapters 38 The American Spirit Vol. 2:

­ President Kennedy Proclaims a “Quarantine” (1962) pg. 496 ­ President Johnson Declares War on Poverty (1964) pg. 503 ­ War on the Antipoverty War (1964) pg. 504 ­ Malcolm X is Defiant (1964) pg. 517 ­ President Johnson Asserts His War Aims (1965) pg. 526 ­ The Soldiers’ War (1966) pg. 534 ­ The CIA Assesses “Restless Youth” (1968) pg. 545 ­ Stewart Alsop Senses the End of an Era (1970) pg. 542

After the Fact: The Art of Historical Detection: ­ “Where Trouble Comes: History and Myth in the Films of Vietnam” pg. 400

Content:

This unit will focus on the election of J.F.K. and the changing culture between the 1950’s and 1960’s in the United States. The unit will also examine the handling of foreign policy and the Cold War by president Kennedy with regards to the Cuban Missile Crisis, the Bay of Pigs, and the Vietnam quagmire. Students will read first hand accounts of the impact of the assassination of president Kennedy as well as the detrimental impact of the Vietnam war on soldiers and the civilian front. Students will also examine L.B.J.’s “Great Society” and the impact of the desegregation of the South on the United States. Assessments: Instead of have a multiple choice examination or primary and secondary source work to complete this unit, students will take multiple Free Response Questions in preparation for the A.P. Examination.

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Unit 24: Nixon, Carter, and the Stagnant Decade (1968­1980) Reading: The American Pageant: Chapters 39 The American Spirit Vol. 2:

­ The President Defends His Incursion (1970) pg. 547 ­ Henry Kissinger Dissects the Dissenters (1979) pg. 551 ­ Nixon’s Grand Plan in Foreign Policy (1968­1969) pg. 553 ­ Nixon Incriminates Himself (1972) pg. 561 ­ The Case for the Equal Rights Amendment (1970) pg. 568 ­ The Supreme Court Upholds Abortion Rights (1973) pg. 572

After the Fact: The Art of Historical Detection: ­ “Breaking into Watergate: Plumbing a Presidency Through Audiotapes” pg. 374

Content:

Students will explore major events and trends during the Nixon, Ford, and Carter presidencies, and asses the economic, social, and foreign policy problems that plagued the U.S. during the 1970s. Students assess the impact of the Watergate debacle, Nixon’s impeachment, and the U.S. exit from Vietnam on Americans’ sense of themselves and on their attitudes toward the government. Students also identify ways in which the oil shock caused a loss of confidence in the U.S. economic stability and prompted changes in both daily life and foreign policy. Students assess the impact of the “Women’s Liberation” movement, the Pill, and Roe v. Wade on women’s role and status in the home and in the workplace. Assessments: Students will take a lengthy multiple choice examination that reflects the questions given on an A.P. Examination. Students will also have to present primary and secondary source material as usual. Unit 25: The Death of Conservatism & the birth of Neo­Conservatism (1980­1992) Reading: The American Pageant: Chapters 40 The American Spirit Vol. 2:

­ President Reagan Asks for a Tax Cut (1981) pg. 579 ­ Reagan Sees Red in Nicaragua (1986) pg. 583 ­ Four Views on the End of the Cold War (1994) pg. 592 ­ Editor Irving Kristol Defines Neoconservatism (1983) 597 ­ Journalist Peter Steinfels Criticizes the Neoconservatives (1979) pg. 600 ­ A Skeptical View of Reagan’s Legacy (2004) pg. 602 ­ Charles Krauthammer Praises Reagan (2004) pg. 604

Content: Students evaluate the qualities that made Reagan an attractive presidential candidate,

and the many changes that his presidency brought to the U.S. policies at home and abroad. They

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analyze the reasons for the resurgence of conservatism with respect to economic and foreign policy, and identify ways in which this resurgence reflected the particular challenges, especially in the Middle East and Latin America, that government prioritized at the time. Students will analyze the underlying philosophies and the impact of the U.S. interventions both in Latin America and the Middle East. Assessments: Students will take their last multiple choice examination of the course that reflects the chapters they covered in The American Pageant. Students will also have their last Free Response Question on the material covered. Students will present their primary and secondary source material on their assigned dates. Unit 26: America After the Wall (1992­2001) Reading: The American Pageant: Chapters 41 The American Spirit Vol. 2:

­ The Supreme Court Makes George W. Bush President (2000) pg. 618 ­ President Bush Describes an “Axis of Evil” (2002) pg. 624 ­ President Bush Claims the Right of Preemptive War (2002) pg. 629 ­ America Is Humiliated at abu Ghraib (2004) pg. 633 ­ Charles Ferguson Doubts Victory in Iraq (2008) pg. 640

After the Fact: The Art of Historical Detection: ­ “The Body in Question: Culture and History in the Shaping of Gender Identities” pg.

432 Content:

We begin this unit by exploring the rise of social conservativism in the early 1990s and students identify ways in which activism among social conservatives both reflected and shaped changes in American culture and society. They identified and analyze the ways in which the emergence of the internet in the mid to late 1990s transformed American culture and political discourse and activism. They assess the influence of conservatism and neoconservatism on our domestic and foreign policy landscape over the past two decades. We will examine the first Gulf War, the challenges of Middle East policy, and the epochal impact of 9/11 not only on policy but on our sense of ourselves as American citizens. Assessments: Students will no longer have multiple choice examinations or free response questions in preparation for the A.P. Examine. Students should however continue with their primary and secondary source materials and presentations. Unit 27: The Crisis of Meaning (2001­ ) Reading: The American Pageant: Chapters 42

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The American Spirit Vol. 2: ­ David Brooks Fears for the Middle Class (2008) pg. 645 ­ The Gender Divide (1975­2007) pg. 649 ­ Obama and the Arab World (2008) pg. 668

Content: Students will examine the early 2000s, through both personal experiences and primary

source documents. Students will be challenged to define the meaning of nation­states in the post­Cold War world. Students will compare the causes and conduct of the Second Iraq War and evaluate the United States’ reason for going to Afghanistan and Iraq. We will wrap up our study midway through the 2000s. Assessments:

Students should prepare themselves for the A.P. Examination.

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