AP United States HistoryCourse Syllabus

2011-2012

Course DescriptionAdvanced Placement U.S. History is a college level course designed to provide students with the analytical skills and factual knowledge necessary to deal critically with issues and events in American History. Skills learned in AP U.S. History can benefit students in other high school courses and in college courses as well.

Topics include life and thought in Colonial America, Revolutionary Ideology, Constitutional Development, Jeffersonian and Jacksonian Democracy, 19-th Century Reform Movements, and Manifest Destiny. Other topics include the American Civil War and Reconstruction, Immigration, Industrialism, Populism, Progressivism, World War I, the Jazz Age, the Great Depression, the New Deal, World War II, the Cold War, the post-Cold War era, and the United States at the beginning of the twenty-first century.

In addition to the topics listed above, the course will emphasize a series of key themes throughout the year. These themes have been determined by the College Board as essential to a comprehensive study of United States History. The themes will include discussions of American diversity, the development of a unique American identity, the evolution of American culture, demographic changes over the course of America’s history, economic trends and transformations, environmental issues, the development of political institutions and the components of citizenship, social reform movements, and role of religion in the making of the United States and its impact in a multicultural society, the history of slavery and its legacies in this hemisphere, war and diplomacy, and finally, the position of the United States in an increasingly global arena.

Course Objectives Expose students to the historical content of U.S. History from early exploration to

the present. Train students to analyze primary sources, including documentary material, maps,

statistical tables, pictorial and graphic evidence, and historical events. Train students to take notes from printed materials, readings, lectures, and

discussions. Write critical/analytical essays. Pass the AP Exam.

Textbook and Required Readings

Kennedy, David M., Lizabeth Cohen, and Thomas Bailey. The American Pageant. 13th ed. Boston, Mass.: Houghton Mifflin Co., 2006.

Belmonte, Laura A. Speaking of America: Volume II. 2nd ed. Belmont, Ca: Thomson Wadsworth, 2007.

Danzer, Gerald A., et al. The Americans. Texas Ed. Evanston, Illinois: McDougal Little Co., 2003.

Kennedy, David M., Lizabeth Cohen, and Thomas Bailey. The American Spirit, Volume I: To 1877. 10th ed. Boston, Mass: Houghton Mifflin Co., 2002.

Kennedy, David M., Lizabeth Cohen, and Thomas Bailey. The American Spirit, Volume II: To 1877. 10th ed. Boston, Mass: Houghton Mifflin Co., 2002.

Franks, Betty B. The Nystrom Atlas of United States History, Chicago, Ill.: Nystrom Division of Herff Jones, Inc., 2000.

Native American Perspectives, a Historical Reader. Evanston, Ill.: McDougal Little., 2000.

The Immigrants, a Historical Reader. Evanston, Ill.: McDougal Little., 2000. The Presidency, a Historical Reader. Evanston, Ill.: McDougal Little., 2000. Tindall, George B., and David Shi. America, A Narrative History, Volume I:

New York, N.Y: W.W. Norton & Co., 2007.

Grading and Student AssessmentGrading will be as follows: Tests 40%, Historical essays and DBQ’s—35%, Review sessions 15%, and History Fair Project 10%. Exams will be scheduled at the conclusion of each unit, and Essays or DBQ’s will be assigned at the end of each unit. The History Fair Project will be assigned early in the fall and will have to be completed outside of class by the school-wide History fair in December.

Course Outline

Unit 1: Colonial History (2 weeks) Content:

1. Identify reasons of European exploration and colonization of North America.Readings and Discussions: European Visions of America, the Expansion of Europe, the Voyages of Columbus, and Great Biological Exchange, America: A Narrative History, pp. 12-21. Map and Graph Activity: Examination of maps (European exploration and regional North American colonization.), The Nystrom Atlas of United States History, pp. 22-30.Activities: Students create a graphic organizer of Major European Exploration and Colonization (comparing and evaluating methods and motivations.) Students construct a mini-poster of Spanish Conquistadores and their impacts on North America. Students construct a Columbian exchange poster between Old and New World. Writing: Students argue in a short essay, “the most negative and positive contributions of the Columbian exchange.” Quiz: Comprehension and identification of key players, events, and ideas of European exploration period.

2. Compare political, economic, and social reasons for establishment of the 13 colonies. Readings and Discussions: The Shape of Early America, Society and Economy in the Southern Colonies, Society and Economy in New England, Society and economy in the Middle Colonies, America: A Narrative History, pp. 99-133. Activity: Students will complete a flip chart organizer of the 13 colonies, identifying religious, economic, and political characteristics.

3. Explain the reasons for the growth of representative government and institutions during the colonial period. Readings and Discussions: English Administration of the Colonies, the Habit of Self-Government, America: A Narrative History, pp. 148-156. Writings: Students will examine the Magna Carta and English Bill of Rights (Primary Sources), and argue in a comparative essay how these documents impacted the American colonists.

4. Describe how religion contributed to the growth of representative government in the American colonies. Reading and Discussion: The Enlightenment and the Great Awakening, America: A Narrative History, pp. 138-141. Writing: Students will interpret in a short essay “We shall be as a Citty (sic) upon a Hill” (Primary Source) 1630 by John Winthrop, Winthrop Papers.

5. Identify and analyze the contributions [to our national identify] of people of racial, ethnic, and religious groups that settled in the United States and their reasons for immigration. Activity: Students will complete a Venn diagram, identifying and differentiating the contributions and motivations of the various

colonial immigrants. Writing and Presentation: Students will choose a Colonial immigrant group and describe a short summary for the class. Unit Exam: Colonial and Exploration Era.

Themes: The emergence of American cultural traits and the factors that contributed to them.Emerging economical and social patterns and how they evolved.Additional Discussion Topics:Motivations for European exploration and colonialism in North America. Puritan New England: A City on a Hill? What were the characteristics of British Colonial America in 1750? Analyze the mercantile system, colonial politics, and the Great Awakening.Required Reading with Comprehension Checks:Discovery and Settlement of America (Week 1)

American Pageant, text, Chapters 1-2American Colonies in the British Empire (Week 2)

American Pageant, text, Chapters 3-4Governor William Berkley Reports, John Winthrop’s concept of liberty, and the Salem Witch Hysteria, text, The American Spirit.

Colonial Society in mid-18th CenturyAmerican Pageant, text, Chapter 5John Edwards Paints the Horrors of Hell, The Pattern of Colonial Commerce, and Crevecoeur Finds a Perfect Society, text, The American Spirit.

DBQ Writing Topic:Introduction to document analysis and the use of document based questions: English, Spanish, and French motivations for exploration and colonization of North America.

Unit 2: The American Revolution (2 weeks)Content:1. Analyze causes of the American Revolution, including mercantilism, and British

economic policies following the French and Indian War. Readings and Discussions: Troubled Neighbors, America, a Narrative History, pp. 157-161. Map and Graph Activity: The French and Indian War, the Nystrom Atlas of United States History, p.36.

2. Explain the issues surrounding important events of the American Revolution, including declaring independence, fighting the battles of Lexington, Concord, Saratoga, and Yorktown; and the signing of the Treaty of Paris. Readings and Discussion: Common Sense (Primary Source), by Thomas Paine, Grenville and the Stamp Act, Fanning the Flames, A Worsening Crisis, Shifting Authority, Independence, America, A Narrative History, pp. 177-205. Map and Graph Activity: Revolutionary War, the Nystrom Atlas of United States History, pp. 38-39. Quiz: Identify the key figures, ideas, and events of the Revolutionary War. Writing: Students complete an argumentative essay “against” the ideas of Thomas Paine’s Common Sense.

3. Explain the roles played by significant individuals during the American Revolution, including Samuel Adams, Benjamin Franklin, King George III, Thomas Jefferson, Thomas Paine, and George Washington. Readings and Discussion: “We Don’t Propose to Establish Kings,” by Page Smith, The Presidency, A Historical Reader, pp. 10-12. Activity: Students create a graphic organizer on major figures of the U.S. Revolution and their contributions.

4. Analyze the effects of physical and human geographic factors on major historical and contemporary events in the United States. Map and Graph Activity: People of the New Nation, Economics and Slavery, the Nystrom Atlas of United States

History, pp. 40-41. Music: Students analyze the lyrics of the Star-Spangled Banner, Successful Campaign, Yankee Doodle, Music of the Revolution CD. Unit Exam: American Revolution.

Themes: Colonists reevaluate their relationships with Great Britain and with each other. The American Revolution as a conservative or a radical movement. The American Revolutions place in world developments of the time period.Additional Topics:The origins of resistance. The British response. The decision for independence. The military course of the war. Peace negotiations.Required Readings with Comprehension Checks:Road to American Revolution (Week 1)

American Pageant, text, Chapters 6 & 7Two Views of the British Empire, Patrick Henry demands Boldness, and Franklin Embittered by Bloodshed, text, The American Spirit.

The American Revolution (Week 2)The American Revolution, American Pageant, Chapter 8Washington’s Deep Discouragements, the Unreliable Militia, the American Spirit, Thomas Paine’s Common Sense, and Thomas Jefferson’s Declaration of Independence.

DBQ Writing Topic: The American Revolution.

Unit 3: Constitutional Development (2 weeks)Content:1. Government under the Articles of Confederation – Successes and Failures.

Readings and Discussions: Examine Articles of Confederation (Primary Source), The Confederation, America, A Narrative History, pp. 250-262. Activity: Students create a Venn diagram comparing and contrasting the English Bill of Rights, Magna Carta, and the Articles of Confederation.

2. Constitutional Convention: Personalities, Compromises, Controversies, and Ratification. Reading and Discussion: Declaration of Independence (Primary Document), Constitution (Primary Document), Adopting the Constitution, America, A Narrative History, pp. 262-276. Federalist Papers #10 by Alexander Hamilton, Writing: Students will examine the Declaration of Independence and the Constitution, and explain how the grievances of the Declaration have been incorporated into the Constitution.

3. Hamilton vs. Jefferson. Reading and Discussion: Hamilton’s Vision, pp. 285-292, America, a Narrative History. Activity: Students create a compare and contrast graphic organizer of the Federalists and Anti-Federalists. Writing: Students will complete an argumentative essay siding with the Anti-Federalist or Federalists stance.

4. British French conflict and its impact on American politics: trade, diplomacy, and the Alien and Sedition Acts. Reading and Discussion: Alien and Sedition Acts (John Adams), the Immigrants, a Historical Reader, pp. 23-29. War of 1812, America, a Narrative History, pp. 339-350. Unit Exam: Constitutional Development.

Themes: Impact of colonial experience on post-independence government. Development of the U.S. Constitution and the Bill of Rights. The emergence of political parties and the factors that divided them. The development of sectional specialization and interdependence. Conflict between National Power and States Rights.Additional Discussion Topics:

The structure of government under the Articles of Confederation, strengths and weaknesses. Role of Hamilton and Madison. Implications and results of the Constitutional Convention. Difficulty in Ratification.Required Readings with Comprehension Checks:The Confederation and the Constitution (Week 1)

American Pageant, Chapter 9The Perfect Solution, Chapters 1-5The Convention and Ratification (Week 2)

Alexander Hamilton Scans the Future, Jefferson is Unenthusiastic, and James Madison Defends the New Constitution, The American SpiritA Perfect Solution, Chapters 6-10Federalist #10 and #51, Primary Source Documents

DBQ Writing Topic: Articles of Confederation vs. the Constitution.

Unit 4: Jeffersonian Democracy (2 Weeks)Content:1. Jefferson’s “Revolution of 1800”: Changes in Party Position, Louisiana Purchase,

Diplomatic Problems, the Americans pp. 113-114. Maps: Students create a map of the Louisiana Purchase.

2. War of 1812: Era of Good feelings, Rise of Nationalism, diplomatic achievements. Readings and Discussions: War of 1812, the Americans, p.114, The War of 1812, America, a Narrative History, pp. 391-350.

3. Marshall Court rulings and precedents. Reading and Discussion: Marbury V Madison (Primary Source.)

4. Monroe Doctrine Writing: Students construct an explanatory essay on how the Monroe Doctrine changed economic policy in the Western Hemisphere. Unit Exam: Jeffersonian Democracy.

Themes:The peaceful transfer of power from one party to another. Changes in party positionsNational growth and the growth of nationalism.Additional Topics:Hamilton vs. Jefferson. Foreign affairs between Great Britain France and Spain. Jefferson’s Imprint – the War of 1812. Rise of a two party system.Required Readings with Comprehension Checks:Launching the New Ship of State

American Pageant, Chapter 10Revolutionary Brothers, Chapters 3&6

Triumphs and Travails of Jeffersonian DemocracyAmerican Pageant, Chapter 11Revolutionary Brothers, Chapters 8 & 12

DBQ Writing Topic: Compare Jefferson and Madison

Unit 5: Jacksonian Democracy (2 week)Content:

1. The Election of 1824 and founding of Jackson’s Democratic Party. Reading and Discussion: Jacksonian Impulse, America, a Narrative History, pp. 385-386.

2. Jackson’s Administration: Spoils system, Nullification, Bank War, Cherokee Removal, Brain Trust. Reading and Discussion: The Cherokee Removal, Native American Perspective, a Historical Reader, pp. 124-129. Nullification, America, a Narrative History, pp. 389-395. Writing: Short Essay – Argue the State’s Rights position in relation to the Nullification Crisis. Map and Graph Activity: Removal of Indians, the Nystrom Atlas of United States History.

3. Manifest Destiny and the War with Mexico. Reading and Discussion: Manifest Destiny, America, a Narrative History, pp. 489-491. Writing: Students complete an essay incorporating the ideas of Manifest Destiny with the War with Mexico.

Themes:The emergence of a second American party. The emergence of the “Common Man” in America Politics. Geographic and economic expansion.

Additional Discussion Topics:Mass Democracy and the role of the Common Man. Jackson vs. Calhoun. The Bank War. Rise of the working class.

Required Readings and Comprehension Checks:The Rise of Mass Democracy (Week 1)

American Pageant, Chapter 13The Age of Jackson, novel excerpts

Forging the National Economy (Week 2)American Pageant, Chapter 14The Age of Jackson, novel excerpts

DBQ Writing Topic: Nullification Crisis

Unit 6: Reform Movements of the 18th century (1 Week)Content:1. The second Great Awakening and growth of reform. Reading and Discussion: The

Second Great Awakening, the Americans, pp. 460- 465.2. Women’s roles in reform movements. Quiz : Identify people, places, and events.3. Advances in education and science. Activity: Students create a poster on inventions in

the U.S. during the 18 Century.4. The Cotton Culture and the impact of the plantation system Activity: Students write

an essay comparing life on a plantation for slaves before and after the invention of the cotton gin.

5. Rise of abolitionist movements. Reading and Discussion: Anti- Slavery Movements. America, a Narrative History, pp. 556-562.

6. Utopian societies and reform movements. Reading and Discussion: Utopian Communities, the Americans, pp.484-487.

7. Labor and Labor organizations. Map and Graph Activity: Labor Distribution, the Nystrom Atlas of the U.S History, pp. 77-78. Unit Exam: Reform movement of the 18th Century.

Themes:Reform movements and the American Character Third Party systemAdditional Topics:Abolition and the slave narrative. Role of women in politics and how Seneca Falls changed expectations. Success or failure of the reform movementsRequired Readings with Comprehension Checks:The Ferment of Reform and Culture

American Pageant, Chapter 15The South and the Slavery Controversy

American Pageant, Chapter 16DBQ Writing Topic: The New South Economy

Unit 7: Manifest Destiny (1 Week)Content:

1. Expansion under Polk. Reading and Discussion: Polk’s Presidency, America, a Narrative History, pp. 511-514.

2. Mexican-American War. Reading and Discussion: Annexing Texas, the Mexican War, America, a Narrative History, pp. 515-523. Map and Graph Activity: War with Mexico, the Nystrom Atlas of United States History, p. 54.

3. Territorial acquisitions. Map and Graph Activity: American Expansionism, the Nystrom Atlas of United States History, pp. 55-57. Writing: Students will argue how the ideas of Manifest Destiny were incorporated into the territorial acquisition of the West.

4. Western Migration. Reading and Discussion: Plea to the Choctaws and the Chickasaws, Surrender Speech by Cochise (Primary Source), America, a Narrative History, pp. 80-85, 107-109. Unit Exam: Manifest Destiny

Themes:Americas changing role in the world. War and Diplomacy. Economic motivations for migration. Religious motivations for migration.

Additional Discussion Topics:“Young America” and the lure of the West. Texas, New Mexico, Utah, and Oregon and the War with Mexico. Polk and expansion.

Required Readings with Comprehension Checks:Manifest Destiny and its Legacy

American Pageant, Chapter 17Two Pioneers describe Oregon, The Cabinet Debates War, and The British View of the Mexican War, the American Spirit.

DBQ Writing Topic: Manifest Destiny

Unit 8: Civil War (4 Weeks)Content:1. Slavery as a social and economic institution. Activity: Students get into small groups

and compare the economies of the South and North.2. The politics of slavery: Missouri compromise, abolitionist, compromise of 1850,

Kansas-Nebraska Act and Bleeding Kansas, Dred Scott Decision, Lincoln-Douglas Debates, John Brown’s Raid, and the election of 1860. Text: The American: Dred Scott V Sanford (Primary Source), the Americans, pp.166-167. Quiz: Key persons, ideas, and events of the Civil War.

3. Military Strategies, strengths and weaknesses, events and outcomes. Map and Graph Activity: Civil War Military Campaigns, the Nystrom Atlas of U.S. History, pp.64-65. Music: Students analyze popular battle hymns of the Northern and Southern armies.

4. Presidential vs. congressional reconstruction plans. Reading and Discussion: Policies of Reconstruction, the Americans, pp.184-189.

5. 1877 compromise and Home Rule. Reading and Discussion: Compromise of 1877 pp.694-697.

6. Reconstruction Struggles: Writing: Students complete an essay on how Congress attempted to reshape the South.

7. Booker T Washington’s and WEB Du Bois’s leadership styles and programs. Activity: Students create a graphic organizer comparing both styles and programs of Booker T. Washington and WEB Du Bois.

8. Native Americans: Reading and Discussion: Plains Wars and reservation policy, Dawes Act, Trail of Tears, America, a Narrative History, pp. 397-400. Unit Exam: Civil War.

Themes:Slavery and the Causes of the Civil War Sectionalism. Secession and War. Reconstruction issues and plans. The struggle for equality. Native American Relations.Additional Topics:

The “peculiar institution” and its impact on the South. Abolitionism and the relationship between the North and South. The South’s Chance at Victory. Leadership both political and military: Lincoln vs. Davis and Grant vs. Lee. Emancipation- who did it free? Reconstruction and the share cropping system. Crime of 76 and compromise of 77Required Readings and Comprehension Checks:Renewing the Sectional Struggle / Drifting Toward Disunion (Week 1)

American Pageant, Chapters 18-19Dread Scott Decision, Primary Source

Girding For War / the Furnace of the Civil War (Week 2 & 3)American Pageant, Chapters 20-21The Red Badge of Courage, novel

The Ordeal of Reconstruction (Week 3 & 4)American Pageant, Chapter 22

DBQ Writing Topic: Impact of Black Soldiers in the Union Army.

Unit 9: Industrialization (2 weeks)Content:

1. Gilded Age Politics: Party Alignment, corruption, and reform. Reading and Discussion: Plunkett of Tammany Hall (Primary Source), Writing: Students complete an argumentative essay pro or con regarding the ideas of Boss Politics and Immigrants.

2. Industrial Growth: Government support and actions. Activity: Students create an information poster describing and identifying new industries of the period. Reading and Discussion: Life in New York Tenement Houses, America, a Narrative History, pp. 48-57. Activity: Examining photographs of early industrial and urban America.

3. Business tycoons: methods, accomplishments, and philosophies. Activity: Students create a graphic organizer describing key business tycoons and their effects on American economics, politics, and society. Quiz: key figures, events and ideas of Industrialization Era.

4. Rise of Organized Labor: Unions, leaders, methods, successes and failures. Reading and Discussion: Organized Labor, America, A Narrative History, pp. 449-451. Activity: Students simulate the troubles of an assembly line. Unit Exam: Industrialization.

Themes:Political alignment and corruption in the Gilded Age. Role of government in economic growth and regulation. Social, economic, and political impact of industrialization.

Additional Discussion Topics: Laissez faire and Social Darwinism. The Rise of Industrialists. Labor. Boss Tweed (Tweedism.) The Social Gospel.

Required Readings and Comprehension Checks:Political Paralysis in the Gilded Age (Week 1)

American Pageant, Chapter 23Industry Comes of Age (Week 2)

American Pageant, Chapter 24The Jungle, novel

DBQ Writing Topic: Boss Politics and Immigration

Unit 10: Immigration and the Populists (2 Weeks)Content:

1. Urbanization: Reading and Discussion: Tenements sweat shops, and Ethnic Enclaves, Urban opportunities, the Americans, pp. 262-265. Activity: Students list and describe economic, social, housing issues with urbanization.

2. Settlement Houses- Reading and Discussion: Jane Adams-The settlement movement, the Americans, p.266.

3. Child Labor. Writing: Students complete a narrative essay on child labor in the U.S. Photographs: Students examine period photographs of child labor and share commentary.

4. Pollution. Activity: Power point on pollution. Students create notes outline. Unit Exam: Immigration.

Themes:Reasons for immigration push and pull factors. Political, Economic, and Social impact of immigration in America.Additional Topics:The perception of the American Dream vs. the Reality of the Gilded Age. Political machines influence on the immigrant experience. Economics of factory work Required Readings and Comprehension Checks:America Moves to the City (Week 1)

American Pageant, Chapter 25The Jungle, novel.Letter on Labor in Industrial Society, Samuel Gompers (Primary Source)

The Great West and the Agricultural Revolution (Week 2)American Pageant, Chapter 26Speech, Cross of Gold, William Jennings Bryant (Primary Source)

DBQ Writing Topic: Immigration in Gilded Age. Unit 11: Expansionism and the Progressives (2 weeks)Content:

1. Urban Middle Class reformers lead a call for change: Muckrakers, Women’s Issue, Political corruption and the reforms, consumer and environmental protection, business and labor issues. Political Cartoons: Students will evaluate political cartoons of the period. Reading and Discussion: The Teddy Bear and Mr. Roosevelt, Jane Addams on the Fight against Poverty, Speaking of America.

2. Theodore Roosevelt, Taft, and Wilson administrations respond to Progressive movement. Activity: Students will create a graphic organizer, identifying ideas and actions of the Progressive Presidents. Quiz: Key figures, ideas, and events of the Progressives.

3. Spanish American War: Cuban situation and US reaction, military preparedness, Treaties, Philippine annexation. Reading and Discussion: Albert J. Beveridge Calls for an American Empire, Speaking of America.

4. Open Door Policy: Big Stick Diplomacy, and Roosevelt Corollary, Panama Canal. Writing: Students complete an essay incorporating the ideas of President Theodore Roosevelt and Manifest Destiny. Map and Graph Activity: Imperialist America, the Nystrom Atlas of U.S. History, pp. 80-81. Unit Exam: Progressives and Expansionism

Themes: Urban Reform. Role and effectiveness of 3rd parties. Isolationism. Imperialism.

Additional Discussion Topics:Progressivism. Muckrakers and Trustbusters. Social Justice. Women’s Suffrage. Progressive Presidents. Imperialist America. Spanish American War and the Philippines, Hawaii, Cuba. Roosevelt Corollary and Panama Canal. Dollar and Moral Diplomacy. Isolationism.

Required Reading and Comprehension Checks:Empire and Expansion

American Pageant, Chapter 27The Influence of Sea Power on History, novel excerptsRoosevelt Corollary, Primary Source

Progressivism and the Republican RooseveltAmerican Pageant, Chapter 28

Wilsonian Progressivism at Home and AbroadAmerican Pageant, Chapter 29

DBQ Writing Topic: American Imperialism

Unit 12: World War I (1 Week)Content:

1. Neutrality WWI 1914-1917, Map and Graphs Activity: World War I, pp. 84-85. Reading and Discussion: Declaration of War Message by Woodrow Wilson (Primary Source), Eugene Debs Defends Political Dissent, the American Spirit, pp. 536-538.

2. US motives in WWI, Reading and Discussion: Senator George Norris Opposes U.S. Entry into World War I, Speaking of America. Activity: Students will chart the Alliance System & WWI.

3. WWI Home front: Economic impact, Harassment of German Americans, Women and Minorities, Espionage and Sedition Acts, Business and Labor Relations, Wartime Propaganda. Activity: Students will create WWI propaganda posters. Readings and Discussions: Alice Paul Inspires Her Fellow Suffragists, Speaking of America, pp. 546-549, George Creel Spreads Fear Propaganda, the American Spirit, p. 256, A “Doughboy” describes the Fighting Front, the American Spirit, pp.265-266.

4. Treaty of Versailles. Reading and Discussion: The Fourteen Points by Woodrow Wilson (Primary source), Henry Cabot Lodge Opposes the League of Nations, Speaking of America, pp. 556-558. Unit Exam: WWI

Themes:1. Changing role of the U.S. in world affairs.2. U.S. motives for war.3. Alliances.

Additional Discussion Topics:1. Home front 2. Alliance System3. League of Nations

Required Reading and Comprehension Checks:The War to End War

American Pageant, text, Chapter 30.DBQ Writing Topic: The Treaty of Versailles

Unit 13: Roaring 20’sContent:1. Post war recession and agricultural problems. Map and Graph Activity: Urban

Migration and Immigration, the Nystrom Atlas of U.S. History.2. Intolerance: KKK, Immigration restrictions- Sacco and Vanzetti. Reading and

Discussion: The reconstituted KKK, the American Spirit ,Vol. II, p. 278.3. Prohibition: Organized Crime. The U.S. Constitution. Amendment 18. Writing:

Students write an argumentative essay on the relationship between the 18th

Amendment and organized crime. Class Debate: Students argue the merits of Prohibition.

4. Jazz Age culture, youth rebellion, Literature of Disillusionment. Music and Poetry: Students evaluate the music and poetry of the Jazz Age.

5. Business growth and consolidation, credit and advertising. Print Ads: Students evaluate and write commentary on the advertising ads, slogans, commercials of the period.

6. Harding, Coolidge, and Hoover Administrations: Scandals, trickle-down economics, Business of America is Business, Boom and Bust in the Stock Market, Foreign Policy. Activity: Students create a compare and contrast organizer of the Harding, Coolidge, and Hoover administrations. Reading and Discussion: The stock market crashes, the Americans, pp.467-471. Unit Exam: the Roaring 20’s.

Themes:Post WWI Nativism compared to Post Civil War Nativism. Pursuit of advantages without responsibilities. Revolution in manners and morals. Cultural conflicts native vs. foreign and urban vs. rural.Additional Topics:Harding, Coolidge, and Hoover- Republican Orthodoxy: Normalcy. The Red Scare, Immigration Legislation. The New KKK vs. The Harlem Renaissance. Stock Market Boom and Bust. The onset of the Great Depression. Hoover and Volunteerism.Required Readings and Comprehension Checks:American Life in the Early Twenties (Week 1)

American Pageant, Chapter 31Politics of Boom and Bust

American Pageant, Chapter 32DBQ Writing Topic: Rise of Black Culture.

Unit 14: The Great Depression (2 weeks)Content:

1. Hoover’s vs. Roosevelt’s approaches to the Depression. Readings and Discussion: Hoover on Public vs. Private Power, on Government in business, Hoover Defends His Record, the American Spirit, pp. 300-302, 306. Roosevelt Indicts Hoover, the American Spirit, pp. 307-308.

2. New Deal Legislation – pros & cons- Activity: Students create a graphic organizer identifying and explaining New Deal programs. Reading and Discussion: First Inaugural Address by Franklin D. Roosevelt (Primary Source).

3. Supreme Court reactions and Court Packing Plan. Writing: Students write an argumentative essay opposing or supporting FDR’s Court Packing plan. Quiz: Identify key figures, ideas, events, and programs of the New Deal Era.

4. Dust Bowl and Demographic Shifts. Map and Graphs Activity: Dust Bowl and Migration Shift, the Nystrom Atlas of U.S. History, p. 90. Reading and Discussion: The Great Depression in Rural America, Speaking of America, pp. 587-588.

5. Impact of the Great Depression on various population groups: Reading and Discussion: Cesar Chavez Gets Tractored off the Land, the American Spirit, pp. 309-310. Unit Exam: The Great Depression.

Themes: The role of government in society and the economy. Human suffering and response to the Great Depression.

Additional Discussion Topics:The origins and effects of the Great Depression. Volunteerism approach vs. Roosevelt’s New Deal. Relief, Recovery, Reform. Court Packing

Required Readings and Comprehension Checks:The Great Depression and the New Deal (Week 1)

American Pageant, Chapter 23.The Grapes of Wrath, novel, Chapters 1-10.

Effects of the Great Depression on Various GroupsThe Grapes of Wrath, novel, Chapters 11-End.

DBQ Writing Topic: New Deal

Unit 15: WWII and the Origins of the Cold War (2 Weeks)Content:1. US Response to aggression- neutrality legislation, Lead-Lease Act. Writing: Students

write an essay on the effects of the Neutrality Act on the US and its allies. Activity: Students create a graphic organizer describing the new technologies of warfare.

2. Pearl Harbor and US Response. Reading and Discussion: Pearl Harbor, the Americans, pp. 555-557. Activity: Students create WWII enlistment posters.

3. Military Strategy: Germany First, Second Front debate, Island Hopping, Atomic Bomb. Writing: Students argue in a short essay President Truman’s decision to drop the atomic bombs. Quiz: Identify key person, ideas, and events of WWII.

4. Home Front: Relocation of Japanese Americans, Women and minorities in the workplace, Demographic impact. Map and Graph Activity: WWII on the Homefront, the Nystrom Atlas of US History, pp. 92-99. Reading and Discussion: Charles Kikuchi on Life in a Japanese Internment Camp, Speaking of History, pp. 638-642. An African American Soldier Attacks the Paradox of American Democracy, Speaking of History, pp. 643-646.

5. War time Diplomacy: Atlantic Charter (compare to 14 points), wartime conferences, United Nations founding and participation. Reading and Discussion: The United Nations, the Americans, pp.603-604. Music: Students evaluate WWII songs.

6. Splintering of wartime Alliance and Adoption of Containment: Berlin and German Division, Truman Doctrine, Marshall Plan, NATO, Korea. Quiz: Unit Quiz. Writing: Students complete a narrative essay connecting the actions of WWII with the Cold War. Unit Exam: WWII.

Themes: Comparison of Wilson and Roosevelt as Neutrals, wartime leaders, allied partners, and post-war planners. US New role as a world leader. Home front conduct during WWI and WWII.Additional Topics:Isolationism and pacifism, neutrality and the ramifications for US policies. Undeclared war in Europe and US-Japanese relations in the late 1930’s. Pearl Harbor. Halting the German Blitz and Turning the tide in the Pacific and the A-bomb. War on the Home Front and Wartime diplomacy.Required Readings and Comprehension Checks:FDR and the Shadow War

American Pageant, Chapter 34Catch 22, novel, Chapters 1-5

America in World War IIAmerican Pageant, Chapter 35Catch 22, novel, Chapters 6-10

DBQ Writing Topic: Lend-Lease Act.

Unit 16: Cold War – The Beginning (2 weeks)Content:

1. Post War prosperity and the Baby Boom. Map and Graphs: Baby Boom and Suburban Growth, the Nystrom Atlas of U.S. History, pp. 104-105. Reading and Discussion: Dr. Spock Advises the Parents of the Baby-Boom Generation, A Working Mother Lauds the New “Two-Income Family”, the American Spirit, pp. 397-398

2. Communism and Containment. Reading and Discussion: George Kennan Proposes Containment, Harry Truman Appeals to Congress, the American Spirit, pp. 409-411, 412.

3. Marshall Plan. Reading and Discussion: Secretary George Marshall Speaks at Harvard, Moscow’s Misrepresentations, the American Spirit, p 418, 420-421. Writing: Students write an argumentative essay incorporating the WW’s Treaty of Versailles and the Marshall Plan of WWII.

4. Korean War. Map and Graph Activity: the Korean War, the Nystrom Atlas of U.S. History, pp. 100-101. Reading and Discussion: Truman Accepts the Korean Challenge, the American Spirit, p. 426.

5. Red Scare and McCarthyism. Reading and Discussion: Joseph McCarthy Upholds Guilt by Association, McCarthy Inspires Fear at Harvard, the American Spirit, pp. 441-442, 444-445. Political Cartoons: Students analyze Red Scare political cartoons and then create their own.

6. Cold War expansion. Map and Graph Activity: Threat of the Atomic Bomb, the Nystrom Atlas of U.S. History, p.102. Unit Exam: Beginning of Cold War

Themes: Cycles of Freezes and Thaws in East-West Relations. Interrelationship of foreign policy and economic stability.

Additional Discussion Topics:Cold War in Europe. The beginning of atomic diplomacy. Containment: Truman Doctrine, NATO, Marshall Plan. Cold War at Home: McCarthyism, Ike and Dulles.

Required Readings and Comprehension Checks:The Cold War Begins

American Pageant, Chapter 36The Eisenhower Era

American Pageant, Chapter 37DBQ Writing Topic: Cold War and Containment

Unit 17: The Stormy Sixties (1 Week)Content:1. Expansion of the war in Vietnam: Map and Graph Activity: Vietnam, the Nystrom

Atlas of US History, pp. 108-109. Timeline Activity: Students will create a timeline of America’s involvement with Vietnam to present.

2. The Civil Rights Revolution and Evolution. Read and Discussion: Letter from Birmingham Jail (Primary Source), The Ballot or the Bullet, Speaking of America, pp. 741- 753. Music: Student evaluate the lyrics of Sixties protest.

3. Johnson and the Great Society. Reading and Discussion: Michael Harrington Discovers Another America, the American Spirit, Vol. II. pp. 472-474. Lyndon Johnson proposes the “Great Society,” Speaking of America, Volume II, pp. 754-757. Activity: Students will create 60’s protest posters.

4. Protest of the Vietnam War. Writing: Student write an evaluative essay on student protest of the 60’s. Unit Exam: Sixties.

Themes:Continued impact of the New Deal on government’s role in society. Struggle for civil liberties and civil rights. Checks and Balances at work in American politicsAdditional Topics:

Rise of the Suburbs. Civil Rights struggles. The Warren Court. Great Societies war on poverty. Escalation of the Vietnam War. Vietnam dilemma and stalemate. Protest .Required Readings and Comprehension Checks:The Stormy Sixties

American Pageant, Chapter 38What they Carried, novel, Chapters 1-10

DBQ Writing Topic: Vietnam War

Unit 18: The Stalemated Seventies (1 Week)Content:

1. Rise of Conservatism. Reading and Discussion: Jerry Falwell on the Moral Majority, Speaking of America, Vol. II, pp. 805-807.

2. Economic Stagnation. Reading and Discussion: Jimmy Carter o the Nation’s “Crisis of Confidence,” Speaking of America, Vol. II, pp. 812-817. Writing: Students will complete a persuasive essay comparing the Oil Crisis of the Seventies to the present.

3. Crisis over presidential power. Political Cartoons: Students will evaluate the messages from political cartoons of the period.

4. Environmental Issues. Reading and Discussion: Lois Gibbs Recalls Life in Love Canal, Speaking of America, Vol. II, pp. 808-811.

5. Feminism and the women’s movement. Reading and Discussion: Roe v. Wade, Phyllis Schlafly Attacks the Equal Rights Amendment, the Feminine Mystique by Betty Friedan, Speaking of America, Vol. II, pp. 734-737, 792-795, 801-804.

6. Foreign policy and the issue of oil. Activity: Students will create a graphic organizer indicating legislation derived from the women’s movement of the Seventies. Unit Exam: The Seventies.

Themes: Checks and Balances at work in American politics. Reform movements.

Additional Discussion Topics:The Election of 1972. Watergate. OPEC and the oil crisis. Inflation and the new economy. Setbacks and gains for women.

Required Readings and Comprehension Checks:The Stalemated Seventies

American Pageant, Chapter 39DBQ Writing Topic: Oil Crisis of the 70’s.

Unit 19: Post Cold War United StatesContent:1. The Clinton Era. Reading and Discussion: Bill Clinton Outlines His Agenda,

Speaking of America, Volume II, pp. 860-864, The Starr Report (Primary Document.) Activity: Students examine and comment on political cartoons of the Clinton era.

2. Post-cold war politics and foreign policy. Reading and Discussion: The Cold War Ends, the Americans, pp.848-850. Map and Graph Activity: The Middle East Crisis, the Nystrom Atlas of U.S. History.

3. World Trade Center and post 9/11. Writing: Students write a reflective essay based on their memory of 9/11. Unit Exam: Terrorism

Themes:Demographic Changes. Economic Boom. A new Communication Age. Changes in the family. Immigration. A Multi-cultural society. High Tech Economy.Additional Topics:Clinton Presidency and the technological boom. The Rise of the Internet. Election of 2000. 9-11-2001. Global war on terror. Civil Liberties vs. security.

Required Readings and Comprehension Checks:America Confronts the Post Cold War Era

American Pageant, Chapter 41 & 42DBQ Writing Topic: Terrorism and 9/11.

Unit 20: AP Exam ReviewTwo chief aspects of the review period are the assignments of three or four chapters per night for review and a quiz made up of 10-15 multiple choice questions taken from previous AP exams to be given the next morning, graded immediately and discussed. For remaining 25-30 minutes of each class, an essay question or DBQ is placed on the board, and the class analyzes, brainstorms and outlines an answer to it.

Summer Reading ListRequired:Stories in History: America in Conflict, 1941-1985: McDougal Littell, Copyright 2004.

Suggested:Hiroshima; The Jungle, Upton Sinclair; Founding Brothers, Joseph Ellis; Killer Angels, Michael Shaara; the Age of Jackson, Arthur Schlesinger