American History 2:

1865-Present

Mr. David Hopkins

2014-2015 Semester 1

Room 255

Office Phone: 801-402-4940 Cell: 801-589-0587 Email: dhopkins@dsdmail.net Website: http://www.davis.k12.ut.us/Domain/8236

UNIT 1-THE NATIONS’ BEGINNINGS, PRE-HISTORY TO 1824 August 25th/26th Methods and Expectations

Read: Thomas Foster, “E Pluribus Unum” (2011) Activity: E Pluribus Unum In what way does the United States uphold the spirit of E Pluribus Unum?

August 27th/28th The British Colonies in America United States History, pgs. 9-12 Read: Chris Bray, “What a Militia Meant in Revolutionary America” (2013) Why did the end of the Seven Years’ War lead to a conflict between American colonists and the British Empire? What were some ways in which the colonists resisted British policies as a united group of 13 colonies from 1763-1776?

August 29th/ September 2nd

Declaring Independence United States History, pgs. 12-14 Read: Charles Inglis, “The True Interest of America” (1776) & Thomas Paine, The Crisis, (1776) Activity: “Key Points of the Declaration of Independence” Why did the American colonies declare independence from the British Empire? What uniquely “American” values are expressed in the Declaration of Independence?

September 3rd/4th Hands-on-History “How Revolutionary was the American Revolution?” Homework Due

Opposing Viewpoints #1- Charles Inglis, “The True Interest of America” (1776) vs. Thomas Paine, The Crisis, (1776)

September 5th/8th The Articles of Confederation United States History, pgs. 15-16 Read: Daniel Gray-“The Causes of Shay’s Rebellion” (1786) Activity: Revolutionary War Debt Simulation By 1787 why is it believed that America was not fully realized as a nation? What were the biggest problems with the Articles of Confederation?

September 9th/10th Creating the Constitution United States History, pgs. 16-20 Read: Timothy Stone, “A Government of Laws” (1792) & Amanda Foreman, “When Justice Drowns in the Law” (2014) Activity: “The Constitutional Convention Plans” To what extent was the new U.S. Constitution consistent with the republican principles of the American Revolution?

September 11th/12th The Federalist Era United States History, pgs. 21-23 Read: “Hamilton and the National Bank of the United States” & Washington’s Farewell Address (1796) Chart: Early Political Parties What key debate (or debates) led to the emergence of political parties in the 1790’s? Homework Due Historical Corner-Read George Washington’s Farewell Address (1796) and write a 300 word letter to him making sure to discuss the following:

1. Identify the main arguments he makes concerning the role the US plays in the world.

2. The problems with a party system. 3. The meaning of Liberty. 4. The importance of the proper use of public credit.

September 15th/16th The Democratic-Republican Era United States History, pgs. 23-25 & 26 Read: Thomas Jefferson, “Letter to John Taylor” (1816) & The Monroe Doctrine (1823)

Activity: Supreme Court Case Analysis Briefing How did the Jeffersonian Era build upon the ideals and values found in the early United States?

September 17th/18th The Industrial & Transportation Revolutions United States History, pgs. 25-26 Read: John Larsen, “The Market Revolution in Early America,” The Magazine of History, (2005) How did the market revolution affect workers of all different classes, groups, ethnicities, and geographic locations? Quiz #1 Homework Due

1. Chapter 1 Study Guide

2. Supreme Court Case Analysis Briefing of one of the following cases:

a. Dartmouth v. Woodward (1819) http://en.wikipedia.org/wiki/Dartmouth_College_v._Woodward

b. McCulloch v. Maryland (1819) http://www.let.rug.nl/usa/documents/1801-1825/marshall-cases-culloch-v-maryland-1819.php

c. Gibbons v. Ogden (1824) http://en.wikipedia.org/wiki/Gibbons_v._Ogden

d. Cherokee Nation v. Georgia (1831) http://en.wikipedia.org/wiki/Gibbons_v._Ogden

UNIT 2-GROWTH AND REFORM, 1800-1860 September 19th/22nd Jacksonian Democracy

United States History, pgs. 34-38 Hands-on-History: “How Democratic was Andrew Jackson?” How did the presidency of Andrew Jackson advance political, social, and economic rights in the United States?

September 23rd/24th Religion and Reform of the 2nd Great Awakening United States History, pgs. 39-43, 49-52 & 189-191 Read: Differences Between the 1st and 2nd Great Awakening & Laurence Veysey, “Perfectionism” (1973)

How did the idea of perfectionism both increase a citizen’s personal responsibility while at the same time creating more government involvement in their lives? Homework Due DBQ #1-How Democratic was Andrew Jackson? Write the introduction and 1st paragraph of the body of the essay.

September 25th/26th The Antebellum South Read: Calvin Schermerhorn, “The Everyday Life of Enslaved People in the Antebellum South;” The Magazine of History, (2009) Optional Reading: “William Byrd’s Diary” How did pro-slavers in the South justify slavery as a “positive good” in society?

September 29th/30th The Abolitionist Movement United States History, pgs. 44-48 Read: William Lloyd Garrison-The Liberator (1831) & David Von Drehle “The Emancipation Proclamation and the ‘Right to Rise’” WSJ (2012) How was the abolitionist movement in the United States a natural extension of the philosophies and values of the 2nd Great Awakening?

October 1st/2nd Manifest Destiny and Westward Migration United States History, pgs. 53-56 Read: John L. O’Sullivan, “Manifest Destiny” (1845) Optional Reading: Elliot West, “Families in the West,” The Magazine of History (1994) Activity: Painting Analysis of John Gast- American Progress (1872) What were the causes of Manifest Destiny and how was it a reflection of Jacksonian Democracy? Homework Due Six Degrees of Separation-The ratification of the US Constitution to 1840.

October 3rd/6th Mexican-American War United States History, pgs. 56-59 Read: Henry David Thoreau-Civil Disobedience (1846) What were the basic arguments put forth by protestors of the

Mexican-American War of 1846? How do the protests uphold American values and the “Spirit of America?” Quiz #2 Homework Due Chapter 2 Study Guide

UNIT 3-CIVIL WAR, RECONSTRUCTION, AND CIVIL RIGHTS October 7th/8th The 1850’s: The Politics of Slavery

United States History, pgs. 66-70 Read: Jonathan Earle, “The Political Origins of the Civil War,” The Magazine of History (2011) Activity: Slavery in the U.S. in 1787, 1824, 1850, 1854, & 1860 Map Exercise How did the United States deal with the slave issue from 1789 thru 1860? How did slavery affect the coming of the Civil War?

October 9th/10th Historical Simulation: Syracuse Town Meeting Homework Due Syracuse Town Meeting assignment

October 13th/14th Election of 1860 and the Secession Crisis United States History, pgs. 70-78 Read: The Lincoln-Douglas Debates (1858) Optional: Lincoln’s First Inaugural Address (1861) Why did the Election of 1860 cause the Civil War? Why did the South secede? Homework Due Supreme Court Case Brief Dred Scott v. Sanford Supreme Court Case Analysis Brief http://en.wikipedia.org/wiki/Dred_Scott_v._Sandford

October 15th/20th Causes of the Civil War Hands-on-History: “What caused the Civil War?”

October 21st/22nd A Turning Point: The Battle of Antietam United States History, pgs. 80-82 Read: Fergus Bordewich, “The Fort Pillow Massacre: An Almost Forgotten Atrocity of the Civil War” WSJ (2014) & Abraham Lincoln, The Emancipation Proclamation (1863) Why is the Battle of Antietam considered by most historians the

turning point of the Civil War? Homework Due DBQ #2- What caused the Civil War? Write the introduction and 1st and 2nd paragraph of the essay.

October 23rd/24th The Politics of the Civil War United States History, pgs. 82-85 Read: Abraham Lincoln, The Gettysburg Address (1863) & Abraham Lincoln, Second Inaugural Address (1865) How did President Lincoln use politics to change the outcome of the war and bring victory to the Union army?

October 27th/28th Presidential Reconstruction & The 13th Amendment United States History, pgs. 86-88 Read: Allen Guelzo, “How Lincoln Saved the ‘Central Idea’ of America,” WSJ (2013) Why did Abraham Lincoln fight so passionately to end slavery through passage of the 13th Amendment instead of by legislative fiat?

October 29th/30th Term Final November 3rd/4th Radical Reconstruction

United States History, pgs. 88-91 Read: James McPhearson, “Reconstruction: The Second American Revolution” How did reconstruction change the ideal of what it means to be an American? Was the founding of the United States complete after reconstruction ended?

November 5th/6th The Civil War Amendments Read: Allen Guelzo, “The Father of the Second Constitution,” WSJ (2014) & Kent Woodward, “The Law’s equal protection to all is still a work in Progress” The Ogden Standard Examiner (2013) What is the primary argument found in the 14th Amendment? How did the 14th Amendment change society in the United States? Homework Due History in the Making: The Birth of the Ku Klux Klan

November 7th/10th The New South United States History, pgs. 156-159

Read: Henry Grady, “The New South” (1886) & Fred Shannon, “Sharecropping as a way of Life” (1945) How was life in the post-reconstruction South not much different for African-Americans than it was under the slave system?

November 11th/12th Late-19th Century Segregation and Social Tensions United States History, pgs. 184-189 Read: Leon Litwack, “Jim Crow Blues” The Magazine of History (2004) How did segregation affect African-Americans in the United States?

November 13th/14th The Struggle Against Discrimination United States History, pgs. 228-232 Who were the primary civil rights leaders of the later 19th and early 20th century in the United States? What solutions did they propose to bring equality to all Americans? Quiz #3 Homework Due

1. Chapter 3 Study Guide

2. Supreme Court Case Analysis-Brief of one of the following cases: Plessy v. Ferguson (1896) http://en.wikipedia.org/wiki/Plessy_v._Ferguson Civil Rights Cases (1883) http://en.wikipedia.org/wiki/Civil_Rights_Cases The Slaughter-House Cases (1873) http://en.wikipedia.org/wiki/Slaughter-House_Cases

UNIT 4-INDUSTRIALIZATION IN THE UNITED STATES November 17th/18th Capitalism: A Love Story

United States History, pgs. 100-106 How did the economy of the United States change from 1870-1900? Why? What businesses changed America from an agriculture economy to an industrial one?

November 19th/20th American Big Business United States History, pgs. 100-113 Read: Mansel Blackford, “American Manufacturing, 1850-1930: A Business History Approach” The Magazine of American History

(2010) What was the impact of corporations on American society? Homework Due Primary source analysis-Complete a document analysis worksheet for each of the following:

1. William Byrd’s Diary 2. William Lloyd Garrison-The Liberator (1831) 3. John Gast- American Progress (1872) 4. Henry David Thoreau-Civil Disobedience (1846) 5. Abraham Lincoln, Second Inaugural Address (1865) 6. Edward Bellamy, “An Industrial Utopia”, Looking Backward

(1888) November 21st/24th Labor Organizes

United States History, pgs. 114-121 Read: Edward Bellamy, “An Industrial Utopia”, Looking Backward (1888) What was the relationship between labor and management? Why did it develop the way it did? What strategies were implemented by labor to gain more economic freedom and rights in society? Quiz #4 Homework Due Chapter 4 Study Guide

November 25th/ December 1st

Immigration and Exclusion in the United States United States History, pgs. 128-135 Read: Josiah Strong, “Anglo-Saxon Supremacy” (1885) & Woodrow Wilson, “The Literacy Test: An ‘Un-American’ Restriction of Immigration?” (1917) Activity: Ellis Island Citizenship Test- http://www.ellisisland.org/quizzes/quiz_a.asp How did immigration to the United States between 1890 and 1920 impact the culture, economy, and society of the country?

December 2nd/3rd United States Immigration Reform (2014) United States History, pgs. 337-339, 634-635 & 791-795 Read: New York Times-“Transformation of a Town Underscores Immigrants’ Impact”

Video Activity: “A Closer look at Immigration”- http://learning.blogs.nytimes.com/2013/05/21/pathways-to-america-teaching-about-immigration-changes/?_r=0 Class Activity- http://learning.blogs.nytimes.com/2013/05/21/pathways-to-america-teaching-about-immigration-changes/?_r=0

December 4th/5th American Urbanization United States History, pgs. 136-143 Read: David Goldfield, “Stages of American Urbanization” The Magazine of American History (1990) & Andrew Carnegie-Gospel of the Wealth Why did the United States experience an urban boom in the late 19th century? How did this effect living conditions in the cities? Homework Due YBTJ- Josiah Strong, “Anglo-Saxon Supremacy” (1885) & Woodrow Wilson, “The Literacy Test: An ‘Un-American’ Restriction of Immigration?” (1917)

December 8th/9th 19th Mass Culture United States History, pgs. 144-149 Activity: Turning Points in American History: Baseball What does the development of 19th century mass culture say about the state of the United States and its people? Quiz #5 Homework Due Chapter 5 Study Guide

UNIT 5-NATIVE AMERICAN CULTURE AND THE AMERICAN WEST

December 10th/11th U.S. Native American Policy and the Trail of Tears Read: Thomas Jefferson’s Secret Message to Congress (1803) How did the United States attempt to deal with the so called “Indian” problem in the early 19th century? Homework Due Congressional Bill-Pretend you are a member of the US Congress and write a congressional bill aimed at making a significant social,

political or economic change in the United States. The issue should deal with an 18th or 19th century issue.

December 12th/15th Clash of Cultures United States History, pgs. 162-164 How did the colonizing of the American West change the culture of Native Americans? How did they respond to the change?

December 16th/17th The End Indian Wars United States History, pgs. 164-166 Read: President Chester A. Arthur—“Indian Reform Policy” (1881) How did the policy of assimilation impact Native Americans in the West? Was assimilation successful?

December 18th/19th The Closing of the American West United States History, pgs. 164-168 Read: Frederick Jackson Turner, “Frontier Thesis” (1893) What does Turner mean when he argues that the American West is closed? How did this affect all people living in the United States? Homework Due Six Degrees of Separation-United States Indian policy from 1787 through 1900.

January 5th/6th The Transcontinental Railroad United States History, pgs. 169-172 Read: Rick Ewig, “The Railroad and the Frontier West” The Journal of American History, (1988) Why was the transcontinental railroad described as the “grandest enterprise under heaven”? How did it impact the United States?

January 7th/8th Utah and the Transcontinental Railroad What role did the settlers in Utah play in completing the railroad? How did the railroad impact the culture and the lifestyle of the Mormons? Homework Due Letter to the Editor-Read three of the following newspaper articles from the Wall Street Journal and reply to each in an eight to ten sentence paragraph.

1. Chris Bray, “What a Militia Meant in Revolutionary America” (2013)

2. Fergus Bordewich, “The Fort Pillow Massacre: An Almost Forgotten Atrocity of the Civil War” WSJ (2014)

3. Allen Guelzo, “How Lincoln Saved the ‘Central Idea’ of America,” WSJ (2013)

4. Allen Guelzo, “The Father of the Second Constitution,” WSJ (2014)

5. Paul Moreno, “Gold, Greenbacks and Inflation,” WSJ (2013) 6. Melanie Kirkpatrick, “Thanksgiving, 1789” WSJ (2013)

January 9th/12th Farming the American West United States History, pgs. 172-173 & pgs. 197-200 Read: Willa Cather, Oh Pioneers (1913) Simulation: Farming the America West from 1872-1874 How did the Homestead Act impact settlement of the west and change the lives of people? What were the challenges of farming in the American West?

January 13th/14th Populism and The Revolving Door of Debt United States History, pg. 196 & pgs. 200-203 Read: Paul Moreno, “Gold, Greenbacks and Inflation,” WSJ (2013) & William Jennings Bryan-Cross of Gold Speech (1896) Class Game: Monetary Issues of the 1890’s How was Populism a reaction to income inequality in the United States during the late 19th century? What did it offer to bring relief to those people struggling to make a living from the land and in the factories?

January 15th/16th Term Final Homework Due Chapter 6 & 7 Study Guide

Unit Activities Lectures and class discussions: Students will participate in class lectures and discussions which will take place on a daily basis. Reading quizzes will be indicated on the syllabus and will include information from study guides, lectures, and class discussions. Study Guides: Students will be given key vocabulary terms and questions that allow them to read in the textbook more thoroughly.

Historical Corner: Students will respond in essay form to the arguments made by the author in a written primary or secondary source, map, artifact, poem, government document, or work of art. Historical Simulations: Students will participate in historical simulations that include primary and secondary sources that will help them make real life connections to the material studied during the unit. Primary and Secondary Source Analysis: Students will analyze primary and secondary sources using a Primary Document Analysis Sheet on which they will identify, analyze, and evaluate each of the sources. Opposing Viewpoints: Each unit you will be provided with opposing viewpoints expressed in either primary or secondary source documents and in writing must determine the following:

1. Thesis-In complete sentence explain the main argument of each author. 2. Evidence-Using the authors supporting evidence analyze whether they are

logically interpreted by the authors. Do they clearly support their thesis? Provide examples of why and how.

3. Critical Analysis: What do the sources add to your own understanding of the topic? What points are strongly made and well documented?

4. Final Analysis: Which of the sources makes the most convincing case and why? This will be expressed in a five to six sentence paragraph without the use of 1st or 2nd person pronouns.

You Be the Judge: Read and analyze primary source documents on the same topic then compare and contrast the arguments expressed in the documents by using supporting evidence. Determine which author made the better case and explain why and in a 250-300 word essay.

Hands-on-History: Students will read and study articles written by professional historians, identify and discuss the arguments made by the author and evaluating the evidence presented. DBQ Deconstruction: Students will work in groups reading from the sources and debate the questions posed by the DBQ. They will then write their own essay answering the question posed. History in the Making: Students will read how the issues they are studying were covered by American history textbooks in the past. They will then summarize in a four to five sentence paragraph each era or time period reflected in the reading. Then in a final five to six sentence paragraph assess the extent to which earlier interpretations differ from that presented in their text. Six Degrees of Separation: Students will be provided with two events spanning decades, but related by their theme. They will select six events in chronological order that link the

first event in the series with the last. Students will write the name of each selected event, and use their research and knowledge of the time period to create an argument to support the events selected. Students must emphasize both cause and effect and/or demonstrate continuity or change over time in their linking.