AP U.S. History Syllabus and Curriculum Calendar U.S. History Syllabus and Curriculum Calendar ... Columbian Exchange DBQ, Colonial Foundations & Settlement of North America DBQ by

AP U.S. History Syllabus and Curriculum Calendar

This course is designed to prepare students for college credit, for advance level historical studies

and to prepare students for the AP Exam. To achieve this goal, students will develop critical thinking

skills and study skills that demonstrate a high level of commitment to historical studies. Students will be

expected to develop historical writing skills that utilized document interpretation and analysis along with

the development of a thesis statement that utilizes supporting evidence to illustrate a historical argument.

This class will have a foundation of topics that overarch Units. The topics include Exploration

and Colonization, Revolution and New Nation, Antebellum America and Westward Expansion,

Sectionalism, Civil War and Reconstruction, Late Nineteenth Century America: Industrialization,

Immigration and the Rise of the Debtor, Progressivism, Imperialism and World War I, Boom and Bust:

The Years Between the Wars, World War II, Cold War, Social Conformity and Conflict of the 1950s and

1960s, Upheaval in American Society: The 1960s and 1970s, and Modernism, Conservativism,

Globalization and Terrorism. In addition to the topics listed above, the course will emphasize themes.

The themes will include American Diversity as reflected in the development of a diverse cultural mosaic

that is now a integral part of the American landscape, the development of an American Identity from the

birth of the spirit of nationalism during the War of 1812 to the modern idea of patriotism, the

development and transformation of American Cultural expressions in Art, literature, philosophy, theater,

music and film, Demographic Changes in the American population as they expand across the North

American continent, Economic Transformations that affect American trade, commerce and technology,

Environmental consumption and conservation of natural resources through the 19th and 20

th centuries,

America‟s changing role in Global history that took her from a weak military force in the 19th century to a

Super Power in the 20th century, What creates American political traditions and defines Citizenship for

Americans, How groups within American society have instituted Reform that addresses ills of society,

How Religion shapes American politics, economics and society, The legacy that slavery has left in

America, and War and Diplomacy in global conflicts that have spanned from colonial to modern times.

Text

Boyer, Paul S., et al. The Enduring Vision. Third Edition. (Toronto: D.C. Houghton Miffilin Company,

1996).

Additional Readings

Gorn, Elliott J., Roberts, Randy, and Bilhartz, Terry D. Constructing the American Past: A Source Book

of a People’s History, Volumes One and Two Fourth Edition. (New York: Longman, 2002)

Henretta, James A., Brody, David, and Dumenil, Lynn. America: A Concise History Second Edition.

(Boston: Bedford/St. Martin‟s, 2002)

Additional documents and DBQs that are listed throughout the syllabus will be provided in the form of

handouts.

Grading: 45% = Tests and Quizzes, 30% = Essays, Historical Journals and DBQ Prompts that

are assigned as class work and/or homework, 25% = Final Exam/ AP Exam

DBQ’s and Testing DBQ‟s during the term will be completed in two formats cooperative groups and

independent. During cooperative group DBQ exercises, students are taught historical interpretation skills:

Recognize bias, categorize the importance of documents in relation to historical topic being analyzed and

obtaining historical evidence. Students will be required to submit an essay of their interpretation of the

documents.

Major tests will be given at the end of each Unit of study. They will include multiple choice

along with a DBQ. Students will be expected to interpret the documents in the DBQ independently and

submit an essay interpreting the documents.

Historical Journal: You will be required to maintain a historical journal that examines and reflects the

major themes of AP US History: American Diversity, American Identity, Culture, Demographic Change,

Economic Transformations, Environment, Globalization, Politics and Citizenship, Reform, Religion,

Slavery and its Legacies in North America along with War and Diplomacy. The historical journal will

include but is not limited to diary entries, editorials, journal entries, poems, songs and the collection of

visual historical documents. The quality of historical journal entries will be evaluated four times during

the semester and assigned a grade that will count as a major test grade.

Curriculum Calendar:

Unit 1: Exploration and Colonization

Time: 6 days

Unit 1 Objectives:

Goal 1: In order to understand the causes of European exploration and the impact of colonial

settlement in the America’s along with assessing the structure of European colonies, the student will

be able to:

1. Identify and analyze the early inhabitants of North America in relation to location, political

structure and economy.

2. Identify and evaluate the causes of European exploration from the late 15th to early 17

th century.

3. Analyze the social, economic and political effects of the British Empire on the American colonies

with regard to the New England, Middle and Southern colonies.

Required Reading:

A. The Enduring Vision: Chapter 1 “America Begins”

B. America: A Concise History: “The Customs of the Natchez” p. 13, “Hard Times in

Early Virginia” p. 48,“Slave Trade in Africa” p. 78

2. Jigsaw Reading

A. “The Emergence (Zuni)”. Feldmann, Susan ed. The Storytelling Stone: Traditional

Native American Myths and Tales (New York: Dell Publishing, 1999).

B. “The Flood (Zuni)”. Feldmann, Susan ed. The Storytelling Stone: Traditional Native

American Myths and Tales (New York: Dell Publishing, 1999).

C. “The Winnebago Origin Myth (Winnebago)”. “Feldmann, Susan ed. The Storytelling

Stone: Traditional Native American Myths and Tales (New York: Dell Publishing,

1999).

D. “The Twins After the Book of Life (Winnebago)” Feldmann, Susan ed. The Storytelling

Stone: Traditional Native American Myths and Tales (New York: Dell Publishing,

1999).

3. Hill, Lawrence. Someone Knows My Name. (New York: W.W. Norton & Company, 2007) p. 8-

54.

4. Jonathan Edwards. “Sinners of an Angry God”

5. Nathaniel Hawthorne. The Scarlet Letter (USA: Signet Publishing, 1999) or Arthur Miller. The

Crucible.

Major Assessments:

1. Readings with essential questions

2. Vocabulary and identification quiz

3. Historical Journal

a. Create a ship log of Quaker passage to the New World.

b. From a Native American point of view: Write journal entries of their contact with

colonists.

c. Create diary entries for a Puritan during the Salem Witch Trials

4. Historical Writing Essay - Points of View:

a. To a friend in your native country describe the conditions in the New World

b. Write a Native American account of European contact in relation to economic, social and

political changes.

5. Unit Multiple Choice Test with DBQ

Activities

Seminar: Native American‟s Traditional culture and impact of first contact.

Seminar: The Scarlet Letter and The Crucible Reading – What insight about Puritan society does

Hawthorne‟s writing give to his reader? Identify and discuss Puritan society cultural and political

norms.

Geographic Activity: Map the Physical Growth of the United States through 1783

Geographic Activity: Locate the Triangle Trade Ports

Graph Activities: Bar Graph populations of different ethnic groups in the colonies by the year

1750, Gar Graph the population of the three sections in 1690, 1750 and 1775

Complete a War Summary Chart for the French and Indian War

DBQ Analysis: Develop a Thesis and Identify Supporting Evidence in DBQ Documents:

Columbian Exchange DBQ, Colonial Foundations & Settlement of North America DBQ by John

A. Braithwaite, DBQ “Democracy in Colonial America”, Colonial Divisions between the North

and South DBQ

Topics: Renaissance Thought: Expanding World – The Search for a Route to the East

Questioning of Certainties: Arts and Sciences – Religion: The End of Consensus

Location of Native American Groups

Customs and Traditions of Native American Groups

Cultural Clashes and Exchanges: Language, Land Ownership, Religion, Flora and Fauna, Technology and Military Strategies,

Trade, Depopulation and Repopulation

The Transference of Political, Social and Economic Institutions: Spanish Settlement, Dutch Settlements, French Settlements,

Britain‟s Settlements

Economy of New England, Middle and Southern Colonies: Agriculture, Industry, Commerce and Professionals

Transfer and Transformation of Religion: Protestants, Puritans and Quakers

Education In the New World

Daily Life in the English Colonies

Arts and Letters as Reflections of the Period

Intercolonial Conflicts: Colonists relationships with Native Americans, New England Confederation, Albany Plan of Union

British Control of North America: Political and Economic

Decline and Rise of Religion: Salem, The Great Awakening and Scientific Revolution

French and Indian War: Causes and effects

Unit 2: Revolution and New Nation

Time: 10 Days

Unit 2 Objectives:

Goal 2: In order to understand the causes for revolution, the course of the war and evaluate the

results of the American Revolution, the student will be able to:

1. Examine the status of European rivalries in the New World and the causes for revolution among

the American colonies.

2. Trace the events leading up to the revolution and through the course of the war and assess the

impact that each had on the outcome

3. Evaluate the social, political and economic results of the American Revolution

4. Assess how the new national state and governments were formed and their effects on American

society

Goal 3: In order to understand the formation and effectiveness of the institutions of the emerging

republic, the student will be able to:

1. Identify and evaluate the events and compromises that led to the formation of a new government

and differentiate between the Federalists and the Anti-Federalist views.

2. Investigate the effectiveness of the presidents and other officers of the federal government in

leading the New Nation.

3. Assessing the major foreign and domestic issues and conflicts experienced by the nation during

this period and evaluate their impact on the new nation.

Required Reading:

a. The Enduring Vision: Chapter 5 “The Road to Revolution 1774-1776”,Chapter 6 “The

Forge of Nationhood 1776-1778”,Chapter 7 “Launching the New Republic 1789-

1800”,Chapter 8 “Jeffersonianism and The Era of Good Feelings”

b. America: A Concise History: “The Threat of Mob Rule” p. 136, “A British View of

Lexington and Concord” p. 153

2. Assigned Chapter From: Ellis, Joseph J. Founding Brothers: The Revolutionary Generation

(New York: Vintage Books, 2000)

Major Assessments




a. Write a colonist response to Thomas Paine‟s “Common Sense”.

b. Editorial: Write an editorial that identifies the need for revolution.

a. Write to a friend in Britain and express the challenges present in the New Nation with

respect to social, political and economic change.

b. Editorial: Report on the weakness of the National Government under the Articles of

Confederation in relation to strong state governments. Write a proposal for change in

government.

c. Editorial “George Washington Strong Leader For The New Nation” Use the title and

write an editorial based on the evidence in the documents to support the headline.

4. Historical Writing Essay – Choice of Topic

a. Point of View: The system of mercantilism was viewed by the British as mutually

beneficial to both the colonists and the Mother Country. The colonists viewed

mercantilism in quite a different light. Write an essay which explains the differences in

viewpoint and shows how these divergences led to revolution.

b. The writing of the Constitution was as Catherine Drinker Bowen has observed, a

“Miracle at Philadelphia.” Yet, this “miracle” was based on historical experience. Trace

the intellectual origins of the Constitution from British theory and practices through the

philosophy and current events of the late 1780s.


Activities:

Geographic Activity: Map the events that caused the American Revolution

Graph Colonial exports to Britain and Imports from Britain

Seminar: America‟s Founding Brothers. What ideologies shaped the way the structured the

American government? Debate Federal government v. State government

Cooperative Groups: Examine the causes and effects of the Hartford Convention

Cooperative Groups: Analyze the views of Alexander Hamilton and Thomas Jefferson

George Washington foreign and domestic conflict seminar

Geographic Activity: Map the Louisiana Territory

Map the Election of 1824

Complete a War summary chart for the Revolutionary War

Complete a War summary chart for the War of 1812

DBQ Analysis: Organization & Writing: Writing a historical paper using a thesis and supporting

evidence from documents: Clashing Views During The Colonial Period DBQ, American

Revolution DBQ, Political Women in the American Revolution DBQ, Articles of Confederation

DBQ, Identity American Revolution DBQ, Jeffersonian Republicans Constructionalists DBQ

Topics: Political Problems with Britain after 1763:

Colonial-British Conflict: British Taxes, East India Company Monopoly, Boston Massacre, Intolerable Acts

American Revolution Causes

First Intercontinental Government – Second Continental Congress

Fighting the American Revolution

Treaty of Paris

State Governments after the Revolution

Articles of Confederation and Weak National Government

America’s early economic, political and social conflicts

Philadelphia Convention and Ratification Struggle for the Constitution

George Washington’s foreign, domestic and economic conflict

Conflict between Federalists and Democratic-Republicans

Hamilton’s Financial Plan

John Adams foreign, domestic and economic conflict

Thomas Jefferson’s foreign, domestic and economic conflict

Louisiana Purchase and westward expansion

James Madison foreign, domestic and economic conflict

War of 1812: America’s Second War for Independence

Era of Good Feelings: Rise of American Nationalism

Marshall Court 1801-1835: National Supremacy in power to tax and control interstate trade, National Supremacy in law and

property

Unit 3: Antebellum America and Westward Expansion

Time: 10 days

Unit 3 Objectives:

Goal 4: In order to analyze the competing forces of nationalism and sectionalism and assess the

effectiveness of the emerging reform movements, the student will be able to:

1. Examine the Reasons for the emergence of nationalism and sectionalism during this period and

assess their impact on America.

2. Examine the evolution of the American economy during the first half of the 19th century and

identify key events, inventions and ideas as well as determine their significance.

3. Compare the economies of the North and South and assess the factors that caused these

differences, as well as investigate the effects.

4. Evaluate the roles of the reform crusade on mid-19th century America and evaluate their

effectiveness.

Goal 5: In order to understand and analyze the causes and effects of Jacksonian Democracy and

Manifest Destiny, the student will be able to:

1. Evaluate the extent to which the characterization of this time period as the era of the common

man is correct

2. Formulate reasons for the rise of the second party system in American politics

3. Assess the actions of Andrew Jackson in dealing with issues such as: internal improvements,

states‟ rights and Indian removal.

4. Analyze American expansion through the major events of the time period such as the Texas issue,

Mexican War and Oregon controversy.

5. Examine the results and impact of expansion on slavery, politics and sectionalism.

Required Readings

1. The Enduring Vision: Chapter 8 “Jeffersonianism and The Era of Good Feelings”(The

Awakening of American Nationalism), Chapter 9 “The Transformation of American Society,

1815-1840”, Chapter 10 “Politics, Religion and Reform in The Age of Jackson”, Chapter 11

“Life, Leisure and Culture 1840-1860”, Chapter 12 “The Old South and Slavery 1800-1860”,

Chapter 13 “Immigration, Expansion and Sectional Conflict 1840-1848”

2. Elizabeth Cady Stanton, “The Seneca Falls Declaration” (1848)

3. Alexis de Tocqueville, excerpt from “Democracy in America”

4. Andrew Jackson, “Bank Veto Message” July 10, 1832

5. John C. Calhoun, excerpt from speech delivered to U.S. Senate, 15 February 1833

6. Catherine Beecher, excerpt from “A Treatise on Domestic Economy, For the Use of Young

Ladies at Home, and At School”

7. Horace Mann, “The Eighth Annual Report (1844), „Employment of Female Teachers‟.”

8. Andrew Jackson, excerpts from First and Second Annual Message to Congress, December 8,

1829 and December 6, 1830.

9. “Indian Removal Act of 1830”

10. “Removal of the Cherokees 1838-1839”

Major Assessments




a. Advertisement: Job openings in a factory

b. Compare and Contrast: The economics of the North, South and West

c. Write an account of a Native American on the Trail of Tears

d. Poem: For the Northern American Review or The Dial from the viewpoint of a

Transcendentalist.

e. Write a diary entry of a reformer and illustrate how they expect to improve American

society.

4. Historical Writing Essay: John William Ward has called Andrew Jackson a “symbol for an age.”

In what ways does Jackson serve as a symbol for the years 1820-1848?


Activities:

Debate- Was Jacksonian Democracy Democratic in Nature?

Seminar- Who were the Reformers and how did they affect American society?

Cooperative Groups – Examine American Art and Literature for expressions of Nationalism.

Complete a War Summary Chart for the Mexican-American War

Complete a Jackson Reform Matrix

Geographic Activity: Map the U.S. in 1820/ States voted for Federalist party in 1804, States that

voted for Democratic Republicans in 1804: Complete the same for the Elections of 1808, 1812,

1816 and 1820

Geographic Activity: Plan a trip from New York to St. Louis. As you travel, locate the major

bodies, canals, roads, railroads and trails.

Pie Graph the population distribution between west, north and south in 1820

Geographic Activity: Map the major Native American tribes of the east and trace the route of the

Trail of Tears

Geographic Activity: Map the territory gained in the Oregon Treaty and the Treaty of Guadalupe

Hidalgo

Geographic Activity: Map the locations associated with the major reform movements

DBQ Analysis: Expansion of thesis by utilizing historical knowledge beyond documents:

Jackson DBQ, Era of Good Feelings DBQ, Settlement of the West DBQ, Reformers DBQ

Topics: America’s Industrial Revolution

Sectional Conflict arises over admission of slave states and states rights

John Q. Adams domestic conflict

Jacksonian Democracy: Political and Economic Democracy

Mexican-American War

Native Americans: Trail of Tears, Seminole War and Black Hawk War

Bank Wars

Political Evolution of the Democrats and Whigs

Reforms of Society: Abolition, Utopians, Prison, Temperance and Women’s Suffrage

Religion in American Society: Second Great Awakening

Education in America

Nationalism in Art, Literature, History, Music and language

Transcendentalism

Science challenges religion

Unit 4: Sectionalism, Civil War and Reconstruction

Time: 8 Days

Unit 4 Objectives

Goal 6: In order to understand and analyzed the issues that led to the Civil War, the effects of the war and

the impact of Reconstruction on the nation, the student will be able to:

1. Evaluate the role of compromise and crisis in bringing about the American Civil War

2. Assess the impact of Abraham Lincoln and the emergence of the Republican Party in relation to

Civil War and secession.

3. Analyze the major, military, political, economic and social events of the Civil War period and

determine their impact on the course of the war.

4. Examine Reconstruction and assess its effectiveness.

Required Readings

1. Enduring Vision: Chapter 14 From Compromise to Secession 1850-1861, Chapter 15 Reforging

The Union: Civil War, 1861-1865, Chapter 16 The Crises of Reconstruction 1865-1877

2. America: A Concise History: “The Character of a Northern Slave” p. 184, “Bleeding Kansas”:

A Southern View” p 390

3. Runaway Slave Advertisements

4. Fanny Kemble “Journal of a Residence on a Georgian Plantation”

5. Frederick Law Olmsted “A Tobacco Plantation in Virginia”

6. Frederick Law Olmsted “How they are fed”

7. Harriet Beecher Stowe “Uncle Tom‟s Cabin” [Excerpts]

Major Assessments




a. News Story: John Brown‟s raid on the federal arsenal at Harper‟s Ferry

b. Advertisement: Land Available In Kansas-Nebraska Territory – Take the side of a pro-

slaver or freesoiler and create an advertisement flyer to send back to the east to encourage

people to come west.

c. Journal Battle Communiqué: Military Commander to his troops prior to the Battle of

Gettysburg

d. Create a obituary of Jefferson Davis or Abraham Lincoln

e. Series of Journal Entries: An African American in the South between 1860 and 1869

traveling to the north or the west.

4. Historical Writing Essay: Compare and contrast the Confederate Constitution and the United

States Constitution. Identify those parts of the Confederate Constitution which might be

considered reforms of the United States Constitution.


Activities:

Pie Graph: Five leading exports of the United States in 1850 and 1860

Geographic Activity: Map the route of the Underground Railroad

Debate on slavery within the south “Choosing Sides – Abolitionist or Plantation Owner”

Cooperative Groups: Identify the sectional arguments in the Webster-Hayne Debates.

Cooperative Groups: Identify the four party platforms of the Election of 1860

Cooperative Groups: Compare and contrast the Confederate Constitution with the United States

Constitution.

Geographic Activity: Map the United States (Free/slave states, first seven states to secede,

second four states to secede, border states, capital of the Union and Confederacy)

Bar Graph The Confederacy and The Union: Industrial Production, Agricultural Production and

population

Timeline the major conflicts of the Civil War

Complete a War Summary Chart for the Civil War

Complete a Reconstruction Reform Chart

Timeline the major events of Reconstruction

DBQ Analysis: Historical Essay with Thesis, Supporting evidence from documents and

expanded historical knowledge: Antebellum Compromise DBQ, Compromise of 1850 DBQ,

Reconstruction DBQ

Topics

John Tyler and Sectionalism

North and South develop two separate economies: Industrial v. Plantation

Abolition Movement and Political Action in the North to end slavery

Southern protests and declare slavery “A Necessary Evil”

The 1850s: A period of Sectional Conflict

Elections bring the Sectional Debate about slavery and state’s rights to a federal level

Brother v Brother: Civil War Battles, economics, politics and social effects on America.

Military Strategies of the North and South

The Lost Cause

Effects of the Civil War on economic, social and political life within the north and south

Congressional Reconstruction

Compromise of 1877 and the End of Reconstruction

Unit 5: Late Nineteenth Century America: Industrialization, Immigration, The West and

the Rise of the Debtor

Time: 12 Days

Unit 5 Objectives

Goal 7: In order to understand and evaluate the great westward movement, the emergence of the

New South and the impact of the agricultural revolution on the American nation, the student will

be able to:

1. Examine the rise of The New South and assess the changes and impact that this concept brought

to the southern economy and society.

2. Evaluate the impact of westward expansion on American Indians, the environment and the

American economy.

3. Analyze reasons for the rise of the Populist Party, assess their goals and evaluate their effects on

American politics and economics.

Goal 8: In order to understand and analyze how industrialization, immigration, urbanization,

political machines and the new intellectual movements impacted America, the student will be able

to:

1. Contrast the Second Industrial Revolution with the First Industrial Revolution and analyze the

contributions of industrial leaders and the following industries: railroads, iron industry, coal

mining, electricity, steel production, oil drilling and banking.

2. Assess the impact of laissez faire conservatism in late 19th century economics and politics.

3. Examine the rise of labor unions and evaluate the impact these groups had on America.

4. Describe the rise of cities in the last half of the 19th century and analyze the problems and reforms

that resulted.

5. Evaluate the intellectual and cultural movements of the time and determine how they impacted

American life and society.

Required Readings

1. The Enduring Vision: Chapter 17 The Trans-Mississippi West, Chapter 18 The Rise of

Industrial America, Chapter 19 The Transformation of Urban America, Chapter 20 Daily Life,

Popular Culture and the Arts 1860-1900, Chapter 21 Politics and Expansion in an Industrializing

2. America: A Concise History: “Settling the Southwestern Frontier” p. 225, “The Mexican View

of the Battle of the Alamo” p. 372, “The Intimidation of Black Voters” p. 450, “Swedish

Emigrant in Frontier Kansas” p. 468

3. “Omaha Platform: Launching the Populist Party”

4. William Jennings Bryan “Cross of Gold Speech”

5. Jacob Riis. “How The Other Half Lives: Chapter IV The Down Town Back-Alleys”

http://www.tenant.net/Community/riis/title.html

6. “Fair Wages” (Constructing the American Past Vol. 2)

7. “The Great Uprising” Mary Harris “Mother Jones (Constructing the American Past Vol. 2)

8. Upton Sinclair. “The Jungle” http://www.gutenberg.org/etext/140

9. “There Letters by Military Leaders” (Constructing the American Past Vol. 2)

10. “Eyewitness Reports of Indians Interviewed by the Office of Indian Affairs” (Constructing the American Past Vol. 2)

11. “The Ghost Dance Observed” (Constructing the American Past Vol.2)

Major Assessments


2. Weekly Vocabulary and identification quiz


a. Write series of journal entries for a child worker in a textile mill.

b. Write about the conditions in a New York slum from an immigrant‟s point of view

c. Editorial: Write an editorial that exposes the corruption of Tammany Hall

d. Write an entry from a city dweller about the new inventions he/she has seen at the

World‟s Fair

e. Campaign Promotion Flyer: Outline the social, political and economic programs of the

Populist Party.

4. Historical Writing Essay: Choose

a. Analyze the impact of the frontier on American life from 1607 to 1890.


http://www.gutenberg.org/etext/140

b. Examine the political problems that plagued farmers of the Great Plains and trace the rise

of the Populist Party. Evaluate the impact of the reforms in business regulation that the

Populists introduced.


Activities

Cooperative Groups: Make generalizations on the Black Code of Mississippi and generate a

position for or against the law

Seminar: The effects of rapid industrialization on immigrants.

Cooperative Groups: Examine the changes in Art from the period of Nationalism to

Industrialization.

Cooperative Groups: Examine U.S. Immigration Patterns and construct a graph of where

immigrants came from

Geographic Activity: Create a city map that includes: factory locations, government buildings,

residential areas for upper, middle and lower classes, a transportation network and public service

agencies

Cooperative Groups: Examine Native American views about westward expansion and broken

treaties.

Seminar: Farmers Fight against big business abuses.

Time line the major events of the labor union movement

Complete a Populism Reform Chart

Discussion: What are the Populists symbols of the “Wizard of Oz”? How did the “Wizard of

Oz” represent the conflict between big business and farmers? How did the development of a third

party bring attention to the need for reform in America?

DBQ Analysis: Populists DBQ, Agricultural Society DBQ, Labor Unions DBQ, Immigration

1880-1925 DBQ

Topics

Post Civil War West: Ranching, Mining and Farming

Homestead Act moves populations west

Rise of Big Business and Industrialism

Rise of Labor Unions

Government Regulation of Big Business

Immigration fuels Business expansion: New Immigrants have conflict with Old Immigrants

Urbanization of America: Poverty and social movements

Social Darwinism v. Social Gospel

Big Business and political parties during the Gilded Age

Education during the Gilded Age

Expansion of Science during the Gilded Age

Arts reflect the new culture of urban life

Farmer’s Problems in Post Civil War America

Grange develops into the Populist Party: social, economic and political reform

Elections of 1892 & 1896

Causes and Effects of the Indian Wars

Unit 6: Progressivism, Imperialism and World War I

Time: 10 Days

Unit 6 Objectives

Goal 9: In order to understand and analyze the economic, political and social reforms of the

Progressive Period, the student will be able to:

1. Explain the origin and the goals of the Progressive movement.

2. Analyze the local and state reforms, including utility socialism.

3. Identify three Progressive Presidents and the major actions for reforms during their

administrations.

4. Compare and contrast Roosevelt‟s Square Deal and Wilson‟s New Freedom.

5. Identify the Progressive African American leaders and assess the impact of the Niagara

Movement.

6. Evaluate the role of women during the Progressive Era, including job opportunities, temperance

reforms, education and suffrage.

Goal 10: In order to understand and analyze the causes and effects of the United States emergence

as an imperial power and world influence, the student will be able to:

1. Examine the factors that led to the United States taking an increasingly active role in world

affairs.

2. List major causes and results of the Spanish-American War.

3. Analyze how American policy changed in the late 1800s and influenced Asia, Latin America and

the western hemisphere.

4. Understand the imperialistic actions of Presidents Roosevelt, Taft and Wilson, including but not

limited to the Panama Canal Zone, dollar diplomacy and missionary diplomacy.

5. Examine reasons for the United States attempting to remain neutral as the Great War began and

for becoming involved later.

6. Analyze the impact the Great War had on the home front in America.

7. Examine the political, social and cultural results of the Great War.

Required Readings

1. The Enduring Vision: Chapter 21 Politics and Expansion in an Industrializing Age, Chapter 22

The Progressive Era, Chapter 23 World War I

a. America: A Concise History: “A Case for Women‟s Political Rights” p. 528, “A Black

Man on Segregation” p. 533, “Muckraking” p. 578, “Working for the Triangle Shirtwaist

Company” p. 584, “Trench Warfare” p. 644

2. Alfred T. Mahan. The Influence of Sea Power Upon History “Preface”


3. "Women and the New Race": Margaret Sanger http://www.gutenberg.org/etext/8660

4. “On the Shame of the Cities”: George Washington Plunkitt

5. “The Shame of the Cities”: Lincoln Steffens (Introduction)

Major Assessments




a. Web search: Find political cartoons that represent business control of government

b. Web Search: Find pictures of tenements and life of the poor

c. Write a campaign speech for Woodrow Wilson in the 1912 Election.

d. Write a news story by a “Yellow Journalist” that depicts the events of 1896 Spanish-

American War



e. Editorial: Senate rejection of the Treaty of Versailles

4. Historical Writing Essay: Choose One

a. In the 1890s, the United States abandoned isolationism for the New Manifest Destiny.

Evaluate the reasons for this change in America‟s foreign policy

b. Examine the lives and trials of immigrants to America and write an essay which reflects

the extent to which immigrants had a chance for opportunity and fulfillment of the

American Dream.


Activities

Geography Activity: Map the major locations of the Spanish-American War

Complete a War summary chart on the Spanish-American War

Cooperative Groups: Identify the causes and effects of the Spanish American War by reading

McKinley‟s War Message

Debate: Was America justified to maintain colonies? Colonial Rights v. American Citizens

Rights.

Geography Activity: Map U.S. colonies after the Spanish-American War

Geography Activity: Map the locations of national parks in 1909

Chart the presidential elections of 1904, 1908 and 1912

Complete a Progressivism Reform Chart

Seminar: Need for Progressive Reform – Then and Now

Geography Activity: Map the political boundaries of 1869, 1871, 1914 and 1919: map the major

battles of WWI involving American forces

Cooperative Groups: Compare and Contrast the positions of the supporters, reservationists and

irreconcilables on the Treaty of Versailles

DBQ Analysis: Progressivism in African American Society DBQ, Progressivism DBQ,

American Women DBQ, Imperialism DBQ, Treaty of Versailles DBQ

Topics:

Critics of American Society: Muckrakers, Socialists, Social Critics and Populists

Causes and Effects of the Progressive Movement: Social, Economic and Political Reform

African American Reform Movements

Progressive Presidents

Manifest Destiny: Rejection of Isolationism causes

United State in the Western Hemisphere: Big Stick Diplomacy and Dollar Diplomacy

America in the Pacific: Open Door Notes, Great White Fleet and Japan

Wilson and Missionary Diplomacy in Latin America

The Great War: Causes, America’s Idealism, Home front and Election of 1918

Unit 7: Boom and Bust: The Years Between the Wars

Time 7 Days

Unit 7 Objectives

Goal 11: In order to understand and analyze the economic, social and political changes that

American society underwent in the 1920s, students will be able to:

1. Analyze the causes of economic prosperity and the rise of consumerism.

2. Analyze the extent of prosperity for different segments of society

3. Elaborate on the actions of the three Republican Presidents in relation to the economy and

regulation of business.

4. Assess the importance and types of social changes, including but not limited to the Jazz Age,

Harlem Renaissance, movies and flappers.

5. Describe various types of conservative backlash and conflict of cultures during the 1920s,

including but not limited to scientific theory v. fundamentalism, prohibition and new cultural

norms v. Victorian society.

Goal 12: In order to understand and analyze the impact and influence of the Great Depression and

New deal on the political, economic and social aspects of America, students will be able to:

1. Trace and elaborate on the underlying causes of economic problems at the end of the 1920s.

2. Analyze how the Stock Market Crash sparked the beginning of the Great Depression.

3. Evaluate the actions of President Herbert Hoover in response to the Great Depression.

4. Outline and evaluate the events and results, as well as the actions and reactions of the New Deal.

5. Describe the differing impact of the Depression on various minority groups in America.

6. Analyze the growth of influence and power of the Federal government.

Required Readings

1. The Enduring Vision : Chapter 24 The 1920s, Chapter 25 Crash, Depression and New Deal,

Chapter 26 American Life in a Decade of Crisis at Home and Abroad

2. America: A Concise History: “Women Get the Vote” p. 666, “A Working-Class Family

Encounters the Great Depression” p. 698

3. John Steinbeck. “The Grapes of Wrath” Chapter 19

4. “Americans Write To Their Leaders” (Constructing The American Past Vol. 2)

Major Assessments




a. Intolerance and nativism in American society during the 1920s

b. Press Account: Testimony of William Jennings Byan in the Scopes Trial

c. Radio Advertisement: For an automobile in 1925

d. Web search: find pictures that represent the new woman of the 1920s

e. News Story: Normalcy in America

f. News Story: Removal of the Bonus Army

4. Historical Writing Essay: In the First and Second New Deals, America moved away from a strict

laissez-faire policy and moved toward government intervention into the lives of individuals and

groups. Analyze how the New Deal affected various groups in the United States.

5. Unit Multiple Choice Test

Activities:

Graph annual immigration into the U.S. from 1919 to 1929

Debate: Science v. Fundamentalism – Which one should reign supreme?

Chart the prices of the following stock listed on the New York Stock Exchange in January and

October of 1926, 1927, 1929 and 1930: Blue Chip, Growth, Speculative

Simulation: Stock Market Crash

Complete a New Deal Reform Chart

Complete Second New Deal Reform Chart

Seminar: Effects of the Great Depression of the Farmers of America

Debate: Should government give assistance to the poor?

Cooperative Groups: Examine Art and Literature from the Great Depression and draw

conclusions about how American Art and Literature have developed.

DBQ Analysis: Foreign Policy 1920-1941 DBQ, 1920s DBQ, American Women #2 DBQ,

Roosevelt and Hoover DBQ

Topics: New Lifestyle in The Jazz Age: Prohibition effects, Mass Entertainment, Heroes and New Dating

Growth of Nativism and Intolerance: Red Scare, Prohibition, Sacco and Vanzetti, Rise of Fundamentalism

Back To Africa Movement and the Harlem Renaissance

American Culture of the 1920s: Music, Art, Science, Education and Religion

Politics of the 1920s

Return to Isolationism

Normalcy affects economics and politics of the 1920s

Hoover and the Great Depression

Election of 1932 and Roosevelt’s New Deal gives America Relief, Reform and Recovery

Election of 1936

Abandoning “Big Stick” Diplomacy and Promoting Neutrality

WWII in Europe threatens Democracy: America’s Growing Internationalism

Unit 8: World War II

Time 7 Days

Unit 8 Objectives:

Goal 13: In order to understand and analyze the reemergence of the United States in world affairs,

including analyzing the causes and effects of the United States involvement in World War II, the

student will be able to:

1. Examine world events during the 1930s, rise of totalitarian states, and the U.S. role to promote

relationships with our American neighbors.

2. Identify the causes of World War II and trace the events that led to the U.S. entry into the war.

3. Describe the military, political and diplomatic turning points of the war and evaluate their

significance to the outcome.

4. Analyze the impact of World War II on political, economic and social life of the United States.

5. Summarize the results of war-time conferences, the impact of the war on U.S. domestic and

foreign affairs and the rise of the U.S. as an international super power.

Required Readings

1. The Enduring Vision : Chapter 27 Waging Global War

2. America: A Concise History: “Japanese Relocation” p. 762, “An Army Nurse in Bataan” p. 768

3. Franklin D. Roosevelt “Quarantine Speech” October 5, 1937

4. Franklin D. Roosevelt “Four Freedoms Speech” January 6, 1941

5. “Atlantic Charter” August 14, 1941

6. Franklin D. Roosevelt “This Day will live in Infamy” Speech

7. “Tending the Homefront: The many roles of Bay Area Women During WWII”

Major Assessments




a. Diary entries of an American at Pearl Harbor during the Japanese attack.

b. Series of Journal Entries: A Soldier in either the Atlantic or Pacific Theaters during

World War II

c. Collect war time propaganda posters

d. Journal entries of the pilot who dropped the Atomic bomb on Japan

4. Historical Writing Essay: Compare and Contrast – The United States entry into World Wars I

and II


Activities

Geography Activity: map the locations of territories occupied by Germany, Italy and Japan in the

1930s prior to August 1939

Discussion: Examine the causes of WWI and the Causes of WWII in relation to American response.

Is there a correlation between the two? Why did America maintain a policy of neutrality?

Geography Activity: Map the locations of major WWII conference sites and major nations

participating in these conferences

Examine propaganda posters from WWII: How were the posters a reflection of National unity?

Geography Activity: Map the location of Japanese Relocation Centers in the U.S.

Complete a War Summary Chart for WWII

Debate: Do you think America should drop the bomb? Discuss - Examine images from the effects of

the A Bomb – Debate the dropping of the bomb.

Cooperative Groups: Examine Wartime political cartoons and interpret their meaning.

DBQ Analysis: WWII: Road To War DBQ, WWII Mobilization DBQ, Dropping The Bomb DBQ

Topics:

Failure of the Treaty of Versailles

Causes of WWII in Europe

Effects of WWII in Europe on American economics, politics and society

Cause of America’s Entry into WWII

Europe First Policy

Military Action in European and Pacific Theater of War

Manhattan Project and the Development of Atomic Energy

American Home front

Changes in Women’s Roles during WWII

Effects of World War II on American politics, economics and culture

World War II Peace Conferences

Attempts at World Peace: United Nations

Unit 9: Cold War, Social Conformity and Conflict of the 1950s and 1960s.

Time 5 Days

Unit 9 Objectives:

Goal 14: In order to understand and assess the causes and effects of the United States/Soviet Union

tensions, the Civil Rights Movement and economic prosperity of the 1950s, students will be able to:

1. Analyze the changes in United States foreign policy related to the tensions of the Cold War and

assess the role of organizations established to address them.

2. Analyze the strained relationship between the United States and the U.S.S.R. and suspicion

between the superpowers in Europe and Asia.

3. Evaluate the significance of domestic adjustments during postwar prosperity and the consumer

culture.

4. Identify the major events of the Civil Rights Movement and evaluate the role of landmark

Supreme Court cases.

5. Assess the impact of leaders of the Civil Rights movement.

Required Readings

1. Enduring Vision: Chapter 28 Cold War America, Chapter 29 America at Midcentury

2. America: A Concise History: “Resisting the Tactics of McCarthyism” p. 796, “Memories of a

Cold War Childhood” p. 806,

3. “The Truman Doctrine March 12, 1947” (Constructing the American Past Vol. 2)

4. “Senator Joseph McCarthy‟s Speech in Wheeling, West Virginia” (Constructing the American

Past Vol. 2)

5. From Coming of Age in Mississippi by Ann Moody (Constructing the American Past Vol. 2)

6. SNCC Pamphlet on Voting Rights (Constructing the American Past Vol. 2)

7. Martin Luther King Jr. “Letter from a Birmingham Jail” April 16, 1963 [Excerpts]

8. Martin Luther King Jr. “I Have A Dream” Speech August 18, 1963

Major Assessments




a. Issues in the 1952 Election

b. Journal of a 1950s house wife doing her duty to fight Communism

c. Memorandum: From General Douglas McArthur to President Truman justifying his

actions during the Korean War.

d. Diary entries of SNCC worker in Mississippi registering voters


a. By what methods did some Americans seek to implement the Brown v. Board of

Education of Topeka decision, and by what methods did some seek to thwart this

implementation?

b. Evaluate the extent that McCarthyism limited American‟s 1st Amendment right to

freedom of speech.


Activities:

Seminar – What effects did the Civil Rights Movement have on American society?

Complete a War Summary Chart for the Korean War

Geography Activity: Map the members of NATO, SEATO, OAS and Warsaw Pact

Cooperative Groups: Map NATO and analyze US defense policy in post WWII years

Create a pie graph of the world‟s population residing in Communist and non-Communist

nations on: January 1, 1945, January 1, 1946, January 1, 1950 and January 1, 1960

Cooperative Groups: Analyze the decision and impact of Plessy v. Ferguson

Geography Activity: map the sites of race riots and political demonstrations

Debate: Was Dr. Seuss a political activist? Groups Read: “Butter Battle Book”, “Horton

Hears a Who!”, “Yertle The Turtle”, “The Sneetches”, and “The Lorax” Debate the topic

using the evidence found in the stories.

Chart the presidential elections of 1948, 1952 and 1956

DBQ Analysis: Civil Rights DBQ, Beginning of the Cold War DBQ, Cold War DBQ

Topics: Postwar Economic Problems: Demobilization, Strikes and Baby Boom

Postwar Political Issues: Conservativism, Truman and Election of 1948

Postwar Foreign Policy: Cold War and Containment

Red Scare and the Rise of Senator Joe McCarthy

Domestic Agenda of the Republicans

Causes of the Cold War

Cold War Policy: Containment, Brinkmanship, Domino Theory

Eisenhower’s Foreign Policy

Causes of the Civil Rights Movement

Leaders of the Civil Rights Movement

Effects of the Civil Rights Movement in relation to American society and new legislation

Unit 10: Upheaval In American Society: The 1960s and 1970s

Time 5 Days

Unit 10 Objectives:

Goal 15: In order to identify, and analyze political, social and economic developments and foreign

affairs during the 1960s and 1970s, the student will be able to:

1. Describe major issues of social movements including race, gender, economic and environmental

problems and assess their impact on the emergence of the counter-culture

2. Characterize and identify the foreign policy of Kennedy, Johnson and Nixon in relation to Cuba,

Vietnam, China and the Soviet Union

3. Assess the changes in domestic policy and society during the 1960s and 1970s.

4. Evaluate the changes in the nature of politics and disillusionment of the American people.

Required Readings

1. The Enduring Vision: Chapter 30 The Turbulent Sixties, Chapter 31 A Troubled Journey: From

Port Huron to Watergate

2. America: A Concise History: “A Woman Encounters Feminine Mystique” p. 818, “A Vietnam

Vet Remembers” p. 847, “Trail of Broken Treaties” p. 859, “Watergate Diary” p. 881

3. John F. Kennedy‟s Inaugural Address January 20, 1961 (Constructing the American Past Vol. 2)

4. Iron Man: Iron Man is Born, 1963 (Constructing the American Past Vol. 2)

5. Lyndon B. Johnson. “Great Society” Speech 1963

Major Assessments




a. Writings from a youth who belongs to the counterculture protesting the lack of freedom

of speech in America.

b. Series of Journal Entries: Henry Kissinger during his attempts to open diplomatic

relations with the People‟s Republic of China

c. Journal of a Vietnam soldier


a. How was the American culture a reflection of foreign and domestic policies during the

1960s and 1970s?

b. Trace the foreign and domestic conflict of Kennedy, Johnson and Nixon to analyze the

impact that foreign crisis had on the American culture.

c. Trace the conflicts and trials of minorities gaining Civil Rights in America. Evaluate the

extent to which minorities in America gained social, economic and political equality.


Activities:

Cooperative Groups: Analyze John F. Kennedy‟s, Inaugural Address

Chart the Presidential Elections of 1960, 1964, 1968 and 1972

Geography Activity: Map the countries of Containment and the Domino Theory, map where

major military action took place and Identify the NATO line of nuclear defense in Europe

Complete a War summary chart for the Vietnam War

Debate: Is freedom of speech free?

Complete Reform Chart for the Great Society

Seminar – Impact of the Civil Rights Movement on Native Americans and other minorities in

American society.

DBQ Analysis: LBJ Great Society DBQ, Vietnam DBQ

Topics: Election of 1960

The New Frontier in Domestic Policy: John F. Kennedy

Kennedy Foreign Policy: Containment, Domino Theory and Brinkmanship

Johnson and his Great Society

Election of 1968

Causes of the Vietnam War

Effects of the Vietnam War on American society and politics

Women’s Movement: Freidan and Feminism

Native American Movement

Latin American Movement

Asian American Movement

Freedom of Speech and Vietnam Protests

Nixon’s Foreign and Domestic Policies

Pentagon Papers along with the Watergate Scandal creates America Distrust of Government

Unit 11: Modernism, Conservativism, Globalization and Terrorism

Time 10 days

Unit 11 Objectives:

Goal 16: In order to understand and evaluate trends in domestic and foreign affairs of the United

States during the later part of the 20th

and beginning of the 21st Century, students will be able to:

1. Assess the reasons for and results of the “Reagan Revolution”

2. Evaluate the administrations of modern presidents in relation to social, economic and political

changes.

3. Analyze the advancements of various minorities in American society over the previous two

decades.

4. Explain the impact of new technology on the American economy and society.

5. Evaluate the impact of globalization in relation to the American economic and culture.

6. Evaluate the impact of terrorism on the American military, politics, economics and society.

7. Evaluate the effectiveness of the environmental movement in modern American business, politics

and society.

Required Readings

1. The Enduring Vision : Chapter 30 Turning Inward: Society and Politics from Fort to Reagan,

Chapter 33 Beyond the Cold War

2. America: A Concise History: “The Undocumented Worker” p. 918, “America and The World At

2001” p. 939-958

3. President Ronald Reagan on Russia as an “Evil Empire,” 1983 (Constructing the American Past

Vol. 2)

4. “The Early Days of AIDS as I Remember” (Constructing the American Past Vol. 2)

5. Religious Responses (Constructing the American Past Vol. 2)

Major Assessments




a. Interview of a person born in the 1960s: How has technology changed during your life?

b. Republican Congressional notes on “Contract With America”

c. Environmentalists views on Global Warming and measures need to slow its progression.

d. Interview of someone who remembers the events of 9/11

e. Interview: How has the War on Terror change your life?

4. Historical Writing Essay: Was the Cold War a victory for the United States? Examine the

outcome of WWI and WWII in relation to the end of the Cold War. Was there a clear cut victor

or was something else at play?


Activities:

Geography Activity: Map Communists Nations present in 1945, 1985, 1991

Complete presidential Elections charts for 1976, 1980, 1984, 1988, 1992, 1996, 2000

Compare and Contrast Truman, Eisenhower, Johnson, Nixon, Carter and Reagan‟s Visions

for America

Debate: Resolved: President Carter acted correctly in advocating the acceptance of the

Panama Canal Treaty.

Complete a War Summary Chart for the Gulf War

Discussion/ debate: What caused the Gulf War? Oil or Terrorism.

Discussion/ Cooperative Groups: “We didn‟t start the fire” Billy Joel: Do the lyrics of this

song stand true for today‟s society or was it exclusive to the 50s – 80s? Create lyrics that

represent the conflict of your lifetime.

DBQ Analysis: Reagan DBQ

Practice Tests and DBQ‟s

Topics:

Ford Presidency: Pardon and Foreign Affairs

Carter Presidency: Domestic and Foreign Policy

Reagan Presidency: Conservative Resurgence, Reaganomics and Tax Cuts

Reagan Escalation of the Cold War begins the Collapse of the Soviet Union

The Bush Years: Foreign and Domestic

Technological and Social Change In Modern America

AIDS in America

Terrorism Cuts through Peace: 9/11 and its aftermath

Persian Gulf War

Pre-AP US History Reading List Because AP US History is a rigorous course that prepares students for college credits, we will be utilizing a wide variety of

sources for analytical study of history. Part of the overall study of history involves reading of historical texts and

historical novels that give insight into time periods. Before you begin AP US History, you are required to read a total of

four books before you begin AP US History.

1. Two Required Readings:

a. Upton Sinclair. “The Jungle”

b. John Steinbeck. “Grapes of Wrath”

2. Two Books of your Choice:

a. These can be found on-line at the Gutenburg Free Press, in the library or in the class collection.

Exploration

"Guns, Germs, and Steel": Jarred Diamond. Norton Press, New York 1999.

Colonization

"The Scarlet Letter": Nathaniel Hawthorne. Signet Classic, USA 1999.

"Mayflower: A Story of Courage, Community and War": Nathaniel Philbrick. Penguin Group 2006.

“The Crucible”: Arthur Miller

Revolutionary America

"Common Sense": Thomas Paine. Barnes & Nobel, New York 1995.

"1776": David McCullough. Simon & Schuster, New York 2005.

New Nation

"Democracy In America": Alex de Tocqueville

Vol I: http://www.gutenberg.org/etext/815

Vol II: http://www.gutenberg.org/etext/816

"The Federalist Papers": Alexander Hamilton and James Madison


"Founding Brothers": Joseph J. Ellis. Vintage Books, New York 2002.

Westward Expansion

"The Deerslayer": James F. Cooper


"The Last of the Mohicans": James F. Cooper


"The Pathfinder": James F. Cooper


"The Pioneers": James F. Cooper


"The Prarie": James F. Cooper


"Children's Blizzard": David Laskin. Harper Collins, 2007.

"Bury My Heart at Wounded Knee": Dee Brown.

Reform and Enlightenment

"Civil Disobedience": Henry David Thoreau


"Walden": Henry David Thoreau












"A Study in American Domesticity": Catherine Beecher/ Katherine Sklar.

"Tom Sawyer": Mark Twain

Antebellum South

"The Adventures of Tom Sawyer": Mark Twain


Slavery and Abolition

"Uncle Tom's Cabin": Harriett Beecher Stowe


"Incidents In The Life of a Slave Girl": Harriet A. Jacobs


"Narriative of the Life of Frederick Douglas": Frederick Douglas


"The Lost German Slave Girl": John Bailey. Grove Press, New York 2003.

Civil War

"The Red Badge of Courage": Stephen Crane


"Abraham Lincoln": Benjamin P. Thomas. Barnes & Nobels Books, USA 1994.

"Gone With The Wind": Margaret Mitchell

Populists

"Oz Series": Frank L. Baum.

Industrialization

"The Jungle": Upton Sinclair


"The Gilded Age": Mark Twain


"Theodore Roosevelt: An Autobiography": Theodore Roosevelt


"Devil in the White City": Eric Larson.

"Main Street": Sinclair Lewis

"The Octopus": Frank Norris

Urbanization

"Twenty Years At Hull House": Jane Addams


"Maggie: A Girl of the Streets": Stephen Crane. Signet Classics, USA 1991.

"How The Other Half Lives": Jacob Riis

http://www.tenant.net/Community/riis/title.html Progressive Movement

"Women and the New Race": Margaret Sanger


"The Souls of Black Folk": W. E. B. Du Bois


"The Red Record": Ida Wells-Barnett


"Southern Horrors": Ida Wells-Barnett


"Mob Rule in New Orleans": Ida Wells-Barnett


Imperialism

"The Influence of Sea Power Upon History": Alfred T. Mahan


World War I

"The Stars and Stripes by United States. Army": American Expeditionary Forces



















"Halls of Mirrors": David Sinclair. Arrow, London 2001.

"For Whom The Bell Tolls": Ernest Hemingway

"Farewell To Arms": Ernest Hemingway

1920s

"The Great Gatsby": F. Scott Fitzgerald. Simon & Schuster 2003.

"Their Eyes Were Watching God": Zora Neale Hurston

Great Depression

"Fireside Chats of Franklin Roosevelt": Franklin Roosevelt


"The Grapes of Wrath": John Steinbeck

"Franklin D. Roosevelt and the New Deal": William E. Leuchtenburg. Harper Torchbooks, New York 1965.

"The Dry Decade": Charles Merz. University of Washington Press, USA 1970.

World War II

"Still Alive": Ruth Kluger. The Feminist Press, New York 2001.

"Nazi Policy, Jewish Workers, German Killers": Christopher R. Browning. Cambridge University Press, 2000.

"Flags of Our Fathers": James Bradley

"Hiroshima": John Hersey

1950s America

"Fast Food Nation": Eric Schlosser. Harper Perennial, New York 2002.

"The Feminine Mistique": Betty Friedan

McCarthyism

"Red Scare or Red Menace?" John E. Haynes. American Way Series, Chicago 1966.

"Senator Joe McCarthy" Arthur M. Schlesinger, Jr. University of California Press, Berkely 1996.

Cold War

"The Cold War - A Military History" ed. Robert Cowley. Random House, New York 1990.

Vietnam

"Moon Dash Warrior": Delano Cummings. Signal Tree Publications, Virginia 1998.

"America's Longest War, The United States in Vietnam": George Herring

Civil Rights Movement

"Blood Done Sign My Name": Timothy B. Tyson. Three Rivers Press, New York 2004.

"A Raisin In The Sun": Lorraine Hansberry. Vintage Books, New York 1988.

Contemporary America

"All The Presidents Men": Carl Bernstein and Boob Woodward. Simon & Schuster Paperbacks, New York 1974.

"Polio: An Ameican Story": David M. Oshinsky. Oxford University Press, New York 2005.

"Kite Runner": Khaled Hosseini. Riverhead Books, New York 2003.

Environmentalism

"Silent Spring": Rachel Carson. Houghton Mifflin Company, New York 1990
