COURSE DESCRIPTION - PC\|MACimages.pcmac.org/.../RichlandsHigh/Uploads/Forms/Tuc… · Web viewGenerally class assignments will be worth 10 ... The 55 question multiple choice portion

$Page 1: COURSE DESCRIPTION - PC\|MACimages.pcmac.org/.../RichlandsHigh/Uploads/Forms/Tuc… · Web viewGenerally class assignments will be worth 10 ... The 55 question multiple choice portion$
ADVANCED PLACEMENT UNITED STATES HISTORYCOURSE EXPECTATIONS

“We are not makers of History. We are made by history..”Dr. Martin Luther King

Fall 2015INSTRUCTOR: James Tucker

Classroom: 308Phone Number: 324-4191Email: [email protected]

The opportunity to obtain extra help and makeup tests/quizzes is available before and after school.

Text: Out of Many(5th ed.) Faragher, Buhle, Czitrom, and ArmitageAmerican Pageant(12th ed.) DC Heath.

Internet Resources:http://ap.gilderlehrman.org/http://americainclass.org/primary-sources/ once called toolboxes. Wonderful!http://www.archives.gov/historical-docs/ National Archiveshttp://teachingamericanhistory.org/library/ Wonderful documents, great for periodization

COURSE DESCRIPTION

The purpose of the Advanced Placement course in United States History is to provide you with the factual knowledge and analytical skills necessary to deal critically with issues and problems found throughout American history. The course of study in this class is reflective of the experience you would obtain in most college introductory American history classes.

This course is designed to prepare you to succeed on the AP Exam which is given in early May, as well as prepare you for intermediate college courses in American history. You will learn to assess historical materials for their reliability, relevance, and importance and use this evidence to develop reasoned judgments. These reasoned judgments will be used in class discussions and often are the basis of written essays. Each unit will conclude with an exam consisting of multiple-choice questions as well as essay questions. The essays may be Document Based Questions and/or Free Response Essays.

http://teachingamericanhistory.org/library/

http://www.archives.gov/historical-docs/

http://americainclass.org/primary-sources/

http://ap.gilderlehrman.org/

While this course is not about memorization of names and dates, you must be able to bring facts to bear when you make historical arguments. It is expected that you will come to class each day with that factual knowledge so that you will be a contributing member of the class. The outline you will receive for this course was prepared by the College Board to illustrate the topics that may appear on the AP Exam. These topics will encompass the basis of the course. There shall be review sessions prior to the AP Exam in May.

TEACHER EXPECTATIONS

All assignments are due at class-time on the date established by your instructor. Late papers will not receive any credit. If you are present when a test, quiz, or an assignment is announced, you are expected to take that test, quiz, or turn in that assignment immediately upon your return from an excused absence. No extra credit is given in the class. There may be an occasional bonus question on tests or quizzes.

Students are strongly encouraged to take the AP Exam. Sign-up will be in March. It is your responsibility to sign-up for the AP Exam by the deadline.

GRADING POLICY

The grading policy will follow the guidelines established by the Board of Education. The final grade will be calculated on a total points system. Each assignment will earn points toward the final for each six weeks. Generally class assignments will be worth 10 points, quizzes will be 15 points, homework assignments will be 10 or 20 points based on their size, and tests will be worth 100 points. All of your work will be graded.

AP EXAM OVERVIEWThe AP Exam will be given in May. The test is 3 hours and 15 minutes long. The examination consists of a 55-minute multiple-choice (M-C) section, a 45 minute short answer (S-A) section, and a 95 minute writing section. The writing section will consist of a 60 minute Document-Based Question (DBQ) and 35 minute Long Essay Question (chosen from a pair).

The 55 question multiple choice portion of the exam will account for 40% of the exam grade and the 4 question short answer section will account for 20% of the exam grade. Within the writing section the DBQ accounts for 25% while the long essay counts for 15% of the exam grade.

The table below summarizes this information. (Source: The College Board)

Time Number of Questions Type of Question Percent of Grade 55 min. 55 M-C 40%45 min. 4 S-A 20%60 min. 1 DBQ 25%35 min. 1 L-E 15%

AP COLLEGE BOARD EXAM SUMMARY CONTENT OUTLINE

Unit 1: 1491-1607 DiscoveryInstructional Time: 5%

Key Concept 1.1

Before the arrival of Europeans, native populations in North America developed a wide variety of social, political, and economic structures based in part on interactions with the environment and each other.

Key Concept 1.2

European overseas expansion resulted in the Columbian Exchange, a series of interactions and adaptations among societies across the Atlantic.

Key Concept 1.3

Contacts among American Indians, Africans, and Europeans challenged the worldviews of each group.

Unit 2: 1607-1754 British North America

Instructional Time: 10%

Key Concept 2.1

Differences in imperial goals, cultures, and the North American environments that different empires confronted led Europeans to develop diverse patterns of colonization.

Key Concept 2.2

European colonization efforts in North America stimulated intercultural contact and intensified conflict between the various groups of colonizers and native peoples.

Key Concept 2.3

The increasing political, economic, and cultural exchanges within the “Atlantic World” had a profound impact on the development of colonial societies in North America.

Unit 3: 1754-1800 American Revolution and Early Republic

Instructional Time: 10%Key Concept 3.1

Britain’s victory over France in the imperial struggle for North America led to new conflicts among the British government, the North American colonists, and American Indians, culminating in the creation of a new nation, the United States.

Key Concept 3.2

In the late 18th century, new experiments with democratic ideas and forms of government, as well as other new religious, economic, and cultural ideas, challenged traditional imperial systems across the Atlantic World.

Key Concept 3.3

Migration with North America, cooperative interaction, and competition for resources raised questions about boundaries and policies, intensified conflicts among peoples and nations, and led to contests over the creation of a multiethnic, multiracial national identity.

Unit 4: 1800-1848 Nationalism and Expansion

Instructional Time 10%

Key Concept 4.1

The United States developed the world’s first modern mass democracy and celebrated a new national culture, while Americans sought to define the nation’s democratic ideals and to reform its institutions to match them.

Key Concept 4.2

Developments in technology, agriculture, and commerce precipitated profound changes in U.S. settlement patterns, regional identities, gender and family relations, political power, and distribution of consumer goods.

Key Concept 4.3

U.S interest in increasing foreign trade, expanding its national borders, and isolating itself from European conflicts shaped the nation’s foreign policy and spurred government and private initiatives.

Unit 5: 1844-1877 Sectionalism, Civil War and Reconstruction

Instructional Time 10%Key Concept 5.1

The United States became more connected with the world as it pursued an expansionist foreign policy in the Western Hemisphere and emerged as the destination for many migrants from other countries.

Key Concept 5.2

Intensified by expansion and deepening regional divisions, debates over slavery and other economic, cultural, and political issues led the nation into civil war.

Key Concept 5.3

The Union victory in the Civil War and the contested Reconstruction of the South settled the issues of slavery and secession, but left many questions about the power of the federal government and citizenship rights.

Unit 6: 1865-1898 Westward Expansion, Industrialization and Urbanization


Key Concept 6.1

The rise of big business in the United States encouraged massive migrations and urbanization, sparked government and popular efforts to reshape the U.S. the U.S economy and environment, and renewed debates over U.S national identity.

Key Concept 6.2

The emergence of an industrial culture in the United States led to both greater opportunities for, and restrictions on, immigrants, minorities, and women.

Key Concept 6.3

The “Gilded Age” witnessed new cultural and intellectual movements in tandem with political debates over economic and social policies.

Unit 7: Imperialism, Government Reform, World Wars


Key Concept 7.1

Governmental, political, and social organizations struggled to address the effects of large-scale industrialization, economic uncertainty, and related social changes such as urbanization and mass migration.

Key Concept 7.2

A revolution in communications and transportation technology helped to create a new mass culture and spread “modern” values and ideas, even as cultural conflicts between groups increased under the pressure of migration, world wars, and economic distress.

Key Concept 7.3

Global conflicts over resources, territories, and ideologies renewed debates over the nation’s values and its role in the world while simultaneously propelling the United States into a dominant international military, political, cultural, and economic position.

Unit 8: 1945-1980 America as a World Power

Instructional Time: 15%Key Concept 8.1

The United States responded to an uncertain and unstable postwar world by asserting and attempting to defend a position of global leadership, with far-reaching domestic and international consequences.

Key Concept 8.2

Liberalism, based on anticommunism abroad and a firm belief in the efficacy of governmental and especially federal power to achieve social goals at home, reached its apex in the mid-1960’s and generated a variety of political and cultural responses.

Key Concept 8.3

Postwar economic, demographic, and technological changes had a far-reaching impact on American society, politics, and the environment.

Unit 9: 1980-present Modern America

Instructional Time: 15%

Key Concept 9.1

A new conservatism grew to prominence in U.S culture and politics, defending traditional social values and rejecting liberal views about the role of government.

Key Concept 9.2

The end of the Cold War and new challenges to U.S leadership in the world forced the nation to redefine its foreign policy and global role.

Key Concept 9.3

Moving into the 21st century, the nation continued to experience challenges stemming from social, economic, and demographic changes.

ASSESSMENTS

The course is primarily structured in a lecture-discussion format. Student input will be expected on a daily basis whether it is through class discussions, presentations, or debates. Students will also be expected to read and take notes on the assigned materials, write essays both in and out of class, and research independently outside of class. All written work is due on the assigned day. Late work will not receive full credit. The acceptance of late work is at the discretion of the teacher. The course will also include unannounced and announced quizzes.

Scheduled quizzes will either be based on the previous nights’ reading or vocab terms. Tests will consist of either 20/30 M-C to be done in 20/30 minutes, 1 S-A to be done in 11:15 and either 1 L-E to be done in 35 minutes OR 1 DBQ to be done in 60 minutes.

Course Materials

Basic Text: Out of Many. Faragher, Buhle, Czitrom. New Jersey, Pearson, Prentice Hall , 2007.

Ancillarie

Conflict and Consensus in Early American History (Lexington, MA: DC Heath, 1980)

Conflict and Consensus in Modern American History (Lexington, MA: DC Heath, 1980)

Taking Sides Volumes I and II (Guilford, CT: Dushkin/McGraw-Hill, 1997)

United States History, Preparing for the Advanced Placement Amsco School Publications (New York: Amsco School Publication, 2004)

AP US History General Course Outline

Unit I-Early Contacts Among Groups in North America (1491-1607)

Readings

o Text, The Expansion of Europe, p32-53o American Issues, A Documentary Reader, Chapter 1

▪ Colombian Exchange (visual source)▪ Document Reader, p.33 “A French Captain Describes first

contact”.▪ The Journal of Las Casas (excerpts)

Themes

1. Globalization

Thematic Learning Objective

(WXT-1) Students will analyze how the Commercial Revolution and the Colombian Exchange worked together to create a “New World” both in the Americas and Europe. Demographic data and primary sources will provide the evidence they bring to bear. Charts showing population distribution in the Americas and Europe during this time period will be compared to later data.

Outline

o Exploration/Colonization: Spain, France, Great Britain

Major Assignments and Assessments

Historical Thinking Skills Materials Instructional Activities and Assessments

Historical Causation Documents and Powerpoint 1. Students will create a chart that highlights the causes of expansion in Europe and their effects in the new world. Using visual sources provided in a

powerpoint we will complete a chart of the Columbian Exchange.

o Unit Quiz: Multiple Choice and Short Answero Students will assess the three discoveries of the Americas as to their

successes and failures

Unit II-North American Societies in the Context of the Atlantic World (1607-1754)

Readings

o Text, Planting Colonies in North America p.60-84, p.92-122o Taking Sides Vol I Issue 4, Did racism cause the enslavement of Africans

in America, Carl N Degler vs. Oscar Handlino Documents

▪ Plymouth Plantation, William Bradford (primary source)▪ Advice to Prospective Settlers in Jamestown, VA 1622 (visual

source)▪ An Indentured Servant Writes Home, Richard Frethorne (primary

source)▪ Virginia Laws for Blacks (primary source)▪ Indian Warfare in New England, Increase Mather (primary source)▪ First Representative Assembly in Virginia, 1619 (primary source)▪ The Plymouth Compact, 1620, William Bradford (primary source)▪ Distribution of Wealth in Boston, 1687-1771 (graph)▪ Distribution of Slavery (map)

Themes1. Culture2. Demographic Changes3. Slavery and Its Legacies in North American4. Religion

Thematic Learning Objective(ID-1) Students will create a chart to summarize this unit including specific examples of the effects of gender, class, ethnic, religious, and regional identities shaped the era. We will analyze Bacon’s Rebellion as a class to provide examples of how all of these variables blend to create a new identity. Students will be asked in the culminating discussion to defend one of the variables as the most influential.

Outline

o Colonial Settlements: New England, Middle and Southern Colonieso Economic Impact of British Policies: mercantilism, salutary neglecto Slaveryo Colonial Society: impact of Enlightenment and Great Awakening

Major Assignments and Assessments


Appropriate Use of Relevant Historical Evidence

DBQ Project: What Caused the Salem Witch Trial Hysteria of 1692Taking Sides-Volume 1: Were Socioeconomic Tensions Responsible for the Witchcraft Hysteria in Salem?

Students will combine disparate, contradictory evidence from primary sources and secondary works on the Salem Witch Trials and create a persuasive essay on the causes of the Salem Witch Trials

o The three colonial sections-One society or Three? Student made map created by small group presentations (New England, Middle, and Southern) social, political, and economic culture.

o Debate: Was Bacon’s Rebellion Justified?o Comparison chart will be produced by students highlighting the impact of

the Enlightenment and the Great Awakeningo Unit Test: MC, Short Answer and Long Essay

Unit III-Birth of a New Nation and Struggle for Identity (1754-1800)

Readings

o Text, From Empire to Independence, p.163-194o Conflict and Consensus Vol I, Views of the Revolution; Rossiter, Jensen, Barrow and

Morgano Taking Sides Vol I Issue 7: Were the Founding Fathers Democratic Reformers? John

Roche v Al Youngo Documents

▪ Colonial Stirrings: “Join or Die” (visual source)▪ Objections to Parliamentary Taxation, John Dickinson

(primary source)

▪ The Boston Massacre (visual source)-document analysis▪ Justifying Rebellion, 1775 (primary source)▪ A Loyalist Viewpoint, 1776, Charles Inglis (primary

source)▪ A Call for Patriotic Resolve, 1776, Thomas Paine (primary

source)

▪ Washington: Hero of the Republic, John Trumbull (visual source)

▪ Controlling Factions in the Republic, James Madison (primary source)

▪ “Who Said it?” sorting exercise using quotes from Hamilton and Jefferson

Themes

1. Economic Transformations2. Politics and Citizenship3. American Identity4. War and Diplomacy

Thematic Learning Objective(POL-5) Students will compare the ideas of the early American Revolution, Declaration of Independence, and The Articles of Confederation to the ideas expressed in the Constitution. Excerpts from each and portions of Beard’s “Economic Interpretation of The Constitution’ will be used. This activity will be repeated in another form later in the course to once again analyze the development of our political culture.

Outline

o The French and Indian War 1754-1763, causes and consequenceso Changing the relationship between American colonies and Great Britain

▪ British actions ending salutary neglect▪ Colonial reaction to British action

o Inter-colonial cooperation evolves: from the Albany Plan of Union to the Declaration of Independence

o The Revolutionary War: American victory to the Treaty of Paris 1783o Articles of Confederation: Structure and Weaknesseso Impact of the Revolution on Americao The Constitutional Convention-the men, the issues, the ratificationo The Bill of Rightso Washington administration:

▪ Hamilton: Financial policies and development of political parties, Whiskey Rebellion

▪ Treaties: Jay’s, Pinckney’s Greenvilleo Adams’ administration

▪ XYZ Affair, Quasi-War with France▪ Alien and Sedition Acts, Virginia and Kentucky Resolutions

o Election of 1800

Major Assessments and Assignments


Historical Argumentation Opposing Viewpoints: The National BankDBQ Workbook: By the People

Activity: Who Said It

Document excerpts from Hamilton and Jefferson

1. Students will read Hamilton and Jefferson’s position on the National Bank and participate in a Socratic Seminar on the constitutionality of the bank. (Theme: Politics and Power) Objective: Analyze how arguments over the meaning and interpretation of the Constitution have affected US politics since 1787 (Pol-5)2. Students will write a DBQ answering the question: Explain and assess the underlying cause or causes of the American Revolution.

o Debate: Should America be independent or seek reconciliation from England? (Opposing Viewpoints)

o Development of Political Parties (AP US History I, Center for Learning)o Students will create a flow chart highlighting the political conflicts and

subsequent responses between the Quasi war with France and the election of 1800

o Unit Test: MC, Short Answer and DBQ

Unit IV-Growing Pains of the New Republic (1800-1848)

Readings

o Text, The Crisis of the 1780’s and The Rising Glory of America, p.236-303

o Taking Sides Vol Issue 8: Was Thomas Jefferson a Political Compromiser? Morten Borden v. Lance Banning

o Documents● The Louisiana Purchase: A National Achievement (visual source)● Extending American Dominion to Louisiana, Lewis and Clark

(primary source)● Patterns of Westward Movement (maps)● The National Vision of John Quincy Adams, John Quincy Adams

(primary source)● Jacksonian Nationalism and Its Limits: The Bank Veto, Andrew

Jackson (primary source)● “King Andrew” : A Whig View (visual source)● National Economic Crisis: The Panic of 1837 (map)● Indian Removal, Alexis de Tocqueville (primary source)● The Seneca Falls Declaration of 1848, Susan B Anthony, Elizabeth

Cady Stanton, and Matilda Joslyn Gage (primary source)● Newspaper Coverage of Equal Rights Movement (visual source)● Poverty and Education, Horace Mann (primary source)● Defense of Slavery as a Benefit to Society, John C Calhoun

(primary source)o Conflict and Consensus Vol 1: Stampp, Fogel, and Engerman

Themes

1. Economic Transformations2. Politics and Citizenship3. Reform4. Demographic Changes

Thematic Learning Objective(ENV-4) Beginning with an analysis of John Gast’s “American Progress” students will create a flow chart highlighting how the search for economic resources can be seen as the driving force for all of the other conflicts and changes from the colonial period through Reconstruction. While I am not promoting the idea that it was the only operative force during this time this is an exercise in historical argument and appropriate use of evidence. We will revisit the Beard thesis as we begin.

Outline

o Changes in party positionso Louisiana Purchaseo Diplomatic Problemso War of 1812: Causes, Events and Consequenceso Era of Good Feelings/Rise of Nationalismo John Marshall’s decisions and precedentso Monroe Doctrineo Politics becoming more democratic, elimination of property requirements, written

ballots, rotation in office

o Election of 1824: end of the Virginia dynasty and beginning of Jackson’s Democratic Party

o Jackson administration▪ Spoils system▪ Nullification▪ Bank war▪ Indian removal

o Second Great Awakeningo Reform movements

▪ Abolitionism▪ Women’s rights▪ Education▪ Temperance▪ Prisons/treatment of the insane

o Utopian experimentso Transportation Revolution: railroads and canalso Rise of manufacturing: the factory systemo Slavery as a political and economic institutiono Early Labor Movement: womeno Urban slumso Reform movements



Contextualization, Appropriate Use of Relevant Historical Evidence

Opposing Viewpoints: Do women hold an exalted of degraded status in American society?DBQ Project, “Living the Revolution” To what extent were the dreams and ideals of the new republic realized?

http://nationalhumanitiescenter.org/pds/livingrev/index.htm

1. Students will read two viewpoints on the role of women in Antebellum America and debate the question. (Theme: Ideas, Beliefs and Culture) Objective: Analyze how emerging conceptions of national identity and democratic ideals shaped gender roles in the 19th century (CUL-2)2. Students will analyze various primary sources, secondary sources, including a Trail of Tears map, chart showing states selection of members of the Electoral College, chart of the slaves owned by Andrew Jackson, Robert Remini, King Andrew I Cartoon, and Andrew Jackson’s Bank Veto Message and identify point of view,

argument and historical context.

o Reform Party: Social Mixer of the leading Antebellum Reformerso The Evolution of Democracy: From Jefferson to Jackson shown in

nonlinguistic storyboard formo Debate: How Democratic Was Andrew Jackson? (DBQ Project)o Debate: What status do women hold in Antebellum America? (Opposing

Viewpoints)o Unit Test: MC, Short Answer and Long Essay

Unit V-Expansion, Regional Separation, the Civil War and Its Aftermath (1844-1877)

Readings

o Text: The Coming Crisis, p.492-561o “A negro View of the Mexican War” Frederick Douglasso Taking Sides Vol 1 Issue 13, Have Historicans Overemphasized the

Slavery Issue as a Cause of the Civil War? Silbey v Holto Conflict and Consensus Vol 1: Beard, Barstin, Fonero Conflict and Consensus Vol 2: McPherson, Spear, Blum

Documentso Manifest Destiny, John Gast (visual source) “American Progress”o Vote on Joint Resolution on Annexation of Texas (maps)o Polk’s Reassertion of the Monroe Doctrine, James K Polk (primary

source)o The Irrepressible Conflict? (visual source)o Political Party Platforms, 1860 (primary source)o The Election of 1860, Powerpoint with maps cartoons and chartso Justifying Secession (primary source)o The Battle Hymn of the Republic, Julia Ward Howe (primary

source)o The Emancipation Proclamation, A.A. Lamb (visual source)o The New York City Riots, Adrian Cook (secondary source)o Sherman and Total War, William T Sherman (primary source)o President Johnson and Reconstruction, Andrew Johnson (primary

source)o Mississippi Black Code, 1865 (primary source)o The End of Reconstruction and the Election of 1876 (map)

Themes

1. American Diversity2. Environment

3. Politics and Citizenship4. Slavery and Its Legacies in North America

Thematic Learning Objective(Cul-3) Visual arts from the National Humanities site and music samples will be used to show how artistic expression changed as a result of the crisis of the Civil War. Students will then use a variety of primary sources to analyze Abraham Lincoln’s evolving conceptions of race and slavery. From his early American Colonization Society statements and letters to his Emancipation Proclamation. Having seen two examples of this cultural change students will be charged will find three examples of their own with relevant examples.

Outline

o Immigration: German and Irisho Manifest Destiny/Westward Expansion

▪ Push-pull frontier▪ Effect on Native American environment, slavery issue

o Relations with Mexicoo Mexican War

▪ Polk, Treaty of Guadalupe Hidalgo, impact of north/south relationso Politics of Slavery

▪ Missouri Compromise▪ Compromise of 1850▪ Kansas/Nebraska Act/Bleeding Kansas▪ Dred Scott decision▪ Lincoln-Douglas Debate▪ John Brown’s Raid▪ Election of 1860

o Mobilization and finance, strengths, weaknesses, events and outcomes of key turning points of the Civil War

o Reconstruction: Plans and Policieso The Abolition of Slaveryo Impact of the war



Comparison, Contextualization Text excerpts from Look Away: A History of the Confederate States of America, 2003 by William Davis and Battle Cry of Freedom by James McPherson

1. Students will read excerpts from secondary sources on the Richmond Bread Riots and New York Draft Riots and compare and contrast the two events and assess their impact on the

Blank template of the U.S. to be completed by students

homefront of both the Union and Confederacy.2. Students will label the territorial development of the United States from 1783-1848 and list the date acquired, previous owner and circumstances of acquisition and connect each to the larger theme of expansion.

o Debate: Was the Emancipation Proclamation a Significant Achievement? (Opposing Viewpoints)

o Students will create a chart showing the relative impact of Nationalism and Sectionalism up to 1877. They will assess the “weight” of each and its impact

o Comprehensive Multiple Choice, Short Answer and Unit DBQ

Unit VI-Industrialization, Urbanization and Cultural Transformation (1865-1914)

Readings

o Text: Chapter 18 and 19, The West and the rise of Industry and laboro Taking Sides Vol II, Issue 3, Chapter 18: Were 19th Century Entrepreneurs

Robber Barons? John Tipple v Alfred Chandler Jro The Gilded and the Gritty from the National Humanities Center

Documents▪ Chinese Railroad Workers, Sandy Lydon (secondary source)▪ Bound for the West: Image and Reality. F.O.C. Darley and unknown

photographer (visual source)▪ The Ghost Dance and the Battle of Wounded Knee, James Mooney

(primary source)▪ Smithsonial photographs, Powerpoint▪ The New South, Henry W. Grady (secondary source)▪ Urban Mass Transportation (map)▪ The Best Fields for Philanthropy, Andrew Carnegie (primary source)▪ The Atlanta Compromise, 1895 Booker T Washington (primary source)▪ Separate but Equal: Plessy v Ferguson, 1896 (primary source)▪ Sources of Immigration, 1880-1919 (graphs)▪ Tenement Living (visual source)

Themes

1. American Diversity

2. Culture3. Economic Transformations4. Reform

Thematic Learning Objective

Outline

o Plains Indians:▪ Indian Wars▪ Dawes Severalty Act▪ Reservation System▪ Boarding Schools

o Railroads:▪ Impact on markets, settlements

o Farmers:▪ Environment, organization of the Grange

o The Cowboy: Myths and Realityo Industrial Growth: Railroads, steelo Gospel of Wealth, Myth of “self-made man”, Social Darwinism, and its criticso Labor Unions: Demands, membership, impacto Economic development of the New Southo Impact of industrialization: Impact on the workforceo Immigration: push-pull factors

▪ Demographics of Old v New Immigrants▪ Experiences in America▪ Nativist Response

o Urban Problems: overcrowding, pollution/health issues, political corruption, and urban machines/working conditions

o Intellectual/cultural movements: higher education, cult of domesticity, manners and morals, the “new woman.”

o The Gilded Age: Economic issue, tariff, railroads, trusts, agrarian discontento Populism: Rise of the movement, silver question, election of 1896: McKinley v

Bryano African Americans: Ida B Wells, WEB DuBois, Booker T Washington



Synthesis, Contextualization The Gilded and the Gritty(Documents, pictures, and thematic questions)

1.Students will look at documents and pictures in an attempt to address the changing themes of

Opposing Viewpoints: Are Labor Unions Dangerous

Memory, Progress, People, Power, and Empire.

2. Students will read two viewpoints on the impact of labor unions and debate both points of view. (Theme: Work Exchange and Technology) Objective: Explain the development of labor systems that accompanied industrialization since the 19th century and how industrialization shaped society and workers’ lives

o National Humanities assignmento Debate: Are Labor Unions Dangerous? (Opposing Viewpoints)o Document Analysis based on Smithsonian photographs of the Ghost Daceo “Zip Code” assignment to highlight historical context of various events. How

would you describe __________, if your “Zip Code” was the 1890’s, and how would you describe it today?

o Unit Test: MC, Short Answer, and DBQ

Unit VII-Domestic and Global Challenges and the Creation of Mass Culture (1890-1945)

Readings

o Text: Chapters 20, 21, 22, 23, 24 and 25o Taking Sides Vol II Issue 7: Did the Progressives Fail? Richard Adams v Arthur S

Linko Taking Sides Vol II Issue 10: Was the New Deal an Effective Answer to the Great

Depression? Roger Bliss v Gary Dean Besto Conflict and Consensus Vol II, 1920’s: Higham, Goldron; 1930’s: Degler, ZinnDocuments

▪ An Industrial Utopia: Looking Backward, Edward Bellamy (primary source)

▪ Varieties of Progressivism: TR and Wilson, John Milton Cooper (secondary source)

▪ American Foreign Trade, 1880-1920 (graphs)▪ The White Man’s Burden, David Healy (secondary source)

▪ Arguments Against American Imperialism, American Anti-Imperialist League (primary source)

▪ Theodore Roosevelt as World Policeman, Louis Dalrymple (visual source)▪ The Revived KKK, Hiram W Evans (primary source)▪ The Results of Immigration Restriction (table)▪ Marcus Garvey and Black Nationalism (visual source)▪ Launching the New Deal, Franklin D Roosevelt (primary source)▪ Radicalism on the Left, Huey P Long (primary source)▪ The Depression and the New Deal: Measures of Recovery (graphs)▪ Documenting Poverty in the Depression, Dorothea Lange (visual source)▪ America and the War in Europe, Charles A Lindbergh (primary source)▪ German and Japanese Aggression, 1935-1941 (maps)▪ “To Fight for Freedom” Norman Rockwell (visual source)▪ Truman’s Decision to Drop the Atomic Bomb, Harry S Truman (primary

source)▪ Japanese-American Relocation, US House Select Committee Hearings

(primary source)

Themes

1. American Diversity2. American Identity3. Culture4. Economic Transformation5. War and Diplomacy

Thematic Learning Objective(PE-03) Students will analyze music and poetry to evaluate the effects of Great Migration and urbanization on popular American culture. I have musical examples that show the development of African influenced music as it travels up the Mississippi and becomes Blues, Jazz, Rock and Roll, and Rhythm and Blues. The activity will culminate in an analysis of Langston Hughes’ “I’ve Known Rivers” and “I too Sing America”Outline

o Reforms and Reformers: social legislation, settlement houses, governmental reforms, social gospel, muckrakers

o Progressives: Robert LaFollette, trust-busting legislation, 16-19 Amendments and the 1912 election

o Women: 19th amendment, Margaret Sangero Teddy Roosevelt, Taft, and Wilson administration response to Progressive

Movemento Imperialism: definition, domestic/economic/social factorso Spanish-American War: Causes, effects, consequenceso Far East: Philippines annexation

▪ China-Open Door Policy, Boxer Rebellion

▪ TR and Nobel Peace Prizeo Diplomacy: Roosevelt’s “Big Stick”, Roosevelt Corollary, Taft’s Dollar

Diplomacy, Wilson’s Moral Diplomacyo World War I: Causes, US Involvement in Europe, Treaty of Versailles-debate and

rejectiono Wartime America: economic impact, women and minorities, Espionage and

Sedition Acts, business and labor relations, Creel Committee and wartime propaganda

o The 1920’s: Harding scandals, Washington Naval Conference▪ Coolidge: “Business of America is business”▪ Hoover: “Trickle Down” economics, foreign policy

o Economic Growth-prosperity, rise of consumerism and credito Culture changes: women, flapper, suffrageo 1930’s: Economics: Stock market crasho Hoover v FDR approach to the Depressiono FDR’s New Deal Legislation, the three R’s and its criticso Impact of the New Deal programs on various population groups, unions, etc.o Supreme Court reaction and FDR’s court packing plano US response to aggression: neutrality to Lend-Leaseo Pearl Harbor and US responseo US military strategy: Defeat Germany first, D-Day, island hopping, atomic bombo Wartime diplomacy: Atlantic Charter, wartime conferences (Teheran, Yalta,

Potsdam), and the United Nations is foundedo The Home front: mobilizing production, labor relations, women and minorities in

the work place, propaganda, Japanese-American internment



Appropriate Use of Relevant Historical Evidence, Synthesis, Patterns of Continuity and Change Over Time

Involvement 2 Simulations Book: Annexation of the PhilippinesAP US History Exam: Sample Questions- The College BoardOpposing Viewpoints: The League of Nations

1.Students will evaluate 6 historical sources and identify point of view and intended audience, and then participate in a Congressional hearing debating the Annexation of the Philippines (Theme: Identity)

Opposing Viewpoints: Should Hetch Hetchy Valley be Damned?

Objective: Analyze how US involvement in international crises such as the Spanish American War influenced public debates about American national identity in the 20th century. (ID-3)2.Students will write a DBQ answering the question: Analyze major changes and continuities in the social and economic experiences of African Americans who migrated from the rural South to urban areas in the North in the period 1910-1930 (Theme: Peopling) Objective: Analyze the causes and effects of major internal migration patterns such as the Great Migration in the 20th century (PEO-3)3. Students will read two different accounts on US entry into the League of Nations and debate the topic. (Theme: America in the World) Objective: Analyze the goals of US policymakers in major international conflicts such as World War I and explain how US involvement in this conflict altered the US role in foreign affairs (WOR-7)4.Students will read John Muir and Gifford Pinchot’s perspectives on the damning of Hetch Hetchy Valley and debate the question (Theme: Environment and Geography) Objective: Explain how and why debates about and policies concerning the use of natural resources and the environment more generally have changed since the late 19th century (ENV-5)

o Reforms and Progressives Action and reaction chart and analysiso Dry Mixer: Social Mixer of the Heroes, Politicians and Activists of the 1920’so Debate: Should the US Join the League of Nations? (Opposing Viewpoints)o Debate: Will Social Security Harm America? (Opposing Viewpoints)

o Unit Test: MC, Short Answer, and Long Essay

Unit VIII-Increasing Prosperity and Global Responsibility after World War II (1945-1989)

Readings

o Text, Chapters 26, 27, 28, and 29o Taking Sides Vol II Issue 13: Were the 1950’s America’s happy days?o American Issues, A Documentary Reader, Chapters 25-28

Documents▪ American Commitment to the Cold War, Department of State

(primary source)▪ The Origins of “McCarthyism,” Robert Griffith (secondary source)▪ Postwar Prosperity and Government Spending (graphs)▪ Frustration of Truman’s Fair Deal, Fred L Parker, John Baer

(visual sources)▪ Desegregation and the Southern Reaction, Brown v Board of

Education of Topeka Kansas; “Southern Manifesto” (primary source)

▪ Problems of Suburbia, David Riesman (secondary source)▪ The Military-Industrial Complex, Dwight D Eisenhower (primary

source)▪ Feminism in Postwar America, Leila J Rupp and Verta Taylor

(secondary source)▪ A Strategy for the Civil Rights Revolution, Martin Luther King Jr

(primary source)▪ Challenge and Response: The Gulf of Tonkin, Lyndon B Johnson

(primary source)▪ A Soldier’s Experience in Vietnam, Specialist 5 Harold “Light

Bulb” Bryant (primary source)▪ Demonstrations and Protest Against the War (visual source)▪ Black Power, Stokely Carmichael and Charles V Hamilton

(primary source)▪ The War Powers Act: A President’s View, Richard M Nixon

(primary source)▪ The End of Watergate: Pardoning Nixon, Gerald R Ford (primary

source)▪ Presidential Leadership and Public Confidence, Jimmy Carter;

Ronald Reagan (primary source)

Themes

1. Demographic Changes2. Politics and Citizenship

3. American Diversity4. War and Diplomacy

Thematic Learning Objective(WOR-7) After seeing examples students will create a storyboard like the ones used to create movies. This board will show the events of the cold War from World War II to the “fall of the wall”. The Cold War will be treated as a series of battles as if the war was one of a conventional type. The events will be foreign and domestic as if they were on the front lines and home front.

Outline

o Containment to Korea: Division of Germany and Berlin Crisis, Truman Doctrine, Marshall Plan, NATO, Revolution in China, Limited War: Korea

o Truman Administration: Fair Deal, GI Bill of Rights, Taft-Hartley Act, Civil Rights, 22nd amendment, 1948 election, loyalty program

o Eisenhower: John Foster Dulles’ foreign policy and massive retaliation● Policies in Asia-Korea, Southeast Asia, Middle East● Kruschev and Berlin● Space Race● U-2 Incident

o Eisenhower Administration: McCarthyism, Modern Republicanism, Brown v Board of Education, Little Rock Crisis, Interstate Highway System, Women’s Constitution

o John F Kennedy; Flexible Response● Peace Corps and Alliance for Progress● Bay of Pigs and Cuban Missile Crisis● Southeast Asia military and economic aid

o Lyndon B Johnson: Vietnam Waro Kennedy/Johnson Administration: Civil Rights movement and government

response, the Great Society, Counter-culture movement, Resurgence of Feminismo Nixon/Ford: Vietnamization

● Nixon Doctrine● China: Restoring Relations● Soviet Union: Détente● Helsinki Accords

o Nixon-Carter Administration: New Federalism, Roe v Wade, Watergateo Carter: Human Rights

● Camp David Accords● Panama Canal Treaty● Iranian Hostage Crisis


Historical Thinking Skills Materials Instructional Activities

and Assessments

Periodization, Contextualization Taking Sides Volume 2-Issue 11: Was the World War II Era a Watershed for the Civil Rights Movement.Opposing Viewpoints-Volume 2: Are the Suburbs the American Dream of American Nightmare?

1.Students will read two historians’ accounts on the Civil Rights movement in the World War II era and construct an essay supporting, refuting or modifying the following statement: The World War II era was a Watershed for the Civil Rights Movement.2. Students will read two different primary sources accounts of the suburbs in the 1950’s. They will also fill out a chart assessing their neighborhood. Next, they will conduct and debate on whether the suburbs in the 1950’s were the American Dream or the American Nightmare. The discussion will conclude with their answer to the same question in the context of the present day.

o Position Paper: Were the 1950’s America’s happy days?o “Zip code” comparison, issues from our day to the 1950’so Debate: Are the Suburbs the American Dream? (Opposing Viewpoints)o Recognizing Bias: The media’s response to world events (using excerpts from

various sources referring to common events)o Mini-Q: Was Cesar Chavez and Effective Leader? (DBQ Project)o Unit Test: MC, Short Answer and DBQ

Unit IX-Globalization and Redefining National Identity (1980-present)

Readings

o Text: chapter 30, Adjusting to a New World Documents

▪ Politics and Moral Issues, Jerry Falwell (primary source)▪ Implementing Equality: Affirmative Action, US Commission on

Civil Rights (primary source)▪ Sunbelt, Frostbelt, and Rustbelt (map)

o Conflict and Consensus▪ Reagan, the Right and Social Policy, Gillian Peele (secondary

source)o The Challenge of Terrorism

● George W Bush Address to the Nation, (primary source)o The Evolving Presidency

● The Bush Doctrine, George W Bush (primary source)● George Bush’s Persian Gulf War Address, George HW Bush

(primary source)o Current Issues in American Democracy

● Should more be done to Counteract Global Warming? (Secondary Source)

● TED Talk Steven Drori, “What we think we know”● Protectionism and Free Trade (Secondary Source)

Themes

1. Religion2. Globalization3. Environment4. Demographic Changes5. War and Diplomacy

Thematic Learning Objective(CUL-7) Students will work in groups to make charts showing Conservative –v- Liberal political positions throughout our nation’s history. This activity will highlight the ebb and flux of our political climate. They should be able to formulate the conservative and liberal position for each of our major political periods. They will then have a Socratic style discussion of how these two positions have developed during their own lives.

Outline

o Reagan Administration: Deregulation, tax cuts, budget deficitso American Society: Hispanic and Asian immigrantso Resurgence of fundamentalism, African Americans in local, state, and

national politicso Reagan: Defense build-up

▪ Strategic Defense Initiative▪ Disarmament treaties▪ End of Cold War

o Demographic changes: surge of immigration, Sunbelt Migration, the graying of America

o Revolutions in biotechnology, mass communications and computerso Politics in a multicultural societyo Globalization and the American Economyo Unilateralism vs Multilateralism in foreign policyo Domestic and foreign terrorismo Environmental issues in a global context



Interpretation 1.Taking Sides: Volume 2, Were the 1980’s a Decade of Affluence for the Middle Class?

2. Weapons of mass destruction, the evidence then and now.

1. Students will read two conflicting accounts by historians and create an essay using additional primary sources to support their preferred point of view. 2. Students will write a position paper in two parts. One part interprets evidence from the time and the second part interprets recent evidence. This will culminate in a Socratic style seminar in which students discuss how their interpretation of events has evolved over the course of their studies.

o Unit Test: Final Exam: Comprehensive MC, Short Answer, and Unit DBQ

