american history (ap) course overview - kings local u-s- history.pdf · a.p. united states history...

American History (AP)

COURSE OVERVIEW

This yearling course is divided into four quarters consisting of a total of forty-two chapters

broken down into sub-sections (units) ranging from two to three “subunits” per Unit. Each

unit is then tested over using approximately one-hundred multiple-choice questions, a group

of thirty to forty matching (People/Places and Events), a group of three to five identifications

and a choice of one of three “thematic essay” questions. Each unit is introduced with a

summary and listing of “People, Places and Events” relevant to that specific unit, these are

to be defined and turned in on the day of the unit test. In addition, each student is divided

into a study group that is responsible for the “Readings List” for classroom discussions,

debates and written assignments. Students are also assigned a DBQ question that pertains

to each individual unit.

Primary Textbook Information:

Kennedy, Cohen and Bailey (Advanced Placement Edition) The American Pageant,

Boston & New York: Houghton Mifflin Company: copyright 2006

Supplemental Textbook Resources:

Out of Many, A History of the American People: Faragher, Bulhe, Czitrorm & Armitage

America, Pathways To the Present: Clayton, Perry, Reed, Winkler

United States History: Preparing For The Advanced Placement Examination

Primary Sources: Various primary sources are used throughout this course including,

but not intended as an inclusive list below

Carl J. Guarneri, America Compared, Second Edition, Vol., I & II.

Kennedy & Bailey, The American Spirit, Eleventh Edution, Vol., I & II.

Summer Readings

John Lewis Graddis, The Cold War (A New History) Penguin Books 2005

Newman & Schmalbach, United StatesHhistory (Preparing for the Advanced Placement

Examination) Amsco Publication, 2004 - Assorted reading sections, vocabulary, and essay

questions.

Document-Based Question Checklist Grading Rubric/Peer Evaluation Checklist:

1. Is the thesis clear and well-developed? ________ (1 Point)

2. Is the thesis statement distinguishable in the opening paragraph? _______ (1

Point)

3. Is the essay easy to read and follow, contain 3-5 paragraphs and free of

significant errors? ________ (3 points)

4. Does the author use at least two substantial, meaningful quotes from the

documents? ____________ (2 Points)

5. Does the author incorporate at least one piece of “outside” information into the

main body of the essay? _________ (1 Point)

6. Does the closing paragraph contain the re-stated thesis statement and contain a

concise conclusion to the essay? _________ (2 Points)

Total Points: _________________ / 10 Points Possible

Grading Scale:

9-8= Outstanding 5-4= Solid Effort

7-6= Great Effort 3-2= Needs some work...

Comments: Please give a brief overview of both positive and negative comments concerning this essay: Positive Comment- Negative Comment-

A.P. United States History Syllabus

COURSE OVERVIEW

COURSE OBJECTIVES

The Advanced Placement American History course is designed to provide our

students with a college-level experience. Preparation for the AP Exam in May

provides the focal point and conceptual framework for this class. Special emphasis

is placed on interpreting documents (primary sources), mastering a significant body

of factual information, and the writing of critical essays (DBQ’s).

Students will:

- master a broad body of historical knowledge.

- demonstrate an understanding of historical chronology.

- use historical data to support an argument or position.

- differeniate between historiographical schools of thought.

- interpret and apply data from original documents, including cartoons,

graphs, letters, etc.

- effectively use analytical skills of evaluation, cause and effect,

compare and contrast.

- work effectively with others to produce products such as DBQ’s, Power

Point Presentations, Review Sheets, and Group Review Study Packets.

- prepare for and successfully pass the A.P. U.S. History Exam.

2007-2008 School Year

A.P. Practice Testing Dates:

A.P. Practice Test #1 October 18th Last Day of 1st Quarter

A.P. Practice Test #2 January 9th Last Day of 2nd Quarter

A.P. Practice Test #3 March 14th Last Day of 3rd Quarter

A.P. Practice Test #4 May 2nd

Study Group Sesssions:

A.P. Cram Packet (Review Packet) Distribution- Friday, January 4th

A.P. Group Study Sessions- Jan., 19th

, Feb., 16th

, March, 15th

, April 19th

& 26th

,

May 3rd

& 10th

DBQ Essays:

DBQ Essays: Due at the end of each of the Seventeen Units

A.P. American History

Unit Outlines (First Semester)

Unit One: Discovery and Exploration (33,000 B.C.-1769)

Chapter One (Kennedy)

Unit Two: Colonization (1500-1775)

Chapters Two, Three, Four and five

Unit Three: From Empire to Independence (1608-1783)

Chapters Six, Seven, Eight

Unit Four: The Formation of the United States Government

Chapters Nine and Ten

Unit Five: Jeffersonian Republic & War of 1812 (1800-1824)

Chapters Eleven and Twelve

Unit Six: Mass Democracy, National Economic, and Reform (1824-1860) Chapters Thirteen, Fourteen and Fifteen

Unit Seven: Manifest Destiny, Sectionalism and Disunion (1841-1861)

Chapters Sixteen, Seventeen, Eighteen and Nineteen

Unit Eight: Division, Civil War and Reconstruction (1861-1877)

Chapters Twenty, Twenty-One, and Twenty-Two

Unit Nine: The Gilded Age (1869-1900)

Chapters Twenty-Three, Twenty-Four, Twenty-Five and Twenty-Six

Unit Ten: Imperialism and Progressivism (1890-1912)

Chapters Twenty-Seven and Twenty-Eight

Unit Eleven: Progressivism and World War I

Chapters Twenty-Eight, Twenty-Nine and Thirty

(Second Semester)

Unit Twelve: Politics and Economics of the “Roaring Twenties”

(1920-1932)

Chapters Thirty-One and Thirty-Two

Unit Thirteen: The Great Depression and the New Deal (1928-1940)

Chapters Thirty-Four and Thirty-Five

Unit Fourteen: The Cold War and Eisenhower Era (1945-1960)

Chapters Thirty-Six and Thirty-Seven

Unit Fifteen: The 1960’s (1960-1968)

Chapter Thirty-Eight

Unit Sixteen: The 1970’s & 80’s (1968-1992)

Chapters Thirty-Nine and Forty

Unit Seventeen: The 1990’s –21st Century (1968-1992)

Chapters Forty-One and Forty-Two

A.P. United States History

Unit One Outline

Course Outline Semester One

(Unit One)

Unit One: Discovery and Exploration (33,000 B.C.-1769)

Textbook Readings:

Textbook, Bailey & Kennedy, The American Pageant (A.P. Edition)

Chapter One:

Textbook, John J. Newman and John M. Schmalbach: United States History

Chapter One:

Textbook, Faragher, Buhle, Czitrom and Armitage: Out of Many (A.P. Edition)

Chapter One:

Project Assignment / Assessments:

Develop a Country of Exploration Chart explaining each of the following concepts: motive for

exploration, primary geographical location of exploration, political, social, and economic

organization for each of the following countries: England, Spain, France, The Dutch, Italy,

and Portuguese. Create a chart of the primary Cultural Exchanges between Europe, Africa

Asia and the Americas.

DBQ / Essay Writings: Guide to Writing an Essay: Stating Your Thesis

Textbook: United States History: Preparing for the A.P. Exam

Pages: 16-22 DBQ- Assemble and present proofs that the Native Americas of North

America possessed a varied and diverse collection of cultures. Make certain that you

present evidence in your essay regarding religious beliefs, social structure, and economic

organizations of each.

Global Themes & Objectives

- Summarize the conditions of the Americas prior to European Discovery.

- Outline the reasons for European exploration (including conditions in Europe that

influenced exploration) and subsequent discovery of the Americas.

- Identify the major Native American tribes (and their important characteristics) that

inhabited North and Central America at the time of European discovery.

- Explain the role that the European Renaissance played in the exploration of the

Americas.

- Summarize West African culture(s) and the influence that they played in this

period of Exploration.

- Describe the role that early slave trade played in the development of European,

West African and American cultures and societies.

- Provide an overview of the early life of Christopher Columbus and summarize the

important events surrounding his voyages to the Americas.

- Identify both positive and negative impacts of Columbus’s voyages to the Americas.

Important Vocabulary: Nomad, kinship, clan, oral history, barter, feudalism, crusades, middle class, (New) Technologies, Magna Carta, Renaissance, Reformation, Lineage, Scarce, Columbian Exchange, Treaty of Tordesillas, Cash Crop, Moors, Technology, Prince Henry, Amerigo Vespucci, Conquistadores, Asiento System, Joint-Stock Company, Royal Colony, Puritans, Separatists, Pilgrims, Mayflower Compact, Virginia House of Burgesses, Ferdinand & Isabella, Cabral, Balboa, Ponce de Leon, Cortes, Pizarro, Coronado, de Soto, Cabot, Verrazano, Cartier, Champlain, Marquette, de le Salle, Hudson, Serra, John Smith, Rolfe, Winthrop and Great Migration.

Readings List Packet: (Primary Sources)

Christopher Columbus, Letter to Luis de Sant’Angel (1493)

Alvar Nunez Cabeza de Vaca, “Indians of the Rio Grande” (1528-1536)

Bartolome de Las Casas, “Of the Island of Hispaniola” (1542)

Jacques Marquette, from The Mississippi Voyage of Jolliet and Marquette (1673)

Readings List: (Articles)

Malcolm Jones, Jr., When The Horse Came (Newsweek)

Sharon Begley, The First Americans (Newsweek)

U.S. News and World Report: (July 1991) American Before Columbus

John Schwartz, The Great Food Migration (Newsweek)

David Gates, Who was Columbus? (Newsweek)

A.P. United States History Unit Two Outline


(Unit Two)

Unit Two: Colonization (1500-1775)

Textbook Readings


Chapters Two, Three, Four, and Five:


Chapters Two, Three and Four:


Chapter Two, Three, Four and Five:

Project Assignment / Assessments:

Development of a Colonial Chart (poster) indicating the following characteristics for

each of the American Colonies: motive for founding, political, social, economic

organization, degree of self-government, economic base, opportunities for social and

political mobility and educational opportunities. Also, label each of the colonies in

one of the following categories: Proprietary, Royal or Charter Colonies.

DBQ / Essay Writings:

1. Explain how English colonies in the New World were different from one

another in terms of government, population, and origin.

2. What role did religion play in the establishment of English colonies in North

America?


- Motives for European Colonization (Push/Pull Factors/Mercantilism)

- Compare and Contrast New England, Middle and Southern Colonies.

- Identify the important cultural, social and political differences between the American

Colonies and Europe.

Important Vocabulary

St. Augustine, Fla. (significance), Conquistadores, Reconquista System, Encomienda

System, Mercantilism, Asiento System, Presidios, Franciscans, Bacon’s Rebellion, Iroquois

Nation, Anglican Church, “Great Migration,” Mayflower Compact, “A City Upon A Hill,” Pequot

Wars, Metacom, Peter Minuit, Peter Stuyvesant, Duke of York, Joint Stock Company,

Corporate Colonies, royal colonies, proprietary colonies, Act of Toleration (1649), Indentured

Servant, Mestizo, Headright System, Fundamental Orders of Connecticut (1639), New

England Confederation, Wampanoags, William Penn, Navigational Acts, Dominion of New

England, Sir Edmund Andros, Glorious Revolution, Triangular Trade, Middle Passage, Roger

Williams,Great AwakeningJohn Peter Zenger, French Protestants, Patrifocal, Old Colonial

System,Household Arts,William and Mary, Edmund Andros, Dominion of New England,

Navigational Acts, Old Colonial System, Glorious Revolution, Edward Braddock,mercantilism,

Salutary neglect, staple crop,triangular trade, gentry,almanac,Indentured Servitude, Southern

Plantations,New England Colonies,Old Deluder Law,Dame Schools, Harvard College,indigo,

artisan, Privateers,Lords of Trade, Middle Passage,mutiny,Stono Rebellion,Gullah language,

itinerant


David Hackett Fischer, Albion’s Seed

Stephanie Grauman Wolf, As Various As Their Land

Charles Bergquist, The Paradox of Development in the Americas

Winthrop D. Jorday, Mulattoes and Race Relations in Britain’s New World Colonies

John Smith, “The Starving Time” (1624)

Bacon’s Rebellion: The Declaration (1676)

Excerpt from the Trial of Anne Hutchinson (1637)

William Bull, Report on the Stono Rebellion (1739)

Gottlieb Mittelberger, The Passage of Indentured Servants (1750)

Olaudah Equizno, The Middle Passage (1788)

Jonathan Edwards, from”Sinners in the Hands of an Angry God” (1741)

James Oglethrope, Establishing the Colony of Georgia (1733)

The Colonial Experience - Higher Education in Place of Higher Learning

(Pages: 178-184)


Unit Three Outline


(Unit Three)

Unit Three: From Empire to Independence (1608-1783)

Textbook Readings:


Chapter Six, Seven, and Eight:


Chapter Four and Five:


Chapter Six and Seven:

Project Assignment / Assessments

Project One:

Students are assigned a research topic covering one of the following perspectives: British,

American Colonist and Tory. Students are divided into groups of four to five and must come

up with a “research packet” of ten documents that reflect their assigned perspective. Each

group is expected to distribute, read, decipher, and develop an overview of the purpose and

intent of their respective document(s). Students are also to provide a visual aid that depicts

their assigned perspective.

DBQ / Essay Writings

DBQ- Deciding What Position to Argue (Pages: 72-73 of United States History, “Newman”) DBQ Question- Pages 74-76, United States History Textbook.


Students are divided into groups of four or five and assigned the readings listed below. Each

group has to come up with a list (visual aid…poster, power point, informational video) of social,

political and economic similarities and differences and present their findings to the class.

Individual students must then write a take-home essay taking a position on whether the

independence movements in France and the United States were conservative or radical in nature

and design.

Readings: 1. Two Revolutions written by Charles Mc Carry. Write an essay comparing and contrasting

the American and French Revolutions.

2. The American Revolution in Comparative Perspective, by R.R. Palmer.

3. Independence and Revolution in the Americas, by Anthony McFarlane


French and Indian War, Albany Plan of Union, Peace of Paris (1763), salutary neglect, Whigs,

Edward Braddock, Pontiac’s Rebellion, Proclamation Line of 1763, Sugar Act (1764), Quartering

Act (1765), Stamp Act (1765), Stamp Act Congress, Sons and Daughters of Liberty, Declaratory

Act (1766), Townshend Acts (1767), Boston Massacre, Committees of Correspondence, Gaspee

incident, Tea Act (1773), Boston Tea Party (1773), Intolerable Acts, Coercive Acts (1774),

Quartering Act, Quebec Act (1774), Deism, rationalism, Locke, Rousseau, Samuel Adams, Lord

Frederick North, First Continental Congress, Patrick Henry, John Adams, John Dickinson, John

Jay, Joseph Galloway, Suffolk Resolves, Declaration of Rights and Grievances, Revere, William

Dawes, Minutemen, Lexington & Concord, Battle of Bunker Hill, Second Continental Congress

(1775), Olive Branch Petition, Prohibitory Act (1775), Thomas Paine, Common Sense,

Declaration of Independence, Thomas Jefferson, Loyalists, Valley Forge, Continentals, George

Rogers Clark, Battle of Saratoga, Battle of Yorktown, Treaty of Paris (1783), Articles of

Confederation, unicameral/bicameral legislature, Land Ordinance of 1785, Northwest Ordinance

of 1787, Shays’ Rebellion, Mary McCauley, Deborah Sampson, and Abigail Adams.


John Dickinson, from Letters from a Farmer in Pennsylvania (1768)

Address of the Inhabitants of Anson County to Governor Martin (1774)

Patrick Henry, “Give Me Liberty or Give Me Death” (1775)

George Washington, The Newburgh Address (1783)

Publius (James Madison), Federalist Paper #10 (1788)

George Mason, Objections to This Constitution of Government (1787)

A.P. United States History Unit Outline


Unit Four: The Formation of the United States Government

(1776-1800)

Textbook Readings:


Chapter Nine and Ten


Chapter Six, Seven, Eight, and Nine


Chapter Eight and Nine


Construct a chart/timeline concerning the evolution of the United States Government

System. Included in this chart/timeline should be reference and correlation to the following

concepts: Magna Charta, The Mayflower Compact, The Albany Plan of Union, Stamp Act

Congress (1765), Committees of Correspondence (1772), First Continental Congress,

Second Continental Congress, Declaration of Independence, and The Articles of

Confederation. Construct a timeline detailing the debate between the Federalists vs. the

Anti-Federalists. Include in your timeline the following items: leaders of both groups,

arguments supporting each side, strategies both sides used to win favor, advantages and

disadvantages of both sides.

DBQ / Essay Writings Essay One- Analyze the role and relative influence of the following in the debate over the ratification of the Constitution: Anti-Federalists, The Federalists Papers and the Bill of Rights compromise. DBQ- (Chapter Six of A.P. Book, textbook pages 116-120, answer question #6)


1. Explain the impact of British rule and Colonial experiences on the development of

the United States governmental system.

2. Identify three “outside sources” that had a lasting influence on the development of

the U.S. Constitution. (See Document#7, The American Revolution in Comparative

Perspective, pages 104-139..America Compared, Vol., 1)

3. Development of the United States Constitution and the Bill of Rights.

4. The emergence of political parties and the factors/issues that divided them.

5. The conflict between national power and states’ rights.


Mt. Vernon Conference, Annapolis Convention, Constitutional Convention, James Madison,

Alexander Hamilton, Gouverneur Morris, John Dickinson, Virginia Plan, New Jersey Plan,

Connecticut Plan; Great Compromise, Three-fifths Compromise, Commercial Compromise,

Federalists, Anti-Federalists, Bill of Rights, Henry Knox, Edmund Randolph, Judiciary Act

(1789), Tariff, Proclamation of Neutrality (1793), “Citizen” Edmond Genet, Jay Treaty (1794),

Pinckney Treaty (1795), Right of Deposit, Battle of Fallen Timbers, Whisky Rebellion (1794),

Public Land Act (1796), Federalist Era, Democratic-Republican Party, John Adams, XYZ Affair,

Alien and Sedition Acts, Kentucky and Virginia Resolutions, The Revolution of 1800, Electoral

College System, National Bank.

.

Readings List Packet:

Jonathan R. Dull- Two Republics in a Hostile World (Guarneri- America Compared,

Vol., One.)

Seymour Martin Lipset- The United States as a New Nation (Guarneri- America

Compared, Vol., One.)

Peter J. Parish- What Made American Nationalism Different? (Gaureneri- America

Compared, Vol., One.)

Following Articles come from: America: Through the Eyes of Its People, 3rd Edition,

Vol., 1

George Washington, The Newburgh Address (1783)

Publius (James Madison), Federalist Paper #10 (1788)

George Mason, Objections to This Constitution of Government (1787)

George Washington, Farewell Address (1796)


Unit Outline


Unit Five:

Jeffersonian Republic & War of 1812

(1800-1824)

Textbook Readings:


Chapters: Eleven and Twelve


Chapter Seven


Chapter Nine

Project Assignment / Assessments (Construction of Storyboards)

Project One: Evolutionary track of American Political Parties.

Project Two: Research Project- Jefferson’s personal life in relation to his political life.

Project Three: Role of John Marshall in shaping the role of the Supreme Court.


Option One:

United States History (Textbook, page 139, question #3)

“Although President Madison stressed U.S. neutral rights as the principal reason for war,

other reasons were probably far more important.”

Based upon the documents you have read and your knowledge of the historical period 1800-

1812, write an essay that takes a position either for or against the above interpretation.

Option Two

Out of Many: (Textbook, page 302)

“When Thomas Jefferson entered the White House in 1800, he had a clearly defined idea of what

form the American nation should take. This concept was called agrarian republicanism. By the

time Jefferson died in 1826, he was filled with fears for the survival of his country. Using your

knowledge of the period, and the articles provided, answer the following: Define agrarian

republicanism and identify the issues and forces that threatened its survival by 1826.”


1. Formation of political parties.

2. Transfer of political power from one political party to another.

3. Development of economic sectionalism in relation to foreign and domestic trade.

4. Comparison of the formation of the U.S. National Judiciary with the English

Parliamentary Court System.


Louisiana Purchase, Napoleon Bonaparte, Toussaint L’ Ouverture, Strict interpretation of the

Constitution, Liberal interpretation of the Constitution, John Marshall, Judicial Review, Marbury

v. Madison, Aaron Burr, Barbary Pirates, neutrality, impressments, Cheaspeake-Leopard affair,

Embargo Act, Nonintercourse Act (1809), Macon’s Bill #2 (1810), Tecumseh/Prophet, William

Henry Harrison, Battle of Tippecanoe, War Hawks, Henry Clay, John C. Calhoun, “Old

Ironsides,” (Causes) War of 1812, Battle of Lake Erie (significance), Battle of Thames River

(significance), Thomas Macdonough, Battle of Lake Champlain (significance), Francis Scott Key,

Andrew Jackson, Battle of Horseshoe Bend, Creeks, Battle of New Orleans, Treaty of Ghent

(1814), Hartford Convetion (1814),

.


America, Through the Eyes of Its People: (Vol., 1)

#1 The Alien and Sedition Acts (1798)

#2 Marbury v. Madison (1803)

#3 Tecumseh, Letter to Governor William Henry Harrison (1810)

Carl J. Guarneri: America Compared:

#1 Jon Kukla, Napoleon Bonaparte and the Louisiana Purchase

#2 Seymour Martin Lipset, The United States as a New Nation

#3 Peter J. Parish, What Made American Nationalism Different?



Unit Six:

Mass Democracy, National Economic, and Reform

(1824-1860) Textbook Readings:


Chapters: Thirteen, Fourteen and Fifteen


Chapter: Nine and Ten


Chapter: Eleven and Twelve


#1 Research Project: The End of Homespun Industry / The Early Industrial Revolution.

(Scientific and Technological Developments)

#2 Research Project: The Rise of the Common Man and the Two Party System

(Identify important changes in suffrage rights and practices)

#3 Summarization: Organization of the Labor Movement / Labor Organizations in America.

#4 Story Book: Important Social Reform Movements and Important Social Reformers.

#5 Development of Utopian Societies and changes in Religious Institutions.

#6 Immigration patterns and trends (Push/Pull Factors)


Unites States History: Question #3, Page 182.

United States History: Question #5, 1.


1. Compare/Contrast the European and American Industrial Revolutions.

2. Trace the emergence of the “two-party” system in American Politics.

3. Summarize the development of the early labor movement and labor organizations in

America.

4. Identify the important social reformers and reform movements.

5. Role of Religion and Utopian societies on American society.

6. Social, political and economic consequences of Immigration.


Sectionalism, Daniel Webster, Urbanization, McCormick & Deere, Irish (potato famine),

Immigration (push/pull factors), Old Northwest, Nativists, American Party, King Cotton, Eli

Whitney, “peculiar institution,” Vesey & Turner, Slave Codes, Universal male suffrage,

Convention System, The “Caucus,” Anti-Masonic party, Workingman’s party, spoils system,

John Q. Adams, “Corrupt Bargain,” Henry Clay, Tariff of 1828 (Tariff of Abominations,”

“Revolution of 1828,” Peggy Eaton Affair, Indian Removal Act (1830), Cherokee Nation v.

Georgia, Worchester v. Georgia, Trail of Tears, Nullification, Webster-Hayne debate, John C.

Calhoun, Proclamation to the People of South Carolina, Bank of the United States, Nicholas

Biddle, Democrats:Whigs, Roger B. Taney, “pet banks,” Specie Circular, Panic of 1837,


America: Through the Eyes of Its People

#1 Andrew Jackson, First Annual Message to Congress (1829)

#2 “Memorial of the Cherokee Nation” (1830)

#3 Henry Clay, Speech Opposing President Jackson’s Veto of the Bank Bill (1832)

#4 Jose Maria Sanchez, “A Trip to Texas” (1828)

#5 Charles Finney, “Religious Revival” (1835)

#6 Nathaniel Hawthorne, A Letter from Brook Farm (1841)

#7 Dorothea Dix, Appeal on Behalf of the Insane (1843)

#8 Henry David Thoreau, from “Civil Disobedience” (1849)

Carl J. Guarneri: America Compared

#1 Paul Johnson, The Coming of the Demos

#2 Richard Carwardine, The Second Great Awakening in the United States and Britain.

#3 Grace R. Cooper, Rita J. Adrosko, and John H. White, Jr., Importing a Revolution:

Machines, Railroads and Immigrants.

#4 Bonnie S. Anderson, The First International Women’s Movement

A.P. United States History Unit Outline Course Outline Semester One

Unit Seven:

Manifest Destiny, Sectionalism and Disunion (1841-1861) Textbook Readings:


Chapters: Seventeen, Eighteen, and Nineteen


Chapter: Twelve and Thirteen


Chapter: Fourteen and Fifteen

Key Discussion Topics:

O’Sullivan’s Phrase – “Young America” - the lure of the West ; Texas, New Mexico, Utah and

Oregon (territorial expansion and conquest); James K. Polk – from “Dark Horse Candidate to

President;” Polk and the Mexican War; The Treaty of Guadalupe Hidalgo; The “peculiar

institution” and its impact on the South; Social Issues of the 1850’s; “Free Soil”

Republicanism; Buchanan and Secession; Harriet Beecher Stowe’s Uncle Tom’s Cabin role

in antislavery feelings in the North; Rise of the Republican Party in the 1856 Presidential

Election; Bleeding Kansas, Lincoln-Douglas Debates; Crittenden Compromise; and John

Brown.


Unites States History (Newman and Schmalbach)

#1 “To what extend did manifest destiny and territorial expansion unite or divide the

United States from 1830 to 1860?”

#2 “The Civil War was not inevitable: it was the result of extremism and failures of

leadership on both sides.”


1. Correlation between international global expansion and U.S. Manifest Destiny. Why

were France and Great Britain uninvolved during the Mexican War?

2. Comparision between Native American removal to the trans-Mississippi West with

the simultaneous Great Trek of South Africa’s Boer settlers.

3. Examine the role of women in westward expansion (1840’s) into the Oregon country.

4. Examine the Mexican War in relation to broader patterns of ethnic and racial conflict

in the Southwest.


Manifest Destiny, Stephen Austin, Santa Anna, Sam Houston, Alamo, John Tyler, Aroostook

War, Webster-Ashburton Treaty (1842), “Fifty-four Forty or Fight,” James K. Polk, Zachary

Taylor, Stephen Kearney, Winfield Scott, John C. Fremont, Bear Flag Republic, Treaty of

Guadalupe Hidalgo (1848), Mexican Cession, Wilmot Proviso, Franklin Pierce, Ostend Manifesto

(1852), Walker Expedition, Clayton-Bulwer Treaty (1850), Gadsden Purchase (1853), Great

American Desert, Mountain Men, Elias Howe, Matthew C. Perry (Japan), Panic of 1857, Free-

Soil movement/ party, Popular Sovereignty, Lewis Cass, Compromise of 1850, Stephen A.

Douglas, Millard Fillmore, Fugitive Slave Law, Harriet Tubman, Kansas-Nebraska Act, Know-

Nothing Party, New England Emigrant Aid Company, “bleeding Kansas,” John Brown-

Pottawatomie Creek, Sumner-Brooks incident, Lecompton Constitution, Dred Scot v. Sandford,

Roger B. Taney, Freeport Doctrine, John Brown-Harpers Ferry.


The American Pageant (Kennedy)

#1 Justifications for territorial expansion were often expressed in racist terms. See the

diatribe in a major New York newspaper, on p., 384, (Kennedy), in regard to land taken

from Mexico.


#2 Carl N. Degler, Slavery in Brazil and the United States

#3 Nathan I. Huggins, Apostle of Freedom

America Through the Eyes of Its People

#4 John L. O’Sullivan, “The Great Nation of Futurity” (1845)

#5 Thomas Corwin, Against the Mexican War (1847)

#6 The Ostend Manifesto (1854)

#7 Harriet Beecher Stowe, from Uncle Tom’s Cabin (1852)

#8 Dred Scott v. Samford(1857)


Unit Eight:

Division, Civil War and Reconstruction (1861-1877)

Textbook Readings:


Chapters: Tweny, Twenty-One, Twenty-Two


Chapter: Fourteen and Fifteen


Chapter: Sixteen and Seventeen


Economic and Social Sectionalism (1860); Slavery and the causes of the Civil War;

Slavery as a social and economic institution; The Presidential Election of 1860; Native

American Relations in the Tran-Mississippi West; Military strategies, strengths and

weaknesses, events and outcomes; Social, Economic and Political impact of the War, and

Various Reconstruction Plans.


#1 Questions 1-4, Analyzing the Documents, pages 284-288…United States History

(Newman and Schmalbach).

#2 Analyze the conflict between the industrial capitalist class and the Southern planter-

slaveholding class. Discuss the following topics in your essay: economic differences

and the expansion of slavery.

#3 Analyze the following statement: “The Civil War was the result of

irreconcilable differences between the North and West on the one hand and the

South on the other.”


1. Analyze the sequence of events from South Carolina secession to the onset of the

Civil War.

2. Identify the role that France and Great Britain played in helping to support (or lack of

support) the southern cause during the Civil War.

3. Outline the sequence of events leading up to Lincoln’s decision to issue the

Emancipation Proclamation.

4. Analyze the role of the “media” in helping to ignite the southern cause for

secession…ie. Uncle Tom’s Cabin, The Liberator, Frederick Douglas, Rise of the

Republican Party, Election of Lincoln as President.

5. Identify the major plans for Reconstruction and analyze the relative effectiveness of

each propose plan.

6. Identify the primary goal of Reconstruction, Reunification, Punishment and Civil

Rights between 1865-1877.

7. Analyze the relative importance of the following issues: Ex-Confederate (what

should be done?), Freemen, suffrage requirements/qualifications in ex-Confederate

states, restoration of the Southern economy (how/why?).

8. Explain the role that Union troops would play in policing, governing or rebuilding

the South.

9. Compare Reconstruction issues in the post Civil War era with the attempts of the

United States to stabilize and organize present day Iraq.


Fort Sumter, Habeas Corpus, insurrection, border states, Jefferson Davis, Alexander

Stephens, Bull Run, Thomas (Stonewall) Jackson, Winfield Scott, Anaconda Plan, George

McClellan, Robert E. Lee, Antietam, Monitor & Merrimac, Ulysses S. Grant, Shiloh, Trent

Affair, Alabama, Emancipation Proclamation, Thirteenth Amendment, Gettysburg, Sherman’s

March to the Sea, Appomattox Court House, John Wilkes Booth, Copperheads, Ex Parte

Milligan, Draft Riots, Greenbacks, Morrill Tariff Act (1861), Homestead Act (1862), Pacific

Railway Act (1862), “Second American Revolution.”Reconstruction, Lincoln’s Plan for

Reconstruction, Johnson’s Plan for Reconstruction, Radical Republican’s Plan for

Reconstruction, Freedmen’s Bureau, Black Codes, 14th Amendment, Radical Republicans,

Reconstruction Act of 1867, Tenure of Office Act, Command of the Army Act, Impeachment,

Charles Sumner, Thaddeus Stevens, Salmon P. Chase, Presidential election of 1868, 15th

Amendment, Texas v. White, Hiram Revels, Blance K. Bruce, P.B.S. Pinchback,

Carpetbaggers, Scalawags, Sharecropping, Tenant Farming, “New South,” Henry Grady,

“Gospel of Prosperity,” Credit Mobilier Scandal,” Rise of the Klan, Enforcement Act of 1870,

Factors that ended Reconstruction, Supreme Court and Reconstruction, Compromise of

1877.



#1 Brian Holden Reid and Bruce Collins, Why the Confederacy Lost

#2 Eric Foner, The Politics of Freedom

#3 C. Vann Woodard, Reconstruction: A Counterfactual Playback

America Through the Eyes of Its People

#4 James Henry Gooding, Letter to President Lincoln (1863)

#5 Jefferson Davis, Second Inaugural Address as President of the Confederate States of

America (1862)

#6 Clara Barton, Medical Life at the Battlefield (1862)

#7 Abraham Lincoln, Gettysburg Address (1863)

#8 Mississippi Black Codes (1865)

#9 A Sharecrop Contract (1882)

#10 The Civil Rights Cases (1883)


Unit Nine:

The Gilded Age (1869-1900)

Textbook Readings:


Chapters: Twenty-Three – Twenty Six


Chapter: Sixteen - Nineteen


Chapter: Eighteen and Nineteen


Political alignment and corruption in the Gilded Age; the role of government in economic

growth and regulation; the social, political, and economic impact of industrialization;

government support and actions relating to big business during the Gilded Age; Robber

Barons or Capitan of Industry, methods, accomplishments and philosophies; Rise of

organized labor;


#1 Write a coherent essay that integrates your interpretation of Documents A-H and your

knowledge of the period to answer the following question:

“To what extend is it justified to characterize the industrial leaders of the 1865-1900 era

as either “robber barons” or “industrial statesmen”?”

(United States History, pages 353-357)

#2 Write an essay that integrates your understanding of the documents and your knowledge

of the period.

“The politics of the Gilded Age failed to deal with the critical social and economic issues

of the times.”

Assess the validity of this statement. Use both the documents and your knowledge of the

United States from 1865-1900.

(United States History, pages 395-399)


1. Analyze the connection between political alignment and political corruption in the

Gilded Age.

2. Explain the role of government in economic growth and regulations during the

Gilded Age.

3. Identify the important social, economic, and political issues of industrialization

during the Gilded Age.

4. Identify the important government involvement (legislation) in helping to create a

climate of big business.

5. Explain the role that labor organizations played in developing better working

conditions and child labor legislation during the Gilded Age.

6. Identify the rise of alternative political parties (Populists) during this time period.


Go-Getters, Andrew Carnegie, Immigrant, Rock Oil, Transcontinental Railroad, Camphene, Land

Grant, George H. Bissell, Union Pacific Railroad, Benjamin Silliman

Central Pacific Railroad, Edwin L. Drake, Promontory, Utah, Sherman Anti-Trust Act

Crocker’s Pets, General Store, Pullman Car, Peddlers, Day-Coach, American Manufacturing

System, Zulu Car, Montgomery Ward, Standard Time, Richard Sears

Standard Gauge, Buyers’ Palaces, Trust, A.T. Stewart, Standard Oil Company, James Bogardus,

John D. Rockefeller, William Sellers, Holding Company, Frederick W. Taylor

Merger, Thomas Edison, J. Pierpont Morgan , Commonwealth v. Hunt, Knights of Labor,

Molly Maguries, Labor Union, Samuel Gompers, Strike, Philanthropist, Pool, Interlocking

Directorate, Robber Barons, Captains of Industry, Oligopoly, Monopoly

Deflation, Greenbacks , Inflation, Civil Service, Stalwarts, Pendleton Act, Free Silver, Electoral

College, Mugwumps, Commerce, Solid South, Filibuster, Tariff, Monopoly, Foreclosure,

Grangers , Platform, Injunction, Gold Standard , Populist, Pullman,

Bland-Allison Act, Rutherford B. Hayes, “spoils system”, Roscoe Conkling, James A. Garfield,

Chester Arthur, Grover Cleveland, Interstate Commerce Act of 1887, Omaha Platform, Benjamin

Harrison, “Czar” Reed, Lodge Bill, McKinley Tariff Bill, Sherman Antitrust Act, Oliver H.

Kelley, Patrons of Husbandry, Pork Barrel, Blaine

Wilson-Gorman Tariff, William Jennings Bryan, 16th Amendment, Half Breeds, Weaver, Munn

v. Illinois Gilded Age, John D. Rockefeller, Mixing Pot, Booker T. Washington,

Urbanization, W.E.B. Du Bois,, Bordinghouse, James Buchanan Eads,Tenement House,

“Caissons”, Dumbbell Building , John Roebling, Boss Tweed, Washington Roebling

Tammary Hall, Elisha Grace Otis, Political Machine, James Bogardus, Alderman , William Le

Baron Jenney, “Frontier Thesis” , Henry Bessemer, Immigration Restriction League, Andrew

Carnegie- Homestead, Chinese Exclusion Act, George Pullman, Gentlemen’s Agreement ,

Garden Cities, Jane Addams, Central Park, Toynbee House, Ebenezed Howard, Francis Willard,

Garden Apartments, Wyoming, Ida B. Wells-Barnett, Compulsory Education, Morrill Act,

Education for Women, Education for African Americans



#1 Mansel G. Blackford, The Rise of Big Business in the United States, Great Britain, and

Japan.

#2 Walter Nugent, The Great Transatlantic Migrations America Through the Eyes of Its

People

#3 Helen Hunt Jackson, from A Century of Dishonor (1881)

#4 Black Elk, Account of the Wounded Knee Massacre (1890)

#5 Andrew Carnegie, from “The Gospel of Wealth” (1889)

#6 Edward Bellamy, from Looking Backward (1888)

#7 Terence V. Powderly, Preamble to the Constitution of the Knights of Labor (1878)

#8 Mother Jones, “The March of the Mill Children.” (1903)

#9 From Plessey v. Ferguson (1896)

#10 Booker T. Washington, Atlanta Exposition Address (1895)


Unit Ten:

Imperialism and Progressivism (1890-1912)

Textbook Readings:


Chapters: Twenty Seven – Twenty-Eight


Chapter : Twenty and Twenty One


Chapter: Twenty and Twenty One

Key Discussion Topics: The argument for/against imperialism; causes and consequences of the Spanish-American

War; role that Teddy Roosevelt played in the Spanish-American War and in shaping U.S.

diplomatic relations during this time (Roosevelt Corollary, Big Stick Diplomacy); analyze the

results of Dollar Diplomacy and Moral Diplomacy; identify various reform movements and

the role the Teddy Roosevelt played spearheading the progressive movement; role of the

Populists in shaping domestic American policy; Progressive Issues- women’s rights, labor

unions, labor strife, trusts, consumer protection.


1. Analyze the reasons countries gain control of territory through Imperialism and

the impact on people in conquered territories.

2. Trace the development of the United States as a world power with an emphasis

on role that the Spanish American War played in this development.

3. Identify the role of the United States involvement in the following areas: Far East,

South Pacific, Caribbean and Latin America.

4. Analyze the patterns and processes of movement of people

(immigration/migration), products (trade) and resource allocation.

5. Analyze the process and outcome of cross cultural integration, exchange, cultural

practices, cultural diffusion, and enculturation as it relates to United States

Imperialism.


DBQ- United States History (pages 419-423)

DBQ- United States History (pages 444-446)


Arbitration, Imperialism, Matthew Perry, Treaty of Kanagawa, Yellow Press, Sphere of

Influence, William H. Seward, Seward’s Folly, Jingoism, Caleb Cushing, Alfred T.

Mahan, Theodore Roosevelt,Henry Cabot Lodge, Queen Liliuokalani, Joseph Pulitzer, Richard

Outcault, W.R. Hearst, Dupuy de Lome, George Dewey, Rough Riders,

Alabama, Treaty of Washington, Maximilian, Napoleon III, Tutuila, Pago Pago, Joint

Protectorate, Organization of American States, Nationalism, Banana Republic, Monroe

Doctrine, Alfred T. Mahan, Arbitration, Jingoism, Platt Amendment, Sphere of Influence,

Open Door Policy, Concessions, Roosevelt Corollary, Dollar Diplomacy, Racism, Great White

Fleet, Panama Canal, William Randolph Hearst, Jose Marti, Sino-Japanese War, William

Seward, “New Imperialism”, International Darwinism, Pan-American Conference, Valeriano

Weyler, Yellow Journalism, De Lome Letter, U.S.S. Maine, Teller Amendment, George

Dewey, Hawaii, Emilio Aguinaldo, Xenophobia, Boxer Rebellion, William Gorgas, Treaty of

Portsmouth, PanchoVilla, Big Stick Diplomacy, Dollar Diplomacy, Moral Diplomacy, John J.

Pershing, Root-Takahira Agreement


Robin W. Winks, American Imperialism in Comparative Perspective (Guarneri- America

Compared, (Pages 144-159)

Vince, Bourdreau, America’s Colonial rule in the Philippines (Guarneri- America Compared,

(Pages: 160-178)

Joseph Pulitzer Demands Intervention (1897) The American Spirit (Pages 172-173)

William Randolph Hearst Stages a Rescue (1897) The American Spirit (Pages 173-174)

President McKinley Submits a War Message (1898) The American Spirit (Pages 174-175)

Albert Beveridge Trumpets Imperialism (1898) The American Spirit (Pages 177-178)

John Hay Twists Colombia’s Arm (1903) The American Spirit (Pages 182-183)

Roosevelt Launches a Corollary (1904) The American Spirit (Pages 185-186)

The Gentleman’s Agreement (1908) The American Spirit (Pages 189-190)


Unit Eleven: Semester Two

(1901-1918)

Progressivism and World War I

Textbook Readings:


Chapters: Twenty Eight – Thirty


Chapter : Twenty One and Twenty Two


Chapter: Twenty One and Twenty Two


Roots of progressivism, muckraking journalism, female reformers, social reformers, political

reformers and economic reformers, social, political and economic issues concerning Middle

Class Americans during the Progressive Era, role of women in progressive reform era, consumer

protection and environmental conservation as examples of “middle Class” concerns, discuss the

contrast between Roosevelt’s regulatory New Nationalism and Wilson’s more libertarian New

Freedom?

Development of a Character Sketch on one of the following people…

1. Lincoln Steffens

2. Ida Tarbell

3. Upton Sinclair

4. Frederick W. Taylor

5. Teddy Roosevelt

6. Woodrow Wilson

7. Florence Kelley

8. Mary Harris “Mother” Jones

9. Henry George

10. Robert M. La Follette,

11. William Howard Taft

12. Susan B. Anthony


1. Identify the key goals and objectives of Progressivism

2. Explain how the ideas of progressive writers help to inspire new reform movements.

3. Identify the reform organizations and women reformers that participated during the

Progressive Era.

4. Explain some of the resistance movements that progressive reformers met with

during this time.

5. Tell how Progressives attempted to expand the role of government during this time

period.

6. Identify important municipal and stare reforms that were achieved during this time

period.

7. Identify the main causes of World War I

8. Describe how the excessive entanglement of the secret alliance system helped to

draw various countries into the War.

9. List ways that the United States attempted to remain neutral at the start of World

War I.

10. Explain what role propaganda played in helping to bring the United States into World

War I.

11. Identify the important social, political, and economic conditions of both the United

States and Europe prior to World War I.

12. Outline the process by which the United States entered World War I.

13. Identify the economic “conditions” in Europe at the end of World War I.

14. Explain the steps that the U.S. government took to help finance the war and manage

the economy.

15. Identify the process or steps that the federal government took to ensure/enforce

loyalty during the war effort.

16. Explain how the war helped to shape the social, political and economic culture of the

United States during the post WWII era.


#1 Using the documents, analyze the extent to which the Progressives were concerned with

the interests and values of the middle class and neglected the interests of the working

class.

#2 “The ideals used to justify U.S. involvement in World War I disguised the real reasons

for Wilson’s change in policy from neutrality to war and, in fact, violated the traditional

values of the American nation.”

Important Vocabulary: Progressive Era, muckraker, injunction, social welfare program, municipal, home

rule, direct primary, initiative, referendum, recall, holding company, conservationist, New Nationalism, Bull Moose Party, Clayton Antitrust Act, Federal Trade Commission, Federal Reserve System, Civil Disobedience, National American Women Suffrage Association, Congressional Union, pragmatism, Frederick W. Taylor, Scientific Management, Muckrakers, Ida Tarbell, Lincoln Steffans, Australian Ballot, Robert La Folette, Square Deal, Elkins Act, Hepburn Act, Newlands Reclamation Act, Gifford Pinchot, William Howard Taft, Mann-Elkins Act, Eugene V. Debs, Nineteenth Amendment, Payne-Aldrich Tariff,


Exposing the Meatpakcers (1906) The American Spirit

Theodore Roosevelt Roasts Muckrakers (1906) The American Spirit

Lincoln Steffens BaresPhiladelphia Bossiam (1904) The American Spirit

The Triangle Shirtwaist Company Fire Claims 146 Lives (1911) The American Spirit

Roosevelt Defends the Forest (1903) The American Spirit

Gifford Pinchot Advocates Damming the Hetch Hetchy Valley (1913) The American

Spirit

Ida M. Tarbell, from The History of the Standard Oil Company (1904) America Throught the

Eyes of Its People (Vol., II)

A women Assails Women Suffrage (1910) The American Spirit

President Wilson Breaks Diplomatic Relations (1917) The American Spirit

George Creel Spreads Fear Propaganda (c. 1918) The American Spirit

Woodrow Wilson Versus Theodore Roosevelt on the Fourteen Points (1918) The American

Spirit

General John Pershing Defines American Fighting Tactics (1917-1918) The American Spirit

Robin W. Winks, American Imperialism in Comparative Perspective

Alan Dawley, Woodrow Wilson and the Failure of Progressivism at Versailles


Unit Outline

Unit Eleven:

(1920-1932)

Politics and Economics of the “Roaring Twenties”

Textbook Readings:


Chapters: Thirty-One - Thirty-Two


Chapter: Twenty Three


Chapter: Twenty-Three


Issues with the rise of the Bolsheviks in Russia, growing intolerance towards immigrants

(immigrant quotas & Immigration Act of 1929), the re-emergence of the Ku Klux Klan, the

prohibition movement (18th Amendment), growth of massive automobile production, spin-off

of the automobile production, social cultural, “Harlem Renaissance”, Sacco & Vanzetti,

economic challenges to Victorian values of the 1920’s, jazz age, mass media and flappers,

economic conditions behind the stock market crash, social affects of the stock market crash,

economic and political policies of President Hoover, Disarmament and isolation, The Harding

Scandals, Calvin Coolidge’s foreign policies, Hoover and the Great Depression.


1. Connect developments/conditions related to World War I with the onset of World

War II.

2. Analyze the impact of the Great Depression and World War II on the economy of the

United States and the resulting expansion of the role of the federal government.

3. Trace the evolution of the “Red Scare” and the role that this played on the culture of

the 1920’s.

4. Trace the evolution of the Women’s Suffage Movement.

5. Identify the cultural and social changes that resulted from the African American

migration from the South to the North.

6. Explain the impact of the following events on the 1920’s: immigration restrictions,

nativism, race riots and the reemergence of the KKK.

7. Define/explain what is meant by the “Roaring Twenties” and the “Harlem

Renaissance.”

8. Outline the events of the Great Stock Market Crash of 1929.

9. Analyze the causes and consequences of major political, economic, and social

developments of the 1920’s.

Special Activity:

Development a “Character Sketch” of the following Presidencies: Harding, Coolidge, and

Hoover.

Select a prominent person related to the Prohibition Period/Organized Crime period and write a

brief biographical sketch of the person as they relate to the prohibition period.

Important Vocabulary:

Bolshevik lynching anarchy alien Prohibition

Disarmament speakeasy assembly line Calvin Coolidge

Immigration quotas Sacco and Vanzetti Case temperance movement

18th Amendment 19

th Amendment T.S. Eliot F. Scott Fitzgerald

Warren G. Harding Charles G. Dawes William G. McAdoo Al Smith

John W. Davis Charles Bryan Progressive Party Miriam Ferguson

Nellie T. Ross The Jazz Age The Lost Generation “nickelodeon”

“the Roaring Twenties” Charles Lindbergh Model T Henry Ford

Flappers barrio “Lucky Lindy” Amelia Earhart Mass Media

The Harlem Renaissance Bootlegging Al Capone Fundamentalism

Scopes Trial Marcus Garvey Schenck v. U.S. Gitlow v. New York

Boston Police Strike Isolationism Disarmament Teapot Dome Scandal

Kellogg-Briand Pact Consumer Economy General Electric Gross National Product

Model T Welfare Capitalism Speculation Buying on Margin


1. “Major social issues of the 1990’s have their origins in the conflicts and controversies of the

1920’s.” Page 491 United States History: Preparing for the Advanced Placement

Examination…

2. DBQ- Page 838 of the Out of Many textbook (Faragher)


Kathryn Kish Sklar, Women and the Creation of the American Welfare System: Carl J. Guarneri:

America Compared.

Jeffrey H. Jackson, the Meanings of American Jazz in France: Carl J. Guarneri: America

Compared

Eric Hobsbawm, Into the Economic Abyss: Carl J. Guarneri: America Compared

Randolph Bourne Defends Cultural Pluralism (1916) The American Spirit

Two Views of Immigration Restriction (1921, 1924) The American Spirit

A Methodist Editor Clears the Klan (1923) The American Spirit

The WCTU Upholds Prohibition (1926) The American Spirit

Margaret Sanger Campaigns for Birth Control (1920) The American Spirit

The Supreme Court Declares That Men and Women Are Equal (1923) The American Spirit

President Harding Hates His Job (c. 1920) The American Spirit


Unit Twelve:

The Great Depression and the New Deal (1928-1940)

Textbook Readings:


Chapters: Thirty Three


Chapter: Twenty-Four


Chapter: Twenty- Four

Key Discussion Topics

Presidential Election of 1928, The First Hundred Days (1933), Relief, Recover, and Reform

programs, Depression Demagogues, The National Recovery Administration (1933-1935), The

TVA, Social Security, Labor and the New Deal, Presidential Election of 1932, Comparison of

Hoover and Roosevelt’s Depression Policies, The Supreme Court and Court Packing, Dust

Bowl Demographic issues, “extremist” viewpoints-Father Coughlin, Long and Townshend.


1. Explain the proposals that were made during the New Deal to cure the Depression.

2. Outline the major programs initiated by Roosevelt during his first hundred days in

office.

3. Describe how Roosevelt’s administration shifted in emphasis from recovery to

reform after the 1934 Congressional elections.

4. Explain the long-term effects of programs initiated during Roosevelt’s second term.

5. Discuss the history of the Social Security program in detail.

6. Evaluate the effects of the New Deal on American life.

7. Analyze differing historians’ viewpoints on the era.

8. Describe some of the problems faced by farmers in the 1930s and describe some New

Deal efforts to solve those problems.

9. Discuss the distribution of tenant farms in the United States in 1930.

10. Describe the situation of black Americans in the 1930s.

11. Evaluate the relationship between the federal government and black Americans

during the New Deal.

12. Tell why blacks abandoned the Republican party and joined the Democratic party at

this time.

13. Describe the status of women in the 1930s and give examples of the increased role of

women in Franklin D. Roosevelt’s administration.

14. Give reasons for the growth of labor unions in the 1930s and compare the AFL to the

CIO.

15. Analyze accounts (primary sources) of the 1937 Memorial Day Massacre for

accuracy.

Important Vocabulary:

Bank Holiday Lame Duck Legal Tender Keynesian

Parity Anti-Semitism Social Security Organized labor

Collective Bargaining “hundred days” Twentieth Amendment

“fireside chats” modified gold standard Securities and Exchange Commission

Twenty-first Amendment Hugh Johnson Harold Ickes Harry Hopkins

“Glass-Steagall Act” WPA NYA American Liberty League

Huey Long Father Coughlin Francis Townsend William Green

Schechter v. United States Social Insurance NLRB Government Contract Act

“Alf” Landon Union Party CCC TVA NRA PWA

“FDR’s “Brain Trust” Roosevelt Recession Second AAA

Fair Labor Standards Act

Class Projects:

Historical Relevance Project: Class Project/Discussion/Debate over identification of the long-

term continuing impact of the New Deal today. Students will need to identify the connecting

issues, explain their historical reference, and explain the legacy of “big government” programs

started by the New Deal.

Viewing of Charlie Chaplin’s Modern Times: Students will need to identify important imagery

and symbolism in the movie. Students will also be required to research and write a review of

the article written by Chris Draul from the Los Angles Times (Sunday, July 9, 2006).

Comparative Essay Questions

1. To what extent did Roosevelt’s first New Deal favor business, while his second New

Deal favored labor?

2. Compare and contrast Herbert Hoover’s economic policies with those of Franklin

Roosevelt.

3. Analyze role of two of the following in explaining the causes of the Great

Depression: Farmers issues; unequal distribution of wealth; World wide trade and

finance; government policy.

4. Select two New Deal agencies or commissions and assess how well each satisfied the

three R’s of relief, recover, and reform.


“To a greater or lesser extent, three factors were involved in explaining U.S. response to Japanese

and German aggression: a) economics, b) national security, and c) democratic values.” (A.P.

Book…pages 540-544)


Eric Hobsbawm, Into the Economic Abyss: Carl J. Guarneri America Compared

John A. Garraty, Roosevelt and Hitler: New Deal and Nazi Reactions to the Depression

Cesar Chavez Gets Tractored off the Land (1936) The American Spirit

Hard Times in a North Carolina Cotton Mill (1938-1939) The American Spirit

The Agreeable FDR (1949) The American Spirit

Father Coughlin Demands “Social Justice” (1934-35) The American Spirit

Dr. Francis E. Townsend Promotes Old-Age Pensions (1933) The American Spirit

A Daughter of the Plains Struggles with Dust Storms (1934) The American Spirit

Backcountry Poets Reflect on the Civilian Conservation Corps (1934-35)

Franklin Roosevelt Creates the Tennessee Valley Authority (1933)

Roosevelt Promotes Natural Resources Planning (1935)

Roosevelt Dedicates Boulder (Hoover) Dam (1935)


Unit Thirteen:

(1941-1945)

Shadow of War and World War II

Textbook Readings:


Chapters: Thirty- Four and Thirty- Five


Chapter: Twenty- Five


Chapter: Twenty- Five


Roosevelt’s early foreign/economic policy (1935-1940), German and Japanese aggression, The

Neutrality Acts (1935-1939), The Spanish Civil War (1936-1939), The Appeasement process,

Lend-Lease and the Atlantic Charter, Japanese Attack on Pearl Harbor, internment of Japanese

Americans, Mobilizing the economy for war, Women in wartime, Role of Native Americans,

African Americans and Mexican Americans, The economic impact of war on the U.S. economy,

The North African Campaign, D-Day, The European Theater, The Pacific Theater, Germany

surrenders, Island hopping in the Pacific, Death of FDR, Truman takes control, issues

surrounding the development of the Atomic Bomb, the decision to drop the atomic bomb, post

war social, economic and political issues in the United States.


1. Explain how individual rights are relative, not absolute, and describe the balance between

individual rights, the rights of others and the common good.

2. Analyze the differences among various forms of government to determine how power is

acquired and used. 3. Analyze the impact of United States participation in World War II, with emphasis

on the change from isolationism to international involvement including the

reaction to the attack on Pearl Harbor. 4. Analyze the impact of United States participation in World War II with emphasis on

events on the home front to support the war effort, including industrial

mobilization, women and minorities in the workforce.

5. Outline the United States internment policy towards Japanese-Americans 6. Identify the important aspects of the various Neutrality policies.

7. Explain the various demographic changes that result from WWII.

8. Identify and explain the wartime goals and objectives such as Fourteen Points,

Atlantic Charter, United Nations, Potsdam Conference.

9. Identify the historical significance of the following:

- Women and minorities in the war effort.

- Issues associated with labor relations/economic controls.

- Civil Liberties.


Totalitarian Fascism Nazism Axis Powers

Appeasement Blitzkrieg Resistance Allies

Mein Kampf Reichstag Joseph Stalin Purges

Benito Mussolini Il Duce Adolf Hitler autobahn

Brown Shirts lebensraum Otto Von Hindenburg Neville Chamberlain

Sudetenland Maginot Line Nonaggression Pact Luftwaffe

RAF Manchurian Incident Puppet State Burma Road

Greater East Asia Co-Prosperity Sphere Nationalism Neutrality Acts

Cash and Carry America First Committee Lend Lease Act Pearl Harbor

Totalitarian Fascism Nazism Axis Power

Allies Neutrality Acts America First Committee Lend-Lease

Manchurian Puppet State Burma Road Selective

Incident Service &

Training Act

GI Office of War Liberty Ship Victory

Mobilization Garden

Atlantic Charter Carpet Bombing D-Day Battle of the

Bulge

Anti-Semitism Holocaust Kristallnacht Warsaw

Ghetto

Wannsee War Refugee Nuremberg Trials Kamikaze

Conference Board

Manhattan Project Island Hopping Geneva Convention Bataan Death

March

Dictatorship Master Race Concentration Camps Pearl Harbor

Isolationism Appeasement Adolf Hitler Mein Kampf

Natl’ Socialist Josef Stalin Benito Mussolini Francisco

Party Franco

Tydings-McDuffie Neville Blitzkrieg Maginot Line

Winston Churchill Militarism Greater East Asia Chiang Kai-

Co-Prosperity Sphere Shek

Class Projects:

Small Group Project assigned over the following topics:

1. Group One- Comparison (chart/report) over differences and similarities relating to

World War One and World War II.

2. Group Two- Comparison (chart/report) over the debate between isolationism versus

internationalism (1930’s)

3. Group Three- Comparison (chart/report) over the differences/similarities between

Hitler, Mussolini and Stalin.

4. Group Four- Research the background of Hitler and provide a detailed account of

how he was able to consolidate power in Germany.

Videos:

1. The Century - America’s Time (ABC video in association with the History Channel)

2. Charlie Chaplin’s The Great Dictator (1940).

Discuss with students the imagery and symbolism in the United States both before the U.S.

became involved in WWII and during U.S. involvement in WWII.

Discuss with students the effect of Chaplin’s satirizing of Adolph Hitler…was it successful?


David Dimbleby and David Reynolds, An Ocean Apart: The Anglo-American Relationship on

the Eve of War: Carl J. Guarneri: American Compared

John W. Dower, Race and War: American and Japanese Perceptions of the Enemy.


A Japanese American is Convicted (1943) The American Spirit

A Black American Ponders the War’s Meaning (1942) The American Spirit

A Women Remembers the War (1984) The American Spirit

Roosevelt and Stalin Meet Face to Face (1943) The American Spirit

Cordell Hull Opposes Unconditional Surrender (1948) The American Spirit

Japan’s Horrified Reaction (1945) The American Spirit

Harry Truman Justifies the Bombing (1945) The American Spirit


Unit Fourteen:

(1945-1960)

The Cold War and Eisenhower Era

Textbook Readings:


Chapters: Thirty Six and Thirty Seven


Chapters: Twenty Six and Twenty Seven


Chapters: Twenty Six and Twenty Seven


Post War Economy, Suburbanization, Sun Belt, Baby Boom, Truman Presidency, Origins of

the Cold War, Formation of the United Nations, Communism, Containment Policy, The

Truman Doctrine and the Marshall Plan, NATO, Anti-Communism in the U.S. (McCarthyism),

The Korean “Police Action.” Mass Culture of the 1950’s, Eisenhower

Presidency/Republicanism, Civil Rights (Brown vs. Board of Education), The Space and Arms

Race, Presidency of JFK, The “Great African American Migration.”


1. Analyze connections between World War II, the Cold War and contemporary conflicts.

2. Analyze the consequences of oppression, discrimination, and conflict between cultures.

3. Explain how the Cold War and related conflicts influenced United States foreign policy

after 1945.

4. Identify and explain the connection between the Marshall Plan, Truman Doctrine, and

Containment Policy.

5. Identify and explain the connection between the Berlin Blockade, Cuban Missile Crisis,

Korean War and the Vietnam War.

6. Identify the major domestic developments after 1945….suburbanization, civil rights,

African American migration, Baby Boom, McCarthyism, and Interstate Highway

System.

7. Explain the relative significance and connection of the “Space Race.”

8. Analyze instances in which rights of individuals were restricted in regards to

immigration, Red Scare, and intellectuals and artists during the McCarthy Era.


National Defense Education Act Presidents Harry S. Truman

Manhattan Project Atomic Bomb The Cold War Yalta Conference

United Nations Potsdam Conference

Satellite Nations, Iron Curtain, Containment Policy, Truman Doctrine

Post WWII- Marshall Plan, Berlin Airlift, Formation of NATO, Warsaw Pact

Hydrogen or thermonuclear Bomb, Federal Civil Defense Administration

Communist Takeover of China, The Loyalty Program

The House Un-American Activities Committee, Hollywood Ten

Blacklist, The McCarran-Walter Act, Whittaker Chambers – Alger Hiss Case

Ethel and Julius Rosenberg Case, Korean War, UN Police Action

General MacArthur, Integration of Armed Forces, Military-industrial complex

McCarthyism, The Army-McCarthy Hearings,John Foster Dulles

Eisenhower,Israel , Eisenhower Doctrine, Rio Pact

Organization of American States (OAS, The Arms Race,Deterrence.

Brinkmanship (Dulles), ICBM’s., Sputnik, U-2 incident

Medicine- Dr. Jonas Salk (vaccine for polio). Betty Friedan…The Feminine Mystique…

Rock-and-roll- (1951) Alan Freed…Cleveland, Ohio.

National Aeronautics and Space Administration (NASA), National Defense Education Act,

Brown vs. Board of Education of Topeka, U.N, Eisenhower Highway System, JFK and the Berlin

Airlift, U.S. Policy in Berlin, Martin Luther King

DBQ’s / Essays:

#1 Using the documents provided and your knowledge of the era, write an essay on the following

question: Was the Soviet domination of the countries in Eastern Europe the main cause of the

Cold War?

2. Using the documents provided and your knowledge of the time period, write an essay on the

following question: Was the 1950’s an era of conformity or consensus?

3. Write a position paper explaining which of the following topics had the greatest change in

American society in the immediate postwar years: increased affluence, the migration to the

suburbs, the entry of women into the workforce, or the baby boom.


John Lewis Gaddis, The American and Soviet Cold War Empires: Carl J. Guarneri, America

Compared

Dr. Benjamin Spock Advises the Parents of the Baby-Boom Generation (1957) The American

Spirit

The Move to Suburbia (1954) The American Spirit

George Kennan Proposes Containment (1946) The American Spirit

Secretary George Marshall Speaks at Harvard (1947) The American Spirit

Senator Joseph McCarthy Blasts “Traitors” (1952) The American Spirit

Secretary John Foster Dulles Warns of Massive Retaliation (1954) The American Spirit

President Eisenhower Calls for “Open Skies” (1955) The American Spirit

The Supreme Court Rejects Segregation (1954) The American Spirit

Martin Luther King, Jr., Asks for the Ballot (1957) The American Spirit

John Kenneth Galbraith Criticizes the Affluent Society (1958)


Unit Fifteen:

(1960-1968)

The 1960’s

Textbook Readings:


Chapter: Thirty- Eight


Chapter: Twenty- Eight


Chapters: Twenty- Eight and Twenty- Nine


JFK- New Frontier, Cold War- Kennedy, Vietnam (French to Japanese to U.S.), Cuban Missile

crisis, Civil Rights, Kennedy Assassination, LBJ- Great Society, Vietnam War, Richard Nixon,

Counterculture Movement, Dr. Martin Luther King, Jr., Malcolm X, Yippies, Hippies, Civil

Rights Acts of 1964-65, Kerner Commission, Important Supreme Court Cases (ie.Mapp v.

Ohio 1961), Betty Friedan- Feminine Mystique, 1968 Presidential Election, “New Left”


1. Analyze the evolution of the Civil Rights Movement from Plessey v. Ferguson to the

1960’s Supreme Court Decisions (Regents of California v. Bakke, Brown vs. Board

of Education).

2. Trace and provide a chronology of the origins of the various protest movements

including: Civil Rights, Women’s Rights, African-American Rights and the Protest

of the Vietnam War.

3. Explain the Counterculture Movement.

4. Describe how various cultural movements helped to bring about political action

groups such as the “New Left.”

5. Explain the role that the NAACP played during the 1950’s-60’s Civil Rights

Movement.

6. Describe how civil disobedience differs from other forms of dissent and evaluate its

applications and consequences during the 1960’s.

7. Analyze and provide specific examples of how African American civil rights were

restricted during the 1960’s.

8. Distinguish between the 19th and 26 Amendments and explain the relative

significance of each.

9. Analyze cultural perspectives and influences upon the United States by the following

groups: African-American, Native American and Latino American in mass media,

literature, art and music.


The 1960’s Economic Prosperity, Racial Strife, Vietnam War, Student Radicalism, Women’s Rights.

The Civil Rights Movement, African American Migration, Cold War Philosophy vs. Racial

Equality in the United States, NAACP, Plessy v. Ferguson (1896), Brown v. Board of Education

of Topeka, 14th Amendment, Little Rock Nine, Rosa Parks, Montgomery Bus Boycott

Montgomery, Civil Rights Acts of 1957 and 1960, Southern Christian Leadership Conference-

(SCLC), “Sit-ins”, Student Nonviolent Coordinating Committee- (SNCC), John F. Kennedy

Missile Gap, Kennedy, “Camelot and the court of King Arthur” “New Frontier”, Peace Corp,

Bay of Pigs Invasion, Berlin Wall- (1961), Cuban Missile Crisis (1962), Nuclear Test Ban

Treaty (1963), Flexible Response, Kennedy Assassination, Lyndon Johnson, “Great Society”

“War on Poverty” Sparked by Michael Harrington’s book on poverty, The Other America

(1962). Created the Office of Economic Opportunity…created Head Start, Job Corps, Vocational

Education, Election of 1964, Great Society Reforms, Ralph Nader- Book Unsafe at Any Speed,

Lady Bird Johnson, Great Society “Evaluation”, Civil Rights Acts of 1964 and 1965, Dr. Martin

Luther King, March on Washington (1963) March to Montgomery (1965), Black Muslims and

Malcolm X, Student Nonviolent Coordinating Committee (SNCC) and Congress of Racial

Equality (CORE), Black Panthers, Kerner Commission(1968), King and the Nobel Peace Prize

(1964), Dr. Martin Luther King Assassination, Mapp v Ohio, Gideon v. Wainwright (1963),

Escobedo v. Illinois (1964), Miranda v. Arizona (1966), Baker v.Carr, Yates v. United States

(1957), Engel v. Vitale (1962),Griswold v. Connecticut (1965), New Left, University of

California @ Berkeley, Weathermen, Counterculture Movement, LSD, Woodstock- (1969)

Sexual Revolution, Alfred Kinsey (Research), Betty Friedan, Equal Pay Act of 1963 and the Civil

Rights Act of 1964, Equal Right Amendment (1972) The Vietnam War, Domino Theory,

Military Buildup, Ngo Dinh Diem, Vietcong, Gulf of Tonkin Resolution, Operation Rolling

Thunder, General Westmoreland, Credibility Gap, “Hawks vs. Doves” Hawks,, Tet Offensive,

L.B.J., 1968- Tet Offensive, Bobby Kennedy (Assassination), 1968 Presidential Election,

Police Riot in Chicago, George Wallace, Richard Nixon, New Deal Liberalism vs.

Conservatives….

DBQ’s / Essays:

DBQ #14 Gulf of Tonkin Resolution (1964-1968) Pages 28-30 Belohlavek/Kramer Test- to

accompany The American Pageant (Kennedy/Cohen/Bailey).

DBQ “Access the view that President Johnson’s Vietnam policies failed for both political and

military reasons.” Pages 614-618. United States History: Preparing for the Advanced Placement

Examination: Newman & Schmalbach.

Essay Questions:

1. Analzye the ways that Two of the following reformed United States society during the

1960s: Great Society Legislation, Civil Rights Acts of 1964 and 1965, Warren Court

Decisions.

2. Explain how two of the following contributed to the social revolutions of the 1960s:

Civil Rights Movement, Counterculture Movement, Women’s Movement, War in

Vietnam.

3. Assess the influence of two of the following on the civil rights movement of the 1960s:

Martin Luther King, Jr., Malcolm X, Black Power Movement.

4. Compare and contrast President Johnson’s policy in Vietnam with the policies of

Presidents Eisenhower and Kennedy.

5. To what extend did radicalism and violence affect the political and social developments

of the 1960s?


George M. Fredrickson, Resistance to White Supremacy in the United States and South

Africa: America Compared: Carl J. Guarneri

Olive Banks, The New Feminism in America and Great Britain: America Compared: Carl J.

Guarneri

President Kennedy Proclaims a “Quarantine.” (1962): The American Spirit

Michael Harrington Discovers Another America (1962): The American Spirit

President Johnson Declares War on Poverty (1964): The American Spirit

Martin Luther King Jr., Writes from a Birmingham Jail (1963): The American Spirit

The Dilemma of Vietnam (1966): The American Spirit

Students for a Democratic Society Issues a Manifesto (1962): The American Spirit

A War Protester Decides to Resist the Draft (1966): The American Spirit

Stewart Alsop Senses the End of an Era (1970): The American Spirit


Unit Fifteen:

The 1970’s & 80’s (1968-1992)

Textbook Readings:


Chapters: Thirty- Nine and Forty


Chapters: Twenty- Nine and Thirty


Chapter:Thirty


Economic Issues (Stagnation/Inflation), Vietnam War (Closure), Nixon and Foreign Policies

(Vietnam), Foreign Policy- China and USSR, Presidential Election of 1972, The Energy Crisis,

Watergate, Nixon Resigns, Feminism, Desegregation and Affirmative Action, The Carter Era,

Iranian Hostage Crisis, The “New Right,” Reagan Era, Domestic Economic Issues, Thawing

of the Cold War, Iran-Contra Scandal, The “Religious Right,’ End of the Cold War, Persian Gulf

War (1991),


1. Outline the path to the Presidency of Richard M. Nixon.

2. Identify the important factors and conditions of the domestic economy of the early

1970’s.

3. Evaluate the effectiveness of Nixon’s Vietnamization Program.

4. Explain the rationale and results of President Nixon’s visit to China.

5. Detail the reasons for the Arab oil embargo of the early 1970’s.

6. Describe the events surrounding the attempted Equal Rights Amendment.

7. Evaluate the reasons and justifications for the Supreme Court Decision Roe v. Wade.

8. Trace the events leading up the Watergate Scandal.

9. Explain how the Feminist Movement served as a catalyst for Women’s Rights in the

1970’s.

10. Explain the rise of “neoconservatives” in America during the 1980’s.

11. Describe Ronald Reagan’s domestic programs of the 1980’s.

12. Tell how the Cold War came to an end.


1

st Man on the Moon, Watergate Scandal, stagnant economy, fall of South Vietnam, oil

shortages, high unemployment, and high inflation.

“Imperial President, ” Henry Kissinger, “Peace with Honor, ” “Vietnamization,” Nixon

Doctrine , Invasion of Cambodia, Kent State Massacre , My Lai Massacre , Pentagon Papers, The

Paris Peace Accords (1973), Results of the Vietnam War, Détente , Nixon Visits China, Strategic

Arms Limitation Talks (SALT), The New Federalism , Stagflation

Other Nixon Economic Initiatives, Southern Strategy “Silent Majority,” The Burger Court

Harry Blackmum, United States v. Nixon (1974), Election of 1972, Watergate Scandal,

War Power Act , Oil Embargo, Impeachment, Gerald Ford “Corrupt Bargain,” CIA

Fall of Saigon , Genocide in Cambodia, Whip Inflation Now (WIN), Bicentennial,

Election of 1976 ,Foreign Policy under Carter, Panama Canal, Camp David Accords (1978)

Iranian Hostage Crisis, Inflation, Social Issues of the 1970’s , Latin America

Illegal Immigrants, Immigration:, Hispanic Americans, Bilingual Education for Hispanic children

in American schools, Native Americans , Militant actions, Indian Self Determination Act (1975),

Asian Americans , Gay Liberation (1969) “Don’t Ask, Don’t Tell,” EPA – Creation of the

Environmental Protection Agency (1970)…..

DBQ’s / Essays / Discussion Questions:

Questions for Class Discussion: Page 273: Teachers’ Resource Guide: The American Pageant

Class Discussion Topics/Readings:

1. The “Smoking Gun” Tape, June 23, 1972: Page 951: The American Pageant

2. The Vietnamese: Pages 954-955: The American Pageant

3. The Feminists: Pages 958-959: The American Pageant

4. Where Did Modern Conservatism Come From? Pages: 987-988: The American

Pageant.


Joseph S. Nye Jr., Globalization and American Power: Carl J. Guarneri: America Compared

Readings over the following topics….

The Move to Impeach Nixon…pages 530-537: The American Spirit

The Revitalization of the Feminist Movement…pages 538-545: The American Spirit

The Reagan “Revolution” in Economic Policy…pages 550-554: The American Spirit

Reagan’s Foreign Policies….pages 556-567: The American Spirit

A Philosophy for Neoconservatism…pages 573-575: The American Spirit

Assessing the Reagan Presidency…pages 577-580: The American Spirit


Unit Fifteen:

The 1990’s –21st Century (1968-1992)

Textbook Readings:


Chapters: Forty- One and Forty- Two


Chapters: Thirty


Chapter: Thirty- One


Post Bush Era (Economy/World Issues), The Bill Clinton Era, Post-Cold War Foreign Policy,

Clinton Impeachment Trial, Presidential Election of 2000, George W. Bush Era, 9/11, 9/11

Diplomacy, War in Iraq, high-tech economy, The feminist revolution, and Immigration Issues.


1. Summarize the transition of power from President Bush to President Clinton.

2. Describe the Post War economy under the Bush Administration.

3. Specify the domestic and diplomatic conditions of Post War Era. (Post Operation

Desert Storm).

4. Identify the central issues of the Post-Cold War Era between the U.S., Russia, China,

Great Britain and France.

5. Explain the issues and events surrounding the President Clinton Impeachment Trial.

6. Identify the central issues surrounding the controversy surrounding the Presidential

Election of 2000.

7. Summarize the important events, conditions, and proposed programs of the George

W. Bush Administration.

8. Distinguish between the controversial issues (fact/fiction) surrounding the causes of

the 9/11 Terrorist Attack.

9. Provide a chronology of the important events leading up to the 9/11 Terrorist Attack.

10. Identify the central causes and important themes of the War in Iraq.

11. Describe the causes (political/economic) of the immigration issues facing the U.S. in

the 21st Century.

12. Assess the successes and failures of the George W. Bush Administration.


Conservatism, religious fundamentalism, PACs, reverse discrimination, George H. Bush/Dan

Quayle, Persian Gulf War (1991), Saddam Hussein, Americans With Disabilities Act (1990),

NAFTA, Oklahoma City Bombing, e-commerce, Clinton impeachment trial, Madeleine Albright,

“ethnic cleansing,” globalization, World Trade Organization, European Union (EU), Euro,

George W. Bush/Dick Cheney, Bush v. Gore, Education Reform Act (No Child Left Behind Act),

September 11, 2001, al Qadea (Osama bin Laden), Afghanistan, Homeland Security, “weapons of

mass destruction,” Operation Iraqi Freedom, “new immigrants.”

DBQ’s / Essays / Discussion Questions:

DBQ- Page 672 of the United States History (textbook)

Essay Questions:

Compare and contrast American foreign policy at the beginning of the twentieth century to that of

the beginning of the twenty-first century. What were the differences? What were the

similarities?

In your opinion, what will be the enduring legacy of George W. Bush in American politics? How

do you think “American History” will view his presidency?

Compare and contrast the economic, social, and cultural life of a “typical” family of the 1970s

with a similar family of the 1990s.

Examine the new patterns of population movement, urbanization, and suburbanization as

represented in the 2000 census. Consider the population explosion in states like California, Texas

and Florida, and the corresponding growth in political strength of groups like Hispanics and the

elderly.


Discussion Questions from the following readings…..

Reference: Paul Boyer, Promises to Keep: The United States Since World War II (1995)

Reference: Rosalind Rosenberg, Divided Lives (1992); William Chafe, The Paradox of Change:

American Women in the Twentieth Century (1991).

Selected Readings from The American Spirit: Kennedy & Bailey. Vol. II (Since 1865)

America Confronts the Post-Cold War Era, (1992-2004) (Pages:587-623)

The American People Face a New Century (Pages: 626-65)