ap united states history catalog...ap united states history mr. perry [email protected]...

AP United States History Mr. Perry [email protected]

Syllabus

The goal of this United States History Advanced Placement (USAP) course is twofold:

(1) To encourage and enhance a passion for learning and understanding the history of the

United States of America; and (2) preparation for the AP Exam in the Spring.

This USAP course is a blend of daily classroom learning, independent study, and regular

gatherings, online and face-to-face, with the course facilitator for encouragement, topical

discussions, and testing of progress. The specifics are as follows:

… dedicated independent study;

… taking detailed notes in U.S. History class;

… participation in weekly class discussions

AP students will be trained and assessed (formative and summative) on their ability to …

… demonstrate a mastery of a broad study of historical knowledge.

… use historical evidence to defend and support basic arguments and positions.

… differentiate between various schools of historical thought and interpretation.

… interpret and draw conclusions from various pieces of historical data including

original documents, cartoons, graphs, etc..

…. demonstrate an effective use of analytical skills of evaluation, cause-and-effect

relationships, and compare and contrast.

Textbook

Faragher, J. M., Buhle, M. J., Czitrom, D., & Armitage, S. H. (2002). Out of Many: A

history of the American people, Advanced Placement Edition [plus “Documents

Set”]. Upper Saddle River, NJ: Prentice Hall.

Additional materials provided to supplement textbook.

SEPTEMBER

Introduction: The Study of History

Unit 1: Origins of a New Society (to 1754)

Chapter 1: Atlantic World (to 1600)

o Content: North American environment and native peoples (region by

region); Native American customs, beliefs, and trade; Europe’s major

culture-shaping events; Background to the African slave trade; Motives

and consequences of European exploration (case study: Christopher

Columbus).

o Sample Topics for Focused Study

Trace the peopling of the Americas by migrants from Asia

(Faragher, et al., p. 3).

Describe the adaptation of native cultures to the distinctive regions

of North America (ibid.).

Describe the increase in complexity of many native societies

following the development of farming (ibid.).

Know the similarities and differences of the Indian cultures in the

three major regions of European invasion and settlement (ibid.).

Assessment DBQ: Assemble and present proofs that the Native

Americans of North America possessed a varied and diverse

collection of cultures (ibid., p. 23). [American Diversity]

o Source Material

Out of Many…, pp. 3-23 (textbook)

Tindall, G. B. (1984). America, A narrative history. New York:

W. W. Norton. [Chapter: “The Collision of Cultures”]

A Jesuit missionary reports on the society of the Natchez of the

Lower Mississippi, 1730, Out of Many…, Documents Set, p. 3.

Chapter 2: European Colonization of the Americas (1492-1752)

o Content: European explorers and conquests (Spain, Portuguese, English,

French, Dutch); European settlements/colonization (Jamestown, Roanoke

Plymouth, Massachusetts Bay, New York, middle colonies, southern

colonies); Colonial experience (religion, governance, trade, and conflict

with Native Americans); Puritans and Separatists; village v. agricultural

societal structure.


Explain the background and reasons behind European exploration

of the Americas (political, economic, and religious).

List the European colonies established in North America and

compare them in terms of community structure and reasons for

establishment.

Summarize the impact of European settlement on existing Native

American tribes and the course of modern history (intercontinental

exchange).

Trace the creation of the Spanish New World empire and its first

extension to North America (Faragher, et al., p. 28).

Explain the French role in the beginning of the North American fur

trade (ibid., p. 28).

Assessment DBQ: Evaluate the social and economic impact of

contacts between Native American peoples and the early explorers

and settlers of Spain, France, and England. Extrapolate how those

contacts altered the lives of individuals within each society

involved in the experience (ibid., p. 47). [Globalization]

o Source Material

Out of Many..., pp. 28-46 (textbook)

Grob, G. N., & Billias, G. A. (1967). Interpretations of the

American history. [Essay: “Puritans: Bigots or Builders?”]

Madaras, L., & SoReile, J. M. (1991). Taking sides. [“Did

capitalist values motivate the American colonists?”]

An Aztec remembers the conquest of Mexico a quarter century

afterwards, Out of Many…, Documents Set, p. 7.

A shipwrecked Spaniard writes of his incredible journey through

North America from 1528-1536, ibid., p. 11.

A French captain describes his first contact with the Indians in

1534, ibid., p. 12

Chapter 3: Growth of the American Colonies (1689-1754)

o Content: English Civil War and colonial policy (mercantilism, trade acts,

salutary neglect; Restoration of the Stuart monarchy; Diverse colonial

economies (farming, commerce, trade, settlement patterns); Everyday life

(governance, trades, occupations, religion, education); Puritanism; Role of

women; Slavery (trade, Middle Passage, regional differences, laws,

revolts); Emerging tensions (religious—Great Awakening, Western

expansion—French and Native Americans).


Describe the causes and effects of the Great Awakening on certain

colonial areas.

Compare the differences between the New England, Middle,

Chesapeake, and Southern colonies in terms of economy,

governing structure, and ideology.

Use the English and Algonquin colonial encounter in the

Chesapeake to illustrate the impact of European colonization on

Native Americans (Faragher, et al., p. 52).

Identify the role of religious dissent in the planting of the New

England colonies (ibid.).

Highlight Indian warfare and internal conflict at the end of the

seventeenth century (ibid.).

Outline the history and development of the slave trade and system

(ibid, p. 76).

Compare the differences between the kinds of immigrants arriving

in the British colonies of New England with those along the

Chesapeake and the differing environments each group found in

their respective colonies (ibid., p. 71). [Demographic Change]

Assessment DBQ: Isolate and identify those environmental,

economic, and political factors that promoted the survival of

slavery as a viable institution in the southern colonies (ibid., p.

101). [Slavery and its Legacies in North America].

o Source Material


Butler, J. (2000). Becoming America, The revolution before 1776.

Cambridge: Harvard University.


W. W. Norton. [Chapters: “England and Her Colonies”, “The

Imperial Perspective”]

Madaras, L., & SoReile, J. M. (1991). Taking sides. [“Was the

Great Awakening a key to the American Revolution?”]

Baldwin, N. (2005). The American revelation, Ten ideals that

shaped our country from the puritans to the cold war. New York:

St. Martin’s. [Narrative Essay: “John Winthrop, City on a Hill”]

John Winthrop defines the Puritan ideal of community in 1630,

Out of Many…, Documents Set, p. 14.


American history, Patterns and perspectives. Toronto: Macmillan

[Essay: British Mercantilism and the American Colonies]

Roger Williams argues for freedom of conscience in 1644, ibid., p.

15.

Selections from the New England Primer of 1683, ibid., p. 16.

William Penn’s plans for the Province of Pennsylvania, ibid., p.

17.

Maryland addresses the status of slaves in 1644, ibid., p. 19.

A slave ship surgeon writes about the slave trade in 1788, ibid., p.

19.

A Virginian describes the difference between servants and slaves

in 1722, ibid., p. 21.

An early abolitionist speaks out against slavery in 1757, ibid., p.

22.

A Boston woman writes about her trip to New York in 1704, ibid.,

p. 25.

A Swedish visitor tells all about Philadelphia, 1748, ibid., p. 27.

A Puritan preacher admonishes his flock in 1741, ibid., p. 28.

OCTOBER

Unit 2: Balancing Liberty and Order (1753-1820)

Chapter 4: Road to Independence (1753-1783)

o Content: French and Indian War (causes and consequences); Issues

Behind the Revolution (British policies, rising tensions, shifting attitudes);

Ideas behind the American Revolution (Common Sense, Declaration of

Independence); The Imperial Crisis in British North America (ise of

American nationalism, politics, republicanism, the press, Stamp Act crisis,

Boston Massacre, Tea Party); Politics of Revolt (intercolonial cooperation,

Intolerable Acts, Lexington and Concord, Second Continental Congress,

Declaration of Independence); Fighting for Independence (battles,

strengths and weaknesses of British and American forces); Winning

Independence (war hardships, key victories); Impact of the American

Revolution.


Summarize the key events leading to the Revolutionary War.

[cause and effect]

Was the American Revolution simply a revolt of citizens unwilling

to pay taxes or was it driven by principles and desire for

independence? (Kaplan, p. 80)

Understand the final struggle among Great Britain, France, and

native American tribes for control of eastern North America


Illustrate the growth of American nationalism in the aftermath of

the French and Indian War (ibid).

Identify Great Britain’s changing policy toward its North

American colonies (ibid.).

Outline the major alignments and divisions among Americans

during the American Revolution (ibid., p. 165).

Trace the impact of the major military campaigns of the

Revolution and the negotiations for peace (ibid.).

Recognize the emerging sense of being “American” and being a

united people as opposed to industrial colonies.

Assessment DBQ: Either defend of attack the proposition that the

conflict between Great Britain and her North American colonies

begun in 1776 was a “revolution”. Take a position on this issue,

develop a viable thesis statement, and proceed to defend your stand

(Faragher, et al., p. 160). [globalization; war]

o Source Material




St. Martin’s. [Narrative Essay: “Thomas Paine, Common Sense”]



[Essay: The American Revolution: Revolutionary or

Nonrevolutionary?].

Davidson & Lytle (1982). After the Fact. [Declaring

Independence].


W. W. Norton. [Chapter: “From Empire to Independence”]

Raphael, R. (2004). Founding Myths. [Chapter: Jefferson's

Declaration of Independence & Brutal British]

Britain forbids Americans western settlement, Out of Many…,

Documents Set, p. 30.

An American colonist opposes new taxes and asserts the rights of

colonists, 1764, ibid. p. 31.

A colonist makes an impassioned call to arms, 1775, ibid. p. 33.

An Anglican preacher denounced the American rebels, ibid. p. 34.

Chapter 5: Constitution of the United States (1776-1800)

o Content: Government by the States (broadened political base, state

constitutions, declarations of rights, reform efforts); The Articles of

Confederation (mission, opposition, weaknesses); Economic Crisis;

Shay’s Rebellion; The Constitutional Convention (goals, divisive issues,

compromises); Ratifying the Constitution (Federalists and anti-Federalists

debate, Federalist victory); Bill of Rights (arguments for and against);

New Government (leaders, challenges, strengths); Six Basic Principles

(popular sovereignty, limited government, separation of powers, checks

and balances, judicial review, federalism).


Highlight the original mission, strengths, and inevitable

weaknesses of the Articles of Confederation.

Compare the Federalists and Anti-Federalists: different views and

spokesmen.

The states as the setting for significant political change (Faragher,

et al., p. 165).

Explain the tensions and conflicts between local and national

authorities in the decades after the American Revolution (ibid., p.

196).

Explain the struggle to draft the Constitution and to achieve its

ratification (ibid.).

Understand the the conflicting ideals of local and national

authority in the debate over the Constitution (ibid., p. 219).

Trace the establishment of the first national government under the

Constitution (ibid., p. 196).

Identify the events and motivations leading up to the beginning of

American political parties (ibid.),

The first stirrings or authentic American culture (ibid.).

DBQ: Examine the governments established in the Articles of

Confederation and in the thirteen state constitutions and postulate

the extent to which those governments were “democratic”.

Consider the balance of power between the executive, legislative,

and judicial; extent to which voting rights have been granted to the

population; national land policies, how they were organized, and

what they were intended to accomplish (ibid., p. 191). [Politics]

o Source Material




[Essay: “The Constitution: Conflict or Consensus?”].

Jacoby, S. (2004). Freethinkers. [Chapter: Revolutionary

Secularism]

Madaras, L., & SoReile, J. M. (1991). [The Constitution: Was it an

Economic Document?]

Lind, M. (Ed.), (1997). Hamilton’s republic, Readings in the

American democratic tradition. New York: Free Press. [“The

Federalist”, pp. 17-35]


W. W. Norton. [Chapter: “The American Revolution”, “Shaping a

Federal Union”]

A colonial woman argues for equal rights, 1776, Out of Many…,


The Secretary of State and the Secretary of the Treasury battle

about the Constitution, 1791, ibid., p. 43.

Massachusetts farmers take up arms in revolt against taxes, 1786,

ibid., p. 41.

Chapter 6: Origins of American Politics (1789-1820)

o Content: The Washington Presidency (naming the president, first cabinet,

active judiciary, Hamiltonian economic policy, beginnings of foreign

policy, farewell address); Emergence of political parties; Federalists

(Alexander Hamilton) vs. Jeffersonian Republicans (Thomas Jefferson);

Foreign Policy Issues (French Revolution, neutrality, Jay’s Treaty);

Adams presidency (XYZ Affair, Alien and Sedition Acts, Gabriel

Prosser); Election of 1800 (12th Amendment); Jefferson Administration

(reduced power and size of national government, westward expansion);

Court System (John Marshall, judiciary acts, judicial review); Jefferson’s

2nd term; Native American Resistance (leaders, battles, treaties,

reservations); War of 1812 (causes, land and sea battles, impact);

Economic Panic of 1819 (causes); Missouri Compromise (sectional strife

over slavery).


Understand the major crises faced by the Washington and Adams

administrations and their effects on the national government


Compare the roles of Madison and Hamilton in the formation of

the first American political parties (ibid.).

Grasp the significance of the “Revolution of 1800” (ibid.).

Explain the role of Jefferson’s presidency and his agrarian

republicanism in forging a national identity (ibid., p. 231).

Explain how the ending of colonial dependency led to the divisive

War of 1812 (ibid.).

Illustrate the westward expansion becomes a nationalizing force

(ibid.).

Assessment DBQ: What issues prompted the evolution of the first

American political party system during the administrations of

Washington and Adams? Develop a thesis that analyzes and

explains the forces that Washington had criticized as being

dangerous to the nation; but which were so powerful that he and

the other leaders of government were forced to submit as the

Jeffersonian and Hamiltonian factions evolved into identifiable

political parties (ibid.). [Politics and Citizenship]

o Source Material

America, Pathways..., pp. 198-230 (textbook)




[Essay: “The Federal Era: Hamiltonian or Jeffersonian?].



Report on Manufacture” ; & “The Pacifus Letter ”]


W. W. Norton. [Chapters: “The Federalists: Washington and

Adams”, “Republicanism: Jefferson and Madison]

The Secretary of State and the Secretary of the Treasury battle

about the Constitution, 1791, Out of Many…, Documents Set, p.

43.

What shall be the role of government?, 1834, ibid., p. 58.

American Senator opposes nullification, 1830, ibid., p. 60.

Unit 3: An Emerging Nation (1783-1850)

Chapter 7: Life in the New and Expanding Nation (1783-1850)

o Content: Cultural, Social, Religious Life (scholars and artists, education

and virtues, literature and the press, awakening and denominations,

African-American worship); American Economy; Manifest Destiny

(ideology, “Young America” movement, Wilmot Proviso, Free-Soil

Movement, the Election of 1848); Politics of Expansion (fur trade, conflict

with Native Americans, Spanish and British hostility, trails and trade,

Whiskey Rebellion, Jay’s and Pinckney’s treaties); United States acquires

Florida; Manifest Destiny (Oregon Country, Santa Fe Trail, Mormon

migrations, Gold Rush); Great Plains and the Southwest; Hispanic North

America (missions and presidios); Mexican-American War (origins of

war, causes, leaders, battles, treaties); California and the Gold Rush

(Russian trade, Gold!, mining camps); The South and Slavery (“King

Cotton,” the cotton gin and economic expansion, economics of slavery,

population, life as a slave, slave revolts, defense of slavery).


Explain the development of America’s economy in a world of

warring great powers (Faragher, et al., p. 219).

Illustrate the continental expansion and the concept of “Manifest

Destiny” (ibid., p. 389).

Chart the contrasting examples of frontier development in Oregon,

Texas, and California (ibid.).

Explain the westward expansion becomes a nationalizing force

(ibid.).

Explain how the political effects of expansion heightened sectional

tensions (ibid.).

Illustrate the creation of a distinctive American cultural identity by

writers and artists (ibid., p. 264).

Describe the domination of southern life by the slave system (ibid.,

p. 297).

Identify the economic implications of “King Cotton” (ibid.).

Explore the creation of African American communities under

slavery (ibid.)

Explain the social structure and the white South and its increasing

defensiveness (ibid.).

Assessment DBQ: Assess and identify the ways that the success of

Manifest Destiny and expansion of the United States would lead to

a resurrection of issues that would eventually divide (ibid., p.

415).[American Identity]

Assessment DBQ: Devise an essay that explains how the

institution of slavery affected the individual lives of two of the

following groups. Make certain that you deal as much as possible

with the impact upon both genders and where applicable, upon

children. (1) White plantation gentry, (2) African Americans, both

slave and free, (3) Free whites, both yeoman farmers and poor

whites (ibid., p. 322). [Slavery and its Legacies]

o Source Material


Franklin, J. H. (1974). From slavery to freedom, A history of

Negro Americans. New York: Alfred. A. Knopf. [selected

readings]

Madaras, L., & SoReile, J. M. (1991). [Was U.S. Foreign policy in

the early 19th century imperialistic?]



Smelting Pot,” Ralph Waldow Emerson; “A Mixed Race,” Henry

H. Garnet; “The Future of the Colored Race,” Frederick Douglass]


W. W. Norton. [Chapter: “Manifest Destiny”]the south

Congress decides what to do with the Western lands, Out of

Many…, Documents Set, p. 37.

Territorial governments are established by Congress, 1787, ibid.,

p. 39.

Farmer’s protest the new whiskey tax, ibid., p. 45.

A Frenchman comments on the American character, ibid., p. 46.

An American school teacher calls for an American language, ibid.,

p. 48.

A legal scholar opposes spreading the vote, 1821, ibid., p. 57.

A staunch feminist advocates equality, 1834, ibid., p. p. 62.

A Tejano describes the beginning of the Texas Revolution in 1835-

36, ibid., p. 83.

A newspaper man declares Manifest Destiny of the United States in

1845, ibid., p. 84.

An Indian chief discusses the differences between his people and

the Americans in 1854, ibid., p. 86.

An American Army officer describes the beginning of the

Californian gold rush in 1848, ibid., p. 88.

Chapter 8: Growth of a National Economy (1790-1850)

o Content: Preindustrial Ways of Working; Spread and Impact of the

Industrial Revolution (inventions and innovations); Market Revolution

(accumulation of capital, “putting-out” system, Lowell mills);

Transportation and Communication (roads, river travel, canals, railroads);

Role of Banking; Northern Section (rise of manufacturing, labor disputes,

farming in the Old Northwest); Growth of Cities (causes, advantages vs.

disadvantages); Southern Section (cotton, other products); Slavery

(population of “property” grows, bitter division, revolts, Turner’s

rebellion); Supreme Court and the Rise of Nationalism (Monroe Doctrine,

Dartmouth v. Woodward, McCulloch v. Maryland, Gibbons v. Ogden);

Election of 1824 and The “Corrupt Bargain”; National Republicans vs.

Jacksonian Democrats; Changes to American Democracy in the Age of

Jackson (new voters, spoils system, limited government, veto power);

Indian Crisis (Removal Act, “Trail of Tears”, Worcester v. Georgia,

Indian resistance); Bank War; Jackson’s Successors.


Trace the changes ofthe Market Revolution (1830s) and their

impact on the social climate of the United States by 1840?

(Kaplan, p. 164)

Identify the advancements and changes in transportation and how

they effected and unified the growing nation (Kaplan, p. 163)

Comprehend the role of Andrew Jackson’s presidency in affirming

and solidifying the new democratic party (Faragher, et al., p. 264).

Trace the events and key figures leading to the establishment of the

basic two-party pattern of American political democracy (ibid.,).

DBQ: For the period 1820-1850, analyze the ways in which

developments in transportation altered the social and economic

fabric of the nation (ibid., p. 292). [Economic Transformation]

DBQ: Evaluate and describe how the market revolution

transformed two of the following areas of American life: 1) status

of labor, 2) class structure, 3) family life (ibid., p. 349).

o Source Material

Out of Many..., pp. 262-292, 325-350 (textbook)



[Essay: Jacksonian Democracy: Working Class or Middle Class?].


W. W. Norton. [Chapter: “Nationalism and Sectionalism”, “The

Jacksonian Impulse”]

Supreme Court retains right to overrule legislation, 1803, Out of

Many, Documents Set, p. 41.


American democratic tradition. New York: Free Press. [“We the

People,” Michael Lind]

The carpenters of Boston go on strike in 1825, ibid., p. 72.

A young woman writes of the evils of factory life in 1845, ibid., p.

74.

A New England woman describes the responsibilities of American

women in 1847, ibid., p. 75.

Supreme Court bolsters federal power, 1819, ibid., p. 53.

The President addresses the Union, 1823, ibid., p. 55.

Southern novel depicts slavery, 1832, ibid., p. 65.

A slave tells of his sale at an auction, 1848, ibid., p. 67.

A farm journal reports on the care and feeding of slaves, 1836,

ibid., p. 68.

A slave girl tells of her life, 1861, ibid., p. 70

NOVEMBER

Chapter 9: Religion and Reform (1815-1855)

o Content: Reforming Society (Protestant revivalists, transcendentalists,

temperance movement, public education, prisons, utopian communities);

New Social Order (wealth and class, Second Great Awakening,

motherhood, sentimentalism, transcendentalism, self-reliance);

Antislavery Movement (abolitionism, abolitionist leaders, emancipation,

Underground Railroad); Antislavery Resistance (racism and economic

concerns in the North and South, gag rule); Women’s Rights Movement

(advocacy for private and public roles, abolition, suffrage, Seneca Falls

Convention); Leaders for Women’s Rights (Catherine Beecher, Elizabeth

Cady Stanton, Sojourner Truth, Susan B. Anthony, et al.); Growing

Divisions (rising immigration and discrimination, North-South tensions).


Explain the origins and political effects of the abolitionist

movement (Faragher, et al., p. 354).

Compare the involvement of women in different reform

movements (ibid.).

Describe the impact of immigration on American cities (ibid., p.

378).

Why did urbanization produce so many problems? (ibid.).

Compare the varying motivations of social reformers, and the

similarities and differences of reform movements (ibid.).

Why was abolitionism such an explosive political issue? (ibid.).

Assessment DBQ: Evaluate the ways in which women transformed

the reform movements of the 1820s-1850s. How did the role of

women in those reform movements transform the image and status

of women?

o Source Material




St. Martin’s. [Narrative Essay: “Ralph Waldo Emerson, Self-

Reliance”]

Feminists hold a convention, 1848, Out of Many, Documents Set,

p. 77.

An African American abolitionist advocates racial action in 1829,

ibid., p. 78.

Southern belle denounces slavery, ibid., p. 80.

A black feminist speaks out in 1851, ibid., p. 81.

Unit 4: Division and Uneasy Reunion (1846-1877)

Chapter 10: Lead Up to the Civil War (1846-1861)

o Content: Differences between north and south (slavery, agriculture,

finance, population, et al.); Mexican War and Slavery Extension (Texas

annexed, war with Mexico); Missouri Compromise of 1820 and the

Kansas-Nebraska Act (opposition, accomplishments, effects); Changes in

Political Parties (Whigs decline, Know-Nothings, Republican, and Free

Soil parties formed); Slavery Issue (North vs. South, Wilmot Proviso,

Compromise of 1850, Fugitive Slave Act, Uncle Tom’s Cabin, Kansas-

Nebraska Act, “Bleeding Kansas”, nativism, Dred Scott v. Sanford,

Lecompton Constitution, Lincoln-Douglas debates, John Brown’s raid);

The Panic of 1857; Start of the Civil War (Lincoln’s election in 1860,

secession, Confederate States of America, Fort Sumter).


Identify the reasons whyy the Whigs and the Democrats could not

find a lasting political compromise on the issue of slavery


Trace the events leading to the rise of the Republican Party (ibid.).

Explain the major causes of the Civil War.

The economic developments that contributed to the sectional crisis

(ibid., p. 445).

Why was nativism such a strong sentiment in the 1850s? (ibid.)

Assessment DBQ: Historians disagree on whether the Civil War

was “inevitable”. Using your knowledge of the period 1820-1860,

assess whether or not the Civil War could have been averted

(Kaplan, p. 164). [War, Democracy]

DBQ: Select three of the following issues and evaluate how each

led to the disintegration of the tow national parties, Whig and

Democrat, and the division of the nation, North and South. 1)

California statehood, 2) “bleeding Kansas”, 3) Dred Scott decision,

4) Fugitive Slave Act, 5) Brooks-Sumner incident (Faragher, et al.,

p. 445). [Slavery]

o Source Material




[Essay: The Civil War: Repressible or Irrepressible?].


W. W. Norton. [Chapter: “The Crisis of Union”]

Madaras, L., & SoReile, J. M. (1991). [Were the Abolitionists

“Unrestrained Fanatics”?]

Ward, K. (2006). History in the Making. [John Brown at Harper's

Ferry]


Negro Americans. New York: Alfred. A. Knopf.

Missouri admitted to statehood, slavery at issue, 1820, Out of


Northern state defies Fugitive Slave Act, ibid., p. 91.

An African American abolitionist decries the Fourth of July in

1852, ibid., p. 92.

An abolitionist is given the death sentence in 1859, ibid., p. 93.

A new president is sworn in 1861, ibid., p. 94.

Chapter 11: Civil War (1861-1865)

o Content: North and South Prepare for War (strengths/weaknesses,

strategies, tactics, technology); First Battle of Bull Run; Wartime Politics

(Emancipation Proclamation); War in the West (Forts henry and

Donelson, Shiloh); War in the East (Monitor v. Merrimack, Peninsular

Campaign, Seven Days’ Battles, Second Battle of Bull Run, Antietam);

Politics in the South (call to sacrifice, draft, states’ rights, appeals to

Europe); Politics in the North (Tension with Great Britain, Republican

victories in Congress, national currency, Copperheads, martial law);

Emancipation; African-Americans Enlist; Hardships of War (Economies

of the North and South, prison camps, medical care); Low Points for the

Union (Fredericksburg, Chancellorsville); 1863, The Tide of War Turns

(Gettysburg, Vicksburg, Lee’s retreat); Grant, Sherman and the Final

Battles (Wilderness, Spotsylvania, Cold Harbor, Petersburg, Atlanta,

March to the Sea, Surrender at Appomattox); Thirteenth Amendment;

Lincoln Assassinated.


Identify the social and political changes created by the

unprecedented nature and scale of the Civil War (Faragher, et al.,

p. 450).

Summarize the major military campaigns of the war (ibid.).

Explain the central importance of the end of slavery to the war

efforts of North and South (ibid.).

Compare the relative war-making advantages of the North and

South and how they impacted the final outcome (ibid., p. 479).

DBQ: Southerners believed that “King Cotton” and their own rich

military tradition would lead the Confederacy to victory in a

defensive war against the Union. What northern advantages and

strategies upset this formula and led to a Confederate defeat?

(ibid.).

o Source Material



W. W. Norton. [Chapters: “The War of Union”, “The Old South:

An American Tragedy”]

A Civil War nurse writes of conditions of freed slaves, 1864, Out of


The working-men of Manchester, England write to President

Lincoln on the question of slavery in 1862, ibid., p. 98.

President Lincoln responds to the working-men of Manchester on

the subject of slavery in 1863, ibid., p. 99.

An African American soldier writes to the president appealing for

equality in 1863, ibid., p. 100.

Chapter 12: Reconstruction (1865-1877)

o Content: War’s Toll (physical, human, economic, social); Freedom for

African-Americans (movement, property ownership, worship, learning,

voting); Reconstruction Plans (Lincoln’s vs. Johnson’s); Congressional

Reconstruction (Black Codes, 14th Amendment, 15th Amendment, civil

rights, Act of 1867); Johnson Impeached and Grant Elected; “New South”

(carpetbaggers, scalawags, changes in farming, rise of merchants and

cities); End of Reconstruction (Ku Klux Klan, anti-Klan laws, Supreme

Court Cases, Compromise of 1877).


Compare Reconstruction strategies, Lincoln v. Johnson v. Radical

Republicans

Summarize and assess Reconstruction successes, failures, and

explain how Reconstruction effectively ended

Note examples of the difficult transition from slavery to freedom

for African Americans (Faragher, et al., p. 484).

Identify examples of the political and social legacy of

Reconstruction in the southern states (ibid.).

Identify examples of the Post-Civil War transformations in the

economic and political life of the North (ibid.).

Summarize the changes brought about, and resistance to, the

Reconstruction Amendments to the Constitution (ibid., p. 491).

Assessment DBQ: For the period between 1863 and 1877,

evaluate how the Emancipation Proclamation (1863), the

Thirteenth Amendment (1865), and other federal civil rights

legislation altered the lives of African Americans. Was this

change genuine and permanent or simply a beginning? (ibid., p.

511). [Slavery, Reform, Politics, Citizenship]

o Source Material




[Essay: “The Reconstruction Era: Constructive or Destructive?].


W. W. Norton. [Chapter: “Reconstruction: North and South”]

Ward, K. (2004). [Birtjh of the Klu Klux Klan]

Davidson, J. W., & Lytle, M. H. (1982). [View from the Bottom

Rail, Oral History and the Freedman's Point of View]


Negro Americans. New York: Alfred. A. Knopf. [selected

readings]

Black code of Mississippi, 1865, Out of Many…, Documents Set,

p. 102.

Frederick Douglass, speech to the American anti-slavery society,

1865, ibid., p. 104.

Blanche K. Bruce, speech in the Senate, 1876, ibid., p. 105.

A sharecrop contract,1882, ibid., p. 107.

Unit 5: Expansion: Rewards and Costs (1850-1915)

Chapter 13: Expansion of American Industry (1850-1900)

o Content: Technological Revolution (investment, inventions, patents);

Railroads (national network, contribute to industry); Bessemer Process

(steel, mass production, Brooklyn Bridge); Social Darwinism and Captains

of Industry (Carnegie, Rockefeller, Vanderbilt, et al). Growth of Big

Business (oligopoly, monopoly, cartel, consolidation, economies of scale);

Sherman Antitrust Act; Work and Work Force (piecework, sweatshop);

Increasing Efficiency (scientific management, division of labor); Workers

React (socialism, labor unions, collective bargaining). The Depression of

1873; “King Cotton” and the Crop Lien System; Strikes (Railroads-1877,

Haymarket-1886; Homestead-1892; Pullman-1894).


Compare and contrast the expansion that occurred during the

1840s with the expansion of the 1890s. Be sure to discuss the

political, moral, and economic factors of each time period in your

answer (Kaplan, p. 235).

Identify the factors contributing to the rise of big business and the

formation of the national labor movement (Faragher, et al., p. 550).

Locate examples of the impact of new technologies and new forms

of production on the routines of industrial workers (ibid., p. 575).

Assessment DBQ: Assess the ways in which technology and

industrialization and the attendant changes in American social

structure altered the lives of three of the following groups: a)

Workers; b) Middle Class; c) the New South; d) Urban Population.

o Source Material


Madaras, L., & SoReile, J. M. (1991). [Were the Nineteenth

Century Entrepreneurs Robber Barons?]


W. W. Norton. [Chapter: “The Dynamics of Growth”]

Andrew Carnegie, wealth, 1889, Out of Many…, Documents Set,

p. 117.

Lee Chew, experiences of a Chinese immigrant, 1903, ibid., p. 118.

John Hill, testimony on Southern textile industry, 1883, ibid. p.

120.

M. Carey Thomas, higher education for women, 1901, ibid., p.

123.

DECEMBER

Chapter 14: Looking West (1860-1900)

o Content: Moving West (push-pull factors, Europeans, African-

Americans); Life of the Plains Indians; Conflict with Native Americans

(federal agencies, treaties, reservations, laws); Indian and White Leaders;

Key Battles (Sand Creek Massacre-1864, Little Bighorn-1876; Wounded

Knee-1890); Attempts to “Americanize” Indians (schools, assimilation,

Dawes Act). Mining (Sutter’s Mill); Ranching (cattle boom, cattle towns

and barons, destruction of buffalo); Farming (hardships, technology,

“bonanza” farms); Frontier Myths; Farmers’ Complaint (tariffs, monetary

policy, Gold Bugs vs. Silverites); Farmers Respond (The Grange,

Farmers’ Alliances); Populists (platform, Bryan’s “Cross of Gold” speech,

legacy).


List the Push/Pull factors for westward migration.

Discuss the impact of innovations contributing to farming

becoming a big business

Explain the key events giving rise to the Populist movement

Summarize the platform, victories, and legacy of the Populist

movement.

Trace the impact of western expansion on Indian societies


Understand how the West developed into an “internal Empire”

(ibid.)

Note the development of new technologies and new industries

(ibid.).

The creation of new communities and the displacement of old

communities (ibid.).

Explain the concept of the West as myth and legend. Give

examples (ibid.).

Assessment DBQ: Successive waves of settlement brought radical

alteration to the lives of those who had occupied the Trans-

Mississippi West at an earlier time. Evaluate how later emigrants

forced changes in the lifestyles of two of the following groups in

the West: a) Native Americans (Indians); b) Mexican Americans;

c) Mormons; d) Cowboys (ibid., p. 545). [Demographic Changes]

o Source Material



Madaras, L., & SoReile, J. M. (1991). [Were the Populists

Democratic Reformers?]

Helen Hunt Jackson, the thrill of Western railroading, 1878, Out

of Many…, Documents Set, p. 109.

Bill Haywood, miners and cowboys, 1887, ibid., p. 110.

D.W.C. Duncan, how allotment impoverishes the Indian, 1906,

ibid., p. 112.

Charles and Nellie Wooster, letters from the frontier, 1872, ibid.,

p. 113.

Populist party platform, 1892, ibid., p. 127.

Chapter 15: Politics, Immigration, and Urban Life (1870-1915)

o Content: Politics in the Gilded Age (laissez-faire, Credit Mobilier, spoils

system, Pendleton Civil Service Act, political rivalries, presidential

assassinations); Immigration (Europe, Asia, Mexico); Challenge of the

Cities (expansion, urban living, political bosses and rivalries); Ideas for

Reform (temperance, social gospel, settlement movement, nativism,

prohibition); Transformation of Southern Society.


Explain reasons for the emergence of the Gilded Age and the

sources of economic growth after the Civil War (Faragher, et al., p.

575).

How did urban life change during the Gilded Age? (ibid.).

Trace the factors contributing to the growth of cities

o Source Material

Out of Many..., pp. 550-640 (textbook)\



St. Martin’s. [Narrative Essay: Henry George, “Progress and

Poverty”]

Chapter 16: Life at the Turn of the Twentieth Century (1870-1915)

o Content: Expansion of Education (leaders, compulsory education,

immigrants, higher education, women, African-Americans); New Forms

of Entertainment (live theater, motion pictures, amusement parks,

newspapers, fiction, ragtime, jazz); Post-Reconstruction Discrimination

and Resistance (Jim Crow, voting, segregation, Plessy v. Ferguson,

violence, NAACP, civil rights, National Urban League, leaders):

Changing Role of Women (equal rights, producer to consumer, working

and volunteering outside the home, leaders).


Explain hos did the American educational system changed to

prepare children for their adult roles in the new industrial economy


Explain how did the rise of organized sports and commercial

amusements reflect and shape social divisions at the end of the

century (ibid., p. 575). [Culture]

o Source Material




St. Martin’s. [Narrative Essay: Israel Zwingli, “Melting Pot”]


W. W. Norton. [Chapter: “An American Renaissance:

Romanticism and Reform]

Unit 6: United States on the Brink of Change (1890-1920)

Chapter 17: Commonwealth and Becoming a World Power (1890-1915)

o Content: Toward a National Governing Class (growth of government,

machinery of politics, spoils system, civil service reform); Crisis of the

1890s (financial collapse, depression, strikes, labor solidarity);

Imperialism of Righteousness (“White Man’s Burden”, foreign missions,

overseas empire); Pressure to Expand (industrialization, imperialism,

economic growth, national vitality and security); Displays of U.S.

Expansionism (Chile, Cuba, Spanish-American War, Puerto Rico, Hawaii,

Philippines, Open Door Policy towards China); New Foreign Policy

(Roosevelt Corollary and Panama Canal, Wilson and the Mexican

Revolution, Taft and dollar diplomacy); Anti-Imperialist and Pro-

Imperialist Arguments (moral, political, racial, economic).


Describe the growth of federal and state governments and the

consolidation of the modern two-party system (Faragher, et al., p.

580).

Identify and explain some of the problems accompanying

government expansion (ibid., p. 606).

Discuss the causes and consequences of the financial crisis of the

1890s (ibid.). [Economic Transformation]

Describe American foreign policy during the 1890s (ibid.).

What were some of the leading arguments for and against overseas

expansion? (ibid.) [Globalization]

o Source Material


E. L. Godkin, a great national disgrace, 1877, Out of Many…,


Roscoe Conkling, defense of the spoils system, 1877, ibid., p. 126.

Alfred T. Mahan, the influence of sea power, 1895, ibid., p. 130.

George F. Hoar, against imperialism, 1902, ibid., p. 132.

Chapter 18: Progressive Reform Era (1890-1920)

o Content: Progressivism (origins, goals, beliefs, muckrakers, writers,

leaders, organizations); Progressive Legislation (social welfare programs,

municipal reforms, state reforms, power moves to voters, federal acts and

constitutional amendments); Progressivism Under Taft (tariff conflict,

conservationist controversy, 1912 election, “Bull Moose” party, Taft’s

progressive accomplishments); Progressivism Under Wilson (“New

Freedom” policy, tariff reduction, anti-trust legislation, Federal Trade

Commission, Federal Reserve System); Women’s Movements (victory for

suffrage, Susan B. Anthony, Elizabeth Cady Stanton, et al., strategies,

organizations, arguments for and against, victory); Black Awakening

(racial justice, NAACP, Booker T. Washington’s accommodation).


How did the Progressive reformers significantly impact the lives of

women, African-Americans, and white males? (Kaplan, p. 236)

Identify and connect the political, social, and intellectual roots of

progressive reform (Faragher, et al., p. 612).

Understand the tensions between social justice and social control

(ibid.).

Describe the different manifestations of progressivism at the local,

state, and national levels (ibid., p. 640).

Identify examples of political activism by the working class,

women, and African Americans (ibid., p. 612).

Assessment DBQ: Evaluate the degree to which progressivism

served the best interests of three of the following groups: a)

Immigrants and urban poor; b) African Americans; c) Women; d)

Labor (ibid., p. 640).

o Source Material




[Essay: “The Progressive Movement: Liberal or Conservative?”].

Madaras, L., & SoReile, J. M. (1991). [Did the Progressives fail?]

Ward, K. (2006). [Women's Suffrage]



St. Martin’s. [Narrative Essay: Jane Addams, “The Sphere of

Action”]



St. Martin’s. [Narrative Essay: Carter Woodson, “Melting Pot”]

George Washington Plunkitt, honest graft, Out of Many…,


Upton Sinclair, The Jungle, 1906, ibid., p. 136.

Booker T. Washington, the Atlanta Exposition address, 1895, ibid.,

p. 137.

The Niagara movement, declaration of principles, 1905, ibid., p.

139.

JANUARY

Chapter 19: World War I Era (1914-1920)

o Content: Road to War (causes, Ferdinand assassination, mobilization,

Central and Allied Powers, warfare strategies); American Responses

(movements: neutrality, preparedness, peace); America Declares War

(German submarine warfare, Zimmerman note, Russian Revolution);

Allied Expeditionary Force (draft, volunteers, preparation, deployment);

European Front (warfare-trench, tank, air, Germany pushed back, Central

Powers collapse, armistice, results, lessons); Influenza Epidemic; Home

Front (financing the war, managing economy, enforcing liberty, repressing

civil liberties); Global Peacemaker (Wilson’s 14 Points, League of

Nations, Paris Peace Conference, Versailles Treaty, reactions at home).


Outline the central issues that drew the United States deeper into

international politics in the early years of the century (Faragher, et

al., p. 612).

Compare the arguments for and against American participation in

the Great War (ibid.).

Explain the impact of mobilizing for the war and the impact on the

economy and government (ibid.).

Explain the impact of the war on political life in America (ibid.).

Pull out and discuss the origin of the underlying principles for

Woodrow Wilson’s Fourteen Points (ibid.).

Assessment DBQ: Assess the extent to which World War I altered

the status of women and African Americans in the United States,

1914-1920. If changes occurred, by what means were those

changes accomplished and were they permanent (ibid.). [War,

Reform]

o Source Material


Madaras, L., & SoReile, J. M. (1991). [Did Woodrow Wilson fail

as Commander in Chief during World War I?]


American history, Patterns and perspectives. Toronto: Macmillan.

[Essay: “America’s Entry into World War I: Needless or

Necessary?”]

George Creel, how we advertised America, 1920, Out of Many…,


Anna Howard Shaw, woman’s committee of the Council of

National Defense,1917, ibid., p. 143.

Eugene v. Debs, statement to the court, 1918, ibid., p. 144.

Unit 7: Boom Times to Hard Times (1920-1938)

Chapter 20: Postwar Social Change (1920-1929)

o Content: Women in the 1920s (feminism, flapper image, workplace, 19th

Amendment, full suffrage); Demographics (Great Migration, rural-urban

split, Mexican migration, suburbs grow); Heroes (Charles Lindbergh,

Amelia Earhart, Jack Dempsey, Babe Ruth, et al.); Mass Media (movies,

newspapers, magazines, radio); Jazz Age (Duke Ellington, Louis

Armstrong, Bennie Goodman, et al., clubs, jazz spirit, painting, literature,

Harlem Renaissance); Literature (Ernest Hemmingway, F. Scott

Fitzgerald, H.L. Mencken, Sinclair Lewis, et al.); Cultural Conflicts

(Prohibition, organized crime, fundamentalism, evolution, racism and race

riots, KKK, NAACP, Marcus Garvey’s Universal Negro Improvement

Association).


Explain the cultural developments during the “Roaring 20s”

(sample syllabus 2)

Make the connection between the new mass media and the culture

of consumption (Faragher, et al., p. 676)

Discover how an expanding mass culture change the contours of

everyday life in the decade following World War I (ibid. p. 705).

Discover the causes and effects of the political and cultural

opposition to modern trends (ibid., p. 676).

Assessment DBQ: Evaluate the idea of the decade of the Twenties

was a conflict between forces that pushed rapid change upon

American society that resisted those changes (ibid., p. 706).

[Cultural, American Diversity]

o Source Material




[Essay: The 1920s: Decade of Decline or Destiny?”]

Madaras, L., & SoReile, J. M. (1991). [Did the Women's

Movement die in the 1920s?]

Letters from the Great Migration, 1917-1917, Out of Many…,


Robert and Helen Lynd, the automobile comes to Middletown,

1924, ibid., p. 148.

Paul Morand, speakeasies in New York, 1929, ibid., p. 152.

Chapter 21: Politics and Prosperity (1920-1929)

o Content: Russian Revolution; “Red Scare” related events (Schenck v.

U.S., Gitlow v. New York, Palmer Raids, Sacco and Vanzetti, labor stries);

Republican Leadership (Herbert Hoover and the “associative state”,

Harding presidency, Tea Pot Dome scandal, Coolidge presidency,

Kellogg-Briand Pact); Economy (optimistic and prosperous, welfare

capitalism, consumer economy, credit, advertising); Second Industrial

Revolution (electricity, mass production, rise in productivity, Henry Ford,

automobile, building boom); Economy, Late 1920s (danger signs, uneven

prosperity, personal debt, speculative investing, lowering demand,

agriculture problems); 1928 election (a mirror of the divisions in

America).


Discuss the impact of the “second industrial revolution” on

American business, workers, and consumers (Faragher, et al., p.

705).

Economic prosperity: who gained the most, who was largely left

out? (ibid.).

Outline the key policies and goals, foreign and domestic, as

articulated by Republican political leaders of the 1920s (ibid.).

o Source Material


Chapter 22: Crash and Depression (1929-1933)

o Content: The Bull Market; Stock Market Crash (causes, results, impact,

Black Thursday, Black Tuesday); Great Depression (causes and effects);

Social Effects (poverty, mass unemployment, farm distress, impact on

health, families, discrimination, Hoover’s strategy); Surviving the Great

Depression; Election of 1932.


Analyze the underlying causes of the Great Depression.

Analyze the consequences of the Great Depression for ordinary

Americans.

The Hoover administration’s response (strengths/weaknesses)

The presidential election of 1932, a public mandate.

o Source Material


Meridel Le Sueur, women on the breadlines,1932, Out of Many…,


Carey McWilliams, Okies in California, 1939, ibid., p. 158.

Chapter 23: New Deal (1933-1941)

o Content: Franklin Delano Roosevelt’s (FDR) First Hundred Days

(stabilizing financial institutions, providing relief, creating jobs, public

works, government assistance); Eleanor Roosevelt; Second New Deal

(new agencies, rural electrification, new legislation, social security); New

Deal Limitations (women, African-Americans); New Deal Criticism and

Critics; Court-Packing Fiasco; Last Days of the New Deal (1937

recession, unions triumph, strikes, lasting achievements).


Analyze the key elements of FDR’s first New Deal program (Faragher,

et al., p. 746)

To what degree did FDR’s program succeed in getting the economy

back on track and in providing relief to suffering Americans? (ibid.)

How did the so-called Second New Deal differ from the first? (ibid.)

How did the New Deal reshape western communities and politics?

(ibid.)

Compare the attempts of Hoover and FDR to lead the U.S. out of the

Great Depression (Sample Syllabus 2)

Assessment DBQ: Assess the degree to which the Roosevelt New

Deal was a “revolutionary and radical” approach to solving problems

of the Great Depression. [Economic Transformations]

o Source Material




[Essay: “The New Deal: Revolutionary or Conservative?”]

Franklin Delano Roosevelt, First Inaugural Address, 1933, Out of


Huey Long, share our wealth, 1935, ibid., p. 157.

FEBRUARY

Unit 8: Hot and Cold War (1931-1960)

Chapter 24: World War II: Road to War (1931-1941)

o Content: The Rise of Dictators (Hitler, Mussolini, Stalin); Spanish Civil

War; Europe Goes to War (Germany attacks Poland, Denmark, Norway,

Belgium, Luxembourg, France, Britain); Japan Builds an Empire (growing

military power, Manchurian incident, war against China, Tripartite Pact);

From Isolation to War (neutrality, limited involvement, Lend-Lease Act,

Pearl Harbor, war declared).


Connect the philosophies and events leading up to WWII.

Discuss the response of Americans to the rise of nationalism in

Japan, Italy, and Germany during the 1930s (Faragher, et al., p.

782).

Trace FDR's steps to ready the nation for war (ibid.).

Outline the events leading to Pearl Harbor and declaration of war

(ibid., p. 751).

Explain the Total War concept and the marshaling of national

resources for war (ibid.). [War, Diplomacy]

o Source Material




[Essay: “The Coming of World War II: Avoidable or Inevitable?”].

Chapter 25: World War II: Americans at War (1941-1945)

o Content: Mobilization (armed forces, draft, women and minorities,

economy); Retaking Europe (Atlantic, North Africa, Europe, Soviet

Union, air and sea, D-Day, VE-Day); Holocaust (racism, persecution,

ghettos, death camps, genocide, resistance, rescue, liberation); War in the

Pacific (Japanese advance, Philippines, China, Burma, Coral Sea, Midway

and other sea battles, Iwo Jima, Okinawa, Manhattan Project, atomic

bombs, VJ-Day); Global Insecurities at War’s End (United Nations,

collective security, division of Europe); Social Impact of the War (families

in wartime, civil rights and race riots, Japanese Americans: internment,

African Americans: “Double-V”, Mexican Americans: zoot-suit riots,

Native Americans, working women)


Illustrate and analyze the causes and impact of American

involvement in WWII

Highlight the impact of the war on American women.

Identify the Constitutional issues at stake by the Japanese

American internment program (Faragher, et al., p. 782).

The main points of Allied military strategy in Europe and Asia

(ibid.).

Prospects for peace at the end of World War II.

DBQ: What impact did World War II have on the status within

American society of minorities and women? Assess and describe

both short- and long-range changes that may have occurred

(Faragher, et al., p. 783). [War, Diplomacy, American Diversity]

o Source Material



Madaras, L., & SoReile, J. M. (1991). [Was it necessary to drop

the atomic bomb to end World War II?]

Ward, K. (2006). [Japanese Internment]

Franklin D. Roosevelt, the four freedoms, 1941, Out of Many…,


Virginia Snow Wilkinson, from housewife to shipfitter, 1943, ibid.,

p. 161.

Korematsu v. United States, 1944, ibid., p. 164.

Harry S. Truman, statement on the atomic bomb, 1945, ibid., p.

165.

Chapter 26: Cold War (1945-1960)

o Content: Origins (Yalta Conference, United Nations, Roosevelt Dies,

Truman takes command, Potsdam Conference; America’s goals, Soviet

Union’s goals, Communism spreads, “Iron Curtain”, containment, Truman

Doctrine); Cold War Heats Up (Marshall Plan, Berlin Airlift, NATO,

Communist advances, America’s anti-communist crusade); Korean War

(Chinese Civil War, Mao Zedong, Korea divides, “Police Action”, waging

the war, Gen. MacArthur, effects); Cold War Continues (McCarthyism,

Eisenhower administration, Middle East, Latin America, Arms Race,

deterrence, brinksmanship, satellites, ICBMs).


Identify and evaluate the motivations for the rebuilding of Europe

after WWII.

Identify the origins of the Cold War and the sources of growing

tensions between the United States and the Soviet Union


Outline the basic elements of Truman’s policy of containment

(ibid.).

Describe the impact of the threat of atomic warfare (ibid.).

Discuss the impact of McCarthyism on American political life

(ibid.).

How did the Cold War effect American culture? (ibid.)

Trace American foreign policy and the U.S.'s entrance into the

Korean War (ibid.).

Assessment DBQ: Select three events that occurred during 1945-

1952 with which to define, illustrate, and explain the changing

American self-image of its world role in the postwar era. How did

domestic issues figure into and influence foreign policy decisions?

o Source Material





St. Martin’s. [Narrative Essay: “George C. Marshall, The Marshall

Plan”]

Ward, K. (2006). [McCarthyism]

Clark Clifford, memorandum to President Truman, 1948, Out of


Henry Wallace, letter to President Truman, 1946, ibid., p. 170.

The Truman Doctrine, 1947, ibid., p. 172.

Joseph McCarthy, speech at Wheeling, West Virginia,1950, ibid.,

p. 174.

Chapter 27: Postwar Years at Home (1945-1960)

o Content: Economy (expansion, technology, television, computers,

medicine, work force, GI Bill, cars, suburbs, consumer credit); American

Society at Mid-century (subsidizing prosperity, suburban life, lonely

crowds and organization men, expansion of higher education, health and

medicine); Youth Culture (market, rebellions, rock ‘n’ roll, deviance and

delinquency); Mass Culture (discontents, Domestic Politics and Policy

(The Truman and Eisenhower campaigns and presidencies, Taft-Hartley

Act, Fair Deal, Nixon and the “Checkers” speech, modern Republicanism,

NASA and the “space race”).


Trace the impact of postwar economic prosperity on the lives of

ordinary Americans (Faragher, et al., p. 846).

Discover the role of federal program in expanding economic

opportunities (ibid.).

Compare the impact (positive and negative] of popular culture on

the lives of American youth (ibid.).

Analyze how mass culture became even more central to American

everyday life (ibid.).

Assessment DBQ: For the period 1952 to 1966, select three

changes which demonstrate that the United States did not entirely

match the 1950s image of a sterile, homogenized, consensus-

driven society. Construct an essay to prove your position (ibid.).

[Culture]

o Source Material




[Essay: “Postwar America: New Liberalism or New

Conservatism?”].

The teenage consumer, 1959, Out of Many…, Documents Set, p.

176.

John K. Galbraith, the affluent society, 1958, ibid., p. 177.

Jack Kerouac, On the Road, 1957, ibid., p. 179.

Betty Frieden, the problem that has no name, 1963, ibid., p. 181.

MARCH

Unit 9: A Period of Turmoil and Change (1950-1975)

Chapter 28: The Civil Rights Movement (1950-68)

o Content: Rise of African-American Influence (migration, New Deal,

WWII, NAACP, Brown v. Board of Education, Montgomery Bus Boycott,

integration enforcement, Little Rock, other voices of protest); Leaders and

Strategies (NAACP, National Urban League, CORE, SCLC, Martin

Luther King Jr. (MLK), SNCC, Robert Moses, nonviolent protest);

Struggle Intensifies (Emmet Till, sit-ins, Freedom Rides, James Meredith,

Birmingham, MLK’s letter, role of television); Political Response (John F.

Kennedy’s (JFK) response, March on Washington, role of music, Lyndon

B. Johnson’s response (LBJ); Civil Rights Act of 1964, voting rights,

Selma March, Voting Rights Act of 1965, 24th Amendment); A New Turn

(Elijah Muhammad, Black Nationalism, Malcolm X, James Baldwin,

“Black Power” movement, Stokely Carmichael, Black Panthers, de facto

segregation, assassinations, Shirley Chisolm, legacy of the movement).


Analyze the causes, strategies, and results of the American Civil

Rights Movement.

Understand the legal and political origins of the African American

civil rights struggle (Faragher, et al., p. 851).

Trace Martin Luther King’s rise to leadership (ibid.).

Compare the various strategies of civil rights organizations like

NAACP, SNCC, SCLC, and CORE (ibid., p. 876).

Identify examples of student protesters and direct action in the

South (ibid., p. 851).

The movement’s influence on national politics and legislation

(ibid.).

Assessment DBQ: Evaluate the effectiveness of Dr. Martin Luther

King’s philosophy of nonviolent civil disobedience in undermining

the culture of “Jim Crow” and segregation in the South. What

outside elements may have contributed to the civil rights

movement? (ibid, p. 876). [Politics, Citizenship]

o Source Material


King, M. L. (2000). Why we can’t wait.

Madaras, L., & SoReile, J. M. (1991). [Was MLK Jr's leadership

essential to the success of the Civil Rights movement?]

Jo Ann Gibson Robinson, the Montgomery bus boycott, 1955, Out

of Many…, Documents Set, p. 183.

Brown v. Board of Education, 1954, ibid., p. 186.

Southern manifesto on integration, 1956, ibid., p. 188.

Martin Luther King, Letter from a Birmingham Jail, 1963, ibid., p.

189.

Chapter 29: Kennedy and Johnson Years (1961-1969)

o Content: Nixon-Kennedy campaign; Camelot; Kennedy’s initiatives

(New Frontier, economy, poverty, inequality, et al., assassination, Warren

Commission); Johnson’s initiatives (Great Society: poverty, education,

healthcare, voting rights, conservation, immigration, et al., Warren Court);

Foreign Policy, Kennedy (Fidel Castro, Bay of Pigs, Berlin Crisis,

Kennedy’s response, Berlin Wall, Cuban Missile Crisis, Kennedy acts,

Khrushchev relents, Limited Test Ban Treaty, Alliance for Progress, Peace

Corps, containment: Dominican Republic, Vietnam).


John F. Kennedy's rise to power and his promise of a “New

Frontier” (Faragher, et al., p. 820).

Outline JFK’s wide-ranging liberal agenda.

Evaluate the influence of the programs sponsored by Johnson’s

plan for a Great Society, in particular, their impact on urban

poverty in the late 1960s (ibid., p. 910).

DBQ: Evaluate the domestic and international policies associated

with John F. Kennedy and the New Frontier. What continuities

with Eisenhower-era politics do you find in the Kennedy

administration? How did JFK break with past practices? (ibid., p.

846). [Economics, Globalization]

o Source Material


Chapter 30: An Era of Activism (1960-1975)

o Content: Women’s Movement (Feminist Movement, women enter college

and workforce, Betty Friedan, National Organization of Women (NOW),

impact of feminism, Roe v. Wade, Equal Rights Amendment, opposition);

Ethnic Minorities (Latino Americans, “Chicanos”, Cesar Chavez, United

Farm Workers, Asian Americans, Japanese Americans Citizens League,

Native Americans, land claims, American Indian Movement, self-

government, Wounded Knee); The Counterculture (“generation gap”,

hippies, challenge authority, sex, drugs, music, Woodstock, Altamont);

Environmental and Consumer Movements (Rachel Carson, environmental

activism, Nuclear Regulatory Commission, grassroots movements,

government actions: Environmental Protection Agency, Clean Air Act,

Clean Water Act, Ralph Nader).


Explain and analyze the beginning and development of the

“counter counterculture” (Sample Syllabus 1).

Impact of the feminist movement on the American culture and

economy.

Understand the strategies and objectives of other movements for

equality and rights (Cesar Chavez, American Indians, et al.).

DBQ: The lives of American women have shifted dramatically

since 1940. Analyze how three of the following factors have

changed the status of women in the United States to the year 2000:

growth of mass consumption, medical advances, economic growth,

governmental actions (Kaplan, p. 271). [Reform]

o Source Material


Jacoby, S. (2004). Freethinkers. [Culture Wars Redux]

Gloria Steinem, in support of the Equal Rights Amendment, 1970,

Out of Many…, Documents Set, p. 203.

Myra K. Wolfgang, in opposition to the Equal Rights Amendment,

1970, ibid., p. 206.

Chapter 31: The Vietnam War (1954-1975)

o Content: The War Unfolds (Cold War, “domino theory”, Geneva

Accords, U.S. “advisors”, Kennedy increases aid, Ho Chi Minh, Ngo Dinh

Diem, Robert McNamara, Diem’s downfall, Johnson’s policy, Viet Cong,

National Liberation Front, Gulf of Tonkin Resolution): Fighting the War

(battlefield conditions, Ron Kovic’s story, ground war, air war, escalation

and intensification, Ho Chi Minh Trail, Tet Offensive, My Lai Massacre);

Political Divisions (student activism, Students for a Democratic Society,

New Left, Free Speech Movement, teach-ins, conscientious objectors,

deferments, protests, 1968 election, riots, Nixon); The End of War (Nixon

Administration policy, Paris peace talks, Vietnamization, Cambodia,

Nixon addresses violence and the “silent majority”, Kent State, Jackson

State, withdrawal, aftermath, legacy, memorial).


Explain the events that led up to and contributed to U.S.

involvement in Vietnam (Faragher, et al., p. 910).

Compare the justifying arguments and the dynamics of the anti-

Vietnam protest movement, and the contrasting views of those who

supported the war (ibid.).

Consider the impact of the assassinations of MLK Jr. and Robert

Kennedy on the election of 1968 (ibid., p. 910).

Describe the issues and ideologies behind the United States’

widening involvement in the war in Vietnam (Faragher, et al., p.

881).

Identify the passions and major arguments of the “the sixties

generation” and the antiwar movement (ibid.).

The election of 1968 and the Nixon agenda (ibid.).

The rise of liberation movements (ibid.).

Assessment DBQ: If the greater portion of social indexes indicates

rising prosperity as well as improved social and living conditions

between 1950 and 1970, what elements explain the dissatisfaction

of the American people during 1965-1974? Choose two of the

following groups and evaluate what reactions they had to the

events of that period: a) middle-class youth; b) minorities; c)

Nixon’s silent majority (ibid., p. 911). [Economics, Culture,

Politics, Citizenship]

o Source Material


Watch and discuss The Fog of War, a documentary based on the

life and service of Robert McNamara.

Madaras, L., & SoReile, J. M. (1991). [U.S. Actions in Vietnam

are not justified]

Lyndon B. Johnson, why we are in Vietnam, 1965, Out of Many…,


Stokely Carmichael, black power, 1966, ibid., p. 194.

John Kerry, Vietnam veterans against the war, 1971, ibid., p. 197.

Articles of Impeachment against Richard M. Nixon, 1974, ibid., p.

199.

APRIL

Unit 10: Continuity and Change (1969 to the present)

Chapter 32: Nixon, Ford, Carter (1969-1981)

o Content: Nixon (the person, staff); Nixon’s Domestic Policy (deficit

spending, oil crisis, OPEC embargo, New Federalism, “Southern

strategy”, “Imperial” presidency, Supreme Court, Moon Landing);

Nixon’s Foreign Policy (Henry Kissinger, realpolitik, détente, China

policy, nuclear proliferation, SALT I); Watergate (Nixon’s “enemies list”,

wiretaps, the “plumbers”, Committee to Reelect the President, Watergate

break-in, scandal, trial, key players, Senate investigation, Congressional

hearings, impeachment, resignation); Ford Administration (pardon,

economic recession, limited government, War Powers Act, Helsinki

Accords, America’s Bicentennial); Carter Administration (election,

amnesty for draft evaders, rising inflation and unemployment,

deregulation, National Energy Act, Three Mile Island and the nuclear

energy debate, affirmative action, Camp David Accords, SALT II, Iran

Hostage Crisis, Panama Canal treaties, election of 1980).


Identify the cultural factors contributing to Richard Nixon's huge

electoral victory in 1972? (Faragher, et al., p. 910).

Pull out and analyze Nixon’s character and leadership failures.

Explain how the Watergate scandal and the fall of the President.

Highlight the conflicting issues behind the pardon of Richard

Nixon and the negative impact on Gerald Ford.

The election of 1976: how an unknown, Washington outsider won

the Presidency.

Chart the highs and lows of the Carter Administration.

Summarize the reasons why the 1970s was labeled “the Me

decade” (ibid., p. 942).

Interpret the decline of liberalism and the rise of conservative

political groups (ibid.).

DBQ: Select two events each by which to evaluate why Gerald

Ford and Jimmy Carter were able to achieve only single-term

presidencies. Why did the American people reject each president

in this bid for a second term? (ibid.).

o Source Material

America, Pathways..., pp.1056-1084 (textbook)


Davidson, J.W., & Lytle, M.H. (2004) [Instant Watergate]

Chapter 33: The Conservative Revolution (1980-1992)

o Content: New Conservatism (conservative roots under Eisenhower,

Goldwater, New Right, Moral Majority, lowering taxes, cutting

government-funded social programs); Conservative opposition (New Deal,

The Great Society, “welfare state,” cultural changes, affirmative action);

Reagan Revolution (agenda, supply-side economics, tax reform,

deregulation, Air Traffic Controllers strike (PATCO), cut size of

government, New Federalism, military buildup, Strategic Defense

Initiative (SDI), resisting communist advances in the Americas; Reagan’s

Second Term: patriotic anniversaries and renewal; social debates (civil

rights, women’s movement, sexual orientation, Supreme Court

appointments); economic issues (farm crisis, manufacturing shifts, wealth

distribution); delegation mistakes (savings and loan scandal, Iran-Contra);

foreign and domestic policy achievements; George H.W. Bush Presidency:

1988 election; foreign policy achievements (Cold War victories: Poland,

Germany, Czechoslovakia, Soviet Union, START I); “New World Order”

(Tiananmen Square, Panama invasion, Persian Gulf War); domestic policy

struggles (Clarence Thomas hearings, economic recession, corporate

downsizing).


Explain the impact the Persian Gulf War had on the United States

foreign policy in the Middle East (Kaplan, p. 329)?

Outline the domestic policies under the Reagan administration


Explain the guiding philosophies of Reagan era foreign policy:

Soviet Union, Central America, Middle East (ibid.).

Structural shifts in the economy and culture of the 1980s (ibid.).

Describe the central philosophical assumptions behind, and the

policies that implemented, “Reaganomics” (ibid., p. 989).

Assessment DBQ: Evaluate the changes in threats to national

security that evolved between the presidential administrations of

Ronald Reagan and George W. Bush. To what extent did the Cold

War containment policies become obsolete and why? What new

threats to national security emerged? How did the presidents who

followed Ronald Reagan respond to these new threats? (ibid.).

o Source Material


Richard Viguerie, why the new right is winning, Out of Many…,


Town Meeting, Middletown, Pennsylvania, 1979, ibid., p. 202.

Ronald Reagan, the Evil Empire, 1983, ibid., 211.

Johnathan Kozol, a homeless family, 1986, ibid., p. 212.

Jesse Jackson, common ground, 1988, ibid., p. 215.

Cecelia Rosa Avila, third generation Mexican American, 1988,

ibid., p. 217.

Chapter 34: Entering a New Era (1992 to the present and beyond)

o Content: Politics in Recent Years: 1992 election (Bush v. Clinton, Ross

Perot factor, “New Democrat”); Bill Clinton’s first term: Convincing

Congress (spending vs. taxes, health care, Health Maintenance

Organizations); Republican response (“Contract with America”, Newt

Gingrich, government shut down, welfare reform); 1996 Election (Clinton

v. Dole); Clinton’s second term: Scandal and Tragedy (Oklahoma City

bombing, Whitewater affair, Monica Lewinsky scandal, impeachment);

2000 Election (Gore v. Bush, Florida vote counting, Bush v. Gore), Bush

presidency (leadership style, tax cuts); September 11, 2001 (terrorist

attack, Osama Bin Laden and Al Quaida, Operation Enduring Freedom);

The United States in a New World: foreign policy (reforms in Russia,

Eastern Europe, South Africa, Israel-Palestine (PLO) peace agreement,

Balkans, Northern Ireland, Afghanistan, China); Global Economy

(European Union, North American Free Trade Agreement (NAFTA),

General Agreements on Tariffs and Trade (GATT), World Trade

Organization (WTO), multinational corporations); The New Millennium:

Issues (diversity and multiculturalism, immigration, affirmative action,

rapid technological advances, internet, education, population).


Characterize society and foreign policy under the Reagan and Bush

I Administration (Sample Syllabus 1)

Evaluate the Clinton Administration regarding domestic and

foreign policy of the 1990s. (ibid.)/

What significant social, political, and economic challenges will the

United States face through the next half-century (AP U.S. History,

p. 330)?

o Source Material


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