AP U.S. History

Advanced Placement U.S. History:

Advanced Placement U.S. History is a college level survey course of U.S. history from the pre-Columbian period to the present. Themes:

While the course follows a narrative structure supported by the textbook and audiovisual materials, the following seven themes described in the AP U.S. History Course and Exam Description are woven throughout each unit of study: 1. Identity (ID) 2. Work, Exchange, and Technology (WXT) 3. Peopling (PEO) 4. Politics and Power (POL) 5. America in the World (WOR) 6. Environment and Geography (ENV) 7. Ideas, Beliefs, and Culture (CUL) Historical Thinking Skills: 1. The study of political institutions in U.S. history. 2. The study of social and cultural developments in U.S. history. 3. Themes and/or topics as broad parameters for structuring the course. 4. Providing students with frequent practice in writing analytical and interpretive essays such as

document-based questions, free response questions and thematic essays. 5. Teaching students to analyze evidence and interpretations presented in historical scholarship. 6. The study of diplomacy in U.S. history. 7. The study of economic trends in U.S. history, extensive instruction in analysis and interpretation of a

wide variety of primary sources. Textbooks: Brinkley, Alan. American History: A Survey w/PSI CD, 12th edition. McGraw-Hill, 2008. (CR1a) Supplemental Texts: (CR1c) Gates, Henry Louis Jr. The Classic Slave Narratives. New York: Signet Classics, 2002. George, Jason and Jerald Brown. AP Achiever: Advanced Placement Exam Prep Guide. McGraw-Hill,

2008. McCullough, David. 1776. New York: Simon & Schuster, 2005. Zinn, Howard. A People’s History of the United States. New York: Harper Perennial Modern Classic, 2005.

Grading:

Grades will be calculated by points.

Student progress will be evaluated, on a unit basis, through seminars, homework, writing assignments, quizzes, and tests.

Students will complete a Reading Guide for each chapter of the textbook.

Students will analyze diverse primary and secondary sources.

There will be formal writing assignments based on the essay formats required for the AP U.S. History Exam.

Students will be required to do group and individual presentations.

Homework will be posted on the board and on course website each day.

Students must have a 3-ring binder filled with loose leaf paper. All homework, class notes, handouts, and other course material must be kept in student binders.

Required Summer Assignment: Students will read David McCullough’s book, 1776 and complete a 4-5 page book analysis on the events depicted by the historian. Reports will be due on the first day of class. Class discussion regarding the interpretation of historical events by historians. In class, students will analyze primary source excerpts from figures discussed in the book and compare the author’s conclusions with the primary sources. Unit I: Settlement and Expansion of Colonial America Texts and Other Materials: Survey: American History, Chapters 1-3; AP Achiever, Chapters 1-3; and A People’s History of the United

States, Chapters 1-3. (CR1b) Themes: Identity (ID); Work, Exchange, and Technology (WXT); America in the World (WOR); Environment and Geography (ENV); Ideas, Beliefs, and Culture (CUL) Major Topics: Early contacts among groups in North America, and North American societies in the context of the Atlantic World; Spanish exploration and the development of colonies in the Americas; the rise of the English as an imperial power, including the conflict with the Spanish; initial English colonial settlements, including successes and failures, and the unique attributes of each of the colonies; the evolution of relations between the colonies and England, including the debate over citizenship and representation; and the military conflicts with the French, culminating in the French and Indian War. Essential Goals: Gain understanding of the predominant Native American cultures prior to the “Age of Exploration”. Draw timeline of events leading to the development of mercantilist philosophy in Europe and need for exploration and colonies. Trace the rise of the English nation-state between 1492 and 1607. What important factors influenced this rise? In what ways did later colonization efforts attempt to learn from earlier experiences? Study the fundamental differences between English, Spanish, Dutch, and French colonies in America. To what extent was there religious freedom in the colonies? Explain the causes the

conflict between the British and the Native Americans and French in 1754. How did the war change the geopolitical standing of each group by the end of the war? Unit Activities: Class discussions on the rise of the English state, the Glorious Revolution, and the French and Indian War. Debate on Separatists, Puritans, Quakers, and the Crown. Students each select a point of view and defend amongst others. (WXT-1) By drawing on selections from A People’s History of the United States and Survey: American History, students write an essay that explores the evolution of identity based on race, ethnicity, and nationality. (ID-4) Students write an essay where they assess the changing relationship between Indians and European settlers in either the New England or Chesapeake areas. (ENV2) (CUL-1) Students will compare and contrast the Enlightenment and the Great Awakening by completing, and discussing, an Idea Comparison Chart. (ID-1) (WOR-2)(CUL-4) Assignments and Assessments: Homework assignment on topics listed above. Multiple choice test on topics above, and several map assessments from the colonial period. DBQ assignment answering the following: “Assess the validity of the contention that the British North American colonies had created a separate identity and society by 1763.” Unit II: Empire in Transition, Birth of New Nation (1759-1789) Texts and Other Materials: Survey: American History, Chapters 4-6; AP Achiever, Chapters 4-6; and excerpts from 1776, by David McCullough; A People’s History of the United States, Chapter 4. Themes: Work, Exchange, and Technology (WXT); Politics and Power (POL); America in the World (WOR); Ideas, Beliefs, and Culture (CUL) Major Topics: Political and social causes of the French and Indian War; military engagements and consequences of the French and Indian War; growing tensions between the colonies and Parliament over taxation and representation; diplomatic relations between the colonies, the British Parliament, and the French strategies of both sides in the Revolutionary war, and the course of the battles; origins and structure of the Articles of Confederation; political, social and economic challenges of the Critical Period; circumstances surrounding the Constitutional Convention and the structure of the Constitution; and argument over ratification and the development of the Bill of Rights. Essential Goals: Given investigation of events leading up to the French and Indian War, and cultural as well as economic problems faced afterword, students will debate if the American Revolution was inevitable. To what extent could either side have contributed to a peaceful resolution to their differences? Analyze the ways in which the colonists used both legal and extra-legal means of protesting. Which tactic proved more successful and why? Who were the greatest generals of the war and why? In what ways was the Articles of Confederation designed to correct the perceived injustices of the colonial era? What were the

resulting strengths and weaknesses of the document? Discuss the various issues debated and compromises made at the Constitutional Convention. Given such issues between smaller states and larger states, northern industry opposed to southern agriculture, to what extent were elements of the Civil War already present? Unit Activities: Students will analyze primary sources from John Locke and Adam Smith to discover the influence of both authors in mainstream American political and economic values. (WXT-1)(WXT-2)(WXT-6)(WOR-2)(CUL-4) Given excerpts from 1776 by David McCullough and Chapter 4 “Tyranny Is Tyranny” in A People’s History of the United States by Howard Zinn, students will complete a short answer assignment. Students will investigate how the two historians interpret the ideologies and philosophies of colonists and English lords in the early stages of the American Revolution. Students must focus on the similarities and differences of two historians interpreting the same events. (POL-1) (Criteria 6 – Historical interpretation) Using AP Achiever students will analyze the Paul Revere engraving of the “Boston Massacre” and compare it to various current political cartoons and political statements. Students will debate the influence of propaganda on American perspectives over time. They will answer the question “To what extent does propaganda sway popular perspective over time?” Oral debates regarding the opposing perspectives of Federalists versus Ant-Federalists regarding the role of Federal government within the new Constitution. Those students defending the Anti-Federalists should stress the importance of a Bill of Rights. (Pol-1) Assignments and Assessments: Homework assignment on topics listed above. Multiple choice test on topics above, and several map assessments regarding military developments of both the French and Indian War as well as the War for Independence. Take home assignment completing a Free Response Question “Examine the relationship between Native Americans and European colonists over the course of the eighteenth century to the end of the French and Indian War.” (CUL-1) Unit III: Early Nationalism (1789-1808) Texts and Other Materials: Survey: American History, Chapters 6-7; AP Achiever, Chapters 6-7; and A People’s History of the United States, Chapter 5. Audio/Visual: The Nystrom Series Historical Maps and Charts (Criteria 1b – Maps) Themes: Identity (ID); Work, Exchange, and Technology (WXT); Peopling (PEO); Politics and Power (POL); America in the World (WOR); Environment and Geography (ENV); Ideas, Beliefs, and Culture (CUL)

Major Topics: Birth of a new nation and struggle for identity; growing pains of the New Republic; George Washington and the development of the role of the President; the debate over the Bank of the United States, and the emergence of political parties; foreign relations, including the Jay Treaty, the Pinckney Treaty, the XYZ Affair, the conflict with the Barbary Pirates, and the growing tensions with Europe during the Napoleonic Wars; Marbury v. Madison and the development of the role of the Supreme Court; Jeffersonian Republicanism, including policies regarding the Bank, Louisiana, Aaron Burr, and foreign relations; and elections from 1789 to 1812. Essential Goals: To what extent could it be said that the Anti-Federalists prevailed in the fight over ratification? In what ways did the United States government work to achieve stability, both domestically and internationally during the 1790s? Should the Alien and Sedition Acts be viewed as unconstitutional, or were they just an early example of hardball politics? Is it accurate to say that the Supreme Court did not become a co-equal branch of the government until after the appointment of John Marshall? How effective was the United States in responding to the geopolitical challenges it faced during this period? Unit Activities: Students will examine the presidency and ideology of Thomas Jefferson compared to the goals and accomplishments of Alexander Hamilton. They must focus on various points of view regarding interpretation of the Constitution and role of government in America. Students must chart out the opposing views and support topics using accomplishments of each. The assignment is designed to help students understand the range of political ideas that led to formation of political parties in the early Republic. (ID-1)(WXT-2)(WXT-6)(POL-2)(POL-5)(CUL-4) Drawing on excerpts from A People’s History of the United States and Survey: American History, students will write an essay explaining to what extent the Federalist perspective led by Alexander Hamilton established a government that favored the wealthy elite. (WXT-6)(POL-2)(POL-5) Students will map how different social groups were affected by the Louisiana Purchase before 1860 by using region, race, and class as their tools of analysis. (PEO-3)(WOR-5)(ENV-3)(ENV-4) Using The Nystrom Series Historical Maps, students will analyze territories gained by The Louisiana Purchase. They will locate which native populations would be most affected by the purchase, geographic points of interest (specific rivers, mountain chains, lakes, natural resources of note), and boundaries. (Criteria 1b – Maps) Assignments and Assessments: Homework assignment on topics listed above. Multiple choice test on topics above. Take home assignment completing a Free Response Question “How did the United States attempt to achieve independence and stature in foreign affairs during the Washington and Adams administrations?” (ID-1) (POL-6) (WOR-5) Unit IV: Post-Jeffersonian Era (1808-1828) Texts and Other Materials: Survey: American History, Chapters 7-8; AP Achiever, Chapters 7-8;

Themes: Identity (ID); Peopling (PEO); Politics and Power (POL); Major Topics: Growing pains of the New Republic; foreign relations between the United States and France and Britain; causes and course of the War of 1812; political, social, and economic aftermath of the War of 1812, including the death of the Federalist Party, the emergence of the Second Bank of the United States, and the conflict over internal improvements; the contested election of 1824 and the end of the Era of Good Feelings; tariffs and the specter of nullification; major decisions of the Marshall Court; the Monroe Doctrine and the growth of the United States in regional politics; and the rise of immigration and nativism. Essential Goals: How did the addition, and settlement, of southern and western lands contribute to the political struggle that resulted in the Civil War? Was the Missouri Compromise a solution or merely continuation of a national crisis? To what extent did the cotton boom fundamentally transform southern society, economically and culturally? What impact did Eli Whitney’s cotton gin have on American views of slavery regarding the Constitution? In what ways was the emergence of the factory economy of the north beneficial to the region and the nation? What were the negative aspects of the new economy? Why is this period often considered the golden age for American transportation? In what ways did the Era of Good Feelings kill the Federalist Party as well as create the Democratic Party? Unit Activities: Class discussions on the two-party political system and the American System. (POL-2) Map skills activity: battles of the War of 1812. Students focus on Native American unification efforts by Tecumseh in mid-western regions, William Henry Harrison and Tippecanoe, Put-in-Bay, Battle for Detroit, Battle of the Thames, Battle of New Orleans, etc… (PEO-4) Students will examine, compare and contrast the goals, ideologies and impact of early secession movements such as the Essex Junto, Hartford Convention and early nullification movements in the south. Create a short answer that explains a thesis regarding the issues. (POL-6)(ID-1) Students select the perspective of either John Quincy Adams or Andrew Jackson and debate foreign policy, the end of the Virginia Dynasty, the Era of Good Feelings, and the contested election of 1824. (POL-5)(PEO-5)(ID-1) Assignments and Assessments: Homework assignment on topics listed above. Multiple choice test on topics above, and several map assessments regarding the role of Native American issues and slavery leading up to the War of 1812. Using the AP Achiever, students will complete a DBQ “Explain how the competing forces of sectionalism affected national unity in the early nineteenth century.” (ID-1)(ID-5)(POL-6) Unit V: Jacksonian Democracy (1828-1842) Texts and Other Materials: Survey: American History, Chapters 9-10; AP Achiever, Chapters 9-10; and A People’s History of the United States, Chapter 7.

Themes: Identity (ID); Work, Exchange, and Technology (WXT); Peopling (PEO); Politics and Power (POL); Environment and Geography (ENV); Ideas, Beliefs, and Culture (CUL) Major Topics: Circumstances surrounding the elections of 1824 and 1828; rise of the Jacksonian Democratic party, including its beliefs, policies, and important members; and the Four Main Crises of the Age of Jackson: the expanding view of democracy (spoils system, rotation in office), the Native American question (court cases and Indian removal), the nullification crisis, and economic issues of the period (Second Bank of the United States and the Panic of 1837). Essential Goals: To what extent were the Jacksonian Democrats truly the guardians of the Constitution, political democracy, individual liberty, and equality of economic opportunity? Did the Jacksonian Democrats expand democratic ideals to the extent they championed or simply achieve their own objectives? In what ways did Andrew Jackson differ from his predecessors and in what ways did he continue the traditions, or reflect the traditional values of the early national period? To what extent did The Jacksonian Period live up to its characterization as the era of the "common man” in terms of economic development, politics, and expansion? In what ways did the conflicts over nullification and the bank point to the larger sectional, economic, and political tensions in the Jacksonian age? To what extent did the Manifest Destiny philosophy serve to justify Jacksonian Indian removal policies? Unit Activities: Students create a mock trial, “Cherokee Nation v. Jackson” where students will be given specific topics and individuals to research regarding the perspectives of Native Americans as well as Jacksonian Democrats. Emphasis will be placed on ways in which various native groups altered their lifestyles to accommodate U.S. expansion, the Cherokee Nation v. Georgia case, the Worcester v. Georgia case, details of removal contracts, and Jackson’s interactions with the Supreme Court. (ID-2)(ID-6)(WXT-2) (PEO-5)(CUL-2) In-class document analysis activity: excerpt from Daniel Webster’s debate with Robert Hayne, and Andrew Jackson’s bank veto. Students will review the primary documents and debate the validity of nullification, draw references to the Kentucky and Virginia Resolutions, and debate Jackson’s veto or personal war with Nicholas Biddle. (POL-5) By drawing on selections from A People’s History of the United States and Survey: American History, students write an essay that explores the impact cotton expansion, agricultural advancements, and manifest destiny had on Indian removal policies. (ID-5) (WXT-2)(ENV-3)(CUL-5) Assignments and Assessments: Homework assignment on topics listed above. Multiple choice test on topics above, and several map assessments regarding the geographic obstacles and rationale behind the Indian Removal Act.

Unit VI: Era of Reform (1800-1850) Texts and Other Materials: Survey: American History, Chapters 11-12; AP Achiever, Chapters 11-12; A People’s History of the United States, Chapter 9; The Classic Slave Narratives: The Life of Frederick Douglass, pgs. 323-429. Themes: Identity (ID); Work, Exchange, and Technology (WXT); Peopling (PEO); Politics and Power (POL); Environment and Geography (ENV;) Ideas, Beliefs, and Culture (CUL) Major Topics: Trends in immigration, urbanization, industrialization; social and cultural reactions to the industrial age, including the Second Great Awakening, utopian movements, and reformers; reform movements involving treatment of the poor, the blind, the deaf, the insane, and criminals; the temperance movement; reform movements involving civil rights, including the status of slaves and women; and artistic and philosophical movements of the age, including the Hudson River School, romantic authors, and transcendentalists. Essential Goals: In what ways did the philosophers, reformers, artists, and authors of this time period contribute to the development of a uniquely American identity? What were the larger social goals of the reformers, and to what extent were they successful in achieving these? In what ways were strides made by advocates for abolitionism, temperance, and women’s rights? Which group made the most progress? Unit Activities: In-class document analysis activity: “Declaration of Sentiments” Seneca Falls Convention of 1848. Students will analyze the events of the gathering at Seneca Falls and the “Declaration of Sentiments” in comparison with events surrounding the Declaration of Independence in Philadelphia in 1776. (POL-3) (CUL-2) By drawing on selections from Classic Slave Narratives: The Life of Frederick Douglass, students answer a FRQ from AP Achiever that explores the realities of North American slavery from the slaves’ perspective. Students must analyze the thoughts of a primary source written by Douglass explaining his experiences. (Criteria 1b – Written Documents) Students debate amongst each other the impact of the Erie Canal in New York on the Second Great Awakening, the “Burned Over District”, emergence of new ideas such as the Mormon faith, and utopian societies such as Brook Farm. (CUL-5)(ENV-3)(POL-3)(PEO-5)(WXT-2)(ID-1) Using the AP Achiever, students will complete a DBQ “Account for the differing views of labor developed by Americans during the first Industrial Revolution.” Class discussion where students debate the extent to which movements such as the Hudson River School, the Transcendentalists, and Realism reflected the changing attitudes in America during the Antebellum Period. (POL-3)(CUL-6) Assignments and Assessments: Homework assignment on topics listed above. Multiple choice test on topics above, and several map assessments regarding the growth of slavery institutions during the Antebellum Period. (WXT-4)

Unit VII: Civil War Era and Reconstruction (1850-1877) Texts and Other Materials: Survey: American History, Chapters 13-15; AP Achiever, Chapters 13-15; A People’s History of the United States, Chapter 9 Audio/Visual: Episodes 4,5,6 of America: Story of Us presented by the History Channel, The Nystrom Series Historical Maps and Charts. (Criteria 1b – Maps, Quantitative Data) Themes: Identity (ID); Peopling (PEO); Politics and Power (POL); Environment and Geography (ENV); America in the World (WOR) Major Topics: Outbreak of the military conflict between north and south, and the course of the war; political, diplomatic, social and economic consequences of the war, north and south; religion and the abolitionist cause; the Emancipation Proclamation and its effects on the war effort and the slave population; and generals and leadership during the crisis, north and south. Competing models for Reconstruction: Presidential, Congressional, and White Southern; the assassination of President Lincoln and its implications for Reconstruction and the policies of Andrew Johnson; military occupation of the south, the emergence of black republican governments; impeachment of Andrew Johnson; Radicalization of Reconstruction; 13th, 14th and 15th Amendments, white resistance, the KKK and the spiral of violence; and readmitting southern states, the Grant scandals, the restoration of conservative white governments, and the gradual denial of black rights in the South. Essential Goals: To what extent were the military fortunes of the north and south shaped by their generals and the political fortunes shaped by the leaders? In what ways and to what extent did the nature of warfare change as a result of the Civil War? Who are the heroes of this time period and what makes them so? Was it inevitable that the South would lose the Civil War? Why or why not? To what extent did the assassination of Abraham Lincoln contribute to more harsh Reconstruction policies? Trace the ways in which Congress attempted to secure rights for freed slaves and the steps southern states took to obstruct Congressional actions. In what ways did the impeachment of Andrew Johnson reveal the fault lines of American politics in the years following the Civil War? In what ways was the election of Rutherford Hayes a symbol of the end to Radical Reconstruction? To what extent was the Radical reconstruction a success? Unit Activities: Using The Nystrom United States History Series, students will analyze a map of the Election of 1860 and develop a thesis statement summarizing the significance of the election results. (ID-5)(PEO-5) (POL-3)(POL-5)(POL-6) (Criteria 1b – maps) The students will present the South’s main arguments to justify secession. (ID-5)(PEO-5)(POL-3)(POL-5)(POL-6)(ENV-3)

Students analyze the factors that led to Abraham Lincoln’s issuance of the Emancipation Proclamation and its resulting impacts on the Union’s war effort. Students focus on the impact of the Proclamation on southern relations with foreign nations such as France and England. (POL-3)(POL-6)(WOR-2) Students will research and then evaluate the thesis that the American Civil War was a total war impacting those on the home front, abroad, as well as those on the battlefield. Essay must assess the impact of the war on all three areas by focusing on U.S. regional economies and U.S. and Confederate relations with Britain and France. Class discussion regarding the impact of the Reconstruction Act on southern society and restoration. Focus on political maneuvers of Andrew Johnson, Radical Republicans, and the Grant administration. Students will debate whether Johnson’s impeachment and the Tenure Law should be considered unconstitutional. (POL-2)(POL-5)(POL-6) Students perform a short answer response using excerpts from A People’s History of the United States. Given responses by black southern Republicans during Reconstruction, students will analyze the success of Radical reforms. Were measures taken by Radical Republicans socially constructive or mere political gamesmanship? (ID-6)(POL-2)(POL-5) Assignments and Assessments: Homework assignment on topics listed above. Multiple choice test on topics above, several map assessments regarding major campaigns of the Civil War, and military districts of the south under the Reconstruction Act; analyze charts, using The Nystrom United States History Series, regarding the material and economic advantages versus disadvantages for both the Union and Confederacy. (Criteria 1b – Quantitative Data) Unit VIII: Westward Expansion and Industrialization (1865-1900) Texts and Other Materials: Survey: American History, Chapters 16-18; AP Achiever, Chapters 16-18 Themes: Identity (ID); Work, Exchange, and Technology (WXT); Peopling (PEO); Environment and Geography (ENV) Major Topics: Social and economic effects of post-bellum industrialization in the North and the South; the expanding economic power of the United States in the world economy; impact of an unregulated economy on the development of heavy industry and the emergence of business tycoons; case studies on Rockefeller, Carnegie, Morgan, and Vanderbilt; early attempts to rein in big business by the government at the state and federal levels; westward expansion as seen in the context of the railroad industry and emerging economic interests; conflicts between Native Americans and settlers, ranchers, miners; and military conflicts with Native Americans. Essential Goals: To what extent is “The Gilded Age” an apt description of the time period? What impact did the discovery of gold in California, the Transcontinental railroad, and Homestead Act have on Native American

culture? Trace the rise of American industrialization. What factors contributed to American industrialization in the late 19th Century? Unit Activities: FRQ: To what extent was the policy of the United States toward Native Americans a continuation of an early policy, and to what extent was it new? (ID-6) Students will compare and contrast the competing interests of labor and capital by completing a Competing Interests Chart. (WXT-5)(WXT-6)(WXT-7) Students will analyze a map from the Nystrom United States History Series: major Indian battles and Indian reservations (1860-1900) and compose a thesis paragraph analyzing the effects of westward expansion on Native American peoples. (ID-6) (PEO-3) (Criteria 1b – Maps) Using AP Achiever, students will complete a DBQ answering the following question: In what ways did business leaders in the late nineteenth century represent industrial statesmen or robber barons? (WXT-6)(ENV-5) Assignments and Assessments: Homework assignment on topics listed above. Multiple choice test on topics above, several map assessments regarding migration of Native Americans and battles, and analyze charts from The Nystrom United States History Series to investigate the growth of American industry and production during the Gilded Age. (Criteria 1b – Quantitative Data) Mid-Term/Semester Assessment: Students will be given one DBQ assignment regarding any of the periods, themes, or issues discussed in class during the first semester. They will also complete their choice from two of three FRQ questions selected by the teacher regarding any of the periods, themes, or issues discussed in class during the first semester. The purpose of the assignment is to not only assess student progress, but also reflect the writing portion of the AP Exam. Unit IX: The Progressive Era and American Imperialism (1890-1920) Texts and Other Materials: Survey: American History, Chapters 19-21; AP Achiever, Chapters 19-21 Themes: Identity (ID); Work, Exchange, and Technology (WXT); Peopling (PEO); Politics and Power (POL); Ideas, Beliefs, and Culture (CUL); America in the World (WOR) Major Topics: Domestic and global challenges and the creation of mass culture; cultural effects of deregulation, industrialization, and westward expansion; urbanization and the competing ideals of city and rural life in America; immigration, minority rights, and a rigid class system; corruption and machine politics in state and local governments; the rise of agrarian discontent and the Populist response; and competing arguments about the proper role of government in this era. Progressivism defined, goals of Progressivism, and types of Progressives; muckrakers, social reform, and the use of the media to achieve social, economic, and political goals; radical movements, the IWW and Socialist Party, the changing role

in government (including state and local); successes and failures of the Progressive Era. Global challenges; early expansionism, from Young America to the Chilean and Venezuelan conflicts; Mahan, Coaling Stations, the building of the United States navy, and initial imperialistic efforts, including Hawaii; American involvement and influence in the Spanish-American War, the Filipino Insurrection, and the Panamanian Crisis. Essential Goals: In what ways did reform movements and organizations attempt to solve the social problems facing U.S. society? What were the root causes of the progressive movement? Why did the movement flourish in the north and west, but lack support in the south? To what extent did state and local governments influence the movement at the national level? Is it accurate to describe Roosevelt, Taft, and Wilson as progressives? Were the conditions of farmers, the poor, women, and African-Americans improved by progressive reforms? To what extent did the domestic and international policies of Theodore Roosevelt reflect the values of his era? What were the causes, course, and effects of the Spanish-American War? What were the chief arguments of the imperialists and anti-imperialists; what was the particular significance of the Roosevelt corollary? How did the American interest in the development of a canal in Panama evolve? Unit Activities: In-class document analysis activity: Bryan’s “Cross of Gold” speech. Students discuss the Populist issues addressed by Bryan, and the ultimate strengths and weaknesses of the movement. (ID-3)(WXT-7)(POL-2) Students will write an essay comparing and contrasting progressive era reform with the antebellum reform movements. (WXT-7)(WXT-8)(PEO-6)(CUL- 6) Students, working in groups, will select a President (Wilson, Theodore Roosevelt, Taft) and define their presidencies regarding foreign policy, progressive ideology, industrial regulation, strengths and weaknesses. Class debate to determine which President was most effective given the era. (WXT-3)(POL-2)(WOR-7) Class discussion regarding the conditions of American urban centers using excerpts from Jacob Riis’s The Other Half. (ID-7)(PEO-3) Students will answer a FRQ explaining the global impact of Roosevelt Corollary in respect to the building of the Panama Canal, Boxer Rebellion, Open Door Policy, Russo Japanese War, and the Treaty of Portsmouth. (WXT-3)(WOR-3) Analyze the impact of American press (William Randolph Hearst, Joseph Pulitzer) in events prior to the Spanish American War. To what extent did Yellow Journalism instigate the war?(WOR-7)(CUL-5) Assignments and Assessments: Homework assignment on topics listed above. Multiple choice test on topics above. Using AP Achiever, students will complete a DBQ answering the following question: How did both supporters and opponents of the Spanish-American War and ensuing United States imperialism use their conception of American identity to support their positions between 1898 and 1900? (ID-3)(WOR-7)

Unit X: WWI and the Return to Normalcy (1913-1929) Texts and Other Materials: Survey: American History, Chapters 22-24; AP Achiever, Chapters 22-24; A People’s History of the United States, Chapter 13. Audio/Visual: The Nystrom Series Historical Maps and Charts (Criteria 1b – Maps) Themes: Identity (ID); Work, Exchange, and Technology (WXT); Politics and Power (POL); Ideas, Beliefs, and Culture (CUL); America in the World (WOR) Major Topics: Domestic and global challenges and the creation of mass culture; initial opposition to American involvement in the First World War; the Lusitania, the Sussex Pledge, the Zimmerman Telegram, and unrestricted submarine warfare; the course of the war, before and after American involvement; Civil Rights for Americans during and after the war; the Treaty of Versailles and the Senate fight over ratification and the League of Nations; Warren G. Harding, Normalcy, and the end of the Progressive Era; and social, political, economic, and cultural trends during the 1920s. Essential Goals: In what ways were American relations with Mexico a demonstration of the United States as the dominant power in the hemisphere? How did regional relations evolve during this period? What were the events and policies that culminated in the decision to go to war in 1917? Assess Woodrow Wilson in terms of his wartime leadership and his vision for a post war world. In what ways were the League fight and the Red Scare emblematic of the shift in America’s worldview in the years following the Great War? Were the major social issues and conflicts of the Twenties uniquely modern, or were they merely continuations of earlier issues and conflicts? Unit Activities: Students will analyze, in groups, the perspectives of the United States and Germany regarding events that led to U.S. involvement in WWI. Analyze events such as the sinking of the Lusitania, the Sussex, and the Zimmerman note.(ID-3)(WOR-4)(WOR-7) Using AP Achiever, students will answer the following DBQ: “To what degree was America impartial in though as well as deed before involvement in WWI?” (ID-3)(POL-5)(WOR-4) Class discussion regarding the Red Scare following WWI and what impact it had on American domestic policy during the “Roaring 20s” regarding industrial development, economic policy, unionized labor relations, and emerging American commercial culture. (WXT-5)(WXT-7)(WXT-8)(POL-5) Using excerpts from Howard Zinn’s A People’s History of the United States, students will answer a short response question analyzing the socialist movement of the early 20th century.(WXT-5)(WXT-7)(POL-3) Students, working in groups, will make presentations on the impact of radio, motion pictures and automobiles, as well the increased availability of home appliances, on the changing role of women. (ID-7)(CUL-6)(CUL-7)

Student complete a chart listing actions taken by American policy makers that led to global crisis of 1930s. (ID-3)(WOR-7) Using The Nystrom Series Historical Maps and Charts, students will complete a map activity locating all Allies, Central Powers, major battle and boundaries during WWI. (Criteria 1b – Maps) Assignments and Assessments: Homework assignment on topics listed above. Multiple choice test on topics above. Class chart analysis of economic activity and policy during the 1920s using The Nystrom Series Historical Maps and Charts. (Criteria 1b – Quantitative Data) Unit XI: Global Depression and Crisis (1929-1945) Texts and Other Materials: Survey: American History, Chapters 25-28; AP Achiever, Chapters 25-28; John Steinbeck’s The Grapes of Wrath. Audio/Visual: The Nystrom Series Historical Maps and Charts (Criteria 1b – Maps) Themes: Identity (ID); Politics and Power (POL); Ideas, Beliefs, and Culture (CUL); America in the World (WOR) Major Topics: Economic trends in the wake of the First World War, and the collapse of the world economy; the Stock Market Crash, crop failures, and the collapse of the banking industry by 1932; the Bonus Army, Hoovervilles, and the social crisis surrounding the election of 1932; FDR, Hundred Days, the First and Second New Deals, and the recasting of the role of government; court challenges to the New Deal programs, and other dissenting voices, including economic and religious critics; the overall effects of the New Deal programs on the economy, politics, and the popular understanding of the role of government in American society. American isolationism in the 1930s, the Neutrality Acts, and the slow drift toward intervention by 1941; Pearl Harbor, involvement in the War, mobilization, and its effects on American economy, society, and politics; civil liberties during the war, especially the status of Japanese Americans; the course of the war in the Pacific and in Europe, including the dropping of the atomic bomb and the end of the war; and diplomacy during the war, from the Atlantic Charter to the Potsdam Conference. Essential Goals: What were the underlying causes of the Great Depression and the initial attempts by the Hoover administration to mitigate its effects? To what extent did the reforms of the New Deal truly transform the role of government? What was the evolution of the conflict between FDR and the Supreme Court from the beginning of his first term to the beginning of the Second World War? What were the major arguments made by New Deal critics? How did FDR reconcile his own beliefs about intervention with the isolationist mood of the country at the time? Citing leaders, battles, and other events, what were the high points, low points, and turning points of the war in Europe? Citing leaders, battles, and events, what were the high points, low points, and turning points of the war in the Pacific? To what extent can the two wars be compared in terms of (a) treatment of minorities, (b) opportunities for women, (c) civil liberties, and (d) plans for the post-war order? Trace the course of diplomatic relations between allies

from the beginning of the war to the end. What were the arguments for and against dropping the atomic bomb in 1945? Unit Activities: Class discussion regarding the role American policies of the 20s played in creating the economic crisis of the 30s. Emphasis on high protective tariffs, circular lending, and Republican response to stock market crash. (ID-3)(POL-4)(WOR-3) Using excerpts from John Steinbeck’s Grapes of Wrath, students will answer one of the following questions: “Explain how Mr. Steinbeck reflects the American view of the role played by banks during the Great Depression” or “How does Mr. Steinbeck explain the reasons for destroying California crops while millions of Americans starved during the Great Depression?” Emphasis placed on students’ understanding of Steinbeck’s tone reflecting the American attitude of the time. (CUL-6) Students will select a program from either the first of second New Deal, research that program and present details to the class and explain ways in which that program attacked the depression as well as changed American perceptions of the role of government. (ID-3)(POL-4) Using their AP Achiever, Students will analyze a primary source excerpt from FDR’s Fireside Chat regarding changes to the Supreme Court. Students must explain his reasoning and determine whether his suggestions should be considered unconstitutional. (POL-5) (Criteria 1b – Written Documents) Students will complete a timeline of events charting the rise of fascist leaders in Europe during the 1930s and the series of events that led to hostilities. Students will complete a FRQ answering the question: “Did American actions prior to Pearl Harbor truly reflect neutrality?” Answers should reflect American policy such as lend/lease, cash and carry, and the embargo placed on all Axis Powers prior to the Pearl Harbor attack. (ID-3)(POL-6)(WOR-7) Class debate: students will select perspective either in favor of or opposing dropping atomic bombs on Hiroshima and Nagasaki. (ID-3)(POL-6)(WOR-7) Answer DBQ using AP Achiever: students will analyze multiple War Bond Posters from WWII and explain the propaganda efforts used to mobilize the population against Japanese and German forces. (CUL-5) (Criteria 1b – Visual) Assignments and Assessments: Homework assignment on topics listed above. Multiple choice test on topics above. Using The Nystrom Series Historical Maps and Charts, students will analyze bar graphs of bank failures during early 30s, crop production, amounts of federal aid. Using The Nystrom Series Historical Maps and Charts, students will locate Allies, Axis Powers, and major battle locations on map of Europe during WWII. (Criteria 1b – Maps & Quantitative Data) Unit XII: The Cold War (1945-1980) Texts and Other Materials: Survey: American History, Chapters 29-32; AP Achiever, Chapters 29-32

Audio/Visual: The Nystrom Series Historical Maps and Charts (Criteria 1b – Maps) Themes: Identity (ID); Politics and Power (POL); Ideas, Beliefs, and Culture (CUL); America in the World (WOR) Major Topics: The emergence of two opposing superpowers; containment, the Marshall Plan, NSC-68, and the growing military and economic burden of the Cold War; initial conflicts in Greece and Turkey produce the Truman Doctrine as a cornerstone of U.S. foreign policy; division of Korea, the invasion of the south in 1950 and the course of the Korean Conflict; the role of the United States in Cold War conflicts in Egypt, Hungary, French Indochina, and Cuba; and Kennedy and the Cold War: Bay of Pigs, Berlin, and the Space Race. Dien Bien Phu, Ho Chi Minh, the assassination of Diem, and the growth of American involvement in French Indochina; the Gulf of Tonkin incident and the expansion of American involvement in the war; the course of the war from 1964 to 1975, including bombing campaigns of the North, the Tet Offensive, the incursion into Cambodia, the Paris Peace Accords, and the Fall of Saigon; and American support for and opposition to the war in Vietnam, and its effects on the political, economic, and social situation in the United States during this time. Essential Goals: In what ways was the Marshall Plan an attempt to avoid the mistakes that had been made after the Treaty of Versailles? To what extent did relations break down between the United States and the Soviet Union in the wake of the Second World War? In what ways did the containment policy and the fallout from the Chinese Revolution contribute to the culture of fear and conservatism during the 1950s? In what ways were the Bay of Pigs, the Space Race, and the Cuban Missile Crisis related? In what ways did the war in Vietnam reflect the geopolitical struggles of the Cold War? To what extent did growing discontent with the war influence changes in American policy between 1968 and 1975? How effective were the tactics used by opponents of the war? To what extent was the counterculture movement driven by opposition to the war, and to what extent were other contributing factors at work? Unit Activities: Students working in small groups compare the underlying causes of WWI, WWII, and the Cold War and make an argument that U.S. foreign policy in the 20th century did or did not promote democratic governments around the world. (WOR-7)(ID-3) Answer FRQ using AP Achiever: “Analyze the impact of two of the following on U.S.-Soviet relations between 1941 and 1947: Wartime military issues, Eastern Europe, Atomic weapons. (ID-3)(WOR-7) Class discussion comparing and contrasting the relationship of Franklin Roosevelt with Joseph Stalin and that of Harry Truman with Joseph Stalin. Students recognize the role played by each regarding Cold War hostilities. (POL-6)(WOR-4)(WOR-7) Students will compare and contrast the Korean and Vietnam Wars by completing a conflict comparison chart. (POL-6)(WOR-7)(CUL-6) Students will analyze the policies of Dwight Eisenhower, John F. Kennedy, and Lyndon Johnson regarding involvement in Viet Nam. To what extent did each man attempt to avoid involvement, consider public opinion in decision making, and follow the containment policy of Harry Truman? (ID-3)(WOR-4)(WOR-7)

Assignments and Assessments: Homework assignment on topics listed above. Multiple choice test on topics above. Using The Nystrom Series Historical Maps and Charts, map analysis of U.S. involvement and battles of Korean and Viet Nam conflicts, special attention to the demilitarized zones in each. Answer DBQ using AP Achiever: “How do Truman, Kennan, and authors of NSC-68 characterize the Soviet threat? What does each see as the appropriate American response?” (ID-3)(WOR-7) (Criteria 1b – Maps) Unit XIII: Cultural Revolution and Change (1945-1970) Texts and Other Materials: Survey: American History, Chapters 29-32; AP Achiever, Chapters 29-32 Themes: Identity (ID); Peopling (PEO); Politics and Power (POL); Ideas, Beliefs, and Culture (CUL); America in the World (WOR) Major Topics: Trends in popular media and culture during the 1950s and 1960s; the Red Scare and its impact on cultural conformity, and the backlash against that conformity during the 1960s; the modern civil rights movement, including Brown v. Board, the Montgomery Bus Boycott, Sit- Ins, the Civil Rights Act and Voting Rights Act, Dr. Martin Luther King, Malcolm X, Huey Newton, the Black Panthers; civil rights movements by other groups, including women, Native Americans, and gays; post-war religious trends; youth and farm workers; and baby-boomers and the emergence of anti-institutionalism. Essential Goals: Who were the great figures in post-war art and literature? Specifically, what did their work say about the post-war society and values? To what extent was the sexual revolution revolutionary? To what extent was it a continuation of past movements? What were the high and low points of the Civil Rights Movement, from 1954 to 1968, and to what extent were the civil rights of African Americans extended? How did the role of students evolve during this period? Unit Activities: Students compare NAACP materials from the 1920s and 1930s on lynching and civil rights with 1950s civil rights materials. Students must make a presentation on why there were differences and similarities to the class. (ID-8)(POL-7) Students watch an episode of The Twilight Zone and analyze how the popular television show often depicted the greatest fear of being isolated from society in situations relative to atomic activity. Students focus on the doomsday fears of Americans during the Cold War. (WOR-4)(CUL-7) (Criteria 1b – Visual) Students will select popular Rock n’ Roll artists/songs of the 60s and 70s. Analyze the lyrics of the songs and present observations to the class regarding the influence of popular culture on movements of the period. (WOR-4)(CUL-7)

Students compare and contrast the women’s rights movements of the late 19th Century (Seneca Falls Convention), 1920s (19th Amendment), and the 1960s. To what extent were the movements similar, different, effective, or harmful? (ID-8)(POL-7) Students analyze anti-communist hysteria of the post WWII era. Draw connections between the H.U.A.C. hearings, the case of Alger Hiss, the Rosenbergs, and McArthyism. Class discussion regarding the role played by the F.B.I and political parties in promoting such panic.(POL-6)(WOR-7) Assignments and Assessments: Homework assignment on topics listed above. Multiple choice test on topics above. Answer FRQ using AP Achiever: “To what degree did the Great Society represent a continuation of New Deal policies? Discuss with regard to two of the following three areas: Race Relations, Poverty, Fiscal Policy.” (PEO-6)(POL-4) Unit XIV: The Age of Globalization (1980-PRESENT) Texts and Other Materials: Survey: American History, Chapters 32-34; AP Achiever, Chapters 32-34 Themes: Work, Exchange, and Technology (WXT); Peopling (PEO); Politics and Power (POL); Environment and Geography (ENV); Ideas, Beliefs, and Culture (CUL); America in the World (WOR) Major Topics: Increasing prosperity and global responsibilities after WWII; globalization and redefining national identity; creation of the Environmental Protection Agency; Watergate, the resignation of President Nixon, and the emerging distrust of government; expanding role of the popular media; modern religion and political activism; Reaganism: deregulation, increase in military spending, and the Iran-contra scandal; liberalism on the wane: the Republican Revolution of 1994, the Impeachment of President Clinton; Rodney King and Anita Hill; Welfare Reform Act of 1996; the election of 2000, terrorism and the wars in Afghanistan and Iraq, and emerging questions about civil liberties and the role of the federal government during a time of war; trends in immigration; and the election of 2008. Essential Goals: What ways did the various Middle Eastern conflicts first symbolize and later replace the major conflicts of the Cold War? To what extent were the Reagan/ Bush presidencies successful in rolling back reforms of the New Deal and Great Society and in reshaping the role of government? To what extent was America transformed by societal changes—from television to race relations to AIDS and crack cocaine? How did the role of the President change in the years from the Watergate scandal through the terrorist attacks of September 11th? Unit Activities: Students will read excerpts from Upton Sinclair’s The Jungle and analyze the changing American attitude toward regulation during that era compared to current regulations by the Environmental Protection Agency. (WXT-8)(ENV-5)

Students engage in class discussion comparing the impeachment of Bill Clinton with the events surrounding Richard Nixon’s resignation. Focus primarily on the extent to which laws were violated, the role played by party politics, and Constitutional interpretation in both cases. (POL-5) Students complete an open ended response discussing the War on Terror in Iraq and Afghanistan, compared with events in the Philippines following the Spanish American War. Draw similarities with figures such as Emilio Aguinaldo and Osama Bin Laden, cultural and religious complications, tactics used by terroristic factions, and popular opinion. Based on gathered knowledge, students should draw conclusions about U.S. foreign policies and future events. (POL-6)(WOR-8)(WOR-7) Class discussions on the Reagan Revolution, the collapse of communism, and modern immigration. Debate on Ford’s pardon of Nixon, and the rise of the New Right. (POL-4) Assignments and Assessments: Homework assignment on topics listed above. Multiple choice test on topics above. Students will answer a teacher constructed FRQ where they compare the impact of social media today with the following:

Telegraphs and newspapers of the late 19th century - impact on events such as the Civil War, transcontinental railroad and westward expansion, etc. Radio and television of the 20th century - FDRs New Deal, WWII, the Cold War, Viet Nam protests, Civil Rights movements, etc. (WXT-3)(CUL-7)

Final Exam: Students will be given a choice of three separate open ended responses from various different periods discussed throughout the school year. In each response they will be given two excerpts that interpret a specific issue differently. Students must explain the positions of the interpretations and how historians may interpret the same issue differently. For example: a conservative interpretation of the actions of FDR and the New Deal compared to that of a fiscal liberal.