Ext. 329 jkravontka@npsct.org

2011-’12 --- 2011-’12 --- APAP UNITED STATES HISTORY UNITED STATES HISTORY --- --- SyllabusSyllabus

Mr. KravontkaRoom 329

INTRODUCTION:Advanced Placement United States History is a challenging course designed to be the equivalent of a freshman college/sophomore survey course.  This course is specifically designed to provide students with an in-depth study of United States history up through the modern day. Students should possess strong reading and writing skills and be willing to devote substantial time to study and the completion of class assignments.  Emphasis is placed on analytical reading, essay writing skills, use of primary and secondary resources, and class discussion. Students are expected to take the AP United States History exam in May as success on the exam will result in the potential for college credit.

COURSE OBJECTIVES:This course is divided into periods of time and focuses on the themes of identity, economic transformation, and U.S. actions on the world stage. Moreover, the AP curriculum demands higher-order thinking skills within a rigorous academic context. Thus, students are frequently required to analyze, synthesize, and evaluate primary and secondary historical sources, in addition to comprehending, memorizing, and applying facts. Our investigation of the nature of American democracy includes methods, evidence, and scholarship from the areas of social, political, economic, cultural, and diplomatic history.

*Readings:Reading is the essential element for student success in AP United States History. Students will be expected to keep up with a rigorous schedule of chapter readings from the primary text, as well as supplementary readings consisting of both primary and secondary source materials. These readings will help students cultivate a deep understanding of events and themes in American History and students will be expected to participate in class discussions when appropriate.

*Writing:Writing is the second major component of the AP United States History course. Students will learn how to evaluate and incorporate disparate themes of American history. Historically oriented essays will be a cornerstone of each respective unit. Students will use essay writing to debate themes of United States history. High level writing skills will greatly assist students on the AP United States History Exam. Students will use primary resources in American history to respond to Document Based Questions (DBQ). The DBQ is an essay that incorporates a variety of primary source materials. Students use the documents to take a position on their essay.

Exams / Quizzes: The final component of this course will be Chapter/Unit Exams and quizzes. Students will use readings, class discussions, and the text study guide to prepare for each exam. Exams will often cover multiple chapters and themes. A writing component (typically an essay) will accompany each exam. Students should also expect at least one quiz each week that directly correlates with the assigned readings.

Grade breakdown: Grades are calculated using a points system. For example, a quiz may be worth between 15 - 60 points, a test typically up to 100 points and homework/classwork 10 - 20 points. At the end of each quarter, the number of points you acquired is divided into the total number of points possible. Participation, including attendance and classroom behavior may also be factored into your final grade.

Free Period: My free / available periods are 1st and 2nd. Feel free to stop by if you are in need of extra help. I am also in the building until at least 2:45 every day.

New --- Mr. K.’s “Blog-Spot”:New this year, I will be implementing a blog for use in APUSH. This blog will provide weekly updates on class assignments; introduce specific prompts / questions for students to discuss and include anything I find of relevant historical value. The URL is http://kravontkaapush.blogspot.com/ ***During the first week of class, please take a moment to register as a member so that you can gain full and unfettered access to the blog.

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Unit InformationUnit 1: European Conquest of the Americas/Colonial America (to 1754)

(Covered via summer reading assignment)

Course Reading: Text: Roark, The American Promise - Chapters 2-5. Content: - Motivations for exploration and settlement: Britain, France and Spain. - Political, economic, social similarities/differences among the Northern, Middle, and Southern colonies. - Relative importance of economic and religion in colonial society. - Economic policy of mercantilism and its impact on America.

Major Assignments and/or Assessments: - - Unit Test

Possible DBQ: Although New England and the Chesapeake region were both settled largely by people of English origin, by 1700 the regions had evolved into two distinct societies. Why did this difference in development occur?

Unit 2: From Colonies to Country (1754-1789)

Course Reading: Text: Roark, The American Promise - Chapters 6-8.

Content: - Impact of French and Indian War on American/British relationship. - Political, economic, social, ideological causes of the American Revolution. - Reasons for American victory in Revolutionary War. - Strengths and weaknesses of Articles of Confederation.

- Federalist vs. Anti-Federalists. - Ways in which the U.S. Constitution addresses the weaknesses of the Articles of Confederation.

The American Revolutionary Era, 1754-1789; America in 1750 (France, Great Britain, Spain), Albany Plan, the French and Indian War (effects of); the Imperial Crisis and resistance to Britain; Debt, Parliamentary Acts, Sons of Liberty, Committees of Correspondence, the War for Independence; Declaration of Independence, course of the War, state constitutions and the Articles of Confederation (weaknesses); the development of the federal Constitution, Committee of Five, ratification debate, Federalists vs. Anti-Federalists, inclusion of a Bill of Rights

Major Assignments and/or Assessments:U.S. Constitution Ratification Debate. Student Debate - Federalists vs. Anti-Federalists. Students will analyze arguments made in the Federalist and Anti-Federalist Papers to conduct a debate on the strengths and weaknesses of the proposed U.S. Constitution.

- Unit Test

Discussion Questions: 1. In what ways did the French and Indian War (1754-1763) alter the political, economic, and ideological relations between Britain and its Americans colonies? 2. What were the central causes of the American Revolution? In what ways were economic, political, ideological, and social issues related to the revolution? 3. At what point was the American Revolution inevitable – and compromise no longer possible to repair the relationship between American and Britain? 4. Examine and assess the impact of Shays's Rebellion in 1786 and 1787 on the new government in American under the Articles of Confederation.

Possible DBQ: “From 1781 to 1789 the Articles of Confederation provided the United States with an effective government.” Using the documents and your knowledge of the period, evaluate this statement.

Unit 3: The Early American Republic (1790-1824)

Course Reading: Text: Roark, The American Promise - Chapters 9-10.

Content: - Early Political Parties: Federalists/Hamiltonians vs. Democratic-Republicans/Jeffersonians. - George Washington's Administration: Success/Failure in Domestic and Foreign Policies. - Causes and Effects of the War of 1812. - Historical Context/Significance of the Monroe Doctrine. - Impact of the Supreme Court/Chief Justice John Marshall in strengthening the federal government.

Pres. Washington (and his cabinet), Hamilton and shaping of the national government; emergence of political parties: Federalists and Republicans; the shaping of national government, the issue of assumption, Republican Motherhood and education for women; Adam’s and the Quasi-war, Alien and

Sedition, Revolution of 1800, significance of Jefferson’s presidency; expansion into the trans-Appalachian West (Lewis and Clark); American Indian Resistance; the growth of slavery and free Black communities; the War of 1812 and its consequences; economic transformations as result of the War of 1812

Major Assignments and/or Assessments:- Political Party Debate. Student Debate: Hamilton vs. Jefferson. Students will use their texts and supplementary sources to develop and defend the political philosophies of Alexander Hamilton and Thomas Jefferson.

- Unit Test

Discussion Questions: 1. What factors contributed to the development of political parties in the United States during the 1790s? 2. Compare and contrast the competing political philosophies of Hamilton and Jefferson. 3. How effectively did Washington’s Administration handle the problems facing the nations? 4. Analyze the consequences of the War of 1812 in the context of the following: Foreign relation, Industry, Nationalism, Native Americans 5. What factors contributed to the formulation of the Monroe Doctrine?

Possible DBQ: What forces led Americans to declare war on Britain in 1812?

Unit 4: Jacksonian Democracy, Reform, and Expansion (1820-1850)

Course Reading: Text: Roark, The American Promise - Chapters 11-12.

Content: - Andrew Jackson and "Common Man" Politics - Territorial Expansion/Sectionalism - Manifest Destiny - Social/Cultural Reform (religion, literature, communal experiments/utopianism, women's rights, institutional reform, abolitionism, temperance)

Emergence of the second party system (Jacksonians vs. Whigs); federal authority and its opponents: judicial federalism (John Marshal), the Bank War (Jackson vs. Biddle), tariff controversy, and states’ rights debates, Calhoun and nullification; Jacksonian democracy and its successes and limitations; Forced removal of American Indians to the trans-Mississippi West, The transportation revolution and creation of a national market economy; Beginnings of industrialization and changes in social and class structures, Beginnings of the Second Great Awakening; Religion, Reform, and Renaissance in Antebellum America; Evangelical Protestant revivalism; Social reforms; ideals of domesticity; Transcendentalism and utopian communities; American Renaissance: literary and artistic expressions, Western migration and cultural interactions; Territorial acquisitions; Early U.S. imperialism: the Mexican War

Major Assignments and/or Assessments:- Antebellum Reformers Convention. Students will represent prominent antebellum reformers and

discuss/compare/contrast the causes, goals, strategies, successes, failures and relative importance of their respective areas of reform.

- Unit Test

Discussion Questions: 1. How would you characterize Andrew Jackson? Old Hickory or King Andrew? Democrat or Autocrat? Conservative or Liberal? 2. What happened to the role and status of women in American society during this era? What forces were at work to maintain or change their roles and status? 3. To what extent did expansionism (Manifest Destiny) increase sectional differences from 1820 to 1850? 4. Analyze the causes and results of the Mexican War.

Possible DBQ: What forces or ideas motivated and inspired this effort to remake and reform American society during the antebellum years?

Unit 5: Sectionalism, Civil War, and Reconstruction (1820-1877)

Course Reading: Text: Roark, The American Promise - Chapters 13-16.

Content: - Causes of the Civil War. - Factors contributing to a Union victory. - Congressional vs. Presidential Reconstruction.

The Crisis of the Union; Pro-and antislavery arguments and conflicts; Compromise of 1850 and popular sovereignty; The Kansas-Nebraska Act, Stephen Douglas, free-soilers and the emergence of the Republican Party, Dred Scott, Harriet Beacher Stowe, the emergence of Lincoln, Lincoln-Douglas Debates, the election of 1860, and secession, Civil War; two societies at war: mobilization, resources, and internal dissent; military strategies and foreign diplomacy; Emancipation and the role of African Americans in the war; Social, political and economic effects of war in the North, South, and West, Reconstruction; Presidential and Radical (Congressional)Reconstruction; Southern state governments: aspirations, achievements, failures; role of African Americans in politics, education and the economy; the birth of the Ku Klux Klan , the rise of Jim Crow, industrialization in the South, the new Southern economy, sharecropping and the tenant system, impact of Plessey v. Ferguson Compromise of 1877; impact and legacy of the Reconstruction effort

Major Assignments and/or Assessments:- Student Debate. "At what point was the Civil War inevitable?" Students will select/be assigned different events preceding the Civil War and defend theirs as THE point at which the Civil War became inevitable.

- Unit Test

Discussion Questions: 1. Analyze and discuss the factors responsible for the North’s victory in the Civil War. 2. How did the following contribute to the events that led to disunion? Passage of the Kansas-Nebraska Act, Decision in the Dred Scott case, Raid on Harpers Ferry 3. To what extent was Reconstruction a success?

4. Analyze the goals and strategies of Reconstruction of the following: President Lincoln, President Johnson, Congressional Republicans

Possible DBQ: 1. What led the Southern states to secede from the Union in 1860 and 1861? 2. Why did Congress’ Reconstruction efforts to ensure equal rights to the freedmen fail?

Unit 6: The Gilded Age (1877-1901)

Course Reading: Text: Roark, The American Promise - Chapters 17-20.

Content: - Industrialization (Captains of industry, trusts/monopolies, railroads, steel, oil, banking, laissez-faire conservatism/Social Darwinism) - Urbanization ("growing pains" of rapidly growing urban centers) - Immigration ("new" immigrants: southern and eastern Europe/China) - Politics (Republican control, corruption, municipal machine politics) - Populism (farmers' revolt, gold standard/deflation)

Development of the West in the Late Nineteenth Century; expansion and development of western railroads; competitors for the West: miners, ranchers, homesteaders, and American Indians; government policy toward American Indians; gender, race, and ethnicity in the far West; environment impacts of western settlement; Populism; agrarian discontent and political issues of the late nineteenth century, national politics; urban society in the Late Nineteenth Century; urbanization and the lure of the city; City problems and machine politics; intellectual and cultural movements and popular entertainment

Major Assignments and/or Assessments: - Class debate/discussion: Should we view Carnegie, Rockefeller, Morgan, Gould, etc. as "Captains of Industry" (positively), or "Robber Barons" (negatively).

- Unit Test

Discussion Questions: 1. Compare and contrast the roles of the federal government as both promoter and regulator of United States industrial development from 1865-1900. 2. Analyze the goals, methods, and achievements of the following organizations: National Labor Union, Knights of Labor, American Federation of Labor 3. "The Gilded Age was an era of progress in America’s economic, social, and political life.” Assess the validity of the statement using the period 1870-1900.

Possible DBQ: What caused the farmers’ plight in the late nineteenth century, and how did farmers propose to resolve these problems?

Unit 7: The Progressive Era (1890-1920)

Course Reading: Text: Roark, The American Promise - Chapter 21.

Content: - Causes/origins of Progressivism. - Relative successes/failures, strategies, goals of reforms: temperance, women's suffrage, trust-busting, conservation, civil rights, urban/living conditions, consumer protection. - Presidential Progressivism: Roosevelt vs. Taft vs. Wilson

Progressivism; origins of Progressive reform: municipal, state, and national; organized Labor, child Labor, Theodore Roosevelt, trust busting (regulating), Muckrakers, Jacob Riis, Ida Tarbell, settlement houses, Hull House, temperance, suffrage, Taft, and Wilson as Progressive presidents; women’s roles: family, workplace, education, politics and reform; Black America: urban migration and civil rights initiatives

Major Assignments and/or Assessments:- Progressive Era Dialogue. Students will work in cooperative groups with each student representing a different Progressive Era reformer. Students will create a dialogue/discussion among the the reformers to be performed in class. The following questions will be addressed in the dialogues: - What were the goals of the Progressives? - How successful were the Progressives? - Which movements experienced the most success/the least? - What strategies/tactics were used to achieve reform? - Who benefited the most from this period? The least? - What was the impetus for this Progressive Era? For the individual reforms? - What connections/themes exist between/among reform movements?

- Unit Test

Discussion Questions: 1. Which president best embodies the spirit of the Progressive Movement: Theodore Roosevelt, William Howard Taft, or Woodrow Wilson? 2. Who were the winners and losers in the Progressive movement? 3. Compare/contrast the beliefs/platforms of the Populist Party, Progressive Party, and Socialist Party.

Possible DBQ: How would you define and describe the progressive reform movement?

Unit 8: U.S Imperialism and World War I (1865-1919)

Course Reading: Text: Roark, The American Promise - Chapters 20 and 22.

Content: - Expansion/Imperialism - World War I (causes/effects of American involvement)

National politics; The Emergence of America as a World Power; American imperialism: political and economic expansion, Alaska, Hawaii, Spanish American War, Panama, "Big Stick" Diplomacy, Moral

Diplomacy, Dollar Diplomacy, Progressivism; Wilson as Progressive president; Women’s roles: family, workplace, education, politics and reform; Black America: urban migration and civil rights initiatives; War in Europe and American neutrality; The First World War at home and abroad; “Safe for Democracy,” Wilson’s 14 Points, Treaty of Versailles

Major Assignments and/or Assessments:- Student Debate. Imperialists vs. Anti-Imperialists. Students will use contemporary arguments to defend/attack the United States policy of imperialism/expansion of the late 19th/early 20th century.

- Unit Test

Discussion Questions: 1. To what extent was U.S. foreign policy from 1890-1914 principally guided by economic motives? 2. Compare and contrast the foreign policies of Theodore Roosevelt and Woodrow Wilson toward Latin America? 3. To what extent did the Roosevelt Corollary present an extension of or a departure from previous U.S. diplomatic policy? 4. Assess the influence of United States’ involvement in World War I on TWO of the following: African Americans women Civil liberties business

Possible DBQ: To what extent was late nineteenth-century and early twentieth-century United States expansionism a continuation of past United States expansionism and to what extent was it a departure?

Unit 9: The Roaring Twenties and the Great Depression (1929-1941)

Course Reading: Text: Roark, The American Promise - Chapters 23 and 24.

Content: - Conservative Republican Pro-Business Administrations: Harding, Coolidge, Hoover. - Cultural Conflicts/Rifts: Urban v. Rural, Religion v. Science, Modern v. Traditional, Young v. Old. - Causes of Stock Market Crash and Great Depression. - Franklin Roosevelt's New Deal (changing role/liberalization of the federal government).

The New Era: 1920’s; The business of America and the consumer economy; Republican politics: Harding, Coolidge, Hoover; The culture of Modernism: science, the arts and entertainment; Responses to Modernism: religious fundamentalism, Nativism, Prohibition; The ongoing struggle for equality: African Americans and women, The Great Depression and the New Deal; Causes of the Great Depression; The Hoover administration’s response; Franklin Delano Roosevelt and the New Deal; Labor and union recognition; The New Deal coalition and

its critics from the Right and the Left; Surviving hard times: American society during the Great Depression

Major Assignments and/or Assessments:Mock Trial - FDR. Students will act as lawyers and witnesses to try President FDR for 1 - turning the U.S. into a socialist state, 2 - violating the U.S. Constitution, and 3 - providing false hope for the American people. Students will create/develop appropriate witnesses as well as write the Q&A scripts/testimony for the trial - to be performed in class.

- Unit Test

Discussion Questions: 1. To what extent were the 1920s a “return to normalcy”? 2. Who were the winners and losers of the Roaring Twenties? 3. Defend Hoover’s policies to address the Depression of 1929. 4. Was the New Deal a success or failure? Did it set good or bad precedents for the future?

Possible DBQ(s): 1. The 1920s were a period of tension between new and changing attitudes on the one hand and traditional values and nostalgia on the other. What led to the tension between old and new AND in what ways was the tension manifested? 2. Analyze the responses of Franklin D. Roosevelt’s administration to the problems of the Great Depression. How effective were these responses? How did they change the role of the federal government?

Unit 10: Diplomacy and World War II (1920-1946)

Course Reading: Text: Roark, The American Promise - Chapter 25.

Content: - 1920s and 1930s Isolationism: Myth or Reality? (League of Nations, Kellogg-Briand Pact, Washington Naval Conference, Good Neighbor Policy, etc.) - Prelude to War (neutrality, cash and carry, destroyers for bases, Lend-Lease, etc.). - War goals and wartime conferences. - Impact of WWII on home front (economic and social).

The rise and fascism and militarism in Japan, Italy, and Germany; Prelude to war: policy of neutrality; The attack on Pearl Harbor and the United States declaration of war; Fighting a multi-front war; Diplomacy, war aims, and wartime conferences; The United States as a global power in the Atomic Age; The Home Front During the War; Wartime mobilization of the economy; Urban migration and demographic changes; Women, work, and family during the war; Civil liberties and civil rights during wartime; War and regional development; Expansion of government power

Major Assignments and/or Assessments:- Class discussion/debate: To what extent was America truly isolationist during the 1920s and 1930s? Students will prepare arguments to be presented/defended in class.

- Unit Test

Discussion Questions: 1. Argue either for or against this statement: “President Truman’s decision to use the atomic bomb was completely justified.” 2. Evaluate the factors that resulted in adoption of Neutrality legislation by the United States in the 1930s.

3. What was the impact of WWII on life on the home front?

Possible DBQ: “To a greater or lesser extent, three factors were involved in explaining U.S. response to Japanese and German aggression: a) economics, b) national security, c) democratic values.” Explain how these factors influenced FDR’s foreign policy from 1937-1941.

Unit 11: Cold War (1946-1991)

Course Reading: Text: Roark, The American Promise - Chapters 26, 29, 30, 31.

Content: - Origins/Causes of the Cold War - 1940s: Iron Curtain, Berlin Crisis, Marshall Plan, Truman Doctrine, Kennan's containment policy, etc. - 1950s: Red Scare, Korean War, Space Race, Arms Race, China, etc. - 1960s and 1970s: Vietnam War, Bay of Pigs, Cuban Missile Crisis, detente, etc. - 1980s and 1990s: Gorbachev/Reagan, Berlin Wall, Reunification of Germany, collapse of Soviet Union, etc.

The United States and the Early Cold War; origins of the Cold War; Truman and containment; the Cold War in Asia: China, Korea, Japan; diplomatic strategies; (Origins of) the Red Scare and McCarthyism; impact of the Cold War on American Society, Eisenhower administration; the Red Scare and McCarthyism; the Space Race, Ike’s Foreign Policy—Massive relation, military/Industrial complex warnings, Kennedy administration; Vietnam, from the New Frontiers to the Great Society; expanding movements for civil rights; Cold War confrontations: Asia, Latin America, and Europe; beginning of Détent, politics and Economics at the End of the Twentieth Century; the election of 1968 and the “Silent Majority”; Nixon’s challenges: Vietnam, China, Watergate; Changes in the American economy: energy crisis, deindustrialization, the service economy, end of the Cold War; the United States in the Post-Cold War World; Globalization and the American economy; Unilateralism vs. multilateralism in foreign policy; domestic and foreign terrorism, environmental issues in a global context

Major Assignments and/or Assessments:- Cold War Handbook. Students will conduct independent research on the major themes and trends of the Cold War and will create a "Cold War Handbook" which will outline the important events and ideas of the period.

- Unit Test

Discussion Questions: 1. Analyze the influence of TWO of the following on American-Soviet relations in the decade following the Second World War. The Space Race, Communist revolution in China, Korean War, McCarthyism 2. Assess the success of the United States policy of containment in Asia between 1945 and 1975. 3. Compare and contrast President Johnson’s policy in Vietnam with the policies of Presidents Eisenhower and Kennedy. 4. To what extent was the Truman Doctrine a paradigm of future Cold War policy?

Possible DBQ: What were the Cold War fears of the American people in the aftermath of the Second World War? How successfully did the administration of President Dwight D. Eisenhower address these fears? (1948-1961)

Unit 12: Modern America/Civil Rights (1945-Present)

Course Reading: Text: Roark, The American Promise - Chapters 27, 28, 30, 31.

Content: - 1950s: Consensus and Conformity? - The Civil Rights Movement - Counterculture/Protest Movements - Re-emergence of Conservatism

The 1950s; Emergence of the modern civil rights movement; the affluent society and “the other America”, consensus and conformity: suburbia and middle- class America; Vietnam, the Turbulent 1960s, the antiwar movement and the counterculture, social critics, nonconformists, and cultural rebels, impact of changes in science, technology, and medicine, Jackie Robinson, desegregation of the military/federal government, Brown v. Board of Education, Rosa Parks/Montgomery Bus Boycott, Little Rock Nine, March on Washington, Civil Rights/Voting Rights Acts, Culture at the End of the Twentieth Century; demographic changes: immigration surge after 1965, sunbelt migration, “graying” of America, Revolutions in biotechnology, mass communication, and computers, politics in a multicultural society, the New Right and the Reagan revolution; Major Assignments and/or Assessments:- Class Debate. Which period of time was MORE IMPORTANT to the success of the Civil Rights Movement: 1940s and 1950s, or the 1960s?

- Unit Test

Discussion Questions: 1. To what extent did the decade of the 1950’s deserve its reputation as an age of political, social, and cultural conformity? 2. Analyze the causes of the resurgence of conservative politics in the United States in the 1980s and 1990s. 3. To what extent was the Civil Rights Movement a success?

4. To what extent was Johnson’s Great Society an expansion of the New Deal? 5. Discuss the importance of 1968 as a turning point in American society and culture.

Possible DBQ: How is American society today different from what our grandparent’s generation knew in the years just after WWII?

Textbook: Author: Roark, JamesSecond Author: Michael, JohnsonTitle: The American Promise - A History of the United States (3rd Edition) Publisher: Bedford/St. Martin'sPublished Date: 2005Description: A college-level textbook which provides a survey of United States History. Website: http://bcs.bedfordstmartins.com/roark/ ---- Here you will find uselful chapter outlines / sample test questions etc…

Primary / Secondary Sources: Students will examine a collection of primary and secondary sources which complement the material examined in The American Promise textbook.

Students will examine a collection of articles of historical scholarship - on a range of topics from pre-colonial history to the present. These articles serve as excellent supplementary sources and provide students examples of historical scholarship/historiography.

AP College Board Website: URL:http://apcentral.collegeboard.com/apc/Controller ---- Description: The College Board's website dedicated to advanced placement courses and provides useful information related to the course curriculum, AP Exams, etc.

Additional Information:

Requirement: Final Project – APUSH Film Project / Independent Historical Research Paper (pending) How Course Meets Requirement: Following the AP U.S. History Exam in early May, students will complete a project / research paper on a topic/question of their choice - with guidance/support from the instructor.

Sample historical projects / questions: - Analyze the impact of television on the success of the Civil Rights Movement in the 1950s and 1960s. - Analyze the impact of Thomas Nast's cartoons on American society. - How did the Black Sox scandal of 1919 both impact and reflect American society in the 1920s? - How did the Puritans' views on grace and good works differ from those of Anne Hutchinson and other Antinomians? - Why did the British feel justified in their effort to subdue the American rebels? How valid is the British argument? - To what extent does American popular music reflect the changing political and social climates of the 20th century? - What factors led to/caused the conspiracy theories surrounding President John Kennedy's assassination?

Sample list of additional supplemental materials:Arthur Schlesinger, The Cycles of American History (Mariner Books, 1999)

Christian G. Appy, Patriots; The Vietnam War Remembered from all Sides (New York: Penguin Group, 2003)

Davidson and Lytle, After the Fact: The Art of Historical Detection (New York: McGraw-Hill, 2004)

Francis G. Couvares et al., Interpretations of American History: Volume One (Boston, Bedford / St. Martin’s 2009)

Francis G. Couvares et al., Interpretations of American History: Volume Two (Boston, Bedford / St. Martin’s 2009)

Frederick Douglass, Narrative of the Life of Frederick Douglass. 1st ed. (New York: Dover Publications, 1995)

Gary B. Nash and Ronald Schultz, Retracing the Past, Volumes 1 and 2 (New York: Longman, 2005)

Howard Zinn, A People’s History of the United States (New York: Harper Perennial, 2005)

Howard Zinn, Voices of a People’s History (New York: Seven Stories Press, 2004)

James W. Loewen, Lies My Teacher Told Me (New York, Touchstone, 1995)

John Garraty, Historical Viewpoints, Vols. 1 and 2 (New York: Longman, 2002)

John M. Blum, et al., The National Experience (New York: Wadsworth, 1993)

Joseph J. Ellis, Founding Brothers (New York: Bronzi Borzoi, 2000)

Michael Boezi, Voices of the American People: Volume One (New York: Person Education, 2006)

Michael Boezi, Voices of the American People: Volume Two (New York: Person Education, 2006)

Michael Johnson, et al., Reading the American Past - Selected Historical Documents, Vol I & II. 3d edition (New York, 2006)

Robert James Maddox, et al., Annual Editions - American History Volume 1 & 2. 17th edition (Bedford/St. Martin's, 2008)

Stephen Ambrose, To America (New York, Simon & Schuster, 2002)

Studs Terkel, Hard Times (New York, Washington Square Press, 1970)

Studs Terkel, The Good War (New York, The New York Press, 1984)

….and many more