overview of ap us history -...

Overview of AP US History

2012-2013 Instructor: Mr. Kyle C. VanderWall

Work Phone Number: 254-6522

E-mail: [email protected]

Course Design: Advanced Placement United States History is a challenging course meant to emulate the rigor of

an entry-level college course. An AP Examination is offered in May and provides students with

an opportunity to earn college credit. The course is a two-semester survey of American history

from the age of exploration to present. Having a strong work ethic coupled with solid reading and

writing skills are essential to succeeding. An emphasis in critical thinking and evaluating skills,

timed essay writing, and interpretation of primary and secondary documents will be evident

throughout the year.

Course Objectives: Master a broad body of historical knowledge

Use historical data to support a thesis

Interpret and apply data from original documents, cartoons, graphs, letters, etc.

Effectively use analytical skills of evaluation, cause and effect, compare and

contrast, etc.

Understanding of interpretations of historical events and people through

supplemental readings by historians

Prepare for and successfully pass the AP examination on May 15th

Course Themes: These themes will be evident throughout class discussion, reading assignments,

primary source analysis and assessments. The goal will be to understand American History as a

continuous movement towards discovering what it means to live in a democracy.

National Identity

Political Compromise and

Change

Demographic Changes

Gender/Race

Roles/Expectations

Cultural Developments

Reform Movements

Religion in America

Diplomatic History

Expansion

America and War

Economic

Transformations

The United States and its

place in the World

Changing Political

Institutions

Diversity in America

Course Texts and Readings:

Brinkley, Alan American History, A Survey

Eleventh and Twelfth Editions

Kennedy, David M.; Bailey, Thomas A. The American Spirit- Eleventh Edition

Vol I to 1877

Vol II since 1865

mailto:[email protected]

Oates, Stephen B. Portrait of America- Sixth Edition

Vol I to 1877

Vol II from 1865

*Please note that the Brinkley textbook is the only text provided by Grandville High

School. Barron’s, Princeton Review, and/or AMSCO study guides are also highly

recommended for students. Barron’s in particular has received high marks from past

students. In any case, I would strongly encourage you to invest in a study guide.

Course Organization: Provided in the syllabus is a course outline that breaks the class down into units that will cover

two chapters. At the beginning of each unit you will be given a specific daily reading schedule

that covers approximately two weeks. This schedule will also provide you with the Big Idea

questions of the day. The intent is to avoid the notion that history is just….. “ODTAA”(One Dang

Thing After Another). Each unit will last approximately two weeks with a formative assessment

at the end of the unit. During the course of each unit students will be responsible for textbook

readings. In class, students will be guided through various readings, discussions, essays, thesis

statements and DBQ’s.

Seminar Format: This class will function best if it is done in a seminar format. You and I would be best served if

we are discussing the history vs. me repeating what you have read in your textbook. We need to

explore the subject together; therefore, I am planning on you having your reading done for each

day. The classroom discussions will revolve around the unit objectives and primary sources that

we interpret/discuss each day. The important thing is to make connections that go beyond

chronological associations; the themes of the course will help you make the necessary links that

allow you to deepen your understanding of US history. Moreover, when we can discuss what has

happened as well as what is happening in US history we further our ownership of the society we

live in. Engage yourselves daily.

Tests: A diagnostic test will be given at the beginning of the year to assess each student’s prior

knowledge. Formative assessments will include unit quizzes, writing prompts, timed essays and

unit tests. Students will have the opportunity to use formative assessments as learning tools to

help enhance their understanding of the material. There will be a summative test at Holiday

break, at the end of the first semester and at the conclusion of the course.

Supplemental Reading: Students will be given 1-2 outside readings each week that will correlate with the topic being

studied. These will be essays from various historians that will help stimulate discussions in class.

The reading load throughout the first 7-10 weeks is very heavy. This is due to the fact that 50% of

the questions on the AP examination are from the time period 1790-1914. The outside reading

load is significantly less second semester.

Writing in AP US History: There will be a considerable amount of time devoted to learning how to write essays that

critically analyze various historical questions.

Studying Load: The reading load in AP US History will be heavy, especially throughout the first 7-10 weeks. In

order to cover all of the required material while at the same time managing the stress students are

encouraged to share notes from readings. While all of the text material is required, students may

share discussion questions and supplemental readings. Each student is responsible for knowing all

of the required text material for the objective tests. Students will be trained how to read and write

aggressively. It is important for each student not to get discouraged. This is a college class in a

high school setting. Students need to concentrate on consistent effort and improvement

throughout the school year. If you are frustrated early on that is completely normal. You may not

be ready for the exam on September 8th or October 19

th or even December 15

th, but you will be

ready by May 15th. Take it one day at a time and make progress from unit to unit. By the end of

the class you will be able to take the study skills learned here and be able to better adapt to the

college setting.

Extra Help:

THERE IS NO SHAME IN NEEDING EXTRA HELP. Please, please, please, if you are

someone who is not “getting it” simply sitting by idly watching yourself get further and further

behind is not the way to improve. I am here to serve you. If you want help, it is always available.

A few thoughts.

1) I am always here early. I will arrive at school between 6:28 and 6:43 each day. See

me regarding after school help.

2) Do not be passive about requesting help. Email, ask me after class….do something.

Grading Policy: Remember, as is the case with any endeavor you always get out what you are willing to put in. If

you do the work, you will be fine. I am not here to try and make the class really hard, it is hard

enough. Students who were here and worked hard in the past have earned excellent grades.

Remember, you are not entitled to anything. Be diligent, self-sustaining students in your work

and effort.

Grandville High School moved to a new grading policy last school year. The focus of the policy

is to accurately measure what students are learning in class. The use of diagnostic, formative and

summative assessments will be evident throughout the school year. I will reiterate the policy and

the expectations and answer any questions you may have regarding how grades will be quantified

this year.

AP Exam: From May 2

nd to May 14

th we will be reviewing in class for the objective portion of the May 15

th

AP US History examination. In the evening from 6:30-8:30 there will be an optional review for

the writing portion of the test. We will be covering essays from 6:30-7:30 and DBQ’s from 7:30-

8:30. A detailed schedule will be handed out immediately following Spring Break. It would be

hard for me to exaggerate how important your attendance at these sessions is during your

preparation for the exam.

AP Exam Policy: Students are not required to take the examination; however, students are strongly encouraged to

take the exam. Should you decide not to take the exam on May 15th I will have an alternative

exam for you.

A Final Note:

In his book, Anti-Intellectualism in American Life, Dr. Richard Hofstadter examined the

differences between intelligence and intellect-

“Intelligence works within the framework of limited but clearly stated goals, and may be quick to

shear away questions of thought that do not seem to help in reaching them. Finally, it is of such

universal use that it can daily be seen at work and admired alike by simple or complex minds.

Intellect, on the other hand, is the critical, creative, and contemplative side of mind. Whereas

intelligence seeks to grasp, manipulate, re-order, adjust, intellect examines, ponders, wonders,

theorizes, criticizes, imagines. Intelligence will seize the immediate meaning in a situation and

evaluate it. Intellect evaluates evaluations, and looks for the meanings of situations as a whole.”

While we are here to further your intelligence, please remember in this class we are also

embracing the unknown, questioning the past and pondering the present. Please don’t be afraid to

admit there is not a finite answer. Take solace in the fact that this class seeks to develop layers of

understanding; not formulas to meet that end.

* The following are approximate dates. There will be minor

changes as we move forward this year.

Course Outline

Unit One- Settlement of North America (Sept. 5th

-6th

) Objectives:

Compare and contrast Native American societies in regards to economic, social

and political structure.

Analyze regional tribes and how geography affected development.

Readings:

Chapter One in Brinkley-

Introduction to Primary Source Analysis- “Their manner of fishynge in Virginia”

Primary Source Instruction/Analysis:

Students will be given three versions of the John White description of fishing in

Virginia in the 1580s.

1. A reprint of the watercolor version

2. A picture of a wooden carving (used as advertising in Europe)

of the watercolor painting

3. Text of an account of “Their manner of fishynge in Virginia”

Analysis:

Students will use the SOAPS analysis worksheet to help them analyze the Source,

Occasion, Audience, Purpose and Speaker.

Assessment:

*There will be an open book test to be completed at home. It is essential that you

see how the tests come straight from the Brinkley text.

Unit Two- Early American Society (Sept 7th

- Sept.24th

) Objectives:

Describe how environmental factors influenced the development, purpose and

survival of early settlements. (e.g. Roanoke, Jamestown, Plymouth)

Understand the impact of varying push/pull factors from selected Western

European nations. (e.g. English, French, Spanish and Dutch)

Analyze the development of technology and how that influenced movement to

North America.

Examine the environmental factors that influenced the economic development of

early settlements. Also, explain how this leads to social unrest. (e.g. Bacon’s

Rebellion, Pueblo Revolt)

Compare and contrast the religious development and how that defined regional

differences in political and social structure.( e.g. New England, Middle Colonies

and Chesapeake)

Analyze the factors that influenced the movement from indentured servitude to

slavery in early settlements.

Readings:

Chapter Two, Three in Brinkley

Primary Sources - The American Sprit-

Chapter 2

1. The Starving Time (1609)

2. Governor William Berkeley Reports (1671)

Assessments:

Chapter Test - 80 Questions-55 Minutes

Essay- To what extent did the Massachusetts Puritans achieve their goal of

establishing a “city on a hill” in the seventeenth century?

Primary Source Assessment- Nathanial Bacon, “Manifesto Concerning the

Present Troubles in Virginia”

A. Complete a SOAPS worksheet on Bacon’s Manifesto

B. Write a 50 word sentence that delineates Bacon’s concerns/wants for

the people living on the frontier.

Unit Three- Revolutionary Causation and The Revolutionary

War (Sept 25th

– Oct 8th

) Objectives:

Examine the attempt of colonial unification during the French and Indian War.

(e.g. Albany Plan, New England Confederation)

Compare and contrast the religious beliefs of deist’s and those responsible for the

Great Awakening. (e.g. George Whitefield, Jonathan Edwards, Ben Franklin)

Understand the relationship between British economic/political reorganization

following the French and Indian War and the colonial response after the period of

Salutary Neglect. (e.g. The Proclamation of 1763, Stamp Act, Townsend Acts,

Sons/Daughters of Liberty, Boston Tea Party, First Continental Congress)

Analyze the development of colonial philosophy during the period of

Enlightenment and how this leads to the belief in egalitarianism. (e.g. John

Locke’s Social Contract, Rousseau, Colonial debates regarding Independence)

Understand how the increase in ethnic/racial groups leads to an impetus of settling

the frontier exacerbating the conflict with the British and the Native Americans

Examine the evolution of political thought of the framers. (e.g. Second

Continental Congress, Declaration of Independence, Articles of Confederation)

Explain the diplomacy during and immediately following the Revolutionary War.

(e.g. French alliance, treatment of Loyalists, Peace of Paris)

Discuss the impact the fighting of the Revolutionary War had on society in the

colonies. (e.g. Lexington and Concord, Washington’s leadership, Slavery and

Women)

Readings:

Chapter Four, Five in Brinkley

Carl N. Degler- “A New Kind of Revolution”-Portrait of America

Primary Sources- The American Spirit-

Chapter 5-

1. George Whitefield Fascinates Franklin (1739)

2. Jonathan Edwards Paints the Horrors of Hell (1741)- “Sinners in the

Hands of an Angry God”

Chapter 6-

1. “The Proclamation of 1763”

Chapter 7-

1. Benjamin Franklin Testifies Against the Stamp Act (1766)

2. Patrick Henry Demands Boldness (1775)

Chapter 8-

1. Thomas Paine Talks Common Sense (1776)

2. “The Declaration of Independence” (1776)

Assessments:

Chapter Test 80 Questions 55 minutes

Primary Source Assessment:1999 DBQ - Colonial Unity and Identity- 1750-

1776 (60 minute writing block)

Thesis Paragraph in response to Degler’s article.

Unit Four- Establishing a Nation (Oct 9th

- Oct 22nd

) Objectives:

Analyze the departure from the Articles of Confederation to the United States

Constitution. (e.g. Failures/Successes of Articles, Philadelphia Convention,

Federalist Papers, Bill of Rights)

Understand the events surrounding state vs. federal power. (e.g. Shays’ Rebellion,

Rise of Political Parties, Hamiltonian Finances, Taxation, Whiskey Rebellion,

Great Compromise)

Evaluate the challenges facing a nation growing exponentially. (e.g. Land

distribution, Native American policy, Slavery policy, Religion, Women’s rights)

Analyze the use of political power in the early republic. ( e.g. Washington’s

departure, Alien and Sedition Acts, Foreign entanglements, The Election of 1800)

Describe the significance of the Jeffersonian Era. (e.g. Jefferson’s presidency, The

Marshall Court, The Louisiana Purchase, Lewis and Clark, Foreign Policy,

changing economic philosophies)

Analyze the social development of the time period, 1800-1816. (e.g. Republican

Motherhood, changing literacy, Second Great Awakening)

Understand the importance of the events surrounding the War of 1812. (e.g.

Madison’s leadership, Hartford Convention, The Treaty of Ghent, Foreign

Relations, New Orleans)

Readings:

Chapter Six, Seven in Brinkley

Douglas L. Wilson, “Thomas Jefferson and the Meanings of Liberty”-Portrait of

America

Primary Source Analysis: Transcript of Marshall’s Majority Opinion, Marbury v.

Madison, 1803

Analysis- Students will be given the transcript of Marshall’s opinion and must

analyze Marshall’s opinion from the perspective of the following readers:

1. John Marshall

2. Thomas Jefferson

3. A Senator in 1803

After completing the reading assignment students will be asked to write a

thesis note card on how the system of checks and balances changes as a

result of Marshall’s decision.


Chapter 9

1. Daniel Gray Explains the Shaysites’ Grievances (1786)

2. The Debate on Representation in Congress (1787)

3. A Delegate Fears for the Little People (1788)

Chapter 10

1. Jefferson vs. Hamilton on the Bank (1791)

2. A President Bids Farewell (1796)

3. Timothy Pickering Upholds the Repressive Laws (1798)

Assessments:

Chapter Test 80 questions 55 minutes

Timed response in class (35 minutes)- Analyze the extent to which the

Revolution represented a radical change in American political ideas and

institutions. Use the time period 1775 to 1800

Unit Five- Nationalism and The Jacksonian Era (Oct. 23rd

- Nov. 5th

) Objectives:

Evaluate to what extent the “Era of Good Feelings” was aptly named. (e.g.

Virginia Dynasty, Panic of 1819, Monroe Doctrine, The Lure of the West)

Analyze the emergence of the debates between Sectionalism and Nationalism.

(e.g Major Political Personalities, Missouri Compromise, Tariff of Abominations,

Marshall Court Decisions)

Explain the economic revolution with the early railroads and canals, the

expansion of businesses with the beginnings of the factory system, the early labor

movement; women and social mobility; extremes of wealth, the growth of cotton

in the south, slaves and commercial agriculture.

Understand how the election of Andrew Jackson gives rise to mass politics. (e.g.

“Common Man”, changing suffrage requirements, Two Party system- Democrats

and Whigs)

Evaluate how states’rights causes division within the union. (e.g. Nullification,

Gag Rule, Native American policy- Worcester v. Georgia, 1832, Webster-Hayne

Debate)

Discuss how political relationships affected economic, political and social

policies. (e.g. The Bank War, Compromise over Nullification, Jackson vs.

Marshall, Spoils System, The Taney Court)

Understand the impact of the Jacksonian era on the nation’s economic, and social

well-being. (e.g. Clay’s American System, The Panic of 1837, continued

westward expansion)

Readings:

Chapter Eight, Nine in Brinkley

Robert V. Remini, “The Jacksonian Revolution”-Portrait of America

Primary Source Analysis:

1990 DBQ- Jacksonian Democracy- Students will collaborate and analyze the

documents to discover whether or not Jacksonian Democrats truly represented the

“Common Man”.


Chapter 12

1. Causes of the War (1812, 1813)

2. Representative Charles Pickney Upholds Slavery (1820)

3. A Connecticut Antislavery Outcry (1820)

4. James Monroe Warns the European Powers (1823)

Chapter 13

1. A Plea for Nonproperty Suffrage (1841)

2. South Carolina Threatens Secession (1832)

3. Andrew Jackson Denounces Nullification (1832)

4. Jackson Vetoes the Bank Recharter (1832)

5. Cartooning the Banking Crisis (1833, 1837)

6. Jackson Endorses the Indian Removal (1829)

Assessments:

Chapter Test 80 questions 55 minutes

Primary Source Assessment: 1980 DBQ- Andrew Jackson and Indian Removal

(60 minute writing block)

Thesis note card- Evaluate the effect the expansion of suffrage had on the

“common man’s” access to facilitate social change.

Unit Six- America’s Economy and Slavery (Nov. 6th

-Nov. 19th

) Objectives:

Analyze the population distribution and the larger effect this has on the economic

development of the nation. (e.g. Patterns of Immigration, Urbanization, Lowell

System, plantation system, advancements in transportation-Railroad, canal,

steamboat)

Understand the changing social atmosphere caused by an increasingly diverse

population. (e.g. Nativism, Ethnic neighborhoods, social class structure)

Evaluate the changing role of women in the social and economic environment.

(e.g. Republican Motherhood to Cult of Domesticity, Education, Single Working

Women, Role of the Family)

Describe the connection between the spread of cotton and the spread of slavery.

(e.g. Commercial Agriculture, King Cotton, DeBow’s Review, Cavalier Image)

Explain how the society of the South would foster a continued belief in the

institution of slavery. (e.g . Planter Aristocracy, Honor, Southern Belle,

backcountry/hill people)

Evaluate how the institution of slavery promoted specific aspects of the slave

culture. (e.g. Gang vs. Task, Slave Rebellion, Slave Trade-Family Life, Religious

Beliefs)

Readings:

Chapter Ten, Eleven in Brinkley

Student Decision- Kenneth Stampp – “A Troublesome Property”- chapter from

The Peculiar Institution OR Stephen B. Oates, “The Fires of Jubilee: Nat

Turner’s Fierce Rebellion”

Primary Source Analysis: Estate Appraisal-(Total Property Value-Including the

Actual Cost of a Slave in Mississippi)

A. SOAPS Worksheet (Estate Appraisal)


Chapter 14

1. The Abuse of Female Workers (1836)

2. The “Utopian” Lowell Looms (1844)

3. “Slavers” for New England Girls (1846)

4. The Coming of the Irish (1836)

5. Chattel Slavery vs. Wage Slavery (1840)

Chapter 15

1. The Seneca Falls Manifesto (1848)

2. New Yorkers Ridicule Feminists (1856)

3. Orestes Brownson Explores the Woman Question (1869)

Chapter 16

1. A Slave Boy Learns a Lesson (c. 1827)

2. Cohabitation in the Cabins (c. 1834)

3. The Sundering of Families (1874)

4. James Hammond Proclaims Cotton King (1858)

Assessments:

Chapter Test 80 Questions 55 Minutes

Thematic Assessment- Students will create a Timeline of Women’s Progress in

America using primary sources as the crux of their answer. They will include

Social, Political and Economic Progress. (Time Period: Settlement to 1848)

Timed Response In Class (35 Minutes) – Analyze why the economic development

further divided the north and the south. Use the time period 1800-1850.

Unit Seven- Antebellum Culture and Civil War Causation

(Nov 20th

– Dec. 7th

) Objectives:

Discuss how American art and literature helped foster societal movements. (e.g.

Transcendentalists, Cooper, Poe, Hawthorne, American Landscape art, Brook

Farm, Oneida Community)

Analyze religious movements during the antebellum period. (e.g. Mormonism,

Shakers, Unitarians, Second Great Awakening)

Explain the evolution of the women’s movement. (e.g. temperance, schools,

asylums, prisons)

Analyze and assess the varying arguments for and against slavery in antebellum

society. (e.g. Abolitionists, Women’s role, Expansion, economic aspects, struggle

for political equilibrium)

Describe the tenuous relationship between expansion and national unity. (e.g.

Manifest Destiny, Frontier Life, Push vs. Pull factors, Mexican-American War,

Oregon dispute, Newly Acquired Territory)

Understand how competing political and cultural ideologies contribute to growing

sectionalism in the union. (e.g. States’ rights vs. Federal rights, free soil vs. slave-

based expansion, moral arguments, economic arguments)

Evaluate to what extent political compromises and decisions assuaged violent

confrontations.(e.g. Compromise of 1850-Change in Congressional Leadership,

Fugitive Slave Laws, Kansas-Nebraska Act, Dred Scott, Bleeding Kansas,

Harpers Ferry, Election of Lincoln, Secession, The Crittenden Compromise, Fort

Sumter)

Readings:

Chapter Twelve and Thirteen in Brinkley

David Herbert Donald- “Why the War Came: The Sectional Struggle over Slavery

in the Territories”- Portrait of America

Primary Source Analysis: Selected Transcripts of Lincoln-Douglas Debates-

Analysis Activity- Students will take and defend a position on the issue of African

Americans and their place in society in the mid-nineteenth century.


Chapter 15

1. Ralph Waldo Emerson Chides the Reformers (1844)

2. The “Paradise” at Brook Farm (c. 1846)

3. Joseph Smith has a Vision (1820)

Chapter 16

1. William Lloyd Garrison Launches The Liberator (1831)

2. Slavery and the Family (1840)

3. The South Condemns Helperites (1859)

Chapter 17

1. President James Polk Justifies the Texas Coup (1845)

2. Democrats Hail a Glorious Achievement (1848)

Chapter 18

1. John C. Calhoun Demands Southern Rights (1850)

2. Daniel Webster urges Concessions (1850)

3. Joshua Giddings Rejects Slave Catching (1850)

4. Stephen Douglas’s Popular-Sovereignty Plea (1854)

Chapter 19

1. Charles Sumner Assails the Slavocracy (1856)

2. Dred Scott- The Pro-Southern Court Speaks (1857)

Assessments:


Primary Source Assessment-

Using the time period 1820-1861, create a set of documents that represent

a broad range of perspectives on the divisive issue of slavery. Analyze the

documents to discover who makes the strongest case for or against

slavery. Students will be assessed on the breadth of the documents chosen

as well as their ability to recognize the opposing viewpoint.

Primary Source Assessment (In Class-60 Minute Writing Block): 1987 DBQ-

Constitution and Crisis of the 1850s

Unit Eight – The Civil War and Reconstruction (Dec. 10th

–Dec.

19th

) Objectives:

Describe the challenges facing the Union and the Confederacy in mobilization for

the war. (e.g. Demographics, economics, cultural/religious)

Compare and contrast the relationship between leaders and how the decisions they

made affected how the war was waged. (e.g conscription, civil liberties, military

personalities, strategies, emancipation, technology)

Explain the cost of the war on the human experience and how that differed

between the North and South. (e.g Early Confederate Victories, home front lives,

women’s role-nursing/medicine, life of a soldier, experience of Gettysburg and

siege of Vicksburg)

Assess to what extent the end of the Civil War caused a greater schism between

the North and the South prior to Reconstruction. (e.g.Total War, Sherman’s

March, treatment of private property, Lee’s surrender)

Analyze how the politics of Reconstruction facilitated heated legislative debate

ending in precedent setting legislation. (e.g. Lincoln’s 10% Plan, Wade-Davis

Bill, Southern Resistance, 13th

, 14th

and 15th

Amendments, Civil Rights Act,

expanded Federal authority)

Explain how poor social and economic conditions as well as political decisions in

the south eventually lead to the demise of Reconstruction. ( e.g Ku Klux Klan,

Jim Crow, Plessy v. Ferguson, 1896, Federal occupation, carpetbaggers,

scalawags, sharecroppers)

Evaluate how the mal-distribution of economic and political opportunity ended a

tumultuous time of Reconstruction. (e.g Crop-Lien system, Railroad boom, Land

and Labor, economic and social conditions of African Americans, Panic of 1873)

Readings:

Chapter Fourteen and Fifteen in Brinkley


“42nd

Congress, 2nd

Session- House of Representatives. Report No. 22. -

Affairs In The Late Insurrectionary States, Feb. 19, 1872- Joint Select

Committee Hearing”

Analysis Activity- Students will analyze the testimony given and write a thesis

note card on the extent to which the Federal Government was providing adequate

protection to African Americans and whites living in the South during

Reconstruction.

Assessments:


In Class Timed Essay (35 minutes)- The politics of Reconstruction and the

political personalities involved ultimately contributed to its failure. Assess the

validity of this statement.

Unit Nine- Westward Expansion (Dec 20th

– Dec 21st)

Objectives:

Analyze the events surrounding the transformation of Native Americans lives as

well as the attempted assimilation and the ensuing conflict. (e.g. Reservations,

Dawes Act, Federal Indian Policy, Nomadic Life, Buffalo, Wounded Knee)

Explain how the economic development of the West increases opportunities for a

diverse demographic while at the same time causing social and political

difficulties. (e.g. Homesteading, Mining, Granger Movement, Indian Wars, Land

Rush)

Understand the role that the transcontinental railroad played in continued social

diversity while closing the frontier of America. (e.g. Ethnic Diversity-Chinese,

Hispanics, Gender Composition, Federal Land Grants, Turner Thesis)

Compare and contrast the myths and realities of Western Culture. (e.g. Cowboy

Culture, Wild West Show, Dime Novels, Movies)

Readings:

Chapter Sixteen in Brinkley


Chapter 26

1. The US Army negotiates a treaty with the Sioux (1868)

2. Carl Schurz Proposes to “Civilize” the Indians (1881)

3. Opening Montana (1867)

4. Sodbusters in Kansas (1877)

Assessments:

Chapter Test 50 Questions (Take Home Test)

Thematic Assessment: Students will explain the evolution of opportunity for

newly arrived immigrants on the frontier in America from Bacon’s Rebellion to

the actions of Homesteaders by using a character journal.

Character Journal- Choose four roles of newly arrived immigrants who lived on

the frontier and explain the economic challenges they faced and whether or not

the frontier fulfilled their expectations for a better life. Use primary sources to

guide your response.

Christmas Break- (Dec. 22nd

– Jan. 6th

) Please come back rested, refreshed and ready to begin course work when you return

from break. It is vital that you rest while you are on break so you can be reenergized for

the second semester.

Unit Ten- Industrial Revolution (Jan 7th

–Jan 14th-

) Objectives:

Identify the relationship between technological advances and industrial growth.

(e.g. Bessemer Process, Electric Power, Transportation, Communication)

Analyze how industrial leaders applied new ideologies in the creation of the

modern corporation. (e.g. Carnegie, Rockefeller, Morgan, Social Darwinism,

Gospel of Wealth, Laissez-Faire policies, Self-Made man, Monopolies,

Regionalism of Development)

Explain how immigration and migration affected the rise of big business in

America and ultimately contributed to its success while exploiting the working

class. (e.g. Patterns of movement, Poverty, Working Conditions, effect on rural

communities, Ellis Island)

Account for the rationale of labor activism and the struggles members faced in the

process of creating credible unions. (e.g. Women and Child Labor, Knights of

Labor, AFL, Strikes-Violence, Ethnic Divisions)

Identify reasons for a consumer based society emerging during urbanization. (e.g

chain stores, mail-order houses, department stores, women as consumers)

Understand how urbanization and industrialization adversely affected the natural

environment. (e.g. depletion of resources, natural disasters, unforeseen disasters

within the city, conservation movement)

Understand the social and political impact of urbanization. (e.g. Political

Machines, Ethnic Neighborhoods, Living Conditions, Law Enforcement,

Widening of Socioeconomic Gap )

Readings:

Chapter Seventeen, Eighteen in Brinkley

Primary Sources- The American Spirit

Chapter 24

1. John D. Rockefeller Justifies Rebates (1909)

2. Weaver attacks the Trusts (1892)

3. Andrew Carnegie’s Gospel of Wealth (1889)

4. In Praise of Mechanization (1897)

5. The Life of a Sweatshop Girl (1902)

6. The Knights of Labor Champion Reform (1887)

7. Samuel Gompers Condemns the Knights (c. 1886)

Chapter 25

1. Jacob Riis Goes Slumming (1890)

2. The Shock of Darwinism (1896)

3. An Italian Immigrant Woman Faces Life Alone in the Big City (c.

1896)

4. Jane Addams Demands the Vote for Women (1910)

Assessments:


Primary Source Assessment: In Class 60 Minute Block- 2000 DBQ- Labor in the

Gilded Age- How successful was organized labor in improving the position of

workers in the period from 1875 to 1900? Analyze the factors that contributed to

the level of success achieved.

(Summative Assessment Review- Jan 15th

)

(Note: Exams run Jan 16th

, 17th

and 18th

)

End of 1st

Sememster

Unit Eleven- Populism and Imperialism (Jan 22nd

– Feb 1st)

Objectives:

Explain the reasons for political activism amongst the agriculture community in

response to laissez-faire economic policies of the government. (e.g. Greenback

Party, Laissez-Faire Conservatism, Monetary Policy, “Cross of Gold”, Populist

Movement, “Agrarian Myth”, Election of 1896)

Explain the reasons for continued segregation and racism in early 20th

century

America. (e.g. de jure, de facto, Plessy v. Ferguson, 1896, Jim Crow,

disenfranchisement, lynching, African-Americans’ responses)

Compare and contrast the rationale and methods for expansionism within the

contiguous United States to the emerging International expansionism. (e.g.

Yellow Journalism, Spanish-American War, Pacific Acquisitions, Open Door

Policy, Foreign Policy, Executive Foreign Policy, Racial Assumptions, Global

Manifest Destiny)

Readings:

Chapter Nineteen and Twenty in Brinkley


Chapter 27

1. Joseph Pulitzer Demands Intervention (1897)

2. President McKinley Submits a War Message (1898)

3. Albert Beveridge Trumpets Imperialism (1898)

Chapter 28

1. Roosevelt Launches a Corollary (1904)

2. Japan Resents Discrimination (1906)

Assessments:


Primary Source Analysis: 1994 DBQ American Expansionism/Imperialism-

Students will analyze the documents and write a thesis on the question; To what

extent was late nineteenth century and early twentieth United States expansionism

a continuation of past United States expansionism and to what extent was it a

departure?

In Class Writing (Timed Response-35 Minutes)- Analyze the ways in which

technology, government policy and economic conditions changed American

agriculture in the period 1865-1900.

Unit Twelve- Progressivism (Feb 4th

– Feb 14th

)

Mid-Winter Break is Feb 15th

-18th

Objectives:

Explain the political, social and economic climate that leads reformers to facilitate

the Progressive era. (e.g. Socioeconomic Gap, Social Gospel, Rising Middle

Class, Muckrakers, Labor Activists, Religious leaders, Female Reformers)

Account for and understand the varying set of goals that progressives set out to

achieve. (e.g. Business Regulation, Labor Rights, Consumer Protection, Eugenics,

Socialism)

Understand the origins of and differentiate between legislative reform at the

municipal, state and federal levels of government. (e.g city governance,

expanding state and local participation, Sherman Anti-Trust Act, Square Deal,

New Freedom, 16th

, 17th

Amendments)

Define the role of women in fostering social and moral reform. (e.g. Assimilation,

Temperance, Jane Addams, Settlement House, NAACP, 18th

Amendment)

Explain the evolution of the suffrage movement in connection to mass

disenfranchisement in America. (e.g Suffrage in the West, African American

Disenfranchisement, Nineteenth Amendment, E.R.A)

Find appropriate connections between the abuses of Industrialization and the need

for increased awareness of the environment. (e.g. Conservation vs. Preservation,

Hetch Hetchy, National Parks and Forests)

Readings:

Chapter Twenty-One, Twenty-Two in Brinkley


Chapter 29

1. Exposing the Meat Packers (1906)

2. The Triangle Shirtwaist Fire Claims 146 Lives (1911)

3. Gifford Pinchot Advocates Damming the Hetch Hetchy Valley (1913)

4. Images of the Suffrage Campaign (1900-1915, Cartoons, Pictures,

Political Posters)

Chapter 30

1. Louis Brandeis Indicts Interlocking Directorates (1914)

2. Map of Federal Reserve System

Assessments:


Primary Source Analysis- Achievements of Progressivism-

Students will compile three sets of documents that highlight the progress

and accomplishments of;

1) Women

2) Immigrants

3) African Americans

Unit Thirteen- World War I and the 1920s (Feb 19th

– March

1st)

Objectives:

Account for and evaluate reasons for delayed United States entry into World War

I. (e.g. Cultural Customs/Political Systems, Preparation, Pacifism/Belief in

Neutrality, Economic Gain, Immigrant Loyalties, Focus on Internal Reform)

Explain how the United States moves from neutrality to guarded entry into World

War I. (e.g. Globalization, Attacks on Shipping, Freedom of the Seas,

Zimmerman Telegram, Mobilization)

Differentiate between the human experiences at home and abroad during World

War I. (e.g. African Americans, Women, Soldiers, Draft Act 1917, Espionage and

Sedition Acts, Promotion of National Unity)

Analyze the impact World War I had on the American economy. (e.g. Public vs.

Private Sector, War Industries Board, War Bonds)

Analyze to what extent the American Expeditionary Force changed the tide of the

war. (e.g. Pershing, Segregation from European Units, Technological Warfare)

Explain how events abroad helped define American foreign policy following

World War I. (e.g. Wilson’s Fourteen Points, Russian Revolution, Treaty of

Versailles, League of Nations, Congressional Leadership)

Evaluate American discontent following World War I and why this led for a

desire to return to isolation. (e.g. Red Scare, Labor-Capital Conflict, Soldier re-

integration)

Understand how a traditionalist/conservative American society during the 1920’s

would create social, political and cultural controversies. (e.g. Anti-foreign

Sentiment, Racism, Sacco and Vanzetti, Religious Fundamentalism-Scopes Trial,

Revival of Ku Klux Klan, Black Nationalism)

Describe the relationship between technological innovations, scientific

management and a growing American economy in the 1920’s. (e.g. Postwar

Prosperity, Assembly Lines, Consumerism, Advertisement)

Describe the struggle between traditional values and modernity in the 1920’s.

(e.g. Prohibition, Organized Crime, Flappers, Jazz, Lost Generation, Social

Realist)

Account for the change in political philosophy among Americans and their

governmental leaders. (e.g. Harding, Coolidge, Immigration Restriction, Lasseiz-

faire Policy)

Readings:

Chapter Twenty-Three, Twenty-Four in Brinkley

Primary Sources – The American Spirit-

Chapter 31

1. President Wilson Breaks Diplomatic Relations (1917)

2. Robert La Follette Demands His Rights (1917)

3. George Creel Spreads Fear Propaganda (c. 1918)

4. Wilson Testifies for Article X (1919)

5. Lodge Blames Wilson (1919)

Chapter 32

1. Walter Lippman Pleads for Sacco and Vanzetti (1927)

2. A Methodist Editor Clears the Klan (1923)

3. A German Observes Bootlegging (1928)

Assessments:


Thematic Assessment: Explain the paradox that exists as Americans are fighting

for freedoms abroad while resisting political and social activism at home.

Students will choose one reason why the United States entered the war and

connect it to an event at home that illustrates this paradox.

Primary Source Assessment: 1986 DBQ- Change and Tension in the Roaring

Twenties (60 minute writing block)

The 1920’s 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.

Unit Fourteen – The Great Depression and the New Deal

(March 4th

– March 15th

) Objectives:

Understand the causation and magnitude behind the Great Depression in the

United States economic structure. (e.g. Speculation, Buying on Margin, Credit,

Stock Market Crash, Hoover’s Response, Frustration and Reaction, Lack of

Economic Diversity, Mal-distribution of Wealth, Hooverville, Reconstruction

Finance Corporation, Bonus Army)

Explain how poor management of post World War I political and economic

structures throughout the world leads to chaotic international relations and

eventually a return to isolationism. (e.g. European War Debts, Isolationism,

Emerging Dictatorships, Civil Wars)

Evaluate the ideology behind the New Deal and determine the effectiveness of

the New Deal programs. (e.g. First Hundred Days, Farming, Banking, Social

Classes, Relief, Recovery, Reform, Opposition, Second New Deal)

Describe how the Great Depression alters American socioeconomic values and

how Americans coped during this traumatic time period. (e.g. Depression Artists,

Escapism, Radio, Movies, Political Leadership, Dust Bowl)

Readings:

Chapter Twenty-five, Twenty-six in Brinkley


Chapter 34

1. A Salesman Goes on Relief (1930’s)

2. Coffee for the Veterans (1933)

3. Senator Huey P. Long Wants Every Man to Be a King (1934)

4. Father Coughlin Demands “Social Justice” (1934, 1935)

5. Back-Country Poets Reflect on the Civilian Conservation Corps (1934,

1935)

6. Franklin Roosevelt Creates the Tennessee Valley Authority (1933)

7. Assessing the New Deal (1935, 1936)

Assessments:


Primary Source Analysis: Analyze documents regarding the New Deal.

Determine if the document is supportive or in opposition to the New Deal.

Finally, evaluate why so many differing opinions on the New Deal existed. 2003-

DBQ

.

Unit Fifteen – Global Crisis and World War II (March 18th

–

March 28th

) Objectives:

Analyze the initial stance of isolationism within the United States. Account for

how and why the United States begins to move toward intervention. (e.g.

Neutrality Act, Cash-Carry, Lend-Lease, Dictatorial Regimes, Quarantine Speech,

Failure of the League of Nations, Atlantic Charter, Pearl Harbor)

Describe how American war aims helped leaders steer a course through war time

decisions. (e.g. European and Pacific Theater, Second Front Controversy,

Manhattan Project, North Africa, Normandy, Holocaust, Stalingrad, Island

Hopping, Unconditional Surrender)

Explain how World War II provided opportunities for some while marginalizing

selected minority groups. (e.g. employment for women and minorities, Japanese

Internment, Zoot-suit Riots)

Analyze to what extent World War II helped to transition the American economy

away from the extremes of the Great Depression. (e.g. CORE, War Production

Board, Office of Price Administration, Rosie the Riveter)

Understand how the financial and cultural impacts of World War II differed from

the impacts of WWI. (e.g. Human Cost, Financial Responsibility, Developments

in Science and Technology, Nationalism, Acceptance to Globalization)

Describe how U.S. policies at the end of World War II represent an understanding

of a new position as a global power. (e.g. Nuremberg Trials, United Nations,

Marshall Plan, Division of Europe)

Explain how Truman created changes in domestic policy as a way of building on

the positive momentum of victory in World War II. (e.g. Civil Rights, Fair Deal,

G.I. Bill of Rights)

Readings:

Chapter Twenty-Seven, Twenty-Eight in Brinkley


Chapter 36

1. War Transforms the Economy (1943)

2. Japanese American is Convicted (1943)

3. Black American Ponders the Wars Meaning (1942)

4. A Woman Remembers the War (1984)

5. Eisenhower Urges the Earliest Possible Second Front (1942)

6. Stalin Resents the Delay of the Second Front (1943)

7. Cordell Hull Opposes Unconditional Surrender (1948)

8. Harry Truman Justifies the Bombing (1945)

Assessments:


Primary Source Analysis: Using documents that reflect three views,

A) Truman

B) American Soldier fighting in the Pacific

C) Japanese-American Citizen

D) J. Robert Oppenheimer

Using three to four examples of testimony/recollections on the dropping

of the atomic bomb, evaluate to what extent the U.S. was justified in the

dropping of the bomb. Students will write a thesis note card

Spring Break – (March 29th

– April 7th

)

Unit Sixteen – The Cold War (April 8th

- April 17th

) Objectives:

Explain how the tension and suspicion coming out of World War Two ultimately

led to early United States Cold War Policy. (e.g. Berlin – May 1945,

Containment, Truman Doctrine, Berlin Blockade and Airlift, NATO, Warsaw

Pact, Espionage, Eisenhower Administration-Brinkmanship, U-2 Incident)

Analyze to what extent events at home and abroad facilitated an environment of

hysteria that heightened early Cold War tensions. (e.g. Events of 1949-

Communist China, Soviet Atomic Capability, Korea, Sputnik, McCarthyism,

Rosenbergs, Hiss, Budapest)

Evaluate to what extent American culture continued to evolve independent of

diplomatic Cold War tensions. (e.g. Consumer Culture, Beatniks, Rock-n-Roll,

Suburbs, Television, Conformity, Baby Boomers, Women’s Role)

Analyze advancements in American culture that were directly influenced by the

Cold War. (e.g. National Defense Education Act, Highway System, Advancement

in Space Technology, Computers)

Describe the impact the Cold War had on the American economy. (e.g. White

Flight, Poverty, Defense Spending, Planned Obsolescence, Franchises, Growth in

White-Collar Sector, Middle Class)

Readings:

Chapter Twenty-Nine, Thirty in Brinkley


Chapter 37

1. George Kennan Proposes Containment (1946)

2. Harry Truman Appeals to Congress (1947)

3. Senator Joseph McCarthy Blasts Traitors (1952)

4. Truman Accepts the Truman Challenge (1950)

5. NSC-68 Offers a Blueprint for the Cold War (1950)

Chapter 38

1. Secretary John Foster Dulles Warns of a Massive Retaliation (1954)

2. President Eisenhower Calls for Open Skies (1955)

3. The Editor of Fortune Celebrate American Affluence (1955)

4. John Kenneth Galbraith Criticizes the Affluent Society (1958)

Assessments:


In Class Timed Essay (35 minutes)

Evaluate to what extent the 1950’s is appropriately titled the Affluent

Society. Use two of the following in your response:

1) Rock-n-Roll

2) Consumerism

3) Suburbia

4) Advancements in Science and Technology

Unit Seventeen – 1960’s and Liberalism (April 18th

– April

24th

) Objectives:

Understand the origins of the modern civil rights movement in the 1950’s and

how leaders and organizations help it evolve into the 1960’s. (e.g. Warren Court

Decisions, Integration of Armed Forces, Non-Violence, Leadership-King Jr.,

Malcom X, Carmichael, SNCC, SCLC, Black Panthers)

Evaluate to what extent protests of the Civil Rights movement led policymakers

to pass landmark legislation that created the concept of a diverse American

society. (e.g. Sit-ins, March on Washington, Freedom Summer, de jure, de facto,

Civil Rights Acts, 24th

Amendment, Executive Recognition/Leadership)

Describe how the African American Civil Rights Movement empowered a Rights

Revolution that encompassed diverse groups of ethnicities as well as a resurgence

in feminism throughout the 1960’s and 1970’s. (e.g. AIM, feminism, Gay and

Lesbian Rights Movement, Ceasar Chavez, NOW, Roe v. Wade)

Interpret the policies of Kennedy and Johnson and how the use of significant

federal resources represents a shift in economic and social priorities. (e.g. New

Frontier, Great Society, War on Poverty, Medicare, Medicaid)

Analyze the changing foreign policy of the Cold War as it shifts from Europe to

proxy nations. (e.g. Bay of Pigs, Cuba, Vietnam, Latin America, Middle East)

Explain how the events and policies of Vietnam lead to a variety of responses,

ultimately changing the culture of American society. (e.g. Executive

Leadership/Decisions, Escalation, Tonkin Gulf Resolution, Draft, Hawks, Doves,

Tet Offensive, Events of 1968, Search and Destroy, Operation Rolling Thunder,

Credibility Gap, SDS)

Readings:

Chapter 31 in Brinkley


Chapter 39

1. President Kennedy Proclaims a “Quarantine” (1962)

2. President Johnson Declares a War on Poverty (1964)

3. Students Sit In for Equality (1960)

4. Martin Luther King Jr., Writes From a Birmingham Jail (1963)

5. The Joint Chiefs of Staff Propose a Wider War (1964)

6. President Johnson Asserts His War Aims (1965)

7. The Soldiers War (1966)

8. Students for a Democratic Society Issues a Manifesto (1962)

Chapter 40

1. The Case for the Equal Rights Amendment (1970)

2. Phyllis Schlafly Upholds Traditional Gender Roles (1977)

Assessments:


Thematic Assessment: Timed Essay (35 Minutes)

How national identity and pride has developed differently for social

groups from 1945 through 1968.

Unit Eighteen – 1970’s and the Crisis of Authority (April 25th

-

April 30th

) Objectives:

Account for and describe the conservative response to the events of the 1960’s in

relations to the 1968 election of Richard Nixon. (e.g. Impeding the Desegregation

Process, Silent Majority, Hard Hats, Southern Strategy)

Describe the change in Executive policy and leadership in foreign policy during

the Cold War under Richard Nixon. (e.g. Vietnam War, Peace with Honor,

Vietnamization, Détente, Relations with China and Russia, Cambodia, Christmas

Bombing, Publication of Pentagon Papers)

Explain how the events of Watergate have forever altered American perceptions

of the executive office. (e.g. Executive Privilege, Black Bag Jobs, Role of Media,

Congressional Oversight)

Account for and analyze how the global economy adversely affects the American

economy in the 1970’s. (e.g. OPEC, Energy Crisis, Inflation, Deindustrialization,

Interest Rates, Ford and Carter Responses/Leadership)

Understand how the events of the 1960’s and 1970’s give rise to a counterculture.

(e.g. Haight Ashbury, Woodstock, Cultural Pluralism, Environmentalism)

Readings:

Chapter Thirty-Two in Brinkley


Chapter 40

1. The President Defends His Incursion (1970)

2. Nixon’s Grand Plan in Foreign Policy (1968-1969)

3. First Article of Impeachment (1974)

Assessments:



Students gather documents that illustrate both strong and weak executive

leadership with domestic and foreign policy. Evaluate how selected

Presidents interpretations of executive power in the Constitution have

evolved. Choose three Presidents from 1932-1974.

Unit Nineteen – The Conservative Age (April 30th

- May 1st)

Objectives:

Account for the perceived social, political and economic failures in the 1970’s

and how this gives rise to modern conservatism under Reagan. (e.g. Anti-Tax

Revolt, Sunbelt, NRA, Iranian Hostage Crisis, Religious Right, Moral Majority,

Neo-Conservatives)

Evaluate the successes and failures of Reaganomics in the 1980’s. (e.g.

Deregulation, Deficit Spending, Savings and Loan, Tax Cuts, Limiting

Entitlement Programs)

Explain how the events, policies and decisions helped to accelerate the ending of

the Cold War. (e.g. SDI, Reagan Doctrine, Iran-Contra Affair, INF Treaty,

Afghanistan-1979, Events of 1989)

Readings:

Chapter Thirty-Three in Brinkley


Chapter 41

1. Supply-Side Gospel (1984)

2. Reagan Sees Red in Nicaragua (1986)

3. An Editor Analyzes the Iran-Contra Affair (1987)

4. Four Views on the End of the Cold War (1994)

5. The Reagan Revolution in Historical Context (1982)

Assessments:



The effects of the 1986 tax cuts in regards to 1989 return savings.

Analyze the effects and successes or failures of Reaganomics, highlighting

the tax cuts. Write a thesis note card.

Unit Twenty – The Age of Globalization (Read Chapter) Objectives:

Students will analyze how the end of the Cold War has created instability, thus

altering U.S. foreign policy throughout the world. (e.g. Persian Gulf War,

Somalia, Bosnia, Current Iraq War)

Analyze how social issues and debates are defining cultural identity in Modern

America. (e.g. Immigration, Religious Affiliations, Sociopolitical beliefs, Role of

Technology)

Students will analyze the ever changing fluctuations and challenges of a global

economy. (e.g. Trade Policies, Communication Networks, Oil, Environment)

Readings:

Chapter Thirty-Three, Thirty-Four in Brinkley

Primary Source- The American Spirit-

Chapter 42

1. Puzzling Economics of Immigration (1996)

2. The Controversy Over Bilingual Education (1995)

3. A Younger Generation Looks to the Future (1996)

Assessments:


End of Required Material Review Sessions- From May 2

nd to May 14

th we will be reviewing in class for the

objective portion of the May 15th

AP US History examination. In the evening from 6:30-

8:30 there will be an optional review for the writing portion of the test. We will be

covering essays from 6:30-7:30 and DBQ’s from 7:30-8:30. A detailed schedule will be

handed out immediately following Spring Break. Students from last year said that this

was extremely beneficial preparation for the examination.

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