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United States History-Honors/ A.P. United States HistoryElaine Davis and Beth Floyd

2010-2011

United States History2010-2011Brief Description of CourseThis Advanced Placement United States course is designed to provide a college-level U.S. History course for students who enjoy studying history and want to further enhance their analytical skills, as well as broaden their base of knowledge. The course will be designed to prepare students for the AP Exam in May 2011. The first semester, U.S. History, Honors, will prepare students to take the North Carolina End-Of-Course Test for U.S. History given in January 2011 as required by NC Department of Public Instruction. Students are required to score a level 3 or level 4 on the End-of-Course exam in order to receive credit for U.S. History as required by the graduation standards for all N.C. students. Additionally, students must score a level 3 or 4 and earn an A or B for the U.S. History-Honors class first semester in order to move into Advanced Placement U.S. History in the spring semester.

Students will interpret documents, write critically, learn factual and conceptual knowledge, and develop an understanding of the themes of U.S. History. Students will study political, economic, and social history throughout the course.

The course will include a study of life during colonial times, the Revolution, the federal period, Jeffersonian Democracy, the development of the two-party system, Jacksonian Democracy, the reform period, Manifest Destiny, Civil War and Reconstruction, immigration, industrialization, Populism, Progressivism, World War I, Jazz Age and Harlem Renaissance, Great Depression and the New Deal, World War II, the Cold War, the ending of the Cold War, and the U.S. in the twenty-first century. The course will also focus on key themes determined by the College Board as essential to a comprehensive study of U.S. History. These themes will include American diversity, the development of an American identity, the evolution of American culture, demographic changes, economic trends, environmental issues, the development of political institutions and the components of citizenship, social reform, the role of religion in the making of the U.S. and its impact on a multicultural society, the history of slavery and its legacy, war and diplomacy, and the place of the U.S. in an increasingly global arena.

This course satisfies the North Carolina graduation requirement for United States History. Grading will be as follows: Tests/Essays/Projects - 50%, daily class assignments and homework - 25%, Quizzes - 25%. The final exam will count 25% of the semester grade.

Each unit of study will include discussions of and writing about related historiography; how interpretations of events have changed over time, how issues in one time period impact subsequent generations, and how reevaluations of the past continue to shape the way historians see the world today. This syllabus for this course has been authorized by College Board. The competencies required will be covered in U.S. History-H first semester and in A.P. U.S. History second semester. The competencies for the course will be covered in both semesters. Therefore, in order to prevent confusion, the syllabus will be posted in chronological order on our websites. Students may want to print the syllabus out in its entirety in order to mark off topics as we cover them. Please feel free to contact me if you have any questions. Our contact information is as follows:Elaine Davis – email [email protected]; planning period is 1:37 – 3:14, Monday through Friday

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mailto:[email protected]


2010-2011Beth Floyd – email [email protected]; planning period is 1:37-3:14, Monday through Friday The school phone number is 910-671—6050.

Unit Information Unit Name or Timeframe: (This unit covers material prior to the beginning of the NCSCOS; therefore, there is no objective number. This topic will be covered in the spring only.) “America’s Enduring Vision"Content and/or Skills Taught: (AP Goals and Objectives)Pre-Columbian cultures; cultural diversity; early explorations; kinship and gender; reciprocity; the introduction of slavery; Spanish, French, and English claims; the rise of mercantilism.Major Assignments and/or Assessments:Essay: "Geology, geography, and environment are among the fundamental building blocks of human history." Explain the meaning of this statement, and illustrate it with as many specific examples from the text and class discussion as possible. Due: August 29, 2007.

Unit Name or Timeframe: (AP Goals and Objectives)The Rise of Colonial America (Will be covered in second semester)Content and/or Skills Taught:Enduring Vision: Chapter 3, Expansion and Diversity: The Rise of Colonial AmericaNew England ColoniesThe Middle ColoniesChesapeake ColoniesThe Carolina Colonies/The CaribbeanRivals for North America: France and SpainMajor Assignments and/or Assessments:Selected VocabularyShort Answer QuestionsClass Analysis of The Mayflower Compact as a beginning of self- government in the English Colonies(The American Reader: Words That Moved A Nation)Reading: "A Puritan Account of the Pequot War, 1637" (from Document Set 1, Enduring Vision)Video with writing assignment: "Profiles in Courage: Anne Hutchinson"Document Set Two (Enduring Vision): "Witchcraft at Salem: The Social and Cultural Context";Practice DBQ

Unit Name or Timeframe: (AP Goals and Objectives)The Bonds of Empire(Will be covered in second semester)Enduring Vision: Chapter 4, The Bonds of Empire, 1660-1750Glorious Revolution and its effect on relations between England and its coloniesBritish Mercantilism: Did it help or harm the English mainland colonies?Why was Britain more successful than Spain or France at building a colonial empire in NorthAmerica?Enlightenment: the philosophies and the impactThe Great Awakening: the philosophies and the impactContent and/or Skills Taught:Rebellion in the coloniesColonial economies and societiesCompeting for North America

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2010-2011The Enlightenment in British AmericaThe Great Awakening in British AmericaMajor Assignments and/or Assessments:Selected VocabularyShort Answer QuestionsPoor Richard’s Almanack by Benjamin Franklin and BenjaminFranklin’s "List of Virtues". Review aphorisms and virtues, and discuss how they reflected colonial philosophy and encouraged self-reliance. (Both are located in The American Reader.)Jonathan Edwards, "Sinners In The Hands of an Angry God" Read and review the message being delivered. Compare the Enlightenment philosophies with the message of the Great Awakening. How were they similar; how were they different? What impact did these schools of thought have on religious, social, educational, and political developments in eighteenth-century America?Essay: How much equality, liberty, and self-government existed in the American colonies in theperiod 1700-1750? Include specific examples.

Unit Name or Timeframe: (AP Goals and Objectives)Enduring Vision: Chapter 5 Roads to Revolution (Will be covered in second semester)Content and/or Skills Taught:The French and Indian WarThe British Acts Levied on the ColonistsColonial IdeologyColonial Resistance, including the role of womenThe Boston MassacreThe First Continental CongressThomas Paine’s "Common Sense" and "The Crisis"The Declaration of IndependenceMajor Assignments and/or Assessments:Selected VocabularyShort Answer QuestionsRead and analyze the works of Thomas Paine. What messages were being sent to the colonists? We will hold a shared inquiry session on these readings.Read the Declaration of Independence. How was it divided? To whom was it addressed? Summarize the major grievances listed in the document. How does this promote John Locke’s idea of the social contract? Is the signing of this document an act of treason? Explain your position.

Unit Name or Timeframe: (AP Goals and Objectives)Enduring Vision: Chapter 6 Securing Independence, Defining Nationhood, 1776-1788 (Will be covered in second semester)Content and/or Skills Taught:The American RevolutionThe Treaty of Paris, 1783The Revolution and Social ChangeThe Articles of ConfederationWestern LandsShays’ RebellionThe Constitutional ConventionThe Federalist Papers and RatificationMajor Assignments and/or Assessments:Selected Vocabulary

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2010-2011Short Answer QuestionsThe Articles of Confederation: Why did the colonists design a government that did not have a strong central government? What difficulties did the U.S. face under the Articles of Confederation, both domestic and foreign? What were the accomplishments under the Articles? Why was change necessary?Federalist Papers Numbers 1, 10, 54, 69Essay: Discuss the social, economic, and political changes within the 13 states produced by theAmerican Revolution. Be sure to consider things such as slavery, status of women, propertydistribution, voting rights, and religion. DBQ on the American Revolution.

Unit Name or Timeframe: NCSCOS 1.01 Identify the major domestic issues and conflicts experienced by the nation during the Federalist Period.1.02 Analyze the political freedoms available to the following groups prior to 1820: women, wage earners, landless farmers, American Indians, African Americans, and other ethnic groups.1.03 Assess commercial and diplomatic relationships with Britain, France, and other nations.

Enduring Vision: Chapter 7 Launching the New Republic, 1789-1800Content and/or Skills Taught:Defining the PresidencyThe Bill of RightsAlexander Hamilton and the Formulation of Federalist PoliciesForeign Affairs, 1789-1796The Emergence of Party Politics, 1793-1800Economic and Social Change: Technology and Market Production, Women in the Republic, NativeAmericans in the RepublicMajor Assignments and/or Assessments:Selected VocabularyShort AnswerRead and analyze Hamilton’s Report on the Public Credit and Report on the National Bank. How do these documents outline a financial plan for the U.S.? Describe opposition to this plan. How does this lead to the formation of the first political parties?Graphic Organizer comparing Hamilton and Jefferson.Washington’s Farewell Address: What does he outline as an appropriate course for the U.S.? What warnings does he issue?(Shared Inquiry)Essay: Discuss the dangers the nation faced during the Federalist era, 1789-1800, and how it overcame or survived them. Include conflict among social, economic, and sectional interest groups; challenges from foreign nations; and threats to individual liberties and the Bill of Rights.

Unit Name or Timeframe: Objectives2.01 Analyze the effects of territorial expansion and the admission of new states to the Union.2.02 Describe how the growth of nationalism and sectionalism were reflected in art, literature, and language.2.03 Distinguish between the economic and social issues that led to sectionalism and nationalism.

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2010-2011Enduring Vision: Chapter 8 Jeffersonianism and the Era of Good FeelingsContent and/or Skills Taught:The Age of JeffersonThe Louisiana Purchase/Lewis and Clark ExpeditionImpressment and the Embargo Act of 1807The War of 1812The Awakening of American NationalismThe Monroe DoctrineMajor Assignments and/or Assessments:"The Revolution of 1800" - Was it a Revolution?Graphic Organizer - War of 1812: Causes, Spark, Major Events, and SignificanceDocuments to analyze: Jefferson’s First Inaugural Address; Francis Scott Key’s "The Star Spangled Banner"; President Madison’s call for the declaration of war, 1812Video excerpt: Lewis and Clark Expedition: The Journals of Patrick GassGraphic Organizer: Lewis and Clark Expedition (goals, achievements, significance)DBQ: The Trans-Mississippi-West through the Eyes of Lewis and Clark

Unit Name or Timeframe:2.04 Assess political events, issues, and personalities that contributed to sectionalism and nationalism.2.05 Identify the major reform movements and evaluate their effectiveness.2.06 Evaluate the role of religion in the debate over slavery and other social movements and issues.

Enduring Vision: Chapter 9 The Transformation of American Society, 1815-1840 and Chapter 10Democratic Politics, Religious Revival, and Reform, 1824-1840Content and/or Skills Taught:Westward ExpansionThe Removal PolicyThe Growth of the Market Economy; the Speculator and the SquatterThe Transportation RevolutionIndustrialismEquality and Inequality; the Rich and the Poor; Free Blacks in the North; the Middling ClassThe Revolution in Social Relationships: Attack on the Professions; Challenge to Family Authority;Wives and Husbands; Horizontal and Vertical Allegiances; Voluntary AssociationsThe Elections of 1824 and 1828The Jacksonian EraThe War on the BankThe Elections of 1836 and 1840Major Assignments and/or Assessments:Selected VocabularyShort AnswerGraphic Organizer comparing Jeffersonianism and JacksonianismAnalysis of the slavery argument with westward expansion (slavery and sectionalism)Evaluation of the Removal Act and its impact; role of executive authority under JacksonGraphic Organizer of the Elections of 1824, 1828, 1832,1836, and 1840. Include candidates, parties, issues, results, significance.Reading: Alexis de Tocqueville’s "Democracy in America"Shared Inquiry

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2010-2011Essay: Alexis de Tocqueville in his "Democracy in America" was impressed by the "general equality of condition among the people." Writing about the same period, New York merchant Philip Hone stated "the two extremes of costly luxury in living, expensive establishments, and improvident waste are presented in daily and hourly contrast with squalid misery and hopeless destitution." How do you account for these very different assessments? Which man came closer to the truth? Why?

Unit Name or Timeframe: (continue previous objectives) Enduring Vision: Chapter 10 Democratic Politics, Religious Revival, and ReformChapter 11 Technology, Culture and Everyday Life, 1840-1860Content and/or Skills Taught:The Second Great AwakeningCritics of Revivals: The Unitarians, Mormonism, ShakersThe Age of Reform: Temperance, Public School Reform, Abolition, Women’s Rights, Penitentiaries and Asylums, Utopian CommunitiesQuality of Life: Disease and Health; Popular Health MovementsThe Emergence of Democratic Pastimes: Newspapers, Theater, Minstrel Shows, P.T. BarnumRoots of American Renaissance: Cooper, Emerson, Thoreau, Fuller Whitman, Hawthorne, Melville, PoeAmerican Landscape PaintingMajor Assignments and/or Assessments:Reading: Charles Grandison Finney - Compare to goals of earlier writings from first GreatAwakening.Reading and Shared Inquiry: Seneca Falls Declaration of Sentiments and Resolutions. Compare to the style of Declaration of Independence.Students will create a booklet of reform movements featuring major leaders, events and thesignificance of the movement. The booklet must include at least 3 primary sources with an analysis.The student will also select a contemporary reform movement and compare the goals andaccomplishments to earlier reforms. Source citations must be included. The student will select one area of reform for a brief oral presentation in class. (Rubric will be provided.)Excerpts from listed authors will be read in stations in the classroom. Students will analyze the style and purpose of the writers to determine what American form of writing emerged.Gallery of American Painters: Students will bring in examples of landscape painters of the time period for an analysis of style and purpose.Students will develop a well-written essay explaining how American nationality was reflected inliterature and art of the time period.

Unit Name or Timeframe: Objectives3.01 Trace the economic, social, and political events from the Mexican War to the outbreak of the Civil War.3.02 Analyze and assess the causes of the Civil War.Enduring Vision: Chapter 12 The Old South and Slavery, 1830-1860

Content and/or Skills Taught:King Cotton: Upper South and Lower SouthDifferences between the North and SouthSouthern Social Relationships: Conflict Over Slavery, Violence in the Old South, Code of Honor and Dueling, Southern Evangelicals and White ValuesThe Plantation System

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2010-2011Longevity, Diet, and Health of SlavesFree Blacks in the SouthSlave ResistanceEmergence of an African American Culture: language of slaves, religion, music and danceMajor Assignments and/or Assessments:Readings: (From The American Reader)David Walker: "Walker’s Appeal"William Lloyd Garrison: "Prospectus for The Liberator"Angelina Grimke: "Bearing Witness Against Slavery"Selected readings fromhttp://www.digitalhistory.uh.edu/database/subtitles.cfm?titleID=25. Students will write a criticalreview of the site.Virtual tour of The Underground Railroadhttp://www.nationalgeographic.com/features/99/railroad/Selected VocabularyShort AnswerCreate a graphic organizer comparing and contrasting economic, social, and political developments in the North and South between 1800 and 1860. Then, briefly account for the divergence between the two sections?Essay: The great majority of white southerners never owned a single slave, yet the majority supported the institution. Explain why this was true.

Unit Name or Timeframe: Objectives4.01 Compare and contrast the different groups of people who migrated to the West and describe the problems they experienced.4.02 Evaluate the impact that settlement in the West had upon different groups of people and the environment.Enduring Vision: Chapter 13 Immigration, Expansion, and Sectional Conflict, 1840-1848Content and/or Skills Taught:Immigrants: Germans, IrishNativismThe Expectation of Immigrants vs. The RealityThe Far West: Trade; Settlement of Texas and The Texas Revolution; American settlements inCalifornia, New Mexico, and Oregon; Overland Trails; Election of 1844Mexican-American War: Origins, Effects on Sectional Conflict, Wilmot Proviso, Election of 1848, California Gold Rush

Major Assignments and/or Assessments:Selected VocabularyShort AnswerElection charts: 1844 and 1848. Include candidates, parties, issues, outcome, and significance.Graphic Organizer of the Mexican American War: Causes, spark, events, leaders, outcome, andsignificance.Review map showing new territories added after the Mexican-American War.Essay: Was President Polk a leader of Manifest Destiny, or was he merely a reflection of the desires of the American people? Support your essay with evidence from your text.Primary source reading on the Internet: Read the source by John Sullivan (1845) at this website,http://college.hmco.com/history/us/resources/students/primary/manifestdestiny.htm#source. Thenanswer the questions provided. A class discussion will follow.

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2010-2011Unit Name or Timeframe: 3.03 Identify political and military turning points of the Civil War and assess their significance to the outcome of the conflict.3.04 Analyze the political, economic, and social impact of Reconstruction on the nation and identify the reasons why Reconstruction came to an end.3.05 Evaluate the degree to which the Civil War and Reconstruction proved to be a test of the supremacy of the national government.

Enduring Vision: Chapter 14 From Compromise to Secession, 1850-1861Content and/or Skills Taught:Compromise of 1850Henry Clay, The Great CompromiserThe Fugitive Slave ActUncle Tom’s Cabin, Harriet Beecher StoweThe Election of 1852The Collapse of the Second Party SystemKansas-Nebraska ActBleeding KansasThe Election of 1856The Lecompton ConstitutionLincoln-Douglas DebatesHarpers FerryElection of 1860Major Assignments and/or Assessments:Selected VocabularyShort Answer QuestionsGraphic Organizer: Compromise of 1850Include: Key players and their role, provisions of the compromise, results, significanceAbolitionism in the 1850s - Review tactics and determine the significance of abolitionist efforts.Evaluate the impact of Dred Scott on the movement in the 1850s.Read excerpts from Uncle Tom’s Cabin. Write a critical review discussing this novel as a literarypiece and as a powerful abolitionist tool.Evaluate the financial crisis in 1857.Create election charts for the elections of 1852, 1856, 1860. Include candidates, party, issues, results,and significance.Essay: Repeated sectional compromises in 1820, 1833, and 1850 held the Union together and avertedcivil war. Why did compromise fail in 1860-1861?Readings: (Selected from The American Reader)John Greenleaf Whittier - "Stanzas for the Times"Henry Highland Garnet - "An Address to the Slaves of the United States of America"Abraham Lincoln - "The House Divided Speech"John Brown - "Last Statement to the Court"Abraham Lincoln - "First Inaugural Address"DBQ: The coming of the Civil War; the failure of compromise in 1860

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2010-2011Unit Name or Timeframe: (continue previous objectives)Enduring Vision: Chapters 15 The Civil War, 1861-1865Content and/or Skills Taught:Mobilizing for WarPolitical Leadership in WartimeSecuring the BordersEarly Battles, 1861-1862: Armies, Weapons, Strategies; Stalemate in the East; The War in the West;Ironclads/the Naval War; the Diplomatic WarEmancipation as a war aim, 1863The Turning Point, 1863The war and its impact on society in the North and SouthThe Medical WarWomen’s Rights and the warThe final phase: 1864-1865The Election of 1864, Sherman’s March to the Sea, AppomattoxThe Impact of the WarMajor Assignments and/or Assessments:Selected VocabularyShort Answer QuestionsRead The Gettysburg Address and Lincoln’s Second Inaugural Address. Write a critical analysisdescribing the messages in each document. Note themes and writer’s purpose. What vision doesLincoln have for the healing of the country based on his words in these two speeches? Why are these both on the North and South walls of the Lincoln Memorial?Create a graphic organizer of major battles beginning in 1861. Include the battle, a brief description, the major leaders, the outcome, and the significance. Make sure to include the first battle, the turning point, and the site of the final surrender.Video excerpt of Mary Chestnut’s Diary. Read an excerpt from Mary Chestnut’s diary. Compare the video excerpt with the one read in class.Shared Inquiry on the significance of the Emancipation Proclamation.

Unit Name or Timeframe: (continue previous objectives)Chapter 16: Reconstruction, 1865-1877Content and/or Skills Taught:Reconstruction PlansThe Impeachment CrisisThe Election of 1876Major Assignments and/or Assessments:Selected VocabularyShort Answer QuestionsGraphic Organizer comparing Lincoln’s Plan, Johnson’s Plan, and Radical Reconstruction

Unit Name or Timeframe: 4.03 Describe the causes and effects of the financial difficulties that plagued the American farmer and trace the rise and decline of Populism.4.04 Describe innovations in agricultural technology and business practices and assess their impact on the West.5.01 Evaluate the influence of immigration and rapid industrialization on urban life.5.02 Explain how business and industrial leaders accumulated wealth and wielded political and economic power.5.03 Assess the impact of labor unions on industry and the lives of workers.

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2010-20115.04 Describe the changing role of government in economic and political affairs.

Chapter 17 The Trans-Mississippi WestContent and/or Skills Taught:The Plains Indians/The Destruction of the Nomadic Way of LifeThe First Transcontinental RailroadCowboys and the Cattle FrontierThe Dime Novel HeroThe Beginning of the Conservation MovementMajor Assignments and/or Assessments:Selected VocabularyShort Answer QuestionsShared Inquiry using Helen Hunt Jackson’s "A Century of Dishonor"

Unit Name or Timeframe:Chapter 18 The Rise of Industrial America, 1865-1900Chapter 20 Politics and Expansion in an Industrializing Age, 1877-1900Content and/or Skills Taught:The rise of big businessThe role of big business in policitcs, class, and ethnic conflictNew forms of business consolidationsThe New South Creed and southern industrialismWomen and work in Industrial AmericaImmigrants and work in Industrial AmericaThe Gospel of SuccessLabor Unions/StrikesThe Hayes WhitehousePopulismThe Election of 1896Major Assignments and/or Assessments:Selected VocabularyShort Answer QuestionsLabor Union Chart/ Include: unions, members, leaders, goals, accomplishmentsGraphic Organizer: PopulismInclude leaders, members, platform, tactics, and significance

Unit Name or Timeframe:6.01 Examine the factors that led to the United States taking an increasingly active role in world affairs.6.02 Identify the areas of United States military, economic, and political involvement and influence.6.03 Describe how the policies and actions of the United States government impacted the affairs of other countries.

The Spanish American WarContent and/or Skills Taught:Roots of ExpansionismCrisis in Cuba/ Divided sympathies in AmericaThe Spanish American WarThe U.S. as a World Power

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2010-2011Major Assignments and/or Assessments:Selected VocabularyShort Answer QuestionsIndividual topic selection for research and presentation focusing on the shift in America fromisolationism to imperialismMap showing the extent of expansion in the Caribbean and the PacificRole play: Yellow journalism, "Remember the Maine", the acquisition of Hawaii, the debate overCubaReading: Jose’ Marti, George Frisbie Hoar, and Jose’ de DiegoDBQ: The role of the U.S. in international affairs

Unit Name or Timeframe: Objectives7.01 Explain the conditions that led to the rise of Progressivism.7.02 Analyze how different groups of Americans made economic and political gains in the Progressive Period.7.03 Evaluate the effects of racial segregation on different regions and segments of the United States' society.7.04 Examine the impact of technological changes on economic, social, and cultural life in the United States.Chapter 21 ProgressivismContent and/or Skills Taught:Progressivism: Definition and GoalsIntellectuals/Social ViewsThe impact of novelists, journalists, and artists on highlighting social problemsMoral Controls in the citiesTemperanceImmigration RestrictionsRacism and ProgressivismRevival of women’s suffrage movementSocialism advances/Workers organize1901-1913: National Progressive Phase/ Roosevelt and Taft1913-1917: National Progressive Phase II/ WilsonMajor Assignments and/or Assessments:Progressivism: Definition and GoalsIntellectuals/Social ViewsThe impact of novelists, journalists, and artists on highlighting social problemsMoral Controls in the citiesTemperanceImmigration RestrictionsRacism and ProgressivismRevival of women’s suffrage movementSocialism advances/Workers organize1901-1913: National Progressive Phase/ Roosevelt and Taft1913-1917: National Progressive Phase II/ Wilson

Unit Name or Timeframe: Objectives8.01 Examine the reasons why the United States remained neutral at the beginning of World War I but later became involved.8.02 Identify political and military turning points of the war and determine their significance to the outcome of the conflict.

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2010-20118.03 Assess the political, economic, social, and cultural effects of the war on the United States and other nations.

Chapter 22 WWI and Global Involvements, 1902-1920Content and/or Skills Taught:The Open Door/ Competing for the Chinese MarketThe Panama CanalU.S. Involvement in Latin America under Roosevelt, Taft, and WilsonThe coming of WarU.S. neutralityThe U.S. Enters the WarMobilizing at homeAEFGathering support for the war/Suppressing Dissent by lawEconomic and Social Trends in Wartime America (Boom times in industry and agriculture, women in the war, migration of African Americans northward, public health crisis/influenza epidemic)The War and ProgressivismArmistice and the Peace Conference: Wilson’s Fourteen Points, Versailles Peace Conference, League of NationsRacism and the Red ScareThe Election of 1920Major Assignments and/or Assessments:Selected vocabularyShort Answer QuestionsWar Chart: Long-term causes, immediate causes, spark, major political leader, major military leaders, results/terms of the peaceTimeline of major battles and the resultsReadings: Wilson’s "War Message to Congress"Alfred Bryan and Al Piantadosi "I Didn’t Raise My Boy to Be a Soldier"George M. Cohan "Over There"Irving Berlin "Oh, How I Hate to Get Up in the Morning"Wilson’s "Fourteen Points"Video: 1910-1919Shared Inquiry: The Treaty of Versailles

Unit Name or Timeframe: Objectives9.01 Elaborate on the cycle of economic boom and bust in the 1920's and 1930's.9.02 Analyze the extent of prosperity for different segments of society during this period.9.03 Analyze the significance of social, intellectual, and technological changes of lifestyles in the United States.9.04 Describe challenges to traditional practices in religion, race, and gender.

Chapter 23 The 1920’s Coping with Change, 1920-1929Content and/or Skills Taught:A new economic order: booming business, declining agriculture, new production techniques, women in the new economic structure, struggling labor unionsThe Harding and Coolidge Administrations: Republican policymakingn in a probusiness era,internationalism, Democratic Party divisions, women in politics in the 1920s

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2010-2011Mass Culture; cities, cars, consumer goods, soaring energy consumption, threats to the environment, mass-produced entertainment, celebrity cultureThe Jazz Age: writers, architects, painters, musiciansAdvances in science and medicineThe Harlem RenaissanceTraditionalism vs. modernismImmigration Restrictions/NativismSacco and VanzettiThe Ku Klux KlanThe Garvey MovementProhibitionElection of 1928Herbert Hoover’s Social ThoughtMajor Assignments and/or Assessments:Selected VocabularyShort Answer QuestionsStudent will select a person from the Jazz Age and the Harlem Renaissance to research. Research will include at least one primary source. Students will prepare an oral presentation for the class using technology (example: digital essay or PowerPoint). Rubric will be provided.Readings will be selected from the Jazz Age writers and Harlem Renaissance writers, as well asspeeches from political leaders of the times.Video clip about Zora Neal HurstonVideo: 1920-1929

Unit Name or Timeframe: 9.05 Assess the impact of New Deal reforms in enlarging the role of the federal government in American life.Chapter 24 The Great Depression and The New DealContent and/or Skills Taught:1929-1932: The Crash/Black Thursday: Hoover’s Response; Election of 1932The New Deal, 1933-1935Roosevelt/Hundred Days/Issues regarding the first New Deal/ challenges from both the right and the leftThe New Deal, 1935-1936Expanding Federal Relief/Aiding Migrants/Regulating Businesses/Taxing the wealthySocial Security ActEnd of the Second New Deal1936 Election and the New Democratic CoalitionThe Environment, the West, the Native American PolicyThe Final Stage of the New Deal, 1937-1939FDR and the Supreme CourtThe Roosevelt RecessionSocial change/social action in the 1930sThe psychological and social impact of the DepressionWorkers UnionizeBlacks and Hispanics resist racism and exploitationAmerican Cultural Scene in the 1930sRadio and the moviesOpposing fascism/ reaffirming traditional valuesWorld’s Fair

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2010-2011Major Assignments and/or Assessments:Selected VocabularyShort Answer QuestionsElection charts:1928,1932,1936Include candidates, parties, issues, outcome, and significanceGraphic Organizer:The New DealLegislation and AgenciesPurpose/EffectivenessReadings: FDR’s "First Inaugural Address"FDR’s "Second Inaugural Address"E.Y. Harburg and Jay Gorney’s "Brother, Can You Spare a Dime?"Simulation: The New Deal on Trial

Unit Name or Timeframe: Objectives10.01 Elaborate on the causes of World War II and reasons for United States entry into the war.10.02 Identify military, political, and diplomatic turning points of the war and determine their significance to the outcome and aftermath of the conflict.10.03 Describe and analyze the effects of the war on American economic, social, political, and cultural life.10.04 Elaborate on changes in the direction of foreign policy related to the beginnings of the Cold War.10.05 Assess the role of organizations established to maintain peace and examine their continuing effectiveness.Chapter 25 World War IIContent and/or Skills Taught:NationalismThe Good Neighbor PolicyRise of aggressive governments in Europe and AsiaAmerican neutralityAmerica and the Jewish RefugeesThe European WarFrom isolation to interventionPearl Harbor and a Declaration of WarMobilizing for warThe War EconomyPropagandaLiberating EuropeWar in the PacificWar and Society:The GI’s/Racism/War and diversity/Women in the war/Japanese American InternmentThe Yalta ConferenceVictory in EuropeThe HolocaustThe Atomic BombsMajor Assignments and/or Assessments:Selected VocabularyShort Answer QuestionsReadings:FDR’s "The Quarantine Speech"FDR’s "The Four Freedoms Speech"

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2010-2011The Atlantic CharterKarl Shapiro’s "Elegy for a Dead SoldierExcerpts from NIGHTAnalysis of selected political cartoonsWWII BookletInclude: Complex timeline of events identified as political, social, economic, or military; Identificationof selected key people; student choice of primary source with a critical analysis and reflection; area of interest to be selected and completed by student (format may be student’s choice); battle chart of selected major battles in the Pacific and in Europe - student will select three to highlight with details and one graphic each; detailed review of Potsdam, Yalta, and Tehran Conferences with a focus on the significance of each.Video: 1930’s (Selected parts)Video: 1940’s (selected parts)

Unit Name or Timeframe: Objectives11.01 Describe the effects of the Cold War on economic, political, and social life in America.Cold War and Beyond, 1945-1952Content and/or Skills Taught:Postwar political setting: demobilization, G.I.Bill, economic boom, Truman’s domestic programAnti-communism: Polarization, The Iron Curtain, Containment, Cold War in AsiaThe Korean WarThe Truman Administration: The Eightieth Congress, 1947-48, Civil Rights, The Election of 1948, Truman’s Fair DealMcCarthyism: HUAC, Alger Hiss, Rosenbergs, Election of 1952Major Assignments and/or Assessments:Selected VocabularyShort Answer QuestionsSenator Margaret Chase Smith’s Speech - Declaration of ConscienceElection Charts: 1948 and 1952 - Include candidates, parties, issues, results, and significanceComplex Timeline showing social, economic, and political events that were significant during this time periodKorean War Chart: Include background, immediate spark, key people (political and military), major battles and results, results of the war, significanceDiscussion of postwar prosperity, the Baby Boom, containment policy, Marshall PlanShared Inquiry: The Red ScareEssay: The U.S. as a world power

Unit Name or Timeframe: 11.02 Trace major events of the Civil Rights Movement and evaluate its impact.11.03 Identify major social movements including, but not limited to, those involving women, young people, and the environment, and evaluate the impact of these movements on the United States' society. 11.04 Identify the causes of United States' involvement in Vietnam and examine how this involvement affected society.11.05 Examine the impact of technological innovations that have impacted American life.11.06 Identify political events and the actions and reactions of the government officials and citizens, and assess the social and political consequences.Chapter 27 America at Mid-CenturyContent and/or Skills Taught:The Eisenhower Era: Dynamic Conservatism, Jim Crow laws

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2010-2011The Cold War: Eisenhower and Dulles, CIA covert actions, the domino theory, Vietnam, Third World countriesThe Eisenhower LegacyAffluent Society: new industrial society, technology, environmental issues, unionmembership/AFL/CIO, suburbia/LevittownConsensus and Conservatism: Baby Boom, roles of women and men/domesticity, renewed interest in religion/"under God", college enrollments increaseFifties Culture: novels/William Faulkner, Eudora Welty, James Baldwin, Philip Roth; Hollywoodfilms; televisionThe Other America: Poverty, urban blight, civil rights struggles, discrimination against minoritiesSputnik/space raceRebellion of youth/Beat writers: Allen Ginsberg, Jack Kerouac

Major Assignments and/or Assessments:Selected vocabularyShort Answer QuestionsVideo: The 1950sStudents will select various sample readings and compare the message of the writer to the reality of the times.DBQ: "The Other America"Stickperson of Eisenhower: Include thoughts, visions, words, dreams, actions, travels, and Achilles heelReadings: Faulkner’s acceptance speech for the Nobel Prize, Brown vs. Board of Education,Eisenhower’s Farewell Address

Unit Name or Timeframe: (continue previous objectives)Chapter 28 The Liberal Era, 1960-1968Content and/or Skills Taught:Kennedy: Domestic Record, Cold War activism, Bay of Pigs, Cuban Missile Crisis, TheThousand-Day PresidencyLiberalism: LBJ, The 1964 Election, The Warren CourtStruggle for Black Equality, 1961-1968: Nonviolence vs. violence, African American Revolution,March on Washington, Civil Rights and Voting Acts, Riots, Black Power MovementNative American Activism: AIMHispanic Americans: Cesar Chavez, United Farm Workers, Alianza and La Raza UnidaFeminism: Betty Friedan, NOWVietnam: Gulf of Tonkin, Americanization of the war, opposition to the war, doves vs. hawksMajor Assignments and/or Assessments:Selected vocabularyShort Answer QuestionsVideo: The 1960sReading: Betty Friedan - "The Feminine Mystique", JFK’s inaugural speech, Tom Hayden’s PortHuron Statement, Rachel Carson’s Silent Spring, JFK’s speech at the Berlin Wall, Martin Luther King, Jr’s "Letter From Birmingham City Jail"Complex Timeline showing social, economic, and political events and their significance to the time period.Political Cartoon ActivitySelected research pieces

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2010-2011Unit Name or Timeframe: Objectives12.01 Summarize significant events in foreign policy since the Vietnam War.12.02 Evaluate the impact of recent constitutional amendments, court rulings, and federal legislation on United States' citizens.12.03 Identify and assess the impact of economic, technological, and environmental changes in the United States.12.04 Identify and assess the impact of social, political, and cultural changes in the United States.12.05 Assess the impact of growing racial and ethnic diversity in American society.

Chapter 29 A Time of Upheaval, 1968-1974Content and/or Skills Taught:The Youth Movement: The New Left, Kent State, Jackson State, the legacy of student protest,Berkeley Free Speech MovementCounterculture: Hippies, drug use, musical revolution, sexual revolution, Gay liberation1968: Tet Offensive, Eugene McCarthy, pictures from Vietnam, LBJ, assassination of Martin Luther King, Jr., assassination of Robert Kennedy, election of 1968Nixon: Vietnamization, Cambodia, the Paris Peace Accords, 1973, detente/China and Russia, SALT I, Shuttle DiplomacyRichard Nixon: The man and the politicanThe Economy under NixonWatergate and the crisis of the presidencyElection of 1972Major Assignments and/or Assessments:Selected VocabularyShort Answer QuestionsReadings: David Allyn’s Make Love, Not War: the Sexual Revolution; Alice Echols’s Scars of SweetParadise: The Life and Times of Janis Joplin; Bob Dylan’s Blowin’ in the Wind; Lee Hayes and Pete Seeger’s If I Had a Hammer; dudley Randall’s Ballad of Birmingham; Malvina Reynolds’s Little BoxesStudents will work in cooperative groups to design a "news telecast" for the topics in this chapter.Following each presentation, students will discuss the major events of the time period covered and their impact. Readings will be incorporated throughout.

Unit Name or Timeframe: (continue previous objectives)Chapter 30 society, Politics, and World Events from Ford to Reagan, 1974-1989Content and/or Skills Taught:Post-1960s mood, Yuppies, televison, Hollywood movies, musicEnvironmentalismWomen’s Movement: Ms. magazine/Gloria Steinem; Roe vs. Wade, 1973; "glass ceiling"Changing sexual patterns: Gay Pride, AIDS, STD’sConservative backlash/Evangelical Renaissance: Pro-Life/Right to Life, Jerry Falwell, cultfollowings/Unification Church and Krishnas, televison evangelistsPost-1960s Social Change: Decline of the family farm, the two stories of Black America, NativeAmericans, new immigration patternsPost-Watergate politics and diplomacy, 1974-1980: Gerald Ford as president; Jimmy Carter aspresident; Middle East: Peace Accords, hostage situation; election of 1980The Reagan Revolution: Background, Reaganomics, Recession and boom times, the "Evil Empire", Crises in the Middle East, military buildup, antinuclear protests, election of 1984Reagan’s Second Term: Budget deficits, Iran-Contra Affair, warming of relations with Moscow,

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2010-2011tensions in the Middle East (issues in disputed West Bank region, terrorism, Achille Lauro, Juammar el_Qadaffi), assessing the Reagan presidencyMajor Assignments and/or Assessments:Selected VocabularyShort Answer QuestionsGraphic Organizers for Ford, Carter, and Reagan Presidencies: Include - important social, economic and political events and their significance.Readings: Reagan’s first and second inaugural speeches; Reagan’s speech at Moscow StateUniversity; Tower Commission assessment of Oliver North’s Contra Aid Scheme, 1987; ElliotAbrams’ assessment of the impact of the Iran-Contra scanda on Central American Policy, 1989Video: The 1980s

Unit Name or Timeframe: (continue previous objectives; 12.06 Assess the impact of twenty-first century terrorist activity on American society.)Chapters 31 and 32Beyond the Cold War: Charting a New Coursed, 1988-1995New Century, New Challenges, 1996 to PresentContent and/or Skills Taught:The Bush Years: Election of 1988; the end of the Cold War; Operation Desert Storm; economic, racial and environmental issues, the Supreme Court moves rightThe Clinton Era: a domestic agenda; conservative issues (1994); welfare reformSocial and cultural trends: "graying" of the baby boom generation; public health trends; overview of the U.S. population in 2000 and projected in 2050 (immigration trends); challenges and opportunities in a multi-ethnic society; changing patterns of work; changes in the family; high-tech economy; school violence; America in a global communityWorld Trade Center, 1993Battle to regulate tobacco, 1996The Balkans, Russia, and Eastern Europe in the Post-Cold War EraHaitiMiddle EastGlobal Security challenges1990s and beyond: economic trendsThe disputed election of 2000George W. Bush: a conservative turnEnvironmental issuesPost - 9/11 AmericaMajor Assignments and/or Assessments:Selected VocabularyShort Answer QuestionsSelected Essay Questions with student choiceComplex timeline showing the social, economic, and political events of the time period and theirsignificancePractice DBQIn-class multiple choice review

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2010-2011TextbooksTitle: Enduring Vision: A History of the American PeoplePublisher: Houghton Mifflin CompanyPublished Date: 04 February, 2003Author: Paul S. Boyer

Other Course MaterialsMaterial Type: Primary SourceDescription:The American Reader: Words That Moved A NationEdited by Diane RavitchPerennial/HarperCollins PublishersNew York, New York2000

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