Gunn High School Mr. JohnsonSocial Studies Department Room V-13

Office Hours: Available Tuesdays during Tutorial, most Mondays & Wednesdays after school until 4pm, or by appointment.Email: cjohnson@pausd.org , this is the best method for reaching me and I try my best to answer emails within a 48 hour period.

Advanced Placement United States HistoryThe Course, Procedures and Expectations

2009-2010

Course DescriptionCourse Design and Purpose: The Advanced Placement program in United States History is designed to provide students with the analytical skills and factual knowledge necessary to deal critically with the problems and materials of United States history.  The course prepares students for intermediate and advanced college courses by making demands upon them equivalent to those made by full-year introductory college survey courses.  It is a two-semester survey of American history from the age of exploration and discovery to the present.   Solid reading and writing skills, along with a willingness to devote considerable time to homework and study, are necessary to succeed.  Emphasis is placed on critical and evaluative thinking skills, essay writing, interpretation of original documents, and historiography. Students will learn to interpret and evaluate the relative significance of primary and secondary source material, and to present their evidence and conclusions clearly and persuasively in an essay format.

** While a major focus of this course if to prepare the students for the College Board AP US History Exam. The ultimate focus is the development of critical reasoning, thinking and writing skills in the historical context. **

** All students will sign up and take the AP exam, no exceptions. **

Student Objectives – Students will be able to:1 Master a broad body of historical knowledge;2 Effectively use analytical skills of evaluation, cause and effect, and compare and contrast;3 Demonstrate an understanding of historical chronology;4 Use historical data to support an argument or position;5 Differentiate between the multitude of historical interpretations on events, movements and

individuals in American history representing conflicting points of view;6 Interpret and apply data from original documents, including letters, cartoons, graphs, pictures,

maps, etc.;7 Work effectively with others to produce products and solve problems;8 Understand material presented through lecture, small group discussions, audio-visual aids,

and student-responsible classroom periods;9 Write essays on the validity and reliability of various historical interpretations in light of

historical evidence;

10 Take useful notes from both printed materials and lectures or discussions, write essay examinations, and write analytical document based essays, with the ability to express themselves with clarity and precision and know how to cite sources and credit the persons and ideas of others;

The Class

Success - This class requires strong reading and writing skills, along with a willingness to devote a considerable amount of time to reading, homework and study of materials. Emphasis is placed on using and further developing one’s critical thinking skills, essay writing (in a historical sense), analysis / interpretation of historical documents and the ability to synthesize these into viable critical arguments.

********The most important grading factor in this class is consistent effort and improvement. Do not be discouraged if your grades seem low in the first grading period. If you knew the material already, you would not need the course. Effort and improvement are weighed in grading. What you will learn in terms of writing, thinking, and study skills will be worth the effort! ********

Workload - Within a given week students will on average read between 75-100 pages of material as well as organizing that material into a usable format for in-class discussions, essay writing, debates, etc. This reading will come from the textbook as well as the other supplementary texts (both in print and electronic copies). Pace yourself, you can do it.

Words of Wisdom - AP US History is a demanding course and compared to many other high school history classes demands much more time and preparation outside of the classroom. The key word to remember in your reading & study is consistency. Do Your Best To Not Fall Behind. I have seen this happen in many classes over the past few years when students fall behind on their readings and unfortunately they have a very hard time trying to catch up. This is rarely if ever accomplished. Hard work and dedication to this class can be a very rewarding experience and one you may never forget. Times will be tough, but we do have fun while working through them, really we do have fun.

Texts

Primary Texts

Kennedy David M., Cohen, Lizabeth, and Bailey, Thomas A.. The American Pageant: A History of the Republic, Twelfth Edition. (Boston: McDougal Little/Houghton Mifflin, 2005).

Degler. Carl N. Out of Our Past : The Forces That Shaped Modern America, Third Edition, (New York: Harper Perennial,1984).

Hofstadter, Richard. The American Political Tradition. (New York: Vintage Books,1989).

Graebner, William and Richards, Leonard, editors. The American Record : Images of the Nations Past. Volume I : to 1877 and Volume II : Since 1877. (New York: McGraw-Hill, 1988).

Additional Texts – Excerpts in print or .pdf format (on InClass)

Binder, Frederick and Reimers, David M. The Way We Lived : Essays and Documents in American Social History Volume II 1865 – Present. (Lexington, MA: D.C. Heath, 1992).

Dollar, Charles. American Issues : A Documentary Reader (New York: Random House, 1988).

Paterson, Thomas. Problems in American Foreign Policy. Volume I : to 1914 and Volume II : Since 1914. (Lexington, MA: D.C. Heath, 1989).

Takaki, Ronald. A Different Mirror: A History of Multicultural America. (Boston: Little,Brown & Company. 1993)

Zinn, Howard. The Peoples History of the Unites States.(New York: Harper Perennial, 2003).

+ Numerous other Handouts and Primary readings.

Note on texts: Those texts listed as “Primary” will be the backbone of our study and will be used thoroughly. The others may not be used in their entirety, but that does not dissuade any student from reading them all the way through, sometimes that is where the “million dollar answers” may be.

***************************Additional Note on texts******************************All students will be issued a copy of “Degler. Carl N. Out of Our Past : The Forces That Shaped Modern America, Third Edition.” However many students have preferred to buy their own copy to highlight, underline, notate within, etc. This book is available on Amazon.com often for under $10.Students may also wish to do the same with “Hofstadter, Richard. The American Political Tradition”. & “Zinn, Howard. The Peoples History of the Unites States” These titles can often also be found for under $10 on Amazon.All of these texts are outstanding and considered to be “essential personal bookshelf material” for any scholar in US History.

MaterialsStudents are responsible for bringing to class everyday the following materials:

Pens and a spiral notebook, solely to be used for lecture notes and discussion notes. An additional notebook to be used solely for your reading notes. A binder will be useful for various handouts.

NotebooksStudents will be required to maintain well-organized and up-to-date notebooks of their reading notes. Reading notes should be taken according to the major themes of historical study: Foreign Policy, Domestic Policy, Politics, Economic Trends, and Social Issues / Movements, These will be collected and graded at the end of each unit of study. Notes are to be in ink and in the students own handwriting.

Tests and QuizzesAt the end of each Unit, students may expect a test based upon all of the chapters and

materials covered within the given Unit. The tests are of the same format of what students will find on the AP Exam in May and will include Multiple-choice questions, Free Response

Questions (FRQ) or a Document-based question (DBQ). The final exam for the first semester will be multiple choice and cover all material covered in the first semester Test dates will be indicated on the reading schedule.

Students should expect a short quiz at the end of each chapter (or set of like chapters) of reading. Schedule of quizzes will be found on the reading schedule.

Interpretive PracticeEach unit of study includes at least one practice DBQ, H-O-H (Hands On History), or

Primary Source packet. The purpose of these packets is to help develop the necessary documental analysis skills required for serious historical as well as intellectual critical thinking.The practice DBQ’s come from past AP Exam’s as well as other secondary sources (databases, other AP instructors, etc). These are used for both writing practice assignments and in-class discussions.

Grading PolicyEvery test and quiz has a point value. Grades are based on the percentage of points

earned as follows: A+ = 100 B+ = 89-87 C+ = 79-77 D+ = 69-67 F = 59-0A = 99-93 B = 86-83 C = 76-73 D = 66-63A- = 92-90 B- = 82-80 C- = 72-70 D- = 62-60

Grades

Tests – 100 pts At the end of each unit of study (2-3) weeksNormally tests are Essay format (Free-Response or Document-Based Questions)Some tests may be a combination of MPC and Essay.

Quizzes - 25-50 pts, once a week covering from 1-2 chapters of material. MPC and ID format.Notebooks – 20 points, due on the test day at the end of each unit of study.Projects – from 75-150 points, depending on the size and scope of the project

Homework (?) – As in a college course, the grade in AP US History is based upon students efforts on the tests and quizzes throughout the year. Homework assignments are designed to help the students build their informational knowledge base as well as develop the interpretive skills required to perform satisfactory advanced historical inquiry. From time to time there may be an assignment which will be graded and added to the total points but this will be only within certain units and will be specified by the instructor when those times present themselves.

APUSH Reading Schedule 2007-2008***NOTE*** The length of each unit may vary a bit from what is listed here, a more up to date reading schedule for the Fall and Spring Semesters will be available on InClass shortly.

Abbreviations:KCB – Kennedy, Cohen and Bailey. The American Pageant, Twelfth EditionDegler - Out of Our PastAPT – Hofstadter - American Political TraditionAR – Graebner & Richards – The American Record Volumes I & II

PRE-UNIT - 1 Week

Summer Reading Test & Summer Essays & Reading Notes due First Day of schoolSummer Essay prompt:

Review of Summer ReadingSummer ReadingKCB – Ch 1-5Degler – Ch 1 “The Beginnings”AR – Morgan, Edmund S. “The Labor Problem at Jamestown”

Ulrich, Laurel Thatcher “Deputy Husbands”Other Readings – Hofstadter, Richard “White Servitude”

“Indians In the Land” American Heritage Magazine July-August 1986 “Colonial America without the Indians: Counterfactual Reflections”

Journal of American History, vol. 73, no.4 March, 1987. Sheehan, Bernard. “Ignoble Savagism” taken from “Savagism and

Civility: Indians and Englishmen in Colonial Virginia”.1980.

Summer Essay Topic (4-5 page essay)“Assess the validity of this statement: Socially, politically, and economically, the northern colonies were vastly more successful than the middle or southern colonies.”

Introduction & Practice of Writing Skills for FRQ and DBQ QuestionsHandouts: “The Anatomy of an APUSH Essay”, “How to Write an APUSH Thesis

Statement”, “Focusing Students on the Essentials of Documents”

Practice DBQ – “Democracy in Colonial Wethersfield, Connecticut”

Main Themes: The origins and objectives of England’s first settlements in the New World. How and why English colonies – mainland and Caribbean -- differed from one another in

purpose and administration. The problems that arose as colonies matured and expanded, and how colonists attempted to

solve them. How the Spanish colonial system functioned and thrived, and its impact on the British

colonies. The impact that events in England had on the development of colonies in British America. How the colonial population grew and diversified. How the colonial economy expanded to meet the needs of this rapidly growing population. The emergence of a particularly American "mind and spirit."

UNIT ONE – 2 1/2 WeeksColonial America, the British Empire, the American Revolution & Confederation to Constitution

KCB – Ch 6-8Degler - Ch 2 “The Awakening of American Nationality”

Ch 3 “A New Kind of Revolution” APT – Ch 1 “The Founding Fathers: An Age of Realism”AR – pgs. 119-138 Becker, Carl. “The Spirit of 1776”

Additional Readings:Kreamer, Todd Alan “Sons of Liberty: Patriots or Terrorists?”

Main Themes: How it was that colonists who, for the most part, had enjoyed benefits unattainable by their

European counterparts rose in rebellion against the nation that was responsible for their circumstances.

How the thirteen American colonies were able to win their independence from one of the most powerful nations on earth.

How the American Revolution was not only a war for independence, but also a struggle to determine the nature of the nation being created.

How Americans attempted to apply revolutionary ideology to the building of the nation and to the remaking of society.

How Americans dealt with the problems that remained after or were created by the American Revolution.

That the American Revolution was the first and in many ways the most influential of the Enlightenment-derived uprisings against established orders.

ACTIVITY:

“The Second Continental Congress and Independence” (2 days)Students perform the roles of members within the Second Continental Congress and make their arguments based upon their pre-determined roles of Radical, Tory or Moderate.

Issues:o “Should the colonies depend on England economically?”o “Do Americans still need England’s protection?”o “ How justified are American grievances?”o “Should the American Colonies continue to obey the British government?”o “In summation, what is the true interest of America?

UNIT TEST – 2 FRQ’s & Reading Notebooks Due

UNIT TWO – 2 1/2 WeeksThe Early American Republic, Jeffersonian Democracy & Madison’s War of 1812 & The Era of Good Feelings

KCB - Ch 9-12APT – Ch 2 “Thomas Jefferson: The Aristocrat as Democrat”AR – pgs. 192-206 Burns, James MacGregor “Jefferson and the Strategy of Politics”

Additional Readings:“George Washington’s Farewell Address”“Shaping the Foundations of American Foreign Policy” Ambrose, Stephen “Thomas Jefferson’s America” excerpt from Undaunted Courage Crevecoeur, J. Hector St. John “What is an American?, 1793”

Practice DBQ’s – 1977 Exam DBQ: Alien and Sedition Acts of 1798 (Federalists vs. Anti-

Federalists) & “American Foreign Policy 1793-1825.”

Main Themes: How and why the Constitution replaced the Articles of Confederation. How differing views of what the nation should become led to the rise of America's first

political parties. The way in which the new United States was able to establish itself as a nation in the eyes

of foreign powers and of its own people. The rise and fall of the Federalist party. How Americans expressed their cultural independence. The impact of industrialism on the United States and its people. The role that Thomas Jefferson played in shaping the American character. How the American people and their political system responded to the nation's physical

expansion. How American ambitions and attitudes came into conflict with British policies and led to

the War of 1812. How Americans were able to ‘win’ the war and the peace that followed. How postwar expansion shaped the nation during the "era of good feelings." How it was that sectionalism and nationalism could exist at the same time and in the same

country. How the "era of good feelings" came to an end and a new, two-party system emerged.

UNIT TEST – 2 FRQ’s & Reading Notebooks Due

UNIT THREE – 3 WeeksJacksonian Democracy, Economic Growth and Expansion, 19th Century Reform

KCB - Ch 13-15Degler – Ch 5 “The Great Experiment”APT - Ch 3 “Andrew Jackson and the Rise of Liberal Capitalism”AR – pgs. 246-256, Richards, Leonard I. “Jackson Democracy”

Additional Readings:Takaki, Ronald, Ch.4 “Toward the Stony Mountain: From Removal to Reservation”

Ch.6 “Emigrants from Erin: Ethnicity and Class Within White America”

Practice DBQ’s – Reform Movements 1825-1850

Main Themes: How mass participation became the hallmark of the American political system. The growing tension between nationalism and states' rights. The rise of the Whig party as an alternative to Andrew Jackson and the Democrats. How the rapid development of the economy in the Northeast influenced the rest of the

nation. How immigration and immigrants helped shape the United States during this period. How population growth and the transportation revolution led to the expansion of business. How the expansion of business affected labor and society. How American intellectuals developed a national culture committed to the liberation of the

human spirit.

How this commitment to the liberation of the human spirit led to and reinforced the reform impulse of the period.

How the crusade against slavery became the most powerful element in this reform movement.

ACTIVITY:

1790-1860 Storybook Project“Writing a storybook geared to a ten-year-old reader (fifth grade) will enable you to demonstrate your knowledge and comprehension of the major themes of American social and economic history, 1790-1860.”

Additional requirements:o Address 4-6 major themes throughout the booko Each theme supported by illustrations and minimum of 2-4 Major Supporting

Detailso Storyline explains the impact of each major theme on Americao Conclusion explains the general impact of all themes taken together.

(NO UNIT TEST) Storybook Project replaces - Reading Notebooks Due

UNIT FOUR – 3 WeeksSlavery & the Splintering Republic, Frontier Expansion & Manifest Destiny

KCB - Ch 16 - 19Degler- Ch 6 – “The American Tragedy”APT - Ch 4 & 5 “John C. Calhoun: The Marx of the Master Class”,

“Abraham Lincoln and the Self-Made Myth”AR – pgs. 292-303, Barney, William L. “The Quest for Room”

Additional Reading: Takaki, Ronald. Ch.5 “No More Peck o’ Corn: Slavery and Its Discontents”

Ch.6 “Foreigners in Their Native Land: Manifest Destiny in the Southwest”

Thoreau, Henry David. “Civil Disobedience”“John L. O’Sullivan on Manifest Destiny, 1839”Abbott, Shirley “Southern Women: The Indispensable Myth” American Heritage 12/82“The Legacy of the Mexican War” excerpt from A House Divided

Practice DBQ’s – “The Causes of the Mexican War” & “The Southern View of Slavery”

Main Themes: How the staple crop economy helped the South create a diverse and unique culture. The nature of the South's "peculiar institution" and the effect it had on the southern way of

life for both whites and blacks. How the idea of Manifest Destiny influenced America and Americans during this period.

UNIT TEST - Reading Notebooks Due

UNIT FIVE – 2 WeeksDrifting Toward Disunion, The Civil War & Reconstruction

KCB – 20 - 22Degler- Ch 7 “Bringing Forth A New Nation”

Ch 8 “Dawn Without Noon”AR – pgs. 342-354, Bethel, Elizabeth Rauh “Promised Land”

Practice DBQ’s – “What Caused Secession?” and 1996 AP Exam Reconstruction DBQ “ In what ways and to what extent did constitutional and social developments between 1860 and 1877 amount to a revolution?”

Main Themes: How the question of the expansion of slavery deepened divisions between the North and

the South. How the issue of slavery reshaped the American political-party system. How the South came to attempt secession and how the government of the United States

responded. How both sides mobilized for war, and what that mobilization revealed about the nature

and character of each. How the North won the Civil War. That the defeat and devastation of the South presented the nation with severe social,

economic, and political problems. How Radical Reconstruction changed the South but fell short of the full transformation

needed to secure equality for the freedman. That white society and the federal government lacked the will to enforce effectively most

of the constitutional and legal guarantees acquired by blacks during Reconstruction. How the policies of the Grant administration moved beyond Reconstruction matters to

foreshadow issues of the late nineteenth century. How white leaders reestablished economic and political control of the South and sought to

modernize the region through industrialization. How the race question continued to dominate Southern life.

ACTIVITY:Historical Senate Debate, 1856

Students assume the roles of Senators from each of the existing states in 1856 in order to debate the following issues:

o Repeal of the Fugitive Slave Act, (part of the Compromise of 1850)o Repeal of the Kansas-Nebraska Acto Passing a resolution condemning the Supreme Court for their actions in the Dred

Scott Case. This would be the first step in impeaching Justice Taney.Prior to the debate, students must research the sentiments of their given states during the time period and develop these feelings into their arguments on the above issues. The difficulty in this exercise is that students often have to make arguments which counter their own personal beliefs.

UNIT TEST – MPC, Reading Notebooks Due

UNIT SIX – 3 WeeksThe Gilded Age, Age of Industry & Urbanization

KCB - Ch 23 - 25APT - Ch 7 “The Spoilsmen: An Age of Cynicism”Degler - Ch 9 “Machines, Men, and Socialism”

Ch 10 – “Out of Many, One”Ch 11 – “Alabaster Cities and Amber Waves of Grain”

Additional Readings:Takaki, Ronald. Ch.8 “Searching for Gold Mountain: Strangers from a Pacific Shore”

Ch. 11 “Between ’Two Endless Days’: The Continuos Journey to the Promised Land”

“The Wizard of Oz: Teaching Economics with Literature”Carnegie, Andrew. “The Gospel of Wealth”Doenecke, Justin D. “Political Institutions in Transition”Riis, Jacob “A Look Inside A Tenement” excerpt

Practice DBQ – 2000 AP Exam DBQ – Organized Labor

Main Themes: How various factors (raw materials, labor supply, technology, business organization,

growing markets, and friendly governments) combined to thrust the United States into worldwide industrial leadership.

How this explosion of industrial capitalism was both extolled for its accomplishments and attacked for its excesses.

How American workers, who on the average benefited, reacted to the physical and psychological realities of the new economic order.

How the social and economic lure of the city attracted foreign and domestic migrants, and how these newcomers adjusted to urban life.

How rapid urban growth forced adaptations to severe problems of government mismanagement, poverty, inadequate housing, and precarious health and safety conditions.

How the urban environment served as the locus for new philosophical ideas, fresh approaches to education, rapid expansion in journalism, and a new consumerism.

How the new order of urban culture inspired serious writers and artists to render realistic portrayals of the seamy side of city life, while many middle- and upper-class Americans were engaging in expanded forms of leisure and entertainment.

Review for Semester One Final Exam, Reading Notebooks Due at Final Exam, Unit Test included in Final Exam. Final MPC Format, covers entire semester.

SEMESTER TWO

UNIT SEVEN – 2 – 2 1/2 WeeksExpansion, America on the World Stage

KCB - 27 & 28APT – Ch 8 “William Jennings Bryan: The Democrat as Revivalist”

Degler - 15.1 & 15.2 “The Making of A World Power”AR – pgs. 78-87 Kwolek-Folland, Angel. “The Elegant Dugout”

Additional Readings:Takaki, Ronald. Ch.9 “The ‘Indian Question’: From Reservation to Reorganization”“Homestead Act of 1862”Turner, Frederick Jackson : “The Significance of the Frontier in American History” Introduction.Bryan, William Jennings. “Cross of Gold Speech”“American Anti-Imperialist League Program, 1899”Beveridge, Albert “March of the Flag”Josiah Strong “On Anglo-Saxon Predominance, 1891”

Document Analysis Packet –“ Native Americans & the Legacy of the West”

Main Themes: The varied and vibrant ethnic and racial cultures that characterized the American West and

how Anglo-European whites enforced their dominant role by the latter part of the nineteenth century.

The transformation of the far West from a sparsely populated region of Indians and various early settlers of European and Asian background into a part of the nation's capitalistic economy.

The closing of the frontier as Indian resistance was eliminated, miners and cowboys spearheaded settlements, and railroads opened the area for intensive development.

The development of mining, ranching, and commercial farming as the three major industries of the West.

The problems faced by farmers as the agricultural sector entered a relative decline. How evenly balanced the Democratic and Republican parties were during the late

nineteenth century, and how this balance flowed from differing regions and socioeconomic bases.

The inability of the political system to respond effectively to the nation's rapid social and economic changes.

How the troubled agrarian sector mounted a powerful but unsuccessful challenge to the new directions of American industrial capitalism, and how this confrontation came to a head during the crisis of the 1890s.

Why Americans turned from the old continental concept of Manifest Destiny to a new, worldwide expansionism.

How the Spanish-American War served as the catalyst to transform imperialist stirrings into a full-fledged empire.

How the nation had to make attitudinal, political, and military adjustments to its new role as a major world power.

ACTIVITY:American Expansionism Metaphor Project

Student groups (2-3) randomly choose two areas of American late-nineteenth century expansion (Hawaii, Cuba, Puerto Rico, Philippines, etc). The group compiles information related to the desire for the United States to acquire said territories and the experience of the natives within the territory under American control.Groups then create four (two per territory) illustrated metaphors (similies) that demonstrate their new knowledge.Metaphors are based upon these two prompts:

“From the perspective of the United States, foreign policy in ________ was likea _________”

“From the perspective of ______________, United States foreign policy was like a __________”

The posters and findings of each group are presented to the class.

Test MPC and 1 FRQ

UNIT EIGHT – 2 1/2 WeeksProgressivism: TR &Wilson. The First World War

KCB – 29, 30 & 31APT – Ch 9 & 10 “Theodore Roosevelt: The Conservative as Progressive”

“Woodrow Wilson: The Conservative as Liberal”Degler – Ch 12 “New World A-Comin’”AR - pgs.127-137, Rothman, David J. “The State as Parent”.

Additional Readings:Takaki, Ronald. Ch.13 “To The Promised Land: Blacks in the Urban North”Sinclair, Upton “Conditions in the Slaughterhouse” excerptMitelman, Bonnie. ”Rose Schneiderman and the Triangle Fire”Kennedy, David M. “The Doughboys’ War”

Video:The Century, America’s Time. ABC News :

“Seeds of Change” & “1914-1919: Shell Shock

Main Themes: How progressivism was a reaction to the rapid industrialization and urbanization of the

United States in the late nineteenth century. That all progressives shared an optimistic vision that an active government could solve

problems and create an efficient, ordered society. That progressives wanted to reduce the influence of party machines on politics. How temperance, immigration restriction, and women’s suffrage movements took on

crusade- like aspects. How Theodore Roosevelt's leadership helped fashion a new, expanded role for the national

government. That politics during the administration of William Howard Taft showed that most of the

nation desired a more progressive approach features. How the United States, which had leaned toward the Allies since the outbreak of World

War I, was eventually drawn into full participation in the war. That the American intervention on land and sea provided the balance of victory for the

beleaguered Allied forces. How the Wilson administration financed the war, managed the economy, and encouraged

public support of the war effort. That Woodrow Wilson tried to apply his lofty war aims to the realities of world politics and

that he substantially failed.

ACTIVITY:Election of 1912 Simulation

Student groups (3-4) assume the roles of campaign workers for each of the four candidates in the 1912 Presidential Election (Roosevelt, Taft, Wilson & Debs).This project looks into the Political careers, Societal careers, Economic records and Progressive ideals of each of the candidates.Requirements for the group presentation include:

Campaign speech – delivered for the candidate, not “by” the candidate Campaign Poster – Illustrates the major accomplishments and goals of

the candidate Brochure – words of wisdom, statistics, essential biographical

information about the candidate and their ideals which would make them the right choice for America in 1912.

Test – DBQ “Rooseveltian and Wilsonian Progressivism”

UNIT NINE – 3 WeeksThe Roaring 20’s, The Politics of Boom to Bust, Great Depression and New Deal

KCB – Ch32, 33 & 34APT – Ch 11 & 12 – “Herbert Hoover and the Crisis of American Individualism”

“Franklin D. Roosevelt: The Patrician as Opportunist”Degler - Ch 13 “The Third American Revolution”AR – pgs.183-194, Brinkley, Alan. “Voices of Protest”

Additional Readings:Saunders, W.O. “Me and My Flapper Daughters” 1927Hurston, Zora Neale. “How It Feels to be Colored Me”Selected Poems of Langston Hughes“John T. Scopes” from Great Trials in American HistoryTuttle, William A. “Red Summer:1919” American History Illustrated, July 1971.Terkel, Studs, excerpts from Hard Times

Video: The Century, America’s Time. ABC News :

“1920-1929: Boom to Bust” & “1929-1936:Stormy Weather”

Discussion DBQ – Hoover & FDR – Liberalism & ConservatismPractice DBQ – 2003 AP Exam - New Deal, FDR & the Great Depression

Main Themes: How the automobile boom and new technology led to the economic expansion of the

1920s. That most workers and farmers failed to share equitably in the decade's prosperity. How a nationwide consumer-oriented culture began to shape society and how the "new

woman" emerged. How the changing society disenchanted some artists and intellectuals and led to broad

cultural conflict over ethnic and religious concerns. That Warren Harding and Calvin Coolidge, despite their dissimilar personalities, presided

over ardently pro-business administrations. How weaknesses underlying the apparent prosperity of the 1920s led to the Great

Depression, and how the stock market crash touched it off in the United States and around the world.

That neither the efforts of local and private relief agencies nor the early volunteerism of Herbert Hoover was able to halt the spiral of rising unemployment and declining

production. How the economic pressures of the depression affected the American people, especially

minorities. How the misery of those affected by the depression swept Franklin Delano Roosevelt into

the Presidency. How Franklin Roosevelt, although limited by his basically traditional economic views, pushed through programs of economic planning and depression relief.

How popular protests against New Deal policies from rightists, leftists, and those who defied categorization inspired Roosevelt to launch a new burst of action known as the Second New Deal.

That, despite Roosevelt's overwhelming reelection in 1936, the New Deal was virtually moribund by 1938, thanks to increasing conservative opposition, his own political blunders, and continued hard times.

That the New Deal helped give rise to a new role for the national government as a "broker state" among various organized interests.

UNIT TEN – 2 WeeksIn the Shadow of War & America in WWII

KCB - Ch 35 & 36Degler - 15.4 “The Flight from Commitment”AR – pgs.214-225, Daniels, Roger. “Concentration Camp U.S.A.: Japanese-Americans & World

War II”.

Additonal Readings:Blum, John Morton. “The Wartime Consumer”Commission on Wartime Relocation and Internment of Civilians. “Personal Justice Denied”

Video:The Century, America’s Time. ABC News :

“1936-1941: Over the Edge” & “1941-1945: Homefront”

Take Home Practice DBQ – “WWII was more important than the Great Depression in fundamentally transforming American Society”

Main Themes: In the 1920s, the United States tried to increase its role in world affairs, especially

economically, while avoiding commitments. How America, in the face of growing world crises in the 1930s, turned increasingly toward

isolationism and legislated neutrality. How war in Europe and Asia gradually drew the United States closer and closer to war

until the attack on Pearl Harbor finally sparked American entry into World War II. That the vast productive capacity of the United States was the key to the defeat of the Axis.

That the war had a profound effect on the home front. How three major western offensives combined with an ongoing Russian effort to defeat

Germany. How sea power contained the Japanese, and how Allied forces moved steadily closer to

Japan and prepared for an invasion until the atomic bomb ended the war.

Test - MPC and 1 FRQ ____________________________________UNIT ELEVEN – 1 1/2 WeeksThe Cold War Begins & The Eisenhower Era

KCB - Ch 37 & 38Degler - 15.5 “Challenge and Response”AR – pgs.272-291, Bedford, Henry F. “Boycott in Montgomery, 1955”

Additional Readings:Kennan, George. “The Long Telegram”Jackson, Kenneth. “The Baby Boom and the Age of the Subdivision”Stevenson, Jane. “Rosa Park’s Wouldn’t Budge”

Video: The Century, America’s Time. ABC News :

“1946-1952: Best Years” & “1953-1960: Happy Daze”

Practice and Discussion DBQ – America in the 1950”sTopic: Postwar economic boom, social contentment and conformity,

yet also the growing sense of unease in America.

Main Themes: How a legacy of mistrust between the United States and the Soviet Union combined with

the events of World War II to cause the Cold War. How the policy of containment led to an increasing United States involvement in crises

around the world. How World War II ended the depression and ushered in an era of nervous prosperity. That the turbulent postwar era climaxed in a period of hysterical anti-communism. That the technological, consumer-oriented society of the 1950s was remarkably affluent

and unified despite the persistence of a less privileged underclass and the existence of a small corps of detractors.

How the Supreme Court's school desegregation decision of 1954 marked the beginning of a civil rights revolution for African Americans.

How President Dwight Eisenhower presided over a business-oriented "dynamic conservatism" that resisted most new reforms without significantly rolling back the activist government programs born in the 1930s.

While Eisenhower continued to allow containment by building alliances, supporting anti-communist regimes, maintaining the arms race, and conducting limited interventions, he also showed an awareness of American limitations and resisted temptations for greater commitments.

Test – MPC

UNIT TWELVE – 2 WeeksThe Stormy Sixties, The Stalemated Seventies

KCB - 39 & 40AR – pgs.307-321, Matusow, Allan J. “The New Left”

pgs. 337-349, Hays, Samuel P. “Environmental Politics”

Additional Readings:King, Dr, Martin Luther. “Letter From A Birmingham Jail”Malcolm X. “The Autobiography of Malcolm X”, excerpts

“What was Watergate?” – compilation of short articles on the overall impact of Watergate.

Video:The Century, America’s Time. ABC News :

“1960-1964: Poisoned Dreams”, “1965-1970: Unpinned” &“1971-1975: Approaching the Apocalypse”

Discussion DBQ – “America in the 1960’s”Topic: Analysis of the polarization of American society pre and post 1964.

Main Themes:

1960’s How Lyndon Johnson used the legacy of John Kennedy plus his own political skill to erect

his Great Society and fight the war on poverty with programs for health, education, job training, and urban development.

How the civil-rights movement finally generated enough sympathy among whites to accomplish the legal end of segregation, but the persistence of racism gave rise to the black power philosophy and left many problems unsolved.

How containment and the U. S. preoccupation with communism led the nation to use military force against leftist nationalist movements in Cuba, the Dominican Republic, and, most disastrously, Vietnam.

How 1968 became a critical year for American liberalism. The reasons for the rise of the New Left and the counterculture.

1970’s

How Richard Nixon was able to use "Vietnamization" and the draft lottery to defuse much of the opposition to the war.

The goals of détente. How Nixon’s foreign policy differed(?) from his predecessors.

To what constituency was Nixon trying to appeal with his attacks on liberal programs?

The role played by the “silent majority”. How Jimmy Carter’s “humanistic” foreign policy worked in some areas

and failed in others (Egypt, Iran, etc)

Test - MPC

UNIT THIRTEEN - @1 Week1980’s to @1990’s The Resurgence of Conservatism

KCB – Ch 41-42

Video:The Century, America’s Time. ABC News :

“1976-1980: Starting Over” & “1981-1989: A New World”

Main Themes:

What were the key elements of the Reagan Coalition and the “Moral Majority”?  How did it differ from the traditional Republican constituency?

Explain the assumptions of supply-side economics or "Reaganomics."  How did the Reagan administration implement it?

How did the stance toward the Soviets and communism in general constitute the so-called Reagan Doctrine?

How was the Reagan Doctrine applied in Latin America and the Caribbean?

How did the rise in terrorism as a political tactic shape American foreign policy in North Africa and the Middle East?

How did the Soviet Union and its Eastern European bloc cease to exist.  What emerged in its place?

POST EXAM RESPONSIBILITIES

Individual Research Project – Time to research the American History topic of your choice. Time window is 1607-1990. Establish a well-focused investigation into the topic of your choosing and develop an 8-10 minute presentation on your research and findings to the class.

Academic Book Review Project – Find a college-level book related to your research project topic. Read that book and write a maximum 1000 word review of that book. Your review should mirror those found in scholarly historical journals. Examples will be provided from a collection of scholarly book reviews.