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ADVANCED PLACEMENT UNITED STATES HISTORYCOURSE SYLLABUS 2013-2014

MRS. KELLI JARRETT_________________________________________________________________

The AP United States history course is designed to provide students with a college-level experience in preparation for the AP exam to be given in May 2014. The course will provide students analytic skills and factual knowledge necessary to deal critically with the problems and materials in U.S. history. Students should learn to assess historical materials-their relevance to a given interpretative problem, reliability, and importance-and to weigh the evidence and interpretations presented in historical scholarship. This course will help students develop the skills necessary to arrive at conclusions on the basis of an informed judgment and to present reasons and evidence clearly and persuasively in essay format. The students will be trained to handle free response essay questions (FRQ) and document based questions (DBQ). A FRQ and DBQ will be assigned for each unit in the course, as well as on unit assessments. Students will be asked to use analytical and critical thinking skills to understand the political, social, diplomatic and economic of the US history throughout the course and over time, as they study the following themes and use of the AP Course Outline:

American Diversity GlobalizationAmerican Identity CultureDemographic changes Economic TransformationEnvironment GlobalizationPolitics and Citizenship ReformReligion Slavery and Legacies in North AmericaWar and Diplomacy

Main Text: Kennedy, David M., Lizabeth Cohen, and Thomas Bailey. The American Pagent.13th edition ed. Boston, Mass.: Houghton Mifflin Co., 2006.

Additional Readings:AP DBQ Workbook for AP U.S. History, Prentice Hall 2011For the Record: A Documentary History of America Volume 1 & 2Howard Zinn, A People’s History of the United States (New York: Harper Perennial, 2005)John Garraty, Historical Viewpoints (New York: Longman, 1997)Madaras, Larry and James M. SoRelle. Taking Sides : Clashing Views on Controversial Issues in Primary Source Documents for AP US History, Prentice Hall 2011

Class Organization: This course will be based on the AP College Board topic outline beginning with Pre-Columbian Societies and ending with the United States in the Post-Cold War World. Each unit covers one era of American history using organizing principles and varies in length of study based on the one semester 4 x 4 block schedule. Daily schedule consists of 4 days with 98 minutes of instruction time and 1 day with 77 minutes of instruction time for 36 weeks. Additionally, each unit will focus 12 AP themes, specific to each era. All students are expected to complete the reading assignments within the allotted days, and there will be quizzes to check reading progress. In each unit, students will also interpret several primary documents. Document analysis will include in-class and out-of-class DBQ essays and FRQ responses.

Portfolio Assignments:Students will be assigned "time period" portfolios that require analysis of the societal impact of key vocabulary, rigorous practice with multiple-choice questions, short document analysis activities, writing passages, etc. Each student will complete a portfolio activity on the United States Constitution, the Industrial Age, Imperialism and World War I, the Progressive Era, the 1920's through the New Deal, World War II and the Cold War, Culture of the 1950's and 1960's, the Civil Rights Movement and the Modern Era. . Assessments: Students will be assessed at the completion of each unit by a series of the following:

Document-Based Questions (DBQs) A DBQs will be assigned during every unit. The DBQ will be modeled in the beginning and completed as a guided practice. The APPARTS strategy will be used to dissect key principles from assigned documents. DBQs and FRQs will be scored using the AP exam rubric or refutes the view that Reconstruction was a failure. Each student will have an AP DBQ Workbook for AP U.S. History and will have a minimum of 1 DBQ per unit.

Tests will consist of a thematic essay or Free Response Question (FRQ). Students will be given a choice of 2 questions to select 1 essay to complete per unit test.

Multiple Choice questions: Usually 50 to 80 MC items with five choices each from textbooks, released AP Exams, AP related study guides, and a teacher created test bank.

Group Presentation Projects: All groups will be assessed according to the criteria rubric that is presented with the assigned projects. Projects include DBQ construction and analysis, cultural literacy awareness through mock theme parks, debating issues thematically and chronologically comparing time periods, historical simulations, role-playing activities, group/individual FRQ analysis and construction, shared inquiry discussions from primary sources (whole and small group) and others deemed by the instructor.

Reading Assignments from the textbook and primary source documents followed by analysis activities using APPARTS method, whole and small group discussions and writing activities. Reading assignments are assigned from primary and secondary sources, handout excerpts, novels, and various reader text and internet sources.

Students will use a variety of teacher given internet site (s) for each unit.

FALL TERM:All of the assigned readings will be completed as outside assignments prior to scheduled class discussions, Students are introduced in these lessons to the concepts of categorizing documents, recognizing bias in documents, and gleaming historical evidence from documents. An essay interpreting the document concludes each unit. Each unit will utilize discussions about the related historiography: how interpretations of events have changed over time, how the issues of one time have impacted the lives of future generations and how the past shapes the world today. These discussions will be on-going throughout the course.

August 9-20, 2013 Unit One: Colonial PeriodAmerican Pageant: Chapter 1-4, New World Beginnings, Pre-Columbian Cultures, early explorations, introduction to slavery, Spanish and French claims, the rise of mercantilism, the Chesapeake colonies, the southern English colonies, ties with Caribbean economies, British mercantilism, New England and the Puritans, religious dissent, colonial politics, conflicts with British authority and the middle colonies, tobacco in the colonies, African-American culture, colonial family life, Salem Witch Trials, dissent in the colonies, colonial society on the eve of a revolution, immigration and demographic change, the Atlantic economy, the Great Awakening, education and culture and colonial politics.

Instructional lesson (guided practice) on 2002 Free Response Question: Compare the ways in which religion shaped the development of colonial society (to 1740) in TWO of the following regions: New England, Chesapeake, Middle Atlantic First Independent FRQ (2000): Analyze the cultural and economic responses of TWO of the following groups to the Indians of North America before 1750. British, French and Spanish

Instructional lesson on DBQ on Chesapeake and New England Colonies (due on August 23, 2013. (guided class practice)First independent DBQ on Colonial Slavery in the South due on August 28.

Additional Readings: Primary Source Documents for AP US History

John Winthrop Defines the Puritan Ideal Community 1630 pg 35-35 Maryland Address the Status of Slaves in 1664 pg. 46- , A Slave Ship Surgeon Writes about the Slave Trade pg. 48-50 A Virginian Describes the Difference between Servants and Slaves 1732 pg. 51-53 An Early Abolitionists Speaks Out Against Slavery in 1757.

For the Record: A Documentary History of America Volume 1 Britain and the Colonies

The Massachusetts Bay Colony Case against Anne Hutchinson (1637) pg 30 Colonial Ways of Life

From Memoirs of an Indentured Servant (1743) pg 71Ads for Runaway Servants and Slaves (1733-72) pg 75

Unit Test is scheduled for August 30, 2013. The test will include multiple choice questions, FRQ and DBQ (shortened version as introduction).

__________________________________________________________________Unit Two: The American Revolution and the New Republic (September 3-13)

Text: The American Pageant: A History of the Republic 11th ed. Using Chapters 6-10, The Duel for North America Colonial involvement in British wars, consequences of the French and Indian War, Proclamation of 1763, roots of the American Revolution, role of mercantilism, benign neglect, failure of diplomacy, first conflicts, Common Sense, Declaration of Independence, Articles of Confederation and the U.S. Constitution, the Enlightenment, slavery, religion and the political process, the Federalist Papers, the new republic, early national politics and economics, diplomacy and the French Revolution, the making of the new office of the United States President and Washington’s Farwell Address.


The British Forbids Americans Western Settlement, 1763 pg 68-69 An American Colonist Opposes New Taxes and Asserts the Rights of Colonist, 1764 pg

70-72 A Colonial Women Argues for Civil Rights, 1776 pg 79-80 Land Ordinance of 1785 pg 81-82 The Northwest Ordinance, 1878 pg 83-85

For The Record: A Documentary History of America Vol. I From Colonies to StatesThomas Jefferson Draft of the Declaration of Independence (1776)

The American RevolutionFrom the Article of Confederation (Ratified 1781) pg 143

Shaping a Federal UnionConstitution of the United States (1787) pg 165James Madison's Federalist Papers, No. 45 (1788) pg 181

The Federalist EraGeorge Washington's Farwell Address pg 190

Students will be assigned the following Free Response Questions during this unit: The Bill of Rights did not come from a desire to protect the liberties won in the American

Revolution, but rather from a fear of the powers of the new federal government. Assess the validity of the statement. (91)

Analyze the impact of the American Revolution on both slavery and the status of women in the period from 1775-1800. (2004)

To what extent was the United States Constitution a radical departure from the Articles of Confederation? (2005B)

Document Shuffle—the causes of the American Revolution from loyalist and patriot positions. The students will be placed in small groups and will review approximately 15 documents. The group will use the APPARTS guide to analyze the documents. Each group will develop 4 to 5 categories that the documents may fall into. There will be a “reporting out” session after the documents are analyzed.

DBQ on the American Revolution due on September 13, 2013.

Unit Test is scheduled for September 16, 2013. The test will include multiple choice questions, FRQ and DBQ (shortened version as introduction).

_______________________________________________________________________Unit Three: The New Republic and Early National Period (September 17-October 3, 2013)

Text: The American Pageant: A History of the Republic 11th ed. Using Chapters 11-15, The Revolution of 1800, the Marshall Court, diplomacy and Jefferson, James Madison politics, the Embargo Act, acceleration of westward expansion, Second War for Independence, nationalism, War of 1812, the Era of Good Feelings, the American System, diplomacy of expansion, a new national identity, Jacksonian vs. Jeffersonian democracy, political parties, Whigs, national policy toward Indians, the era of the “common man,” the factory system, transportation revolution, western expansion, the reform culture, the Second Great Awakening, women’s roles in the Reform Movement, creation of a national culture, and advances in education and science.


Federalist Papers 10 & 51 Supreme Court Retains Right to Overrule Legislation, 1803 pg 102-105 The Secretary of State vs. Secretary of Treasury battle over The Constitution, pg 104-105 McCulloch v. Maryland, 1819 pg 106-108 James Monroe’s State of the Union Address, 1823 pg 111-113

For The Record: A Documentary History of America Vol. I Reflections on the Cession of Louisiana to the United States (1803) pg 219Journals of Exploration (1804-05) from Lewis and Clark pg 221

The Dynamics of GrowthFrom Imminent Dangers to the Free Institutions of the United States (1835) pg 247

Nationalism and SectionalismMcCulloch v. Maryland (1819) pg 273From the Monroe Doctrine (1823) pg 278

The Jacksonian EraFrom the Chief's Annual Message (1831) pg 303From Worcester v. Georgia (1832) pg 307

Document Shuffle: Students will review 10-15 documents that provide positions for either Jeffersonian Democracy or Jacksonian democracy. They will be asked to review the documents within their groups and to place them into categories. The group will develop a thesis statement to support their stance on the documents and report out to the group. The class will then select a thesis statement and outline the DBQ as a guided practice.

DBQ Jeffersonian Democracy v Jacksonian Democracy & Jackson and Indian Removal

Unit FRQs assigned:

The Jacksonian Period (1824-1848) has been celebrated as the era of the "common man." To what extent did the period live up to its characterization? Consider TWO of the following in your response. Economic development Politics Reform movements (2005)

In what ways did the Second Great Awakening in the North influence TWO of the following? AbolitionismTemperance The cult of domesticity Utopian communities (2007)

Analyze the contributions of TWO of the following in helping establish a stable government after the

adoption of the Constitution. John Adams Thomas Jefferson George Washington (2002)

Unit Test is scheduled for October 3, 2013. The test will include multiple choice questions, FRQ and DBQ.______________________________________________________________________________Unit Four: Manifest Destiny, Sectionalism and Road to War (October 4-18, 2013)

Text: The American Pageant: A History of the Republic 11th ed. Using Chapters16- The South and the slave culture, cotton culture, southern society and the impact of the plantation system, the rise of the abolition movement, Manifest Destiny, the James K. Polk administration, war with Mexico, popular sovereignty, the Compromise of 1850, the coming of the Civil War, Sectionalism, abolition, expansion of slavery, apologists, Compromise of 1850, Kansas–Nebraska Act, third American party system, popular controversies over slavery, economic development, and social development of the era.


Missouri Admitted to Statehood, Slavery at Issue, 1820 pg 109-110 A Southern Novel Depicts Slavery, 1832 pg 114-116 A Slave Girl Tells of her Sale at Auction, 1848 pg 117-119 Feminist Hold A Convention, 1848 pg 151-153 A Newspaper Man Declares the “Manifest Destiny” of the United States, 1845 pg 166-

169 Northern State Defies Fugitive Slave Act, 1855 pg 177-179 An African American Abolitionist Decries the 4th of July, 1852, pg 180-181

For The Record: A Documentary History of America Vol. I From the Narrative of the Life of Frederick Douglas (1845) pg 322

From Declaration of Sentiments of the American Anti-Slavery Society (1833) pg 331 Religion, Romanticism & Reform

From Women in the Nineteenth Century (1845) pg 357From Declaration of Sentiments and Resolutions (1848) pg 361

An Empire in the WestAddress to the Woman's Rights Convention Akron, Ohio (1851) pg 363

The Gathering StormThe Fugitive Slave Law (1854) pg 390Dred Scott v. Sanford (1857) pg 401

DBQ on the Role of the Constitution in the crisis of the 1850’sUnit FRQs to be assigned:

Although Americans perceived Manifest Destiny as a benevolent movement, it was in fact an aggressive imperialism pursued at the expense of others. Assess the validity of this statement with specific reference to American expansionism in the 1840's. (90)

Assess the moral arguments and political actions of those opposed to the spread of slavery in the context of TWO of the following: Missouri Compromise Mexican War Compromise of 1850 Kansas-Nebraska Act

The Unit Test will be given October 18, 2013. The test will have multiple choice questions, FRQ and DBQ.

Unit Five: Causes of the Civil War through Reconstruction (October 21-30, 2013)

Text: The American Pageant: A History of the Republic 11th ed. Civil War (social, wartime diplomacy, economic changes in both the North and the South, women and their role in the war, civil liberties during the war, the Peninsula Campaign, Anaconda Plan, Sherman’s March, Appomattox, Emancipation Proclamation, legacy of the war in North and south, economic, political consequences of the war, amendments, the politics of Reconstruction (economic, political, social consequences), Freedman experience, the rise of the Bourbon South, Compromise of 1877, fate of Reconstruction, impeachment process and Andrew Johnson, Frederick Douglass, Speech to the American Anti-Slavery Society, 1865 pg 203-205


A Civil War Nurse Writes of Conditions of Freed Slaves, 1864 pg 189-191 The Working Man of Manchester, England, Write to President Lincoln on the Question

of Slavery in 1862, pg 192-193 President Lincoln Responds to the Working man of Manchester, England, on the Subject

of Slavery in 1863, pg 194-195

An African American Soldier Writes to the President Appealing for Equality in 1863 pg 196-197

Black Codes of Mississippi 1865 pg 198-201

For The Record: A Documentary History of America Vol. I The Civil War & Reconstruction

Klan Terrorism in South Carolina (1872)Sojourner Truth Address to the First Annual Meeting of the American Equal Rights Association (1867) pg 481

DBQ The Constitution and the Crises of 1850’s and/or Social & Political Reconstruction

Unit FRQs will include: Evaluate the impact of the Civil War on political and economic developments in TWO of

the following regions: The South The North The West Focus on the period between 1865 and 1900. (2003)

Explain why and how the role of the federal government changed as a result of the Civil War with respect to TWO of the following during the period 1861-1877. Race relations Economic development Westward expansion (2006)

The Unit Test will be given October 31, 2013. The test will have multiple choice questions, FRQ and DBQ.

Unit Six: Westward Expansion, The Gilded Age, Industrial era and Progressive Movement (November 1-21, 2013Text: The American Pageant: A History of the Republic 11th ed. Using Chapters 23-28Political paralysis of the Gilded Age, the rise of big business in politics, class and ethnic conflict, the rise of Jim Crowism, Populism, Grantism, agrarian reform, labor movement, Native Americans, cattle frontier, mining frontier, agricultural frontier, immigration, urbanization, Social Gospel, Social Darwinism, changing function of government, Era of Robber Barons, the lives of the working class, the growth of unionism, government and politics of regulation, the USA World economy, urbanization, waves of immigration, nativism, New Woman, African-American push for civil rights, progressive reformers, progressive legislation and progressive legacies.


Lee, Chew, Experiences of a Chinese Immigrant, 1903 pg 230-233 Roscoe Conkling, Offense of the Spoils System, 1877 pg 244-245 Populist Party Platform, 1892 pg 247-251 Upton Sinclair, The Jungle, 1906 pg 259-261 Booker T. Washington, The Atlanta Exposition Address, 1895 pg 262-264

For The Record: A Documentary History of America Vol. II The South and the West Transformed

Plessy v. Ferguson (1896) pg 41The Atlanta Compromise (1895) pg 43

Big Business and Organized LaborOrganizing Women Workers (1887) pg 23The American Federation of Labor (1883) pg 26

The Emergence of Urban America, Gilded Age & Agrarian RevoltChinese Exclusion Act (1882) pg 76Should the Chinese be excluded? (1893) pg 78

Taking Sides, United States History Volume 2Did Booker T. Washington’s Philosophy and actions betray the interest of African Americans? Pg 146

DBQ assigned on the Federal Government & Laissez Faire Politics, Labor in the Gilded Age and/or Booker T. Washington vs. W.E. B. DuBois

Unit FRQs will include: Compare and contrast the attitudes of THREE of the following toward the wealth that

was created in the United States during the late nineteenth century. Andrew Carnegie Horatio Alger Ida M. Tarbell Eugene V. Debs Booker T. Washington (94)

Explain how TWO of the following individuals responded to the economic and social problems created by industrialization during the late nineteenth and early twentieth centuries.

Jane Addams Andrew Carnegie Samuel Gompers Upton Sinclair (2007 B)

Describe the patterns of immigration in TWO of the periods listed below. Compare and contrast the responses of Americans to immigrants in these periods. 1820-1860 1880-1924 1965 -2000 (2005)

The Unit Test will be given November 22, 2013. The test will have multiple choice questions, FRQ and DBQ.

Unit Seven: New Imperialism and World War (December 2-12, 2013)Text: The American Pageant: A History of the Republic 11th ed. Using Chapters 27-30 American expansion overseas, a new age of imperialism, the Spanish-American war, The Open Door Policy, America on the world stage, foreign policies of Wilson, Taft and Teddy Roosevelt, Alfred T. Mayhan, Dollar Diplomacy, Wilson’s War Message to Congress, World War I at home and abroad, the Great Migration, war impacts the economy, Wilson’s 14 Point Plan, League of Nations, the political endorsement of the League of Nations and the rejection of the organization.


Eugene V. debs, Statement to the Court, 1918 pg 275-276

Letters on the Great Migration, 1916-1917 pg 277-279

For the Record: A Documentary History of America Volume 2 An American Empire

The Roosevelt Corollary to the Monroe Doctrine (1904) page 110 The Progressive Era

Working Women and the Vote (1912) pg 123Jacob Riis Visual History pg 144-149

America and the Great WarThe League of Nations (1919) pg 158

Taking Sides, United States History Volume 2Was Woodrow Wilson Responsible for the Failure of the United States to Join the League of Nations? Pg 192

DBQ assigned on American Expansionism/Imperialism & Senate defeats the Versailles Treaty

Unit FRQs will include: United States foreign policy between 1815 and 1910 was determined less by economic

than strategic, moral, or political interests. Assess the validity of this generalization with reference to at least TWO major episodes (for example: treaties, war, proclamations, annexations, etc.) in the foreign policy of the United States between 1815 and 1910. (80)

Assess the relative influence of THREE of the following in the American decision to declare war on Germany in 1917. German naval policy Allied propaganda American economic interests America's claim to world power Woodrow Wilson's idealism (95)

The Unit Test will be given December 16, 2013. The test will have multiple choice questions, FRQ and DBQ.

SPRING SEMESTERUnit 8: 1920s through the New Deal (January 6-17, 2014)Text: The American Pageant: A History of the Republic 11th ed. Using Chapters 31-33 The life of the roaring twenties, the causes and effects of the Red Scare, immigration issues, rise of a mass-consumption economy, Jazz Age, Harlem Renaissance, traditionalism vs. modernism, politics of boom and bust, isolationism, foreign debt and diplomacy, the causes and effects of the Great Depression, the political leadership of the 1920s and 1930’s, the Supreme Court and the balance of power.

Documentary History: Chapter 24The Quarantine Speech The Atlantic Charter


Paul Morand, Speakeasies in New York, 1929 pg 288-289 Meridel Le Sueur, Women on the breadlines, 1932 pg 290-292 Huey Long, Share Our Wealth296-297

For the Record: A Documentary History of America Volume 2 The Roaring 1920's, Great Depression & New Deal

The Great Migration (1917) pg 178Franklin D. Roosevelt’s First Inaugural (1933) pg 201

DBQ assigned on Prohibition, FDR: Success of New Deal & Impact on the federal government and/or Immigration Act of 1924

Unit FRQs will include: Historians have argued that Progressive reform lost momentum in the 1920s. Evaluate

this statement with respect to TWO of the following. Regulation of business Labor Immigrants (2006)

Analyze the ways in which the Great Depression altered the American social fabric in the 1930's. (96)

The Unit Test will be given January 17, 2014. The test will have multiple choice questions, FRQ and DBQ.

UNIT 9. World War II through 1960 (January 20-February 13, 2014)Text: The American Pageant: A History of the Republic 11th ed. Using Chapters 39-40 United States History Preparing for the Advanced Placement Exam correlating Chapters 25-27, FDR and shadow of war, attempts at neutrality and isolation, diplomacy and economics of the prewar years, the move to war following Pearl Harbor, America enters the war, the war in Europe and the Far East, the home front, the changes in women and minorities during the war, the decision to drop the atomic bomb and its consequences, postwar prosperity, Baby Boom, communism and containment, diplomacy and Marshall Plan, Korean War and the Red Scare, the United States as a world power, consumer culture of the 1950’s, the 1950’s civil rights revolution, McCarthyism, Cold War expansion, the space race, postwar literature and culture.

Documentary History: Chapters 25 & 26George Kennan, Sources of Soviet ConductWilliam Faulkner, Acceptance Speech for the Nobel Peace PrizeBrown vs. Board of EducationDwight Eisenhower’s Farwell Address


Franklin D. Roosevelt’s Four Freedoms Speech, 1941 pg 300-302 Korematsu v. United States, 1944 pg 308-310 Truman’s Statement on the Atomic Bomb, 1945 pg 311-313 The Truman Doctrine, 1947 pg 322-325 Joseph McCarthy, Speech at Wheeling, West Virginia, 1950 pg 326-328

The Teenage Consumer, 1959 pg 329-331 Brown v Board, 1954 pg 347-349

For the Record: A Documentary History of America Volume 2 World War II

Phillip Randolph from Call to Negro America to March on Washington (1941) If the Atomic Bomb had not been used (1946) pg 229

The Cold WarA Critique of Containment (1947) pg 239The Truman Doctrine (1947) pg 241The Marshall Plan (1947) pg 243

1950's CultureBetty Friedan from The Feminine Mystique (1963) pg 269Brown v. Board of Education (1954) pg 278The Situation at Little Rock (1957) pg 282

Taking Sides, United States History Volume 2Was President Truman Responsible for the Cold War? Pg 288Was Rock-n-Roll Responsible for Dismantling America’s Traditional Family, Sexual and Racial Customs during the 1950’s and 1960’s? pg 312

DBQ assigned on the decision to drop the atomic bomb and/or Eisenhower’s success in the Cold War

Unit FRQs will include: Compare and contrast United States foreign policy after the First World War and after the

Second World War. Consider the periods 1919-1928 and 1945-1950. (2002) Compare and contrast United States society in the 1920s and 1950s with respect to TWO

of the following: race relations role of women consumerism (2003)

Harry S Truman was a realistic, pragmatic President who skillfully led the American people against tile menace posed by the Soviet Union. Assess the validity of this generalization for President Truman's foreign policy. (84)

The Unit Test will be given February 13, 2014. The test will have multiple choice questions, FRQ and DBQ.

UNIT TEN: 1960’s and 1970’s (February 13- March 7, 2014)Text: The American Pageant: A History of the Republic 11th ed. Using Chapters 36-39 The Cold War continues, era of protest arises, the Vietnam conflict impacts home and abroad, the civil rights revolution and evolution, John F. Kennedy’s New Frontier, Kennedy’s life and legacy, Lyndon B. Johnson’s Great Society, immigration and demographic changes, the rise of conservatism, economic stagflation, crisis over presidential power, feminism and the women’s rights movement, civil rights of the 1970’s, affirmative action, foreign policy and the oil issue.

Documentary History: Chapter 27, 28 & 29

John Kennedy’s Inaugural AddressMartin Luther King Jr, Letters from a Birmingham Jail & I have a Dream SpeechLyndon Johnson’s Great Society SpeechNOW Statement and PurposeRowe V Wade


Martin Luther King Jr., Letter from a Birmingham Jail, 1963 pg 353- Lyndon B. Johnson, Why we are in Vietnam, 1965 pg 358-361 Stokley Carmichael, Black Power, 1966 pg 362-366 Articles of Impeachment against Richard Nixon, 1974 pg 370-373 Gloria Steinem, In Support of Equal Rights Amendment, 1970 pg 377-380 Myra Wolfgang, In opposition to the Equal Rights Amendment, 1970 pg 381-383

For the Record: A Documentary History of America Volume 2 1960's

Martin Luther King Jr. from Letters from a Birmingham Jail (1963) pg 294George Wallace The Civil Rights Movement: A Fraud, a Sham and a Hoax (1964) pg 298Malcolm X’s “The Black revolution” Speeches (1964) pg 306Interpreting Visuals from 1960’s pg 314-319

1960's & 1970;s RebellionEqual Rights for Women-Yes and No (1970) pg 327What’s Wrong with “Equal Rights” for Women? (1972) pg 329

Taking Sides, United States History Volume 2Did President John F. Kennedy Demonstrate a Strong Commitment to Civil Rights? Pg 346Has the Women’s Movement of the 1970’s Failed to Liberate American Women? Pg 392

Document Schuffle: Each student will be placed on a team of 4 to 5 members. The team will review 10-15 documents from various civil rights groups (women, Hispanics, Black Panthers, AIM, King and Malcolm X) The students will be asked to categorize the documents and to develop a group thesis. The students will report out to the class and a class thesis will be selected. The class will outline the DBQ as a guided practice. Individual students will respond to the DBQ at home.

DBQ years 1960-1969 Civil Rights Movement

Unit FRQs will include: In what ways did the Great Society resemble the New Deal in its origins, goals, and

social and political legacy? Cite specific programs and policies in support of your arguments. (92)

Analyze the extent to which TWO of the following transformed American society in the 1960's and 1970s. The Civil Rights Movement The antiwar movement The women's movement (2005)

The Unit Test will be given March 7, 2014. The test will have multiple choice questions, FRQ and DBQ. UNIT ELEVEN: The Modern Era

Through the Present Text: The American Pageant: A History of the Republic 11th ed. Using Chapters 41-43 The Resurgence of Conservatism, Reagan and the New Right, the end of the Cold War, Reaganomics, politics and the Supreme Court, globalization, war and diplomacy in the Middle East. The Clinton-Era, post-Cold War politics and foreign policy, the contested election of 2000, the attack of the World Trade Center and America post 911, demographic changes, changes in the family, immigration, multi-cultural society, high tech economy and America in a global context..

Additional Readings: Primary Source Documents for AP US History Ronald Reagan, The Evil Empire, 1983 pg 389-391Jonathon Kozol, A Homeless Family 1986 pg 392-395Jesse Jackson, Common Ground, 1988 pg 397-399

For the Record: A Documentary History of America Volume 2 A Conservative Realignment

“The Evil Empire” (1983) pg 345“Tear Down this Wall” (1987) pg 346

Document Research activity: Each student will be placed on a team of 4 members. The team will be asked to locate 16 documents that address the evolution of terrorism in the United States from the 1970’s to the current date. The students will be asked to look for documents that led to government restrictions, oil crisis and/or conflicts. The groups will develop a DBQ using their documents, a rubric and required information list. The students will exchange their DBQ with another group and answer in class. At the end of class, the author of the DBQ will give a brief “reporting out” of critical information to answer their DBQ.

Unit FRQ will include:. "Landslide presidential victories do not ensure continued political effectiveness or legislative success." Assess the validity of this statement by comparing TWO of the following presidential administrations.

Franklin Roosevelt (1936) Lyndon Johnson (1964)Richard Nixon (1972) Ronald Reagan (1984) (2007)

The Unit Test will be given April 4, 2014. The test will have multiple choice questions, FRQ and DBQ. April 7-May 8, 2014 will be spent as a review time.