Edward J. Weber, Principal 

 

Advanced Placement U.S. History

2014-15

Mrs. Brigitte Gabriel

CourseDescription:APU.S.HistorycoversthespectrumofAmericanhistoryfrompre‐Columbiandaystothepresent.Usingchronologicalandthematicapproachestothematerial,thecourseexposesstudentstoextensiveprimaryandsecondarysourcesandtotheinterpretationsofvarioushistorians.Classparticipationthroughseminarreports,discussions,debates,androle‐playingactivitiesisrequired;specialemphasisisplacedoncriticalreadingandessaywritingtohelpstudentspreparefortheAPexamination.Thecourseisstructuredchronologically,dividedinto21units.Eachunitincludesoneormoreofthenineperiodsand/orkeyconceptsoutlinedintheAPU.S.Historycurriculumframework. 

KeyThemes:Thecourseisstructuredbothchronologicallyandthematically.Thethemesinclude:Identity,Work,ExchangeandTechnology,Peopling,PoliticsandPower,AmericaintheWorld,EnvironmentandGeography,andIdeas,Beliefs,andCulture.Elementsofthesethemesareincludedinmostunitassignments. 

SkillsDeveloped:Ineachunit,studentswillgetpracticedevelopingthefollowingcontent‐drivenskills:CraftingHistoricalArgumentsfromHistoricalEvidence(includingHistoricalArgumentationandAppropriateUseofRelevantHistoricalEvidence),ChronologicalReasoning(includingHistoricalCausation,PatternsofContinuityandChangeoverTime,andPeriodization),ComparisonandContextualization,andHistoricalInterpretationandSynthesis.Inaddition,classactivitiesandassignmentswilladdressthefollowingacademicskills:Readingforcomprehensionandrecall,improvingstudyskillsinpreparationforassessments,improvingformalwritingskills(addressedbelow),improvingpublicspeakingskillsinclassdiscussionsandactivities,andimprovingskillsofmapreadingandinterpretation.

 

 

WritingFocus:Historicalworkatacollegiatelevelrequiresstudentstowriteproficiently.Forthisreason,writingisemphasizedineveryunitofthiscourse.Studentsreceive“essentialquestions”toframeclassdiscussions;theseareoftenusedaswritingassignments.Assessmentofessaysaremeasuredbythefollowing:thedegreetowhichtheyfullyanddirectlyanswerthequestion,thestrengthofthesisstatement,levelandeffectivenessofanalysis,amountandqualityofsupportingevidence,andorganizationalquality.Inadditiontothesestandards,DBQsaregradedonthebasisofthedegreetowhichasignificantnumberofthedocumentshavebeenusedtosupportthethesis,andtheamountandqualityofoutsideinformationincludedintheresponse.

HistoricalInterpretations:Anotherkeytoworkatthecollegiatelevelisanunderstandingofbasichistoriography.Toprovidestudentswithanintroductiontothisaspectofhistoricalstudy,Theseauthorshelpstudentstorecognizehowhistoricalinterpretationschangeovertime,andexaminehowemergingtrendscaninfluencetheprocessofhistoricalinquiry.

Course Texts: Textbook: Carnes, Mark C. and Garraty, John. The American Nation, 13th edition. [CR1a]

SupplementalTexts:

Lowen, James, Lies My Teacher Told Me, Simon & Schuster, 2007

O’Brien, Tim,The Things They Carried

UNIT1:SETTLEMENTANDEXPANSIONOFCOLONIALAMERICA[CR2] 

Textsandothermaterialsutilized:TheAmericanNation,Chapters1‐2;MayflowerCompact;andLowen,Chapter2 

PrimarySources:

a. “On the Pleistocene Antiquity of Monte Verde, Southern Chile” b. “Jamestown starving time” c. “Requerimiento” d. “Pueblo Revolt” e. Deer Skin Map f. Hermon Moll Map g. Black Codes Virginia h. Portion of “Sinners in the Hands of an Angry God”

Themes:ID,WXT,PEO,POL,WOR,ENV

 

 

 

MajorTopics:EarlycontactsamonggroupsinNorthAmerica,andNorthAmericansocietiesinthecontextoftheAtlanticWorld;SpanishexplorationandthedevelopmentofcoloniesintheAmericas;theriseoftheEnglishasanimperialpower,includingtheconflictwiththeSpanish;initialEnglishcolonialsettlements,includingsuccessesandfailures,andtheuniqueattributesofeachofthecolonies;theevolutionofrelationsbetweenthecoloniesandEngland,includingthedebateovercitizenshipandrepresentation;andthemilitaryconflictswiththeFrench,culminatingintheFrenchandIndianWar. 

 

EssentialQuestions:TracetheriseoftheEnglishnation‐statebetween1492and1607.Whatimportantfactorsinfluencedthisrise?Inwhatwaysdidlatercolonizationeffortsattempttolearnfromearlierexperiences?Towhatextentwastherereligiousfreedominthecolonies?ExplainthecausestheconflictbetweentheBritishandtheNativeAmericansandFrenchin1754.Howdidthewarchangethegeopoliticalstandingofeachgroupbytheendofthewar?Howwerethecoloniesalikeandhowweretheydifferent?

UnitActivities:ClassdiscussionsontheriseoftheEnglishstateanditsimpactonmigrationtothecolonies.Documentanalysisactivity:theMayflowerCompact.Historicalinterpretationslesson:AdamSmithandtheMarketSystem.BydrawingonselectionsfromTheAmericanNationandvideosupplements,studentswriteanessaythatexplorestheevolutionofidentitybasedonrace,ethnicity,regionality,andnationality.(ID‐4)[CR4]StudentswriteanessayinwhichtheyevaluatetheimpactoftheColumbianExchangeonNativeAmericansinNorthAmericaduringthe16thcentury.[CR12]StudentsreadLowen,Chapter2,1493TheTrueImportanceofChristopherColumbus.StudentsworkingroupstodeterminewhathistorybooksandournationtodaygetsrightandwrongaboutColumbusbasedonLowen’swork.Followupcomputeractivitytoclarify.

AssignmentsandAssessments:Homeworkassignmentontopicslistedabove.Multiplechoicetestontopicsabove,andseveralmapsfromthecolonialperiod.TakehomeDBQfrom1992TheNorthandtheSouthessayonthequestion,“WhatwerethefactorswhichledtotwodistinctcolonialsocietiesintheNorthandtheSouth?”

UNIT2:BIRTHOFTHENEWNATION(1759‐1789)[CR2]Textsandothermaterialsutilized:TheAmericanNation,Chapters3‐4;TheBirthoftheRepublic(1763‐1789)byEdmundMorgan;andexcerptfromCommonSense,byThomasPaine.RebelsandRevolutionepisodesofAmericatheStoryofUs. 

PrimarySources:

i. “Legacy of the Seven Years War” j. “Pontiac’s Speech” k. “Resolutions of the Stamp Act Congress”

 

 

l. “State Constitution of Pennsylvania” m. “Recalling the Middle Passage”

Themes:ID,WXT,PEO,POL,WOR,CUL 

Major Topics: Political and social causes of the French and Indian War; military engagements andconsequencesoftheFrenchandIndianWar;growingtensionsbetweenthecoloniesandParliamentovertaxationandrepresentation;diplomaticrelationsbetweenthecolonies,theBritishParliament,andtheFrench strategies of both sides in the Revolutionary war, and the course of the battles; origins andstructureoftheArticlesofConfederation;political,socialandeconomicchallengesoftheCriticalPeriod;circumstances surrounding the Constitutional Convention and the structure of the Constitution; andargumentoverratificationandthedevelopmentoftheBillofRights.

EssentialQuestions:WastheAmericanRevolutioninevitable?Towhatextentcouldeithersidehavecontributedtoapeacefulresolutiontotheirdifferences?Analyzethewaysinwhichthecolonistsusedbothlegalandextra‐legalmeansofprotesting.Whichtacticprovedmoresuccessfulandwhy?Whowerethegreatestgeneralsofthewarandwhy?InwhatwayswastheArticlesofConfederationdesignedtocorrecttheperceivedinjusticesofthecolonialera?Whatweretheresultingstrengthsandweaknessesofthedocument?

UnitActivities:StudentscreateavisualcalledTheRoadtoRevolutionshowingandexplainingthekeyeventsleadinguptotheAmericanRevolutionaryWar.Then,debateingroupswhetherthewarwasthebeginningorendoftherevolutionaryperiod.Compareanswersaloud

AssignmentsandAssessments:MultiplechoicetestandDBQ:The1780s,ACriticalPeriod.

UNIT3:THEEARLYNATIONALPERIOD(1789‐1812)[CR2]Textsandothermaterialsutilized:TheAmericanNation,Chapters5‐6;DBQontheAlienandSeditionActs;andexcerptfromMarburyv.Madisondecision.

PrimarySources:n. TecumsehandTenskwatawao. PresidentMadison’sWarMessagep. TreatyofGhentq. FreeTradeandSailors’Rightsr. RedStickWars. MexicanIndependence”

Themes:ID,WXT,PEO,POL,WOR,ENV 

MajorTopics:Birthofanewnationandstruggleforidentity;growingpainsoftheNewRepublic;GeorgeWashingtonandthedevelopmentoftheroleofthePresident;thedebateovertheBankofthe

 

 

UnitedStates,andtheemergenceofpoliticalparties;foreignrelations,includingtheJayTreaty,thePinckneyTreaty,theXYZAffair,theconflictwiththeBarbaryPirates,andthegrowingtensionswithEuropeduringtheNapoleonicWars;Marburyv.MadisonandthedevelopmentoftheroleoftheSupremeCourt;JeffersonianRepublicanism,includingpoliciesregardingtheBank,Louisiana,AaronBurr,andforeignrelations;andelectionsfrom1789to1812. 

EssentialQuestions:TowhatextentcoulditbesaidthattheAnti‐Federalistsprevailedinthefightoverratification?InwhatwaysdidtheUnitedStatesgovernmentworktoachievestability,bothdomesticallyandinternationallyduringthe1790s?ShouldtheAlienandSeditionActsbeviewedasunconstitutional,orweretheyjustanearlyexampleofhardballpolitics?IsitaccuratetosaythattheSupremeCourtdidnotbecomeaco‐equalbranchofthegovernmentuntilaftertheappointmentofJohnMarshall?HoweffectivewastheUnitedStatesinrespondingtothegeopoliticalchallengesitfacedduringthisperiod? 

UnitActivities:ClassdiscussionsonU.S.BankandtheLouisianaPurchaseandhowbothreflectedargumentsforastrictorlooseconstructionoftheConstitution.In‐classdebateontheAlienandSeditionActs.In‐classdocumentanalysisactivity:excerptfromMarburyv.Madisondecision. 

AssignmentsandAssessments:Homeworkassignmentonvocabularytermslistedabove.In‐classessayonFederalistsandRepublicans.Chaptermultiplechoicetest.Take‐homeDBQontheAlienandSeditionActs.

UNIT4:THEWAROF1812ANDITSAFTERMATH(1812‐1828)[CR2]Textsandothermaterialsutilized:TheAmericanNation,Chapters7‐8;andCourtCaseBriefsfromAStudent’sGuidetotheSupremeCourt,byJohnJ.Patrick. 

PrimarySources:t. Jefferson“FirebellintheNight”u. “Maine not to be Couple with the Missouri Question” Poem v. The Confessions of Nat Turner 

w. José Maria Sanchez, reporting on Anglo‐Mexican Relations in Texas Before the Revolution

Themes:ID,POL,WOR,CUL 

MajorTopics:GrowingpainsoftheNewRepublic;foreignrelationsbetweentheUnitedStatesandFranceandBritain;causesandcourseoftheWarof1812;political,social,andeconomicaftermathoftheWarof1812,includingthedeathoftheFederalistParty,theemergenceoftheSecondBankoftheUnitedStates,andtheconflictoverinternalimprovements;thecontestedelectionof1824andtheendoftheEraofGoodFeeling;tariffsandthespecterofnullification;majordecisionsoftheMarshallCourt;theMonroeDoctrineandthegrowthoftheUnitedStatesinregionalpolitics;andtheriseofimmigrationandnativism.

 

 

 

EssentialQuestions:WerethepoliciesoftheUnitedStatesgovernmentnewormerelyacontinuationofpoliciesalreadyinplace?Howdidtheaddition,andsettlement,ofsouthernandwesternlandscontributetothepoliticalstrugglethatresultedintheCivilWar?Towhatextentdidthecottonboomfundamentallytransformsouthernsociety,economicallyandculturally?Inwhatwayswastheemergenceofthefactoryeconomyofthenorthbeneficialtotheregionandthenation?Whatwerethenegativeaspectsoftheneweconomy?WhyisthisperiodoftenconsideredthegoldenageforAmericantransportation?

UnitActivities:Classdiscussionsonthetwo‐partypoliticalsystemandtheAmericanSystem.Mapskillsactivity:battlesoftheWarof1812.Debateonthecontestedelectionof1824.CourtCaseManiaactivity—eachstudentwillresearchonelandmarkcourtcaseandpresentabrieftotheclass. 

AssignmentsandAssessments:Homeworkassignmentonvocabularytermslistedabove.In‐classfreeresponseessayononeoftheessentialquestionslistedabove.Multiplechoicetestcoveringthematerialinthetextbookandclassdiscussionsandactivities.

UNIT5:JACKSONIANDEMOCRACY(1828‐1840) 

Textsandothermaterialsutilized:TheAmericanNation,Chapter9;DBQonJacksonianDemocracy;andexcerptsfromWebster’sdebateandJackson’sbankveto,ADocumentaryHistoryoftheUnitedStates.PrimarySources:

v. J.C.Nott–TypesofMankindw. CherokeeRemovalDocumentsx. Portionof“LettersofWyoming” y. Pro‐slavery(anti‐FreeLabor)

Themes:ID,WXT,POL,CUL 

MajorTopics:Circumstancessurroundingtheelectionsof1824and1828;riseoftheJacksonianDemocraticparty,includingitsbeliefs,policies,andimportantmembers;andtheFourMainCrisesoftheAgeofJackson:theexpandingviewofdemocracy(spoilssystem,rotationinoffice),theNativeAmericanquestion(courtcasesandIndianremoval),thenullificationcrisis,andeconomicissuesoftheperiod(SecondBankoftheUnitedStatesandthePanicof1837).

EssentialQuestions:TowhatextentweretheJacksonianDemocratstrulytheguardiansoftheConstitution,politicaldemocracy,individualliberty,andequalityofeconomicopportunity?InwhatwaysdidAndrewJacksondifferfromhispredecessorsandinwhatwaysdidhecontinuethetraditions,orreflectthetraditionalvaluesoftheearlynationalperiod?TowhatextentdidTheJacksonianPeriodliveuptoitscharacterizationastheeraofthe"commonman”intermsofeconomicdevelopment,politics,

 

 

andexpansion.Inwhatwaysdidtheconflictsovernullificationandthebankpointtothelargersectional,economic,andpoliticaltensionsintheJacksonianage?UnitActivities:TheJacksonGame—simulationactivityrequiringstudentstoresearchpositions,writespeeches,ask/answerquestionsfromthepointofviewoftheircharacters,andcompleteaformalreflectiveessay.In‐classdocumentanalysisactivity:excerptfromDanielWebster’sdebatewithRobertHayne,andAndrewJackson’sbankveto.AssignmentsandAssessments:Homeworkassignmentvocabularytermslistedabove.In‐classDBQessayonJacksonianDemocracy—measuringthemasteryofmaterial,useofdocumentsinsupportingthesisstatement,sophisticationofargumentinresponsetotheprompt,andqualityofformalwriting.Multiplechoicetestcoveringthematerialinthetextbookandfromclassdiscussionsandactivities.UNIT6:REFORMERAPOLICIESANDPRACTICES(1800‐1850)Textsandothermaterialsutilized:TheAmericanNation,Chapter10;Douglass,Frederick,TheNarrativeoftheLifeofFrederickDouglassclassroomset;excerptsfromwritingsbyRalphWaldoEmersonandHenryDavidThoreau;andexcerptfrom“DeclarationofSentiments.”PrimarySources:

z. TemperancePamphletaa. JohnC.Calhoun,SlaveryaPositiveGoodbb. AntonioLopezdeSantaAnnaPresentsHisViewoftheBattleoftheAlamoofSan

Antonio

Themes:WXT,POL,CUL

MajorTopics:Trendsinimmigration,urbanization,industrialization;socialandculturalreactionstotheindustrialage,includingtheSecondGreatAwakening,utopianmovements,andreformers;reformmovementsinvolvingtreatmentofthepoor,theblind,thedeaf,theinsane,andcriminals;thetemperancemovement;reformmovementsinvolvingcivilrights,includingthestatusofslavesandwomen;andartisticandphilosophicalmovementsoftheage,includingtheHudsonRiverSchool,romanticauthors,andtranscendentalists. 

EssentialQuestions:TowhatextentwerethereformandutopianmovementsareflectionofJacksonianideals,andtowhatextentweretheyareactiontothoseideals?Inwhatwaysdidthephilosophers,reformers,artists,andauthorsofthistimeperiodcontributetothedevelopmentofauniquelyAmericanidentity?Whatwerethelargersocialgoalsofthereformers,andtowhatextentweretheysuccessfulinachievingthese?Inwhatwayswerestridesmadebyadvocatesforabolitionism,temperance,andwomen’srights?Whichgroupmadethemostprogress?

UnitActivities:ClassdiscussionsontheSecondGreatAwakeningandutopiansocieties.ReformersChecklistGroupActivity.In‐classdocumentanalysisactivity:“DeclarationofSentiments”SenecaFallsConventionof1848.Historicalinterpretationslesson:WaltW.Rostow’sstagesofeconomicgrowth.

 

 

AfterreadingtheworkofhistoriansRichardHofstadterandRonaldG.Walters,studentsareaskedtowriteanessayagreeingordisagreeingwithHofstadter’sargumentsbyreferencingonereformmovementfromtheantebellumorprogressiveeras. 

AssignmentsandAssessments:Homeworkassignmentonvocabularytermslistedabove.Take‐homeessayonthetranscendentalistmovement.ExcerptfromTheNarrativeoftheLifeofFrederickDouglass.Multiplechoicetest—multiplechoicewithacumulativeessayquestiondrawnfromoneoftheessentialquestionslistedabove.

UNIT7:WESTWARDEXPANSION(1819‐1850) 

Textsandothermaterialsutilized:TheAmericanNation,Chapters11‐12;ReginaldHorseman,RaceandManifestDestiny,excerptfromthetextofCompromiseof1850;andJoaquinHerreraproclamation(1845),JamesPolkspeech(1846),andJohnSloatproclamation(1846). 

Primary Sources:  

a. Turner, Frederick J., author. “The Problem of the West.” Article.  

b. Painting‐ American Progress 

Treaty of Guadalupe Hidalgo 

Lincoln’s Spots Resolutions  

Wilmont Proviso  

 

Themes:ID,PEO,POL,WOR 

MajorTopics:Trendsinwestwardexpansion,specificallyindependenceinTexasandstatehoodissuesinvolvingslavery;lifeonthetrail;OregonandCalifornia;bordercrisisinvolvingMexicoandtheMexicanWar;andnegotiationoftheTreatyofGuadalupe‐HidalgoandshiftingpowerstructureinNorthAmerica. 

EssentialQuestions:WhateffectdidJohnTyler’spresidencyhaveuponthesectionaltensionsoftheera?WhatmotivatedsettlerstocometoTexasinthe1820sand1830s?HowdidthesemotivescontributetotheconflictthatledtoTexanindependence?WhatweretheissuesinthedebateovertheadmissionofTexastotheUnion?HowdidthegoldrushandtheestablishmentoftheOregonTrailcontributetomanifestdestinyandthegrowingsectionalcrisis? 

 

 

UnitActivities:ClassdiscussionsonTexasindependence,theWilmotProviso,andtheCompromiseof1850.AfterlookingatAPeople’sHistoryoftheUnitedStates,thetextbook,ReginaldHorseman’sRaceandManifestDestiny,andspeeches/proclamationsofleaders(Herrera,Polk,Sloat)atthetime,studentshaveaclassroomdebateonthequestion,"WastheMexican

Warajustifiedactofselfdefenseoranunjustifiedactofimperialism,andaretherecomparisonstothepresentwarsinIraqandAfghanistan?” 

AssignmentsandAssessments:Homeworkassignmentonvocabularytermslistedabove.Multiplechoicetest,includingmapsoftheMexicanWar.In‐classDBQonManifestDestiny.StudentswriteessayontheCompromiseof1850. 

UNIT8:COMINGOFTHECIVILWAR(1830‐1860) 

Textsandothermaterialsutilized:TheAmericanNation,Chapter13;excerptfromtheDredScottDecision,DivisionepisodeofAmericatheStoryofUs. 

More Primary sources: 

a. Personal Letters from Abraham Lincoln 

b. Dred Scott Decision 

c. Lincoln‐Douglas Debates  

Themes:ID,WXT,PEO,POL,CUL 

MajorTopics:EffectsoftheMexicanWarintermsoflandacquisition,slavery,economics,andpolitics;TheFourHorsemenoftheAmericanApocalypse,includingUncleTom'sCabin,theKansas‐NebraskaAct,theDredScottDecision,andJohnBrown'sRaid;andtheSecessionCrisis. 

EssentialQuestions:Inwhatwaysdidthedebatesoverimmigrationandexpansionmerelymasktheconflictoverslavery?Atwhatpointdidsecessionbecomeinevitable?ProvidesupportingevidenceforwhyyoubelievetheCivilWarcouldhavebeenavoidedbeforethatpoint—ornot.Towhatextentdidthe“FourHorsemenoftheAmericanApocalypse”thatwediscussedinclasscontributetothegrowingdivisioninthecountry? 

UnitActivities:ClassdiscussionsontheeffectofUncleTom’sCabinandJohnBrown’sraidatHarpersFerry.DocumentanalysisoftheDredScottDecision.SimulationoftheLincoln‐Douglasdebates. 

 

 

AssignmentsandAssessments:Homeworkassignmentonvocabularytermslistedabove.In‐classessayontheFourHorsemenoftheAmericanApocalypse.Multiplechoicetestandtake‐homeessayontheconstitutionalityofsecession.

UNIT9:ERAOFTHECIVILWAR(1858‐1865) 

Textsandothermaterialsutilized:TheAmericanNation,Chapter14;“TheGettysburgAddress”and“SecondInauguralAddress;”andhistoricalinterpretationslessondrawnfromHughTulloch’sTheDebateontheAmericanCivilWarEraandJamesMcPherson’sBattleCryofFreedom. 

Themes:ID,POL,WOR,ENV,CUL 

MajorTopics:Outbreakofthemilitaryconflictbetweennorthandsouth,andthecourseofthewar;political,diplomatic,socialandeconomicconsequencesofthewar,northandsouth;religionandtheabolitionistcause;theEmancipationProclamationanditseffectsonthewareffortandtheslavepopulation;andgeneralsandleadershipduringthecrisis,northandsouth.

EssentialQuestions:Towhatextentwerethemilitaryfortunesofthenorthandsouthshapedbytheirgeneralsandthepoliticalfortunesshapedbytheleaders?InwhatwaysandtowhatextentdidthenatureofwarfarechangeasaresultoftheCivilWar?Whoaretheheroesofthistimeperiodandwhatmakesthemso?WasitinevitablethattheSouthwouldlosetheCivilWar?Whyorwhynot? 

UnitActivities:ClassdiscussionsonUnionandConfederategenerals,wartimediplomacy,andturningpointsinthewar.StudentledsimulationofajointpressconferencewithPresidentsLincolnandDavis,June30,1863.Debateoncivillibertiesduringwartime.Documentanalysisactivity:theGettysburgAddressandLincoln’sSecondInauguralAddress.Historicalinterpretationslesson:economic,political,andideologicalinterpretationsofthecausesandeffectsoftheCivilWar.StudentsanalyzethefactorsthatledtoAbrahamLincoln’sissuanceoftheEmancipationProclamationanditsresultingimpactsontheUnion’swareffort.

AssignmentsandAssessments:Homeworkassignmentonvocabularytermslistedabove.Take‐homeessay:newspaperarticlecoveringthepressconference.In‐classfreeresponsequestiononhistoricalinterpretations:studentschooseanddefendoneinterpretationoftheCivilWar.MultiplechoicetestwithanessayquestiondrawnfromthelistofessentialquestionsandmapsoftheCivilWar.UNIT10:RECONSTRUCTION(1865‐1877)Textsandothermaterialsutilized:TheAmericanNation,Chapter15,andAmendmentXIVoftheUnitedStatesConstitution.Themes:ID,POL,CUL

PrimarySources:

 

 

ThaddeusStevensSpeechDecember18,1865

Re‐Construction,oraWhiteMan’sGovernment,CurrierandIvesCartoon

FrederickDouglass,“Reconstruction”,AtlanticMonthly,December1866

ReportoftheJointCommitteeonReconstruction,June20,1866

FourteenthAmendmenttotheU.S.Constitution

MajorTopics:CompetingmodelsforReconstruction:Presidential,Congressional,andWhiteSouthern;theassassinationofPresidentLincolnanditsimplicationsforReconstructionandthepoliciesofAndrewJohnson;militaryoccupationofthesouth,theemergenceofblackrepublicangovernments;impeachmentofAndrewJohnson;RadicalizationofReconstruction;13th,14thand15thAmendments,whiteresistance,theKKKandthespiralofviolence;andreadmittingsouthernstates,theGrantscandals,therestorationofconservativewhitegovernments,andthegradualdenialofblackrightsintheSouth. 

EssentialQuestions:TowhatextentdidtheassassinationofAbrahamLincolncontributetomoreharshReconstructionpolicies?TracethewaysinwhichCongressattemptedtosecurerightsforfreedslavesandthestepssouthernstatestooktoobstructCongressionalactions.InwhatwaysdidtheimpeachmentofAndrewJohnsonrevealthefaultlinesofAmericanpoliticsintheyearsfollowingtheCivilWar?HowdidthescandalsoftheGrantAdministrationunderminethegoalsofReconstruction?TowhatextentwasCongressionalReconstructionasuccess?

 

UnitActivities:ClassdiscussionsoftheReconstructionActs,andonArthurSchlesinger’sscaleofpresidentialgreatnessasitappliestoJohnsonandGrant.SimulationoftheImpeachmentofAndrewJohnson.Documentanalysisactivity:AmendmentXIV. 

AssignmentsandAssessments:Homeworkassignmentonvocabularytermslistedabove.OnlinemessageboardpostingongoalsandaccomplishmentsofReconstruction.Readingquizonmajortopicsinthechapterandamultiplechoicetestonthe1870s. 

UNIT11:WESTWARDEXPANSIONANDINDUSTRIALIZATION(1880‐1900) 

Textsandothermaterialsutilized:TheAmericanNation,Chapters16‐17;andexcerptfromAndrewCarnegie’s“Wealth.”CitiesepisodeofAmericatheStoryofUs. 

Primary Sources: 

Treaty of Guadalupe Hidalgo  

 

 

Petition of Amelia Bloomer Regarding Suffrage in the West 

Homestead Act of 1862 

Themes:ID,WXT,PEO,POL,CUL,ENV 

MajorTopics:Socialandeconomiceffectsofpost‐bellumindustrializationintheNorthandtheSouth;theexpandingeconomicpoweroftheUnitedStatesintheworldeconomy;impactofanunregulatedeconomyonthedevelopmentofheavyindustryandtheemergenceofbusinesstycoons;casestudiesonRockefeller,Carnegie,Morgan,andVanderbilt;earlyattemptstoreininbigbusinessbythegovernmentatthestateandfederallevels;westwardexpansionasseeninthecontextoftherailroadindustryandemergingeconomicinterests;conflictsbetweenNativeAmericansandsettlers,ranchers,miners;andmilitaryconflictswithNativeAmericans. 

EssentialQuestions:Towhatextentis“TheGildedAge”anaptdescriptionofthetimeperiod?InwhatwaysdidthecourtsundermineReconstructioneffortstobringaboutracialequality?TracetheriseofAmericanindustrialization.WhatfactorscontributedtoAmericanindustrializationinthelate19thCentury?

FRQ:TowhatextentwasthepolicyoftheUnitedStatestowardNativeAmericansacontinuationofanearlypolicy,andtowhatextentwasitnew? 

UnitActivities:ClassdiscussionsonMaterialism,Marxism,andtheIndianWars.Mapskillsexercise:NativeAmericansoftheGreatPlains.Student‐ledroundtabledebateonthesocialeffectsofwestwardexpansionandindustrialization.Documentanalysisactivity,“Wealth”byAndrewCarnegie. 

AssignmentsandAssessments:HomeworkassignmentontopicslistedaboveandmessageboardpostingonthegoodandnegativesidesofRockefeller,CarnegieandMorgan.Multiplechoicetest,includingatake‐homefreeresponseessayon"Rockefeller,CarnegieandMorgan:RobberBaronsorIndustrialStatesmen.” 

UNIT12:THEGILDEDAGE(1880‐1900) 

Textsandothermaterialsutilized:TheAmericanNation,Chapters18‐19;GildedAgeDBQ;and

excerptfromWilliamJ.Bryan’s“CrossofGold”speech

Themes:WXT,PEO,POL,WOR,ENV,CULPrimary Sources: 

Bryan’s Cross of Gold Speech  

Photographs of Lewis Hine: Documentation of Child Labor 

 

 

 

 

 

MajorTopics:Industrialization,urbanization,andculturaltransformations;domesticandglobalchallengesandthecreationofmassculture;culturaleffectsofderegulation,industrialization,andwestwardexpansion;urbanizationandthecompetingidealsofcityandrurallifeinAmerica;immigration,minorityrights,andarigidclasssystem;corruptionandmachinepoliticsinstateandlocalgovernments;theriseofagrariandiscontentandthePopulistresponse;andcompetingargumentsabouttheproperroleofgovernmentinthisera,leadingtoanintroductionofProgressiveideals. 

EssentialQuestions:Towhatextentdidstate/federalgovernmentsattempttoregulatebigbusinessduringthelastquarterofthenineteenthcentury?InwhatwaysdidreformmovementsandorganizationsattempttosolvethesocialproblemsfacingU.S.society?Towhatextentwassociety“reformed”bytheseefforts?UnitActivities:Classdiscussionsontrendsinimmigration,industrializationandtheSocialGospel.In‐classdebateontheproperroleofgovernmentduringthisera.In‐classdocumentanalysisactivity:Bryan’s“CrossofGold”speech.Historicalinterpretationslesson:WaltW.Rostow’sstagesofeconomicdevelopment. 

AssignmentsandAssessments:Homeworkassignmentonvocabularytermslistedabove.DBQ:TheFederalGovernment&LaissezFaire.Multiplechoicetest.DBQ:ThePopulists

UNIT13:THEPROGRESSIVEERA(1890‐1920) 

Textsandothermaterialsutilized:TheAmericanNation,Chapters20‐21;U.S.censusandimmigrationchartsfrom1890,1900,1910,1920;LewisHinesandJacobRiisphotos;JaneAddamsstatementonreform;andmapsofurbangrowth.Primary Sources:  

Majority Opinion in Plessy V. Ferguson 

Platform Adopted by National Negro Committee 1909 

NAACP Charts its Future‐ 1919 

W.E.B. Du Bois “Of Mr. Booker T. Washington and Others” speech 1903 

Atlanta Compromise 

Number of Immigrants to the U.S. per Decade (1820‐1990) 

Themes:ID,WXT,POL,CUL 

 

 

MajorTopics:Progressivismdefined,goalsofProgressivism,andtypesofProgressives;muckrakers,socialreform,andtheuseofthemediatoachievesocial,economic,andpoliticalgoals;radicalmovements,theIWWandSocialistParty,thechangingroleingovernment(includingstateandlocal);roleofPresidentsRoosevelt,Taft,andWilsoninpromotingProgressiveagendasatthefederallevel;andsuccessesandfailuresoftheProgressiveEra. 

EssentialQuestions:Whatweretherootcausesoftheprogressivemovement?Whydidthemovementflourishinthenorthandwest,butlacksupportinthesouth?Towhatextentdidstateandlocalgovernmentsinfluencethemovementatthenationallevel?IsitaccuratetodescribeRoosevelt,Taft,andWilsonasprogressives?Whowasthemostprogressiveandwhy?Theleast?Weretheconditionsoffarmers,thepoor,women,andAfrican‐AmericansimprovedbyprogressivereformsfromtheElectionof1896totheoutbreakofWorldWarI?

StudentsusedocumentsmadebytheSocialistLaborParty,EmmaGoldman,andtheIWWandmakeanargumentforthevalidityoftheradicalideasandmovementsthatcameoutoftheindustrialage. 

StudentsusematerialfromcensusdataaboutimmigrationtomakepresentationsondifferentethnicandnationalgroupsandthecreationoftheImmigrationAct1924.UnitActivities:ClassdiscussionsontheroleofmuckrakersandonthirdpartycandidaciesintheProgressiveEra.In‐classdebatefocusingonthestrengthsandweaknessesoftheProgressivemindset,aswellasthesuccessesandfailuresofProgressiveprograms.In‐classdocumentanalysis:excerptsfromTheJunglebyUptonSinclairandTheHistoryoftheStandardOilCompanybyIdaTarbell.AssignmentsandAssessments:Homeworkassignmentonvocabularytermslistedabove.Formalessayonthecontentdiscussedinthedebates.Multiplechoicetest,includingafreeresponseessayquestiononindustrialization. 

UNIT14:FROMISOLATIONTOIMPERIALISM(1890‐1914)[CR2] 

Textsandothermaterialsutilized:TheAmericanNation,Chapter22;DBQonImperialism;anddocument:“TheRooseveltCorollary.”

PrimarySources:

RooseveltCorollary

ExcerptfromMahan,InfluenceofSeaPower

Anti‐ImperialistLeaguespeeches

PoliticalCartoons

Themes:ID,POL,WOR 

 

 

MajorTopics:Industrialization,urbanization,andculturaltransformation;domesticandglobalchallengesandthecreationofmassculture;earlyexpansionism,fromYoungAmericatotheChileanandVenezuelanconflicts;Mahan,CoalingStations,thebuildingoftheUnitedStatesnavy,andinitialimperialisticefforts,includingHawaii;AmericaninvolvementandinfluenceintheSpanish‐AmericanWar,theFilipinoInsurrection,andthePanamanianCrisis;Mexico,Americaninvolvement,theTampicoIncident,andPanchoVilla;andnon‐interventioninEuropeanaffairsattheoutbreakofthefirstWorldWar. 

EssentialQuestions:TowhatextentdidthedomesticandinternationalpoliciesofTheodoreRooseveltreflectthevaluesofhisera?Whatwerethecauses,course,andeffectsoftheSpanish‐AmericanWar?Whatwerethechiefargumentsoftheimperialistsandanti‐imperialists;whatwastheparticularsignificanceoftheRooseveltcorollary?HowdidtheAmericaninterestinthedevelopmentofacanalinPanamaevolve? 

UnitActivities:StudentsengageinclassdebateanalyzingtheextenttowhichtheSpanish‐AmericanWarwasaturningpointinthehistoryofU.S.foreignrelations.ClassdiscussiononthediplomacysurroundingstatusoftheCanalZone,thebuildingoftheCanal,andonthePhilippineInsurrection.SimulationontheOpenDoorPolicy.Debateonthecauses,effects,andrelativemeritsofimperialism.Documentanalysis:theRooseveltCorollary.

AssignmentsandAssessments:Homeworkassignmentonvocabularytermslistedabove.Take‐homedocumentbasedquestiononAmericanimperialism.Multiplechoicetestwithshortanswerresponses.Mapskillstake‐homeassignment:theAmericansphereofinfluenceafter1898.DBQ‐TheTreatyofParisof1899. 

UNIT15:WORLDWARIANDITSAFTERMATH(1914‐1932) 

Textsandothermaterialsutilized:TheAmericanNation,Chapter23;SchenckcasebriefhandoutfromTheSupremeCourtoftheUnitedStates,AStudentCompanion;andexcerptfrom“TheFourteenPoints.”Primary Sources:  

Zimmermann Telegram  

Treaty of Versailles 

Sow the Seeds of Victory! 

Posters from the Food Administration During World War I 

 

Themes:WXT,PEO,POL,WOR,CUL

 

 

 

MajorTopics:Domesticandglobalchallengesandthecreationofmassculture;initialoppositiontoAmericaninvolvementintheFirstWorldWar;theLusitania,theSussexPledge,theZimmermanTelegram,andunrestrictedsubmarinewarfare;thecourseofthewar,beforeandafterAmericaninvolvement;CivilRightsforAmericansduringandafterthewar;theTreatyofVersaillesandtheSenatefightoverratificationandtheLeagueofNations;WarrenG.Harding,Normalcy,andtheendoftheProgressiveEra;andsocial,political,economic,andculturaltrendsduringthe1920s. 

EssentialQuestions:InwhatwayswereAmericanrelationswithMexicoademonstrationoftheUnitedStatesasthedominantpowerinthehemisphere?Howdidregionalrelationsevolveduringthisperiod?Whatweretheeventsandpoliciesthatculminatedinthedecisiontogotowarin1917?AssessWoodrowWilsonintermsofhiswartimeleadershipandhisvisionforapostwarworld.InwhatwaysweretheLeaguefightandtheRedScareemblematicoftheshiftinAmerica’sworldviewintheyearsfollowingtheGreatWar?WerethemajorsocialissuesandconflictsoftheTwentiesuniquelymodern,orweretheymerelycontinuationsofearlierissuesandconflicts?Towhatextentisthefollowingstatementvalid:“TheTwentieswerethenewGildedAge.”TowhatextentdidthewritersandartistsoftheTwentiesreflectandchallengetraditionalAmericanvalues? 

UnitActivities:ClassdiscussionsonAmericandiplomacybefore,during,andafterWorldWarI,theroleofthenationalgovernmentduringthe1920s,andtheSchenckv.U.S.decision.SimulationactivityontheratificationoftheTreatyofVersailles.Documentanalysisactivity:WoodrowWilson’sFourteenPoints. 

AssignmentsandAssessments:Homeworkassignmentonvocabularytermslistedabove.Take‐homeessay:positionpaperrulingontheSchenckcase.OnlinemessageboardpostingonNormalcy,drawnfromoneoftheessentialquestionslistedabove.Multiplechoicetestwithseveralshortanswerquestions. 

UNIT16:THEGREATDEPRESSIONANDTHENEWDEAL(1929‐1941)Textsandothermaterialsutilized:TheAmericanNation,Chapter26;DBQontheNewDeal;andStudsTerkel’sHardTimes

PrimarySources:

WPAslavenarratives

DorotheaLangePhotographs

FDR'sFirstInauguralAddress

FDR'sFiresideChatonthePurposesandFoundationsoftheRecoveryProgram

Themes:ID,WXT,POL,CUL,ENV 

 

 

MajorTopics:EconomictrendsinthewakeoftheFirstWorldWar,andthecollapseoftheworldeconomy;theStockMarketCrash,cropfailures,andthecollapseofthebankingindustryby1932;theBonusArmy,Hoovervilles,andthesocialcrisissurroundingtheelectionof1932;FDR,HundredDays,theFirstandSecondNewDeals,andtherecastingoftheroleofgovernment;courtchallengestotheNewDealprograms,andotherdissentingvoices,includingeconomicandreligiouscritics;theoveralleffectsoftheNewDealprogramsontheeconomy,politics,andthepopularunderstandingoftheroleofgovernmentinAmericansociety. 

EssentialQuestions:WhatweretheunderlyingcausesoftheGreatDepressionandtheinitialattemptsbytheHooveradministrationtomitigateitseffects?TowhatextentdidthereformsoftheNewDealtrulytransformtheroleofgovernment,andtowhatextentdidtheymerelybuilduponanearlierfoundation?WhatwastheevolutionoftheconflictbetweenFDRandtheSupremeCourtfromthebeginningofhisfirsttermtothebeginningoftheSecondWorldWar?WhatwerethemajorargumentsmadebyNewDealcritics?TowhatextentdidAmericansacceptandapproveofthechangeswroughtbyNewDealpoliciesandlegislation?HowdidFDRreconcilehisownbeliefsaboutinterventionwiththeisolationistmoodofthecountryatthetime? 

UnitActivities:ClassdiscussionsontheoriginsoftheGreatDepression,ontheHundredDays,andonNewDealcritics.Student‐directedrole‐playingactivityabouttheCourtPackingPlan.Documentanalysisactivity:ImagesoftheGreatDepressionandtheNewDeal.UsingtheSOAPSTonehandout,studentsanalyzeandcontrastoralhistoriesfromtheGreatDepression,suchasStudsTerkel’sHardTimesandtheWPAslavenarratives.AssignmentsandAssessments:Homeworkassignmentonvocabularytermslistedabove.In‐classdocumentbasedquestionontheNewDeal.Multiplechoicetest,withanessayquestiondrawnfromtheessentialquestionslistedabove. 

UNIT17:AMERICAANDTHESECONDWORLDWARTextsandothermaterialsutilized:TheAmericanNation,Chapter27;excerptfrom“TheFourFreedoms,”ADocumentaryHistoryoftheUnitedStates;andhistoricalperspectiveslessondrawnfromTheSecondWorldWar:ACompleteHistory,byMartinGilbert.Primary Sources:  

Executive Order 9066 

Remarks of President Roosevelt and Her Majesty Wilhelminia, on the transfer of a ship under the Lend‐ 

Lease Act, August 6, 1942 

The Atlantic Charter  

Various Pieces of Propaganda  

Themes:ID,WXT,PEO,POL,WOR 

MajorTopics:Americanisolationisminthe1930s,theNeutralityActs,andtheslowdrifttowardinterventionby1941;PearlHarbor,involvementintheWar,mobilization,anditseffectsonAmerican

 

 

economy,society,andpolitics;civillibertiesduringthewar,especiallythestatusofJapaneseAmericans;thecourseofthewarinthePacificandinEurope,includingthedroppingoftheatomicbombandtheendofthewar;anddiplomacyduringthewar,fromtheAtlanticChartertothePotsdamConference.

EssentialQuestions:Citingleaders,battles,andotherevents,whatwerethehighpoints,lowpoints,andturningpointsofthewarinEurope?Citingleaders,battles,andevents,whatwerethehighpoints,lowpoints,andturningpointsofthewarinthePacific?Towhatextentcanthetwowarsbecomparedintermsof(a)treatmentofminorities,(b)opportunitiesforwomen,(c)civilliberties,and(d)plansforthepost‐warorder?Tracethecourseofdiplomaticrelationsbetweenalliesfromthebeginningofthewartotheend.Howdidthegoalsandstrategieschangeovertime?Whatweretheargumentsforandagainstdroppingtheatomicbombin1945? 

UnitActivities:ClassdiscussionsonPearlHarbor,thetwofrontsofthewar,andwartimediplomacy.Debateonthedecisiontodroptheatomicbomb.Documentanalysisactivity:FourFreedoms.Mapskillslesson:EuropeanandPacificTheatersofWar.Historicalperspectiveslesson:JapaneseInternment. 

AssignmentsandAssessments:Homeworkassignmentonvocabularytermslistedabove.Take‐homeessayonU.S.strategyanddiplomacyduringWWII.MultiplechoicetestonWWII.DBQ‐TheDecisiontoDroptheAtomicBombUNIT18:ORIGINSOFTHECOLDWAR(1945‐1968)[CR2]Textsandothermaterialsutilized:TheAmericanNation,Chapters28‐29;“TheSourcesofSovietConduct.”Primary Sources: 

President Harry Truman, Address before a Joint Session of Congress, March 1947 

Telegram from George Kenan 

North Atlantic Treaty 

John Foster Dulles,, Address before the Associated Press April 1957 

 

 

Themes:WXT,POL,WOR,CUL 

MajorTopics:Theemergenceoftwoopposingsuperpowers;containment,theMarshallPlan,NSC‐68,andthegrowingmilitaryandeconomicburdenoftheColdWar;initialconflictsinGreeceandTurkeyproducetheTrumanDoctrineasacornerstoneofU.S.foreignpolicy;divisionofKorea,theinvasionofthesouthin1950andthecourseoftheKoreanConflict;theroleoftheUnitedStatesinColdWarconflictsinEgypt,Hungary,FrenchIndochina,andCuba;andKennedyandtheColdWar:BayofPigs,Berlin,andtheSpaceRace. 

 

 

EssentialQuestions:InwhatwayswastheMarshallPlananattempttoavoidthemistakesthathadbeenmadeaftertheTreatyofVersailles?TowhatextentdidrelationsbreakdownbetweentheUnitedStatesandtheSovietUnioninthewakeoftheSecondWorldWar?InwhatwaysdidthecontainmentpolicyandthefalloutfromtheChineseRevolutioncontributetothecultureoffearandconservatismduringthe1950s?InwhatwaysweretheBayofPigs,theSpaceRace,andtheCubanMissileCrisisrelated? 

UnitActivities:ClassdiscussionsonthewarinKoreaandtheCubanMissileCrisis.TheMcCarthyProject:student‐directedsimulationactivityexaminingthefearandsuspicionduringtheRedScare.In‐classdocumentanalysis:excerptfrom“TheSourcesofSovietConduct,”byGeorgeKennan.StudentsworkinginsmallgroupscomparetheunderlyingcausesofWWI,WWII,andtheColdWarandmakeanargumentthatU.S.foreignpolicyinthe20thcenturydidordidnotpromotedemocraticgovernmentsaroundtheworld.

AssignmentsandAssessments:Homeworkassignmentonvocabularytermslistedabove.McCarthyProjectformalessay.UNIT19:COLDWARCULTUREANDSOCIETY(1950‐1970)Textsandothermaterialsutilized:TheAmericanNation,Chapters29‐30;excerptfrom“LetterfromBirminghamJail.”PrimarySources:LetterfromBirminghamJailTheCivilRightsActof1964TheVotingRightsActof1965Themes:ID,WXT,POL,CUL,ENVMajorTopics:Trendsinpopularmediaandcultureduringthe1950sand1960s;theRedScareanditsimpactonculturalconformity,andthebacklashagainstthatconformityduringthe1960s;themoderncivilrightsmovement,includingBrownv.Board,theMontgomeryBusBoycott,Sit‐Ins,theCivilRightsActandVotingRightsAct,Dr.MartinLutherKing,MalcolmX,HueyNewton,theBlackPanthers;civilrightsmovementsbyothergroups,includingwomen,NativeAmericans,andgays;post‐warreligioustrends;youthandfarmworkers;andbaby‐boomersandtheemergenceofanti‐institutionalism.EssentialQuestions:Whowerethegreatfiguresinpost‐warartandliterature?Specifically,whatdidtheirworksayaboutthepost‐warsocietyandvalues?Towhatextentwasthesexualrevolutionrevolutionary?Towhatextentwasitacontinuationofpastmovements?WhatwerethehighandlowpointsoftheCivilRightsMovement,from1954to1968,andtowhatextentwerethecivilrightsofAfricanAmericansextended?Howdidtheroleofstudentsevolveduringthisperiod?StudentscompareNAACPmaterialsfromthe1920sand1930sonlynchingandcivilrightswith1950scivilrightsmaterials.Studentsmustmakeapresentationonwhythereweredifferencesandsimilaritiestotheclass.

 

 

UnitActivities:Student‐directedroundtabledebateonthesubjectofthemoderncivilrightsmovement.In‐classdocumentanalysis:“LetterfromBirminghamJail.”Studentswriteanessaythatcomparesthewomen’smovementofthe1960swiththewomen’smovementattheturnofthe20thcentury.Studentsmustmakeanargumentaboutthenatureoftheideas,strategies,andaccomplishmentsofwomenfrombotheras.Weretheysimilarordifferent?AssignmentsandAssessments:Homeworkassignmentonvocabularytermslistedabove.Multiplechoicetest,includingseveralshortanswerquestionsaboutthesocialmovementsofthe1960s.UNIT20:THEVIETNAMWARANDITSAFTERMATH(1961‐1975)Textsandothermaterialsutilized:TheAmericanNation,Chapters29‐30;DBQonpost‐warAmerica;LyndonB.JohnsonandAmericanLiberalism;andAPeople’sHistoryoftheUnitedStates.

PrimaryDocuments:LetterfromHouseMinorityLeaderGeraldR.FordtoPresidentRichardM.Nixon

Giddeonv.Wainwright

Escobedov.Illinois

LetterfromKennedytoNgoDinhDiem

VietnamVeteransAgainsttheWarStatement

Themes:ID,PEO,POL,WOR,CUL 

MajorTopics:DienBienPhu,HoChiMinh,theassassinationofDiem,andthegrowthofAmericaninvolvementinFrenchIndochina;theGulfofTonkinincidentandtheexpansionofAmericaninvolvementinthewar;thecourseofthewarfrom1964to1975,includingbombingcampaignsoftheNorth,theTetOffensive,theincursionintoCambodia,theParisPeaceAccords,andtheFallofSaigon;andAmericansupportforandoppositiontothewarinVietnam,anditseffectsonthepolitical,economic,andsocialsituationintheUnitedStatesduringthistime. 

EssentialQuestions:InwhatwaysdidthewarinVietnamreflectthegeopoliticalstrugglesoftheColdWar?TowhatextentdidgrowingdiscontentwiththewarinfluencechangesinAmericanpolicybetween1968and1975?Howeffectivewerethetacticsusedbyopponentsofthewar?Towhatextentwasthecounterculturemovementdrivenbyoppositiontothewar,andtowhatextentwereothercontributingfactorsatwork? 

UnitActivities:Classdiscussiononthecounterculturemovement,theCambodianIncursionandKentStatekillings.DebateontheGulfofTonkinResolution.Mapskillslesson:theTetOffensive.Inaneight‐pageessay,studentscomparetheinterpretationsofVietnaminLyndonB.JohnsonandAmericanLiberalismandAPeople’sHistoryoftheUnitedStates.Whatmadethesehistoriansseethesameeventsodifferently? 

 

 

AssignmentsandAssessments:Homeworkassignmentonvocabularytermslistedabove.Take‐homedocumentbasedquestiononthepost‐WWIIperiod.Multiplechoicetest,includingin‐classessaydrawnfromtheessentialquestionslistedabove. 

UNIT21:SOUNDBITESOCIETY(1970‐PRESENT) 

Textsandothermaterialsutilized:TheAmericanNation,Chapters31‐32;“TheContractwithAmerica.” 

Themes:ID,WXT,PEO,POL,WOR,ENV,CUL 

MajorTopics:IncreasingprosperityandglobalresponsibilitiesafterWWII;globalizationandredefiningnationalidentity;creationoftheEnvironmentalProtectionAgency;Watergate,theresignationofPresidentNixon,andtheemergingdistrustofgovernment;expandingroleofthepopularmedia;modernreligionandpoliticalactivism;Reaganism:deregulation,increaseinmilitaryspending,andtheIran‐contrascandal;liberalismonthewane:theRepublicanRevolutionof1994,theImpeachmentofPresidentClinton;RodneyKingandAnitaHill;WelfareReformActof1996;theelectionof2000,terrorismandthewarsinAfghanistanandIraq,andemergingquestionsaboutcivillibertiesandtheroleofthefederalgovernmentduringatimeofcrisis. 

EssentialQuestions:WhatwaysdidthevariousMiddleEasternconflictsfirstsymbolizeandlaterreplacethemajorconflictsoftheColdWar?TowhatextentweretheReagan/BushpresidenciessuccessfulinrollingbackreformsoftheNewDealandGreatSocietyandinreshapingtheroleofgovernment?TowhatextentwasAmericatransformedbysocietalchanges—fromtelevisiontoracerelationstoAIDSandcrackcocaine?HowdidtheroleofthePresidentchangeintheyearsfromtheWatergatescandalthroughtheterroristattacksofSeptember11th? 

UnitActivities:ClassdiscussionsontheReaganRevolution,thecollapseofcommunism,andmodernimmigration.DebateonFord’spardonofNixon,andtheriseoftheNewRight.Documentanalysisactivity:ContractwithAmerica.UsingLisaMcGirr’sSuburbanWarriors,studentsmaptheideasandstrategiesoftheNewRightandcomparethismovementtoearliermoments(1880s,1920s,1950s)ofconservativeactivism.Whatvaluesremainedconstantoverthislongperiodoftime? 

Studentswriteasixtoeight–pageessaythatexaminestheevolutionofideasandpoliciesrelatedtotheenvironmentfrom1900to1975.Theessaymustuseatleastsixsecondarysourcesandmakeanargumentaboutwhytheenvironmentbecameworthyofregulationby1970. 

AssignmentsandAssessments:Homeworkassignmentonvocabularytermslistedabove.In‐classessayontheculturalmalaiseofthe1970sand1980s.Multiplechoicetest,includingtake‐homeessayfromessentialquestionslistedabove.war;trendsinimmigration;andthe2008election.