unit-based pacing guide for the 2019 ap course framework ... · within period 2, but they will be...

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Unit-Based Pacing Guide for the 2019 AP® Course Framework

Henretta, America's History for the AP® Course, 9th Edition

AP® Unit 1 Period 1: 1491–1607 Suggested Length: 5-7 Periods

Day Chapter Pages Assigned AP® Topic AP® Theme

Suggested Assignments Coverage Notes

1 Chapter 1 Read pages 6-18: from “The Native American Experience to Europe: The Edge of the Old World”

Topic 1.2 Native American Societies Before European Contact

Geography and the Environment

Chapter 1 AP Focus: America In The World-”Altered Landscapes”

Chapter 1 AP Focus: Interpreting The Past-”How Connected Were Native American Communities Before 1492?”

Teachers should take advantage of the Thematic Focus with this topic. In particular, teachers should focus on having students develop an understanding of the differences among American Indian tribes by leveraging geographical and environmental differences.

2 Chapter 1 Read pages 18-23 from “Western Europa: The Edge of the Old World” to “West and Central Africa: Origins of the Atlantic Slave Trade”

Topic 1.3 European Exploration in the Americas

America in the World

Categorizing Changes: Teachers can have students categorize the changes within European society to better develop an understanding of how to weigh the significance of the causes of exploration.

While this section focuses on the changes within European societies, teachers should encourage their students to see the connections between these changes and the rationale for exploration in the New World.

Students should be able to not only account for the causes of European exploration, but they should also be able to weigh the relative significance of the various causes.

3 Chapter 1 Read pages 23-31 from “West and Central Africa: Origins of the Atlantic Slave Trade” to “Sixteenth-Century Incursions”

Topic 1.5 Labor, Slavery, and Caste in the Spanish Colonial System

Social Structures Chapter 1 AP Focus: Thinking Like a Historian: “Colliding Cultures”

Too often, students see historical events in a vacuum and the origins of slavery in the Atlantic system is no exception. Spending a class period on this topic helps students develop an understanding of the broad connections across time and space needed for success on the AP Exam.

4 Chapter 1 Read pages 31-36 from “Sixteenth-Century Incursions” to End of Chapter 1

Topic 1.4 Columbian Exchange, Spanish Exploration, and Conquest


Chapter 1 AP Focus: Analyzing Voices: “A Spanish Priest Criticizes His Fellow Colonists”

Knowing the causes of the Columbian Exchange is paramount to gleaning an overall understanding of Period 1. Using the maps provided in the textbook encourages students to develop an



understanding of the global nature of the Columbian Exchange.

5 Chapter 2 Read pages 38-44 from “American Experiments” to “Plantation Colonies”

Topic 1.4 Columbian Exchange, Spanish Exploration, and Conquest

AND

Topic 1.6 Cultural Interactions Between Europeans, Native Americans, and Africans


AND


Rather than seeing this topic as European-centric, students should understand how and why American Indians resisted European settlement. Additionally, students should understand how American Indians interacted with different European settlers.


Day Chapter Pages Assigned AP® Topic AP® Theme


1 Chapter 2 Read pages 44-50 from “Plantation Colonies” to “Plantation Life”

Topic 2.2 European Colonization AND Topic 2.4 Transatlantic Trade

Migration and Settlement AND Work, Exchange, and Technology

Chapter 2 AP Focus: Thinking Like a Historian: “Who Was Pocahontas?”

This section offers students the opportunity to see the global connections to the development of plantation colonies. Instead of seeing the origins of the British North American colonies in isolation, they should understand the interrelatedness of this phenomenon across the trans-Atlantic economy.

2 Chapter 2 Read pages 50-53 from “Plantation Life” to “Neo-European Colonies”

Topic 2.6 Slavery in the British Colonies

Work, Exchange, and Technology

Students will be expected to illustrate how slavery started, developed, and changed over time.

3 Chapter 2 Read pages 53-58 from “Neo-European Colonies” to “New England”

Topic 2.4 Transatlantic Trade AND Topic 2.5 Interactions Between American Indians and Europeans


AND America in the World

Chapter 2 AP Focus: America In The World: “Plantation Colonies Versus Neo-Europes”

Students should be expected to compare both European settlement patterns and their varying relationships with American Indians.

4 Chapter 2 Read pages 58-65 from “New England” to “Instability, War, and Rebellion”

Topic 2.3 The Regions of British Colonies


Chapter 2 AP Focus: Interpreting The Past: What Role Did Climate Play in American Colonization?”

Teachers should emphasize the various parts of New England society such as their economic, political, and religious structures.



Moreover, it is essential to understand the changing relationship between New England settlers and surrounding American Indian tribes.

5 Chapter 2 Read pages 65-68 from “New England” to End of Chapter 2

Topic 2.5 Interactions Between American Indians and Europeans


Chapter 2 AP Focus: Analyzing Voices: Susanna Martin, Accused Witch

Students are expected to be able to compare how different regions reacted to American Indian resistance. Also, students should understand the dimensions of American Indian resistance.

6 Chapter 3 Read pages 74-81 from “The British Atlantic World” to “Imperial Wars and Native Peoples”

Topic 2.3 The Regions of British Colonies AND Topic 2.4 Transatlantic Trade

Geography and the Environment AND Work, Exchange, and Technology

AP Exam Tip: Complete the suggested activity on page 78 to compare all of the British North American colonies established prior to 1750.

Learning about settlement patterns can be overwhelming because of the number and distinctive patterns across the regions of the British North American colonies. However, students should understand they can concentrate on one colony per region to demonstrate an understanding of settlement patterns.

7 Chapter 3 Read pages 81-86 from “Imperial Wars and Native Peoples” to “The Imperial Slave Economy”

Topic 2.5 Interactions Between American Indians and Europeans


Chapter 3 AP Focus: Analyzing Voices: “Native Americans and European Empires”

8 Chapter 3 Read pages 86-91 from “Imperial Slave Economy” to “Slavery in the Chesapeake and South Carolina”

Topic 2.4 Transatlantic Trade AND

Topic 2.6 Slavery in the British Colonies


Chapter 3 AP Focus: America In The World: “Olaudah Equiano: The Brutal “Middle Passage”

Prior to focusing on how slavery developed within the colonies, students should gain a broader context by focusing on the implications of a trans-Atlantic system of slavery.

9 Chapter 3 Read pages 91-98 from “Slavery in the Chesapeake and South Carolina” to “The Northern Maritime Economy”


AND Topic 2.6 Slavery in the British Colonies

Geography and the Environment AND Work, Exchange, and Technology

Chapter 3 AP Focus: Interpreting The Past: “Why Did Americans Adopt Slavery?”

In this section students should understand the rationale for slavery as an economic and social system. Students should also understand how slaves reacted and developed their own communities.

10 Chapter 3 Read pages 98-104 from “The Northern Maritime Economy” to End of Chapter 3

Topic 2.3 The Regions of British Colonies AND Topic 2.7 Colonial Society and Culture

Geography and the Environment AND American and Regional Culture

Students need to understand how slavery was connected to northern economic development. Students should also understand how, within the mercantile system, colonial economic development occurred.



11 Chapter 4 Read pages 106-113 from “Growth, Diversity, and Conflict” to “Diversity in the Middle Colonies”



12 Chapter 4 Read pages 113-117 from “Diversity in the Middle Colonies” to “Commerce, Culture, and identity”

Topic 2.3 The Regions of British Colonies AND Topic 2.7 Colonial Society and Culture

Geography and the Environment AND American and Regional Culture

Chapter 4 AP Focus: America In The World: “Transatlantic Migration, 1500-1760”

Beyond understanding the demographic changes within the Middle Colonies, students should understand how the physical geography affected the population shifts.

13 Chapter 4 Read pages 118-124 from “Commerce, Culture, and Identity” to “Religious Upheaval in the North”

Topic 2.7 Colonial Society and Culture AND Topic 2.8 Comparison in Period 2

American and Regional Culture

Chapter 4 AP Focus: Interpreting The Past: “Did Diversity Lead to Toleration?”

Understanding the Great Awakening and Enlightenment are fundamental bookends to this time period. Not only will students understand the change over time within Period 2, but they will be better equipped to understand the connections to the American Revolution in Period 3

14 Chapter 4 Read pages 124-127 from “Religious Upheaval in the North” to “The Midcentury Challenge: War, Trade, and Social Conflict, 1750-1763”

Topic 2.7 Colonial Society and Culture AND Topic 2.8 Comparison in Period 2


Chapter 4 AP Focus: Analyzing Voices: “Evangelical Religion and Enlightenment Rationalism”

15 Topic 2.1 Contextualizing Period 2 AND Comparison in Period 2

Taking time at the end of Unit 2 to work on both contextualizing Period 2 and Comparing historical developments allows students the opportunity to reflect on their learning. Moreover, this is best done at the conclusion of the unit of study because students will have more historical content to draw upon.


Day Chapter Pages Assigned AP® Topic

AP® Theme


1 Chapter 4 Read pages 127-134 from “The Midcentury Challenge: War, Trade, and Social Conflict, 1750-1763” to End of Chapter 4

Topic 3.2 Seven Years’ War (The French and Indian War


Aside from knowing about the issues related to the international causes of the French and Indian War, students should also know about conflict in the Ohio River Valley. Understanding issues in North America is essential to



developing historical knowledge about the immediate aftermath of the French and Indian War.

2 Chapter 5 Read pages 140-146 from “The Problem of Empire” to “An Open Challenge: The Stamp Act”

Topic 3.3 Taxation Without Representation


Chapter 5 AP Focus: America In The World: “Britain’s Atlantic and Asian Empires”

Teachers should take the opportunity in this section to give a variety of perspectives on the consequences of the French and Indian War. For instance, providing students with the British point of view will encourage more nuance as students begin the causes of the American Revolution

3 Chapter 5 Read pages 146-150 from “An Open Challenge: The Stamp Act to “Parliament and Patriots Square Off Again”

Topic 3.4 Philosophical Foundations of the American Revolution AND Topic 3.6 Social Consequences of Revolutionary Ideals

American and National Identity, Social Structures, AND America in the World

Chapter 5 AP Focus: Thinking Like A Historian: “Beyond the Proclamation Line”

Teachers should take note of the fact there is an entire topic in the new framework devoted to the philosophical ideas about revolution. Therefore, teachers should encourage students to connect important events such as the Stamp Act to the overall ideological ideas of the revolutionary spirit.

4 Chapter 5 Read pages 150-153 from “Parliament and Patriots Square Off Again” to “Parliament Wavers”

Topic 3.3 Taxation Without Representation AND Topic 3.4 Philosophical Foundations of the American Revolution

America in the World AND American and National Identity

Chapter 5 AP Focus: Interpreting The Past: “Did British Administrators Try to Protect or Exploit Native Americans?”

Similar to the previous day’s reading, students should again not study significant events in isolation. Instead, they ought to connect the events to broader historical trends and developments.

5 Chapter 5 Read Pages 153-157 from “Parliament Wavers” to “The Road to Independence”

Topic 3.3 Taxation Without Representation


6 Chapter 5 Read Pages 158-164 from “The Road to Independence, 1771-1776” to “Violence East and West”

Topic 3.3 Taxation Without Representation AND Topic 3.5 The American Revolution


Chapter 5 AP Focus: Analyzing Voices: “The Debate over Representation and Sovereignty”

Teachers should consider providing students the opportunity to have a retrospective of the many factors that contributed to the start of the American Revolution. In particular, having students demonstrate their understanding of the many views among colonists relative to independence will foster a better understanding.



7 Chapter 5 Read Pages 164-167 from “Violence East and West” to “Thomas Paine’s Common Sense”

Topic 3.5 The American Revolution


Whenever there are short reading sections, teachers should take advantage by working even more closely on the writing skills associated with the course. For instance, by this point, students should be able to articulate a broader understanding of the events surrounding the origins of the American Revolution. Focusing on contextualization would make sense at this point in the unit.

8 Chapter 5 Read Pages 167-168 from “Thomas Paine’s Common Sense” to End of Chapter 5

Topic 3.4 Philosophical Foundations of the American Revolution AND Topic 3.5 The American Revolution

American and National Identity AND America in the World

Read selections from Common Sense and the Declaration of Independence

Both Thomas Paine’s Common Sense and the Declaration of Independence are required documents in the AP Concept Outline. Having a full day to read, discuss, and evaluate the documents allows for a more thorough study and helps students prepare for the expectations of the course.

9 Chapter 6 Read Pages 170-177 from “Making War and Republican Governments 1776-1789” to “The Path to Victory, 1778-1783”



The events of the war during the American Revolution are not the most important historical developments of Period 3. Teachers should encourage students to connect these events to the broader events of the American Revolution.

10 Chapter 6 Read Pages 177-184 from “The Path to Victory, 1778-1783” to “Creating Republican Institutions, 1776-1787”



Chapter 6 AP Focus: Thinking Like a Historian: “The Black Soldier’s Dilemma”

Similar to the previous day, students should focus on how the war impacted specific groups of people and geographic regions.

11 Chapter 6 Read Pages 184-187 from “Creating Republican Institutions, 1776-1787” to “The Articles of Confederation”

Topic 3.6 Social Consequences of Revolutionary Ideals AND Topic 3.7 Articles of Confederation

Social Structures AND Politics and Power

This reading section is outlined in order to give students the chance to really focus on Topic 3.6 in the Course Framework.

12 Chapter 6 Read Pages 187-191 from “The Articles of Confederation” to The Constitution of 1787

Topic 3.7 Articles of Confederation

Politics and Power

Too often, students concentrate too much on the negative aspects of the Articles of Confederation. While acknowledging the shortcomings of the Articles, students should also be



able to delineate the positive parts of the Articles.

13 Chapter 6 Read Pages 191-195 from “The Constitution of 1787” to “The People Debate Ratification”

Topic 3.8 The Constitutional Convention and Debates over Ratification AND Topic 3.9 Constitution

Politics and Power

Chapter 6 AP Focus: Interpreting The Past: “Was the Constitution Necessary?”

Teachers should recall that historical events relevant to the Constitution cover two separate Topics in the Course Framework. Therefore, they should privilege the specific language of the Constitution along with the ideas, debates, and compromises that occurred.

14 Chapter 6 Read Pages 195-200 from “The People Debate Ratification” to End of Chapter 6

3.8 The Constitutional Convention and Debates over Ratification AND Topic 3.9 Constitution

Politics and Power

Chapter 6 AP Focus: Analyzing Voices: “The First National Debate over Slavery”

The reading is organized to encourage students to engage in the debates surrounding ratification. These debates were dynamic and led to close votes in the various states.

15 Chapter 7 Read Pages 202-208 from “Hammering Out a Federal Republic 1787-1820” to “Jefferson’s Agrarian Vision”

Topic 3.10 Shaping a New Republic

Politics and Power

Chapter 6 AP Focus: Interpreting the Past: “Did Hamilton’s Economic System Endanger the Legacy of the Revolution?”

While this section is replete with issues related to Hamiltonian Finances, students should be encouraged to connect the specifics of Hamilton’s plan to the broader political developments on the 1790s.

16 Chapter 7 Read Pages 208-212 from “Jefferson’s Agrarian Vision” to “The Rise of Political Parties”

Topic 3.10 Shaping a New Republic AND Topic 3.11 Developing an American Identity

Politics and Power AND American and Regional Culture

Chapter 6 AP Focus: Thinking Like A Historian: “The Social Life of Alcohol”

In addition to comparing the views of Hamilton and Jefferson students should also understand how foreign policy events exacerbated political tensions between Americans who supported Hamilton and Jefferson.

17 Chapter 7 Read Pages 212-215 from “The Rise of Political Parties” to “A Republican Empire is Born”

Topic 3.10 Shaping a New Republic

Politics and Power

Because this section is brief and is related to the previous day’s reading, students should take the opportunity to develop an understanding of the many events and developments that led to the formation of political parties.

18 Chapter 7 Read Pages 215-218 from “A Republican Empire is Born” to “The Jefferson Presidency”

Topic 3.12 Movement in the Early Republic

Migration and Settlement AND Social Structures

The reading was organized this way to give teachers an opportunity to examine a difficult and often understudied aspect of Period 3: American Indians and migration patterns.

19 Topic 3.1 Contextualizing Period 3 AND Continuity and Change in Period 3

Taking time at the end of Unit 3 to work on both contextualizing Period 3 and evaluating continuities and changes over time allows students the opportunity to reflect on their learning. Moreover, this is best done at the conclusion of the unit of study



because students will have more historical content to draw upon.



AP® Theme


1 Chapter 7 Read Pages 218-222 from “The Jefferson Presidency” to “The War of 1812 and the Transformation of Politics”

Topic 4.1 Contextualizing Period 4 AND Topic 4.2 The Rise of Political Parties and the Era of Jefferson

Politics and Power

When starting the Jeffersonian Era, be sure to avoid the trap of having your coverage be too Jefferson-centric. Instead, encourage students to see the broader issues of the period, while at the same time studying his presidency.

2 Chapter 7 Read Pages 222-232 from “The War of 1812 and the Transformation of Politics” to End of Chapter 7

Topic 4.2 The Rise of Political Parties and the Era of Jefferson AND Topic 4.3 Politics and Regional Interests AND Topic 4.4 America on the World Stage

Politics and Power AND America in the World

Chapter 7 AP Focus: Analyzing Voices: “Factional Politics and the War of 1812”

Even though this section is littered with significant historical developments such as the Marshall Court, the War of 1812, and the foreign policy questions after the war, be sure to not get lost in the minutia. For instance, students may become bogged down in the intricacies of the Marshall Court decisions. Encourage them to privilege the contextual understandings instead of memorizing discrete factual examples.

3 Chapter 8 Read Pages 238-248 from “Economic Transformations, 1800-1848” to “The Cotton Complex: Northern Industry and Southern Agriculture”

Topic 4.5 Market Revolution: Industrialization


Chapter 8 AP Focus: Thinking Like A Historian: “The Entrepreneur and the Community”

The Market Revolution is more than an economic phenomenon and is a significant part of a student’s understanding of Period 4. For this reason, the reading is divided across four days.

4 Chapter 8 Read Pages 248-258 from “The Cotton Complex: Northern Industry and Southern Agriculture”

to “Technological Innovation and Labor”

Topic 4.5 Market Revolution: Industrialization AND Topic 4.6 Market Revolution: Society and Culture AND Topic 4.12 African Americans in the Early Republic AND Topic 4.13 The Society of the

Work, Exchange, and Technology AND Social Structures AND Geography and the Environment

Chapter 8 AP Focus: America In The World: “The Fate of the American and Indian Textile Industries”

This section is especially complex because of the interregional analyses found in the reading. Students should see both the distinctive patterns of the Market Revolution in specific regions while also understanding the economic interdependence of the various regions.



South in the Early Republic

5 Chapter 8 Read Pages 258-265 from “Technological Innovation and Labor”

to “New Social Classes and Cultures”

Topic 4.6 Market Revolution: Society and Culture

Social Structures Chapter 8 AP Focus: Analyzing Voices: “The Debate over Free and Slave Labor”

Connecting the increased mechanization of the workplace with the fledgling labor movement is a useful way to begin to understand this section. .

6 Chapter 8 Read Pages 265-270 from “New Social Classes and Cultures” to End of Chapter 8

Topic 4.6 Market Revolution: Society and Culture

Social Structures Chapter 8 AP Focus: Interpreting The Past: “Did the Market Revolution Expand Opportunities for Women?”

The Market Revolution’s effect on women and demographic shifts in the United States is often understudied. Students will be expected to understand these effects just as much as the effects the revolution had on transportation systems.

7 Chapter 9 Read Pages 272-280 from “A Democratic Revolution, 1800-1848”

to “The Missouri Crisis, 1819-1821”

Topic 4.7 Expanding Democracy AND Topic 4.12 African Americans in the Early Republic

Politics and Power AND Social Structures

Chapter 8 AP Focus: America In The World: “Alexis de Tocqueville: Letter to Louis de Kergorlay, June 29, 1831”

Rather than seeing the start of Chapter 9 as a prelude to Andrew Jackson’s presidency, students should concentrate on the state and local developments that fostered political changes.

8 Chapter 9 Read Pages 280-285 from “The Missouri Crisis, 1819-1821”

to “Jackson in Power, 1829-1837”

Topic 4.3 Politics and Regional Interests AND Topic 4.7 Expanding Democracy AND Topic 4.8 Jackson and Federal Power

Politics and Power

Situated in between two important sections on political developments, this section offers a wonderful opportunity to help students practice the skill of contextualization of this time period.

9 Chapter 9 Read Pages 285-293 from Jackson in Power, 1829-1837”

to “Class, Culture, and the Second Party System”

Topic 4.7 Expanding Democracy AND Topic 4.8 Jackson and Federal Power

Politics and Power

Chapter 9 AP Focus: Analyzing Voices: “The Character and Goals of Andrew Jackson”

Andrew Jackson’s presidency is brimming with possibilities for creative lessons. Be sure not to delve too much into the details of each story; instead, connect these stories to the bigger picture issues related to economic issues, the size and scope of the federal government, and American Indian relations.

10 Chapter 9 Read Pages 293-300 from “Class, Culture, and the Second Party System”

to End of Chapter 9

Topic 4.7 Expanding Democracy AND Topic 4.8 Jackson and Federal Power

Politics and Power

Chapter 9 AP Focus: Interpreting The Past: “Was Indian Removal Humanitarian or Racist?”

The Whig Party and the political aftermath of Andrew Jackson’s presidency afford teachers the opportunity to further develop students’ contextual understanding of the political developments of this time period.



11 Chapter 10 Read Pages 302-309 from “Religion, Reform, and Culture, 1820-1848”

to “Ralph Waldo Emerson and Transcendentalism”

Topic 4.10 Second Great Awakening AND Topic 4.11 An Age of Reform


Chapter 10 AP Focus: Interpreting The Past: “What Motivated Antebellum Reformers?”

The Second Great Awakening provides the underpinning for the reform movements students will study during Period 4 and is therefore a useful way to understand the context of reform in the mid-nineteenth century.

12 Chapter 10 Read Pages 309-320 from “Ralph Waldo Emerson and Transcendentalism”

to “African Americans and the Struggle for Freedom”

Topic 4.9 The Development of an American Culture


Chapter 10 AP Focus: Analyzing Voices: “Saving the Nation from Drink”

While this section is rather long, teachers should remind students they are able to select a few illustrative examples to explain the overall importance of the cultural and literary developments in the mid-nineteenth century.

13 Chapter 10 Read Pages 320-325 from “African Americans and the Struggle for Freedom”

to “The Women’s Rights Movement”

Topic 4.12 African Americans in the Early Republic AND Topic 4.13 The Society of the South in the Early Republic

Social Structures AND Geography and the Environment

Chapter 10 AP Focus: Thinking Like A Historian: “Dancing and Social Identity in Antebellum America”

This day serves as an effort to devote one entire class period to the early development of abolitionism, a topic brimming with opportunities to infuse primary source analysis.

14 Chapter 10 Read Pages 325-330 from “The Women’s Rights Movement”

to End of Chapter 10

Topic 4.11 An Age of Reform


Chapter 10 AP Focus: America In The World: “Women’s Rights in France and the United States, 1848”

Students need to understand the broader complexities of the women’s rights movement. Encourage students to connect the broad range of women’s issues to the era of reform during the antebellum years.

15 Chapter 11 Read Pages 332-341 from “Imperial Ambitions, 1820-1848”

to “The African American World”

Topic 4.13 The Society of the South in the Early Republic


Not only does this section help students see the expansion of the slave system in the South, it also helps them to understand the implications of expansion when they start Period 5.

16 Chapter 11 Read Pages 341-348 from “The African American World”

to “Manifest Destiny, North and South”

Topic 4.12 African Americans in the Early Republic

AND Topic 4.14 Causation in Period 4

Social Structures Chapter 11 AP Focus: Thinking Like A Historian: “Childhood in Black and White”

This section is important so students can have the opportunity to develop interpretations about African American agency in the slave system.





AP® Theme


1 Chapter 11 Read Pages 348-355 from “Manifest Destiny, North and South” to “The Fateful Election of 1844”

Topic 5.2 Manifest Destiny

American and National Identity

Chapter 11 AP Focus: Interpreting the Past: What Explains American Enthusiasm for Manifest Destiny?

Understanding Manifest Destiny is a crucial component of students’ success in Period 5. At this point, it may be helpful to have students determine why Manifest Destiny had a national appeal in the early 1840s.

2 Chapter 11 Read Pages 355-360 from “The Fateful Election of 1844” to End of Chapter 11

Topic 5.2 Manifest Destiny AND Topic 5.3 Mexican-American War

American and National Identity AND America in the World

Chapter 11 AP Focus: Analyzing Voices: The U.S.-Mexico War: Expansion and Slavery

The election of James K. Polk can be used to teach students about turning points in history. While no longer a discrete skill assessed on the AP Test, understanding turning points can help students better conceptualize time periods.

3 Chapter 12 Read Pages 366-374 from “Sectional Conflict and Crisis” to “1850: Crisis and Compromise”

Topic 5.3 Mexican-American War AND Topic 5.5 Sectional Conflict: Regional Differences

America in the World AND American and Regional Culture

Chapter 12 AP Focus: Interpreting The Past: Did Slavery Have a Future in the West?

The political consequences of the war are of utmost importance for students. Free Soil, the divide over slavery, and the ensuing debates over territories are useful ways to couch this understanding.

4 Chapter 12 Read Pages 374-378 from “1850: Crisis and Compromise” to “The Whig Party’s Demise”

Topic 5.4 Compromise of 1850 AND Topic 5.5 Sectional Conflict: Regional Differences


AND American and Regional Culture

There are two big concepts to understand in this section, which is why it is a brief read. Students need to glean the major components of both the Compromise of 1850 and the collapse of the Second Party System.

5 Chapter 12 Read Pages 378-384 from “The Whig Party’s Demise” to “The West and the Fate of the Union”

Topic 5.5 Sectional Conflict: Regional Differences AND Topic 5.6 Failure of Compromise

American and Regional Culture AND Politics and Power

Chapter 12 AP Focus: Thinking Like a Historian: The Irish in America

This is another important political history day. While the Whigs will be an obvious political topic, students should also know why immigration, the Know- Nothings, and Temperance were also political issues.

6 Chapter 12 Read Pages 384-389 from “The West and the Fate of the Union” to “The Election of 1860”

Topic 5.6 Failure of Compromise

Politics and Power

Remind students to pause and understand the 1850s on their own accord. Every event should not be studied as a prelude to the Civil War and this section is especially challenging in that way. While the



events are related, they are not always direct causes of the war.

7 Chapter 12 Read Pages 389-396 from “The Election of 1860” to End of Chapter 12

Topic 5.7 Election of 1860 and Secession

Politics and Power

Chapter 12 AP Focus: Analyzing Voices: To Secede or Not to Secede?

While this is a longer reading section, there are a few basics to glean from the reading relative to secession. Try to teach it as a process with multiple movements and not one swift reaction.

8 Chapter 13 Read Pages 398-405 from “Bloody Ground: The Civil War” to “Antietam and Its Consequences”

Topic 5.8 Military Conflict in the Civil War


Remind students the import of the Civil War---even the military aspect--is what effects it had on both populations in the North and South. Less important are the particulars of battles.

9 Chapter 13 Read Pages 405-408 from “Antietam and Its Consequences” to “Toward Hard War, 1863”

Topic 5.8 Military Conflict in the Civil War AND Topic 5.9 Government Policies During the Civil War


The second section on the Civil War offers teachers the opportunity to teach the political aspects of the war. Focusing on Emancipation, its purpose, and its consequences is time well-spent.

10 Chapter 13 Read Pages 408-414 from “Toward Hard War, 1863” to “Citizens and the Work of War”



Chapter 13 AP Focus: Interpreting The Past: How Divided Was the Confederate Public?

This section focuses on having students draw out meaning of the economic conditions during the war and the economic policies of both North and South during the war.

11 Chapter 13 Read Pages 414-422 from “Citizens and the Work of War” to “The Road to Union Victory, 1864-1865”



Chapter 13 AP Focus: Analyzing Voices: These Honored Dead

President Abraham Lincoln’s policies and speeches are directly called out in the AP Course Framework. Teachers should pay special attention to these during this reading section.

12 Chapter 13 Read Pages 422-430 from “The Road to Union Victory, 1864-1865” to End of Chapter 13



Chapter 13 AP Focus: America In The World: War Debt: Britain and the United States, 1830-1900

Opportunities abound in this section for students to further their understanding of the immediate consequences of the Civil War and what that meant for the beginning stages of Reconstruction.

13 Chapter 14 Read Pages 432-437 from “Reconstruction” to “Radical Reconstruction”

Topic 5.10 Reconstruction

Politics and Power

Chapter 14 AP Focus: Labor Laws After Emancipation: Haiti and the United States

Reconstruction can often be best understood through phases. For instance, in this first phase, students encounter the battle between Presidential and Congressional Reconstruction and the implications of the variance in their respective plans.



14 Chapter 14 Read Pages 437-441 from “Radical Reconstruction” to “The Meaning of Freedom”

Topic 5.10 Reconstruction

Politics and Power

The AP Course Framework mentions specific Constitutional Amendments, specific groups of legislators, and specific policies. Referencing those in conjunction with the reading can help deepen students’ understanding of these major concepts.

15 Chapter 14 Read Pages 441-445 from “The Meaning of Freedom” to” Republican Governments in the South”

Topic 5.10 Reconstruction AND Topic 5.11 Failure of Reconstruction

Politics and Power AND American and National Identity

Chapter 14 AP Focus: Interpreting The Past: How Free Were Freedwomen in Reconstruction

This section allows students the opportunity to see the “meaning of freedom” from a variety of perspectives, which is an essential part of understanding the complexities of Reconstruction.

16 Chapter 14 Read Pages 445-450 from “Republican Governments in the South” to “The Undoing of Reconstruction”

Topic 5.10 Reconstruction AND Topic 5.11 Failure of Reconstruction

Politics and Power AND American and National Identity

Prior to seeing the Southern Counterrevolution, students should have a sense of what Republican governments in the South accomplished during Reconstruction.

17 Chapter 14 Read Pages 450-456 from “The Undoing of Reconstruction” to “The Political Crisis of 1877”

Topic 5.11 Failure of Reconstruction


Chapter 14 AP Focus: Analyzing Voices: The Impact of Terror

As mentioned earlier, Reconstruction can be taught in phases and this phase is often referred to as the counter-revolution. The old Southern order reclaimed power and rolled back Republican Reconstruction programs.

18 Chapter 14 Read Pages 456-460 “The Political Crisis of 1877” to End of Chapter 14

Topic 5.11 Failure of Reconstruction


Chapter 14 AP Focus: The South’s “Lost Cause”

This last section can accurately be referred to as the legacy portion of Reconstruction. Students would do well to wonder why the South regained control, why the North acquiesced, and what the implications were for African Americans.

19 Topic 5.1 Contextualizing Period 5 AND Topic 5.12 Comparison in Period 5

An effective way to end the study of Period 5 is to work on contextualization and comparison, as stated in Topic 5.1 and 5.12.



AP® Theme


1 Chapter 15 Read Pages 462-469 from “Conquering a Continent” to “Incorporating the West”

Topic 6.2 Westward Expansion: Economic Development AND 6.12

Migration and Settlement AND Politics and Power

Students need to understand how private industry, Congress, and the Supreme Court worked toward ensuring corporate opportunities for economic growth. This development was as political as it was economic.



Controversies over the Role of Government in the Gilded Age

2 Chapter 15 Read Pages 469-478 from “Incorporating the West” to “A Harvest of Blood: Native Peoples Dispossessed”

Topic 6.3 Westward Expansion: Social and Cultural Development

Migration and Settlement

Chapter 15 AP Focus: Analyzing Voices: Women’s Rights in the West

As students read this section, they should concentrate on how the West was a battleground for resources and the implications of that economic competition.

3 Chapter 15 Read Pages 478-490 from “A Harvest of Blood: Native Peoples Dispossessed” to End of Chapter 15

Topic 6.3 Westward Expansion: Social and Cultural Development


Chapter 15 AP Focus: Interpreting The Past: What Factors Motivated America’s Indian Policies?

While students need to understand the U.S. Government’s policies toward American Indians, equally important is the ability of students to understand the sense of agency American Indians possessed in the late nineteenth century and how this contributed to the resistance movement among several tribes.

4 Chapter 16 Read Pages 496-503 from “Industrial America: Corporations and Conflicts” to “The Corporate Workplace”

Topic 6.6 The Rise of Industrial Capitalism AND Topic 6.7 Labor in the Gilded Age AND Topic 6.10 Development of the Middle Class

Work, Exchange, and Technology AND Social Structures

Chapter 16 AP Focus: How Modern Were Late-Nineteenth Century Corporations?

Teachers should encourage students to see the variety of processes employed by big business to achieve economic growth and independence. Economic terms such as vertical and horizontal integration help make this concept more manageable.

5 Chapter 16 Read Pages 503-509 from “The Corporate Workplace” to “Immigrants, East and West”

Topic 6.4 The “New South” AND Topic 6.5 Technological Innovation AND Topic 6.7 Labor in the Gilded Age

American and National Identity AND Work, Exchange, and Technology

Chapter 16 AP Focus: Thinking Like a Historian: Poverty and Food

This section builds on students’ understanding of the economic processes explained in the previous section. Pay particular attention to the more economic terms such as deskilling and scientific management--which will help students bridge an understanding between management and labor.

6 Chapter 16 Read Pages 509-516 from “Immigrants, East and West” to “Labor Gets Organized”

Topic 6.8 Immigration and Migration in the Gilded Age AND Topic 6.9 Responses to Immigration in the Gilded Age


Chapter 16 AP Focus: America In The World: Emigrants and Destinations, 1881-1915

Beyond understanding the countries of origins of immigrants, this section provides students the opportunity to see the breadth of experience immigrants encountered upon arrival.



7 Chapter 16 Read Pages 516-524 from “Labor Gets Organized” to End of Chapter 16

Topic 6.2 Westward Expansion: Economic Development AND Topic 6.7 Labor in the Gilded Age AND Topic 6.13 Politics in the Gilded Age

Migration and Settlement AND Work, Exchange, and Technology AND Politics and Power

Often, students separate the goals of the many different labor organizations in the Gilded Age. This section explains the wide variety of labor interests--something students should be expected to know.

8 Chapter 17 Read Pages 526-536 from “Making Modern American Culture” to “Commerce and Culture”

Topic 6.9 Responses to Immigration in the Gilded Age AND Topic 6.11 Reform in the Gilded Age


Chapter 17 AP Focus: Analyzing Voices: William Graham Sumner and W.E.B. DuBois on Heredity and Success

While this is a large reading section, students should be encouraged to select one illustrative example to explain the major concepts found in Topic 6.9 and Topic 6.11. Remind them not to get too concerned with the fine details as the big picture of this section is more important.

9 Chapter 17 Read Pages 536-546 from “Commerce and Culture” to “Women, Men, and the Solitude of Self”

Topic 6.4 The “New South” AND Topic 6.10 Development of the Middle Class

American and National Identity AND Social Structures

Chapter 17 AP Focus: Was Professional Baseball a Pastime or a Business Monopoly-or Both?

Similar message as the previous day--students should pick one aspect of the reading to explain how and why a middle class leisure lifestyle developed during this time.

10 Chapter 17 Read Pages 546-556 from “Women, Men, and the Solitude of Self” to End of Chapter 17

Topic 6.4 The “New South” AND Topic 6.8 Immigration and Migration in the Gilded Age AND Topic 6.11 Reform in the Gilded Age

American and National Identity AND Migration and Settlement AND Reform in the Gilded Age

Chapter 17 AP Focus: Thinking Like a Historian: WCTU Women “Do Everything”

One of the characteristics of a student developing more sophisticated understandings of historical processes is their ability to explain how race, class, and gender affected movements. This section provides that opportunity. Encourage students to consider race, class, and gender.

11 Chapter 18 Read Pages 558-572 from “Civilization’s Inferno?: The Rise of Reform of Industrial Cities” to “Governing the Great City”

Topic 6.5 Technological Innovation AND Topic 6.8 Immigration and Migration in the Gilded Age

Work, Exchange, and Technology AND Migration and Settlement

Chapter 18 AP Focus: Thinking Like A Historian: Making Mass Media: Newspaper Empires

Similar issue to some of the previous sections in Unit 6. Students should select one or two illustrative examples to demonstrate an understanding of urban centers.

12 Chapter 18 Read Pages 572-575 from “Governing the Great City” to “Crucibles of Progressive Reform”

Topic 6.8 Immigration and Migration in the Gilded Age AND Topic 6.13 Politics in the Gilded Age


The short nature of this section allows teachers to concentrate on explaining a difficult topic: political machines. Spend time on the essential vocab as it will be unfamiliar to many students.



13 Chapter 18 Read Pages 575-584 from “Crucibles of Progressive Reform” to End of Chapter 18

Topic 6.9 Responses to Immigration in the Gilded Age AND Topic 6.11 Reform in the Gilded Age


Chapter 18 AP Focus: Interpreting The Past: How Did Urban Progressive Reformers Approach Environmentalism?

Once students have an understanding on political machines, they will better understand the responses of reformers to the issues of urban governments.

14 Chapter 19 Read Pages 586-593 from “Whose Government? Politics, Populists, and Progressives” to “The Populist Program”

Topic 6.6 The Rise of Industrial Capitalism


Chapter 19 AP Focus: Interpreting The Past: Were the “Gilded Age” and “Progressive Era” Separate Periods?

Both the title of this chapter and the AP Focus section on 592 address an imperative question about the nature of the Gilded Age and Progressive Era. Examining these historical labels can develop students’ understanding of the labels.

15 Chapter 19 Read Pages 593-599 from “The Populist Program” to “Democrats and the “Solid South”

Topic 6.2 Westward Expansion: Economic Development AND Topic 6.13 Politics in the Gilded Age


Chapter 19 AP Focus: Analyzing Voices: The Omaha Platform, 1892

The Populist Movement is a specific political, economic, and social development that is specifically called out in the Course Framework. Spending time on the causes and consequences of the movement is essential.

16 Chapter 19 Read Pages 599-603 from “Democrats and the “Solid South” to “Reform Reshaped, 1901-1912”

Topic 6.4 The “New South” AND Topic 6.13 Politics in the Gilded Age

American and National Identity AND Politics and Power

Unit 6 wraps up with a focus on how the South was developing in concert with the other political movements of the period and can really help further students’ understanding of the “New South.”

17 Topic 6,14 Continuity and Change in Period 6

The last day in this unit gives students the opportunity to work on defining the continuities and changes that occurred during Period 6.



AP® Theme


1 Chapter 18 Read Pages 575-584 from “Crucibles of Progressive Reform” to End of Chapter 18

Topic 7.4 The Progressives

Politics and Power

Chapter 18: Analyzing Voices: “These Dead Bodies Were the Answer” The Triangle Fire

This section is meant to be a review and bridge from the themes surrounding reform in Period 6 to Progressivism in Period 7.

2 Chapter 19 Read Pages 603-609 from “Reform Reshaped, 1901-1912” to “Wilson and the New Freedom, 1913-1917”


Politics and Power

Chapter 19 AP Focus: America in the World: Economic and Government Social Spending, 1913

Even though Theodore Roosevelt is a compelling person to study, remind students that as they study his presidency, they should also be evaluating how progressivism evolved at a state and local level too.



3 Chapter 19 Read Pages 610-614 from “Wilson and the New Freedom, 1913-1917” to End of Chapter 19


Politics and Power

Similar to the aforementioned point about understanding local developments--Even though this section is Wilson-centric, students should also think holistically about the legacies of the Progressives.

4 Chapter 20 Read Pages 620-625 from “An Emerging World Power” to “Spoils of War”

Topic 7.2 Imperialism: Debates AND Topic 7.3 Spanish American War


The debates surrounding Imperialism, both for and against, are integral to a student’s ability to understand the complexities of this topic. Defining American exceptionalism and the Anti-Imperialist League can assist this effort.

5 Chapter 20 Read Pages 625-630 from “Spoils of War” to “The United States and Latin America”

Topic 7.3 Spanish American War


Chapter 20 AP Focus: Analyzing Voices: Debating the Philippines

The Filipino Insurrection is a crucial turning point in American foreign policy. It is also a useful example to understand the varying perspectives on Imperialism.

6 Chapter 20 Read Pages 630-632 from “The United States and Latin America” to “The United States and World War I”

Topic 7.3 Spanish American War


Beyond defining the Roosevelt Corollary, have students focus on understanding why the disputes in Mexico provide context for some of the complexities involved with Wilson’s vision for foreign policy.

7 Chapter 20 Read Pages 632-636 from “The United States and World War I” to “War on the Home Front”

Topic 7.5 World War I: Military and Diplomacy


Chapter 20 AP Focus: America in the World: The Human Cost of World War I

Similar to most wars in the AP U.S. History curriculum, the causes and consequences of World War I are far more important than the course of the war. Students should be very aware of defining what neutrality meant and the many reasons it proved to be problematic for the United States’ effort to stay out of the war.

8 Chapter 20 Read Pages 636-643 from “War on the Home Front” to “Catastrophe at Versailles”

Topic 7.6 World War I: Home Front


Chapter 20 AP Focus: Thinking Like a Historian: German Americans in World War I

Equally important to the economic effort of the war effort are other socio-political issues such as the debates over free speech during war and the first Great Migration.

9 Chapter 20 Read Pages 643-648 from “Catastrophe at Versailles” to End of Chapter 20

Topic 7.5 World War I: Military and Diplomacy


Chapter 20 AP Focus: Interpreting The Past: Was Wilson’s Internationalism Successful?

Chronology is crucial in this section. In order for students to understand the process of why the Treaty of Versailles failed, think about ways you can encourage students to understand the order of events. The chronology also helps students develop a better grasp of change over time.

10 Chapter 21 Read Pages 650-654 from “Unsettled Prosperity: From War to Depression” to “The Business of America”

Topic 7.6 World War I: Home Front AND Topic 7.8 1920s: Cultural


Even though this is the start of a new chapter, students would do well to connect these events to the broader context of the post-World War I atmosphere.



and Political Controversies

11 Chapter 21 Read Pages 654-660 from “The Business of America” to “The Politics and Culture of a Diversifying Nation”

Topic 7.7 1920s: Innovations in Communication and Technology AND Topic 7.11 Interwar Foreign Policy

Work, Exchange, and Technology AND America in the World

Chapter 21 AP Focus: America In The World: Hollywood in Europe

The vocab in this section of the book provides students useful examples to explain the change in culture wrought by economic developments.

12 Chapter 21 Read Pages 661-669 from “The Politics and Culture of a Diversifying Nation” to “The Harlem Renaissance”

Topic 7.8 1920s: Cultural and Political Controversies


Chapter 21 AP Focus: How Did Immigrants Experience America at the Turn of the Century?

Use the subheadings in the textbook to help students categorize the many cultural and political controversies of the 1920s.

13 Chapter 21 Read Pages 669-674 from “The Harlem Renaissance” to “The Coming of the Great Depression”

Topic 7.8 1920s: Cultural and Political Controversies


Chapter 21 AP Focus: Thinking Like A Historian: Who Joined a Ku Klux Klan

This section is brimming with opportunities to incorporate primary source evaluation in poem, art, and speech.

14 Chapter 21 Read Pages 674-676 from “The Coming of the Great Depression” to End of Chapter 21

Topic 7.9 Great Depression


Encourage students to develop answers for the causes of the Great Depression other than the stock market crash. Chances are they already know about the crash; therefore, have them select at least two other causes that explain the structural, long-term processes that lead to the collapse of the economy.

15 Chapter 22 Read Pages 678-683 from “Managing the Great Depression, Fording the New Deal” to “The New Deal Arrives, 1933-1935”

Topic 7.9 Great Depression


To illustrate the immense changes in government, have students explain ways in which President Hoover did respond to the economic crisis. To help teach evaluation, then have students develop answers that explain why those steps did not work.

16 Chapter 22 Read Pages 683-689 from “The New Deal Arrives, 1933-1935” to “The New Deal Under Attack”

Topic 7.9 Great Depression AND Topic 7.10 New Deal

Work, Exchange, and Technology AND Politics and Power

Chapter 22 AP Focus: Analyzing Voices: Ordinary People Respond to the New Deal

The New Deal can be overwhelming for students. One part of the Course Framework students should be aware of is that a specific New Deal legislation isn't called out. Instead, students are to select examples that illustrate the broader connections delineated in the Course Framework.

17 Chapter 22 Read Pages 689-696 from “The New Deal Under Attack” to “The New Deal and American Society”

Topic 7.10 New Deal

Politics and Power

Chapter 22 AP Focus: Interpreting The Past: Was the New Deal a Reform or a Revolution?

When studying the criticisms of the New Deal, be aware that students need to know criticisms from both liberal and conservative elements.



18 Chapter 22 Read Pages 696-704 from “The New Deal and American Society” to “Reshaping the Environment”

Topic 7.10 New Deal

Politics and Power

Chapter 22 AP Focus: Thinking Like a Historian” The New Deal and Public Works

A helpful way to organize this section is to couch how African Americans’ support of FDR led to a political realignment.

19 Chapter 22 Read Pages 704-708 from “Reshaping the Environment” to End of Chapter 22

Topic 7.10 New Deal

Politics and Power

This section presents teachers with the opportunity to have students contextualize the economic developments of this era. Topic 7.1 and 7.15 can facilitate this approach.

20 Chapter 23 Read Pages 710-717 from “The World at War” to “Organizing for a Global War”

Topic 7.11 Interwar Foreign Policy


While this section is about global events, remind students to connect U.S. foreign policy debates to the global happenings.

21 Chapter 23 Read Pages 717-725 from “Organizing for a Global War” to “Politics in Wartime”

Topic 7.12 World War II: Mobilization

Social Structures Chapter 23 AP Focus: America In The World: The Scales of War: Losses and Gains During World War II

This section includes many specific demographic groups that students need to understand. Knowing the vocab of major events and persons associated with each group can make this more manageable.

22 Chapter 23 Read Pages 725-732 from “Politics in Wartime” to “Fighting and Winning the War”

Topic 7.12 World War II: Mobilization

Social Structure Chapter 23 AP Focus: Thinking Like a Historian: Mobilizing the Home Front

Similar point to the previous section: students need to connect specific groups to the broader processes of the time period.

23 Chapter 23 Read Pages 732-742 from “Fighting and Winning the War” to End of Chapter 23

Topic 7.13 World War II: Military AND Topic 7.14 Postwar Diplomacy


Chapter 23 AP Focus: Interpreting The Past: Why Did the United States Drop the Atomic Bomb on Japan?

While this is a lot in one section, remind students the causes and outcomes are more important than specific battles.



AP® Theme


1 Chapter 24 Read Pages 748-754 from “Cold War America” to “The Containment Strategy”

Topic 8.2 The Cold War from 1945 to 1980


Chapter 24 AP Focus: Interpreting the Past: Why Was There a Cold War?

The chronology for events from 1945-1947 in Europe after the war will help students understand the origins of the Cold War. Be sure to have students connect the outcomes of the conferences with the varying world views held by the Americans and Soviets.

2 Chapter 24 Read Pages 754-759 from “The Containment Strategy” to “Containment in Asia”

Topic 8.2 The Cold War from 1945 to 1980


Chapter 24 AP Focus: Thinking Like a Historian: The Global Cold War

Beyond understanding the definition of the containment doctrine, students should concentrate on connecting the containment doctrine to specific actions such as the Marshall Plan.



3 Chapter 24 Read Pages 759-765 from “Containment in Asia” to “Red Scare: The Hunt for Communists”

Topic 8.2 The Cold War from 1945 to 1980 AND Topic 8.4 Economy After 1945

America in the World AND Work, Exchange, and Technology

Chapter 24 AP Focus: America in the World: Arming for the Cold War

The years 1945-1952 are useful bookends due to the early years of the Cold War, the actions of the Truman administration, and the Korean War. It is also useful to have students explain why 1949 is a turning point in the Cold War.

4 Chapter 24 Read Pages 765-771 from “Red Scare: The Hunt for Communists” to “Containment in the Postcolonial World”

Topic 8.2 The Cold War from 1945 to 1980 AND Topic 8.3 The Red Score


Chapter 24 AP Focus: Analyzing Voices: Hunting Communists: The Case of Paul Robeson

The events of the second Red Scare are a good opportunity to have students illustrate contextualization of the Cold War.

5 Chapter 24 Read Pages 771-778 from “Containment in the Postcolonial World” to End of Chapter 24

Topic 8.7 America as a World Power AND Topic 8.8 Vietnam War


Have students illustrate how and why events in Third World nations became a source of Cold War tension.

6 Chapter 25 Read Pages 780-785 from “Triumph of the Middle Class” to “A Nation of Consumers”

Topic 8.4 Economy After 1945 AND Topic 8.7 America as World Power


To better understand the postwar economic growth, have students first concentrate on the vocab offered in this section and then have them connect this to events at home and abroad. This can help introduce them to the idea of globalization after World War II.

7 Chapter 25 Read Pages 785-792 from “A Nation of Consumers” to “The American Family in the Era of Containment”

Topic 8.4 Economy After 1945 AND Topic 8.5 Culture from 1945 to 1960

Work, Exchange, and Technology AND American and Regional Culture

Chapter 25 AP Focus: Interpreting The Past: Was Rock ‘n’ Roll an Agent of Social Change?

Be sure to reference the Course Framework for specific references such as social mobility and technology so students can glean the necessary information about economic growth after World War II.

8 Chapter 25 Read Pages 792-803 from “The American Family in the Era of Containment” to “Rise of Sunbelt”



Chapter 25 AP Focus: Analyzing Voices: Coming of Age in the Postwar Years

Mass culture is specifically referenced in the Course Framework and students should attempt to define and connect that term to illustrative examples from this section.

9 Chapter 25 Read Pages 803-808 from “Rise of Sunbelt” to End of Chapter 25



Chapter 25 AP Focus: Thinking Like a Historian: The Suburban Landscape of Cold War America

Aside from understanding the growth of suburbia, students should also compare the suburbs with inner city conditions.

10 Chapter 26 Read Pages 810-819 from “Walking into Freedom Land: The Civil Rights Movement” to “Fighting for Equality Before the Law”

Topic 8.6 Early Steps in the Civil Rights Movement (1940s and 1950s)

Social Structures Chapter 26 AP Focus: America in the World: Freedom in the United States and Africa

It can be very helpful for students to work on contextualization at the beginning of the Civil Rights so they can see the continuities and changes that occurred directly after World War II.



11 Chapter 26 Read Pages 819-825 from “Fighting for Equality Before the Law” to “Legislating Civil Rights, 1963-1965”

Topic 8.6 Early Steps in the Civil Rights Movement (1940s and 1950s) AND Topic 8.10 The African American Civil Rights Movement (1960s)

Social Structures One idea that may help students develop a more nuanced view of civil rights is to have them compare and contrast the goals and strategies of civil rights leaders within the groups committed to nonviolent protests. They will find that even though these groups agreed on the ends, they often disagreed on the means.

12 Chapter 26 Read Pages 825-834 from “Legislating Civil Rights, 1963-1965” to “Beyond Civil Rights, 1966-1973”

Topic 8.10 The African American Civil Rights Movement (1960s)

Social Structures Chapter 26 AP Focus: Analyzing Voices: Race and Geography in the Civil Rights Era

Have students define both successes and setbacks during this section so they can better articulate how and why the movement changed even as civil rights legislation was being passed.

13 Chapter 26 Read Pages 834-842 from “Beyond Civil Rights, 1966-1973” to End of Chapter 26

Topic 8.10 The African American Civil Rights Movement (1960s) AND Topic 8.11 The Civil Rights Movement Expands

Social Structures Chapter 26 AP Focus: Thinking Like a Historian: Civil Rights and Black Power: Strategy and Ideology

Similar to previous sections, it can be helpful for students to develop a sense of chronology to understand how the civil rights movement changed when leaders went North and West. Also, comparing different organization and strategies can lead to more historically accurate representation of the civil rights movement.

14 Chapter 27 Read Pages 844-850 from “Uncivil Wars: Liberal Crisis and Conservative Rebirth” to “Rebirth of the Women’s Movement”

Topic 8.9 Great Society AND Topic 8.11 The Civil Rights Movement Expands AND Topic 8.12 Youth Culture of the 1960s

Politics and Power AND Social Structures AND American and Regional Culture AND Geography and the Environment

As students prepare to analyze the Great Society it may be helpful for them to consider how liberalism changed in the twentieth century.

15 Chapter 27 Read Pages 850-853 from “Rebirth of the Women’s Movement” to “The Vietnam War Begins”

Topic 8.11 The Civil Rights Movement Expands

Social Structures Chapter 27 AP Focus: Interpreting The Past: What Are the Origins of 1960s Feminism?

Have students define feminism. And then ask them how feminism has gone through continuities and changes in the twentieth century. :

16 Chapter 27 Read Pages 853-861 from “The Vietnam War Begins” to “Days of Rage, 1968-1972”

Topic 8.8 Vietnam War AND Topic 8.12 Youth Culture of the 1960s

America in the World AND American and Regional Culture

Chapter 27 AP Focus: Analyzing Voices: The Toll of War

A topic as involved as Vietnam means students will need help categorizing the events of the war. One way to do this is through chronology. Have students consider the time period 1960-1968 in this section.



17 Chapter 27 Read Pages 862-869 from “Days of Rage, 1968-1972” to “Rise of Silent Majority”

Topic 8.8 Vietnam War AND Topic 8.11 The Civil Rights Movement Expands AND Topic 8.12 Youth Culture of the 1960s

America in the World AND Social Structures AND American and Regional Culture

Chapter 27 AP Focus: Thinking Like A Historian: Debating the War in Vietnam

Similar to the previous day, have students consider chronology 1968-1972. Also, have students connect events on the home front to how the war was changing during the Nixon years.

18 Chapter 27 Read Pages 869-876 from “Rise of Silent Majority” to End of Chapter 27

Topic 8.8 Vietnam War AND Topic 8.10 The African American Civil Rights Movement (1960s) AND Topic 8.14 Society in Transition

America in the World AND Social Structures AND Politics and Power

To understand the rise of the Silent Majority have students explain what foreign and domestic events led conservatives to speak out against liberalism.

19 Chapter 28 Read Pages 878-890 from “The Search for Order in an Era of Limits” to “Politics in Flux, 1973-1980”

Topic 8.4 Economy After 1945 AND Topic 8.13 The Environment and Natural Resources from 1968 to 1980 AND Topic 8.14 Society in Transitions

Work, Exchange, and Technology AND Geography and the Environment AND Politics and Power

Chapter 28 AP Focus: Thinking Like a Historian: The Environmental Movement: Reimagining the Human-Earth Relationship

Have students connect environmental issues to the economic malaise of the 1970s. This connection will help them understand the rapid growth of the environmental movement in the early 1970s.

20 Chapter 28 Read Pages 890-894 from “Politics in Flux, 1983-1980” to “Civil Rights in a New Era”

Topic 8.14 Society in Transition

Politics and Power

Chapter 28 AP Focus: Interpreting The Past: Why Did the Postwar Boom Bust in the 1970s

Sometimes it is helpful to understand the political problems of the 1970s through the presidential administrations of that decade.

21 Chapter 28 Read Pages 894-900 from “Civil Rights in a New Era” to “The American Family on Trial”

Topic 8.11 The Civil Rights Movement Expands AND Topic 8.14 Society in Transition

Social Structures AND Politics and Power

Chapter 28 AP Focus: Debating the Equal Rights Amendment

Most students are familiar with civil rights as a topic connected with African Americans. While it is necessary to do that it is equally necessary to see civil rights connected to other groups, as well. This section helps students define those groups and understand their goals and strategies.

22 Chapter 28 Read Pages 900-906 from “The American Family on Trial” to End of Chapter 28

Topic 8.14 Society in Transition

Politics and Power

Students should see the events of the 1970s as a contributing factor to the rise of conservatism.



AP® Unit 9 Period 9: 1980 – Present Suggested Length: 7-9 Periods


AP® Theme


1 Chapter 29 Read Pages 912-921 from “Conservative America in the Ascent” to “The Dawning of the Conservative Age”

Topic 9.1 Contextualizing Period 9 AND Topic 9.2 Reagan and Conservatism

Politics and Power

Chapter 29 AP Focus: Analyzing Voices: Christianity and Public Life

Although Ronald Reagan is at the center of the conservative rise in the late twentieth century, encourage students to see the broader context of the rise of conservatism.

2 Chapter 29 Read Pages 921-927 from “The Dawning of the Conservative Age” to “Morning in America”

Topic 9.2 Reagan and Conservatism AND Topic 9.4 A Changing Economy

Politics AND Work, Exchange, and Technology

The big theme from this section is President Reagan’s economic policy and the attendant debates. However, students should also connect the social themes that surface in connection to Reaganomics.

3 Chapter 29 Read Pages 927-930 from “Morning in America” to “The End of the Cold War”

Topic 9.2 Reagan and Conservatism AND Topic 9.4 A Changing Economy

Politics AND Work, Exchange, and Technology

Chapter 29 AP Focus: America in the World: Yoichi Funabashi: “Japan and America: Global Partners”

Aside from understanding the continuous conservative politics of the 1980s, students need to understand the effects of a global economy and technological developments.

4 Chapter 29 Read Pages 930-936 from “The End of the Cold War” to “A New Political Order at Home and Abroad”

Topic 9.3 The End of the Cold War


Chapter 29 AP Focus: Interpreting The Past: How Conservative Was the Reagan Presidency?

The end of the Cold War is the main focus in this section and having students understand the chronology of this development invites a greater understanding of the global reasons for the end of the Cold War.

5 Chapter 29 Read Pages 936-940 from “A New Political Order at Home and Abroad” to End of Chapter 29

Topic 9.3 The End of the Cold War


The time during and after the end of the Cold War shifts students’ attention to the role the United States plays in the Middle East.

6 Chapter 30 Read Pages 942-952 from “Confronting Global and National Dilemmas” to “Politics and Partisanship in a Contentious Era”

Topic 9.4 A Changing Economy AND Topic 9.6 Challenges of the 21st Century


Chapter 30 AP Focus: Thinking Like a Historian: Globalization: Its Proponents and Its Discontents

The globalization of the economy after World War II is an important topic students are expected to know and this section provides a substantial amount of information students can connect with in the twenty-first century.

7 Chapter 30 Read Pages 952-959 from “Politics and Partisanship in a Contentious Era” to “Bill Clinton and the New Democrats”

Topic 9.4 A Changing Economy AND Topic 9.5 Migration and Immigration in the 1990s and 2000s

Work, Exchange, and Technology AND Migration and Settlement

Chapter 30 AP Focus: Immigration After 1965: Its Defenders and Critics

Immigration from 1965-present is a topic students should be expected to know. This section builds on previous time periods and immigration from the mid-twentieth century to present.



8 Chapter 30 Read Pages 959-963 from “Bill Clinton and the New Democrats” to “Into a New Century”

Topic 9.2 Reagan and Conservatism

Politics and Power

Students should connect the political themes and foreign policy issues with the broader context of Period 9.

9 Chapter 30 Read Pages 963-974 from “Into a New Century” to End of Chapter 30

Topic 9.6 Challenges of the 21st Century


Chapter 30 Focus: Interpreting The Past: How Should Historians Write the History of Current Events?

This section primarily addresses the events after September 11th, 2001 and the main expectation for students is that they can connect these ideas with the global changes during Period 9

unit-based pacing guide for the 2019 ap course framework ... · within period 2, but they will be...

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