advanced placement united states history … document based question 25% 60 minutes ... economy: how...

APUSH 2015-2016

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Dawn Sanderson

Advanced Placement United States History (APUSH)

Willis High School

Contact: [email protected]

936-890-6989

Course Overview:

APUSH covers the spectrum of American history from pre-Columbian era to modern times. Using chronological

and thematic approaches to the material, the course exposes students to extensive primary and secondary sources

and to the interpretations of various historians. As students will be expected to take the AP exam in May, emphasis

will be placed on both critical thinking and essay writing to better help students prepare. In addition, each student

is expected to pass the State of Texas Assessment of Academic Readiness (STAAR) exam that is required for

graduation in the state of Texas. The STAAR test will cover events that occurred from 1878 – to the present.

Warning:

In order to succeed in APUSH, you will be expected to do reading, writing, and analysis of primary and secondary

sources ON YOUR OWN TIME. Simply stated; YOU WILL HAVE HOMEWORK. Successful completion of outside

assignments will be mandatory in you receiving credit for this class.

Textbook:

Kennedy, David M., Lizabeth Cohen, and Thomas A. Bailey. The American Pageant: A History of the Republic. 12th

ed. Boston: Houghton Mifflin Company, 2001. [CR1a]

Primary Source Readers:

Bender, David L., pub. Opposing Viewpoints in American History. 1st ed. 2 vols. San Diego, CA: Greenhaven Press, Inc.,

1996.

Kennedy, David M. and Thomas A. Bailey. The American Spirit. 11th ed. 2 vols. Boston: Houghton Mifflin Company,

2006.

Secondary Source Readers:

Oates, Stephen B. and Charles J. Errico. Portrait of America. 9th ed. 2 vols. Boston: Houghton Mifflin Company,

2007.

Novels:

Shaara, Michael. The Killer Angels. New York: Ballantine Books, 1974.

Sinclair, Upton. The Jungle. 1906. Ed. Paul Negri. Mineola, New York: Dover Publications, Incorporated, 2001.

Very Important Resource

www.collegeboard.org

Please visit this site regularly. It is loaded with detailed information. It has practice exams as well as examples of

both good and bad writing samples.

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Course Objectives: Students will acquire fundamental and advanced knowledge of United States political, social, economic,

constitutional, cultural, and intellectual history. Students will be able to demonstrate an advanced knowledge of the content, concepts, and themes unique

to United States History. Students will be able to develop historically accurate interpretations of the events that shaped the United

States of America. Students will be able to express their ideas, opinions, and analysis in written form. Students will be able to work on advanced processing skills: analysis, synthesis, evaluation, and critical

thinking, and historical inquiry.

Academic Integrity:

You are expected to do all daily and major grade assignments in YOUR own words. Plagiarism will not be accepted

in APUSH. All assignments turned in that are not authentic to the student will receive a grade of zero and the

student will not be allowed to resubmit the assignment. We will discuss this topic further in class and you will be

required to turn in a signed contract for a grade.

Tests: Each period of study, or unit, will have a two part test. Day one will consist of multiple choice questions set

up in the new APUSH exam style. Day two will consist of a written portion. The written portion will consist of one

or more of the following styles that you will see on the APUSH exam: short essay, long essay, or document based

question.

Spring 2016 AP Test

55 multiple choice questions 40% 55 minutes 4 short answer 20% 50 minutes 1 Document based question 25% 60 minutes 1 long essay 15% 35 minutes We will go over detailed scoring guides for all writing portions of the exam as we progress throughout the school year.

Class Expectations:

1. Be present and on time each and every day

2. Bring all required materials to class each and every day

3. Sleep at home; not in A 121

4. Do not use your cell phone without teacher permission

5. Pack up when the bell rings, not before

Late Work:

You will be allowed one late assignment per SEMESTER. If you choose to turn in an assignment late, 20 percentage

points will be deducted for each day late. Afterwards, late work will not be accepted.

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Electronic Devices:

You will have three (3) options each day. Upon entering the classroom, look to the instructions on the board:

1. Electronic devices WILL NOT be used in class today. Your electronic devices should be SILENCED and OUT

OF SIGHT. If I see your electronic device you will receive a zero for the day. If an assignment is not being completed, you will

receive a warning then an after school detention.

2. Electronic devices WILL be used in class today, but they should be SILENCED and OUT OF SIGHT until I give

you permission to take them out. If I see your electronic device before I grant permission to do so, you will receive a

warning and then an after school detention.

3. Electronic devices WILL BE used in class today. YOU CAN TAKE THEM OUT AS SOON AS YOU SIT DOWN.

Extra Credit:

As we progress through each unit of history, I will assign an extra credit opportunity that is unique to each period.

Each assignment will count as extra credit test points.

APUSH Historical Thinking Skills:

Historical Causation - identify, analyze, and evaluate cause-and-effect relationships [CR8]

Patterns of Continuity and Change over Time - analyze and evaluate historical continuity and change over periods

[CR9]

Periodization - describe, analyze, and evaluate different periods in history [CR10]

Comparison - describe, compare, and evaluate multiple historical developments within and across societies [CR11]

Contextualization - connect historical developments to specific circumstances and to national or global events

[CR12]

Historical Argumentation - define and create a persuasive argument based on evidence [CR13]

Appropriate Use of Relevant Evidence - identify, describe, and evaluate primary sources [CR1b]

Interpretation - describe, analyze, evaluate, and create diverse interpretations of the past through documents

Synthesis – THINK [CR13b]

APUSH Themes: To help you remember the seven (7) themes we will be analyzing in this course, remember the

acronym BAGPIPE.[CR4]

Belief Systems

America in the World

Geography & Environment

Peopling

Identity

Politics and Power

Economy

Belief Systems - ideologies, religion, art, literature, science, philosophy, morality – CULTURE

America in the World – competition for resources, foreign policy, expansionism – GLOBALIZATION

Geography & Environment – human/environment interaction, natural resources – PHYSICAL AND HUMAN

ASPECTS

Peopling – movement, nativism, immigration, demography – EFFECTS OF HUMAN MIGRATION

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Identity – gender roles, class systems, nationalism/patriotism, assimilation – IDENTIFICATION CHANGES OVER

TIME

Politics and Power – constitution, politics, liberty, power, citizenship - ROLE OF GOVERNMENT

Economy – agriculture, manufacturing, labor, transportation, technology, economic systems – MONEY

Course Outline:

UNIT ONE: Early Groups in North America from Pre-Columbian to

Early Colonization/1491 – 1607/ 5% of Exam/7 Class Days [CR2]

Primary Sources: [CR1b]

Christopher Columbus’s letter to Ferdinand and Isabella, 1493

Bartoleme de Las Casas, Brief Account of the Devastation of the Indies, 1542

Secondary Sources: [CR1c]

“The Columbian Exchange” by Alfred W. Crosby

The American Pageant [CR1a]

Chapter 1: New World Beginnings

•This list is subject to change

Key Concepts:

Main Idea: On a North American continent controlled by American Indians, contact among the peoples of Europe,

the Americas, and West Africa created a new world.

Key Concept 1.1: Before the arrival of Europeans, native populations in North America developed a wide

variety of social, political, and economic structures based in part on interactions with the environment and

each other.

Key Concept 1.2: European overseas expansion resulted in the Columbian Exchange, a series of interactions

and adaptations among societies across the Atlantic.

Key Concept 1.3: Contacts among American Indians, Africans, and Europeans challenged the worldviews of

each group.

Thematic Essential Questions:

Belief Systems: How did cultural contact challenge the religious and other value systems of peoples from the

Americas, Africa, and Europe?

America in the World: How did European attempts to dominate the Americas shape relations between Native

Americans, Europeans, and Africans?

Geography & Environment: How did pre-contact populations of North America relate to their environments? How

did contact with Europeans and Africans change these relations in North America?

Peopling: Where did different groups settle in North America (before contact) and how and why did they move to

and within the Americas (after contact)?

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Identity: How did the identities of colonizing and indigenous American societies change as a result of contact in the

Americas?

Politics & Power: How did Spain’s early entry into colonization in the Caribbean, Mexico, and South America shape

European and American developments in this period?

Economy: How did the Columbian Exchange affect interactions between Europeans and natives and among

indigenous peoples in North America?

Essay Topics:

-Was Columbus a hero or a villain? [CR13a]

-Evaluate the impact of the Columbian Exchange on Native Americans in North America during the 16th Century.

[CR12]

-With the dawn of the 16th century, there came together in Europe both the motivation and the means to explore

and colonize territory across the seas. Discuss this statement with reference to two of the following:

Religion

Trade

Technology [CR5][CR8][CR10][CR11][CR12]

Activities:

Note-Taking Skills

Class Discussion around Guiding Questions and Primary and Secondary Sources

Seven Themes Review Chart

Guided Reading

Chapter Quiz

Primary Document Analysis

UNIT TWO: The Colonial Period/1607 – 1754/ 12% of Exam/15 Class

Days [CR2]


Excerpt of letter from Sebastian Brandt to Henry Hovener, 1622

John Winthrop describes life in Boston, 1634

Anne Hutchinson: Trial Excerpt, 1637

From Laws Divine, Martial, and Moral, 1609

Excerpt from writings of Richard Frethorne, 1623

Excerpt from the Trial of Anne Hutchinson, 1637

Oladuah Equiano on The Middle Passage, 1789

Bacon’s Rebellion, 1676

“Sinners in the Hands of an Angry God” by Jonathon Edwards, 1741

James Oglethorpe, Founding Vision for Georgia, 1733


“Colonization and Settlement, 1585–1763” by John Demos

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Chapter 2: The Planting of English America

Chapter 3: Settling the Northern Colonies

Chapter 4: American Life in the Seventeenth Century

Chapter 5: Colonial Society on the Eve of Revolution 1700-1775


Key Concepts:

Main Idea: Europeans and American Indians maneuvered and fought for dominance, control, and security in North

America, and distinctive colonial and native societies emerged.

Key Concept 2.1: Differences in imperial goals, cultures, and the North American environments that

different empires confronted led Europeans to develop diverse patterns of colonization.

Key Concept 2.2: European colonization efforts in North America stimulated intercultural contact and

intensified conflict between the various groups of colonizers and native peoples.

Key Concept 2.3: The increasing political, economic, and cultural exchanges within the “Atlantic World” had

a profound impact on the development of colonial societies in North America.


Belief Systems: How did the expansion of cultural contact that took place with permanent colonization alter

conditions in North America and affect intellectual and religious life, the growth of trade, and the shape of political

institutions?

America in the World: How did the competition between European empires around the world affect relations

among the various peoples in North America?

Geography & Environment: How and why did the English North American colonies develop into distinct regions?

Peopling: Why did the various colonists go to the New World? How did the increasing integration of the Atlantic

world affect the movement of peoples between its different regions?

Identity: What were the chief similarities and differences among the development of English, Spanish, Dutch and

French colonies in America?

Politics & Power: In what ways did the British government seek to exert control over its American colonies in the

17th and 18th centuries?

Economy: How did distinct economic systems, most notably a slavery system based on African labor, develop in

British North America? What was their effect on emerging cultural and regional differences?

Essay Topics:

-Compare and contrast the role of religion in the founding of the Spanish colonies in the 16th century with that of

English colonies in the 17th century. [CR11]

-Analyze why freedom of religion was important in the founding of some of the English colonies while being denied

in others. [CR11]

-Although New England and the Chesapeake region were both settled largely by people of English origins, by 1700

the regions had evolved into two distinct societies. Why did this difference in development occur? [CR8]

DBQ:

Analyze the similarities and differences in the various influences and approaches toward unity in the English

colonies in the period of the 17th and early 18th centuries. [CR6]

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Activities:

Student Created Questions

Guided Readings

Chapter Quizzes

Class Discussion


Colony Chart

Seven Themes Review Chart

UNIT THREE: Birth of a New Nation/1754 – 1800/12% of Exam/19

Class Days [CR2]


Declaration of Independence, 1776

Constitution, 1787

“Letters from a Farmer in Penn” by John Dickinson, 1767-1768

“Give Me Liberty Or Give Me Death!” by Patrick Henry, 1775

“Common Sense” by Thomas Paine, 1776

George Mason's Objections to the Constitution, 1787

Washington’s Farewell Address, George Washington, 1796

The Alien and Sedition Acts, signed into law by President John Adams in 1798


“John Adams and the Coming of the Revolution” by David McCullough

“Thomas Jefferson and the Meanings of Liberty” by Douglas L. Wilson

“The Greatness of George Washington” by Gordon S. Wood


Chapter 6: The Duel for North America

Chapter 7: The Road to Revolution

Chapter 8: America Secedes from the Empire

Chapter 9: The Confederation and the Constitution

Chapter 10: Launching the New Ship of State


Key Concepts:

Main Idea: British imperial attempts to reassert control over its colonies and the colonial reaction to these

attempts produced a new American republic, along with struggles over the new nation’s social, political, and

economic identity.

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Key Concept 3.1: Britain’s victory over France in the imperial struggle for North America led to new

conflicts among the British government, the North American colonists, and American Indians, culminating

in the creation of a new nation, the United States.

Key Concept 3.2: In the late 18th century, new experiments with democratic ideas and republican forms of

government, as well as other new religious, economic, and cultural ideas, challenged traditional imperial

systems across the Atlantic World.

Key Concept 3.3: Migration within North America, cooperative interaction, and competition for resources

raised questions about boundaries and policies, intensified conflicts among peoples and nations, and led to

contests over the creation of a multiethnic, multiracial national identity.


Belief Systems: Why did the patriot cause spread so quickly among the colonists after 1763? How did the

republican ideals of the revolutionary cause affect the nation’s political culture after independence?

America in the World: How did the revolution become and international conflict involving competing European

and American powers?

Geography & Environment: How did the geographical and environmental characteristics of regions opened up to

white settlement after 1763 affect their subsequent development?

Peopling: How did the revolutionary struggle and its aftermath reorient white-American Indian relations and affect

subsequent population movements?

Identity: How did different social group identities evolve during the revolutionary struggle? How did leaders of the

new United States attempt to form a national identity?

Politics & Power: How did the ideology behind the revolution affect power relationships between different ethnic,

racial, and social groups?

Economy: How did the newly independent United States attempt to formulate a national economy?

Essay Topics:

-It has been argued that the American Revolution came about primarily through an evolving series of meetings,

conventions, and congresses. Support, modify, or refute this contention using specific evidence. [CR8]

-It has been argued that the United States Constitution came about primarily through an evolving series of

meetings, conventions, and congresses. Support, modify, or refute this contention using specific evidence. [CR8]

-For some historians, the leadership provided by the Founders during events leading up to the Revolutionary War

was the key to the successful developments. Support, modify, or refute this contention using specific evidence.

-For some historians, the leadership provided by the Founders during events leading up to the writing of the

Constitution was the key to the successful developments. Support, modify, or refute this contention using specific

examples. [CR8]

-For some, the role of enslaved African Americans and American Indians before and during the Revolutionary War

had a significant influence on events. Support, modify, or refute this contention using specific evidence. [CR8]

-For some, the role of enslaved African Americans and American Indians before and during the writing of the

Constitution had a significant influence on events. Support, modify, or refute this contention using specific

evidence. [CR8]

DBQ:

To what extent was the demand for no taxation without representation both the primary force motivating the

American revolutionary movement and a symbol of democracy? [CR13]

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Activities:

Debating the Constitution Chart

Student Created Questions

Guided Readings

Chapter Quizzes

Class Discussion


Short Answer Response

Essay Writing

DBQ analysis

UNIT FOUR: Growing Pains of the New Republic/Jefferson and

Jackson/1800-1848/10% of Exam/15 Class Days [CR2]


“The Louisiana Purchase Should be Approved” by Thomas Jefferson, 1803

“The Louisiana Purchase Should be Opposed” by Samuel White, 1803

“The Federal Government is not Supreme over the States” by Spencer Roane, 1819

The Indian Removal Act, 1830

“The Bank of the United States Should be Abolished” by Andrew Jackson, 1832

“The Bank of the United States Should not be Abolished” by Daniel Webster, 1832

“Religious Revival” by Charles Finney, 1835

Nathaniel Hawthorne, A Letter from Brook Farm, 1841

Dorothea Dix, Appeal on Behalf of the Insane, 1843

“The Declaration of Sentiments and Resolutions Seneca Falls Conference” by Elizabeth Cady Stanton, 1848


“The Erie Canal: The Waterway That Shaped a Great Nation” by Peter L. Bernstein

“The Trail of Tears” by Dee Brown

“Andrew Jackson: Flamboyant Hero of the Common Man” by John Marszakek


Chapter 11: The Triumphs and Travails of the Jeffersonian Republic

Chapter 12: The Second War for Independence and the Upsurge of Nationalism

Chapter 13: The Rise of Mass Democracy

Chapter 14: Forging the National Economy

Chapter 15: The Ferment of Reform and Culture


Key Concepts:

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Main Idea: The new republic struggled to define and extend democratic ideals in the face of rapid economic,

territorial, and demographic changes.

Key Concept 4.1: The United States developed the world’s first modern mass democracy and celebrated a

new national culture, while Americans sought to define the nation’s democratic ideals and to reform its

institutions to match them.

Key Concept 4.2: Developments in technology, agriculture, and commerce precipitated profound changes in

U.S. settlement patterns, regional identities, gender and family relations, political power, and distribution of

consumer goods.

Key Concept 4.3: U.S. interest in increasing foreign trade, expanding its national borders, and isolating itself

from European conflicts shaped the nation’s foreign policy and spurred government and private initiatives.


Belief Systems: How did the idea of democratization shape and reflect American arts, literature, ideals, and culture?

America in the World: How did the United States use diplomatic and economic means to project its power in the

western hemisphere? How did foreign governments and individuals describe and react to the new American

nation?

Geography & Environment: How did environmental and geographic factors affect the development of sectional

economics and identities?

Peopling: How did the continued movement of individuals and groups into, out of, and within the United States

shape the development of new communities and the evolution of old communities?

Identity: How did debates over American democratic culture and the proximity of many different cultures living in

close contact affect changing definitions of national identity?

Politics & Power: How did the growth of ideals of mass democracy, including such concerns as expanding suffrage,

public education, abolitionism, and care for the needy affect political life and discourse?

Economy: How did the growth of mass manufacturing in the rapidly urbanizing North affect definitions of and

relationships between workers, and those for whom they worked? How did continuing dominance of agriculture

and the slave system affect southern social, political, and economic life?

Essay Topics:

-For some the American Revolution was primarily an effort to maintain basic British rights as opposed to

establishing a new form of government. Support, modify, or refute this contention using specific evidence.

[CR3][CR5][CR9]

-For some the election of Andrew Jackson brought a revolutionary change in politics for the common man as

opposed to it being a continuation of the trend toward greater voter participation. Support, modify, or refute this

contention using specific examples. [CR5][CR10][CR12]

-Analyze and evaluate the impact of Alexander Hamilton’s economic policies, including his views on banking during

the early years of the republic. [CR3][CR5][CR6]

-Analyze and evaluate the impact of Andrew Jackson’s economic policies, including his views on banking during the

mid-19th century. (CR3][CR5][CR6]

-Compare and contrast the characteristics and influences of the three major groups of the British Atlantic colonies

by the mid-18th century. [CR3][CR5][CR11]

-Compare and contrast the characteristics and influences of the three major sections of the United States by the

mid-19th century. [CR3][CR5][CR11]

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DBQ:

Both nationalism and sectionalism increased during the Era of Good Feelings. How did both of these beliefs

develop concurrently, and did one become of greater importance in the economics and politics of the period?

[CR13a][CR13b]

Activities:

Guided Readings

Chapter Quizzes

Class Discussion



Essay Writing

DBQ analysis

UNIT FIVE: Antebellum to Reconstruction/1844-1877/13% of

Exam/20 Class Days [CR2]


Excerpts from Uncle Tom’s Cabin by Harriet Beecher Stowe, 1852

John Brown's Speech to the Court at his Trial, 1859

Narratives of Escaped Slaves by Benjamin Drew, 1855

“The Great Nation of Futurity” by John O’Sullivan, 1839

“Against the Mexican War” by Thomas Corwin, 1847

Excerpt from Civil Disobedience by Henry David Thoreau, 1849

Excerpts from Cannibals All! by George Fitzhugh, 1857

Excerpts from The Impending Crisis of the South by Hinton Roan Helper, 1857

Excerpts from the Lincoln/Douglas Debates, 1858

Letter to President Lincoln by James Henry Gooding, 1863

Abraham Lincoln’s 2nd Inaugural Address, 1865

Black Codes enacted throughout Mississippi and South Carolina, 1865

Example of a sharecropper contract by landowner Isham G. Bailey, 1867

Ben Johnson responds to questions about his experience with the KKK, 1934


“Let My People Go: Harriet Tubman and the Underground Railroad” by Benjamin Quarles

“John Brown: The Father of American Terrorism” by Ken Chowder

“The Ravages of War” by Stephen Oates

“The Checkered History of the Great Fourteenth Amendment” by Eric Foner


Chapter 16: The South and the Slavery Controversy

Chapter 17: Manifest Destiny and Its Legacy

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Chapter 18: Renewing the Sectional Struggle

Chapter 19: Drifting Toward Disunion

Chapter 20: Girding for War: The North and the South

Chapter 21: The Furnace of Civil War

Chapter 22: The Ordeal of Reconstruction


Key Concepts:

Main Idea: As the nation expanded and its population grew, regional tensions, especially over slavery, led to a civil

war — the course and aftermath of which transformed American society.

Key Concept 5.1: The United States became more connected with the world as it pursued an expansionist

foreign policy in the Western Hemisphere and emerged as the destination for many migrants from other

countries.

Key Concept 5.2: Intensified by expansion and deepening regional divisions, debates over slavery and other

economic, cultural, and political issues led the nation into civil war.

Key Concept 5.3: The Union victory in the Civil War and the contested Reconstruction of the South settled

the issues of slavery and secession, but left unresolved many questions about the power of the federal

government and citizenship rights.


Belief Systems: How did the doctrine of Manifest Destiny affect debates over territorial expansionism and the

Mexican War? How did the Civil War struggle shape Americans’ belief about equality, democracy, and national

identity?

America in the World: How was the American conflict over slavery part of larger global events?

Geography & Environment: How did the end of slavery and technological and military developments transform the

environment and settlement patterns in the South and West?

Peopling: How did the growth of mass migration to the United States and the railroad affect settlement patterns in

cities and the West?

Identity: How did migration to the United States change popular ideas of American identity and citizenship as well

as regional and racial identities? How did the conflicts that led to the Civil War change popular ideas about

national, regional, and racial identities throughout this period?

Politics and Power: Why did attempts at compromise before the war fail to prevent the conflict? To what extent,

and in what ways, did the Civil War and Reconstruction transform American political and social relationships?

Economy: How did the maturing of northern manufacturing and the adherence of the South to an agricultural

economy change the national economic system by 1877?

Essay Topics:

-Analyze and evaluate the importance and efforts of the Confederate States in gaining international support during

the Civil War. [CR3][CR5][CR11]

-Analyze and evaluate the motivation and rationale behind the western expansion through the Louisiana Purchase

that took hold in the United States at the start of the 19th century. [CR3][CR5][CR7][CR11]

-Compare and contrast the efforts for and against the increasing of guarantees for equal rights for all during

Reconstruction. [CR3][CR5][CR12]

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-Analyze and evaluate the arguments presented by the Federalists and the Anti-Federalists during the debate over

the ratification of the United States Constitution. {CR3][CR5][CR6]

DBQ:

To what extent did Manifest Destiny and territorial expansion unite or divide the United States from 1830 to 1860?

[CR13a]

Activities:

Guided Readings

Chapter Quizzes

Class Discussion



Essay Writing

DBQ analysis

UNIT SIX: Industrialization, Urbanization, and the Jim Crow

South/1865-1898/13% of Exam/17 Class Days [CR2]


“Fair Wages” by a Striker, 1877

Excerpt from Gospel of Wealth by Andrew Carnegie, 1889

“Sanitary Conditions in New York” by George Waring, 1897

Chinese Exclusion Act signed by President Arthur, 1882

“Biography of a Bootblack”by Rocco Corresca, 1902

Excerpts from How the Other Half Lives by Jacob Riis, 1890

“The Significance of the Frontier in American History” by Frederick Jackson Turner, 1894

Excerpts from The Jungle by Upton Sinclair, 1906


“A Little Milk, A Little Honey” by David Boroff


Chapter 23: Political Paralysis in the Gilded Age

Chapter 24: Industry Comes of Age

Chapter 25: America Moves to the City

Chapter 26: The Great West and the Agricultural Revolution

Chapter 27: The Path of Empire


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Key Concepts:

Main Idea: The transformation of the United States from an agricultural to an increasingly industrialized and

urbanized society brought about significant economic, political, diplomatic, social, environmental, and cultural

changes.

Key Concept 6.1: The rise of big business in the United States encouraged massive migrations and

urbanization, sparked government and popular efforts to reshape the U.S. economy and environment, and

renewed debates over U.S. national identity.

Key Concept 6.2: The emergence of an industrial culture in the United States led to both greater

opportunities for, and restrictions on, immigrants, minorities, and women.

Key Concept 6.3: The “Gilded Age” witnessed new cultural and intellectual movements in tandem with

political debates over economic and social policies.


Belief Systems: How did artistic and intellectual movements both reflect and challenge the emerging corporate

order?

America in the World: How did the search for new global markets affect American foreign policy and territorial

ambitions?

Geography & Environment: In what ways, and to what extent, was the West “opened” for further settlement

through connection to eastern political, financial, and transportation systems?

Peopling: How and why did the sources of migration to the United States change dramatically during this period?

Identity: How did the rapid influx of immigrants from other parts of the world than northern and western Europe

affect debates about American national identity?

Politics and Power: How did the political culture of the Gilded Age reflect the emergence of new corporate power?

How successful were the challenges to this power? Why did challenges to this power fail?

Economy: How did technological and corporate innovations help to vastly increase industrial production? What

was the impact of these innovations on the lives of working people?

Essay Topics:

-Compare the objectives and strategies of organized labor and the Populists for challenging the prevailing

economic beliefs and practices of the Gilded Age. [CR5][CR9]

-Explain and analyze the impact of industrialization and expanding markets on the development of TWO of the

following regions between 1865 and 1900. [CR5][11]

* Northeast/Midwest

* South

* West

-Analyze and evaluate the ways that both external and internal migration changed over time from 1830 to 1900.

[CR3][CR5][CR11][CR12]

DBQ:

Some historians have characterized the industrial and business leaders of the 1865-1900 period as “robber

barons,” who used extreme methods to control and concentration wealth and power. To what extent is that

characterization justified based on the historical evidence? [CR3][CR5][CR6]

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Activities:

Guided Readings

Chapter Quizzes

Class Discussion



Essay Writing

DBQ analysis

UNIT SEVEN: The Great American Empire/1890-1945/17% of

Exam/22 Class Days [CR2]


Excerpt from The History of the Standard Oil Company by Ida Tarbell, 1904

“American Women Should Have the Right to Vote” by Julia Ward Howe, 1909

“American Women Should Not Have the Right to Vote” by Emily P. Bissell, 1909

Theodore Roosevelt, from “The New Nationalism,” 1910

Woodrow Wilson, The New Freedom, 1913

Woodrow Wilson’s Speech before Congress, 1917

Senator George W. Norris’ Speech before the Senate, 1917

President Wilson’s Fourteen Points, 1918

“The Case Against the Reds” by Mitchell Palmer, 1920

The Immigration Act of 1924

“Prohibition Is a Success” by John Gordon Cooper, 1924

“Prohibition is a Failure” by William H. Stayton, 1926

Tom Kromer from Waiting for Nothing, 1935


“The Lady Versus Goliath: Ida Tarbell Takes on Standard Oil Co.” by Paula Treckel

“African Americans and the Quest for Civil Rights” by Sean Dennis Cashman

“Justice Denied: The Trial of Sacco and Vanzetti” by James Davidson and Mark Lytle

“The Biggest Decision: Why We Had to Drop the Atomic Bomb” by Robert James Maddox


Chapter 28: America on the World Stage

Chapter 29: Progressivism and the Republican Roosevelt

Chapter 30: Wilsonian Progressivism at Home and Abroad

Chapter 31: The War to End War

Chapter 32: American Life in the Roaring Twenties

Chapter 33: The Politics of Boom and Bust

Chapter 34: The Great Depression and the New Deal

Chapter 35: Franklin D. Roosevelt and the Shadow of War

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Chapter 36: America in World War II


Key Concepts:

Main Idea: An increasingly pluralistic United States faced profound domestic and global challenges, debated the

proper degree of government activism, and sought to define its international role.

Key Concept 7.1: Governmental, political, and social organizations struggled to address the effects of large-

scale industrialization, economic uncertainty, and related social changes such as urbanization and mass

migration.

Key Concept 7.2: A revolution in communications and transportation technology helped to create a new

mass culture and spread “modern” values and ideas, even as cultural conflicts between groups increased

under the pressure of migration, world wars, and economic distress.

Key Concept 7.3: Global conflicts over resources, territories, and ideologies renewed debates over the

nation’s values and its role in the world while simultaneously propelling the United States into a dominant

international military, political, cultural, and economic position.


Belief Systems: How did “modern” cultural values evolve in response to developments in technology? How did

debates over the role of women in American public life reflect changing social realities?

America in the World: Why did U.S. leaders decide to become involved in global conflicts such as the Spanish

American War, World War I, and World War II? How did debates over intervention reflect public views of

America’s role in the world?

Geography & Environment: Why did reformers seek for the government to wrest control of the environment and

national resources from commercial interests?

Peopling: Why did public attitudes towards immigration become negative during this time period? How and why

did people migrate within the U.S. during this time period?

Identity: How did continuing debates over immigration and assimilation reflect changing ideals of national and

ethnic identity? How did class identities change in this time period?

Politics and Power: How did reformist ideals change as they were taken up by reformers in different time periods?

Why did opposition emerge to various reform programs?

Economy: How did movements for political and economic reform take shape in this period, and how effective were

they in achieving their goals?

Essay Topics:

-Analyze how TWO of the following helped to shape the national identity in the 20th century. [CR3][CR5][CR11]

* Spanish American War

* WWI

* Great Depression/New Deal

* WWII

- Compare and contrast the beliefs and strategies of TWO of the following to address the needs of the U.S. economic

system. [CR3][CR5][8][CR9]

* Progressives

* Economic conservatives of the 1920s and 1930s

* New Deal

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-Some historians have argued that the greatest threat to civil liberties came during wartime. Support, modify, or

refute this contention using specific evidence from the period of 1898-1945. {CR3][CR5][CR6][CR8]

DBQ:

“The ideals used to justify U.S. involvement in WWI disguised the real reasons for Wilson’s change in policy from

neutrality to war and, in fact, violated the traditional values of the American nation.” Assess this statement and the

reasons for the change in U.S. policy in 1917 AND whether these reasons were consistent with traditional

American values. [CR3][CR7][CR9]

Activities:

Guided Readings

Chapter Quizzes

Class Discussion



Essay Writing

DBQ analysis

UNIT EIGHT: Increasing Prosperity and Global Responsibility After

WWII/1945-1980/15% of Exam/20 Class Days [CR2]


The Truman Doctrine, 1947

The Marshall Plan, 1948

“America” by Allen Ginsberg, 1956

“Communist Subversives Threaten America” by Joseph McCarthy, 1950

“McCarthyism Threatens America” by the Tydings Committee, 1950

Brown v. Board of Education, 1954

“Blacks Should Strive to be Part of the American Dream” b MLK, Jr., 1961

“Blacks Can Never Be Part of the American Dream” by Malcolm X, 1963

“America is Fighting for a Just Cause in Vietnam” by Lyndon B. Johnson, 1965

“America is Not Fighting for a Just Cause in Vietnam” by Eugene McCarthy, 1967

“A President’s Executive Privilege Is Not Absolute” by Warren Burger, 1974

Jimmy Carter’s “Crisis of Confidence” Speech, 1979

“The American Spirit Remains Strong” by Ronald Reagan, 1980


“Lyndon Johnson and the Nightmare of Vietnam” by Larry L. King

“Betty Friedan Destroys the Myth of the Happy Housewife” by Marcia Cohen

“How the Seventies Changed America” by Nicholas Lemann

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Chapter 37: The Cold War Begins

Chapter 38: The Eisenhower Era

Chapter 39: The Stormy Sixties

Chapter 40: The Stalemated Seventies

Key Concepts:

Main Idea: After World War II, the United States grappled with prosperity and unfamiliar international

responsibilities while struggling to live up to its ideals.

Key Concept 8.1: The United States responded to an uncertain and unstable postwar world by asserting and

attempting to defend a position of global leadership, with far-reaching domestic and international

consequences.

Key Concept 8.2: Liberalism, based on anticommunism abroad and a firm belief in the efficacy of

governmental and especially federal power to achieve social goals at home, reached its apex in the

mid1960s and generated a variety of political and cultural responses.

Key Concept 8.3: Postwar economic, demographic, and technological changes had a far-reaching impact on

American society, politics, and the environment.


Belief Systems: How did changes in popular culture reflect or cause changes in social attitudes? How did the

reaction to these changes affect political and public debates?

America in the World: Why did Americans endorse a new engagement in international affairs during the Cold

War? How did this belief change over time in response to particular events?

Geography & Environment: Why did public concern about the state of the natural environment grow during this

period, and what major changes in public policy did this create?

Peopling: How did the growth of migration to and within the United States influence demographic change and

social attitudes in the nation?

Identity: How did the African-American Civil Rights movement affect the development of other movements based

on asserting the rights of different groups in American society? How did American involvement in the Cold War

affect debates over American nation identity?

Politics and Power: How did the changing fortunes of liberalism and conservatism in these years affect broad3er

aspects of social and political power?

Economy: How did the rise of American manufacturing and global economic dominance in the years after WWII

affect standards of living among and opportunities for different social groups?

Essay Topics:

-Analyze the impact of the Cold War on domestic politics from 1945 to 1980. [CR3][CR5][CR12]

-Analyze the changes and continuity in the identity and roles of American women from 1945 to 1980.

{CR3][CR5][CR9]

-Analyze how the role of the federal government in the American economy changed during the period from 1945 to

1980. [CR3][CR5][CR8][CR9]

DBQ:

Compare and contrast the roles of the federal government and the civil rights activists in achieving the goals of the

civil rights movement from 1945 through 1968. [CR7][CR12][CR13a]

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Activities:

Guided Readings

Chapter Quizzes

Class Discussion



Essay Writing

DBQ analysis


UNIT NINE: Globalization and Redefining National Identity/1980-

Present Day/5% of Exam/7 Class Days [CR2]


Speech to the House of Commons by Ronald Reagan, 1982

“The Conscience of a Conservative Christian” by David Wildmon, 1985

“Address to the Nation Announcing Allied Military Action in the Persian Gulf” by George H.W. Bush, 1991

“War Against Iraq is Unnecessary” by Arthur Schlesinger, 1991

“American Must Reform Its Health Care System” by Bill Clinton, 1994

“America’s Health Care System Does Not Need Government Reform” by Fred Barnes, 1993


“Reagan: His Place in History” by Richard Brookhiser

“Some Lessons from the Cold War” by Arthur Schlesinger

“The Lessons of September 11, Iraq, and the American Pendulum” by


Chapter 41: The Resurgence of Conservatism

Chapter 42: The American People Face a New Century

Key Concepts:

Main Idea: As the United States transitioned to a new century filled with challenges and possibilities, it experienced

renewed ideological and cultural debates, sought to redefine its foreign policy, and adapted to economic

globalization and revolutionary changes in science and technology.

Key Concept 9.1: A new conservatism grew to prominence in U.S. culture and politics, defending traditional

social values and rejecting liberal views about the role of government.

Key Concept 9.2: The end of the Cold War and new challenges to U.S. leadership in the world forced the

nation to redefine its foreign policy and global role.

Key Concept 9.3: Moving into the 21st century, the nation continued to experience challenges stemming

from social, economic, and demographic changes.

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Belief Systems: How did technological and scientific innovations in areas such as electronics, biology, medicine,

and communications affect society, popular culture, and public discourse? How did a more demographically

diverse population shape popular culture?

America in the World: How did the end of the Cold War affect American foreign policy? How did the terrorist

attacks of September 11, 2001 impact America’s role in the world?

Geography & Environment: How did debates over climate change and energy policy affect broader social and

political movements?

Peopling: How did increased migration raise questions about American identity and affect the nation

demographically, culturally, and politically?

Identity: How did demographic and economic changes in American society affect popular debates over American

national identity?

Politics and Power: How successful were conservatives in achieving their goals? To what extent did liberalism

remain influential politically and culturally?

Economy: How did the shift to a global economy affect American economic life? How did scientific and

technological developments in these years change how Americans lived and worked?

Essay Topics:

-Analyze to what extent the conservative resurgence changed the economic and social policies of the United States

government from 1980 to 2008. [CR3][CR5][CR13b]

-Compare and contrast the leadership and failures of TWO of the following presidential administrations.

[CR3][CR5][CR13b]

*George H. W. Bush

* Bill Clinton

* George W. Bush

* Barack Obama

Activities:

Guided Readings

Chapter Quizzes

Class Discussion



Essay Writing

DBQ analysis


advanced placement united states history … document based question 25% 60 minutes ... economy: how...

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