AP United States History Syllabus2013-2014

Archbishop O’Hara High SchoolDepartment of History and Social StudiesMrs. Ann Wrighte-mail: awright@oharahs.org (school) phone: 763-4800, extension 203cell phone: 816-769-3625Wikispaces: http://ohsapush.wikispaces.com/ (You will receive an invitation to join this wiki)Blog: http://historymattersatohs.blogspot.com  Class Twitter: Look for aleew55

HS 2100 History of the United States IHS 2500 History of the United States II

SS 722 AP US History

I. Advanced Placement Credit

Students have an option to earn college credit for AP US History through either an ACCP course at Rockhurst University OR by scoring a 4 or 5 on the AP US History exam, given in May at O’Hara. The Rockhurst credit is $83.00 PER SEMESTER PER HOUR. A three hour course is $249 with a one-time non refundable matriculation fee of $60.00.

The exam is a product of the Advanced Placement program of the College Board Scholastic Aptitude Testing Service (SAT). The test is made up of three parts: an objective section, document-based questions, and two broad essay questions. The College Board evaluates the test and scores of 1-5 are awarded (5 being the highest). Many colleges and universities will award college credit for scores of 3 or better. The more prestigious colleges and universities award credit for scores of 4 or 5 only.

The examination cost approximately $50.00 and the fee is paid in the spring. All students enrolled in AP US History will take the exam, irrespective of his/her enrollment in the dual credit with Rockhurst University. The AP exam provides invaluable experience in studying for and completing a university level examination in American history.

Course Description

Advanced Placement US History is a challenging course for those students who seek further development of analytical reading, writing, and research skills while developing an understanding of the broad outlines of American history. Following the

recommendations of the Advanced Placement program of the College Board, the course traces the development of the United States from the time of Columbus to the present.

Course Objectives

1. To develop an understanding of the chronology of major events in American history from the pre-Columbia period through the present;

2. To further develop an refine analytical reading, writing, and research skills;

3. To provide opportunities for the examination of primary source documents;

4. To use historical data to support an argument or position;

5. To prepare for and successfully pass the Advanced Placement Exam in US History;

6. To encourage a commitment to the study of history;

7. To develop an understanding of the role the United States has played in the evolution of our modern world through commerce, exploration, colonization, war and the arts;

8. To emphasize the history of American from the “bottom-up” with particular attention to the stories of women, minorities, immigrants and the working class.

Student Objectives

1. The student will describe the major social, intellectual, political, and cultural events in the history of the United States;

2. The student will use and analyze primary source documents including letters, diaries, interviews, speeches, and other documents;

3. The student will develop a chronology of events in American history from the pre-Columbian period through the present;

4. The student will read and evaluate works of literature which reflect distinctive periods in the history of the United States;

5. The student will analyze themes in American history and trace these themes through several chronological periods;

6. The student will practice the art of history by producing research papers, presentations, etc.

7. The student will express himself/herself orally, and in writing, with clarity and precision.

Course Texts and Readings

Give Me Liberty An American History by Eric Foner

• Davidson, James West and Mark Hamilton Lytle. After the Fact: The Art of Historical Detection. New York: McGraw-Hill, 2000

Newman, John J. and John M. Schmalbach. United States History Preparing for the Advanced Placement Examination. New York: Amsco Publications, 2004 (Hereafter known as the FLAG BOOK.)

Oates, Stephen. Portrait of America, Volume I and II. New York: Houghton-Mifflin, 20006

Some Helpful Websites

www.digitalhistory.uh.edu

A secondary digital site of readings is available at http://www.hippocampus.org/History%20%26%20Government;jsessionid=4144309F44D16989F85E8616BF30250D?view=Media These readings are accompanied by short videos.

www.oyez.org (Website for the Supreme Court)

www.gilderlehrman.org (You must register for this site as a student). One of the premier organizations working on behalf of history education in the United States.

http://americanhistory.si.edu (Website of the National Museum of American History, a part of the Smithsonian Institution.)

http://www.loc.gov/index.html (Website for the Library of Congress)

www.mcpl.lib.mo.us (Website for the Midcontinent Library system)

Course Requirements

Much of the coursework will be presented in a digital format this year. Remember that responsible use of your iPad is an assumed condition of enrollment in the course.

The following websites will be the ones that we will use most extensively.

Wikispace that includes assignments, links, videos, etc. o http://ohsapush.wikispaces.com/

Schoology Code for AP US History is C8FJ6-PMM8M

Google Docs All formal written assignments will be submitted as a google doc. You have a new OHS email that is a gmail account which is how you access google documents as well.

When you publish to google docs, you will have the opportunity to name your assignment and to invite others to see it. Obviously, you will need to invite me. I will be able to comment on it, etc. You will also be inviting classmates as we work on things collaboratively.

STANDARD NAMING CONVENTION for Google Docs.

Last Name—Assignment Title—Class

Wright—DBQ on Northern and Southern Colonies—AP US History

Student EXPECTATIONS

The level of work expected in an AP history class is substantially different from that of regular sections. The class requires a GREAT deal of independent reading in both textbooks and outside sources. It is anticipated that students enrolled in an AP section are fully capable of keeping up with an INTENSIVE reading schedule. It is imperative that you keep up with the reading and homework schedules as provided in each unit. The following is offered as a sample of the type of work that will be required during the year. It is not meant as an exhaustive list of all of the assignments that you may anticipate.

Reading Assignments Over Thanksgiving, Christmas and Easter

Please expect readings over the major scheduled breaks and holidays. These will generally be novels (for example Huckleberry Finn) and can easily be completed during vacation periods.

Reading Assignments

The reading schedule will be distributed and posted on the class wiki and schoology pages. There may need to be occasional adjustments to accommodate schedules changes and unforeseen absences. It is important that students follow the reading schedule carefully. There will be reading quizzes over the assigned material each day.

The average amount of reading from the main text is 7 pages PER DAY, including holidays, weekends, and vacation! There are additional readings from the ancillary texts.

Notetaking.

Because of the nature of the course, a substantial amount of class time will be lecture/discussion oriented. Class Notes should be dated and kept in chronologicalorder in any way that works for you. EVERY STUDENT is expected to take notes. At random times, I will ask you to share your notes with me via email or by turning them in. I will do this by asking a student, or two or three, to share their notes after a class lecture/discussion. You may take notes on the the Ipad. HOWEVER, if you are off task, on a game website or facebook, you will lose the privilege of using your iPad to take notes in class.

It is IMPERATIVE that you take good, careful notes over lecture material, assigned readings and videos. A special email has been set up solely for receiving your notes. The email is aohsapush@gmail.com

Option 1You will need to purchase a 150 page, wide or college ruled, sturdy notebook for EXCLUSIVE USE by AP US History. (Do NOT use it for other classes). You will take notes from the reading on one page using the “cornell method” (outlined below) and on the right hand side you will complete various tasks to help you master the material. You can take a picture of your notes and send those via email to the address above

http://lsc.sas.cornell.edu/Sidebars/Study_Skills_Resources/cornellsystem.pdf

OR

Option 2

Use a notetaking app like notability or pages and send your notes directly to me at the above named email.

Essays.

You can expect about 1 formal essay each week in a DBQ or FREE Response Format. A DBQ is a “Document Based Question.” It consists of a question, sometimes rather broad in nature, that requires you to analyze primary source documents (letters, journals, cartoons, speech, etc.) and draw upon your knowledge of the period referred to in the question. A FRQ is a more typical “essay” question that asks you to analyze a question from the period. Some of these essays will be written in class to simulate the conditions under which the AP exam is completed.

All of these essays will be submitted via google documents. As you will see, they can easily be commented on and revised. And, we will save lots of paper!

Quarterly Book Review

Each quarter, you will read one book outside of class for BOTH English and History. Over the year, you should read ONE book from EACH of the genres (total of 4 over the year, one from each genre).

Genres

1. Fiction (either contemporary or written during the period. If the book is a contemporary one, it must be ABOUT the assigned time period)

2. Nonfiction 3. Memoir, collection of letters, autobiography, collection of essays,4. Biography of an individual who was important in the assigned period

The first quarter reading should cover the time period 1607—1800; second quarter should cover the period 1800-1877; third quarter should cover the period 1877-World War II; fourth quarter should cover the period from WWII (1945) to the present. (Do not read any book that is read in English/History during the year.)

FOR EXAMPLE— During first quarter Liberty’s Daughters, a nonfiction work about women during the American Revolution; during second quarter a biography of Andrew Jackson; during third quarter Maggie, A Girl of the Streets (a novel) by Stephen Crane; and during fourth quarter the love letters of Harry and Bess Truman (a memoir or collection of letters)>

After you read the book, you must submit to either Mrs. Schaffer or Ms. Wright some type of evidence that you have actually read the book. The evidence is up to you. (You may be as creative or as traditional as you wish.) It is your responsibility to convince us that you have, in fact, read the work and not relied on Spark Notes, etc.

Whatever form you choose, must be unique to that particular quarter. For example, if you want to do a book talk, you may choose book talk as one of the forms for one of the quarters.

The due dates for the quarterly book reviews are:

1st quarter—2nd quarter—3rd quarter—4th quarter—

Celebration of Knowledge

Each unit will conclude with an examination, which will include both objective and essay questions. The essay questions will be evaluated for both content and mechanics. The exam questions will model those from the AP US History exam.

Reading Quizzes

These will follow a variety of formats: open book, identification, short answer, true/false, etc. These are worth from 5-10 points and generally CANNOT be made up. There will be opportunities to earn back points for quizzes missed from extra-credit opportunities or “free” make up quizzes offered periodically.

Exit Tickets

Most days you will complete an “exit ticket” as you leave class, asking you to answer an “essential question” or comment about a reading, etc. Sometimes these may take the form of a self-analysis (What did you learn today?) or a quiz (Explain the significance of John Winthrop’s phrase, “City on a Hill.”

Attendance

Attendance is important! It is very difficult to do well in the class unless you are in class consistently. If you know that you will be absent for a school-related event, please let me know as soon as possible. You can email me or text me. All major assignments are due on the date announced. If you are absent, they can be emailed or faxed to me (816-765-5008). DO NOT MISS CLASS to finish an assignment. I would rather you speak to me directly BEFORE the assignment is due and ask for an extension.

You grade will be negatively affected by absence, even if you are diligent in making up your work. The nature of the discussion means that it is difficult to earn above a C in the class, irrespective of your make up work, unless you are IN CLASS. DO NOT MISS.

Miscellaneous Written Assignments

There are occasional, miscellaneous writing assignments that are distinct from the FRQ and the DBQ. These should be typed. Follow the assigned directions.

Conferenced Reading Book Review

White Rose Essay Contest

Students will participate in the White Rose Essay Contest sponsored by the Midwest Center for Holocaust Education. Participation entails research of and completion of a paper on a topic to be determined by the Center. The paper will be evaluated for both English and history credit. The best papers will be forwarded to the Center for inclusion in the contest.

White House Decision Center

Students will participate in a simulation of Truman’s presidency at the White House Decision Center.

Course Materials

SAVE EVERYTHING! All assignments (exams, essays, etc. are returned and will be helpful in studying for the AP Exam in May.) A great way to save things on the CLOUD is to use a service like www.box.com or www.dropbox.com .

Post-it notes 3 x 5 notecards (or 4x6 if you prefer) (Colored can be useful for organization). Pens (use only blue or black for exams and/or material to be handed in) (Colored

pens can be helpful for organization purposes/maps, etc.) Pencils (some reading quizzes and exams are scan tron)

Late Homework

Late Homework is unacceptable in a college level course.

Homework

As a general rule, all assignments are uploaded to google documents or processed as a google doc. These assignments are due at midnight of the day BEFORE the assignment is due and MUST BE UPLOADED as a google document.

Plagiarism

When you copy another person’s work whether in internet, printed, written or spoken form, you are “stealing” his or her ideas and intellectual property. Students who submit others work as their own or who copy other’s material for homework or during exams will receive a zero on the first assignment. Parents will be notified and a conduct referral will be filed. A second incident will result in loss of credit for the course.

Grading Scale

A+ 98-100A 93-97A- 90-92B+ 87-89B 83-86B - 80-82C+ 77-79C 73-77C- 70-72D+ 67-69D 63-66D- 60-62

THEMES in AP US History

American DiversityAmerican IdentityCultureDemographic ChangesEconomic TransformationsEnvironmentGlobalizationPolitics and CitizenshipReformReligionSlavery and its Legacies in North AmericaWar and Diplomacy

Unit I—The Colonial Era

Central Focus: Analyze the development of northern, middle and southern colonies in America from 1450-1700.

Themes: American Diversity, Slavery and Its Legacies, Religion, Demographic Changes

Topic Outline

First European contacts with Native Americans Spain’s empire in North America French colonization of Canada English settlement of New England, the Mid-Atlantic region, and the South From servitude to slavery in the Chesapeake region Religious diversity in the American colonies Resistance to colonial authority: Bacon’s Rebellion, the Glorious Revolution, and the

Pueblo Revolt Population Growth and immigration Trans-Atlantic trade and growth of seaports The eighteenth-century back country Growth of plantation economies and slave societies The Enlightenment and Great Awakening Colonial governments and imperial policy in British North America

Major Questions and Themes of Unit 1

1. What was the impact of the European settlement on the Native Americans, the Africans who were brought to the New World, and the environment?

2. What concepts of liberty and opportunity arise in this period? What did the colonists want when they came to the New World? Were they all seeking freedom? Were they seeking a democratic way of life? What was their attitude toward personal liberty?

3. To what extent did the geography of the eastern seaboard shape the economic, social and political development of the colonies?

4. What ideas and institutions were established during the colonial period that would remain as a foundation for the new nation?

5. How did this period forge elements of the American Dream—“City Upon a Hill”? To what extent did the colonists succeed in establishing a “city on a hill?”

6. In what sense did events in England and Europe influence the development of the colonies?

7. To what extent do the economic, social, and political beliefs of the Puritans live on in the United States today?

8. Compare and contrast the development and enduring influence of Virginia and Massachusetts.

9. What was the impact of the Enlightenment and the influence of Benjamin Franklin?10. How did slavery become established? What was the nature of colonial slavery?

Readings and Ancillary Materials for Unit 1 Readings with a STAR (*) should be included in your reading log.

Brinkley, Chapters 2 & 3 (optional background) Portrait of America—Chapter 3: Black People in a White People’s Country* Portrait of America—Chapter 4: The Deerfield Massacre* Davidson, Chapters 1, 2 Many Thousands Gone Shi, Interpreting Visual Sources Colonial Architecture A People’s History. “Columbus, the Indians and Human Progress”*

http://www.historyisaweapon.com/defcon1/zinncol1.html A People’s History. “Drawing the Color Line.”*

http://www.historyisaweapon.com/defcon1/zinncolorline.html A People’s History. Persons of Mean and Vile Condition.*

http://www.historyisaweapon.com/defcon1/zinnvil3.html “The Labor Problem at Jamestown”*

http://latinoamericanos.files.wordpress.com/2008/09/the-labor-problem-at- jamestown.pdf

Video clips—“500 Nations” Exploration of “Virtual Jamestown” website Exploration of http://www.plimoth.org/index.html Video clips—“Africans in America” Part I (PBS) Three Sovereigns for Sarah (PBS) Biography: Pocahontas (A & E)

Possible Written Assessment

Doing the DBQ—1993 DBQ English Colonies North and South FRQ—“Geography was the primary factor in shaping the development of the British

colonies in North America.” Assess the validity of this statement for the 1600s. FRQ—Compare the ways in which religion shaped the development of colonial

society (to 1740) in TWO of the following regions: New England, Chesapeake, Middle Atlantic

Essential Documents

“The Mayflower Compact”http://avalon.law.yale.edu/17th_century/mayflower.asp

“A Model of Christian Charity”http://religiousfreedom.lib.virginia.edu/sacred/charity.html

“The Devastation of the Indies: A Brief Account” http://www.swarthmore.edu/SocSci/bdorsey1/41docs/02-las.html

“An Indentured Servant Describes Life in Virginia”http://historymatters.gmu.edu/d/6475

Content for Unit 1

Contribution of Chesapeake colonies to development of America Pilgrims and Puritans Puritan beliefs and lifestyle Contribution of New England colonies in the development of America Differences among New England, Middle Colonies, South Roots of slavery Mercantilism Great Awakening

Outline of Unit 1

I. America and the British Empire, 1650-1754A. Chesapeake CountryB. Growth of New EnglandC. Restoration ColoniesD. Mercantilism; the Dominion of New EnglandE. Origins of Slavery

II. Colonial Society in the Mid-Eighteenth CenturyA. Social structure

1. family2. farm and town life, the economy

B. Culture1. Great Awakening2. The American mind3. The Folkways

C. New Immigrants

Unit 2—Revolutionary America

Central Focus: What were the social, political, and economic factors that drove the American colonists to independence? How did the American Revolution influence/reflect American values and character?

Themes: American Identity, Politics and Citizenship, War and Diplomacy

Topic Outline

The French and Indian War The Imperial Crisis and resistance to Britain The War for Independence State constitutions and Articles of Confederation The federal Constitution Washington, Hamilton, and the shaping of the national government Emergence of political parties: Federalists and Republicans Republican Motherhood and education for women Beginnings of the Second Great Awakening Significance of Jefferson’s presidency Expansion into the trans-Applachian West; American Indian resistance Growth of slavery and free Black communities The War of 1812 and its consequences

Major Questions and Themes of Unit II

1. What was revolutionary about the American Revolution?2. What were the central causes of the American Revolution? In what ways were

economic, political, ideological, and social issues related to the Revolution?3. Who suffered and who gained by the Revolution?4. Evaluate the strengths and weaknesses, successes/failures of the government

established under the Articles of Confederation.5. Was the United States Constitution an elitist or an egalitarian document?6. How successfully did Washington’s administration handle the problems facing the

nation?7. Were the conflicts between Jefferson and Hamilton based on fundamental

ideological differences or were they disagreements over the means to achieve the same end?

8. At what point in time did the issue of states’ rights become important?9. Consider the issue of neutrality in foreign relations. Did the United States effectively

prove its credibility in foreign affairs?10. Was it realistic to assume that the nation could proceed without the formation of

political parties?

Textbook Readings and Ancillary Materials for Unit II

Brinkley, Chapters, 4, 5, 6 Portrait of America—Chapter 6: Citizen Ben: A World American’s Seven Great

Virtues*

Portrait of America—Chapter 7: John Adams and the Coming of the Revolution* Portrait of America—Chapter 8: Thomas Jefferson and the Meanings of Liberty* A People’s History—Chapter 4: Tyranny is Tyranny*

http://www.historyisaweapon.com/defcon1/zinntyr4.html A People’s History—Chapter 5: A Kind of Revolution*

http://www.historyisaweapon.com/defcon1/zinnkin5.html Davidson, Chapter 3 Video Clips—“Liberty” Video Clips—“1776”

DBQ—Articles of Confederation Activity: “Who Shot Alexander Hamilton?” Video Clips—“Founding Brothers” Video Clips—The Duel

Possible Written Assessment

Create a chart detailing the various British policies enacted following the Seven Years’ War (Proclamation of 1763 through the Intolerable Acts). Indicate the content or provisions of these acts, the colonial response and the impact on growing colonial unity, and the impact of the experience on post-independence.

Prepare a chart in which you compare and contrast “The First Two Political Parties”. Include the following categories in your Chart: A—Leaders; B—Kinds of People; C—interpretation of the Constitution; D—Federal Government v. States’ Rights; and E—Major European Ally

FRQ—Evaluated the relative importance of the following as factors prompting Americans to rebel in 1776: parliamentary taxation; restriction of civil liberties; British military measures; the legacy of colonial religious and political ideas

FRQ—Analyze the contributions of TWO of the following in helping to establish a stable government after the adoption of the Constitution: John Adams, Thomas Jefferson, George Washington

FRQ—To what extent did economic issues provoke the American Revolution?

Essential Documents

“The Stamp Act”http://avalon.law.yale.edu/18th_century/stamp_act_1765.asp

“The Declaration of Independence”http://avalon.law.yale.edu/18th_century/declare.asp

“Join or Die” Political Cartoonhttp://www.loc.gov/pictures/resource/cph.3g05315/

“Common Sense”http://www.earlyamerica.com/earlyamerica/milestones/commonsense/text.html

“American Crisis”http://www.ushistory.org/paine/crisis/c-01.htm

“Letters from a Pennsylvania Farmer”http://www.earlyamerica.com/earlyamerica/bookmarks/farmer/farmtext.html

Content of Unit 2

Mercantilism The Enlightenment The French and Indian War British policy changes, post 1763 The events that drove the colonists forward in seeking independence: Stamp Act,

Townshend Acts, Declaratory Act, Boston Massacre, Gaspee Incident, Boston Tea Party, Committees of Correspondence, Lexington and Concord, 1st Continental Congress, Second Continental Congress

Emerging colonial cooperation and decision for independence The Declaration of Independence The course of the War for Independence Military victory and terms of the Treaty of Paris Government under the Articles of Confederation

II. Outline of Unit 2

I. Road to Revolution, 1754-1775A. Anglo-French rivalries and Seven Years’ WarB. Imperial reorganization of 1763

1. Stamp Act2. Declaratory Act3. Townsend Acts4. Boston Tea Party

C. Philosophy of the American Revolution

II. The American Revolution, 1775-1783A. Continental Congress

B. Declaration of IndependenceC. The War

1. French alliance2. War and society; Loyalists3. War economy

D. Articles of ConfederationE. Peace of ParisF. Creating state governments

1. Political organization2. Social reform; women, slavery

Unit 3—Early National Period

Central Focus: What challenges did the early federal government face in establishing a strong central government from 1789-1820? How were the conflicts between central and local power resolved? In what ways and to what extend di the new government and the Constitution balance concerns over liberty and order?

Themes: Demographic Changes, Economic Transformation, Reform, Slavery and Its Legacies, and Politics and Citizenship

Topic Outline

Forming a national government, Confederation and ConstitutionWashington, Adams, and the shaping of a national governmentEmergence of political parties: Federalists and RepublicansHamilton, Jefferson and the creation of the National BankRepublican Motherhood and education for womenThe Supreme Court in the Creation of American National governmentThe significance of Jefferson’s Presidency: The Revolution of 1800The Louisiana PurchaseExpansion into the Trans-Mississippi WestNative American resistanceThe War of 1812John Marshall and the Supreme CourtJudicial Review

Major Themes and Questions of Unit 3

1. Foreign affairs, the problem of neutrality. How effective were American policies up to 1823? What was the immediate impact of the Monroe Doctrine?

2. The War of 1812: Why did we go to war? Why is it sometimes described as the “Second War for American Independence?”

3. What happened to political parties during this era?4. What was the nature of nationalism that emerged after the war?5. What issues were divisive ones?6. Consider the role of the Supreme Court and John Marshall’s influence during this

era.7. Understand the differences and similarities between Jeffersonian and Jacksonian

Democracy.8. Trace the development of political parties and their relationship to democratic

change. At what point is the idea of an opposition party accepted by Americans?

Textbook Readings and Ancillary Materials for Unit 3

Brinkley, Chapters 7, 8, 9, 10 Shi, Chapters 9, 10, 11, 12 Davidson, Chapter 4 Develop a chart of the principal decisions of the Marshall Court. Identify the

participants, the issue, the decision, and its significance.

Possible Written Assessments Create a chart in which you compare and contrast Jeffersonian and Jacksonian

Democracy. On the back of the cart answer the following questions: How were Jeffersonian and Jacksonian Democracy alike? How were Jeffersonian and Jacksonian Democracy different? Which contributed the most to our nation?

FRQ--The debate over the Alien and Sedition Acts of 1798 revealed bitter controversies on a number of issues. Discuss the issues involved and explain why these controversies developed.

FRQ--Hamilton and Jefferson had opposing visions for the economic future of America. What were those visions and how were they resolved in the early national period?

FRQ—Analyze the extent to which TWO of the following influenced the development of democracy between 1820 and 1840: Jacksonian economic policy; changes in electoral politics; Second Great Awakening; Westward movement

FRQ—To what extent was the election of 1800 aptly named the “Revolution of 1800?” Respond with references to TWO of the following areas: economics, foreign policy, judiciary, politics

Essential Documents

Washington’s Farewell Addresshttp://avalon.law.yale.edu/18th_century/washing.asp

Marbury v. Madison

http://www.oyez.org/cases/1792-1850/1803/1803_0/

Jefferson’s First Inaugural Addresshttp://avalon.law.yale.edu/19th_century/jefinau1.asp

Louisiana Purchasehttp://memory.loc.gov/cgi-bin/ampage?collId=llsl&fileName=008/llsl008.db&recNum=213

Federalist Papers # 10http://thomas.loc.gov/home/histdox/fed_10.html

Content of Unit 3

Constitutional Convention—personalities, compromises, controversies, ratification Hamilton v. Jefferson British-French conflict and its impact on American politics Trade Diplomacy Alien and Sedition Acts Jefferson’s Revolution of 1800 Louisiana Purchase Diplomatic Issues War of 1812 Era of Good Feelings Rise of Nationalism Diplomatic Achievements Marshall Court rulings and precedents Monroe Doctrine Election of 1824 and the founding of the Democratic Party

Outline of Unit 3

I. Constitution and New Republic, 1776-1800A. Philadelphia Convention; drafting the ConstitutionB. Federalists versus Anti-FederalistsC. Bill of RightsD. Washington’s presidency

1. Hamilton’s financial program2. Foreign and domestic difficulties3. Beginnings of political parties

E. John Adams’ presidency1. Alien and Sedition Act2. XYZ Affair

3. Election of 1800

II. The Age of Jefferson, 1800-1816A. Jefferson’s presidency

1. Louisiana Purchase2. Burr conspiracy3. The Supreme Court under John Marshall4. Neutral rights, impressment, embargo

B. MadisonC. War of 1812

1. Causes2. Invasion of Canada3. Hartford Convention4. Conduct of the War5. Treaty of Ghent6. New Orleans

D. Nationalism and Economic ExpansionA. James Monroe, Era of Good FeelingsB. Panic of 1819C. Settlement of the WestD. Missouri CompromiseE. Foreign affairs: Canada, Florida, the Monroe DoctrineF. Election of 1824, end of the Virginia Dynasty

Unit 4—Jackson and Antebellum America

Central Focus: In what ways and to what extend di American democracy expand to include previously disenfranchised sections of society? What social, political, and economic forces facilitated these changes?

Themes: Economic transformations, Reform, Religion, Slavery and Its Legacies, Politics and Citizenship

Topic Outline

Jacksonian democracy and its success and limitations The transportation revolution and creation of a national market economy Beginnings of industrialization and changes in social and class structure Immigration and nativist reaction Emergence of the second party system Federal authority and its opponents: Judicial federalism, the Bank War, tariff

controversy and states’ rights debates Evangelical Protestant revivalism

Social reforms Ideals of domesticity Transcendentalism and utopian communities American Renaissance: literary and artistic expressions

Major Questions of Unit 4

1. How do we characterize the Jacksonians? What were their attitudes about democracy, equality and opportunity?

2. How do we characterize Jackson? Old Hickory or King Andrew? Democrat or autocrat? Conservative or liberal?

3. On what issues was Jackson a nationalist? On what issues was he a friend of states’ rights?

4. What is the nature of the American character? Are we rugged individuals, money-hungry materialists, or a society struggling to perfect itself in a quest for spiritual fulfillment?

5. What were the major reform movements of this period, and how did they relate to political developments?6. Understand the differences and similarities between Jeffersonian and Jacksonian

Democracy.7. Trace the development of political parties and their relationship to democratic change.

At what point is the idea of an opposition party accepted by Americans?

Readings and Ancillary Materials

Brinkley 9, 10, 12 Video Clips—“500 Nations” PBS Andrew Jackson: Good, Evil and the American Presidency

Possible Written Assignments DBQ—Jacksonian Democracy or Indian Removal (students choose) FRQ—In what ways did developments in transportation bring about economic

and social change in the United States in the period 1820 to 1860. Groups create “story boards” on one of the following social developments during

the period of 1820-1850: scientific and technological developments; transportation and

Did the Jacksonian Era actually increase citizen participation in politics? To what extent was it a genuine increase?

Andrew Jackson was the seventh president of the United States. Certainly he saw himself as a hero, and many others saw him that way also. How do you see him and his possible impact on the United States?

DBQ: Reform movements in the United States sought to expand democratic ideals.” Assess the validity of this statement with specific reference to the years 1820-1850.

Essential DocumentsSeneca Falls Declaration

http://www.fordham.edu/halsall/mod/senecafalls.aspSecond Message to Congress Indian Removal

http://www.ourdocuments.gov/doc.php?flash=true&doc=25&page=transcriptPolitical Cartoons featuring Andrew Jackson

http://mrkash.com/activities/jacksoncartoons.html

Content of Unit 4

Jackson’s Administration—spoil system, nullification, bank war, Cherokee Removal Election of 1840 Development of the Whig Party Market Revolution Women’s Rights Movement Abolitionism Transcendentalism Utopian Societies Religious developments Nativism and Immigration

Outline of Unit 4

I. The Transformation of Politics in Antebellum AmericaA. Emergence of the second party systemB. Federal authority and its opponents

1. Judicial federalism2. Bank War3. Tariff controversy4. States’ rights review

II. Transformation of the Economy and Society in Antebellum America

A. The transportation revolution and creation of a national market economyB. Beginnings of industrialization and changes in social and class structuresC. Immigration and nativist reactionD. Planters, yeoman farmers, and slaves in the cotton South

III. Religion, Reform, and Renaissance in Antebellum AmericaA. Evangelical Protestant revivalismB. Social reformsC. Ideals of domesticityD. Transcendentalism and utopian communitiesE. American Renaissance: literary and artistic expressions

Unit 5: Slavery and Sectional Conflict

Central Focus: In what ways and to what extent did the forces of growth and expansion both tie the United States together as a country and contribute to its disunion?

Themes: Demographic Change, Economic Transformations, Religion, Slavery and its Legacies, Politics and Citizenship

Topics The economic and social system of the South Factory system and “chattel” slavery Slavery as a moral issue Sectionalism Political compromises Westward expansion The Mexican War John Brown

Major Questions of Unit 5

1. Understand the social structure of the ante-bellum South. Why were the planters, who were in the minority, still the dominant group?

2. Was growing cotton, using slave labor, profitable?3. What was the nature of slave life? What was the relationship between master and

slave?4. Trace the development of the trans-Mississippi West5. What was the nature of Manifest Destiny? Noble cause or economic imperialism?

What was its relationship to US foreign policy during this era?6. Was James K. Polk responsible for war with Mexico? What kind of leader was he?7. Who was to blame for the war? Mexico or the United States? Was the US justified

in waging war against Mexico?8. Some historians have referred to the 1850s and its politicians as the “blundering

generation.” Do you agree?9. Account for the rise of the Republican Party and Lincoln’s rise within that party.10. What was the significance of the 1860 election?11. What problems did Lincoln have to overcome as president? Consider politics in the

north, foreign policy issues, constitutional issues, and military issues.12. What kind of president was Abraham Lincoln? How does one account for his

success? Does he deserve his reputation as the greatest president in US history? Does he deserve his reputation as the Great Emancipator?

13. Why did the North win the Civil War? Note major battles and turning points.14. What roles did African Americans play during the war?

Textbook Readings and Ancillary Materials for Unit IV

Brinkley, Chapters, 11, 12, 13, 14 Shi, Chapters 14, 15, 16, 17 Davidson, Chapters 5, 6 Video Clips—“Africans in America” DBQ—1850s: Prelude to Civil War Video Clips—John Brown’s Holy War Interpreting Visual Sources: Picturing the Civil War Video Clips—Ken Burns’ Civil War Video Clips—Gettysburg Video Clips--The West (PBS)

Possible Written Assignments

FRQ—Discuss the impact of territorial expansion on national unity between 1800 and 1850.

FRQ—“I am not, nor ever have been, in favor of bringing about in any way the social and political equality of the white and black races.” How can this 1858 statement of Abraham Lincoln be reconciled with his 1862 Emancipation Proclamation?

FRQ—Discuss the impact of territorial expansion on national unity between 1800 and 1850.

Essential Documents“Ain’t I A Woman?”

http://www.fordham.edu/halsall/mod/sojtruth-woman.aspOn Manifest Destiny

https://www.mtholyoke.edu/acad/intrel/osulliva.htmDefense of the American System

http://wps.prenhall.com/wps/media/objects/106/109133/ch10_a2_d1.pdfWhat to the Slave is the Fourth of July?

http://teachingamericanhistory.org/library/index.asp?document=162On the Fugitive Slave Law

http://www.rwe.org/complete/complete-works/xi-miscellanies/i-xv/vi-the-fugitive-slave-law-concord.html

1. Content of Unit 5

Manifest Destiny War with Mexico Slavery as a social and economic institution Missouri Compromise Abolitionists

Compromise of 1850 Kansas Nebraska Act and Bleeding Kansas Dred Scott Decision Lincoln Douglas Debates John Brown’s Raid Election of 1860 Principal Players and Battles of Civil War

Outline of Unit 5

1. The SouthA. Cotton KingdomB. Southern trade and industryC. Southern society and culture

1. gradations of white society2. nature of slavery, “the peculiar institution”3. the Mind of the South

III. The 1850s: Decade of CrisisA. Compromise of 1850B. Fugitive Slave Act and Uncle Tom’s CabinC. Kansas-Nebraska Act and realignment of parties

1. demise of the Whig Party2. emergence of the Republican Party

D. Dred Scott decision and Lecompton crisisE. Lincoln Douglas debates, 1858F. John Brown’s raidG. The election of Abraham LincolnH. The secession crisis

Unit 6: The Civil War and Reconstruction

Central Focus: Evaluate the degree to which the Civil War and Reconstruction forged a new sense of identity and nationhood for the American people. Include a focus on civil rights for African Americans.

Themes: American identity, Demographic Changes, War and Diplomacy, Politics and Citizenship, economic transformations, American diversity, Civil Rights and liberties

Topics:

Presidential and Radical Reconstruction

Southern state governments: aspirations, achievements, failures Role of African Americans in politics, education, and the economy Compromise of 1877 Impact of Reconstruction Reconfiguration of southern agriculture: sharecropping and crop lien system Expansion of manufacturing and industrialization The Politics of segregation: Jim Crow and disfranchisement

Major Questions

1. To what extent was Reconstruction a reaction to the Civil War? To what extent did it provide the foundation for political, social, and economic themes for the remainder of the century?

2. Can the roots of race antagonism during the 20th century be found in the 19th century attitudes of politicians, the Supreme Court, and the general populace?

3. How do we evaluate Reconstruction: a bad program that punished the South unfairly or a good program that was undermined by the racist South?

4. Account for the tension between Congress and the President over Reconstruction policy.

5. What was the impact of Reconstruction on African Americans?

Readings and Ancillary Materials

Brinkley, Chapters 15, 16 Shi, Chapters 18, 19 Davidson, Chapter 7 Video Clips—Gone with the Wind Video Clips—PBS series “Reconstruction” DBQ—The Settlement of the West Video Clips, “500 Nations”

Possible Written Assignments

FRQ—Analyze the social, economic and political results of the Civil War. FRQ—Although generally considered to be a war over slavery or states’ rights,

there are in fact many various reasons why Americans both North and South, chose to fight in the Civil War. Discuss at least three motivating factors.

DBQ—In what ways and to what extent did constitutional and social developments between 1860-1877 amount to a revolution? (1996 DBQ)

DBQ—Southerners maintained that secession was the ultimate expression of democracy, while Lincoln believed that secession was a rejection of democracy. Which position is correct?

FRQ—How do you account for the failure of Reconstruction (1865-1877) to bring social and economic equality of opportunity to the former slaves?

FRQ—Discuss the political, economic, and social reforms introduced in the South between 1864 and 1877. To what extent did these reforms survive the Compromise of 1877?

Essential DocumentsThe Emancipation Proclamation

http://www.archives.gov/exhibits/featured_documents/emancipation_proclamation/The Gettysburg Address

http://avalon.law.yale.edu/19th_century/gettyb.aspThe Second Inaugural Address

http://avalon.law.yale.edu/19th_century/lincoln2.aspThe Civil War Amendments“A Former Slave Writes to His Former Master”

http://www.lettersofnote.com/2012/01/to-my-old-master.html

Content for Unit 6

Two societies at war: mobilization, resources, and internal dissent Military strategies and foreign diplomacy Emancipation and the role of African Americans in the war Compromise of 1877 Presidential v. Congressional Reconstruction plans and actions Economic Development in the New South Scandals in the Grant Administration Confrontation between whites and native Americans in the trans-Mississippi

West Development of successive “frontiers” in the trans-Mississippi West—Frontier

Thesis

Outline for Unit 6

I. Civil WarA. The Union

1. mobilization and finance2. civil liberties3. election of 1864

B. The South1. confederate constitution2. mobilization and finance3. states’ rights and the Confederacy

C. Foreign Affairs and DiplomacyD. Military Strategy, campaigns and battlesE. The abolition of slavery

1. Confiscation Acts

2. Emancipation Proclamation3. Thirteenth Amendment

F. Effects of War on society1. inflation and public debt2. role of women3. devastation of the south4. changing labor patterns

II. Reconstruction to 1877A. Presidential Plans, Lincoln and JohnsonB. Radical (congressional) plans

1. civil rights and 14th amendment2. military reconstruction3. impeachment of Johnson4. African American suffrage: the 15th amendment

C. Southern state governments: problems, achievements, weaknessesD. Compromise of 1877 and the end of Reconstruction

III. New South and the Last WestA. Politics in the New South

1. The Redeemers2. Whites and African Americans in the New South3. Subordination of free slaves: Jim Crow

B. Southern economy, colonial status of the south1. sharecropping2. industrial stirrings

Unit 7—Forging an Industrial Society

Central Focus Question: Which political, social, and economic changes contributed the most to the industrial growth and expansion of the United States? How did these changes affect America’s character and economic system?

Themes: American Diversity, American Identity, Demographic Changes, Economic Transformations, Politics and Citizenship

Topics Expansion and development of western railroads Competitors for the West: miners, ranchers, homesteaders, and American

Indians Government policy toward American Indians Gender, race, and ethnicity in the Far West Environmental impacts of western settlement Corporate consolidation of industry Effects of technological development on the workers and workplace

Labor and unions National politics and influence of corporate power Migration and immigration: the changing face of the nation Proponents and opponents of the new order, e.g., Social Darwinism and Social

Gospel Urbanization and lure of the city City problems and machine politics Intellectual and cultural movements and popular entertainment Agrarian discontent and political issues of the late 19th century Origins of Progressivism reform: municipal, state, and national Roosevelt, Taft, and Wilson as Progressive presidents Women’s roles: family, workplace, education, politics, and reform Black America: urban migration and civil rights initiatives

Major Themes and Questions of Unit 7

1. Is the story of western development that of rugged individualism or corporate domination? To what extent is Turner thesis correct: namely, that the frontier closed by the end of the century?

2. What were the major political issues of the era? Where did Republicans and Democrats stand on these issues?

3. What was the impact of industrialization on the farmer?4. How did farmers protest and were they successful in a political sense?5. What issues “drove” the 1896 election? And what was the significance of the

1896 election?6. What was the relationship between domestic and foreign policy during this

period?7. To what extent did economic forces drive foreign policy during this era?8. What was the role of public opinion and the media in shaping policy in this era?9. How should one characterize the United States’ relations with Latin America

after the Spanish-American War?10. Consider U.S. foreign policy objectives in Asia and Europe. How successful were

we in meeting these objectives?11. Compare the Populists and the Progressives using the following categories:

origins, political impact, supporters, platforms, success.12. To what extent was progressivism a “grass roots” bottom-up movement?13. To what extent was progressivism related to Jeffersonianism and Jacksonianism?14. Compare the programs, ideologies, and administrations of Teddy Roosevelt and

Woodrow Wilson.

Textbook Readings and Ancillary Materials for Unit 7 Brinkley, Chapter 17, 18, 19, 20 Shi, Chapters 20, 21, 22, 23 Davidson, Chapter 8

Video Clips, “The River Ran Red” Video Clips, “Andrew Carnegie: Richest Man in the World” Video Clips, “The Iron Road” Students are assigned an event on the timeline. Each student is to prepare a 5

minute report on the event and its relation to labor and the labor movement. A—1842—Commonwealth v. Hunt; B—1869—Formation of the Knights of Labor; C—1877—Baltimore and Ohio Railroad Strike; D—1881—Formation of the American Federation of Labor; E—1886—Haymarket Affair; F—1894—Pullman Strike; G—1902—Anthracite Coal Strike/Danbury Hatters’ Strike; H—Mary Harris (Mother Jones); I—Molly Maguire; J—IWW (Wobblies); K—Triangle Fire

Brinkley, Chapters, 21, 22, 23, 24 Shi, Chapters 24, 25, 26 Davidson, Chapters 9, 10 DBQ—Booker T. Washington & W.E.B. DuBois Interpreting Visual Sources: Photography and Progressive Reform Essay--Who was the most progressive president—Roosevelt, Taft, Wilson Video Clips: Theodore Roosevelt

Possible Written Assignments for Unit 7

Group Newspaper Assignment—required elements—report of news articles on incidents or events during the late 1800s, biographical feature story on an important personality of the period; editorial; political cartoons; period appropriate advertisements

DBQ—The Populists Election of 1896 website DBQ—Expansionism—Old and New Debate whether or not the war with Spain was a just war by making two columns on

the paper: one with arguments that it was a just war and one with arguments that it was not a just war.

Debate whether or not the United States should have annexed the Philippines by making two columns on paper: one with arguments that it was justifiable, one with arguments that it was not justifiable.

FRQ—Compare and contrast the attitudes of THREE of the following toward the wealth that was created in the United States during the late 19th century: Andrew Carnegie, Eugene V. Debs, Horatio Alger, Booker T. Washington, Ida M. Tarbell

FRQ—“The United States in the Gilded Age (1865-1900) was a materialistic society, sterile in all forms of artistic expression.” Assess the validity of this statement by discussing literature and the arts (include architecture if you wish.)

FRQ—“Although the economic growth of the United States between 1860 and 1900 has been attributed to a governmental policy of laissez-faire, it was, in fact, encouraged and sustained by direct governmental intervention.” Assess the validity of this statement.

Essential DocumentsCross of Gold Speech

http://historymatters.gmu.edu/d/5354/Thomas Nast’s Cartoons

http://cartoons.osu.edu/nast/Populist Party Platform

http://www.wwnorton.com/college/history/eamerica/media/ch22/resources/documents/populist.htmOur Country

http://wps.prenhall.com/wps/media/objects/107/110026/ch18_a3_d2.pdfOf Mr. Booker T. Washington

http://www.bartleby.com/114/3.html

Outline of Unit 7

I. The New WestA. Cattle KingdomB. open range ranchingC. day of the cowboyD. Building the western railroadE. Subordination of American Indians, dispersal of tribesF. Farming of the plains, problems in agricultureG. Mining bonanza

II. Industrialization and Corporate consolidationA. Industrial growth: railroads, iron, coal, electricity, steel, oil, banksB. Laissez-faire conservatism

1. Gospel of wealth2. Myth of the self-made man3. Social darwinism, survival of the fittest4. Social critics and dissenters

C. Effects of technological development on worker/workplaceD. Union Movement

1. Knights of Labor and the American Federation of Labor2. Haymarket, Homestead, and Pullman

IV. Urban SocietyA. Lure of the cityB. ImmigrationC. City Problems

1. slums2. machine politics

D. Awakening conscience, reforms1. social legislation2. settlement houses: Jane Addams and Lillian Wald

3. structural reforms in government

V. Intellectual and Cultural MovementsA. Education

1. Colleges and universities2. Scientific advances

B. Professionalism and the social sciencesC. Realism in literature and artD. Mass culture

1. use of leisure2. publishing and journalism

VI. National Politics, 1877-1896: The Gilded AgeA. A conservative presidencyB. Issues

1. tariff controversy2. railroad regulation3. trusts

C. Agrarian discontentD. Crisis of the 1890s

1. populism2. silver question

election of 1896: McKinley v. Bryan

Unit 8—Empire and Expansion

Central Qeustion: In what ways and to what extent did industrialization and expansion affect American citizens’ civil rights, access to resources, and sense of place in the world. How did these changes impact America’s role in the world?

Themes: Reform, Labor, Popular Participation and Politics, Imperialism

Topics American imperialism: political and economic expansion Acquisition of an American empire Resistance to the American empire War in Europe and American neutrality The First World War at home and abroad Treaty of Versailles Society and economy in the postwar years The business of America and the consumer economy Republican politics: Harding, Coolidge, Hoover The Culture of Modernism: science, the arts, and entertainment Responses to Modernism: religious fundamentalism, nativism, and Prohibition

The ongoing struggle for equality: African Americans and women

Major Themes and questions of Unit VII

1. Should the U.S. have remained neutral during World War I? What factors led us into the war and on the side of England/France?

2. How did the war change the United States at home? What was its impact on the soldiers who fought “over there?”

3. Account for the failure of the Senate to ratify the Treaty of Versailles.4. The Twenties as conservative: Was the era of the 1920s a repudiation of the

Progressive Era? To what extent was it a throwback to the Age of Big Business? Was there anything “progressive” about the age?

5. Examine the 1920s in the following ways: Did the decade represent a conflict between urban and rural values? How did African-Americans and women fare during this era? While the Republican Party dominated the decade, what key developments took place that helped the Democratic Party in the future?

Textbook Readings and Ancillary Materials for Unit VII

Video Clips—1918 Video Clips—The Scopes Monkey Trial

Possible Written Assignments DBQ—the 1920s FRQ—Assess the relative influence of THREE of the following in the American

decision to declare war on Germany in 1917—German naval policy, American economic interests, Woodrow Wilson’s idealism, Allied propaganda, America’s claim to world power.

III. Content of Unit VII

Neutrality, 1914-1917 World War I as the war to “make the world safe for democracy” Various interpretations of US motives for World War I—submarine warfare,

Zimmerman telegram World War I at home Treaty negotiations & the Versailles Treaty the 1920s Post-war recession and agricultural problems Intolerance KKK Immigration restriction Sacco and Vanzetti Prohibition and Organized Crime

Jazz Age culture, Youth Rebellion, Literature of Disillusionment Reasons for new interest in world affairs Spanish American War Cuban situation and US reaction Military preparedness and action Treaty provisions Philippine annexation Open Door Policy Roosevelt’s Big Stick Diplomacy Roosevelt Corollary Panama intervention and canal building Nobel Peace Prize Taft’s Dollar Diplomacy Wilson’s “Moral” Diplomacy Relations with Panama, Mexico, Haiti, Philippines

Outline of Unit VII

I. Foreign PolicyA. Theodore Roosevelt

1. Panama Canal2. Roosevelt Corollary3. Far East

B. Taft and dollar diplomacyC. Wilson and moral diplomacy

II. Progressive EraA. Origins of Progressivism

1. Progressive attitudes and motives2. Muckrakers3. Social gospel

B. Municipal, state, and national reforms1. political suffrage2. social and economic regulation

C. Socialism: alternativesD. Black America

1. Washington, Dub Bois, and Garvey2. Urban migration3. Civil rights organizations

E. Women’s role: family, work, education, unionization and suffrageF. Roosevelt’s Square Deal

1. Managing the Trusts2. Conservation

G. Taft1. Pinchot-Ballinger controversy2. Payne-Aldrich tariff

H. Wilson’s New Freedom1. tariffs2. banking reform3. antitrust act of 1914

III. World War IA. Problems of neutrality

1. submarines2. economic ties3. psychological and ethnic ties

B. Preparedness and pacifismC. Mobilization

1. fighting the war2. financing the war3. war boards4. propaganda, public opinion, and civil liberties

D. Wilson’s 14 Points1. Treaty of Versailles2. Ratification Fight

E. Postwar demobilization1. red scare2. labor strife

IV. New Era: The 1920sA. Republican governments

1. business creed2. Harding scandals

B. Economic development1. Prosperity and wealth2. Farm and labor problems

C. New culture1. consumerism, automobile, radio, movies2. women, the family3. modern religion4. literature of alienation5. jazz age6. Harlem Renaissance

D. Conflict of Cultures1. prohibition, boot legging2. nativism3. Ku Klux Klan

4. Religious fundamentalism versus modernistsE. Myth of isolation

1. replacing the League of Nations2. business and diplomacy

a) Unit VIII--Depression and New Deal—2 weeks

Topics

Causes of the Great Depression The Hoover Administration’s response Franklin Delano Roosevelt and the New Deal Labor and union recognition The New Deal coalition and its critics from the Right and Left Surviving hard times: American society during the Great Depression

IV. Major Themes and Questions of Unit VIII

1. Compare and contrast Franklin Roosevelt’s policies with those of Herbert Hoover.

2. What were some of the fundamental causes of the Great Depression? What signs were there in the 1920s that there were fundamental problems with the structure of the American economy?

3. How did international events impact the depression in the United States?4. Who were some of the principal critics of the New Deal?5. What were the 3 Rs of the New Deal? Select two New Deal agencies and assess how

well each satisfied one of the 3 Rs?6. How did the New Deal evolve from 1933-1939?7. How did the Depression and New Deal impact women and minorities?8. How did the American people cope with the Depression?

Textbook Readings and Ancillary Materials

Brinkley, Chapters 25, 26 Shi, Chapters, 27, 28 Davidson, Chapter 11 Video Clips, Ken Burns, “The Great Depression” Video Clips, The Dust Bowl Oral History: An Interview of a Depression Era American www Federal Writers’ Project Video Clips—“Huey Long” Video Clips—“FDR” DBQ—Hoover and Roosevelt: Liberal or Conservative FRQ—How do you account for the onset of the Great Depression of the 1930s?

FRQ—“The New Deal did not radically alter American business, but conserved and protected it.” Assess the validity of this generalization.

FRQ—In what ways did economic conditions and developments in the arts and entertainment help create the reputation of the 1920s as the Roaring Twenties?

1.2. Content of Unit VIII

Business growth and consolidation, credit, advertising Harding, Coolidge and Hoover administrations Hoover v. Roosevelt in their approach to the Depression Crash of the Stock Market New Deal Legislation—First 100 Days, First New Deal, Second New Deal Supreme Court Reactions and Court Packing Plan Dust Bowl Radical Alternatives—Coughlin, Townsend, Long Political Party Alignment—new Democratic Coalition

Outline of Unit VIII

I. Depression, 1929-1933A. Wall Street crashB. Depression economyC. Moods of despair

1. agrarian unrest2. bonus march

D. Hoover-Stimson diplomacy, Japan

II. New DealA. Franklin Roosevelt

1. background, ideas2. Philosophy of New Deal

B. 100 Days, alphabet agenciesC. Second New DealD. Critics, left and rightE. Rise of CIO, labor strifeF. Supreme Court fightG. Recession of 1938

III. American People in the DepressionA. Social values, women, ethnic groupsB. Indian Reorganization ActC. Mexican American deportationD. The racial issue

Unit IX--The Global Crisis, 1920-1960—3 Weeks

Topics

The rise of fascism and militarism in Japan, Italy and Germany Prelude to war: policy of neutrality The attack on Pearl Harbor and the United States declaration of war Fighting a multifront war Diplomacy, war aims, and wartimes conferences The United States as a global power in the Atomic Age Wartime mobilization of the economy Urban migration and demographic changes Women, work, and family during the war Civil liberties and civil rights during wartime War and regional development Expansion of government power Origins of the Cold War Truman and containment The Cold War in Asia: China, Korea, Vietnam and Japan Diplomatic strategies and policies of the Eisenhower and Kennedy

administrations The Red Scare and McCarthyism Impact of the Cold War on American society

V. Major Themes and Questions of Unit IX

1. Consider our foreign policy during the 1920s and 30s. Should we have become more involved in world affairs in these decades?

2. What was the impact of World War II on life on the home front?3. The Bomb: Should the United States have used it against Japan? What were our

objectives in doing so?4. What was the significance and impact of this war on the United States and its

relationship to the rest of the world?5. What were the causes of the Cold War? What role did the Soviet Union play? What

role did the United States play?6. What were the origins of the arms race?7. How did our relations with and attitudes toward the Soviet Union affect U.S.

relations with other nations of the world, especially those in Latin America, Asia, and Africa?

8. What was the significance of the Korean War?9. To what extent was the 1950s an era of conformity? Compare the era to the 1920s.10. What happened to the New Deal ideology after World War II and during the 1950s?

11. Account for the rise of the Civil Rights movement during this decade.

Textbook Readings and Ancillary Materials for Unit IX

Brinkley, Chapters 27, 28, 29 Shi, Chapters 30, 31, 32 Davidson, Chapter 12 Oral Presentations—Each student is to do an oral presentation on one of the

following topics. The report should be approximately 5 minutes in length and include a detailed outline and bibliography as well as note cards that are due at the time of the presentation. The Topics are A—Quarantine Speech; B—Panay Incident; C—Invasion of Poland; D—Cash and Carry; E—Fall of France; G—Destroyer Deal; H—Election of 1940; I—Lend-Lease Act; J—Atlantic Charter; K—Pearl Harbor Attack; L—Japanese American Relocation; M—Battle of Midway; N—Battle of Stalingrad; O—Invasion of Italy; P—Cairo Conference; Q—Teheran Conference; R—Election of 1944; S—Yalta Conference; T—Potsdam Conference; U—Nuremburg Trials; V—Birth of the United Nations;

DBQ—The Decision to Drop the Atomic Bomb Video Clips—Atomic Café Video Clip—MASH episode “House Un-American Activities Committee” Students select a partner. Each creates a persona, one a US citizen and one a Soviet

citizen. They change notes or letters commenting on selected incidents and developments during the Cold War.

Video Clips—David Halberstrams, the 50s FRQ—Analyze the influence of TWO of the following on American-Soviet relations in

the decade following the Second World War: Yalta Conference, Communist Revolution in China, Korean War, McCarthyism

FRQ—To what extent did the decade of the 1950s deserve its reputation as an age of political, social and cultural conformity?

1.2. Content of Unit IX

US response to aggression Pearl Harbor and US response Military Strategy—Germany first, Second Front Debate, Island Hopping, Atomic

Bomb Home Front—Relocation of Japanese Americans, Women and minorities in the

workplace Wartime Diplomacy and Cooperation—Atlantic Charter, Wartime Conferences,

United Nations Founding and Participation Splintering of Wartime Alliance and Adoption of Containment—Berlin and German

Division Cold War Truman Doctrine

Marshall Plan NATO Korea Berlin Blockade Loss of China Whittaker Chambers Julius and Ethel Rosenberg Truman’s Administration’s domestic agenda—Fair Deal, GI Bill of Rights, Taft-Hartley

Act, 22nd Amendment, 1948 Election, Loyalty Program, Employment Act of 1946 Eisenhower’s Administration—McCarthyism, Modern Republicanism, Highway

Construction, Warren Court Eisenhower and foreign policy: in Vietnam, Suez Canal seizure; action in Guatemala,

Iran, Dien Bien Phu, John Foster Dulles, massive retaliation, ICBM program Civil Rights movement—Central High School, Little Rock; Montgomery Bus Boycott;

Rosa Parks; Southern Christian Leadership Conference; Student Nonviolent Coordinating Committee; Brown v. Board of Education of Topeka;

Martin Luther King;

Outline of Unit IX

VI. I. Diplomacy in the 1930sA. Good Neighbor Policy: Montevideo, Buenos AiresB. London Economic ConferenceC. DisarmamentD. Isolationism, neutrality legislationE. Aggressors: Japan, Italy, GermanyF. AppeasementG. Rearmament; blitzkrieg, Lend LeaseH. Atlantic CharterI. Pearl Harbor

II. The Second World WarA. Organizing for War 1. mobilizing production 2. propaganda

3. internment of Japanese AmericansB. The War in Europe, Africa, and the Mediterranean, D DayC. The war in the Pacific, Hiroshima and NagasakiD. Diplomacy 1. war aims 2. wartime conferences: Teheran, Yalta, PotsdamE. Postwar atmosphere: the United States

III. Truman and the Cold War

A. Postwar domestic adjustmentsB. The Taft-Hartley ActC. Civil Rights and the election of 1948D. Containment in Europe and the Middle East 1. Truman Doctrine 2. Marshall Plan 3. Berlin crisis 4. NATOE. Revolution in ChinaF. Limited war: Korea, MacArthur

IV. Eisenhower & Modern RepublicanismA. Domestic frustrations: McCarthyismB. Civil rights movement 1. the Warren Court and Brown v. Board of Education 2. Montgomery bus boycott 3. Greensboro sit inC. John Foster Dulles’ foreign policy 1. Crisis in southeast Asia

2. Massive retaliationD. Nationalism in southeast Asia, the Middle East, Latin AmericaE. Khrushchev and BerlinF. American people: homogenized society 1. prosperity: economic consolidation

2. consumer culture 3. consensus of values

VII. 4. Space race

Unit X--The Affluent Society—4 weeks

Topics Emergence of the modern civil rights movement The affluent society and the “other America” Consensus and conformity: suburbia and middle-class America Social critics, nonconformists, and cultural rebels Impact of changes in science, technology, and medicine From the New Frontier to the Great Society Expanding movements for civil rights Cold War confrontations: Asia, Latin America, and Europe Beginning of Détente The antiwar movement and the counterculture The election of 1968 and the “Silent Majority” Nixon’s challenges: Vietnam, China, Watergate

Changes in the American economy: the energy crisis, deindustrialization, and the service economy

The New Right and the Reagan revolution End of the Cold War Demographic changes: surge of immigration after 1965, Sunbelt migration, and

the graying of America Revolutions in biotechnology, mass communication, and computers Politics in a multicultural society Globalization and the American economy Unilateralism vs. multilateralism in foreign policy Domestic and foreign terrorism Environmental issues in a global context

VIII. Major Themes and Questions of Unit X

1. Trace the US/Soviet relationship during this era.2. Why did the US fight a war in Vietnam? What didn’t we win?3. Trace the development of the Civil Rights movement and its successes.4. What trigged the 1960s as a reform movement? Compare it with the first era of

reform in the 1830s and 40s.5. What caused the fall of the Nixon administration?6. What positive achievements were made under Nixon?7. What was the role/impact of the Supreme Court during this era?8. Explain the significance of the 1968 and 1980 elections.

Textbooks and Ancillary Materials Brinkley, Chapters 31, 32, 33, 34 Shi, Chapters 34, 35, 36, 37 Davidson, Chapter 13, 14, 15 Interpreting Visual Sources: Vietnam War Photographs Video Clips—The Vietnam War Video Clips—The American Presidency Video Clips—Lyndon Johnson Video Clips—Watergate, The Discovery Channel DBQ—Civil Rights Movement FRQ—Discuss, with respect to TWO of the following, the view that the 1960s

represented a period of profound cultural change: education, gender roles, music, race relations.

FRQ—Describe and account for changes in the American presidency between 1960 and 1975, as symbolized by Kennedy’s Camelot, Johnson’s Great Society, and Nixon’s Watergate. In your answer, address the powers of the presidency and the media.

IX. Content of Unit X

Kennedy and Johnson’s administrations—civil rights movement, war on poverty and Great Society programs, counterculture and anti-establishment movements

Compare and Contrast Eisenhower and Kennedy’s foreign policy—liberationnot containment, John Foster Dulles, massive retaliation, Southeast Asia, U-2 b

Incident, flexible response, aid for social and economic development, Peace Corps, Alliance for Progress, Bay of Pigs and Cuban Missile Crisis

Vietnam War Vietnamization, Nixon Doctrine, China Card, Detente Watergate The United States Since 1974 Ford Carter Reagan Revolution and the New Right Bush Clinton Bush

Outline of Unit X

I. Kennedy’s New Frontier, Johnson’s Great SocietyA. New Domestic programs

1. tax cut2. war on poverty3. affirmative action

B. Civil Rights and Civil liberties1. African Americans; political, cultural, and economic roles2. The leadership of Martin Luther King, Jr.3. Resurgence of feminism4. The New Left and the counterculture5. Emergence of the republican party in the South6. The Supreme Court and the Miranda decision

C. Foreign Policy1. Bay of Pigs2. Cuban missile crisis

3. Vietnam quagmire

II. NixonA. Election of 1968B. Nixon-Kissinger foreign policy

1. Vietnam: escalation and pullout2. China: restoring relations3. Soviet Union: détente

C. New FederalismD. Supreme Court and Roe v. WadeE. Watergate crisis and resignation

III. The United States since 1974A. The New Right and the conservative social agendaB. Ford and RockefellerC. Carter

1. deregulation2. energy and inflation3. Camp David accords4. Iranian hostage crisis

D. Reagan1. tax cuts and budget deficits2. defense build up3. new disarmament treaties4. foreign crises: the Persian Gulf and Central America

E. Society1. Old and new urban problems2. Asian and Hispanic immigrants3. Resurgent fundamentalism4. African Americans and local, state, and national politics

Unit XI—Review for AP Test—3 Weeks