course: emergence of mass democracy (lrc) - subtopic...

Curriculum Map: Emergence of Mass DemocracyCourse: Emergence of Mass Democracy (LRC) - Subtopic: Uncategorized

Grade(s): 11

CourseDescription:

United States History: Emergence of Mass Democracy La Roche College HS111 This course isoffered as a dual enrollment class for three (3) La Roche College credits and a weighted grade.Emphasis is placed on interpreting documents, mastering a significant body of factual information,and writing critical essays. The course emphasizes a series of themes throughout the year. Thethemes will include discussions of American diversity, the development of a unique Americanidentity, the evolution of American culture, demographic changes over the course of America'shistory, economic trends and transformations, the development of political institutions and thecomponents of citizenship, the history of American foreign policy, and the role of religion in themaking of United States history. This class is the second of a two part course in United Stateshistory and meets Advanced Placement standards.

Course LongTerm TransferGoals:

CourseTextbooks,Workbooks,MaterialsCitations:

Faragher, John Mack, and others. Out of Many Volume II. 6th Edition. Prentice Hall. Upper SaddleRiver, NJ. 2008.The Gilder Lehrman Institute of American Historyhttps://www.gilderlehrman.org/Edsitementhttp://edsitement.neh.gov/lesson-plans

Curriculum MapAuthor(s):

Rosanne Pucciarelli

Unit: Unit 1 ReconstructionTimeline: Week 35

UnitDescription:

This unit treats the Reconstruction Era as a conflict in three dimensions. The first dimensioninvolved who was to conduct it, the executive or the legislative branch. This led to political battlesbetween Johnson and the Radical Republicans. The second dimension was between RadicalRepublicans and a South still dominated by a planter elite that refused to be reconstructed. Thethird dimension of conflict was between black and white identified people of all social backgrounds,with the whites trying to diminish any gains of the former slaves by enacting Black Codes andcondoning violence by groups such as the Ku Klux Klan. Eventually Reconstruction would failbecause the Radical Republicans lacked the political power and the will to carry on the struggle, andbecause the Republican Party became closely identified with northern business interests that caredlittle for the needs of African Americans and found it materially profitable to ally themselves withthe old planter elite. A disputed election in 1877 ended in a convoluted political compromise thatallowed Republican Rutherford Hayes to become president by promising to withdraw Federal troopsfrom the South.

Unit Big Ideas:

1. Can the wounds of war ever be fully healed? 2. Is it possible to completely change anything easily? Without anger and hatred? 3. Did the Civil War end?

Unit EssentialQuestions:

1. Was it possible to have peace or reconciliation after the Civil War? 2. Should the South have been treated as a defeated nation or as rebellious states? (a comparisonof the presidential and congressional reconstruction programs) 3. Did the Reconstruction governments rule the South well? 4. Can political freedom exist without an economic foundation? 5. When should a president be impeached and removed from office? 6. Does racial equality depend upon government action?

Unit KeyTerminology &Definitions :

Lincoln's Proclamation of Amnesty and Reconstruction: Former Confederate states would bereadmitted to the Union if 10% of their citizens took a loyalty oath and the state agreed to ratify the13th Amendment which outlawed slavery. Not put into effect because Lincoln was assassinated.

of 30

Wade-Davis Bill, Veto, Wade-Davis Manifesto: Congress felt the South deserved more of apunishment. Radical Republicans, led by Thaddeus Stevens and Charles Sumner.It was an attemptto weaken the power of the president Lincoln pocket vetoed it. Wade-Davis Manifesto said Lincolnwas acting like a dictator by vetoing.Ex Parte Milligan 1866: Supreme Court ruled that military trials of civilians were illegal unlessthe civil courts are inoperative or the region is under marshal law.Joint Committee on Reconstruction (Committee of Fifteen):Six senators and ninerepresentatives drafted the 14th Amendment and Reconstruction Acts. The purpose of thecommittee was to set the pace of Reconstruction. Most were radical Republicans.Black codes: Restrictions on the freedom of former slaves, passed by Southerngovernments.Thaddeus Stevens: A radical Republican who believed in harsh punishments for theSouth. Leader of the radical Republicans in Congress.Charles Sumner: The same Senator who had been caned by Brooks in 1856, sumnerreturned to the Senate after the outbreak of the Civil War. He was the formulator ofthe state suicide theory, and supporter of emancipation. He was an outspoken radicalRepublican involved in the impeachment of Andrew Johnson.Andrew Johnson (1808-1875):A Southerner from Tennessee, as V.P. when Lincoln waskilled, he became president. He opposed radical Republicans who passedReconstruction Acts over his veto. The first U.S. president to be impeached, hesurvived the Senate removal by only one vote. He was a very weak president.Freedmen's Bureau 1865 :Agency set up to aid former slaves in adjusting themselvesto freedom. It furnished food and clothing to needy blacks and helped them get jobs.Thirteenth Amendment 1865 - Freed all slaves, abolished slavery.Fourteenth Amendment 1866: It fixed provision of the Civil Rights Bill: full citizenshipto all native-born or naturalized Americans, including former slaves and immigrants.Fifteenth Amendment Ratified 1870 - No one could be denied the right to vote onaccount of race, color or having been a slave. It was to prevent states from amendingtheir constitutions to deny black suffrage.Tenure of Office Act 1866 - Enacted by radical Congress, it forbade the president fromremoving civil officers without consent of the Senate. It was meant to prevent Johnsonfrom removing radicals from office. Johnson broke this law when he fired a radicalRepublican from his cabinet, and he was impeached for this "crime".Impeachment(trial) of Andrew Johnson:To bring charges against a public official.Johnson was impeached, but was saved from being taken out of office by one vote.Scalawags: A derogatory term for Southerners who were working with the North tobuy up land from desperate Southerners.Carpetbaggers: A derogatory term applied to Northerners who migrated south duringthe Reconstruction to take advantage of opportunities to advance their own fortunesby buying up land from desperate Southerners and by manipulating new black votersto obtain lucrative government contract.

Unit StudentLearningOutcomes:

After completing this unit, students will be able to: 1. Describe the problems of community in Hale County, Alabama as typical of the struggle in theSouth after the Civil War. 2. Compare the reconstruction plans of Lincoln and Johnson to the one put forward by the RadicalRepublicans, and explain how the feuding led to impeachment of President Johnson. 3. Discuss the issues of freedom for African Americans after the Civil War. 4. Summarize the problems in reconstructing the seceded states. 5. Trace the changes in the North and in the federal government that caused it to abandonReconstruction efforts, including the Compromise of 1876-77.6. Discuss the problems of restructuring Southern society after the Civil War and the ending ofslavery, in light of the historical development of the South up to that time.

UnitInstructionalProcedures,Activities &Labs:

Powerpoint presentations

Formative assessments

Class Discussions

Unit StudentPerformanceTasks:

Document Based QuestionPrompt: “In what ways and to what extent did constitutional and social developments between 1860and 1877 amount to a revolution?” Formative Assessment

of 30

Derived from the Learning Activity

Unit Standards:

NATIONAL: AP - Advanced Placement Standards (2006-2009)APSS-US.12.A(Advanced)

Presidential and Radical Reconstruction

APSS-US.12.B(Advanced)

Southern state governments: aspirations, achievements, failures

APSS-US.12.C(Advanced)

Role of African Americans in politics, education, and the economy

APSS-US.12.D(Advanced)

Compromise of 1877

APSS-US.12.E(Advanced)

Impact of Reconstruction

APSS-US.13.A(Advanced)

Reconfiguration of southern agriculture: sharecropping and croplien system


Expansion of manufacturing and industrialization


The politics of segregation: Jim Crow and disfranchisement

Unit Materials:

Powerpoint(s) Film: PBS American Experience: Reconstruction

UnitAssignments:

Chapter 17 in Out of Many

Unit Notes:

Foner, Eric. A Short History of Reconstruction. 1990. Foner, Eric. Reconstruction: America’s Unfinished Revolution. 1989. Richardson, Heather. Death of Reconstruction: Race, Labor, and Politics in the Post Civil WarSouth. 2000. Trelease, Alan. White Terror: The Ku Klux Klan and Southern Reconstruction. 1971.

STANDARDSNATIONAL: AP - Advanced Placement Standards (2006-2009)APSS-US.12.A(Advanced)

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

(* standards consolidated from Topic level)

Unit: Unit 2 The Development of the West in the Late 19th CenturyTimeline: 3 WeeksUnitDescription:

This unit covers the changes in transportation and technology that enabled White settlers to moveinto the trans-Mississippi West, an area previously labeled the "Great American Desert" and occupiedalmost exclusively by Indians and Mexicans. Mining, commercial farming, and ranching brought inmore settlers as homestead laws and railroad land advertising promoted the settlement of the GreatPlains. Indian communities were under siege and the Indians were generally pushed ontoreservations. As the primitive West disappeared, parts of it were preserved in national parks, inpaintings, written works, and photography, as well as in a stereotyped "Wild West." Indian cultureswere seriously affected by federal legislation such as the Dawes Severalty Act, but many tribesmanaged to endure and even rejuvenate themselves.

of 30

Unit Big Ideas:

1. The westward expansion of the United States was closely related to the concept of ManifestDestiny, which many used as justification for America's territorial expansion.2. The story of westward expansion involved settlers moving onto land already occupied by NativeAmericans.3. The discovery of gold in the West played a pivotal role in westward expansion.4. Life in the West was very challenging and did not generally live up to the idealized and romanticnotions that people have sometimes have ascribed to it.5. Throughout the period of westward expansion, federal legislation reflected the public's growingdesire to move west and usually enabled such movement.


1. How compatible were the forces of western settlement with those celebrating the grandeur of theWest?2. How did the United States government policy and practice affect Indian peoples?What industriesparticipated in the transformation of the West? 3. What effect did each have on the natural environment?What industries participated in thetransformation of the West? 4. What effect did each have on the natural environment?


Indian Territory (Oklahoma)An area to which Native Americans were moved covering what isnow Oklahoma and parts of Kansas and Nebraska."Buffalo Soldiers"Nickname for African-American soldiers who fought in the wars against NativeAmericans living on the Great Plains during the 1870sSand Creek massacre (1864)The U.S. Army convinced a group of Cheyenne to stop raidingfarms and return to their Colorado reservation peacefully, where the army attacked and killed about150 people while burning the camp.Fetterman massacre (1866)Sioux war party attempting to block construction of the BozemanTrail to Montana ambushed Captain Fetterman's command of 81 soldiers in Wyoming's BighornMountainsSitting Bull was a chief of the Sioux -- took up arms against settlers in the northern Great Plainsand against United States Army troops; he was present at the battle of Little Bighorn (1876) whenthe Sioux massacred General Custer's troops (1831-1890)Helen Hunt Jackson recorded government cruelty towards Native American IndiansBattle of Wounded Knee (1890)last major clash between U.S. troops and Indians. Army sent toend sacred "Ghost Dance" by Dakota Sioux, whites fearful of the dance made it illegal. (It wassupposed to wipe the white men from the earth) 200 men, women and children were killed.Dawes Severality Act (1887)Property divided their land and sold their land to Native Americans.No longer communal and private property couldn't be sold for 25 years. Native Americans ownedless land Education was funded. Took Native American children away from family to make them"civilized." This Act impoverished them and destroyed culture. Oklahoma "sooners" (1889)People who entered the district illegally to lay claim to lands, beforethe designated entry time, were called "Sooners." The name came from a section in the IndianAppropriations Act of March 2, 1889, that said that nobody would be permitted to enter upon andoccupy the land before the time designated in the President's opening proclamation and that thosethat did would be denied rights to the land. This section became known as the "sooner clause."Frederick Jackson Turner (1893)was an American historian in the early 20th century. He is bestknown for his essay "The Significance of the Frontier in American History", whose ideas are referredto as the Frontier Thesis. He is also known for his theories of geographical sectionalism. In recentyears western history has seen pitched arguments over his Frontier Thesis, with the only point ofagreement being his enormous impact on historical scholarship and the American mind.National Grange (1867)founded by Oliver H. Kelley ;; improve lives of isolated farmers throughsocial, educational, fraternal activities.


1. Explain how the Oklahoma Land Rush illustrated the effects of settlement on old and newcommunities in the trans-Mississippi West.2. Describe the impact on and transformation of the Indian communities in the trans-MississippiWest.3. Discuss the West as an internal empire, including the role of the federal government in itsacquisition.4. Summarize the impact of settlement on existing communities as well as the creation of new ones.4. Outline various agricultural changes in the region, from the Plains cattle industry to Californiatruck farming, including effects on regions east of the Mississippi River.5. Summarize the efforts to create images of the "primitive West" in writings, paintings,photography, natural parks, and in stereotyped images of the Wild West.

Unit Student Formative: Three short essays and written homework. Daily reading and note taking.

of 30

PerformanceTasks:

Summative: Exam

Unit Materials:

Backward Planning Unit: Westward ExpansionFilm: The West PBSThe Gilder Lehrman Institute of American Historyhttps://www.gilderlehrman.org/

UnitAssignments:

Chapter 18 in Out of Many.

Unit Notes:

Limerick, Patricia. The Legacy of Conquest: The Unbroken Past of the American West. 1987.Morrissey, Katherine. Mental Territories: Mapping the Inland Empire. 1997. White, Richard. "It's Your Misfortune and None of My Own:" A History of the American West. 1991.


Expansion and development of western railroads


Competitors for the West: miners, ranchers, homesteaders, and AmericanIndians


Government policy toward American Indians


Gender, race, and ethnicity in the far West


Environmental impacts of western settlement

Unit: Unit 3 The Incorporation of AmericaTimeline: 2 WeeksUnitDescription:

This unit covers the industrialization of America from 1865 to 1900. This transformation was basedon railroad expansion, which in turn encouraged other industries as well as the development oflarge-scale corporations. Labor unions organized on a national level for the first time to counter thesize and power of the employers, but with only mixed success. America also continued to urbanize,with rapid unplanned growth of the cities that, among other things, produced residential patternsreflecting social class divisions. The South tried to participate in the growth under the motto of the"New South," but the results generally reinforced old social and economic patterns. The "Gospel ofWealth," conceived by industrial giant Andrew Carnegie, and similar ideas reinforced differencesbetween the rising middle class and the factory workers, but leisure-time activities such as sportsadded to national unity and a distinctive American identity.

Unit Big Ideas:

1. Has rapid industrial development been a blessing or a curse for Americans?2. Were big business leaders “captains of industry” or “robber barons?” 3. Should business be regulated closely by the government? 4. Can workers attain economic justice without violence? 5. Did America fulfill the dreams of immigrants?


1. How did technological advances influence the development of the economy?2. What forces contributed to the development of new large-scale forms of organization?3. How did immigration influence the development of American society?4. Compare economic development in the South with that in the rest of the nation? 5. What forces hampered the New South movement?6. Characterize life in the cities. How did city life change between 1870 and 1900?


Bessemer Process:Making steel faster/cheaper.Second Industrial Revolution depended on application of new technology to increaseproductivity of labor-used anthracite coal, popular new source of energy because it was cheap andreliable.Vertical integration is the consolidation of all steps of production of a good (start-to-finish)under direction of one company.Horizontal combination is the merger of competitors in the same industry.

of 30

Sherman Antitrust Act-1890 was passed by Congress to restore competition by encouragingsmall businesses and limiting monopolies.Gospel of Wealth is a thesis that hard work and perseverance lead to wealth.Robber barons were corrupt leaders of corporations who accumulated money through conspiracies,shady deals, and work of others -justified by Gospel of Wealth.Social Darwinism was a theory that justified why some Americans grew rich while othersremained poor (based on Charles Darwin's theories of evolution)-"survival of the fittest."Chinese Exclusion Act-Chinese, who had been recruited for mines, faced harshest segregation-1882, Congress passed Chinese Exclusion Act: suspended Chinese immigration for 10 years, limitedcivil rights of residents.Knights of Labor-1869 was a union formed in response to bad working conditions-acceptedeveryone except Chinese-promoted economic cooperation-biggest success with movement for eight-hour workday-crushed with Haymarket Square Riot.Haymarket Square Riot-May 4, 1886: protest in Chicago's Haymarket Square --> somebodythrew a bomb and killed 8, policemen responded by killing more-group of anarchistsarrested/executed without real evidence.American Federation of Labor-formed 1886, led by Samuel Gompers-more exclusive: onlywhite, male, skilled-accepted wage system and emphasized a few workplace issues instead ofcomplete reform.New South-envisioned modern, efficient textile mills, plenty of workers, surplus of land-attemptsto start up industry were stopped by North from fear of competition; by 1920s, North held most ofSouth's wealth-in actuality, stayed fairly rural and reinforced status as internal colony.Gilded Age-term applied to late 19c America that refers to shallow display and worship of wealthcharacteristic of period-dubbed by Mark Twain


After completing this unit, students will be able to:1. Describe the rapid industrialization and large-scale business organizations that characterized theeconomy as well as the "Gospel of Wealth" ideology that supported it.2. Discuss the effects that dramatic economic change had on labor and labor organizations.3. Outline the explosive growth of the cities as the economy expanded, including the variousproblems that developed from the concentration of the population.4. Explain the concept of the "New South" and why it did not materialize except in the Piedmontcommunities.5. Summarize the interests and issues in society and culture in the "Gilded Age."6. Discuss how new leisure time helped build a greater sense of national identity and at the sametime created more conflicts over control of parks and recreation areas.7.Summarize how the industrialization and urbanization of America affected community. UseChicago, Illinois as a specific example of these changes.8. How did the conquest of the trans-Mississippi West prepare the way for the industrial age?


http://www.peterpappas.com/journals/industry/industry3.pdfTeaching With Documents Progress and Poverty in Industrial America.Document Based QuestionSummative AssessmentDaily Reading AssignmentsTwo in-class essaysFour on-going assessment quizzes

Unit Materials:

http://www.npr.org/templates/story/story.php?storyId=5369420An audio presentation from NPR on the Haymarket Riots.Gilder Lehrman Institute of American Historyhttps://www.gilderlehrman.org/Film: The Unfinished Nation 30: The Age of the City

UnitAssignments:


Unit Notes:

Chandler, Alfred. The Visible Hand: The Managerial Revolution in American Business. 1977.Laird, Patricia Walker. Advertising Progress: American Business and the Rise of ConsumerMarketing. 1998.Kasson, John. Amusing the Millions: Coney Island at the Turn of the Century. 1978.Rosenzweig, Roy. Eight Hours for What We Will: Workers and Leisure in an Industrial City. 1983.

STANDARDSNATIONAL: AP - Advanced Placement Standards (2006-2009)

of 30


Corporate consolidation of industry


Effects of technological development on the worker and workplace


Labor and unions


National politics and influence of corporate power


Migration and immigration: the changing face of the nation

APSS-US.15.F(Advanced)

Proponents and opponents of the new order, e.g., Social Darwinism and SocialGospel


Urbanization and the lure of the city


City problems and machine politics


Intellectual and cultural movements and popular entertainment

Unit: Unit 4 The Emergence of America as a World PowerTimeline: 2 WeeksUnitDescription:

This unit covers the conflicts between the Populist movements and those groups that held most ofthe nation's wealth and power. While debating their domestic future, most Americans seemed unitedin pursuing an empire. Anti-imperialists could do little more than criticize from the sidelines as theU.S. acquired numerous territories and took an interventionist stance toward others. This unitcontinues with the activist foreign policy of Progressive presidents Roosevelt, Taft, and Wilson.America became more interventionist in the Western Hemisphere, but when war broke out inEurope in 1914, most Americans did not see any national interest at stake. But eventually the U.S.joined the Allies when Germany broke its pledges to restrict the use of the submarine. Americansmobilized rapidly, accepting unprecedented governmental control. A drive to mobilize Americans'minds led to domestic hostility toward ethnic groups and "reds," and serious violations of civil rightsthat went largely unpunished. The war also affected women and African Americans. Wilson took his"Fourteen Points" to the Peace Conference in Paris with the goal of establishing a new internationalorder, but opponents in Europe, at home, and Wilson's own uncompromising attitude ultimatelydefeated him. U.S. victory in World War I did not prevent the country from becoming a reluctant,even "isolationist" world power. In the 1920 election, Americans overwhelmingly chose RepublicanWarren Harding's "normalcy" and sought to put the turbulence of the Progressive and war yearsbehind them.

Unit Big Ideas:

1. Should the United States have acquired possessions overseas? 2. Was the acquisition of the Panama Canal Zone an act of justifiable imperialism? 3. Does the need for self-defense give the US the right to interfere in the affairs of Latin America? 4. Should the United States have entered into World War I?


1. Compare the goals and methods of the farmer and worker movements? How were they similar?How were they different?2. What role did religion play in the reform movements and in the expansion of the United States?3. How and why was the crisis of the 1890s a turning point in United States history?4. What role did racism play in Great Migration? 5. How did racism affect United State expansion?Was United States expansion democratic? Why?Why not?6. What circumstances lead America into World War I?7. Did World War I make "the world safe for democracy?"


The Lusitania was a British passenger ship sunk by a German U-Boat. 1200 people died including128 Americans.The Selective Service Act required men 21-30 to register to be drafted into the armed services.Central Powers were a group of countries who fought on the same side: Germany, Austria, andTurkey.The Allies were a group of countries who fought on the same side: England, France, and Russia.Provisions of the Treaty of Versailles1)stripped Germany of all military 2) Germany had torepair war damages($33 billion) 3) Germany had to acknowledge guilt for causing WWI 4) Germany

of 30

could not manufacture any weapons.Imperialism is a policy in which a strong nation seeks to dominate other countries politically,socially, and economically.Woodrow Wilson: After World War I, this United States president sought to reduce the risk of warby writing the Fourteen Points that influenced the creation of the League of Nations.Zimmerman Note (or Telegram) A note intercepted by the US, originally sent from Germany toMexico saying that if Mexico can keep the US out of the Great War then Germany would help Mexicoregain its territories taken from the US like New Mexico, Texas and Arizona.Paris Peace Conference: The great rulers and countries excluding Germany and Russia met inVersailles to negotiate the repercussions of the war, such leaders included Lloyd George (Britain),Woodrow Wilson (America), Clemanceu (France) and Italy. The treaty of Versailles was made butnot agreed to be signed and the conference proved unsuccessful.trench warfare: Fighting with trenches, mines, and barbed wire. Horrible living conditions, greatslaughter, no gains, stalemate, used in WWI. "Spanish Flu" Pandemic that spread around the world in 1918, killing more than 50 millionpeople.The Great Migration was the movement of 6 million African-Americans out of the rural SouthernUnited States to the Northeast,Midwest, and West for most of the 20th century. Some historiansdifferentiate between the first Great Migration (1910–1930), numbering about 1.6 million migrantswho left mostly rural areas to migrate to northern and midwestern industrial cities, and, after a lullduring the Great Depression, a Second Great Migration (1940 to 1970), in which 5 million or morepeople moved, including many to California and other western cities.


After completing this unit, students will be able to:1. Summarize the interests and issues that persuaded many Americans of the need for an overseasempire.2.Outline the steps by which the United States gained an empire and developed a foreign policy forthat empire.3. Summarize the arguments of the Anti-Imperialists.4. Discuss the reasons for the United States' entry into World War I.5. Identify the Fourteen Points and compare Wilson's vision of a "new" Europe with the Treaty ofVersailles.


Formative Assessments:Small Group ProjectsQuizzesSummative Assessment:In Class EssayDaily Reading Assignments

Unit Materials:

Backward Planning Unit "World War I"Films:Woodrow Wilson (PBS American Experience)The Great War 1918 (PBS American Experience)Influenza 1918 (PBS American Experience)Gilder Lehrman Institute of American Historyhttps://www.gilderlehrman.org/

UnitAssignments:


Unit Notes:

Early, Frances. A World Without War: How U.S. Feminists and Pacifists Resisted World War I. 1997.Grossman, James. Land of Hope: Chicago, Black Southerners, and the Great Migration. 1989.Kennedy, David M. Over Here. 1990.


Corporate consolidation of industry


Effects of technological development on the worker and workplace


Labor and unions

of 30


National politics and influence of corporate power


Migration and immigration: the changing face of the nation


American imperialism: political and economic expansion


War in Europe and American neutrality


The First World War at home and abroad


Treaty of Versailles

Unit: Unit 5 Urban America and the Progressive MovementTimeline: 3 WeeksUnitDescription:

This unit covers the accelerated urbanization of America in the first years of the 20th century, andthe social problems that resulted from rapid unplanned growth of the cities. Both political bossesand reformers tried to respond to the reality of an industrialized and urbanized America. SocialDarwinism was challenged by the Progressives, who had a new though sometimes inconsistentvision of the American community. Progressives viewed the government as an ally in achievingrealistic and pragmatic reforms. The climate for reform was created by several new or transformedprofessions, including social workers, social scientists at universities and investigative journalists.Both major political parties came to embrace Progressive views. Presidents Roosevelt, Taft, andWilson based their programs on these new ideas. Although much was accomplished, theProgressive movement lacked unity and failed to address adequately issues of class, race, or sex.Legislation was not always enforced or had unintended negative consequences. In the long run,politics was affected by the demands for social justice and attempts were made to confront theproblems of rapid industrialization and urbanization.

Unit Big Ideas:

1. Did populism provide an effective solution to the nation’s problems? 2. Is muckraking an effective tool to reform American politics and society? 3. Can reform movements improve American society and politics? (Progressivism)


1. What role did Theodore Roosevelt play in the Progressive movement?2. What role did women play in the Progressive movement?3. Compare middle-class and working-class reform movements. 4. How were they similar? How were they different?5. How did the Henry Street Settlement House epitomize the Progressive movement?


Progressive Movement: an early-20th-century reform movement seeking to return control of thegovernment to the people, to restore economic opportunities, and to correct injustices in Americanlife.Florence Kelley: early progressive who advocated state-level factory safety laws; focused onprotecting women and children in factories.Prohibition:the banning of the manufacture, sale, and possession of alcoholic beverages.Muckrakers:magazine journalists who exposed the corrupt side of business and public life in theearly 1900s.Scientific Management(also known as Taylorism,) this fad among business owners involvedtiming workers with stopwatches to try to increase factory efficiency.Robert M. La Follette: Three-term Wisconsin governor and later a U.S. Senator; one of thenation's most popular progressive leaders who earned notoriety combating big businesses.initiative: a procedure by which a legislative measure (a proposed law) can be proposed by thepeople rather than by lawmakersreferendum: a procedure by which a proposed law can be passed or rejected by a vote of thepeople (rather than by a vote of a state's representatives)recall: a procedure for removing a public official from office by a vote of the people.Seventeenth Amendment: a 1913 amendment to the Constitution that provides for the electionof US senators by the people rather than by state legislatures.Upton Sinclair: a muckraking socialist who sought dramatic social reform; his greatest legacy wasfood safety laws.The Jungle: Upton Sinclair's 1906 novel that advocated socialism but that merely convincedAmericans that food safety laws were necessary.

of 30

Theodore Roosevelt became president in 1901 following McKinley's assassination; advocate oftrust-busting, moderate progressive reform, and environmental protection--a program he called theSquare Deal.Square Deal:TR's program of progressive reforms designed to protect the common people againstbig business.Pure Food and Drug Act 1906 was a law designed to halt the sale of contaminated edibles andmedicine and to ensure truth in labeling.conservation: the planned management of natural resources, involving the protection of somewilderness areas and the development of others for the common good.NAACP: an organization founded in 1909 by members of the Niagara Movement to promote fullracial equality.William Howard Taft: TR's handpicked successor and an aggressive trust-buster, but who laterhad an antagonistic relationship with the former president (the two men ran against each other in1912 but both lost to Wilson)Payne-Aldrich Tariff: import tax enacted by Congress in 1909 that continued to make it difficultfor Americans to buy inexpensive foreign manufactures.Bull Moose Party: nickname of the Progressive Party, formed to support TR's presidentialcampaign in 1912.Federal Reserve System: a national banking system, established in 1913, that controls the USmoney supply and the availability of credit in the country (modern replacement for the Bank of theUS)


After completing this unit, students will be able to:1. Trace the process by which largely female settlement house workers first began and thecommunity of reform they tried to create.2. Summarize the principles of the Progressives, and the views of its principal proponents injournalism, social science and government, as well as its legacy.3. Discuss the aims of and problems with social control legislation desired by the Progressives.4. Outline the problems of working class communities and their attempts to solve them throughunions and reform legislation.5. Summarize the role of women in the reform campaigns and the effects it had on theirparticipation in public life and leadership positions.6. Summarize the difficulties of black Progressives in gaining recognition, but also their positiveeffects within the black community.7. Outline the attempts by both the Democratic and Republican parties to respond to demands thatthe governments, local, state, and national, address issues of social justice.8. Analyze the possible connections between Populism and Progressivism as social reformmovements.


Formative Assessments:Quizzes

Summative Assessment:Document Based Question Prompt: To what extent was the Progressive era (1870-1920) a unifiedmovement of reform and change in American Society? How effectively did progressivism manifestitself in national politics on the federal level of government?

Daily Reading Assignments

Unit Materials:

Backwards Planning Unit: Progressivism and the Age of ReformFilm:Teddy Roosevelt and the Roots of Modern Conservationism (American Experience)Gilder Lehrman Institute of American Historyhttps://www.gilderlehrman.org/

UnitAssignments:


Unit Notes:

Keller, Morton. Regulating a New Society: Public Policy and Social Change in America. 1994.Pliess, Kathy. Cheap Amusements: Working Women and Leisure in Turn-of the-Century New York.1986.Sinclair, Upton. The Jungle 1902.Southern, David. The Progressive Era and Race: Reaction and Reform. 2005.

STANDARDSNATIONAL: AP - Advanced Placement Standards (2006-2009)APSS-US.15.F Proponents and opponents of the new order, e.g., Social Darwinism and Social

of 30

(Advanced) GospelAPSS-US.16.A(Advanced)

Urbanization and the lure of the city


City problems and machine politics


Intellectual and cultural movements and popular entertainment


Agrarian discontent and political issues of the late nineteenth century


Origins of Progressive 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

Unit: Unit 6 The New Era: 1920’sTimeline: 3 WeeksUnitDescription:

This unit covers the many changes in American life in the 1920s. After the war, Presidents Harding,Coolidge, and Hoover continued to encourage a foreign policy that would enhance Americancapitalism. A third industrial revolution of sorts took place, based on greatly expanded use ofelectrical power, a flood of consumer goods, easy credit, and new scientific management methods.The "Auto Age" produced profound changes in American life and housing patterns. Some areassuch as agriculture, railroads, coal mining, and textile manufacturing did not share in the post-warprosperity. A new mass culture defined by radio, movies, music, newspapers, and advertisingencouraged a kind of national community. Some groups such as the Ku Klux Klan resistedmodernity, but met with mixed results. The postponement of democratic promise continued to stirreaction in women's groups, in Mexican Americans and most especially the "New Negro."Intellectuals tried to put into writing the alienation and doubts connected with headlong pursuit ofmaterial prosperity.

Unit Big Ideas:

1. Was American foreign policy during the 1920s isolationist or internationalist? 2. Was the decade of the 1920s a decade of innovation or conservatism? 3. Did the Nineteenth Amendment radically change women’s role in American life? 4. Did women experience significant liberation during the 1920s? 5. Why wouldn't Prohibition work?


1. How did prosperity affect the political, social, and economic developments of the twenties?2. How did the rise of mass culture influence the ideas, beliefs, and behavior of most Americans?3. Why did some American resist modern trends and what forms did their resistance take?4. Howdid the election of 1928 symbolize the opposing trends of the twenties?


Industrial Workers of the World: The IWW., also known as the "Wobblies," was a radicalorganization that sought to build "one big union" and advocated industrial sabotage in defense ofthat goal. At its peak in 1923, it could claim 100,000 members and could gain the support of300,000. The IWW particularly appealed to migratory workers in agriculture and lumbering and tominers, all of whom suffered from horrific working conditions. Irreconcilables: Led by Senators William Borah of Idaho and Hiram Johnson of California, thiswas a hard-core group of militant isolationists who opposed the Wilsonian dream of internationalcooperation in the League of Nations after World War I. Their efforts played an important part inpreventing American participation in the international organization. Nineteenth Amendment(1920) This Constitutional amendment, finally passed by Congress in1919 and ratified in 1920, gave women the right to vote over seventy years after the first organizedcalls for women's suffrage in Seneca Falls, New York.American Plan-A business-oriented approach to worker relations popular among firms in the1920s to defeat unionization. Managers sought to strengthen their communication with workers andto offer benefits like pensions and insurance. They insisted on an "open shop" in contrast to themandatory union membership through the "closed shop" that many labor activists had demanded inthe strike after World War I.Bible Belt: The region of the American South, extending roughly from North Carolina west to

of 30

Oklahoma and Texas, where Protestant Fundamentalism and belief in literal interpretation of theBible were traditionally strongest.Criminal Syndicalism Laws(1919-1920)Passed by many states during the Red Scare of 1919-1920, these nefarious laws outlawed the mere advocacy of violence to secure social change. Stumpspeakers for the International Workers of the World, or IWW, were special targets.Fordism: A system of assembly-line manufacturing and mass production named after Henry Ford,founder of the Ford Motor Company and developer of the Model T car.Fundamentalism: A Protestant Christian movement emphasizing the literal truth of the Bible andopposing religious modernism, which sought to reconcile religion and science. It was especiallystrong in the Baptist Church and the Church of Christ, first organized in 1906. Immigration Act of 1924 (Also known as the "National Origins Act,)": This law establishedquotas for immigration to the United States. Immigrants from Southern and Eastern Europe weresharply curtailed, while immigrants from Asia were shut out altogether.Ku Klux Klan: An extremist, paramilitary, right-wing secret society founded in the mid nineteenthcentury and revived during the 1920s. It was anti-foreign, anti-black, anti-Jewish, anti-pacifist, anti-Communist, anti-internationalist, anti-evolutionist, and anti-bootlegger, but pro-Anglo-Saxon andpro-Protestant. Its members, cloaked in sheets to conceal their identities, terrorized freedmen andsympathetic whites throughout the South after the Civil War. By the 1890s, Klan-style violence andDemocratic legislation succeeded in virtually disenfranchising all Southern blacks.Racketeers-People who obtain money illegally by fraud, bootlegging, gambling, or threats ofviolence. Racketeers invaded the ranks of labor during the 1920s, a decade when gambling andgangsterism were prevalent in American life. Red Scare-(1919-1920)A period of intense anti-communism lasting from 1919 to 1920. The"Palmer raids" of Attorney General A. Mitchell Palmer resulted in about six thousand deportations ofpeople suspected of "subversive" activities.Volstead Act(1919)A federal act enforcing the Eighteenth Amendment, which prohibited themanufacture, sale, and transportation of alcoholic beverages.Sacco and Vanzetti: United States anarchists (born in Italy) who were convicted of murder and inspite of world-wide protest were executed.John Scopes: Teacher was charged with violating laws prohibiting the teaching of evolution inTennessee schools.Charles A. Lindbergh: Celebrity hero who was the first to fly solo across the Atlantic in a smallsingle engine plane. He success gripped the public's imagination.Fordney-McCumber Tariff Law(1922) A comprehensive bill passed to protect domesticproduction from foreign competitors. As a direct result, many European nations were spurred toincrease their own trade barriers. Teapot Dome Scandal (1921)A tawdry affair involving the illegal lease of priceless naval oilreserves in Teapot Dome, Wyoming and Elk Hills, California. The scandal, which implicatedPresident Harding's Secretary of the Interior, was one of several that gave his administration areputation for corruption. Calvin Coolidge: became president when Harding died of pneumonia. He was known forpracticing a rigid economy in money and words, and acquired the name "Silent Cal" for being sosoft-spoken. He was a true republican and industrialist. Believed in the government supporting bigbusiness.


After completing this unit, students will be able to:1. Describe the structural changes in the American economy that developed in the 1920s and theeffects those changes had on American life.2. Explain how Hollywood movies and other vehicles of mass culture created a new nationalcommunity.3. Describe how the new media of communication, particularly radio, reshaped American culture inthe 1920s.4. Summarize the continuities of the Republican administrations of Warren Harding, CalvinCoolidge, and Herbert Hoover in domestic and foreign affairs.5. Summarize the types of resistance to the major cultural changes of the 1920s.6. Outline the efforts of various reform groups, ethnic groups, and intellectuals to redefine theirmissions, reshape their strategies and reexamine the material direction of modern American society.7. Discuss the various connections between mobilization techniques used during World War I andevents and behaviors during the 1920s.


Summative Assessment:ExamFormative Assessments:One in-class essay.Small group work.

Unit Materials: Backwards Planning Unit: The 20's

of 30

Films:Hollywood: An Empire of Their Own (A and E)The Unfinished Nation: 37. The 1920's...Beyond the GlitterTen Days that Unexpectedly Changed America: Scopes: The Battle Over America's SoulGilder Lehrman Institute of American Historyhttps://www.gilderlehrman.org/

UnitAssignments:


Unit Notes:

Bailey, Beth. From Front Porch to Backseat: Courtship in 20th Century America. 1980.Brody, David. Workers in Industrial America. 1980.Marchand, Roland. Advertising the American Dream: Making Way for Modernity.1985.Wright, Gwendolyn. Building the American Dream. 1989.

STANDARDSNATIONAL: AP - Advanced Placement Standards (2006-2009)APSS-US.18.E(Advanced)

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

Unit: Unit 7 The Great Depression and the New DealTimeline: 3 WeeksUnitDescription:

This unit covers the cumulative effects of underlying weaknesses in the American economy and thestock market crash that led to the Great Depression. Many unemployed workers blamed themselvesrather than the system, but they increasingly began to look to the government for some relief.President Hoover remained committed to budget balancing and a relatively limited response to thecrisis, but frightened and angry voters elected an avowed Democratic reformer, Franklin DelanoRoosevelt. His original "New Deal" of 1933 was mostly a cooperative business-government venture,but the "Second New Deal" that followed made a more dramatic shift toward direct governmentintervention in the economy and direct aid to the unemployed. Neither was as radical as some criticsaccused Roosevelt of being. Other critics said he was not radical enough. Roosevelt's own ability toinspire, the activism of his wife Eleanor, and the action-oriented programs of the two New Dealshelped restore American confidence, even though none of this ended the Depression. FDR'simpatience with the Supreme Court and his attempt to pack it in 1938 cost him considerablepolitical influence. Deep poverty was not really touched by the programs and minorities did notmake major gains, but they did form a coalition of voters that supported the Democratic Partydespite Roosevelt's sometimes uncertain fortunes.

Unit Big Ideas:

1. Do governments owe their citizens economic security?2. Should the federal government be limited in size?


1. Identify the various political, economic, social, and geographic factors that contributed to thehard times Americans faced during the Great Depression. How did American respond to thesevarious factors?2. Compare the first and second New Deals. What distinguished the second reform surge from thefirst?3. How did the depression influence the culture of the 1930s?What impact did the public worksprojects of the New Deal have on the United States as a nation and the people affected by theseprojects?4. Was the New Deal successful?

of 30


Great Depression: The economic crisis and period of low business activity in the U.S. and othercountries, roughly beginning with the stock-market crash in October, 1929, and continuing throughmost of the 1930s.Black Tuesday: October 29th, 1929: the day when prices in the stock market took a steep dive,plunging over $10 billion dollars.Bonus March: Group of WWI veterans who were supposed to be given economic relief from thegovernment due to their involvement in the war. However, in 1932 the deadline for the veterans waspushed back by the government to a later date thus causing the group to march to Washington todemand their money. Excessive force was used to disband these protesters, and because they wereveterans and heroes of this country, Hoover's popularity plummeted.Eleanor Roosevelt: FDR's Wife and New Deal supporter. Was a great supporter of civil rights andopposed the Jim Crow laws. She also worked for birth control and better conditions for workingwomen.New Deal: President Franklin Roosevelt's precursor of the modern welfare state. His programswere meant to combat economic depression and it enacted a number of social insurance measuresand used government spending to stimulate the economy. The New Deal increased power of thestate and the state's intervention in U.S. social and economic life.Public Works Administration - 1935: Created for both industrial recovery and forunemployment relief. Headed by the Secretary of Interior Harold L. Ickes, it aimed at long-rangerecovery and spent $4 billion on thousands of projects that included public buildings, highways, andparkways. It helped stimulate solutions to the economic and social problems during the GreatDepression.National Labor Relations Act - 1935: A law, also known as the Wagner Act, that guaranteedworkers the right of collective bargaining and set down rules to protect unions and organizers, andcreated the National Labor Relations Board to regulate labor-management relations and enforcedthe law.Brain Trust: Many of the advisers who helped Roosevelt during his presidential candidacycontinued to aid him after he entered the White House. A newspaperman once described the groupas "Roosevelt's Brain Trust." They were more influential than the Cabinet.Fair Labor Standards 1938: United States federal law that applies to employees engaged in andproducing goods for interstate commerce. The FLSA established a national minimum wage,guaranteed time and a half for overtime in certain jobs, and prohibited most employment of minorsin "oppressive child labor," a term defined in the statute.Laissez-Faire: Policy based on the idea that government should play as small a role as possible inthe economy.Emergency Banking Relief Act - 1933: Gave the President power over the banking system andset up a system by which banks would be reorganized or reopened.Fireside Chats: The informal radio conversations Roosevelt had with the people to keep spirits up.It was a means of communicating with the people on how he would take on the Depression.Civilian Conservation Corps-1933: Reduced poverty/unemployment, helped young men andfamilies; young men go to rural camps for 6 months to do construction work; $1/day; intended tohelp youth escape cities; concerned with soil erosion, state/national parks, telephone/power lines;40 hour weeks.Federal Emergency Relief Act (FERA): One of the most comprehensive New Deal laws, a May1933 law that gave $500 million to state and local treasuries that had run out of money.


After completing this unit, students will be able to:1. Describe the power of community as exemplified by the Flint sit-down strike in 1936.2. Summarize the reasons why the Great Depression occurred.3. Describe the government responses under Hoover and Roosevelt to the problems of massunemployment and other effects of the Great Depression.4. Compare Roosevelt's New Deal programs: the first acts of the Hundred Days in 1933, the secondreform package of 1935-36, and the changes in 1937 that were blamed for the "Rooseveltrecession."5. Outline the views of critics, both right and left, of Roosevelt's New Deal programs.6. Summarize the legacy of the New Deal for various areas and people of America.6. Discuss how American popular culture was shaped by the Depression.7. Compare the Dawes Act with the Indian Reorganization Act.


Summative:Document Based QuestionPrompt: Were the Roosevelt Administrations and the New Deal programs effective in overcomingthe Great Depression and rebuilding the U.S. economy? Formative:Small Group WorkQuizzes

of 30

Unit Materials:

Backwards Planning Unit: The Great DepressionFilms:American Experience: The Crash of 1929.American Experience: The 1930'sThe Gilder Lehrman Institute for American Historyhttps://www.gilderlehrman.org/

UnitAssignments:


Unit Notes:

Alter, Jonathan. The Defining Moment: FDR's Hundred Days and the Triumph of Hope. 2006.Duckstein, Morris. Dancing in the Dark: A Cultural History of the Great Depression. 2009.Lenthall, Bruce. Radio's America: The Great Depression and the Rise of Modern Mass Culture. 2008.Olson, James. Saving Capitalism. 1988.Poppendieck, Janet. Breadlines Knee-Deep in Wheat. 1986.Worster, Donald. Dust Bowl. 1979.


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 the Left


Surviving hard times: American society during the Great Depression


The rise of fascism and militarism in Japan, Italy, and Germany

Unit: Unit 8 The Second World WarTimeline: 3 WeeksUnitDescription:

This unit covers American involvement in World War II and its effects on the United States. At theheight of the Depression, America tried to legislate isolation from any future foreign conflicts byenacting a series of Neutrality Laws, but as wars broke out first in Asia and Africa and then inEurope, the U.S. gradually amended these laws or President Roosevelt managed to find ways tomoderate their effects. Even before Pearl Harbor, the U.S. was involved in a naval conflict withGermany in the North Atlantic. U.S. policy sought to deal with Hitler's Germany as the most seriousenemy, but the Japanese attack on Pearl Harbor partly changed that. The U.S. and its allies were onthe defensive until mid-1942 when the North Africa counter-offensive, the Battle of Stalingrad inSoviet Russia, and the Coral Sea-Midway victories in the Pacific marked the turning of the tide. Thewar became a battle of production, with the U.S. possessing enormous advantages. While the U.S.fought the war for democracy, some constituencies still had to fight for democracy at home. Thehome front's involvement in the war changed the lives of many women and African Americans, whobecame essential to the wartime economy. Japanese Americans, mostly from the West Coast,experienced a humiliating and unjust detention even as many of their sons served with distinction inEurope. The U.S. became the world's greatest single power and stood at the center of globalpolitics. Roosevelt and his successor Harry Truman worked with a range of politicians and experts todevelop a new foreign policy to face these changing conditions.

Unit Big Ideas:

1. Was the treatment of Japanese Americans during World War II justified or an unfortunate setbackfor democracy? 2. Should the US employ atomic (nuclear) weapons to defeat its enemies in war? 3. Could the United States have done more to prevent the Holocaust?4. Was World War II a “good war?” Or: Was World War II justified by its results?

of 30


1. Which Allied nation bore the fullest brunt of World War II? What role did this nation play in theeventual outcome?2. What role did America's productive capacity play in achieving victory?3. How did the war affect women and minorities?4. What impact did technology have on the war?5. Compare the United States in 1940 and 1945? How had it changed


America First Committee: A committee organized by isolationists before WWII, who wished tospare American lives. They wanted to protect America before we went to war in another country.Charles A. Lindbergh was its most effective speaker.Kellogg-Briand Pact: Agreement signed in 1928 in which nations agreed not to pose the threatof war against one anotherDawes Plan: A plan to revive the German economy after World War I, the United States loansGermany money which then can pay reparations to England and France, who can then pay backtheir loans from the U.S. This circular flow of money was a success.Korematsu Vs U.S: 1944 Supreme Court decision that upheld as constitutional the internment ofmore than 100,000 Americans of Japanese descent in encampments during WWII.Quarantine Speech, 1937: FDR encouraged democracies to quarantine their opponents(economic embargos); criticized by isolationists.Neutrality Act, 1939: Allowed sale of weaponry to democracies on "cash-and-carry" basis,avoided full-blown war; danger zones proclaimed; solved American unemployment crisis.Lend-Lease Act (1941):President to offer military supplies to nations "vital to the defense of theUS"; ended US neutrality (economic war against Germany); Hitler began to sink American ships(limited scale)Important WWII Battles: Midway (US Signal Corps, turning point of war in the Pacific), D-Day(Eisenhower's amphibious invasion of Normandy, led to depletion of German forces), Stalingrad(Russians defeated Germans, saved Moscow and Leningrad, turning point in Europe)Japanese internment: Americans fear Japanese-Americans as traitors, sent off (by law) tointernment camps; removal of deemed threats in military areas.Yalta Conference (1945):Established world organization; Soviet Union pledged to allowdemocratic procedures in Eastern Europe; pledge broken, led to Cold War.The Homefront: New westward migration of workers (new economic opportunities, esp. aircraftindustry), high rates of divorce and family/juvenile violence, women encouraged to work infactories, still held inferior to men.Rationing: Americans at home reminded to conserve materials in all aspects of life to support themilitary; resulted in saving up of money to cause economic boom after war.Fair Employment Practices Commission (FEPC)prohibited discrimination in any government-related work; increased black employment


After completing this unit, students will be able to:1. Discuss the problems in American communities created by war time changes using the LosAlamos scientists as your example.2. Trace the changes in American policy from isolationism to involvement in the war in Europe andAsia as well as reactionary critics to the policy.3. Summarize the effects of the war on the home front, including business, labor, the family, andvarious ethnic groups.4. Describe the effects the war had on men and women in uniform.5. Outline the strategies needed to win the war in both Europe and the Pacific.6. Explain what significant technological and political changes developed in the last stages of thewar.7. Compare the U.S. involvement in World War I and World War II in terms of the foreign anddomestic policies that were developed, and the effects of those policies on the nation.


Summative:ExamFormative:Small Group ProjectQuizzes

Unit Materials:

Backward Planning Unit: World War IIFilms:The World at War: December 7th, 1941.The Decades 1940-1949 Disc 1: D-Day: The Lost Evidence

of 30

The Gilder Lehrman Institute for American Historyhttps://www.gilderlehrman.org/

UnitAssignments:


Unit Notes:

Anderson, Karen. Wartime Women. 1981.Boyer, Paul. By the Bomb's Early Light. 1985.Koistinen, Paul. Arsenal of World War II: The Political Economy of American Warfare. 2004.Lipstadt, Linda. Beyond Belief: The American Press and the Coming of the Holocaust. 1986.Wood, Edward. Worshipping the Myths of World War II. 2006.Wyman, David. The Abandonment of the Jews: America and the Holocaust. 1984.

STANDARDSNATIONAL: AP - Advanced Placement Standards (2006-2009)APSS-US.21.B(Advanced)

Prelude to war: policy of neutrality


The attack on Pearl Harbor and United States declaration of war


Fighting a multifront war


Diplomacy, war aims, and wartime 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

Unit: Unit 9 The United States in the Early Cold WarTimeline: 3 WeeksUnitDescription:

This unit covers the beginning of the Cold War under Harry Truman's presidency, and how itaffected both foreign and domestic policies. Peace after World War II was marred by a powerfulrivalry between the United States and Soviet Russia. Truman and his advisors introduced the basicCold War doctrine of "containment" in the Truman Doctrine, the Marshall Plan, and the NorthAtlantic Treaty Organization (NATO). With the victory of the Communist People's Liberation Army inChina (1949) and the outbreak of the Korean War (1950), the Cold War was extended to the Asianmainland as well. The Cold War prompted the U.S. to rebuild its World War II enemies of Germanyand Japan as counterweights to the Soviets. At home, Americans wanted to return to normal bybringing the troops back home, resuming spending for consumer goods, and re-establishing familylife, but many changing social patterns brought anxieties. A second "Red Scare" was caused byheated Cold War rhetoric of a bipartisan foreign policy and Truman's government loyalty oathprogram, but Senator Joseph McCarthy's tactics in the first half of the 1950s symbolized the era.Defense spending increased and the American economy became dependent on it to maintaingrowth and avoid renewed depression. Truman tried to extend elements of the New Deal in his "FairDeal," but this effort met with minimal success.

Unit Big Ideas:

1. Was the Cold War inevitable? 2. Should the United States have feared internal communist subversion in the 1950s? 3. Were the 1950s a time of great peace, progress, and prosperity for Americans?

of 30


1. How did the Cold War affect American foreign policy after World War II?2. What affect did the Cold War have on the development of American society after World War II?3. How did popular culture reflect the mood of the nation?4. How successful was the policy of containment?5. What did the election of 1952 indicate about future trends of American development?


Taft Hartley Act 1947: The Act was passed over the veto of Harry S. Truman on the 23rd June,1947. When it was passed by Congress, Truman denounced it as "slave-labor bill". The act declaredthe closed shop illegal and permitted the union shop only after a vote of a majority of theemployees. It also forbade jurisdictional strikes and secondary boycotts. Other aspects of thelegislation included the right of employers to be exempted from bargaining with unions unless theywished to. The act forbade unions from contributing to political campaigns and required unionleaders to affirm they were not supporters of the Communist Party. This aspect of the act wasupheld by the Supreme Court on 8th May, 1950.The United Nations: An organization of nations that was formed in 1945 to promote peace,security, and international cooperation. The organization is located in New York City.Potsdam Conference: The final wartime meeting of the leaders of the United States, Britain, andthe Soviet Union was held at Potsdam, outside Berlin, in July, 1945. Truman, Churchill, and Stalindiscussed the future of Europe but their failure to reach meaningful agreements soon led to theonset of the Cold War.Baruch Plan: In 1946, Bernard Baruch presented an American plan to control and eventuallyoutlaw nuclear weapons. The plan called for United Nations control of nuclear weapons in threestages before the United States gave up its stockpile. Soviet insistence on immediate nucleardisarmament without inspection doomed the Baruch Plan and led to a nuclear arms race betweenthe United States and the Soviet Union.Containment Policy: Policy introduced by Harry S. Truman after WWII that said the duty of theU.S. was to stop the spread of Totalitarianism (implying Communism); Defined the foreign policyfor the period after WWII until the fall of the Berlin Wall in 1989George Kennan: An American advisor, diplomat, political scientist, and historian, best known as"the father of containment" and as a key figure in the emergence of the Cold War. He later wrotestandard histories of the relations between Russia and the Western powers.Truman Doctrine: First established in 1947 after Britain no longer could afford to provide anti-communist aid to Greece and Turkey, it pledged to provide U.S. military and economic aid to anynation threatened by communism.Marshall Plan: Introduced by Secretary of State George G. Marshall in 1947, proposed massiveand systematic American economic aid to Europe to revitalize the European economies after WWIIand help prevent the spread of Communism.North Atlantic Treaty Organization: A military alliance of non communist European countriesand the United States founded in 1949 to counter the military threat of the Soviet Union.Berlin Airlift: Joint effort by the US and Britain to fly food and supplies into West Berlin after theSoviet blocked off all ground routes into the city.German Occupation Zones: At the war's end, Germany was divided into four military occupationzones, each assigned to one of the Big Four powers. These were the bases for the formation of twoseperate countries in 1949, when the British, French, and American zones became West Germany,and the Soviet zone became East Germany.Berlin Wall: In 1961, the Soviet Union built a high barrier to seal off their sector of Berlin in orderto stop the flow of refugees out of the Soviet zone of Germany. The wall was torn down in 1989.National Security Act of 1947: Bill enacted to back up the Truman Doctrine; established theNational Security Council to advise the president, established the Central Intelligence Agency togather information abroad and engage in covert activities in support of the nation's security, beganthe processes of transforming the old War and Navy Departments into the Department of Defense,and combined the leadership of the army,navy, and air force under the Joint Chiefs of Staff; showedTruman's and Americans' fears of communist invasion after WWII.NCS 68: Proposed increasing national defense spending significantly during the Trumanadministration as a way to combat the spread of Communism., classified report by the United StatesNational Security Council written during the Cold War; formed the U.S. foreign policy during theCold War.Korean War: The conflict between Communist North Korea and Non-Communist South Korea. TheUnited Nations (led by the United States) helped South Korea.Dixiecrats: Southern Democrats who opposed Truman's position on civil rights. They caused asplit in the Democratic party.Communism: A theory or system of social organization based on the holding of all property incommon, actual ownership being ascribed to the community as a whole or to the state.


After completing this unit, students will be able to:1. Illustrate the effects of the Red Scare by discussing the college campus community after WorldWar II.

of 30

2. Trace the development of the American policy of containment as applied to Europe and to Asia.3. Summarize the foreign and domestic policies of the Truman administration.3. Discuss the major causes, personalities and events of the Red Scare.4. Explain why the immediate post-WW II years can be labeled the "Age of Anxiety" with regard toAmerican society and popular culture.5. Outline the events of the Korean War, its effect on American foreign policy, and the impact on thepolitical fortunes of Truman and the Democratic Party.6. Compare the Red Scare after World War I to the one after World War II.


Summative AssessmentDocument Based QuestionPrompt: Analyze the effectiveness of U.S. foreign policy during the Cold War through the actions ofthe office of the President of the United States. Confine your answer to the years 1947-1989.http://www.reaganfoundation.org/pdf/Cold%20War%20DBQ%20Final.pdfFormative Assessment:QuizzesSmall Group ProjectDaily Readings and Notetaking

Unit Materials:

Backwards Planning Unit: The Cold WarFilms:Ten Days that Unexpectedly Changed America: When America Was RockedAtomic Age Classics

UnitAssignments:

Chapters 26 and 27 in Out of Many.

Unit Notes:

Gaddis, John. The Cold War: A New History. 2006.Gilbert, James. A Cycle of Outrage: America's Reaction to the Juvenile Delinquent in the 1950's.1986.Robin, Rob. The Making of a Cold War Enemy. 2001.Wagner, Stephen. Eisenhower Republicanism: Pursuing the Middle Way. 2006.Whitfield, Stephen. The Culture of the Cold War. 1991.


Origins of the Cold War


Truman and containment


The Cold War in Asia: China, Korea, Vietnam, Japan


Diplomatic strategies and policies of the Eisenhower and Kennedyadministrations


The Red Scare and McCarthyism


Impact of the Cold War on American society


Cold War confrontations: Asia, Latin America, and Europe

Unit: Unit 10 America at MidcenturyTimeline: 2 WeeksUnitDescription:

Using the new medium of television to enhance his already great popularity, grandfatherly “Ike” wasideally suited to soothe an America badly shaken by the Cold War and Korea. Eisenhower was slowto go after Joseph McCarthy, but the demagogue's bubble finally burst when he attacked the U.S.Army. Eisenhower also reacted cautiously to the beginnings of the civil rights movement but senttroops to Little Rock to enforce court orders for desegregation. Eisenhower's domestic policies weremoderately conservative; they left most of the New Deal in place.Despite John Foster Dulles's tough

of 30

talk, Eisenhower's foreign policies were also generally cautious. He avoided military involvement inVietnam, although aiding Diem, and pressured Britain, France, and Israel to resolve the Suezcrisis.He also refused to intervene in the Hungarian revolt and sought negotiations to thaw the frigidCold War. Dealing with Nikita Khrushchev proved difficult, as Sputnik, the Berlin Crisis, the U-2incident, and Fidel Castro's Cuban revolution all kept Cold War tensions high. In a tight election,Senator John Kennedy defeated Eisenhower's vice president, Richard Nixon, by calling for thecountry to “get moving again” by more vigorously countering the Soviets.American society grewever more prosperous in the Eisenhower era, as science, technology, and the Cold War fueledburgeoning new industries such as electronics and aviation. Women joined the movement into theincreasingly white-collar workforce and chafed at widespread restrictions they faced.A newconsumer culture, centered around television, fostered a new ethic of leisure and enjoyment,including more open expressions of sexuality in popular entertainment. Intellectuals and artistscriticized the focus on private affluence rather than the public good. Jewish, African American, andsouthern writers had a striking new impact on American thought and writing.

Unit Big Ideas:

At mid century the United States faced great social anxiety while exhibiting complacency.


1. How would you evaluate the Eisenhower presidency? Was he a good, fair, or poor president?Why would you make that evaluation?

2. It has been argued that the booming economy of the 1950s was, in fact, heavily subsidized bythe federal government. Do you buy that interpretation? How could the U.S. be subsidizing theeconomy at the same time it was battling Communism?

3. Why did white teenagers find rock 'n' roll so compelling? Why did adult authorities find it soshocking?

4. During the Eisenhower years the United States began extensive intervention in the Third World.Why? What assumptions led to those decisions? Can you make a connection between theseassumptions and the policy of containment discussed in the previous chapter? Was there adifference between the official explanations and the underlying motives?

5. How would you evaluate the Kennedy presidency? Was he a good, fair, or poor president? Whywould you make that evaluation?


New Frontier John F. Kennedy’s domestic and foreign policy initiatives, designed to reinvigoratesense of national purpose and energy.

Bay of Pigs Site in Cuba of an unsuccessful landing by fourteen hundred anti-Castro Cuban refugeesin April 1961.

Limited Nuclear Test-Ban Treaty Treaty, signed by the United States, Britain, and the Soviet Union,outlawing nuclear testing in the atmosphere, in outer space, and under water.

Great Society Theme of Lyndon Johnson’s administration, focusing on poverty, education, and civilrights.

Cuban missile crisis Crisis between the Soviet Union and the United States over the placement ofSoviet nuclear missiles in Cuba.

Geneva accord Accord that called for reunification and national elections in Vietnam in 1956.


The affluent society and “the other America”


Consensus and conformity: suburbia and middle-class America


Social critics, nonconformists, and cultural rebels

of 30


Impact of changes in science, technology, and medicine


From the New Frontier to the Great Society



Unit: Unit 11 The Civil Rights MovementTimeline: 3 WeeksUnitDescription:

This unit covers the mass movements for civil rights beginning in the black community and thenextending to the Mexican-American, Puerto Rican, Asian, and American Indian communities as well.This era, often called the "Second Reconstruction," saw advances against segregation throughfederal court decisions and more direct demonstrations as black leaders forced the largercommunity to face segregation issues. The Civil Rights Act of 1964 and the Voting Rights Act of1965 reinforced political equality, but economic and social equality did not automatically follow. Thepersistence of poverty, entrenched racism, and racially segregated "ghetto" slums brought about asplit within the formerly united black community over what goals the movement shouldsubsequently pursue. The civil rights movement overall and the Great Society created new pride andexpectation as well as anger and a more militant "Black Power" movement. "You don't integrate with a sinking ship." This was Malcolm X's curt explanation of why he did notfavor integration of blacks with whites in the United States. As the chief spokesman of the Nation ofIslam, a Black Muslim organization led by Elijah Muhammad, Malcolm X argued that America wastoo racist in its institutions and people to offer hope to blacks. The solution proposed by the Nationof Islam was a separate nation for blacks to develop themselves apart from what they considered tobe a corrupt white nation destined for divine destruction.In contrast with Malcolm X's blackseparatism, Martin Luther King, Jr. offered what he considered "the more excellent way of love andnonviolent protest" as a means of building an integrated community of blacks and whites inAmerica. He rejected what he called "the hatred and despair of the black nationalist," believing thatthe fate of black Americans was "tied up with America's destiny." Despite the enslavement andsegregation of blacks throughout American history, King had faith that "the sacred heritage of ournation and the eternal will of God" could reform white America through the nonviolent Civil RightsMovement.This lesson will contrast the respective aims and means of Malcolm X and Martin LutherKing, Jr. to evaluate the possibilities for black American progress in the 1960s.

Unit Big Ideas:

1. Is civil disobedience the most effective means of achieving racial equality? 2. Is violence or non-violence the most effective means to achieve social change? "You don't integrate with a sinking ship."


1. What role did the courts play in the various civil rights movements?2. What role did nonviolence play in the African American civil rights movement?3. How did the growing political and economic power of African Americans influence their successin gaining civil rights?4. How successful was the civil rights movement in integrating African Americans into mainstreamAmerican society?5. Compare the conditions African Americans, Mexican Americans, Puerto Ricans, Indian peoples,and Asian Americans faced? How were they similar? How were they different? 1. Is the separate black nation proposed by Malcolm X a better or nobler goal than "the belovedcommunity" of Martin Luther King, Jr.?2. What would Americans need to believe, and how would they need to act, in order to achieveMalcolm X's goal as opposed to King's goal?


Brown v. Board (1954)Overturned the Plessy case by declaring that segregated facilities wereinherently unequal, and ordered the integration of the nation's public schools. Montgomery Bus Boycott (1957): Rosa Parks refused to give up her seat in the front of aMontgomery, Alabama, public bus for a white rider therefore leading African- Americans to boycottpublic busing. Little Rock Crisis (1957)After officals in little Rock, Arkansas, refused to allow African-Americansto all-white schools, President Eisenhower authorized the U.S. Army to escort and protect Africanstudents. University of Alabama (1963): Governor George C. Wallace refused to allow African-American

of 30

students to register for classes at the all-white University of Alabama. President Kennedy authorizedthe use of the National Guard to enforce educational integration.March on Washington (1963)Martin Luther King and his SCLC organized a massivedemonstration in Washington, D.C., where he delivered his famous "I Have a Dream" speech.Malcolm X: African American leader who demanded that civil rights needed to be achieved, "byany means necessary," including using acts of violence if need be.Civil Rights Acts of 1964: Provided criminal penalties for discrimination in employment or votingand integrates most public facilities. Voting Rights Act of 1965: Banned literacy tests in counties where over half of eligible votershave been disenfranchised (1965)


After completing this unit, students will be able to:1. Explain how the Montgomery Bus Boycott drew an African American community together tochallenge segregation.2. Discuss the origins of the civil rights in the postwar years to the crisis in Little Rock, Arkansas.3. Explain why and how some black leaders pursued means other than the legal strategy followedby the NAACP.4. Summarize the successes of the civil rights movement from the Montgomery Bus Boycott to theVoting Rights Act of 1965.5. Outline the issues and strategies followed by other minorities that were inspired by black protestmovements, as well as the results they gained.6. Trace the record of Truman, Eisenhower, Kennedy, and Johnson in trying to change segregation.7. Compare the first period of Reconstruction, the era following Plessy v. Ferguson, and the era afterWorld War II which led to the Brown v. Board of Education decision and a revived civil rightsmovement. 1. Explain why Malcolm X believed black Americans needed a nation of their own—separate fromthe United States—to improve themselves.2. Articulate the reasons why Malcolm X thought integration was a false hope for blacks in America.3. Explain why Malcolm X disagreed with both the goal and the method of Martin Luther King, Jr.'snonviolent protest strategy.4. Explain Martin Luther King, Jr.'s concept of nonviolent resistance and civil disobedience.5. Give reasons for the hope Martin Luther King, Jr. had that America could be peacefully integrated.6. Evaluate the strengths and weaknesses of each activist's argument, and judge which approachbetter secures civil rights for black Americans.

UnitInstructionalProcedures,Activities &Labs:

Instruct students to give a one- or two-paragraph answer to any or all of the following questions,which areavailable in worksheet form on pages 26-27 of the Text Document:Give your evaluation ofthe strongest claims Malcolm X made regarding why integration will not work and justify yourchoice. Make sure you include a consideration of why some blacks would have viewed his approachas legitimate in the early 1960s.Do you think Malcolm X gave sufficient evidence to support theclaim that black Americans deserve a separate nation? Why or why not?Why does Malcolm Xdisagree with both the goal and the method of Martin Luther King, Jr.'s nonviolent protestmovement?How did Martin Luther King, Jr. expect that his nonviolent protest methods would helpto produce a "beloved community"? Connect his means with his ends.Does Malcolm X's call forblacks to make progress as a distinct race present a more persuasive or constructive approach tosecuring rights than Martin Luther King, Jr.'s appeal for blacks to secure freedom as Americancitizens? In your answer, explain whether people deserve rights as individuals or as members of aspecific group.Does the explicitly religious character of the rhetoric of both Malcolm X and MartinLuther King, Jr. make their arguments more persuasive or less persuasive?In their speeches, howdoes Malcolm X's use of American history differ from Martin Luther King, Jr.'s? What role does thepast have in promoting progress for blacks in America, and progress for all Americans?If you had achance to sit down and talk with either or both men, what would you ask them that you do not yetunderstand, and what would you want to say to them?


Summative AssessmentIn-Class EssayFormative AssessmentQuizzesSmall Group Project(s)Daily Reading Assignments Activity 1. A Journalist's Report: The Better Vision for Black AmericansThis activity is built aroundthe following sequence of tasks:1. Students gain an understanding of the mission of Civil RightsMovement and the context in which it occursGeneral overview of the civil right struggle of the1960sSpecific examples of racial discrimination2. Students hear the rhetorical power of Malcolm Xand analyze primary sources (a) Audio recording of Malcolm X, "Message to the Grassroots"

of 30

(November 10, 1963)Malcolm X, Interview with Louis Lomax (November 1963)Malcolm X, "Messageto the Grassroots" (November 10, 1963)3. Students hear the rhetorical power of Martin Luther King,Jr., and analyze primary sourcesAudio recording of Martin Luther King, Jr., "I Have a Dream" speech(August 28, 1963)Martin Luther King, Jr., "The Power of Nonviolence" (June 4, 1957)Martin LutherKing, Jr., "Letter from Birmingham Jail" (April 16, 1963)4. Students write reports in which theyevaluate the two activists and judge which leader's goals could best secure a better life for blackAmericans. In the activity for this lesson, students will be playing the part of a reporter from a largecity newspaper in the 1960s. This reporter has seen first-hand the inner-city problems and racialconflict that are tearing at the seams of society. He knows that the black community is hearing twopersuasive voices: those of Malcolm X and Martin Luther King, Jr., whose approaches to solving thedifficulties are poles apart. His editorial board assigns him the task of writing a column on the twoleaders, briefly assessing their strengths and weaknesses, but also judging whose approach bettersolves the problems facing the black community. Before he writes this column, however, he travelsto hear the speeches of the two men, and takes an up-close look at key speeches and writings.Inorder for students to know why they are listening and doing research, they should be told at thebeginning that the goal of their stint at journalistic writing is a column for the newspaper. They canthen proceed with the assignment with this final objective in mind. Let them know that the finalreport will be graded. If an additional prize is to be offered for the best report or reports, announcethis before the project begins.Give students the option of either working individually or working inpairs as a journalistic team.Start this activity with a homework assignment. A day or two before thelesson begins, have students gain historical context for this assignment by accessing twoEDSITEment-reviewed websites or by reading printed copies of the same information located in theText Document on pages 1-3, distributed to students in advance.1. (a) For an overview of the civilrights struggle of the 1960s, see paragraphs one, two, and five at the following site, linked from theEDSITEment-reviewed "American Studies at the University of Virginia."(b) Tell students to payparticular attention to specific examples of racial discrimination and segregation laws found in thefollowing EDSITEment-reviewed website from the National Park Service. (Students need to scrolldown to the bottom of the page and click on "The Need for Change.") Have students take notes onthese sites for later use in their newspaper articles.2. (a) On the first full period devoted to thislesson, begin class with an introduction to Malcolm X's provocative rhetoric by having students listento 3-5 minutes of his November 10, 1963 speech, "Message to the Grassroots," linked from theEDSITEment-reviewed "American Studies at the University of Virginia." Given the length of theaudio clip, you may want to suggest that each student listen to a different 3-5 minute segment ofthe speech to give a more expansive coverage of Malcolm X's riveting oratory.(b) Next, havestudents read Louis Lomax's interview of Malcolm X (November 1963) and answer the questionsthat follow, which are available in worksheet form on pages 9-10 of the Text Document. A link tothe text "A Summing Up: Louis Lomax Interviews Malcolm X" can be found at the EDSITEment-reviewed site "Teaching American History." For a shorter version of the interview that can be printedout and distributed to the students, see the excerpted version on pages 4-8 of the TextDocument.Why does Malcolm X call white people "devils"?Why does the Nation of Islam not try tointegrate blacks into American society?What solution does Malcolm X propose and how would thisprovide what blacks most need?How does Malcolm X defend the Nation of Islam from the criticismthat they preach black supremacy and violence?Why does Malcolm X not approve of Martin LutherKing, Jr.'s approach to securing civil rights?Does Malcolm X think black Americans are citizens of theUnited States? What does he cite to support his opinion of the political status of black Americans?(c)Next, have students continue their in-class work by reading Malcolm X's "Message to the Grassroots"(November 10, 1963) and answering the questions that follow, which are available in worksheetform on page 13 of the Text Document. A link to the text of "Message to the Grassroots" can befound at the EDSITEment-reviewed site "Teaching American History." A short excerpt from thespeech is also included in the Text Document on pages 11-12, and can be printed out for studentuse.What does Malcolm X think the goal of any revolution should be?How does Malcolm X justifyviolence as a means for black Americans to improve themselves?According to Malcolm X, what isthe difference between a "Negro" revolution and a "black" revolution?According to Malcolm X, whatare "Uncle Toms" and how do they slow progress for blacks in America?Assign any unfinished workon the two Malcolm X worksheets for homework.3. (a) Begin day two by introducing students toMartin Luther King, Jr.'s stirring rhetoric by having them listen to a brief excerpt from his "I Have aDream" speech. Go to the EDSITEment-reviewed site "Martin Luther King, Jr. Papers Project:Popular Requests" and click the Quicktime or Realmedia link for a three-minute, audio excerpt from"March on Washington for Jobs and Freedom."(b) Then, spend part of the class having studentsread Martin Luther King, Jr.'s "The Power of Nonviolence" (June 4, 1957) and answering thequestions that follow, which are available in worksheet form on page 17 of the Text Document. Alink to the text of "The Power of Nonviolence" can be found at the EDSITEment-reviewed site"Teaching American History." The speech is also included in the Text Document on pages 14-16,and can be printed out for student use.How does King defend his philosophy of nonviolence againstthe claim that it is cowardly or passive? In what way does he consider it strong?What is the goal ofnonviolent resistance?What does King mean by agape love and how does it shape his strategy forsocial change?Explain how King thinks God is involved in the Civil Rights Movement.How does Kingrespond to those who counsel the Movement to pursue "a policy of moderation"?(c) Next, have

of 30

students continue their in-class work by reading Martin Luther King, Jr.'s "Letter from BirminghamJail," and answering the questions that follow below, which are available in worksheet form onpages 23-24 of the Text Document. Note: If your class has completed Lesson 1 of the "The Diversityof the Civil Rights Movement" unit, substitute the King activity listed in the "Extending the Lesson"section, which examines Martin Luther King, Jr.'s October 1966 essay, "Nonviolence: The Only Roadto Freedom."A link to the full text of King's "Letter from Birmingham Jail" can be found at theEDSITEment-reviewed site "Martin Luther King, Jr. Papers Project":. For purposes of this lesson, usethe excerpts from the essay, located on pages 18-22 of the Text Document.Does King considerhimself an "outsider" by staging a civil rights protest in Birmingham? List three reasons he gives inresponse to this criticism.Explain the four-step process King outlines for their nonviolent campaign.[Note: for an example of the nonviolent mindset King wanted to instill in his protest movement,have students read the Commitment Card that participants were asked to sign in preparation for theprotest, which is located at the "Teaching American History"site:http://www.teachingamericanhistory.org/library/index.asp?document=1130]Does Kingrecognize the danger of breaking laws in order to change them? How does he connect the means ofcivil disobedience with its aim in order to justify this form of nonviolent resistance?Does King thinkthe tension stirred up by his protest movement helps or hinders social and political reform?Howdoes King respond to the charge that he is an extremist? Whom does he identify as the realextremists?Why is King hopeful about the prospects for equal rights for black Americans? Givespecific examples and reasons he mentions to support your answer.Assign any unfinished work onthe two Martin Luther King, Jr., worksheets for homework. Students who wish to do so may alsobegin their final writing task at home.4. After students have gained an understanding of the keyideas of the two leaders, they are ready, as reporters, to assume their final, culminating task ofwriting their columns for the newspaper. Devote most of the class time to the writing assignment.The article should include the following points, using the Text Document guidelines on page 25,which students should have in hand for reference as they write:An introductory paragraph or two,including general statements and a few specific details about conditions facing black Americans (usenotes taken from the website of the National Park Service);A paragraph assessing the strengths andweaknesses of Malcolm X's vision of a separate nation for black Americans;A paragraph assessingthe strengths and weaknesses of Martin Luther King, Jr.'s vision of "the beloved community," inwhich the peaceful integration of black and white Americans into one society occurs;The writer'sjudgment of the two visions: Which one offers the better solution to the needs and problemsconfronted by the black community?Justification of the choice: Why is this vision better? Give threeor four reasons supporting this claim.After the newspaper columns have been written, select a fewto be read in class: namely, those that reflect good writing and journalistic skills or that representdiffering points of view in the judgment rendered or the reasons given. An editorial prize or prizesmight be given (in addition to a good grade!), such as a homework pass or extra credit.

Unit Standards:

APSS-US 24.DAPSS-US 25.B

Unit Materials:

Backward Planning Unit: Civil Rights MovementFilms:The Children's MarchEyes on the PrizeTen Days that Unexpectedly Changed America: Freedom SummerBiography: Martin Luther King Jr.: The Man and the DreamBiography: Malcolm X and the Search for IdentityThe Gilder Lehrman Institute of American Historyhttps://www.gilderlehrman.org/

UnitAssignments:

Chapter 28 in Out of Many. Chapter 28 in Out of Many

Unit Notes:

Bryant, Nick. The Bystander: JFK and the Struggle for Black Equality. 2006.Evans, Sara. Personal Politics: The Roots of the Women's Liberation Movement in the Civil RightsMovement and the New Left. 1979.Lewis, John. Walking With the Wind: A Memoir of the Movement. 1998.Weisbrot, Robert. Freedom Bound: A History of the American Civil Rights Movement. 2009.


Emergence of the modern civil rights movement

of 30


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



Unit: Unit 12 The Turbulent 60'sTimeline: 2 WeeksUnitDescription:

This unit covers the Vietnam conflict, the longest and least successful war in American history. Theperiod of greatest involvement was from 1965 to 1974, and because of their aggressive militarypolicies, it became known as "Johnson's war" and then "Nixon's war." The war and actions against itdiverted the domestic agendas of President Johnson and student reform groups. Ironically,President Nixon proved not to be as conservative as expected in some social reform areas. He wasalso able to make a major foreign policy opening to Communist China and subsequently to SovietRussia. The civil rights movement spurred demands from other groups from college students togays, women, Latinos, Asian Americans, and Indians. Both the Vietnam War and the agendas of thevarious groups dominated both the 1968 and 1972 presidential elections. The year 1968 was also akey turning point on the battlefield, with the dramatic North Vietnamese "Tet" offensive. While theAmericans finally won all the battles, live television footage and interviews with demoralizedsoldiers shocked the nation because of the gap it illustrated between rosy predictions of impendingvictory and actual facts. Martin Luther King, Jr. and Robert F. Kennedy were assassinated in rapidsuccession during the 1968 presidential campaign. The 1968 Democratic Convention in Chicagowas engulfed in great street demonstrations and violence, much of which was also televised. Thenational mood was dismal and the events of the Nixon administration and Watergate did nothing torebuild a national political or social consensus.

Unit Big Ideas:

1. Do the ideas of the 1960s still have relevance today?2. Is secrecy more important than the public’s right to know in implementing foreign policy? (Bayof Pigs invasion, 1961; clandestine ClA operations; Pentagon Papers court case, 1971; Iran-Contraaffair; invasion of Panama, 1989; etc.)


1. How did the Vietnam War affect American society? 2. How did the generation of the sixties affect American society?3. What role did the quest for rights play in the 1960s?4. Compare the war strategies of Lyndon Johnson and Richard Nixon. How were they similar? Howwere they different?5. Compare the downfalls of the presidencies of Lyndon Johnson and Richard Nixon? How werethey similar? How were they different?


Black Panther Party: A revolutionary socialist movement advocating self rule for blacks.Kerner Commission: Concluded that racism and segregation were the reason that the U.S wasbecoming "separate but unequal."Warren Court: had a profound effect on the criminal justice system, political systems of the states,and individual rights.Students for a Democratic Society: called for university decisions to be made throughdemocracy; advocated a voice for students.New Left: called for radical changes to fight poverty and racism.National Organization for Women: adopted activist tactics to secure equal treatment of women.National Organization for Women: adopted activist tactics to secure equal treatment of women.Equal Rights Amendment: proposed equal rights for both sexes; defeated in Congress.Griswold vs. Connecticut: ruled that a state could not prohibit the use of birth control by adults;stimulated abortion rights.Stonewall Riots: Street fights between police and gays in New York City; marked the start of theGay Rights Movement.

of 30

Tonkin Gulf Resolution:gave the president a blank check to take all necessary measures toprotect U.S interests in Vietnam.Tet Offensive:surprise attacks on cities all over South Vietnam, hurt support for the war in the US


After completing this unit, students will be able to:

1. Explain the spirit of community that college students and other groups were seeking in the1960s.2. Explain how the Vietnam War became Johnson's and then Nixon's war in spite of previousAmerican involvement.3. Trace the shift in the civil rights movement from King's leadership to the "Black Power"movement of Stokely Carmichael and others.4. Discuss why certain events during 1968 were pivotal in American domestic and foreign policies.5. Summarize the impact of the civil rights movement on other groups and outline the beliefs andagendas of these groups.6. Summarize the domestic and foreign policies of the Nixon administration and explain how theWatergate issue brought it to an end.7. Trace U.S. involvement in Vietnam through the Truman, Eisenhower, and Kennedyadministrations, and show how this helped produce "Johnson's war" and "Nixon's war."


SummativeDocument Based QuestionPrompt: Did the attitudes and policies of the United States government regarding the war in VietNam (1965-1975) reflect the attitudes of the American people during the time of the war? Why orwhy not? Include present-day opinions and facts about the war in assessing this question as well asthe documents. http://www.historyteacher.net/USProjects/DBQs2001/Vietnam-Tomlin.htmFormativeQuizzes

Unit Materials:

Backward Planning Unit: The Vietnam WarFilms:The Tet OffensiveThe 60'sGilder Lehrman Institute of American Historyhttps://www.gilderlehrman.org/

UnitAssignments:


Unit Notes:

Buzzanco, Robert. Vietnam and the Transformation of American Life. 1999.Caro, Robert. The Years of Lyndon Johnson: The Passage of Power. 2012Gould, Lewis. 1968: The Election That Changed America. 1993.Horne, Gerald. Fire This Time: The Watts Uprising and the 1960's. 1995.Thomas, Evan. Robert F. Kennedy: His Life. 2000.

STANDARDSNATIONAL: AP - Advanced Placement Standards (2006-2009)APSS-US.25.D(Advanced)

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, andthe service economy

Unit: Unit 13 Politics and Economics at the End of the 20th CenturyTimeline: 2 WeeksUnit This unit covers the Ford, Carter, and Reagan administrations and their attempts to respond to

of 30

Description:

changing conditions. Americans finally became painfully aware of the high price of Cold Warmilitary defenses, and in the aftermath of Watergate had little confidence in the federalgovernment's ability to act effectively or honestly. Grass roots political activity increased but did notexpand nationally. Foreign policy under Ford and Carter experienced highs and lows. A newconservatism driven by a revived religious right was energetic, and contributed to the election ofRonald Reagan. Reagan energized the nation but his domestic efforts and foreign policies hadmixed results. A major achievement was better relations with the Soviet Union.

Unit Big Ideas:

1. Are peace and stability in the Middle East vital to the United States’ economy and nationalsecurity?2. Can the United States police the world?


1. How did the new conservatism affect the domestic policies of the government?2. How did the conditions affecting African Americans and Hispanics in large cities change between1974 and 1987?3. Compare the foreign policies of Jimmy Carter and Ronald Reagan.4. Characterize the pattern of economic development between 1974 and 1987. How did the actionsof Ronald Reagan influence economic development? 5. How can you characterize the conditions women experienced between 1974 and 1987?


Iran Hostage Crisis (Nov. 4, 1979) when a mob of anti-American Muslim militants took theUnited States embassy hostage in Teheran, Iran. The captors demanded the return of the exiledShah. The Carter Administration failed at rescue operations, and hostages were released whenRonald Reagan became President on Jan. 20, 1981 SALT(Strategic Arms Limitation Treaty):an agreement between the US and the USSR to freeze the number of long-range nuclear missilesfor 5 years. Ayatollah Khomeini leader of the 1979 Iranian Revolution and overthrew Iran's shah MohommedReza Pahlevi who was installed by the U.S. in 1953.Ronald Reagan the 40th President of US; 1981-89; popular conservative leader who promotedsupply-side economics and created huge budget deficits.Reagan's Economic Plan"Reaganomics" or supply side economics: focused not on thedemand for goods but on the supply of goods; predicted that cutting taxes would put more handsinto the hands of businesses and investors (those who supplied the goods for consumers to buy)Perestroika: a program initiated by Gorbachev to restructuring, an economic policy to allowlimited free enterprise; paved way for better relations between US and RussiaThe New Right: a response to the liberalism of the 1960's, against affirmative action, abortion,feminism.Immigration Reform and Control Act: a 1986 law which allowed the U.S. government to issuevisas to several hundred thousand people who had previously entered the country illegally.(amnesty). It also required employers to check identification during the hiring process to ensure thelegal status of the new employee to work in the U.S.AIDS Acquired Immune Deficiency Syndrome: a serious (often fatal) disease of the immunesystem transmitted through blood products especially by sexual contact or contaminated needles.Strategic Defense Initiative (SDI)Renamed "Star Wars" by critics, a plan for defense against theSoviet Union unveiled by President Reagan in 1983. SDI would create a global umbrella in space,using computers to scan the skies and high-tech devices to destroy invading missiles.Mikhail Gorbachev:Head of the Soviet Union from 1985 to 1991. His liberalization effortimproved relations with the West, but he lost power after his reforms led to the collapse ofCommunist governments in eastern Europe.Iran-contra Scandal: Although Congress had prohibited aid to the Nicaraguan contras,individuals in Reagan's administration continued to illegally support the rebels. These officialssecretly sold weapons to Iran in exchange for the release of American hostages being held in theMiddle East. Profits from these sales were then sent to the contras.


After completing this unit, students will be able to:1. Summarize the process involved in the rise of the New Conservatism, using Orange County,California as an example.2. Explain "stagflation," the problems that perpetuated it and federal government response duringthe administrations of Ford and Carter.3. Discuss the basis of the "new poverty" of the 1970s.4. Summarize the activities of grassroots politics and the politics of the "New Right."5. Outline the various foreign policy problems of the Ford and Carter administrations and how theyresponded to them.6. Analyze how all of above items led to the Republican victory in the 1980 election.7. Explain the successes and limitations of the "Reagan Revolution" through the Reagan and Bushadministrations.8. Trace the policy of President Reagan toward the "evil empire" (Soviet Russia) as well as the

of 30

changes and continuing issues under Reagan and Bush.


Summative AssessmentExamFormative AssessmentsSmall Group ProjectsQuizzes

Unit Materials:

Films:The Decades: The Fall of the WallBiography: The Ayatollah Khomeini: Holy TerrorGilder Lehrman Institute of American Historyhttps://www.gilderlehrman.org/

UnitAssignments:


Unit Notes:

Halberstam, David. War in a Time of Peace: Bush, Clinton, and the Generals. 2002.Martin, William. With God on Our Side: The Rise of Religious Right in America. 1996.Scott, Hilda. Working Your Way to the Bottom: The Feminization of Poverty. 1985.Shilts, Randy. And the Band Played On: Politics, People, and the AIDS Epidemic. 1987.Sidel, Ruth. Women and Children Last: The Plight of Poor Women in Affluent America. 1986.Troy, Gil. Morning in America: How Ronald Reagan Invented the 1980's. 2005.White, Richard. Rude Awakenings: What the Homeless Crisis Tells Us. 1992.

STANDARDSNATIONAL: AP - Advanced Placement Standards (2006-2009)APSS-US.26.D(Advanced)

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

Unit: Unit 14 Society and Culture at the End of the 20th CenturyTimeline: 3 WeeksUnitDescription:

This unit covers the development of a transnational America. A major shift was the end of the ColdWar. In 1992, Democrats under Clinton recaptured the presidency by becoming more centristthemselves. but they were continually challenged by a resurgent New Right. Economic competitionwith Europe and Pacific Rim nations replaced Cold War ideological struggles, but military problemswould still remain in various areas, particularly the Middle East. Presidents Bush and Clinton wouldlook for collective responses to international crises through the U.N. and other internationalorganizations. Greater reliance on lower-wage service workers and the reduced need for the"military-industrial complex" continued to reinforce the growing inequities among Americans.American communities struggled to respond to a more global, service oriented, "high-tech"economy. George W. Bush won a hotly disputed election in 2000. His administration took aconservative stance on the environment but the focus changed dramatically the war on terrorismafter the horrific terrorist attack on the World Trade Center and the Pentagon

Unit Big Ideas:

1. Should Americans be optimistic about the future? 2. Can global terrorism be stopped?


1. What role did terrorism play in U. S, foreign policy between 1988 and 2001?2. How did immigration alter American society and culture?3. What impact did technology have on American life?3. Assess the effect prosperity had on all Americans. Who benefited the most? The least? Why?4. How did the disputes between conservatives and liberals affect American politics, society, andculture?

of 30


1988 Election: George H.W. Bush lacked the support of conservatives in the Republican Party/calls Reagan's economic plans "voodoo economics" during 1980 campaign against Reagan/pledgethat there would be "no new taxes"/ran against Michael Dukakis/aired attack ads againstDukakis/Bush wins 54%.Operation Desert Shield: GHW Bush placed an embargo on Iraq, put military in Saudi Arabia.Operation Desert Storm: the United States and its allies defeated Iraq in a ground war thatlasted 100 hours (1991)1992 Election: Bush vs. Clinton vs. Perot; focus on stagnancy of economy and problems ofmiddle class (Clinton)Clinton Administration: The scaling back of the size and the activities of the federal governmentwhich is known as Devolution.Bush vs. Gore: Neither Florida's legislature nor its courts had established a uniform standard forevaluating disputed ballots, the hand counts amounted to an unconstitutional breach of the FourthAmendment.Patriot Act: permitted extensive telephone and e-mail surveillance and authorized the detentionand deportation of immigrants suspected of terrorism.The Persian Gulf War. The 1990 Iraqi attack on Kuwait & fears of an attack on Saudi Arabia ledto the successful Operation Desert Storm in 1991. Despite claims of a "new world order," Husseinwas not removed, anti-U.S. sentiment increased, & the rise of Al Qaeda.North American Free Trade Agreement: Agreement entered into by Canada, Mexico, and theUnited States in December 1992 and which took effect on January 1, 1994 to eliminate the barriersto trade in, and facilitate the cross-border movement of goods and services between the countries.Al Qaeda: terrorist organization led by Osama bin Laden, responsible for 9/11 attacks


After completing this unit, students will be able to:1. Describe the idea of a transnational community.2. Discuss the development of the new world order.3. Describe the forces changing American communities.4. Discuss the issues of the 1992 presidential campaign.5. Describe Democratic president Bill Clinton's "American Renewal" and the triumph of the "NewRight" under Republican House Speaker Newt Gingrich.6. Summarize the scandals surrounding Bill Clinton.7. Discuss the impact of the terrorist attack on the United States.


SummativeDocument Based QuestionPrompt: What fuels terrorism?http://www.morningsidecenter.org/teachable-moment/lessons/dbq-what-fuels-terrorism

Summative AssessmentsQuizzesSmall Group Projects

Daily Reading Assignments

Unit Materials:

The Roots of Terrorism Powerpoint PresentationFilms:The Decades: The Trial of William Jefferson ClintonThe Decades: 1993 World Trade Center Bombing9-11

UnitAssignments:


Unit Notes:

Giddens, Anthony. Runaway World. 1999.Held, David. A Globalizing World? Culture, Economics, and Politics. 2000.Kennedy, Randall. Race, Crime and the Law. 1997.Meyerowitz, Joanne. History and September 11th. 2005Tabor, James. Why Waco? Cults and the Battle for Religious Freedom in America. 1995.Wadden, Alex. Clinton's Legacy: A New Democrat in Governance. 2001.


Revolutions in biotechnology, mass communication, and computers

of 30


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

of 30