ap us history ii g11-12...unit 6: the conservative revolution and today 22 bibliography 24 list of...

AP [ADVANCED PLACEMENT] U.S. HISTORY II

GRADES 11-12

EWING PUBLIC SCHOOLS 2099 Pennington Road

Ewing, NJ 08618 Board Approval Date: TBD Michael Nitti Produced by: Karen Walker and EHS Staff Superintendent In accordance with The Ewing Public Schools’ Policy 2230, Course Guides, this curriculum has been reviewed and found to be in compliance with all policies and all affirmative action criteria.

Table of Contents Page Preface 1 AP U.S. History Exam 3 Unit 1: Progressivism-The Great Depression and The New Deal 6 Unit 2: American Foreign Policy- World War I and World War II 10 Unit 3: Culture, Technology and The Roaring 20s 14 Unit 4: The Cold War Era and US Foreign Policy 16 Unit 5: Liberalism 1960s-1970s 19 Unit 6: The Conservative Revolution and Today 22 Bibliography 24 List of CCSS.ELA-Literacy Standards 25

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Preface

The Advanced Placement (AP) Program The Advanced Placement (AP) Program is a collaborative effort between motivated students, dedicated teachers, and committed high schools, colleges and universities. Since its inception in 1955, the Program has enabled millions of students to take college-level courses and exams, and to earn college credit or placement, while still in high school. Most colleges and universities in the United States, as well as colleges and universities in more than 30 other countries, have an AP policy granting incoming students credit, placement, or both, on the basis of their AP Exam grades. Many of these institutions grant up to a full-year of college credit (sophomore standing) to students who earn a sufficient number of qualifying AP grades. Each year, an increasing number of parents, students, teachers, high school, and colleges and universities turn to the AP Program as a model of educational excellence. More information about the AP Program is available at AP Central, the College Board’s online home for AP professionals (apcentral.collegeboard.com). Students and parents can find more information at the AP student site (www.collegeboard.com/apstudents) Advanced Placement United States History. The AP Program offers a course and exam in AP United States History to qualified students who wish to complete studies in secondary school equivalent to an introductory college course in United States history. The AP U.S. History Exam presumes at least one-year of college-level preparation. The exam tests skills and knowledge gained from an introductory survey in U.S. history. Purpose The AP U.S. History course is designed to provide students with the analytic skills and factual knowledge necessary to deal critically with the problems and materials in U.S. history. The program prepares students for intermediate and advanced college courses by making demands upon them equivalent to those made by full-year introductory college courses. Students should learn to assess historical materials – their relevance to a given interpretive problem, reliability, and importance – and to weigh the evidence and interpretations presented in historical scholarship. An AP U.S. History course should thus develop the skills necessary to arrive at conclusions on the basis of an informed judgment and to present reasons and evidence clearly and persuasively in essay format. The aim of this AP course will be to provide the student with a learning experience equivalent to that obtained in most college introductory United States history courses. Course Presentation Most AP courses are designed to give students a foundation in the subject matter of U.S. history and in major interpretative questions that derive from the study of selected themes. One common approach is to conduct a survey course in which a textbook, with supplementary readings in the form of documents, essays or books on special themes, provides substantive and thematic coverage. A second approach is the close examination of a series of problems or topics through reading specialized writings by historians and through supplementary readings.

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The offering of this course at this institution will adhere more closely to the initial approach, but will from time adhere to an approach more closely aligned with the second model. Whichever approach is used, students will have access to materials that provide them with an overview of U.S. history and enable them to establish the context and significance of specialized interpretative problems. To be successful in this course, student must develop a reservoir of knowledge from which to draw analytical conclusions. As such, an attempt will be made to strike a balance between teaching factual knowledge and the necessary skills involved in successful critical analysis of that knowledge. Themes and Topic Outline in AP U.S. History For a listing of Course Themes and a Topic Outline, students are encouraged to see Pages 6-10 of the United States History Course Description found at the following website: https://secure-media.collegeboard.org/digitalServices/pdf/ap/ap-us-history-course-and-exam-description.pdf

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AP U.S. HISTORY EXAM

Exam Description The AP U.S. History Exam is 3 hours and 15 minutes long and includes both a 105-minute multiple-choice/short-answer section and a 90-minute free-response section. Each section is divided into two parts, as shown in the table below. Student performance on these four parts will be compiled and weighted to determine an AP Exam score. Section Question Type Number of

Questions Timing Percentage of

Total Exam Score

I Part A: Multiple-choice questions Part B: Short-answer questions

55 questions 4 questions

55 minutes 50 minutes

40% 20%

II Part A: Document-based question Part B: Long essay question

1 question 1 question (chosen from a pair)

55 minutes 35 minutes

25% 15%

Both multiple-choice and the free-response sections cover the period from the first European explorations of the Americas to the present, although a majority of questions are on the nineteenth and twentieth centuries. Together, the multiple-choice section and free-response sections cover political institutions, behavior, and public policy; social change, and cultural and intellectual developments; diplomacy and international relations; and economic developments. The following breakdown of periods and material covered is indicative of the material to be anticipated on the Exam. Historical Periods The historical periods, from pre-Columbian contacts in North America (represented symbolically by the date 1491) to the present, provide a framework for the course.

Period Date Range Percentage of AP Exam

1 1491-1607 5% 2 1607-1754 45% (through Period 5) 3 1754-1800 4 1800-1848 5 1844-1877 6 1865-1898 45% (through Period 8) 7 1890-1945 8 1945-1980 9 1980-Present 5%

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Material Covered Thematic Learning Objectives: The thematic learning objectives describe, at a high level, the knowledge colleges expect students to develop in the AP U.S. History course in order to be qualified for credit and placement. In order to help students develop this knowledge, teachers will need to anchor their locally developed AP syllabus in historical content and historical thinking skills. The 19 learning objectives are grouped into seven themes typically included in college-level U.S. history courses:

• American and National Identity

• Politics and Power

• Work, Exchange and Technology

• Culture and Society

• Migration and Settlement

• Geography and the Environment

• America in the World Historical Thinking Skills:

• Historical causation

• Patterns of continuity and change over time

• Periodization

• Comparison

• Contextualization

• Historical Argumentation

• Appropriate use of relevant historical evidence

• Interpretation

• Synthesis Achievement of the thematic learning objectives and use of the historical thinking skills will be assessed through the exam. No document-based question or long essay question will focus exclusively on events prior to 1607 (Period 1) or after 1980 (Period 9). For a sample of Multiple-Choice and Free-Response questions, students are instructed to see Pages 115-146 of the United States History Course Description found at the website: https://secure-media.collegeboard.org/digitalServices/pdf/ap/ap-us-history-course-and-exam-description.pdf The APUSH II curriculum was designed for the 87 minute semester block schedule currently in place at Ewing High School. One week equals five instructional days. Curriculum: Period 7: 1890-1945 Unit 1: Progressivism-The Great Depression and The New Deal Unit 2: World War I- The Rise of the Dictators and World War II Unit 3: Culture and Technology/The Roaring 20s

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Period 8: 1945-1980 Unit 4: The Cold War Era and US Foreign Policy Unit 5: Liberalism-1960s-1970s Period 9: 1980-Present Unit 6: The Conservative Revolution, US Foreign Policy and Today

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Unit 1: The Progressives, The Great Depression and The New Deal (2 Weeks) [Period 7: 1890-1945]

Why Is This Unit Important? This unit will examine the roots of the Progressive Movement and the impact the movement had on political and social change, reform, the role of government in business, trust-busting, environmental and consumer protection, franchise and women’s issues. The conservative political administrations of the 'Do-Nothing' Presidents; Harding, Coolidge, and Hoover, will be scrutinized. An analysis of the government’s laissez-faire approach will reveal a short-sighted tariff policy and poor market regulation which created a culture of greed exemplified by stock pools, buying on margin, corrupt banking policy and speculation. The latter part of the unit will examine the causes and effects of the Great Depression and how the New Deal, aimed at relief, recovery, and reform, had a lasting impact on the role of the national government. The growth of federal responsibility and the beginnings of a welfare state will be regarded in the alphabet legislation – CCC, WPA, NRA, etc., Hundred Days congress, fireside chats, the bank holiday, the Social Security Act as well as the application Keynesian economics. Opposition to the New Deal, including Huey Long, Father Coughlin, Francis Townsend and the American Liberty League, will be judged. Political parties and the transition from classical liberalism to New Deal liberalism will also be researched and the unit will ultimately assess the extent to which Franklin Roosevelt utilized Progressive ideals in the New Deal. Enduring Understandings:

• Students will analyze themes of industrialization, immigration and the treatment of women and minorities from the Progressive Era.

• Students will consider Progressive social reforms and link them societal changes today.

• Students will evaluate the difference between reform and radical change.

• Students will consider the ongoing struggle between progressive and conservative forces in American culture.

• Students will investigate political, economic and natural factors which lead to depression.

• Students will consider the potency of the opposition to the New Deal and the threat to democracy.

• Students will compare and contrast the economic ideologies of the two major political parties during the New Deal and today.

• Students will analyze the changing role of government and its impact on the economy, environment and society.

• Students will investigate how women and minorities shaped the core ideologies of the new deal.

Essential Questions:

• Did the Progressives achieve their goals?

• Whose Progressive model for change is most significant?

• Did the status for women change during the Progressive Era?

• Were there significant advancements for other minorities?

• How was the role of government altered during the Progressive and New Deal eras?

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• Were muckrakers effective in promoting the Progressive movement?

• What prompted the social change advocated by the Progressives?

• Were the economic regulations produced by the New Deal effective in combating the Great Depression?

• What are the long term impacts of entitlement programs like Social Security?

• Was the opposition to the New Deal justified?

• Did the Wagner Act change the relationship between management and labor?

• To what extent were women and African Americans excluded form New Deal programs?

• Did the New Deal end the Great Depression?

• What political, economic and natural factors in the 1920s and 1930s helped cause and deepen the depression?

• Could the Great Depression have been avoided? Acquired Knowledge:

• Identify the agendas of three Progressive Presidents: Roosevelt, Taft and Wilson and classify how liberal or conservative they were.

• Explain the role of muckrakers and media in changing policy.

• Identify the roots and causes of the Progressive Movement.

• Identify contrasting political forces.

• Explain the role of women and minorities in gaining civil rights.

• Relate government policies to the prosperity of the country and determine the impact of these policies on economic growth and the economic collapse.

• Define the New Deal and chart the 3 Rs - relief, recovery, reform.

• Assess the impact of alphabet legislation (CCC, WPA, NRA, etc.,) on the economy and society.

• Compare and contrast the first 'Hundred Days' of the Roosevelt and Obama administrations.

• Evaluate Roosevelt’s court-packing scheme and the impact on the checks and balances in our system.

• Assess the impact of radio and fireside chats on the effectiveness of the New Deal.

• Identify objectives and methods of the opposition to the New Deal, Huey Long, Father Coughlin, American Liberty League, etc.

• Research and analyze the major impacts of the New Deal. Acquired Skills:

• Develop a definition for Progressivism.

• Compare and contrast progressive agendas.

• Analyze primary sources to determine Progressive goals.

• Use critical thinking to develop a point of view supporting or contrasting Progressive values.

• Analyze historical perspectives – was Progressive Movement truly progressive?

• Analyze primary source documents for evidence of liberal or conservative bias.

• Identify objectives and methods of the Republican administrations of presidents Harding, Coolidge and Hoover.

• Analyze the American plan and its effect on the economy of the 20s.

• Research and analyze the causes of the Boom and Bust.

• Choose and role-play significant social and political figures from the decade.

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• Work cooperatively to assess and develop a DBQ thesis.

• Research and evaluate the short and long term impact of the New Deal.

• Compare and contrast arguments for and against the New Deal programs. Major Assessments: Formative Assessments:

• Class Discussion: Who were the Progressives and how did they influence government on Federal, state and local levels?

• You Be the Judge: The Crusade for Woman Suffrage.

• DBQ: Analyze the responses of FDR’s administration to the problem of the Great Depression. How effective were these responses and how did they change the role of the Federal Government?

• In class essay: The Jungle

• Class Discussion: Controlling the Trusts

• Debate: The Social Security Act

• Essay: Compare and contrast the programs and policies designed by reformers of the Progressive Era to those Designed by reformers of the New Deal period. Confine your answer to programs and policies that addressed the needs of those living in poverty.

Summative Assessments: • Unit Test: Progressivism, The Great Depression and the New Deal: multiple choice,

short answer and long essay responses Instructional Materials:

• American Pageant – Chapters 28, 29, 31-32

• Sinclair, Upton. The Jungle. New York, NY: New American Library, 1960.

• The American Spirit Volume II Since 1865. Boston, MA: Wadsworth, Cengage Learning Press, Inc., 2010.

• The Century: DVD Technology Integration:

• Students will utilize Chromebooks/laptops with internet access throughout this unit to access information for class discussions and for research on the Social Security Act.

• Images and questions for do now/short answer activities will be displayed using the document camera

• Power point presentations will be used for lectures/class discussions

• Various DVD and streaming video clips will be viewed and analyzed by students to supplement the textbook.

• Students will use Google Docs to peer review DBQs

• Google Docs will be used to submit and give feedback on assignments. Interdisciplinary Connections:

• Economics, literature, writing

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NJCC Standards:

6.1.12.A.6, 9-10 6.1.12.B.6, 9-10 6.1.12.C.6, 9-10 6.1.12.D.6, 9-10 Common Core ELA RH.11-12.1-3

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Unit 2: American Foreign Policy-World War I and World War II (2+ Weeks) [Period 7: 1890-1945]

Why Is This Unit Important? This unit will examine the continuity and change over time in US foreign policy from intervention in Latin America, to isolationism in relation to European affairs at the onset of World Wars I and II as well as the shift to interventionism during both wars and the impact of WW II on US foreign policy during the Cold War. World Wars I and II transformed America economically, technologically, socially and politically. Themes of war and diplomacy, as well as the social impact on minority groups, labor and business, will be considered. An analysis will show the negative effect of war on civil liberties including Japanese Internment and the Holocaust. We will also study the moral and ethical issues surrounding the use of new technological developments during both wars and how new weapon changed the way wars were fought. Enduring Understandings:

• Students will be able to identify the effects Social Darwinism has on foreign policy during the Imperialist era.

• Students will discern the relationship between liberal and conservative forces

• and judge which have been more influential in framing American foreign policy

• Students will make connections between the Spanish American War, World

• War I, and World War II.

• Students will assess the impact war has on civil liberties.

• Students will investigate the foreign policy trend from isolation to intervention.

• Students will analyze the impact of technology on warfare during World War II and contemplate the morality of total war.

• Students will consider the burdens of citizenship during a time of war.

• Students will contemplate the ongoing struggle for racial and gender equality and evaluate the progress for minorities and women.


• Does American foreign policy at the turn of the century violate democratic principles?

• Of the progressive presidents, whose diplomatic model was most successful?

• Was Wilson’s moral diplomacy truly moral?

• What factors determine U.S. involvement in war?

• Are war-time measures devised to protect the country unjust?

• What really prompted America’s growing intervention?

• Is the use of propaganda during war justified?

• To what extent did the status for women and minorities changed significantly during this time period?

• How have technological advancements changed the nature of war?

• Who was responsible for the failure of the Treaty of Versailles?

• How should the United States respond to aggressor nations?

• Did the international community fail the Jews during the holocaust?

• How did the holocaust and World War II lead to the establishment of the UN?

• What factors determine U.S. involvement in war?

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• Are war-time measures devised to protect the country, such as internment, unjust?

• Is the use of propaganda during war justified?

• Was the decision to use the atomic bomb amoral?

• How have technological advancements changed the nature of war?

• What role did New Jersey play in the mobilization for war? Acquired Knowledge:

• Define Social Darwinism and jingoism.

• Analyze the changing perception of manifest destiny as it pertains to overseas expansion.

• Identify the differences between Big Stick, Dollar and Moral Diplomacy.

• Identify the causes of Spanish American War, World War I & World War II.

• Chronicle the events leading up to U.S. involvement in World War I.

• Explain the role of the Committee of Public Information on preparation for war.

• Identify the Big Four and explain the divergent agendas of the world leaders.

• Recognize the geopolitical changes in reshaping of the globe after World War I.

• Identify the purpose of the 18th and 19th Amendments.

• Explain Woodrow Wilson’s role in the failure of the ratification of the Treaty of Versailles.

• Analyze the debate between Isolationists and Interventionists in the early years of World War II, (prior to US intervention).

• Trace the issue of limited civil liberties and expanded federal power during both world wars.

• Identify the major battles of the Pacific and European Theaters.

• Understand the causes and effects of the Great Migration during WW I and the later Great Migration during WWII.

• Identify how expanded roles during the World Wars aided women and African Americans in forming their own liberation movements in the following decades.

Acquired Skills:

• Compare and contrast the diplomatic approaches of three progressive presidents: Roosevelt’s 'big stick', Taft’s 'dollar', and Wilson’s 'moral.'

• Analyze the Open Door policy as it pertains to American economic interests in Asia.

• Use critical thinking to analyze the impact of the Yellow Press of Pulitzer and Hearst on the U.S. involvement in the Spanish American War.

• Role-play historical figures from the perspective of interventionists and isolationists.

• Analyze the causes and impact of World Wars I and II work cooperatively to consider the impact of the war on minorities, labor and business.

• Compare/Contrast: Nuremberg Laws to Virginia Code

• Create a timeline tracing the causes and effects of German and Japanese aggression. Major Assessments: Formative Assessments:

• Great Debate: Isolationists vs. Interventionists

• Discussion: What factors led the U.S. into war? (for WWI and WWII)

• Discussion: How 'Wilsonian' was Wilson’s declaration of war?

• Power Point Project-6 Degrees of separation from the Sinking of the Maine to Hiroshima.

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• You Be the Judge-The United States should/should not join the League of Nations.

• Essay: How did U.S. Involvement in World War I and World War II impact the following: African-Americans, women, labor, civil liberties and business?

• Modified Socratic Discussion: What political and economic factors led to American isolation in the 1930s? What events led to a shift in American policy?

• DBQ/Group Document analysis: Japanese-American Internment Chronology: Study the documents and compile evidence of racial prejudice, wartime hysteria, and a failure of political leadership.

• DBQ: To what extent did the economy, politics and/or national security influence foreign policy from 1937-1941?

Summative Assessments:

• Unit Test: World War I and World War II-multiple choice, short answer and long essay responses.

• Essay: Evaluate the extent to which the US government maintained continuity as well as fostered change from 114-145 in relation to foreign policy.

Instructional Materials:

• American Pageant -- Chapters 29, 30, 33 & 34

• Woodrow Wilson’s Fourteen Points & Zimmerman Note.

• Opposing Viewpoints (20A & 20B) World War I and The League of Nations.

• Should the U.S. Give Lend Lease Aid to Great Britain?

• Opposing Viewpoints (28A & 28B) -- Lend Lease

• Was the Internment of the Japanese-Americans Justified?

• Opposing Viewpoints (29A & 29B) -- Korematsu Decision

• Nuremberg Laws 1934 & Virginia Code: Racial Integrity Act of 1924

• A History of Eastern Aircraft Division General Motors Corporation Trenton, NJ 1944

• DVD – the Century Technology Integration:

• Students will utilize Chromebooks/laptops to research information and write arguments for a debate on isolation and intervention.

• WWI and WWII propaganda posters will be displayed and discussed using the document camera.




• Google Docs will be used to submit and give feedback on assignments. Interdisciplinary Connection:

• Writing, economics, psychology, literacy

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NJCC Standards:

6.1.12.A.7, 11 6.1.12.B.7, 11 6.1.12.C.7, 11 6.1.12.D.7, 11 Common Core ELA RH.11-12.6-9

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Unit 3: Culture, Technology and The Roaring 20s (1 Week) [Period 7: 1890-1945]

Why Is This Unit Important? This unit will examine the emerging isolationism and social tensions that can be seen in the rise of the KKK and the Scopes 'Monkey' and Sacco & Vanzetti trials. The themes of social, economic and technological change will be considered as seen in popular culture and changing roles for women, advertisements and the radio, assembly line production and the automobile, the Harlem Renaissance, prohibition, gangsters, speakeasies, and H.L. Mencken and F. Scott Fitzgerald’s attacks on traditional values. Enduring Understandings:

• Students will analyze themes of isolation and reaction in immigration policy, the red scare and the rise of KKK.

• Students will make connections between popular culture, sports and music in the 20s and today.

• Students will consider the ongoing struggle for gender equality and changing social mores

• Students will understand the origins of the disputes between liberal and conservative forces throughout the decade of the 1920s.


• What impact did the automobile have on American economy and society?

• Was America truly isolationist during the 1920s?

• Which theory should be taught in schools -- evolution or intelligent design?

• Is the American Immigration policy flawed?

• What technological advancements had the greatest impact on society? Acquired Knowledge:

• Identify key figures and themes from the 1920s.

• Assess the impact of artists, writers and musicians of the Harlem Renaissance on American culture.

• Trace the causes and effects of modernity in the 1920s. Acquired Skills:

• Research and analyze primary source documents from the Roaring 20s.

• Choose and role-play significant social and political figures from the decade.

• Research, prepare and present information in a Socratic forum.

• Analyze the major factors that led to the Great Migration.

• Analyze primary source documents addressing the role of birth control in the women’s movement.

• Identify the causes and effects of the Red Scare.

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Major Assessments: Formative Assessments:

• Meeting of the Minds: The 1920s

• Socratic Discussion: The Palmer Raids and civil liberties.

• Essay: Some historians contend that the growth of modern technology throughout the 1920s led to greater national unity. Support, modify or refute this interpretation using specific evidence to justify your answer.


• Unit Test: The 1920s-multiple choice and short answer questions. Instructional Materials:

• American Pageant -- Chapter 30

• Opposing Viewpoints (21A & 21B) – Communist Subversion

• Primary Source: Torricelli: In Our Own Words: Margaret Sanger Promotes Birth

• Control as an 'Ethical Necessity for Humanity'

• DVD – The Century Technology Integration:

• Students will use Chromebooks to research information about prominent figures from the 1920s.





• Writing, economics, psychology, literacy NJCC Standards:

6.1.12.A.8 6.1.12.B.8 6.1.12.C.8 6.1.12.D.8 Common Core ELA RH.11-12.1, 2, 6 and 9

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Unit 4: The Cold War Era and US Foreign Policy (2+ Weeks) [Period 8: 1945-1980]

Why Is This Unit Important? This unit will examine the roots of the Cold War and the impact the ideological struggle had on US economic, political, diplomatic and educational efforts. Proxy wars, The Korean War, The Vietnam War and the concept of mutually assured destruction will be platform for discussion. Many parallels can be drawn between the war in Vietnam and the wars in Iraq and Afghanistan. Significant changes in the post war economy and the long term implications of the baby boom will also be addressed. McCarthyism and fear of communist infiltration must be considered as an ongoing theme of civil liberties vs. security. The entrenchment of consumerism and conformity vie with the beginnings of a latent counter-culture and will also be investigated. The growing power of a military industrial complex that still exists today will also be considered. Enduring Understandings:

• Students will identify the impact the fear of communism had on domestic and foreign policies.

• Students will investigate the ongoing battle between capitalist and communist ideologies.

• Students will make connections between popular culture, consumerism and music in the 1920s, 1950s and today.


• How did the Cold War begin and could it have been avoided?

• Does the United States have an obligation to support democracies across the globe?

• What foreign and domestic factors led to McCarthy’s Red Scare?

• Is conformity dangerous?

• What impact did the Highway Act and the automobile industry have on American economy and society?

• Was Eisenhower’s caution about the military-industry complex justified?

• Were American efforts in Vietnam justified? Acquired Knowledge:

• Identify key figures and terms from the Cold War Era.

• Trace the causes and effects of societal change due to the GI Bill, suburbs and the automobile.

• Assess the effectiveness of US foreign policy post WW II.

• Explain the reasons for the Red Scare.

• Assess the effectiveness of 1950s domestic policies. Acquired Skills:

• Research and analyze primary source documents

• Research, synthesize and present a Cold War-cause and effect timeline (6 Degrees of Separation)

• Argue in a historical debate concerning domestic civil liberties during the Red Scare

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• Compare and contrast 1920s society with 1950s society.

• Use the internet to research and analyze primary sources about the GI Bill and the Rise of suburban culture.


• Modified Socratic Discussion: a. What caused the Cold War? b. What foreign and domestic factors led to McCarthy’s Red Scare? c. What were the positive and negative results of the McCarthy phenomenon?

• Thesis writing and peer review

• 6 Degrees of Separation-The Atomic Bomb to the Cuban Missile Crisis

• Debate-The Vietnam War-Hawks and Doves Summative Assessments:

• Unit Test: Period 8-1945-1980, multiple choice and essay questions

• DBQ: What were the Cold War fears of the American people on the aftermath of the Second World War? How successfully did the administration of President Dwight D. Eisenhower address those fears?

Instructional Materials:

• American Pageant – Chapters 35, 36 & 37

• Opposing Viewpoints (32 A & B) -- McCarthy

• Post War Economic Statistics

• NSC-68 Offers a Blueprint for the Cold War

• How the Suburbs Changed America

• DVD - The Sixties

• DVD – The Century

• DVD - Vietnam in HD Technology Integration:

• Students will use Chromebooks and Google Slides to complete a timeline on the early events of the Cold War and will present to the class.

• Document camera will be used to display and analyze McCarthy Era political cartoons.

• Students will use computers and various primary and secondary source websites to explore the impact of automobiles on post war society.




• Google Docs will be used to submit and give feedback on assignments. Interdisciplinary Connections:

• Literacy, economics, psychology, writing

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NJCC Standards:

6.1.12.A.12 6.1.12.B.12 6.1.12.C.12 6.1.12.C.12 Common Core ELA RH.11-12.1-2, 6-9

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Unit 5: Liberalism 1960s-1970s (2+ Weeks) [Period 8: 1945-1980]

Why Is This Unit Important? Tracing the civil rights and the anti-war movements are critical in understanding the power of a vocal minority in a democracy. This era is marked by a period of social reform and an expansion of civil rights not only for African-Americans but for many groups that have faced discrimination as well as the feminist, anti-war, consumer and environmental movements. The election of President Obama may be considered the at least, the partial fulfillment of Martin Luther King’s dream. The power of all branches of the Federal government to enact social change, modern liberalism and comparison of the New Deal and The Great Society will also be investigated. Enduring Understandings:

• Students will compare and contrast the non-violent and militant strategies utilized in the Civil Rights and the anti-war movements and consider justifications.

• Students will show the connections between music and power of the movement.

• Students will consider the ongoing struggle for economic, political and social equality in America.

• Students will consider the ongoing struggle for gender equality and changing social mores.

• Students will compare and contrast classical liberalism with modern liberalism and identify how The Great Society was a liberal program.


• Is non-violent protest effective? Is militant protest justified?

• What role did music play in the Civil Rights Movement? The anti-war movement?

• Did the feminist movement achieve its goals?

• Did the questionable behavior of the counterculture diminish its message?

• What impact did the Watergate scandal have on the people’s faith in government?

• Did women take a step back with regard to their liberties during the 50s and did the Feminist movement of the 60s and 70s achieve its goals?

• How did the liberal movements of the 1960s and 1970s contribute to the rise of conservatism by the end of the 1970s?

• Is an Equal Rights Amendment necessary? Acquired Knowledge:

• Define the many Civil Rights groups of the 1900s their goals and methods used to gain racial equality (de facto vs. de jure segregation).

• Identify important leaders of the Civil Rights and Feminist movements.

• Recognize the links between racial equity and gender equity movements.

• Define first and second Wave feminism and compare the goals and methods of each.

• Identify the reasons for the radicalization of many social movements by the end of the 1960s.

• Identify the goals of the Gay Rights, Latino, Asian-American, Native American and environmental movements.

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• Define JFK and LBJ’s domestic policies.

• Compare and Contrast 1960s activism with 1970s apathy.

• Understand the causes and effects of the economic recession of the 1970s.

• Analyze the reasons for the emergence of the New Right by the 1970s.

• Understand why Roe V. Wade was a controversial Supreme Court decision and the reasons why Americans supported or opposed this decision.

Acquired Skills:

• Use critical thinking to analyze the impact of 1960s and 70s liberalism on 1980s conservatism.

• Create a timeline of 1970s domestic issues

• Compare the methods of the radical of the civil rights movement with the radical feminist movement.

• Analyze primary sources to trace the development of race relations in US history.

• Identify and discuss race and gender issues that are still present in today’s society.

• Compare the New Frontier with the Great Society and critique the effectiveness of each.

• Analyze the effectiveness of Richard Nixon’s and Jimmy Carter’s presidencies taking into consideration their domestic and foreign policies.


• Civil Rights Roundtable – Research and role-play civil rights leaders

• Analysis music and lyrics -- Music as an indicator of Social Change

• Document Analysis – Crimes of Richard Nixon. Summative Assessments:

• Unit Test - Period 8-1945-1980.

• Essay: Compare/Contrast the Great Society with the New Deal.

• DBQ: Analyze the development of the women’s movement from 1945-1975.

• DBQ: Analyze the evolution of race relations from the period between 1914-1965. Instructional Materials:

• American Pageant Chapters 36, 37 & 38

• Opposing Viewpoints (36 A & B) -Vietnam Justified

• Opposing Viewpoints (37 A & B) -SDS

• Tim O’Brien: The Things They Carried

• Music CD – 50s, 60, 70s & Today

• AP U.S. History 2 (Center for Learning) – The Crimes of Richard Nixon

• DVD - The Century

• DVD - The Sixties

• DVD - Makers-Women Who Make America Technology Integration:


• Google Docs will be used to submit and give feedback on assignments.

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• Document camera will be used to display and analyze images from the 1960s and 1970s.


• Power point presentations will be used for lectures/class discussions Interdisciplinary Connection:

• Literacy, economics, psychology, writing NJCC Standards: 6.1.12.A.12 6.1.12.B.12 6.1.12.C.12 6.1.12.C.12 Common Core ELA RH.11-12.1-3, 7 and 9

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Unit 6: The Conservative Revolution and Today [Period 9: 1980-Present]

Why Is This Unit Important? The election of Ronald Reagan marked a significant shift in American history which alters our political, economic and social make-up. The 'New Right' attacks affirmative action and liberal social programs while largely ignoring a growing AIDS epidemic. Defense spending, deregulation and the application of supply-side economics allows for unprecedented economic growth on Wall Street and a widening gap between the rich and poor. The end of the Cold War is marked with glasnost, perestroika and the fall of the Berlin Wall, but terrorism and the 911 attack arise as a new threat to world peace. Other significant challenges, including recession, globalization, global warming and disasters like Katrina, are faced in this study of contemporary history. Ultimately the application of technology will be the key theme in this unit. Enduring Understandings:

• Students will identify the impact the fear of communism has on domestic and foreign policy.

• Students will investigate the final chapter in between capitalist and communist ideologies.

• Students will consider the changing nature of threats to world peace including radical fundamentalist Islamic terrorism.

• Students will show connections between deforestations, increased fossil fuel consumption, globalization and the problem of global warming.

• Students will assess the impact technology has on society. Essential Questions:

• Can Ronald Reagan be credited with ending the Cold War?

• Was Clinton’s election a mandate for change or a repudiation of Bush’s policies?

• What role did politics play in the impeachment of Bill Clinton?

• What role did American foreign policy in Afghanistan play in the formation of the Taliban and training of Al Qaeda?

• Was the election of 2000 a triumph or tragedy for American democracy?

• What caused the polarization of American politics in the early 2000s?

• What impact will new immigration have on America?

• What are the most significant challenges of globalization?

• What are the most effective energy solutions for the future? Major Assessments: Formative Assessments:

• Socratic discussion - Can Ronald Reagan be credited with ending the Cold War?

• 6 Degrees of Separation-The Truman Doctrine-Tear Down This Wall

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• Research Project - Contemporary History and Technology Presentations

• DBQ - Analyze the major changes and continuities in U.S. foreign policy after 1980.

• Final Exam Instructional Materials:

• American Pageant Chapters 39, 40 & 41

• DVD - The Century

• Individual Research Paper and presentation

• Group research project and presentation Technology Integration:

• Document camera will be used for student presentations.





• Literacy, economics NJCCS Standards:

6.1.12.A.12 6.1.12.B.12 6.1.12.C.12 6.1.12.C.12 8.1.12.A 1-4 8.1.12.B.1 8.1.12.C.1 8.1.12.D.1-4 8.1.12.E.1-2 8.1.12.F.1-2 8.2.12.B.1-3 8.2.12.E.1 8.2.12.F.1-3 8.2.12.G.1 Common Core ELA RH.11-12.1-3 and 6

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Bibliography

Text: Bailey, Thomas A., Kennedy, David M., and Cohen, Lizabeth. The American Pageant. New York, NY: Houghton-Mifflin Company, 1998. Supplemental Texts: Benton, William. The Annals of America. Chicago, IL: Encyclopedia Brittannica, Inc., 1968. Green, Howard L. Words that Make New Jersey. New Brunswick, NJ: Rutgers University Press, 1995. Kovacs, Mary Anne, et. al. Advanced Placement History 2 Twentieth-Century Challenges 1914-1996. USA. The Center for Learning, 2001. Leone, Bruno. Opposing Viewpoints in American History – Volume I. San Diego, CA: Greenhaven Press, Inc., 1996. Leone, Bruno. Opposing Viewpoints in American History – Volume II. San Diego, CA: Greenhaven Press, Inc., 1996. Madaras, Larry and SoRelle, James M. Taking Sides – Volume I. Guilford, CT: McGraw-Hill/Dushkin, 2001. Madaras, Larry and SoRelle, James M. Taking Sides – Volume II. Guilford, CT: McGraw-Hill/Dushkin, 2001. O’Brien, Tim. The Things They Carried. New York, NY: Broadway Books, 1998. Sinclair, Upton. The Jungle. New York, NY: New American Library, 1960. Torricelli, Robert, Ed. In Our Own Words. New York, NY: Washington Square Books, 1999.

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CCSS.ELA-Literacy Standards RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. RH.11-12.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. RH.11-12.3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. RH.11-12.6: Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning and evidence. RH.11-12.7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. RH.11-12.8: Evaluate an author's premises, claims and evidence by corroborating or challenging them with other information. RH.11-12.9: Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

ap us history ii g11-12...unit 6: the conservative revolution and today 22 bibliography 24 list of...

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