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American History (AP)
COURSE OVERVIEW
This yearling course is divided into four quarters consisting of a total of forty-two chapters
broken down into sub-sections (units) ranging from two to three “subunits” per Unit. Each
unit is then tested over using approximately one-hundred multiple-choice questions, a group
of thirty to forty matching (People/Places and Events), a group of three to five identifications
and a choice of one of three “thematic essay” questions. Each unit is introduced with a
summary and listing of “People, Places and Events” relevant to that specific unit, these are
to be defined and turned in on the day of the unit test. In addition, each student is divided
into a study group that is responsible for the “Readings List” for classroom discussions,
debates and written assignments. Students are also assigned a DBQ question that pertains
to each individual unit.
Primary Textbook Information:
Kennedy, Cohen and Bailey (Advanced Placement Edition) The American Pageant,
Boston & New York: Houghton Mifflin Company: copyright 2006
Supplemental Textbook Resources:
Out of Many, A History of the American People: Faragher, Bulhe, Czitrorm & Armitage
America, Pathways To the Present: Clayton, Perry, Reed, Winkler
United States History: Preparing For The Advanced Placement Examination
Primary Sources: Various primary sources are used throughout this course including,
but not intended as an inclusive list below
Carl J. Guarneri, America Compared, Second Edition, Vol., I & II.
Kennedy & Bailey, The American Spirit, Eleventh Edution, Vol., I & II.
Summer Readings
John Lewis Graddis, The Cold War (A New History) Penguin Books 2005
Newman & Schmalbach, United StatesHhistory (Preparing for the Advanced Placement
Examination) Amsco Publication, 2004 - Assorted reading sections, vocabulary, and essay
questions.
Document-Based Question Checklist
Grading Rubric/Peer Evaluation Checklist:
1. Is the thesis clear and well-developed?
________ (1 Point)
2. Is the thesis statement distinguishable in the opening paragraph? _______ (1
Point)
3. Is the essay easy to read and follow, contain 3-5 paragraphs and free of
significant errors? ________ (3 points)
4. Does the author use at least two substantial, meaningful quotes from the
documents?
____________ (2 Points)
5. Does the author incorporate at least one piece of “outside” information into the
main body of the essay? _________ (1 Point)
6. Does the closing paragraph contain the re-stated thesis statement and contain a
concise conclusion to the essay? _________ (2 Points)
Total Points: _________________ / 10 Points Possible
Grading Scale:
9-8= Outstanding
5-4= Solid Effort
7-6= Great Effort
3-2= Needs some work...
Comments: Please give a brief overview of both positive and negative comments concerning this
essay:
Positive CommentNegative Comment-
A.P. United States History
Syllabus
COURSE OVERVIEW
COURSE OBJECTIVES
The Advanced Placement American History course is designed to provide our
students with a college-level experience. Preparation for the AP Exam in May
provides the focal point and conceptual framework for this class. Special emphasis
is placed on interpreting documents (primary sources), mastering a significant body
of factual information, and the writing of critical essays (DBQ’s).
Students will:
-
master a broad body of historical knowledge.
-
demonstrate an understanding of historical chronology.
-
use historical data to support an argument or position.
-
differeniate between historiographical schools of thought.
-
interpret and apply data from original documents, including cartoons,
graphs, letters, etc.
-
effectively use analytical skills of evaluation, cause and effect,
compare and contrast.
-
work effectively with others to produce products such as DBQ’s, Power
Point Presentations, Review Sheets, and Group Review Study Packets.
-
prepare for and successfully pass the A.P. U.S. History Exam.
2007-2008 School Year
A.P. Practice Testing Dates:
A.P. Practice Test #1
October 18th Last Day of 1st Quarter
A.P. Practice Test #2
January 9th
Last Day of 2nd Quarter
A.P. Practice Test #3
March 14th
Last Day of 3rd Quarter
A.P. Practice Test #4
May 2nd
Study Group Sesssions:
A.P. Cram Packet (Review Packet) Distribution- Friday, January 4th
A.P. Group Study Sessions- Jan., 19th, Feb., 16th, March, 15th, April 19th & 26th,
May 3rd & 10th
DBQ Essays:
DBQ Essays:
Due at the end of each of the Seventeen Units
A.P. American History
Unit Outlines
(First Semester)
Unit One: Discovery and Exploration (33,000 B.C.-1769)
Chapter One (Kennedy)
Unit Two: Colonization
(1500-1775)
Chapters Two, Three, Four and five
Unit Three: From Empire to Independence
(1608-1783)
Chapters Six, Seven, Eight
Unit Four: The Formation of the United States Government
Chapters Nine and Ten
Unit Five: Jeffersonian Republic & War of 1812 (1800-1824)
Chapters Eleven and Twelve
Unit Six: Mass Democracy, National Economic, and Reform (1824-1860)
Chapters Thirteen, Fourteen and Fifteen
Unit Seven: Manifest Destiny, Sectionalism and Disunion (1841-1861)
Chapters Sixteen, Seventeen, Eighteen and Nineteen
Unit Eight: Division, Civil War and Reconstruction (1861-1877)
Chapters Twenty, Twenty-One, and Twenty-Two
Unit Nine: The Gilded Age (1869-1900)
Chapters Twenty-Three, Twenty-Four, Twenty-Five and Twenty-Six
Unit Ten: Imperialism and Progressivism (1890-1912)
Chapters Twenty-Seven and Twenty-Eight
Unit Eleven: Progressivism and World War I
Chapters Twenty-Eight, Twenty-Nine and Thirty
(Second Semester)
Unit Twelve: Politics and Economics of the “Roaring Twenties”
(1920-1932)
Chapters Thirty-One and Thirty-Two
Unit Thirteen: The Great Depression and the New Deal (1928-1940)
Chapters Thirty-Four and Thirty-Five
Unit Fourteen: The Cold War and Eisenhower Era (1945-1960)
Chapters Thirty-Six and Thirty-Seven
Unit Fifteen: The 1960’s (1960-1968)
Chapter Thirty-Eight
Unit Sixteen: The 1970’s & 80’s (1968-1992)
Chapters Thirty-Nine and Forty
Unit Seventeen: The 1990’s –21st Century
Chapters Forty-One and Forty-Two
(1968-1992)
A.P. United States History
Unit One Outline
Course Outline Semester One
(Unit One)
Unit One: Discovery and Exploration (33,000 B.C.-1769)
Textbook Readings:
Textbook, Bailey & Kennedy, The American Pageant (A.P. Edition)
Chapter One:
Textbook, John J. Newman and John M. Schmalbach: United States History
Chapter One:
Textbook, Faragher, Buhle, Czitrom and Armitage: Out of Many (A.P. Edition)
Chapter One:
Project Assignment / Assessments:
Develop a Country of Exploration Chart explaining each of the following concepts: motive for
exploration, primary geographical location of exploration, political, social, and economic
organization for each of the following countries: England, Spain, France, The Dutch, Italy,
and Portuguese. Create a chart of the primary Cultural Exchanges between Europe, Africa
Asia and the Americas.
DBQ / Essay Writings: Guide to Writing an Essay: Stating Your Thesis
Textbook: United States History: Preparing for the A.P. Exam
Pages: 16-22
DBQ- Assemble and present proofs that the Native Americas of North
America possessed a varied and diverse collection of cultures. Make certain that you
present evidence in your essay regarding religious beliefs, social structure, and economic
organizations of each.
Global Themes & Objectives
-
Summarize the conditions of the Americas prior to European Discovery.
-
Outline the reasons for European exploration (including conditions in Europe that
influenced exploration) and subsequent discovery of the Americas.
-
Identify the major Native American tribes (and their important characteristics) that
inhabited North and Central America at the time of European discovery.
-
Explain the role that the European Renaissance played in the exploration of the
Americas.
-
Summarize West African culture(s) and the influence that they played in this
period of Exploration.
-
Describe the role that early slave trade played in the development of European,
West African and American cultures and societies.
-
Provide an overview of the early life of Christopher Columbus and summarize the
important events surrounding his voyages to the Americas.
-
Identify both positive and negative impacts of Columbus’s voyages to the Americas.
Important Vocabulary:
Nomad, kinship, clan, oral history, barter, feudalism, crusades, middle class, (New) Technologies,
Magna Carta, Renaissance, Reformation, Lineage, Scarce, Columbian Exchange, Treaty of
Tordesillas, Cash Crop, Moors, Technology, Prince Henry, Amerigo Vespucci, Conquistadores,
Asiento System, Joint-Stock Company, Royal Colony, Puritans, Separatists, Pilgrims, Mayflower
Compact, Virginia House of Burgesses, Ferdinand & Isabella, Cabral, Balboa, Ponce de Leon,
Cortes, Pizarro, Coronado, de Soto, Cabot, Verrazano, Cartier, Champlain, Marquette, de le Salle,
Hudson, Serra, John Smith, Rolfe, Winthrop and Great Migration.
Readings List Packet: (Primary Sources)
Christopher Columbus, Letter to Luis de Sant’Angel (1493)
Alvar Nunez Cabeza de Vaca, “Indians of the Rio Grande” (1528-1536)
Bartolome de Las Casas, “Of the Island of Hispaniola” (1542)
Jacques Marquette, from The Mississippi Voyage of Jolliet and Marquette (1673)
Readings List: (Articles)
Malcolm Jones, Jr., When The Horse Came (Newsweek)
Sharon Begley, The First Americans (Newsweek)
U.S. News and World Report: (July 1991) American Before Columbus
John Schwartz, The Great Food Migration (Newsweek)
David Gates, Who was Columbus? (Newsweek)
A.P. United States History
Unit Two Outline
Course Outline Semester One
(Unit Two)
Unit Two: Colonization
(1500-1775)
Textbook Readings
Textbook, Bailey & Kennedy, The American Pageant (A.P. Edition)
Chapters Two, Three, Four, and Five:
Textbook, John J. Newman and John M. Schmalbach: United States History
Chapters Two, Three and Four:
Textbook, Faragher, Buhle, Czitrom and Armitage: Out of Many (A.P. Edition)
Chapter Two, Three, Four and Five:
Project Assignment / Assessments:
Development of a Colonial Chart (poster) indicating the following characteristics for
each of the American Colonies: motive for founding, political, social, economic
organization, degree of self-government, economic base, opportunities for social and
political mobility and educational opportunities.
Also, label each of the colonies in
one of the following categories: Proprietary, Royal or Charter Colonies.
DBQ / Essay Writings:
1.
2.
Explain how English colonies in the New World were different from one
another in terms of government, population, and origin.
What role did religion play in the establishment of English colonies in North
America?
Global Themes & Objectives
-
Motives for European Colonization (Push/Pull Factors/Mercantilism)
-
Compare and Contrast New England, Middle and Southern Colonies.
-
Identify the important cultural, social and political differences between the American
Colonies and Europe.
Important Vocabulary
St. Augustine, Fla. (significance), Conquistadores, Reconquista System, Encomienda
System, Mercantilism, Asiento System, Presidios, Franciscans, Bacon’s Rebellion, Iroquois
Nation, Anglican Church, “Great Migration,” Mayflower Compact, “A City Upon A Hill,” Pequot
Wars, Metacom, Peter Minuit, Peter Stuyvesant, Duke of York, Joint Stock Company,
Corporate Colonies, royal colonies, proprietary colonies, Act of Toleration (1649), Indentured
Servant, Mestizo, Headright System, Fundamental Orders of Connecticut (1639), New
England Confederation, Wampanoags, William Penn, Navigational Acts, Dominion of New
England, Sir Edmund Andros, Glorious Revolution, Triangular Trade, Middle Passage, Roger
Williams,Great AwakeningJohn Peter Zenger, French Protestants, Patrifocal, Old Colonial
System,Household Arts,William and Mary, Edmund Andros, Dominion of New England,
Navigational Acts, Old Colonial System, Glorious Revolution, Edward Braddock,mercantilism,
Salutary neglect, staple crop,triangular trade, gentry,almanac,Indentured Servitude, Southern
Plantations,New England Colonies,Old Deluder Law,Dame Schools, Harvard College,indigo,
artisan, Privateers,Lords of Trade, Middle Passage,mutiny,Stono Rebellion,Gullah language,
itinerant
Readings List Packet: (Primary Sources)
David Hackett Fischer, Albion’s Seed
Stephanie Grauman Wolf, As Various As Their Land
Charles Bergquist, The Paradox of Development in the Americas
Winthrop D. Jorday, Mulattoes and Race Relations in Britain’s New World Colonies
John Smith, “The Starving Time” (1624)
Bacon’s Rebellion: The Declaration (1676)
Excerpt from the Trial of Anne Hutchinson (1637)
William Bull, Report on the Stono Rebellion (1739)
Gottlieb Mittelberger, The Passage of Indentured Servants (1750)
Olaudah Equizno, The Middle Passage (1788)
Jonathan Edwards, from”Sinners in the Hands of an Angry God” (1741)
James Oglethrope, Establishing the Colony of Georgia (1733)
The Colonial Experience - Higher Education in Place of Higher Learning
(Pages: 178-184)
A.P. United States History
Unit Three Outline
Course Outline Semester One
(Unit Three)
Unit Three: From Empire to Independence (1608-1783)
Textbook Readings:
Textbook, Bailey & Kennedy, The American Pageant (A.P. Edition)
Chapter Six, Seven, and Eight:
Textbook, John J. Newman and John M. Schmalbach: United States History
Chapter Four and Five:
Textbook, Faragher, Buhle, Czitrom and Armitage: Out of Many (A.P. Edition)
Chapter Six and Seven:
Project Assignment / Assessments
Project One:
Students are assigned a research topic covering one of the following perspectives: British,
American Colonist and Tory. Students are divided into groups of four to five and must come
up with a “research packet” of ten documents that reflect their assigned perspective. Each
group is expected to distribute, read, decipher, and develop an overview of the purpose and
intent of their respective document(s). Students are also to provide a visual aid that depicts
their assigned perspective.
DBQ / Essay Writings
DBQ- Deciding What Position to Argue (Pages: 72-73 of United States History,
“Newman”)
DBQ Question- Pages 74-76, United States History Textbook.
Global Themes & Objectives
Students are divided into groups of four or five and assigned the readings listed below. Each
group has to come up with a list (visual aid…poster, power point, informational video) of social,
political and economic similarities and differences and present their findings to the class.
Individual students must then write a take-home essay taking a position on whether the
independence movements in France and the United States were conservative or radical in nature
and design.
Readings:
1. Two Revolutions written by Charles Mc Carry. Write an essay comparing and contrasting
the American and French Revolutions.
2. The American Revolution in Comparative Perspective, by R.R. Palmer.
3. Independence and Revolution in the Americas, by Anthony McFarlane
Important Vocabulary
French and Indian War, Albany Plan of Union, Peace of Paris (1763), salutary neglect, Whigs,
Edward Braddock, Pontiac’s Rebellion, Proclamation Line of 1763, Sugar Act (1764), Quartering
Act (1765), Stamp Act (1765), Stamp Act Congress, Sons and Daughters of Liberty, Declaratory
Act (1766), Townshend Acts (1767), Boston Massacre, Committees of Correspondence, Gaspee
incident, Tea Act (1773), Boston Tea Party (1773), Intolerable Acts, Coercive Acts (1774),
Quartering Act, Quebec Act (1774), Deism, rationalism, Locke, Rousseau, Samuel Adams, Lord
Frederick North, First Continental Congress, Patrick Henry, John Adams, John Dickinson, John
Jay, Joseph Galloway, Suffolk Resolves, Declaration of Rights and Grievances, Revere, William
Dawes, Minutemen, Lexington & Concord, Battle of Bunker Hill, Second Continental Congress
(1775), Olive Branch Petition, Prohibitory Act (1775), Thomas Paine, Common Sense,
Declaration of Independence, Thomas Jefferson, Loyalists, Valley Forge, Continentals, George
Rogers Clark, Battle of Saratoga, Battle of Yorktown, Treaty of Paris (1783), Articles of
Confederation, unicameral/bicameral legislature, Land Ordinance of 1785, Northwest Ordinance
of 1787, Shays’ Rebellion, Mary McCauley, Deborah Sampson, and Abigail Adams.
Readings List Packet: (Primary Sources)
John Dickinson, from Letters from a Farmer in Pennsylvania (1768)
Address of the Inhabitants of Anson County to Governor Martin (1774)
Patrick Henry, “Give Me Liberty or Give Me Death” (1775)
George Washington, The Newburgh Address (1783)
Publius (James Madison), Federalist Paper #10 (1788)
George Mason, Objections to This Constitution of Government (1787)
A.P. United States History
Unit Outline
Course Outline Semester One
Unit Four: The Formation of the United States Government
(1776-1800)
Textbook Readings:
Textbook, Bailey & Kennedy, The American Pageant (A.P. Edition)
Chapter Nine and Ten
Textbook, John J. Newman and John M. Schmalbach: United States History
Chapter Six, Seven, Eight, and Nine
Textbook, Faragher, Buhle, Czitrom and Armitage: Out of Many (A.P. Edition)
Chapter Eight and Nine
Project Assignment / Assessments
Construct a chart/timeline concerning the evolution of the United States Government
System. Included in this chart/timeline should be reference and correlation to the following
concepts: Magna Charta, The Mayflower Compact, The Albany Plan of Union, Stamp Act
Congress (1765), Committees of Correspondence (1772), First Continental Congress,
Second Continental Congress, Declaration of Independence, and The Articles of
Confederation. Construct a timeline detailing the debate between the Federalists vs. the
Anti-Federalists. Include in your timeline the following items: leaders of both groups,
arguments supporting each side, strategies both sides used to win favor, advantages and
disadvantages of both sides.
DBQ / Essay Writings
Essay One- Analyze the role and relative influence of the following in the debate over the
ratification of the Constitution: Anti-Federalists, The Federalists Papers and the Bill of
Rights compromise.
DBQ- (Chapter Six of A.P. Book, textbook pages 116-120, answer question #6)
Global Themes & Objectives
1.
Explain the impact of British rule and Colonial experiences on the development of
the United States governmental system.
Identify three “outside sources” that had a lasting influence on the development of
the U.S. Constitution. (See Document#7, The American Revolution in Comparative
Perspective, pages 104-139..America Compared, Vol., 1)
Development of the United States Constitution and the Bill of Rights.
The emergence of political parties and the factors/issues that divided them.
The conflict between national power and states’ rights.
2.
3.
4.
5.
Important Vocabulary
Mt. Vernon Conference, Annapolis Convention, Constitutional Convention, James Madison,
Alexander Hamilton, Gouverneur Morris, John Dickinson, Virginia Plan, New Jersey Plan,
Connecticut Plan; Great Compromise, Three-fifths Compromise, Commercial Compromise,
Federalists, Anti-Federalists, Bill of Rights, Henry Knox, Edmund Randolph, Judiciary Act
(1789), Tariff, Proclamation of Neutrality (1793), “Citizen” Edmond Genet, Jay Treaty (1794),
Pinckney Treaty (1795), Right of Deposit, Battle of Fallen Timbers, Whisky Rebellion (1794),
Public Land Act (1796), Federalist Era, Democratic-Republican Party, John Adams, XYZ Affair,
Alien and Sedition Acts, Kentucky and Virginia Resolutions, The Revolution of 1800, Electoral
College System, National Bank.
.
Readings List Packet:
Jonathan R. Dull- Two Republics in a Hostile World (Guarneri- America Compared,
Vol., One.)
Seymour Martin Lipset- The United States as a New Nation (Guarneri- America
Compared, Vol., One.)
Peter J. Parish- What Made American Nationalism Different? (Gaureneri- America
Compared, Vol., One.)
Following Articles come from: America: Through the Eyes of Its People, 3rd Edition,
Vol., 1
George Washington, The Newburgh Address (1783)
Publius (James Madison), Federalist Paper #10 (1788)
George Mason, Objections to This Constitution of Government (1787)
George Washington, Farewell Address (1796)
A.P. United States History
Unit Outline
Course Outline Semester One
Unit Five:
Jeffersonian Republic & War of 1812
(1800-1824)
Textbook Readings:
Textbook, Bailey & Kennedy, The American Pageant (A.P. Edition)
Chapters: Eleven and Twelve
Textbook, John J. Newman and John M. Schmalbach: United States History
Chapter Seven
Textbook, Faragher, Buhle, Czitrom and Armitage: Out of Many (A.P. Edition)
Chapter Nine
Project Assignment / Assessments (Construction of Storyboards)
Project One: Evolutionary track of American Political Parties.
Project Two: Research Project- Jefferson’s personal life in relation to his political life.
Project Three: Role of John Marshall in shaping the role of the Supreme Court.
DBQ / Essay Writings
Option One:
United States History (Textbook, page 139, question #3)
“Although President Madison stressed U.S. neutral rights as the principal reason for war,
other reasons were probably far more important.”
Based upon the documents you have read and your knowledge of the historical period 18001812, write an essay that takes a position either for or against the above interpretation.
Option Two
Out of Many: (Textbook, page 302)
“When Thomas Jefferson entered the White House in 1800, he had a clearly defined idea of what
form the American nation should take. This concept was called agrarian republicanism. By the
time Jefferson died in 1826, he was filled with fears for the survival of his country. Using your
knowledge of the period, and the articles provided, answer the following: Define agrarian
republicanism and identify the issues and forces that threatened its survival by 1826.”
Global Themes & Objectives
1.
2.
3.
4.
Formation of political parties.
Transfer of political power from one political party to another.
Development of economic sectionalism in relation to foreign and domestic trade.
Comparison of the formation of the U.S. National Judiciary with the English
Parliamentary Court System.
Important Vocabulary
Louisiana Purchase, Napoleon Bonaparte, Toussaint L’ Ouverture, Strict interpretation of the
Constitution, Liberal interpretation of the Constitution, John Marshall, Judicial Review, Marbury
v. Madison, Aaron Burr, Barbary Pirates, neutrality, impressments, Cheaspeake-Leopard affair,
Embargo Act, Nonintercourse Act (1809), Macon’s Bill #2 (1810), Tecumseh/Prophet, William
Henry Harrison, Battle of Tippecanoe, War Hawks, Henry Clay, John C. Calhoun, “Old
Ironsides,” (Causes) War of 1812, Battle of Lake Erie (significance), Battle of Thames River
(significance), Thomas Macdonough, Battle of Lake Champlain (significance), Francis Scott Key,
Andrew Jackson, Battle of Horseshoe Bend, Creeks, Battle of New Orleans, Treaty of Ghent
(1814), Hartford Convetion (1814),
.
Readings List Packet: (Primary Sources)
America, Through the Eyes of Its People: (Vol., 1)
#1
The Alien and Sedition Acts (1798)
#2
Marbury v. Madison (1803)
#3
Tecumseh, Letter to Governor William Henry Harrison (1810)
Carl J. Guarneri: America Compared:
#1
Jon Kukla, Napoleon Bonaparte and the Louisiana Purchase
#2
Seymour Martin Lipset, The United States as a New Nation
#3
Peter J. Parish, What Made American Nationalism Different?
A.P. United States History
Unit Outline
Course Outline Semester One
Unit Six:
Mass Democracy, National Economic, and Reform
(1824-1860)
Textbook Readings:
Textbook, Bailey & Kennedy, The American Pageant (A.P. Edition)
Chapters: Thirteen, Fourteen and Fifteen
Textbook, John J. Newman and John M. Schmalbach: United States History
Chapter: Nine and Ten
Textbook, Faragher, Buhle, Czitrom and Armitage: Out of Many (A.P. Edition)
Chapter: Eleven and Twelve
Project Assignment / Assessments
#1
Research Project: The End of Homespun Industry / The Early Industrial Revolution.
(Scientific and Technological Developments)
#2
Research Project: The Rise of the Common Man and the Two Party System
(Identify important changes in suffrage rights and practices)
#3
Summarization: Organization of the Labor Movement / Labor Organizations in America.
#4
Story Book: Important Social Reform Movements and Important Social Reformers.
#5
Development of Utopian Societies and changes in Religious Institutions.
#6
Immigration patterns and trends (Push/Pull Factors)
DBQ / Essay Writings
Unites States History: Question #3, Page 182.
United States History: Question #5, Page 201.
Global Themes & Objectives
1.
2.
3.
4.
5.
6.
Compare/Contrast the European and American Industrial Revolutions.
Trace the emergence of the “two-party” system in American Politics.
Summarize the development of the early labor movement and labor organizations in
America.
Identify the important social reformers and reform movements.
Role of Religion and Utopian societies on American society.
Social, political and economic consequences of Immigration.
Important Vocabulary
Sectionalism, Daniel Webster, Urbanization, McCormick & Deere, Irish (potato famine),
Immigration (push/pull factors), Old Northwest, Nativists, American Party, King Cotton, Eli
Whitney, “peculiar institution,” Vesey & Turner, Slave Codes, Universal male suffrage,
Convention System, The “Caucus,” Anti-Masonic party, Workingman’s party, spoils system,
John Q. Adams, “Corrupt Bargain,” Henry Clay, Tariff of 1828 (Tariff of Abominations,”
“Revolution of 1828,” Peggy Eaton Affair, Indian Removal Act (1830), Cherokee Nation v.
Georgia, Worchester v. Georgia, Trail of Tears, Nullification, Webster-Hayne debate, John C.
Calhoun, Proclamation to the People of South Carolina, Bank of the United States, Nicholas
Biddle, Democrats:Whigs, Roger B. Taney, “pet banks,” Specie Circular, Panic of 1837,
Readings List Packet: (Primary Sources)
America: Through the Eyes of Its People
#1
Andrew Jackson, First Annual Message to Congress (1829)
#2
“Memorial of the Cherokee Nation” (1830)
#3
Henry Clay, Speech Opposing President Jackson’s Veto of the Bank Bill (1832)
#4
Jose Maria Sanchez, “A Trip to Texas” (1828)
#5
Charles Finney, “Religious Revival” (1835)
#6
Nathaniel Hawthorne, A Letter from Brook Farm (1841)
#7
Dorothea Dix, Appeal on Behalf of the Insane (1843)
#8
Henry David Thoreau, from “Civil Disobedience” (1849)
Carl J. Guarneri: America Compared
#1
Paul Johnson, The Coming of the Demos
#2
Richard Carwardine, The Second Great Awakening in the United States and Britain.
#3
Grace R. Cooper, Rita J. Adrosko, and John H. White, Jr., Importing a Revolution:
Machines, Railroads and Immigrants.
#4
Bonnie S. Anderson, The First International Women’s Movement
A.P. United States History
Unit Outline
Course Outline Semester One
Unit Seven:
Manifest Destiny, Sectionalism and Disunion (1841-1861)
Textbook Readings:
Textbook, Bailey & Kennedy, The American Pageant (A.P. Edition)
Chapters: Seventeen, Eighteen, and Nineteen
Textbook, John J. Newman and John M. Schmalbach: United States History
Chapter: Twelve and Thirteen
Textbook, Faragher, Buhle, Czitrom and Armitage: Out of Many (A.P. Edition)
Chapter: Fourteen and Fifteen
Key Discussion Topics:
O’Sullivan’s Phrase – “Young America” - the lure of the West ; Texas, New Mexico, Utah and
Oregon (territorial expansion and conquest); James K. Polk – from “Dark Horse Candidate to
President;” Polk and the Mexican War; The Treaty of Guadalupe Hidalgo; The “peculiar
institution” and its impact on the South; Social Issues of the 1850’s; “Free Soil”
Republicanism; Buchanan and Secession; Harriet Beecher Stowe’s Uncle Tom’s Cabin role
in antislavery feelings in the North; Rise of the Republican Party in the 1856 Presidential
Election; Bleeding Kansas, Lincoln-Douglas Debates; Crittenden Compromise; and John
Brown.
DBQ / Essay Writings
Unites States History (Newman and Schmalbach)
#1
“To what extend did manifest destiny and territorial expansion unite or divide the
United States from 1830 to 1860?”
#2
“The Civil War was not inevitable: it was the result of extremism and failures of
leadership on both sides.”
Global Themes & Objectives
1.
2.
3.
4.
Correlation between international global expansion and U.S. Manifest Destiny. Why
were France and Great Britain uninvolved during the Mexican War?
Comparision between Native American removal to the trans-Mississippi West with
the simultaneous Great Trek of South Africa’s Boer settlers.
Examine the role of women in westward expansion (1840’s) into the Oregon country.
Examine the Mexican War in relation to broader patterns of ethnic and racial conflict
in the Southwest.
Important Vocabulary
Manifest Destiny, Stephen Austin, Santa Anna, Sam Houston, Alamo, John Tyler, Aroostook
War, Webster-Ashburton Treaty (1842), “Fifty-four Forty or Fight,” James K. Polk, Zachary
Taylor, Stephen Kearney, Winfield Scott, John C. Fremont, Bear Flag Republic, Treaty of
Guadalupe Hidalgo (1848), Mexican Cession, Wilmot Proviso, Franklin Pierce, Ostend Manifesto
(1852), Walker Expedition, Clayton-Bulwer Treaty (1850), Gadsden Purchase (1853), Great
American Desert, Mountain Men, Elias Howe, Matthew C. Perry (Japan), Panic of 1857, FreeSoil movement/ party, Popular Sovereignty, Lewis Cass, Compromise of 1850, Stephen A.
Douglas, Millard Fillmore, Fugitive Slave Law, Harriet Tubman, Kansas-Nebraska Act, KnowNothing Party, New England Emigrant Aid Company, “bleeding Kansas,” John BrownPottawatomie Creek, Sumner-Brooks incident, Lecompton Constitution, Dred Scot v. Sandford,
Roger B. Taney, Freeport Doctrine, John Brown-Harpers Ferry.
Readings List Packet: (Primary Sources)
The American Pageant (Kennedy)
#1
Justifications for territorial expansion were often expressed in racist terms. See the
diatribe in a major New York newspaper, on p., 384, (Kennedy), in regard to land taken
from Mexico.
Carl J. Guarneri: America Compared
#2
Carl N. Degler, Slavery in Brazil and the United States
#3
Nathan I. Huggins, Apostle of Freedom
America Through the Eyes of Its People
#4
John L. O’Sullivan, “The Great Nation of Futurity” (1845)
#5
Thomas Corwin, Against the Mexican War (1847)
#6
The Ostend Manifesto (1854)
#7
Harriet Beecher Stowe, from Uncle Tom’s Cabin (1852)
#8
Dred Scott v. Samford(1857)
A.P. United States History
Unit Outline
Course Outline Semester One
Unit Eight:
Division, Civil War and Reconstruction (1861-1877)
Textbook Readings:
Textbook, Bailey & Kennedy, The American Pageant (A.P. Edition)
Chapters: Tweny, Twenty-One, Twenty-Two
Textbook, John J. Newman and John M. Schmalbach: United States History
Chapter: Fourteen and Fifteen
Textbook, Faragher, Buhle, Czitrom and Armitage: Out of Many (A.P. Edition)
Chapter: Sixteen and Seventeen
Key Discussion Topics:
Economic and Social Sectionalism (1860); Slavery and the causes of the Civil War;
Slavery as a social and economic institution; The Presidential Election of 1860; Native
American Relations in the Tran-Mississippi West; Military strategies, strengths and
weaknesses, events and outcomes; Social, Economic and Political impact of the War, and
Various Reconstruction Plans.
DBQ / Essay Writings
#1
#2
#3
Questions 1-4, Analyzing the Documents, pages 284-288…United States History
(Newman and Schmalbach).
Analyze the conflict between the industrial capitalist class and the Southern planterslaveholding class. Discuss the following topics in your essay: economic differences
and the expansion of slavery.
Analyze the following statement: “The Civil War was the result of
irreconcilable differences between the North and West on the one hand and the
South on the other.”
Global Themes & Objectives
1.
2.
3.
4.
5.
6.
7.
8.
9.
Analyze the sequence of events from South Carolina secession to the onset of the
Civil War.
Identify the role that France and Great Britain played in helping to support (or lack of
support) the southern cause during the Civil War.
Outline the sequence of events leading up to Lincoln’s decision to issue the
Emancipation Proclamation.
Analyze the role of the “media” in helping to ignite the southern cause for
secession…ie. Uncle Tom’s Cabin, The Liberator, Frederick Douglas, Rise of the
Republican Party, Election of Lincoln as President.
Identify the major plans for Reconstruction and analyze the relative effectiveness of
each propose plan.
Identify the primary goal of Reconstruction, Reunification, Punishment and Civil
Rights between 1865-1877.
Analyze the relative importance of the following issues: Ex-Confederate (what
should be done?), Freemen, suffrage requirements/qualifications in ex-Confederate
states, restoration of the Southern economy (how/why?).
Explain the role that Union troops would play in policing, governing or rebuilding
the South.
Compare Reconstruction issues in the post Civil War era with the attempts of the
United States to stabilize and organize present day Iraq.
Important Vocabulary
Fort Sumter, Habeas Corpus, insurrection, border states, Jefferson Davis, Alexander
Stephens, Bull Run, Thomas (Stonewall) Jackson, Winfield Scott, Anaconda Plan, George
McClellan, Robert E. Lee, Antietam, Monitor & Merrimac, Ulysses S. Grant, Shiloh, Trent
Affair, Alabama, Emancipation Proclamation, Thirteenth Amendment, Gettysburg, Sherman’s
March to the Sea, Appomattox Court House, John Wilkes Booth, Copperheads, Ex Parte
Milligan, Draft Riots, Greenbacks, Morrill Tariff Act (1861), Homestead Act (1862), Pacific
Railway Act (1862), “Second American Revolution.”Reconstruction, Lincoln’s Plan for
Reconstruction, Johnson’s Plan for Reconstruction, Radical Republican’s Plan for
Reconstruction, Freedmen’s Bureau, Black Codes, 14th Amendment, Radical Republicans,
Reconstruction Act of 1867, Tenure of Office Act, Command of the Army Act, Impeachment,
Charles Sumner, Thaddeus Stevens, Salmon P. Chase, Presidential election of 1868, 15th
Amendment, Texas v. White, Hiram Revels, Blance K. Bruce, P.B.S. Pinchback,
Carpetbaggers, Scalawags, Sharecropping, Tenant Farming, “New South,” Henry Grady,
“Gospel of Prosperity,” Credit Mobilier Scandal,” Rise of the Klan, Enforcement Act of 1870,
Factors that ended Reconstruction, Supreme Court and Reconstruction, Compromise of
1877.
Readings List Packet: (Primary Sources)
Carl J. Guarneri: America Compared
#1
Brian Holden Reid and Bruce Collins, Why the Confederacy Lost
#2
Eric Foner, The Politics of Freedom
#3
C. Vann Woodard, Reconstruction: A Counterfactual Playback
America Through the Eyes of Its People
#4
James Henry Gooding, Letter to President Lincoln (1863)
#5
Jefferson Davis, Second Inaugural Address as President of the Confederate States of
America (1862)
#6
Clara Barton, Medical Life at the Battlefield (1862)
#7
Abraham Lincoln, Gettysburg Address (1863)
#8
Mississippi Black Codes (1865)
#9
A Sharecrop Contract (1882)
#10
The Civil Rights Cases (1883)
A.P. United States History
Unit Outline
Course Outline Semester One
Unit Nine:
The Gilded Age
(1869-1900)
Textbook Readings:
Textbook, Bailey & Kennedy, The American Pageant (A.P. Edition)
Chapters: Twenty-Three – Twenty Six
Textbook, John J. Newman and John M. Schmalbach: United States History
Chapter: Sixteen - Nineteen
Textbook, Faragher, Buhle, Czitrom and Armitage: Out of Many (A.P. Edition)
Chapter: Eighteen and Nineteen
Key Discussion Topics:
Political alignment and corruption in the Gilded Age; the role of government in economic
growth and regulation; the social, political, and economic impact of industrialization;
government support and actions relating to big business during the Gilded Age; Robber
Barons or Capitan of Industry, methods, accomplishments and philosophies; Rise of
organized labor;
DBQ / Essay Writings
#1
Write a coherent essay that integrates your interpretation of Documents A-H and your
knowledge of the period to answer the following question:
“To what extend is it justified to characterize the industrial leaders of the 1865-1900 era
as either “robber barons” or “industrial statesmen”?”
(United States History, pages 353-357)
#2
Write an essay that integrates your understanding of the documents and your knowledge
of the period.
“The politics of the Gilded Age failed to deal with the critical social and economic issues
of the times.”
Assess the validity of this statement. Use both the documents and your knowledge of the
United States from 1865-1900.
(United States History, pages 395-399)
Global Themes & Objectives
1.
2.
3.
4.
5.
6.
Analyze the connection between political alignment and political corruption in the
Gilded Age.
Explain the role of government in economic growth and regulations during the
Gilded Age.
Identify the important social, economic, and political issues of industrialization
during the Gilded Age.
Identify the important government involvement (legislation) in helping to create a
climate of big business.
Explain the role that labor organizations played in developing better working
conditions and child labor legislation during the Gilded Age.
Identify the rise of alternative political parties (Populists) during this time period.
Important Vocabulary
Go-Getters, Andrew Carnegie, Immigrant, Rock Oil, Transcontinental Railroad, Camphene, Land
Grant, George H. Bissell, Union Pacific Railroad, Benjamin Silliman
Central Pacific Railroad, Edwin L. Drake, Promontory, Utah, Sherman Anti-Trust Act
Crocker’s Pets, General Store, Pullman Car, Peddlers, Day-Coach, American Manufacturing
System, Zulu Car, Montgomery Ward, Standard Time, Richard Sears
Standard Gauge, Buyers’ Palaces, Trust, A.T. Stewart, Standard Oil Company, James Bogardus,
John D. Rockefeller, William Sellers, Holding Company, Frederick W. Taylor
Merger, Thomas Edison, J. Pierpont Morgan
, Commonwealth v. Hunt, Knights of Labor,
Molly Maguries, Labor Union, Samuel Gompers, Strike, Philanthropist, Pool, Interlocking
Directorate, Robber Barons, Captains of Industry, Oligopoly, Monopoly
Deflation, Greenbacks , Inflation, Civil Service, Stalwarts, Pendleton Act, Free Silver, Electoral
College, Mugwumps, Commerce, Solid South, Filibuster, Tariff, Monopoly, Foreclosure,
Grangers
, Platform, Injunction, Gold Standard , Populist, Pullman,
Bland-Allison Act, Rutherford B. Hayes, “spoils system”, Roscoe Conkling, James A. Garfield,
Chester Arthur, Grover Cleveland, Interstate Commerce Act of 1887, Omaha Platform, Benjamin
Harrison, “Czar” Reed, Lodge Bill, McKinley Tariff Bill, Sherman Antitrust Act, Oliver H.
Kelley, Patrons of Husbandry, Pork Barrel, Blaine
Wilson-Gorman Tariff, William Jennings Bryan, 16th Amendment, Half Breeds, Weaver, Munn
v. Illinois Gilded Age, John D. Rockefeller, Mixing Pot, Booker T. Washington,
Urbanization, W.E.B. Du Bois,, Bordinghouse, James Buchanan Eads,Tenement House,
“Caissons”, Dumbbell Building , John Roebling, Boss Tweed, Washington Roebling
Tammary Hall, Elisha Grace Otis, Political Machine, James Bogardus, Alderman , William Le
Baron Jenney, “Frontier Thesis” , Henry Bessemer, Immigration Restriction League, Andrew
Carnegie- Homestead, Chinese Exclusion Act, George Pullman, Gentlemen’s Agreement ,
Garden Cities, Jane Addams, Central Park, Toynbee House, Ebenezed Howard, Francis Willard,
Garden Apartments, Wyoming, Ida B. Wells-Barnett, Compulsory Education, Morrill Act,
Education for Women, Education for African Americans
Readings List Packet: (Primary Sources)
Carl J. Guarneri: America Compared
#1
#2
Mansel G. Blackford, The Rise of Big Business in the United States, Great Britain, and
Japan.
Walter Nugent, The Great Transatlantic Migrations America Through the Eyes of Its
People
#3
Helen Hunt Jackson, from A Century of Dishonor (1881)
#4
Black Elk, Account of the Wounded Knee Massacre (1890)
#5
Andrew Carnegie, from “The Gospel of Wealth” (1889)
#6
Edward Bellamy, from Looking Backward (1888)
#7
#8
Terence V. Powderly, Preamble to the Constitution of the Knights of Labor (1878)
Mother Jones, “The March of the Mill Children.” (1903)
#9
From Plessey v. Ferguson (1896)
#10
Booker T. Washington, Atlanta Exposition Address (1895)
A.P. United States History
Unit Outline
Course Outline Semester One
Unit Ten:
Imperialism and Progressivism (1890-1912)
Textbook Readings:
Textbook, Bailey & Kennedy, The American Pageant (A.P. Edition)
Chapters: Twenty Seven – Twenty-Eight
Textbook, John J. Newman and John M. Schmalbach: United States History
Chapter : Twenty and Twenty One
Textbook, Faragher, Buhle, Czitrom and Armitage: Out of Many (A.P. Edition)
Chapter: Twenty and Twenty One
Key Discussion Topics:
The argument for/against imperialism; causes and consequences of the Spanish-American
War; role that Teddy Roosevelt played in the Spanish-American War and in shaping U.S.
diplomatic relations during this time (Roosevelt Corollary, Big Stick Diplomacy); analyze the
results of Dollar Diplomacy and Moral Diplomacy; identify various reform movements and
the role the Teddy Roosevelt played spearheading the progressive movement; role of the
Populists in shaping domestic American policy; Progressive Issues- women’s rights, labor
unions, labor strife, trusts, consumer protection.
Global Themes & Objectives
1.
2.
3.
4.
Analyze the reasons countries gain control of territory through Imperialism and
the impact on people in conquered territories.
Trace the development of the United States as a world power with an emphasis
on role that the Spanish American War played in this development.
Identify the role of the United States involvement in the following areas: Far East,
South Pacific, Caribbean and Latin America.
Analyze the patterns and processes of movement of people
(immigration/migration), products (trade) and resource allocation.
5.
Analyze the process and outcome of cross cultural integration, exchange, cultural
practices, cultural diffusion, and enculturation as it relates to United States
Imperialism.
DBQ / Essay Writings
DBQ- United States History (pages 419-423)
DBQ- United States History (pages 444-446)
Important Vocabulary
Arbitration, Imperialism, Matthew Perry, Treaty of Kanagawa, Yellow Press, Sphere of
Influence, William H. Seward, Seward’s Folly, Jingoism,
Caleb Cushing, Alfred T.
Mahan, Theodore Roosevelt,Henry Cabot Lodge, Queen Liliuokalani, Joseph Pulitzer, Richard
Outcault, W.R. Hearst, Dupuy de Lome, George Dewey, Rough Riders,
Alabama, Treaty of Washington, Maximilian, Napoleon III, Tutuila, Pago Pago, Joint
Protectorate, Organization of American States, Nationalism, Banana Republic, Monroe
Doctrine, Alfred T. Mahan, Arbitration, Jingoism, Platt Amendment, Sphere of Influence,
Open Door Policy, Concessions, Roosevelt Corollary, Dollar Diplomacy, Racism, Great White
Fleet, Panama Canal, William Randolph Hearst, Jose Marti, Sino-Japanese War, William
Seward, “New Imperialism”, International Darwinism, Pan-American Conference, Valeriano
Weyler, Yellow Journalism, De Lome Letter, U.S.S. Maine, Teller Amendment, George
Dewey, Hawaii, Emilio Aguinaldo, Xenophobia, Boxer Rebellion, William Gorgas, Treaty of
Portsmouth, PanchoVilla, Big Stick Diplomacy, Dollar Diplomacy, Moral Diplomacy, John J.
Pershing, Root-Takahira Agreement
Readings List Packet: (Primary Sources)
Robin W. Winks, American Imperialism in Comparative Perspective (Guarneri- America
Compared, (Pages 144-159)
Vince, Bourdreau, America’s Colonial rule in the Philippines (Guarneri- America Compared,
(Pages: 160-178)
Joseph Pulitzer Demands Intervention (1897) The American Spirit (Pages 172-173)
William Randolph Hearst Stages a Rescue (1897) The American Spirit (Pages 173-174)
President McKinley Submits a War Message (1898) The American Spirit (Pages 174-175)
Albert Beveridge Trumpets Imperialism (1898) The American Spirit (Pages 177-178)
John Hay Twists Colombia’s Arm (1903) The American Spirit (Pages 182-183)
Roosevelt Launches a Corollary (1904) The American Spirit (Pages 185-186)
The Gentleman’s Agreement (1908) The American Spirit (Pages 189-190)
A.P. United States History
Unit Outline
Unit Eleven: Semester Two
(1901-1918)
Progressivism and World War I
Textbook Readings:
Textbook, Bailey & Kennedy, The American Pageant (A.P. Edition)
Chapters: Twenty Eight – Thirty
Textbook, John J. Newman and John M. Schmalbach: United States History
Chapter : Twenty One and Twenty Two
Textbook, Faragher, Buhle, Czitrom and Armitage: Out of Many (A.P. Edition)
Chapter: Twenty One and Twenty Two
Key Discussion Topics:
Roots of progressivism, muckraking journalism, female reformers, social reformers, political
reformers and economic reformers, social, political and economic issues concerning Middle
Class Americans during the Progressive Era, role of women in progressive reform era, consumer
protection and environmental conservation as examples of “middle Class” concerns, discuss the
contrast between Roosevelt’s regulatory New Nationalism and Wilson’s more libertarian New
Freedom?
Development of a Character Sketch on one of the following people…
1. Lincoln Steffens
2. Ida Tarbell
3. Upton Sinclair
4. Frederick W. Taylor
5. Teddy Roosevelt
6. Woodrow Wilson
7. Florence Kelley
8. Mary Harris “Mother” Jones
9. Henry George
10. Robert M. La Follette,
11. William Howard Taft
12. Susan B. Anthony
Global Themes & Objectives
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
Identify the key goals and objectives of Progressivism
Explain how the ideas of progressive writers help to inspire new reform movements.
Identify the reform organizations and women reformers that participated during the
Progressive Era.
Explain some of the resistance movements that progressive reformers met with
during this time.
Tell how Progressives attempted to expand the role of government during this time
period.
Identify important municipal and stare reforms that were achieved during this time
period.
Identify the main causes of World War I
Describe how the excessive entanglement of the secret alliance system helped to
draw various countries into the War.
List ways that the United States attempted to remain neutral at the start of World
War I.
Explain what role propaganda played in helping to bring the United States into World
War I.
Identify the important social, political, and economic conditions of both the United
States and Europe prior to World War I.
Outline the process by which the United States entered World War I.
Identify the economic “conditions” in Europe at the end of World War I.
Explain the steps that the U.S. government took to help finance the war and manage
the economy.
Identify the process or steps that the federal government took to ensure/enforce
loyalty during the war effort.
Explain how the war helped to shape the social, political and economic culture of the
United States during the post WWII era.
DBQ / Essay Writings
#1
Using the documents, analyze the extent to which the Progressives were concerned with
the interests and values of the middle class and neglected the interests of the working
class.
#2
“The ideals used to justify U.S. involvement in World War I disguised the real reasons
for Wilson’s change in policy from neutrality to war and, in fact, violated the traditional
values of the American nation.”
Important Vocabulary: Progressive Era, muckraker, injunction, social welfare program, municipal, home
rule, direct primary, initiative, referendum, recall, holding company, conservationist, New Nationalism, Bull Moose
Party, Clayton Antitrust Act, Federal Trade Commission, Federal Reserve System, Civil Disobedience, National
American Women Suffrage Association, Congressional Union, pragmatism, Frederick W. Taylor, Scientific
Management, Muckrakers, Ida Tarbell, Lincoln Steffans, Australian Ballot, Robert La Folette, Square Deal,
Elkins Act, Hepburn Act, Newlands Reclamation Act, Gifford Pinchot, William Howard Taft, Mann-Elkins Act,
Eugene V. Debs, Nineteenth Amendment, Payne-Aldrich Tariff,
Readings List Packet: (Primary Sources)
Exposing the Meatpakcers (1906) The American Spirit
Theodore Roosevelt Roasts Muckrakers (1906) The American Spirit
Lincoln Steffens BaresPhiladelphia Bossiam (1904) The American Spirit
The Triangle Shirtwaist Company Fire Claims 146 Lives (1911) The American Spirit
Roosevelt Defends the Forest (1903) The American Spirit
Gifford Pinchot Advocates Damming the Hetch Hetchy Valley (1913) The American
Spirit
Ida M. Tarbell, from The History of the Standard Oil Company (1904) America Throught the
Eyes of Its People (Vol., II)
A women Assails Women Suffrage (1910) The American Spirit
President Wilson Breaks Diplomatic Relations (1917) The American Spirit
George Creel Spreads Fear Propaganda (c. 1918) The American Spirit
Woodrow Wilson Versus Theodore Roosevelt on the Fourteen Points (1918) The American
Spirit
General John Pershing Defines American Fighting Tactics (1917-1918) The American Spirit
Robin W. Winks, American Imperialism in Comparative Perspective
Alan Dawley, Woodrow Wilson and the Failure of Progressivism at Versailles
A.P. United States History
Unit Outline
Unit Eleven:
(1920-1932)
Politics and Economics of the “Roaring Twenties”
Textbook Readings:
Textbook, Bailey & Kennedy, The American Pageant (A.P. Edition)
Chapters: Thirty-One - Thirty-Two
Textbook, John J. Newman and John M. Schmalbach: United States History
Chapter: Twenty Three
Textbook, Faragher, Buhle, Czitrom and Armitage: Out of Many (A.P. Edition)
Chapter: Twenty-Three
Key Discussion Topics:
Issues with the rise of the Bolsheviks in Russia, growing intolerance towards immigrants
(immigrant quotas & Immigration Act of 1929), the re-emergence of the Ku Klux Klan, the
prohibition movement (18th Amendment), growth of massive automobile production, spin-off
of the automobile production, social cultural, “Harlem Renaissance”, Sacco & Vanzetti,
economic challenges to Victorian values of the 1920’s, jazz age, mass media and flappers,
economic conditions behind the stock market crash, social affects of the stock market crash,
economic and political policies of President Hoover, Disarmament and isolation, The Harding
Scandals, Calvin Coolidge’s foreign policies, Hoover and the Great Depression.
Global Themes & Objectives
1.
2.
3.
4.
5.
6.
7.
8.
9.
Connect developments/conditions related to World War I with the onset of World
War II.
Analyze the impact of the Great Depression and World War II on the economy of the
United States and the resulting expansion of the role of the federal government.
Trace the evolution of the “Red Scare” and the role that this played on the culture of
the 1920’s.
Trace the evolution of the Women’s Suffage Movement.
Identify the cultural and social changes that resulted from the African American
migration from the South to the North.
Explain the impact of the following events on the 1920’s: immigration restrictions,
nativism, race riots and the reemergence of the KKK.
Define/explain what is meant by the “Roaring Twenties” and the “Harlem
Renaissance.”
Outline the events of the Great Stock Market Crash of 1929.
Analyze the causes and consequences of major political, economic, and social
developments of the 1920’s.
Special Activity:
Development a “Character Sketch” of the following Presidencies: Harding, Coolidge, and
Hoover.
Select a prominent person related to the Prohibition Period/Organized Crime period and write a
brief biographical sketch of the person as they relate to the prohibition period.
Important Vocabulary:
Bolshevik
lynching
anarchy alien
Prohibition
Disarmament speakeasy
assembly line
Calvin Coolidge
Immigration quotas
Sacco and Vanzetti Case
temperance movement
18th Amendment
19th Amendment
T.S. Eliot
F. Scott Fitzgerald
Warren G. Harding
Charles G. Dawes
William G. McAdoo
Al Smith
John W. Davis
Charles Bryan
Progressive Party
Miriam Ferguson
Nellie T. Ross
The Jazz Age
The Lost Generation “nickelodeon”
“the Roaring Twenties”
Charles Lindbergh
Model T
Henry Ford
Flappers
barrio “Lucky Lindy”
Amelia Earhart
Mass Media
The Harlem Renaissance
Bootlegging
Al Capone
Fundamentalism
Scopes Trial
Marcus Garvey
Schenck v. U.S.
Gitlow v. New York
Boston Police Strike
Isolationism
Disarmament
Teapot Dome Scandal
Kellogg-Briand Pact
Consumer Economy
General Electric Gross National Product
Model T
Welfare Capitalism Speculation
Buying on Margin
DBQ / Essay Writings
1. “Major social issues of the 1990’s have their origins in the conflicts and controversies of the
1920’s.” Page 491 United States History: Preparing for the Advanced Placement
Examination…
2. DBQ- Page 838 of the Out of Many textbook (Faragher)
Readings List Packet: (Primary Sources)
Kathryn Kish Sklar, Women and the Creation of the American Welfare System: Carl J. Guarneri:
America Compared.
Jeffrey H. Jackson, the Meanings of American Jazz in France: Carl J. Guarneri: America
Compared
Eric Hobsbawm, Into the Economic Abyss: Carl J. Guarneri: America Compared
Randolph Bourne Defends Cultural Pluralism (1916) The American Spirit
Two Views of Immigration Restriction (1921, 1924) The American Spirit
A Methodist Editor Clears the Klan (1923) The American Spirit
The WCTU Upholds Prohibition (1926) The American Spirit
Margaret Sanger Campaigns for Birth Control (1920) The American Spirit
The Supreme Court Declares That Men and Women Are Equal (1923) The American Spirit
President Harding Hates His Job (c. 1920) The American Spirit
A.P. United States History
Unit Outline
Unit Twelve:
The Great Depression and the New Deal (1928-1940)
Textbook Readings:
Textbook, Bailey & Kennedy, The American Pageant (A.P. Edition)
Chapters: Thirty Three
Textbook, John J. Newman and John M. Schmalbach: United States History
Chapter: Twenty-Four
Textbook, Faragher, Buhle, Czitrom and Armitage: Out of Many (A.P. Edition)
Chapter: Twenty- Four
Key Discussion Topics
Presidential Election of 1928, The First Hundred Days (1933), Relief, Recover, and Reform
programs, Depression Demagogues, The National Recovery Administration (1933-1935), The
TVA, Social Security, Labor and the New Deal, Presidential Election of 1932, Comparison of
Hoover and Roosevelt’s Depression Policies, The Supreme Court and Court Packing, Dust
Bowl Demographic issues, “extremist” viewpoints-Father Coughlin, Long and Townshend.
Global Themes & Objectives
1.
2.
3.
4.
5.
6.
7.
Explain the proposals that were made during the New Deal to cure the Depression.
Outline the major programs initiated by Roosevelt during his first hundred days in
office.
Describe how Roosevelt’s administration shifted in emphasis from recovery to
reform after the 1934 Congressional elections.
Explain the long-term effects of programs initiated during Roosevelt’s second term.
Discuss the history of the Social Security program in detail.
Evaluate the effects of the New Deal on American life.
Analyze differing historians’ viewpoints on the era.
8.
9.
10.
11.
12.
13.
14.
15.
Describe some of the problems faced by farmers in the 1930s and describe some New
Deal efforts to solve those problems.
Discuss the distribution of tenant farms in the United States in 1930.
Describe the situation of black Americans in the 1930s.
Evaluate the relationship between the federal government and black Americans
during the New Deal.
Tell why blacks abandoned the Republican party and joined the Democratic party at
this time.
Describe the status of women in the 1930s and give examples of the increased role of
women in Franklin D. Roosevelt’s administration.
Give reasons for the growth of labor unions in the 1930s and compare the AFL to the
CIO.
Analyze accounts (primary sources) of the 1937 Memorial Day Massacre for
accuracy.
Important Vocabulary:
Bank Holiday
Lame Duck
Legal Tender
Keynesian
Parity
Anti-Semitism
Social Security Organized labor
Collective Bargaining
“hundred days” Twentieth Amendment
“fireside chats” modified gold standard Securities and Exchange Commission
Twenty-first Amendment
Hugh Johnson
Harold Ickes
Harry Hopkins
“Glass-Steagall Act”
WPA
NYA
American Liberty League
Huey Long
Father CoughlinFrancis Townsend
William Green
Schechter v. United States
Social Insurance NLRB Government Contract Act
“Alf” Landon
Union Party
CCC TVA
NRA
PWA
“FDR’s “Brain Trust” Roosevelt Recession Second AAA
Fair Labor Standards Act
Class Projects:
Historical Relevance Project: Class Project/Discussion/Debate over identification of the longterm continuing impact of the New Deal today. Students will need to identify the connecting
issues, explain their historical reference, and explain the legacy of “big government” programs
started by the New Deal.
Viewing of Charlie Chaplin’s Modern Times: Students will need to identify important imagery
and symbolism in the movie. Students will also be required to research and write a review of
the article written by Chris Draul from the Los Angles Times (Sunday, July 9, 2006).
Comparative Essay Questions
1.
2.
3.
4.
To what extent did Roosevelt’s first New Deal favor business, while his second New
Deal favored labor?
Compare and contrast Herbert Hoover’s economic policies with those of Franklin
Roosevelt.
Analyze role of two of the following in explaining the causes of the Great
Depression: Farmers issues; unequal distribution of wealth; World wide trade and
finance; government policy.
Select two New Deal agencies or commissions and assess how well each satisfied the
three R’s of relief, recover, and reform.
DBQ / Essay Writings
“To a greater or lesser extent, three factors were involved in explaining U.S. response to Japanese
and German aggression: a) economics, b) national security, and c) democratic values.” (A.P.
Book…pages 540-544)
Readings List Packet: (Primary Sources)
Eric Hobsbawm, Into the Economic Abyss: Carl J. Guarneri
America Compared
John A. Garraty, Roosevelt and Hitler: New Deal and Nazi Reactions to the Depression
Cesar Chavez Gets Tractored off the Land (1936) The American Spirit
Hard Times in a North Carolina Cotton Mill (1938-1939) The American Spirit
The Agreeable FDR (1949) The American Spirit
Father Coughlin Demands “Social Justice” (1934-35) The American Spirit
Dr. Francis E. Townsend Promotes Old-Age Pensions (1933) The American Spirit
A Daughter of the Plains Struggles with Dust Storms (1934) The American Spirit
Backcountry Poets Reflect on the Civilian Conservation Corps (1934-35)
Franklin Roosevelt Creates the Tennessee Valley Authority (1933)
Roosevelt Promotes Natural Resources Planning (1935)
Roosevelt Dedicates Boulder (Hoover) Dam (1935)
A.P. United States History
Unit Outline
Unit Thirteen:
(1941-1945)
Shadow of War and World War II
Textbook Readings:
Textbook, Bailey & Kennedy, The American Pageant (A.P. Edition)
Chapters: Thirty- Four and Thirty- Five
Textbook, John J. Newman and John M. Schmalbach: United States History
Chapter: Twenty- Five
Textbook, Faragher, Buhle, Czitrom and Armitage: Out of Many (A.P. Edition)
Chapter: Twenty- Five
Key Discussion Topics
Roosevelt’s early foreign/economic policy (1935-1940), German and Japanese aggression, The
Neutrality Acts (1935-1939), The Spanish Civil War (1936-1939), The Appeasement process,
Lend-Lease and the Atlantic Charter, Japanese Attack on Pearl Harbor, internment of Japanese
Americans, Mobilizing the economy for war, Women in wartime, Role of Native Americans,
African Americans and Mexican Americans, The economic impact of war on the U.S. economy,
The North African Campaign, D-Day, The European Theater, The Pacific Theater, Germany
surrenders, Island hopping in the Pacific, Death of FDR, Truman takes control, issues
surrounding the development of the Atomic Bomb, the decision to drop the atomic bomb, post
war social, economic and political issues in the United States.
Global Themes & Objectives
1. Explain how individual rights are relative, not absolute, and describe the balance between
individual rights, the rights of others and the common good.
2. Analyze the differences among various forms of government to determine how power is
acquired and used.
3. Analyze the impact of United States participation in World War II, with emphasis
on the change from isolationism to international involvement including the
reaction to the attack on Pearl Harbor.
4. Analyze the impact of United States participation in World War II with emphasis on
events on the home front to support the war effort, including industrial
mobilization, women and minorities in the workforce.
5.
Outline the United States internment policy towards Japanese-Americans
6.
Identify the important aspects of the various Neutrality policies.
7.
Explain the various demographic changes that result from WWII.
8.
Identify and explain the wartime goals and objectives such as Fourteen Points,
Atlantic Charter, United Nations, Potsdam Conference.
9.
Identify the historical significance of the following:
-
Women and minorities in the war effort.
Issues associated with labor relations/economic controls.
Civil Liberties.
Important Vocabulary
Totalitarian
Fascism
Nazism
Axis Powers
Appeasement
Blitzkrieg
Resistance
Allies
Mein Kampf
Reichstag
Joseph Stalin
Purges
Benito Mussolini
Il Duce
Adolf Hitler
autobahn
Brown Shirts
lebensraum
Sudetenland
Maginot Line
RAF
Manchurian Incident
Otto Von Hindenburg
Greater East Asia Co-Prosperity Sphere
Neville Chamberlain
Nonaggression Pact
Luftwaffe
Puppet State
Nationalism
Burma Road
Neutrality Acts
Cash and Carry
America First Committee
Totalitarian
Fascism
Nazism
Axis Power
Allies
Neutrality Acts
America First Committee
Lend-Lease
Puppet State
Burma Road
Selective
Manchurian
Lend Lease Act
Pearl Harbor
Incident
Service &
Training Act
GI
Atlantic Charter
Office of War
Mobilization
Liberty Ship
Victory
Garden
Carpet Bombing
D-Day
Battle of the
Bulge
Anti-Semitism Holocaust
Kristallnacht
Warsaw
Ghetto
Wannsee
Conference
War Refugee
Board
Nuremberg Trials
Kamikaze
Manhattan Project
Island Hopping
Geneva Convention
Bataan Death
March
Dictatorship
Master Race
Concentration Camps Pearl Harbor
Isolationism
Appeasement
Adolf Hitler
Mein Kampf
Natl’ Socialist
Party
Josef Stalin
Benito Mussolini
Francisco
Franco
Tydings-McDuffie
Neville
Blitzkrieg
Maginot Line
Winston Churchill
Militarism
Greater East Asia
Co-Prosperity Sphere
Chiang KaiShek
Class Projects:
Small Group Project assigned over the following topics:
1.
2.
3.
4.
Group One- Comparison (chart/report) over differences and similarities relating to
World War One and World War II.
Group Two- Comparison (chart/report) over the debate between isolationism versus
internationalism (1930’s)
Group Three- Comparison (chart/report) over the differences/similarities between
Hitler, Mussolini and Stalin.
Group Four- Research the background of Hitler and provide a detailed account of
how he was able to consolidate power in Germany.
Videos:
1.
2.
The Century - America’s Time (ABC video in association with the History Channel)
Charlie Chaplin’s The Great Dictator (1940).
Discuss with students the imagery and symbolism in the United States both before the U.S.
became involved in WWII and during U.S. involvement in WWII.
Discuss with students the effect of Chaplin’s satirizing of Adolph Hitler…was it successful?
Readings List Packet: (Primary Sources)
David Dimbleby and David Reynolds, An Ocean Apart: The Anglo-American Relationship on
the Eve of War: Carl J. Guarneri: American Compared
John W. Dower, Race and War: American and Japanese Perceptions of the Enemy.
Carl J. Guarneri: America Compared
A Japanese American is Convicted (1943) The American Spirit
A Black American Ponders the War’s Meaning (1942) The American Spirit
A Women Remembers the War (1984) The American Spirit
Roosevelt and Stalin Meet Face to Face (1943) The American Spirit
Cordell Hull Opposes Unconditional Surrender (1948) The American Spirit
Japan’s Horrified Reaction (1945) The American Spirit
Harry Truman Justifies the Bombing (1945) The American Spirit
A.P. United States History
Unit Outline
Unit Fourteen:
(1945-1960)
The Cold War and Eisenhower Era
Textbook Readings:
Textbook, Bailey & Kennedy, The American Pageant (A.P. Edition)
Chapters: Thirty Six and Thirty Seven
Textbook, John J. Newman and John M. Schmalbach: United States History
Chapters: Twenty Six and Twenty Seven
Textbook, Faragher, Buhle, Czitrom and Armitage: Out of Many (A.P. Edition)
Chapters: Twenty Six and Twenty Seven
Key Discussion Topics
Post War Economy, Suburbanization, Sun Belt, Baby Boom, Truman Presidency, Origins of
the Cold War, Formation of the United Nations, Communism, Containment Policy, The
Truman Doctrine and the Marshall Plan, NATO, Anti-Communism in the U.S. (McCarthyism),
The Korean “Police Action.” Mass Culture of the 1950’s, Eisenhower
Presidency/Republicanism, Civil Rights (Brown vs. Board of Education), The Space and Arms
Race, Presidency of JFK, The “Great African American Migration.”
Global Themes & Objectives
1. Analyze connections between World War II, the Cold War and contemporary conflicts.
2. Analyze the consequences of oppression, discrimination, and conflict between cultures.
3. Explain how the Cold War and related conflicts influenced United States foreign policy
after 1945.
4. Identify and explain the connection between the Marshall Plan, Truman Doctrine, and
Containment Policy.
5. Identify and explain the connection between the Berlin Blockade, Cuban Missile Crisis,
Korean War and the Vietnam War.
6. Identify the major domestic developments after 1945….suburbanization, civil rights,
African American migration, Baby Boom, McCarthyism, and Interstate Highway
System.
7. Explain the relative significance and connection of the “Space Race.”
8. Analyze instances in which rights of individuals were restricted in regards to
immigration, Red Scare, and intellectuals and artists during the McCarthy Era.
Important Vocabulary
National Defense Education Act Presidents Harry S. Truman
Manhattan Project Atomic Bomb The Cold War Yalta Conference
United Nations Potsdam Conference
Satellite Nations, Iron Curtain, Containment Policy, Truman Doctrine
Post WWII- Marshall Plan, Berlin Airlift, Formation of NATO, Warsaw Pact
Hydrogen or thermonuclear Bomb, Federal Civil Defense Administration
Communist Takeover of China, The Loyalty Program
The House Un-American Activities Committee, Hollywood Ten
Blacklist, The McCarran-Walter Act, Whittaker Chambers – Alger Hiss Case
Ethel and Julius Rosenberg Case, Korean War, UN Police Action
General MacArthur, Integration of Armed Forces, Military-industrial complex
McCarthyism, The Army-McCarthy Hearings,John Foster Dulles
Eisenhower,Israel , Eisenhower Doctrine, Rio Pact
Organization of American States (OAS, The Arms Race,Deterrence.
Brinkmanship (Dulles), ICBM’s., Sputnik, U-2 incident
Medicine- Dr. Jonas Salk (vaccine for polio). Betty Friedan…The Feminine Mystique…
Rock-and-roll- (1951) Alan Freed…Cleveland, Ohio.
National Aeronautics and Space Administration (NASA), National Defense Education Act,
Brown vs. Board of Education of Topeka, U.N, Eisenhower Highway System, JFK and the Berlin
Airlift, U.S. Policy in Berlin, Martin Luther King
DBQ’s / Essays:
#1 Using the documents provided and your knowledge of the era, write an essay on the following
question: Was the Soviet domination of the countries in Eastern Europe the main cause of the
Cold War?
2. Using the documents provided and your knowledge of the time period, write an essay on the
following question: Was the 1950’s an era of conformity or consensus?
3. Write a position paper explaining which of the following topics had the greatest change in
American society in the immediate postwar years: increased affluence, the migration to the
suburbs, the entry of women into the workforce, or the baby boom.
Readings List Packet: (Primary Sources)
John Lewis Gaddis, The American and Soviet Cold War Empires: Carl J. Guarneri, America
Compared
Dr. Benjamin Spock Advises the Parents of the Baby-Boom Generation (1957) The American
Spirit
The Move to Suburbia (1954) The American Spirit
George Kennan Proposes Containment (1946) The American Spirit
Secretary George Marshall Speaks at Harvard (1947) The American Spirit
Senator Joseph McCarthy Blasts “Traitors” (1952) The American Spirit
Secretary John Foster Dulles Warns of Massive Retaliation (1954) The American Spirit
President Eisenhower Calls for “Open Skies” (1955) The American Spirit
The Supreme Court Rejects Segregation (1954) The American Spirit
Martin Luther King, Jr., Asks for the Ballot (1957) The American Spirit
John Kenneth Galbraith Criticizes the Affluent Society (1958)
A.P. United States History
Unit Outline
Unit Fifteen:
(1960-1968)
The 1960’s
Textbook Readings:
Textbook, Bailey & Kennedy, The American Pageant (A.P. Edition)
Chapter: Thirty- Eight
Textbook, John J. Newman and John M. Schmalbach: United States History
Chapter: Twenty- Eight
Textbook, Faragher, Buhle, Czitrom and Armitage: Out of Many (A.P. Edition)
Chapters: Twenty- Eight and Twenty- Nine
Key Discussion Topics
JFK- New Frontier, Cold War- Kennedy, Vietnam (French to Japanese to U.S.), Cuban Missile
crisis, Civil Rights, Kennedy Assassination, LBJ- Great Society, Vietnam War, Richard Nixon,
Counterculture Movement, Dr. Martin Luther King, Jr., Malcolm X, Yippies, Hippies, Civil
Rights Acts of 1964-65, Kerner Commission, Important Supreme Court Cases (ie.Mapp v.
Ohio 1961), Betty Friedan- Feminine Mystique, 1968 Presidential Election, “New Left”
Global Themes & Objectives
1.
2.
Analyze the evolution of the Civil Rights Movement from Plessey v. Ferguson to the
1960’s Supreme Court Decisions (Regents of California v. Bakke, Brown vs. Board
of Education).
Trace and provide a chronology of the origins of the various protest movements
including: Civil Rights, Women’s Rights, African-American Rights and the Protest
of the Vietnam War.
3.
4.
5.
6.
7.
8.
9.
Explain the Counterculture Movement.
Describe how various cultural movements helped to bring about political action
groups such as the “New Left.”
Explain the role that the NAACP played during the 1950’s-60’s Civil Rights
Movement.
Describe how civil disobedience differs from other forms of dissent and evaluate its
applications and consequences during the 1960’s.
Analyze and provide specific examples of how African American civil rights were
restricted during the 1960’s.
Distinguish between the 19th and 26 Amendments and explain the relative
significance of each.
Analyze cultural perspectives and influences upon the United States by the following
groups: African-American, Native American and Latino American in mass media,
literature, art and music.
Important Vocabulary
The 1960’s Economic Prosperity, Racial Strife, Vietnam War, Student Radicalism,
Women’s Rights.
The Civil Rights Movement, African American Migration, Cold War Philosophy vs. Racial
Equality in the United States, NAACP, Plessy v. Ferguson (1896), Brown v. Board of Education
of Topeka, 14th Amendment, Little Rock Nine, Rosa Parks, Montgomery Bus Boycott
Montgomery, Civil Rights Acts of 1957 and 1960, Southern Christian Leadership Conference(SCLC), “Sit-ins”, Student Nonviolent Coordinating Committee- (SNCC), John F. Kennedy
Missile Gap, Kennedy, “Camelot and the court of King Arthur” “New Frontier”, Peace Corp,
Bay of Pigs Invasion, Berlin Wall- (1961), Cuban Missile Crisis (1962), Nuclear Test Ban
Treaty (1963), Flexible Response, Kennedy Assassination, Lyndon Johnson, “Great Society”
“War on Poverty” Sparked by Michael Harrington’s book on poverty, The Other America
(1962). Created the Office of Economic Opportunity…created Head Start, Job Corps, Vocational
Education, Election of 1964, Great Society Reforms, Ralph Nader- Book Unsafe at Any Speed,
Lady Bird Johnson, Great Society “Evaluation”, Civil Rights Acts of 1964 and 1965, Dr. Martin
Luther King, March on Washington (1963) March to Montgomery (1965), Black Muslims and
Malcolm X, Student Nonviolent Coordinating Committee (SNCC) and Congress of Racial
Equality (CORE), Black Panthers, Kerner Commission(1968), King and the Nobel Peace Prize
(1964), Dr. Martin Luther King Assassination, Mapp v Ohio, Gideon v. Wainwright (1963),
Escobedo v. Illinois (1964), Miranda v. Arizona (1966), Baker v.Carr, Yates v. United States
(1957), Engel v. Vitale (1962),Griswold v. Connecticut (1965), New Left, University of
California @ Berkeley, Weathermen, Counterculture Movement, LSD, Woodstock- (1969)
Sexual Revolution, Alfred Kinsey (Research), Betty Friedan, Equal Pay Act of 1963 and the Civil
Rights Act of 1964, Equal Right Amendment (1972) The Vietnam War, Domino Theory,
Military Buildup, Ngo Dinh Diem, Vietcong, Gulf of Tonkin Resolution, Operation Rolling
Thunder, General Westmoreland, Credibility Gap, “Hawks vs. Doves” Hawks,, Tet Offensive,
L.B.J., 1968- Tet Offensive, Bobby Kennedy (Assassination), 1968 Presidential Election,
Police Riot in Chicago, George Wallace, Richard Nixon, New Deal Liberalism vs.
Conservatives….
DBQ’s / Essays:
DBQ #14 Gulf of Tonkin Resolution (1964-1968) Pages 28-30 Belohlavek/Kramer Test- to
accompany The American Pageant (Kennedy/Cohen/Bailey).
DBQ “Access the view that President Johnson’s Vietnam policies failed for both political and
military reasons.” Pages 614-618. United States History: Preparing for the Advanced Placement
Examination: Newman & Schmalbach.
Essay Questions:
1. Analzye the ways that Two of the following reformed United States society during the
1960s: Great Society Legislation, Civil Rights Acts of 1964 and 1965, Warren Court
Decisions.
2. Explain how two of the following contributed to the social revolutions of the 1960s:
Civil Rights Movement, Counterculture Movement, Women’s Movement, War in
Vietnam.
3. Assess the influence of two of the following on the civil rights movement of the 1960s:
Martin Luther King, Jr., Malcolm X, Black Power Movement.
4. Compare and contrast President Johnson’s policy in Vietnam with the policies of
Presidents Eisenhower and Kennedy.
5. To what extend did radicalism and violence affect the political and social developments
of the 1960s?
Readings List Packet: (Primary Sources)
George M. Fredrickson, Resistance to White Supremacy in the United States and South
Africa: America Compared: Carl J. Guarneri
Olive Banks, The New Feminism in America and Great Britain: America Compared: Carl J.
Guarneri
President Kennedy Proclaims a “Quarantine.” (1962): The American Spirit
Michael Harrington Discovers Another America (1962): The American Spirit
President Johnson Declares War on Poverty (1964): The American Spirit
Martin Luther King Jr., Writes from a Birmingham Jail (1963): The American Spirit
The Dilemma of Vietnam (1966): The American Spirit
Students for a Democratic Society Issues a Manifesto (1962): The American Spirit
A War Protester Decides to Resist the Draft (1966): The American Spirit
Stewart Alsop Senses the End of an Era (1970): The American Spirit
A.P. United States History
Unit Outline
Unit Fifteen:
The 1970’s & 80’s
(1968-1992)
Textbook Readings:
Textbook, Bailey & Kennedy, The American Pageant (A.P. Edition)
Chapters: Thirty- Nine and Forty
Textbook, John J. Newman and John M. Schmalbach: United States History
Chapters: Twenty- Nine and Thirty
Textbook, Faragher, Buhle, Czitrom and Armitage: Out of Many (A.P. Edition)
Chapter:Thirty
Key Discussion Topics
Economic Issues (Stagnation/Inflation), Vietnam War (Closure), Nixon and Foreign Policies
(Vietnam), Foreign Policy- China and USSR, Presidential Election of 1972, The Energy Crisis,
Watergate, Nixon Resigns, Feminism, Desegregation and Affirmative Action, The Carter Era,
Iranian Hostage Crisis, The “New Right,” Reagan Era, Domestic Economic Issues, Thawing
of the Cold War, Iran-Contra Scandal, The “Religious Right,’ End of the Cold War, Persian Gulf
War (1991),
Global Themes & Objectives
1.
2.
3.
4.
5.
6.
7.
8.
9.
Outline the path to the Presidency of Richard M. Nixon.
Identify the important factors and conditions of the domestic economy of the early
1970’s.
Evaluate the effectiveness of Nixon’s Vietnamization Program.
Explain the rationale and results of President Nixon’s visit to China.
Detail the reasons for the Arab oil embargo of the early 1970’s.
Describe the events surrounding the attempted Equal Rights Amendment.
Evaluate the reasons and justifications for the Supreme Court Decision Roe v. Wade.
Trace the events leading up the Watergate Scandal.
Explain how the Feminist Movement served as a catalyst for Women’s Rights in the
1970’s.
10.
11.
12.
Explain the rise of “neoconservatives” in America during the 1980’s.
Describe Ronald Reagan’s domestic programs of the 1980’s.
Tell how the Cold War came to an end.
Important Vocabulary
1st Man on the Moon, Watergate Scandal, stagnant economy, fall of South Vietnam, oil
shortages, high unemployment, and high inflation.
“Imperial President, ” Henry Kissinger, “Peace with Honor, ” “Vietnamization,” Nixon
Doctrine , Invasion of Cambodia, Kent State Massacre , My Lai Massacre , Pentagon Papers, The
Paris Peace Accords (1973), Results of the Vietnam War, Détente , Nixon Visits China, Strategic
Arms Limitation Talks (SALT), The New Federalism , Stagflation
Other Nixon Economic Initiatives, Southern Strategy “Silent Majority,” The Burger Court
Harry Blackmum, United States v. Nixon (1974), Election of 1972, Watergate Scandal,
War Power Act , Oil Embargo, Impeachment, Gerald Ford “Corrupt Bargain,” CIA
Fall of Saigon , Genocide in Cambodia, Whip Inflation Now (WIN), Bicentennial,
Election of 1976 ,Foreign Policy under Carter, Panama Canal, Camp David Accords (1978)
Iranian Hostage Crisis, Inflation, Social Issues of the 1970’s , Latin America
Illegal Immigrants, Immigration:, Hispanic Americans, Bilingual Education for Hispanic children
in American schools, Native Americans , Militant actions, Indian Self Determination Act (1975),
Asian Americans , Gay Liberation (1969) “Don’t Ask, Don’t Tell,” EPA – Creation of the
Environmental Protection Agency (1970)…..
DBQ’s / Essays / Discussion Questions:
Questions for Class Discussion: Page 273: Teachers’ Resource Guide: The American Pageant
Class Discussion Topics/Readings:
1.
The “Smoking Gun” Tape, June 23, 1972: Page 951: The American Pageant
2.
The Vietnamese: Pages 954-955: The American Pageant
3.
The Feminists: Pages 958-959: The American Pageant
4.
Where Did Modern Conservatism Come From? Pages: 987-988: The American
Pageant.
Readings List Packet: (Primary Sources)
Joseph S. Nye Jr., Globalization and American Power: Carl J. Guarneri: America Compared
Readings over the following topics….
The Move to Impeach Nixon…pages 530-537: The American Spirit
The Revitalization of the Feminist Movement…pages 538-545: The American Spirit
The Reagan “Revolution” in Economic Policy…pages 550-554: The American Spirit
Reagan’s Foreign Policies….pages 556-567: The American Spirit
A Philosophy for Neoconservatism…pages 573-575: The American Spirit
Assessing the Reagan Presidency…pages 577-580: The American Spirit
A.P. United States History
Unit Outline
Unit Fifteen:
The 1990’s –21st Century
(1968-1992)
Textbook Readings:
Textbook, Bailey & Kennedy, The American Pageant (A.P. Edition)
Chapters: Forty- One and Forty- Two
Textbook, John J. Newman and John M. Schmalbach: United States History
Chapters: Thirty
Textbook, Faragher, Buhle, Czitrom and Armitage: Out of Many (A.P. Edition)
Chapter: Thirty- One
Key Discussion Topics
Post Bush Era (Economy/World Issues), The Bill Clinton Era, Post-Cold War Foreign Policy,
Clinton Impeachment Trial, Presidential Election of 2000, George W. Bush Era, 9/11, 9/11
Diplomacy, War in Iraq, high-tech economy, The feminist revolution, and Immigration Issues.
Global Themes & Objectives
1.
2.
3.
4.
5.
6.
Summarize the transition of power from President Bush to President Clinton.
Describe the Post War economy under the Bush Administration.
Specify the domestic and diplomatic conditions of Post War Era. (Post Operation
Desert Storm).
Identify the central issues of the Post-Cold War Era between the U.S., Russia, China,
Great Britain and France.
Explain the issues and events surrounding the President Clinton Impeachment Trial.
Identify the central issues surrounding the controversy surrounding the Presidential
Election of 2000.
7.
8.
9.
10.
11.
12.
Summarize the important events, conditions, and proposed programs of the George
W. Bush Administration.
Distinguish between the controversial issues (fact/fiction) surrounding the causes of
the 9/11 Terrorist Attack.
Provide a chronology of the important events leading up to the 9/11 Terrorist Attack.
Identify the central causes and important themes of the War in Iraq.
Describe the causes (political/economic) of the immigration issues facing the U.S. in
the 21st Century.
Assess the successes and failures of the George W. Bush Administration.
Important Vocabulary
Conservatism, religious fundamentalism, PACs, reverse discrimination, George H. Bush/Dan
Quayle, Persian Gulf War (1991), Saddam Hussein, Americans With Disabilities Act (1990),
NAFTA, Oklahoma City Bombing, e-commerce, Clinton impeachment trial, Madeleine Albright,
“ethnic cleansing,” globalization, World Trade Organization, European Union (EU), Euro,
George W. Bush/Dick Cheney, Bush v. Gore, Education Reform Act (No Child Left Behind Act),
September 11, 2001, al Qadea (Osama bin Laden), Afghanistan, Homeland Security, “weapons of
mass destruction,” Operation Iraqi Freedom, “new immigrants.”
DBQ’s / Essays / Discussion Questions:
DBQ- Page 672 of the United States History (textbook)
Essay Questions:
Compare and contrast American foreign policy at the beginning of the twentieth century to that of
the beginning of the twenty-first century. What were the differences? What were the
similarities?
In your opinion, what will be the enduring legacy of George W. Bush in American politics? How
do you think “American History” will view his presidency?
Compare and contrast the economic, social, and cultural life of a “typical” family of the 1970s
with a similar family of the 1990s.
Examine the new patterns of population movement, urbanization, and suburbanization as
represented in the 2000 census. Consider the population explosion in states like California, Texas
and Florida, and the corresponding growth in political strength of groups like Hispanics and the
elderly.
Readings List Packet: (Primary Sources)
Discussion Questions from the following readings…..
Reference: Paul Boyer, Promises to Keep: The United States Since World War II (1995)
Reference: Rosalind Rosenberg, Divided Lives (1992); William Chafe, The Paradox of Change:
American Women in the Twentieth Century (1991).
Selected Readings from The American Spirit: Kennedy & Bailey. Vol. II (Since 1865)
America Confronts the Post-Cold War Era, (1992-2004) (Pages:587-623)
The American People Face a New Century (Pages: 626-65)