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Learning Objectives with Discussion Questions
A Patriot’s History of the United States (Schweikart and Allen)
Era 1
Chapter1: The City Upon the Hill, 1492-1707
Reading Assignment for weeks 1 and 2 (Read Chapters 1 and 2)
Learning Objectives: Students’ will:
1. Research and investigate European trade and exploration to understand how events
occurred in time and place, are sequenced chronologically, and impacted future events.
2. Analyze historical information to understand and explain attempts at colonization and the
problems involved with colonization.
3. Research and investigate colonial lifestyle, Puritanism, slavery, and colonies in Virginia,
Massachusetts, New York, New Jersey, Pennsylvania, and other colonies to explain the
impact of historical events on society.
Selected Discussion Questions:
 What knowledge and capabilities would contribute to the early successes of the
Spaniards during the early explorations period in the History of the Western
Hemisphere. How did technology impact the survival of the early European
colonies?
 Explain the importance of the naval Battle of Lepanto in 1571.
 As historians note, Great Britain achieved great success in colonizing North America.
The question is how did Britain gain such dominance in what is today the United
States during its early history during the colonial period?
 What were the factors leading to the Pilgrims establishing a colony in North
America?
 When studying history, most people believe the Pilgrims and Puritans are the same.
However, there were differences. How are the Puritans different from the Pilgrims?
 How did the Puritan viewpoint influence future development of the United States?
 What importance did indentured servants have in the colonies, and what impact did
these immigrants have in Great Britain’s success in America?
 Discuss cultural differences and interactions between Europeans and the American
Indians, and how did the differences lead to cultural conflict?
Chapter 2: Colonial Adolescence, 1707-1763
Learning Objectives: Students’ will:
1. Analyze historical information about the development of early colonial lifestyle and
religion to understand conditions that shaped the emergence of ideas and culture.
2. Research and investigate warfare between 1689-1748 to recognize factors and roles that
effect governmental policy, international issues, and the development of the US
government.
3. Examine historical information to understand economic conditions in colonial America
and how slavery was involved in economics, international trade, and origins of racial
tensions.
4. Examine historical information related to establishment of institutions of higher
education, art, architecture, drama, literature, and music to understand and interpret the
shaping of a new country.
Selected Discussion Questions:
 How did New England’s climate and environment affect its overall economy and its
importance in trade?
 How would the Southern colonies be affected by climate and environment?
 What natural resources were in great demand by in Britain and found in the colonies?
 Describe the religious differences between New England colonies compared with the
Southern colonies?
 Compare and contrast the Middle colonies with the New England colonies; with the
Southern colonies. How did labor systems vary?
Chapter 3: Colonies No More, 1763-1783
Reading Assignment for weeks 3 and 4 (Read Chapters 3 and 4)
Learning Objectives: Students’ will:
1. Define mercantilism and research and investigate historical information to identify how
England hoped to gain wealth from the establishment of colonies in America.
2. Research and analyze turning points and major ideas to identify factors of the French &
Indian War that affected the colonies and relations with Native Americans.
3. Synthesize information and reflect on findings to explain the causes of rebellion by the
colonies related to England’s revenue-generating laws.
4. Research historical information related to the Intolerable Acts in the Massachusetts
Colony and explain why leaders of the other colonies feared the Intolerable Acts.
5. Research historical information to identify reasons for the First Continental Congress and
the results of its formation.
6. Research and investigate historical information to understand mercantilistic trading issues
and other factors that contributed to the American Revolution.
Selected Discussion Questions:
 Compare and contrast mercantilism, trade laws, and revenue-generating laws.
 What was the response taken by England in relation to the Boston Tea Party?
 Why would England want to punish the colonies for protesting the various duties and
events such as the Boston Tea Party?
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Why was the Declaration of Independence drafted by members of the Continental
Congress?
What advantages did the colonists have over the British during the Revolution?
What disadvantages did the colonists have fighting against the British?
Historians often argue about America’s fight for independence. The question is how
did the Americans manage to win the war?
Chapter 4: A Nation of Laws, 1776-1789
Learning Objectives: Students’ will:
1. Research historical information to understand how the 13 colonies were somewhat
like independent countries, but were able to cooperate for a common cause.
2. Research and investigate information to explain how the Articles of Confederation
and the Constitutional Convention resulted in “Inventing America.”
3. Analyze historical information to explain the purpose of separation of powers in
government.
Selected Discussion Questions:
 What kind of problems existed after the Revolution?
 How did Britain react to America’s victory after the Revolution?
 The United States has three branches of government; explain how each branch checks
or balances the other two branches.
 Discuss who the Federalists and the Anti-Federalists were and what they wanted.
 What is a bill of rights? What is an amendment? How are they different? What is
the Bill of Rights in the US?
Era 2
Chapter 5: Small Republic, Big Shoulders, 1789-1815
Reading Assignment for weeks 5 and 6 (Read Chapters 5 and 6)
Learning Objectives: Students’ will:
1. Research and investigate historical information in relation to the Federalists and the AntiFederalists to understand and explain domestic and foreign policies of the United States.
2. Research and analyze personalities and characters of the leaders of the United States’
new government to understand the development of the new independent nation.
3. Research and analyze similarities and differences between Hamilton and Jefferson and
their political parties to explain how Federalists and Anti-Federalists became Federalists
and Republicans.
4. Examine historical information to understand city services and corruption in a growing
America.
5. Examine historical information to understand and explain factors leading to
War of 1812 and why it may be called the Second War for Independence.
Selected Discussion Questions:
 What were Hamilton’s “Three Reports?”
 Who are the crackers?
 Was there a “Revolution of 1800?”
 Discuss the Alexander Hamilton and Aaron Burr duel.
 Discuss the Louisiana Purchase.
 What advantages for the United States resulted from the War of 1812?
 What caused the death of the Federalist Party?
Chapter 6: The First Era of Big Central Government, 1815-1836
Learning Objectives: Students’ will:
1. Research and investigate historical information to understanding banking in the
United States.
2. Research and analyze historical information to understand markets, mass production,
and entrepreneurial spirit between 1815 and 1836.
3. Research and investigate historical information to explain and understand expansion
to the Pacific Northwest and Florida.
4. Investigate historical information related to European interests in North, Central, and
South America to understand and explain the reasons for the Monroe Doctrine.
5. Research and investigate historical information related to the Missouri Compromise,
slavery and politics, Native Americans, and Andrew Jackson’s Presidency to
understand a big, centralized government.
Selected Discussion Questions:
 Article 1, Section 8, of the Constitution states that Congress has the power “to make
all laws which shall be necessary and proper for the carrying into execution the
foregoing powers.” What does that mean?
 What were Andrew Jackson’s strengths and failings?
 Since the Constitution said nothing about territories, why would slavery become an
issue in the territories?
 Describe factions within the Republican party and the rise of the Democrats vs.
Whigs.
Chapter 7: Red Foxes and Bear Flags, 1836-1848
Reading Assignment for weeks 7 and 8 (Read Chapters 7 and 8)
Learning Objectives: Students’ will:
1. Research and investigate historical information related to Jacksonianism to
understand social and political reform and changes in the American culture.
2. Research information related to the Second Great Awakening to understand the
variety of religious experiences in America.
3. Investigate historical information related to education and the arts to understand the
American intellect and artistic recognition.
4. Research and investigate factors that prompted the Westward Movement or the ideals
of the Manifest Destiny to understand expansion of the United States.
5. Research and investigate historical information related to the annexation of Texas, the
Oregon Territory, and the Mexican War to understand expansion of the United States
“from sea to shining sea.”
6. Research historical information to understand and explain the factors like the Oregon
Trail, Mormons, slavery, and Gold contributed to the Westward expansion.
7. Research the Democrat and Whig party rivalries to understand social and political
reform during 1836-1845.
Selected Discussion Questions:
 How would a person living in New York in 1850 travel to California and search for
gold?
 What factors in America contributed to the religious revivals of 1815-1860?
 What are booster colleges and what was their purpose?
 What should be remembered about the Alamo?
 How did the slavery debate affect political party alliances?
Chapter 8: The House Dividing, 1848-1860
Learning Objectives: Students’ will:
1. Examine historical information related to sectional differences to understand and
explain the impact of the Compromise of 1850, Gadsden Purchase, Kansas-Nebraska
Act, and the Dred Scott decision upon society and westward expansion.
2. Research and investigate historical information related to big cities during 1840s to
1860s to analyze how historical conditions influenced immigration, crime, and
economics.
3. Examine historical information related to ongoing disagreements regarding slavery to
understand and explain the factors involved in why Congress could not settle the
issue of slavery.
4. Research historical information related to philosophies and thinking of the mid 1800s
to understand and explain religion’s influence in politics and public opinion.
Selected Discussion Questions:
 Would slavery have faded out without laws being passed?
 What part did the Democratic Party play in the 1860 election?
 Could the US have become half-slave and half-free and not fought the Civil War?
 What differences existed between the North and the South that contributed to the
Civil War?
 Are there any similarities between how Britain dominated the colonies and how the
North tried to dominate the South before the Civil War?
Era 3
Chapter 9: The Crisis of the Union, 1860-1865
Reading Assignment for weeks 9 and 10 (Read Chapters 9 and 10)
Learning Objectives: Students’ will:
1. Research and investigate historical information related to the Civil War and
understand and explain how political changes, attempted compromises, planned
secession and commercialism led to war.
2. Examine historical information related to critical factors of the Civil War to
understand how the make up of the armies, cultural forces, naval power, and
European neutrality influenced the beginning of the war.
3. Analyze and understand how the strategy of a two-front war, the strategy of a water
war, the action and non-action of generals, and finances contributed to the outcome of
battles and the war.
4. Research information related to the Emancipation Proclamation and analyze the
impact this proclamation had on the North and the South.
Selected Discussion Questions:
 If you had been President Lincoln in 1860, what would you have done to solve the
problem of the Southern states seceding?
 The Confederate States of America wrote the Articles of Confederation, what
problems might the Confederate government have because of these Articles?
 What are some differences between the Confederate Constitution and the United
States Constitution?
 Why would the Union Army wage total war in the South in 1864?
 Since the Civil War, historians have attempted to explain the causes of the Civil War.
Discuss Marxist ideology, Lost Cause myth, and Neo-Confederate philosophy to
analyze their interpretations and credibility.
Chapter 10: Ideals and Realities of Reconstruction, 1865-1876
Learning Objectives: Students’ will:
1. Examine historical information related to Reconstruction to understand and explain
the impact the Civil War and the assassination of Abraham Lincoln had on the United
States (North and South).
2. Analyze historical information to draw inferences about the changes in America
between 1865 and 1876.
3. Examine information related to the Amendments to the Constitution -- XIII, XIV, and
XV, to understand how these amendments reflected changing relationships between
individuals and the federal government, and between individuals and state
governments.
4. Examine and analyze information related to the Reconstruction to understand and
explain how the life of an African American family might have looked during
Reconstruction in the South.
Selected Discussion Questions:
 Discuss the viewpoints of the Northern states and the Southern states regarding the
objectives of Reconstruction.
 Who were the scalawags and the carpetbaggers? What impact did they have on
states?
 Gold and Black Friday, what scandal occurred?
 What part did the Klu Klux Klan play in the Reconstruction?
Era 4
Chapter 11: Lighting Out for the Territories, 1861-1890
Reading Assignment for weeks 11 and 12 (Read Chapters 11 and 12)
Learning Objectives: Students’ will:
1. Investigate historical information related to transportation in the new territories of the
US to understand and explain the development, advantages, and relative
disadvantages of railroads, wagon trains, and steamboats.
2. Research and investigate historical information related to natural resources in the new
territories of the US to understand and explain entrepreneurial development and
environmental concerns involving furs, fish, ore, lumber, ranching, and agriculture.
3. Analyze historical information related to the Plains Indians to understand and explain
relocation, assimilation, and extermination of Native Americans.
4. Research historical information related to territorial government to recognize factors
that affected the progress of territories towards statehood.
Selected Discussion Questions:
 Frederick J. Turner stated that the frontier no longer existed. What are the pros and
cons of this statement?
 Was the West democratic, egalitarian, anti-intellectual, and anti-conservation? What
is the evidence?
 How were farming, milling, lumbering, mining, and ranching a benefit to the
economy?
 How did Grange Laws, the US Supreme Court, and labor unions and organizations
influence politics and political parties?
Chapter 12: Sinews of Democracy, 1876-1896
Learning Objectives: Students’ will:
1. Research and investigate historical information related to the period of
1876 – 1895 to describe and explain how national interests, and political corruption
influenced development of business and transportation
2. Examine historical information related to the period of 1876-1895 to understand and
explain how conditions in the cities influenced business, transportation, and the
industrial revolution.
3. Research and analyze historical information related to the industrial revolution (18761895) to understand and explain its impact on cities and business.
4. Research and analyze turning points and major ideas related to the Gilded Age to
understand and explain how events in the US affected farm and labor groups.
5. Research and analyze historical information related to the Gilded Age to understand
and explain the impact of capitalism and political organizations upon American
society and culture.
6. Research historical information related to reform movements and religious groups
during the period of 1876-1895 to understand and analyze their impact upon
American society and culture.
Selected Discussion Questions:
 How is industrial production and business enterprise affected by immigration, the
factory system, and social and economic reform?
 Was the legacy of the industrial revolution in America positive, negative, or both?
 Discuss the influence of Andrew Carnegie, John D. Rockefeller, and J. P. Morgan on
the Gilded Age.
 Discuss contributions to US society of Henry J. Heinz, Joseph Campbell, Charles
Pillsbury, William C. Proctor, and James Gamble.
 Samuel Gomphers’ impact on labor unions resulted in what changes and reforms?
 Discuss Grover Cleveland’s Presidency and its accomplishments and
disappointments.
Era 5
Chapter 13: Building best, Building Greatly, 1896-1912
Reading Assignment for weeks 13 and 14 (Read Chapters 13 and 14)
Learning Objectives: Students’ will:
1. Examine major ideas, developments, turning points, and cause-and-effect
relationships for the time period 1896 - 1912 to understand and explain the domestic
affairs of the US.
2. Examine major ideas, developments, turning points, and cause-and-effect
relationships for the time period 1896 - 1912 to understand and explain the foreign
affairs of the US.
3. Investigate core values and principles of US history during 1896 - 1912 to understand
how governmental institutions and processes were Progressive.
Selected Discussion Questions:
 What makes the US a republic?
 Compare and contrast republicanism and democracy.
 How are Democratic and Republican parties Progressive at the turn of the 20th
Century?
 Discuss how Plessy v. Ferguson contributed to the “Jim Crow Laws.”
Era 6
Chapter 14: War, Wilson, and Internationalism, 1912-1920
Learning Objectives: Students’ will:
1. Examine conditions and motivations that affect the development of foreign policy to
understand the outbreak of World War I.
2. Research and analyze progressive influences in inventions, religion, and politics to
understand and explain the development of Progressive reform.
3. Examine the Progressive movement during 1912 – 1920 to understand and analyze
the Woodrow Wilson Presidency, focusing on domestic policy.
4. Investigate Woodrow Wilson’s Presidency and the Bolshevik Revolution to
understand the creation of the Communist state and American opposition to
communism.
Selected Discussion Questions:
 After 1890 America and Europe expected peace to flourish, what factors contributed
to the outbreak of World War I and the demise of a peace time?
 Between 1913 -s 1920 the 16th, 17th, 18th, and 19th amendments were ratified, what
events and influences impacted the enactment of these amendments?
 What was the purpose of the Fourteen Points devised by Woodrow Wilson and what
was the outcome?
 Discuss the Suffrage Movement. Include in the discussion: important leaders of the
movement, organizations involved in the movement, and issues promoted.
 Discuss examples of domestic policy and foreign policy 1912-1920.
Era 7
Chapter 15: The Roaring Twenties and the Great Crash, 1920-1932
Reading Assignment for weeks 15 and 16 (Read Chapters 15 and 16)
Learning Objectives: Students’ will:
1. Examine historical information related to the time period of 1920 – 1932 to describe
and explain national interests, national debt, government scandal, and Prohibition.
2. Analyze historical information related to American business and the US economy to
explain the burst in manufacturing and innovation during 1920- 1929.
3. Examine major ideas, turning points, and developments of the post-World War I
period to understand and explain the factors that were involved in isolationism and
possible arms control.
4. Examine the US economical conditions post-World War I to understand and explain
the factors of the Stock market crash and the ensuing Depression.
Selected Discussion Questions:
 Describe and contrast Harding and Coolidge’s policies as “reactions” to Wilson.
 What is “normalcy?”
 How does the Monroe Doctrine align with a return to normalcy?
 What are the possible causes of the Great Depression?
 Discuss agricultural conditions in the US before and during the Great Depression.
 What solutions did President Hoover attempt to end the Great Depression? What
were the results?
 There are some historians describe President Hoover as a “Progressive.” How do
these historians support their claim?
Chapter 16: Enlarging the Public Sector, 1932-1940
Learning Objectives: Students’ will:
1. Examine historical information related to FDR’s Presidency to identify programs in
the New Deal and their intent.
2. Examine and analyze factors of the programs in the New Deal to evaluate their
impact on US society and political system.
3. Examine global relationships and tensions during the period of 1932 – 1940 to
understand and explain US foreign policy and isolationism.
4. Research historical information related to conditions in Europe during the 1930s to
understand and explain the rise of Adolph Hitler and Nazism.
5. Research historical information related to conditions in Japan during the 1930s to
understand and explain the alliances and relations between Japan and Germany and
Italy.
Selected Discussion Questions:
 What was FDR’s solution to the Great Depression?
 What is the legacy of the New Deal?
 Describe opposition, left and right, to the New Deal.
 Was the New Deal relief, reform, and recovery?
 What is isolationism?
 Why did Americans divide over how to respond to 1930s German and Japanese
aggression?
 What was the purpose of the Tripartite Pact? What world conditions contributed to
the agreement? What resulted from this pact?
Era 8
Chapter 17: Democracy’s Finest Hour, 1941-1945
Reading Assignment for weeks 17 and 18 (Read Chapters 17 and 18)
Learning Objectives: Students’ will:
1. Research historical information related to the time period 1941-1945 to identify
examples of FDR’s domestic and foreign policy.
2. Examine historical information related to events prior to the United States’
involvement in WW II to understand and explain key factors that lead to the attack on
Pearl Harbor.
3. Examine factors involved with capitalism and industrialization to understand and
explain key reasons the US won WWII.
4. Research motives of WWII to understand and explain why the US attacked Germany
before Japan and the strategy of a two-theater war.
5. Examine historical information related to the holocaust to analyze its impact on the
outcome of WWII
6. Analyze factors contributing to the bombing of Hiroshima and Nagasaki to
understand and explain the decision to use an atomic weapon.
Selected Discussion Questions:
 Why were WWI and WWII fought in such close sequence?
 Discuss the change from US isolation to worldwide responsibility.
 Discuss the impact of geography, resources, interest and ideals involved in American
foreign policy.
 Why did FDR inter Japanese American citizens?
 On the home front, what factors contributed to the war effort? (Economics, military,
socio-cultural)
Chapter 18: Happy Days, 1946-1959
Learning Objectives: Students’ will:
1. Examine historical information related to post WWII to understand and explain
Soviet Union expansion and the Iron Curtain.
2. Examine factors involved with Soviet expansionism to understand and explain the
need for the Truman Doctrine and the relationship between the Truman Doctrine and
the Marshall Plan in connection with the Cold War.
3. Research key events that are related to spies and espionage during the 1940s and
1950s to understand and explain US anti-communist actions.
4. Analyze factors of the 1950s to understand and describe the American Society and
popular culture post WWII.
5. Examine postwar economic growth to understand and explain America’s position in
the world.
Selected Discussion Questions:
 Discuss historical origins of the Cold War.
 Discuss the reasons for anti-communism.
 What was the “Big Confrontation” in Berlin? What was the outcome?
 How is a communist totalitarian government like Nazism?
 Discuss NATO and the UN. What authority do they have?
 What part did Jazz play in the Cold War?
 Why do historians refer to President Eisenhower’s program called “Dynamic
Conservatism?”
 What did ICBMs and the space race have to do with the Cold War?
 Discuss President Eisenhower’s contributions to the American society.
 Discuss Senator Joseph McCarthy and the House Un-American Activities Committee.
Era 9
Chapter 19: The Age of Upheaval, 1960-1974
Reading Assignment for weeks 19 and 20 (Read Chapters 19 and 20)
Learning Objectives: Students’ will:
1. Examine major world events and crises, social change and reform, and the space race
to understand and explain the upheaval of American life and culture during the 1960s.
2. Research and analyze the factors of the Civil Rights Movement.
3. Examine historical information related to the Civil Right Movement to understand
and explain the relationship between civil rights and welfare dependency.
4. Examine factors related to the “Great Society” to understand and explain the
relationship between the “New Deal” and the “Great Society” programs.
5. Examine foreign policy during 1960-1974 to understand and explain the military
strategies, dissension within the US, and negotiations about the Vietnam War.
6. Examine historical information related to Richard Nixon’s Presidency during the
years 1972-1974 to understand and explain the impeachment investigation and
articles of impeachment.
Selected Discussion Questions:
 Discuss John F. Kennedy’s Presidency, and his assassination.
 Discuss Lyndon B. Johnson’s Presidency, domestic and foreign policy.
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Discuss the Civil Rights Act of 1964. What factions, pro and con, were involved?
What part did NAACP, Black Panthers, Black Muslims, and the riots play before and
after the law was passed?
Discuss disarmament. What countries are involved? What goals are presented? How
does the UN, NATO, and SALT I influence or relate to disarmament?
How was President Johnson’s administration Progressive?
How was President Nixon’s administration Progressive?
Discuss what part sex, drugs, and rock & roll played in the upheaval of the 1960s.
Discuss what impact losing the Vietnam War and a President resigning has on the
US.
Chapter 20: Retreat and Resurrection, 1974-1988
Learning Objectives: Students’ will:
1. Examine conditions related to the events taking place in the Middle East and the state
of Israel, and the influence of OPEC to understand and analyze their impact on US
economy.
2. Research US foreign policy from 1974 -1980 to understand and explain disarmament
efforts, treaty negotiations, and the Middle East dilemma.
3. Examine historical information related to Ronald Reagan’s Presidency to understand
US domestic and foreign policy during the period from 1980-1988.
4. Investigate the history of America’s computer industry to understand the impact that
technology had on the Cold War.
5. Examine and analyze factors related to the USSR to understand the beginning of the
fall of communism.
Selected Discussion Questions:
 How did Gerald Ford become President?
 What contributed to a lack of confidence in the office of the Presidency (1974-1975)?
 Has confidence in the office of the Presidency changed?
 What “tightropes” did SALT II walk on? (Hint: What funding was critical to the
approval of SALT II?)
 Why was Jimmy Carter elected in 1976 and defeated in 1980?
 Discuss domestic policy of both President Ford and Carter.
 Discuss how President Reagan’s administration was conservative, but not isolationist.
 Discuss the impact of “It’s morning in America.”
Era 10
Chapter 21: The Moral Crossroads, 1989-2000
Reading Assignment for weeks 21 and 22 (Read Chapters 21 and 22)
Learning Objectives: Students’ will:
1. Research and analyze factors related to communism to understand and explain the fall
of communism and the Iron Curtain.
2. Investigate historical information regarding events in the Middle East during the
1990s to understand US strategies and alliances to confront Middle East issues.
3. Examine major ideas and issues during President G. H. W. Bush’s and Clinton’s
administrations to understand and explain US economy, trade, and domestic issues.
4. Investigate historical information related to US military and political actions during
the Clinton administration to understand and explain world events and US foreign
policy.
Selected Discussion Questions:
 Discuss Saddam Hussein’s attack on Kuwait in 1990.
 How did President George H. W. Bush change the course of history?
 Discuss examples of progressivism in President G. H. W. Bush’s administration.
How was the administration conservative?
 Discuss examples of progressivism in President Clinton’s administration. How was
the administration conservative?
 Discuss NAFTA, pros and cons.
 Discuss the influx of immigrants during the 1990s. What problems resulted?
 Racial relations could be positive and negative in 1990s, how so?
 What spiritual revival occurred in 1990s?
 Discuss scandals in the White House during Clinton’s Presidency and public opinion.
 Who are the “New Democrats” and why are they called new?
Chapter 22: America, World Leader, 2000 and Beyond
Learning Objectives: Students’ will:
1. Investigate historical information related to the 2000 Presidential Election to
understand and analyze the outcome of the election.
2. Examine historical information related to 9/11 to evaluate and understand the actions
taken by President George W. Bush to stabilize a nation under attack and prepare for
a war against terrorism.
3. Examine relationships and tensions in the world in 2001-2002 to understand and
analyze US foreign policy to end the “Axis of Evil” and prepare for a war with Iraq.
4. Investigate historical information related to G. H. W. Bush’s Presidency to
understand and explain his domestic policy.
Selected Discussion Questions:
 Discuss the Electoral College and the election process in the US.
 Discuss weapons of mass destruction (WMD) and actions by US, Europe, and Middle
East countries to resolve controversies related to WMD.
 Has the war on terror failed?
 How have the world and the UN reacted to 9/11, war on terror, and the Iraq War.
Part II: Key Terms and Names (Computer Research)
Pre-Columbus to Colonial America
Leif Eriksson
Prince Henry the Navigator
Christopher Columbus
Ferdinand Magellan
The Conquistadors
Hernando Cortez
Francisco Pizzaro
Aztecs
Ordinances of Discovery
Presidios
Encomiendas
Pueblo Revolt of 1680
Subjugation and Extermination
Mestizo
Matrilineal Society
John Cabot
Mercantilism
The English Reformation
John Calvin
Puritan Separatist
Coureurs De Bois
Henry Hudson
New Amsterdam
Spanish Armada
Roanoke
Incas
Maya
Mobile Society
Chaco Canyon
Jamestown
Virginia Company
John Smith
De La Warr
Tobacco
Chesapeake Bay
The Headright System
Powhatans
Proprietary Rule
Maryland
The Calverts
Governor Berkley
Bacons Rebellion
Plymouth
Mayflower Compact
William Bradford
Massachusetts Bay Company
John Winthrop
Theocratic Society
Puritans
Thomas Hooker
Rhode Island
Roger Williams
Anne Hutchinson
Pequot War
Flint Musket
English Civil War
Fundamental Constitution for Carolina
Quakers
William Penn and the Charter of Liberties
Indentured Servitude
Molasses
California 1760’s
James Oglethorpe and Georgia
Mercantilism
The Navigation Acts
Glorious revolution
Sir Edmond Andros
John Coodes Rebellion