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Year At a Glance 1st Semester US History AP/CC Three Weeks 1st 3 weeks 2nd 3 weeks 3rd 3 weeks 4th 3 weeks 5th 3 weeks 6th 3 weeks Topics/ Concepts The Colonial Era: Origins to Revolution (1607-1775) Establishing the American Republic (1775-1787) The Early Republic (1788-1824) The Age of Jackson (1824-1840) Manifest Destiny & Road to Civil War (1840-1860) 1) The Federalist Era; Jeffersonian Democracy; War of 1812; the Marshall Court; Era of Good Feelings; Monroe Doctrine 1) Early Industrialization and Cotton Revolution; Missouri Compromise; Jacksonian Democracy; Calhoun & States Rights; Reform Movements; Rise of the Two-Party System The Civil War, Reconstruction, and the Gilded Age (1861-1896) 1) Establishment of the Thirteen Colonies; British Imperial Policy; Origins of American Culture & Society; Road to Revolution 1) War for Independence; the Declaration; the Confederation Era; the U.S. Constitution & Bill of Rights; Ratification Debate 2) Intro to Thesis Writing; Use of Primary Source Documents 2) Essay Outlining & Citing Sources 3) Intro to Historiography 3) Intro to the AP Exam Resource: American Pageant, 12th Edition Chapters 2-7 Chapters 8-9 2) Writing the Effective AP Essay for U.S. History 3) Intro to Opposing Viewpoints in American History Chapters 10-12 2) Writing Comparison and Contrast Essays 1) Development of “North & “South”; Westward Expansion; Texas Annexation; Mexican War; California Gold Rush; Compromise of 1850; events leading to secession & civil war 2) Writing Opinion Essays in Am. History Chapters 13-15 1) Civil War & its effects; competing plans for Reconstruction; AfricanAmerican Amendments; Southern “redemption”; Compromise of 1877; Jim Crow emerges in South; Gilded Age politics 2) Analytical Essays Chapters 16-19 Chapters 20-22; & Ch. 23, p. 508-511 2nd Semester US History AP/CC Three Weeks 1st 3 weeks 2nd 3 weeks 3rd 3 weeks 4th 3 weeks 5th 3 weeks 6th 3 weeks Topics/ Concepts America in the Second Industrial Revolution (1865-1914) Imperialist Power or Isolationist Playboy?: America, 1890-1932 America’s Greatest Generation (1939-60) The United States in the Postmodern Era (1961-present) Preparation Time for AP Exams Post-Exam Studies in American History Motives for American Imperialism; SpanishAmerican War; Roosevelt Corollary; Panama Canal; “Dollar Diplomacy”; Wilson & World War I; the Jazz Age; Prohibition; the Crash & Great Depression 1) Answering objective questions on AP Exam 1) Biographical studies 1) Rise of the Corporations; Effects of Industrialization, Urbanization & Immigration; Rise of Organized Labor; Conquest of the West the Revolt of the Farmers; Populism and Progressivism 2) Change over Time Essays Resource: American Pageant, 12th Edition Chapters 23-26; 29-30 FDR’s New Deal & its effects; interwar foreign policy; America in WWII; origins of the Cold War; containing communism; postwar prosperity & its effects; 1950s America; the Civil Rights Movement 2) Evaluation essays 2) Drawing comparisons between similar past events Ch. 27-28; 31-33 Chapters 34-38 JFK, LBJ, & modern liberalism; the Age of Protest; Vietnam War; Nixon & Watergate; the Seventies “Malaise”; Reagan & modern conservatism; the Cold War ends; New Century, New Challenges Chapters 39-41 2) Topical studies 2) Writing the Document Based Question essay 3) Practicing essay writing under time limits 4) Review of material All chapters should be reviewed here 3) Interpreting current events in light of past history 4) Developing DBQs for future history students Chapter 42 Huge concept (Approximate Time: 3 weeks) TEKS (Essential Learning Outcomes) The student will be able to 1. Learn the requirements of Advanced Placement U.S. History—format of AP Exam, review scope and sequence. 2. Analyze the origins and development of the 13 Colonies to the outbreak of the War for Independence. 3. Create and write effective thesis statements and paragraphs for APstyle essays. 4. Analyze primary source documents—how to interpret and use them to illustrate historical events and interpretations. 5. Distinguish and analyze different types of historical evidence and differing historical points of view. 6. Demonstrate an understanding of the roles of choices and of cause and THE COLONIAL ERA: Origins to Revolution (1607-1775) 1st 3 weeks Suggested Topics (not in sequential order) Assessments TAKS Objectives American Pageant, 12th Edition AP MultipleChoice Quiz Ch. 1 (brief!) Ch. 2 -7 1. Colonial Origins ------------------- 2. Colonial Society Advanced Placement U.S. History Lesson Book—Vol. I 3. Wars for Empire Superseded by Advanced Placement scope & sequence requirement s determined by The College Board. Lesson 1 Lesson 2 Lesson 3 Lesson 5 Lesson 6 Lesson 7 ------------------- ----------------- Resources Superseded by I. Origins of English Colonization Advanced A. Virginia & the colonial South Placement scope & B. New England’s Puritan plantations sequence C. The Middle Colonies requirements determined by The II. Development of Colonial Society College Board. A. The Great Awakening B. Process of “Americanization” III. Role of American colonies in the British Empire A. Theory & practice of mercantilism B. Wars for empire btw. England & France IV. Origin of African slavery in the 13 Colonies V. Road to Revolution A. Colonial self-rule under “salutary neglect” B. Direct vs. virtual representation C. American evasion of British trade policies D. Organized protest—economic & political 1. Stamp Act boycotts 2. Sons of Liberty 3. Petitions to Parliament E. British response to Bostonian Primary Sources “Ship Lists” (analysis of passenger 4. Road to Revolution Thesis Para. Exercises 1. Why did England colonize America? 2. Compare & contrast New effect in history (e.g., what choices could have avoided an American Revolution). agitators 1. Boston Massacre 2. Boston Tea Party 3. Coercive Acts F. Colonial preparations for armed resistance 1. 1st Continental Congress 2. Lexington & Concord lists of ships bound for Mass. & VA) “City on a Hill” sermon by John Winthrop England with Chesapeake Colonies. 3. Was the American Revolution inevitable? Huge concept (Approximate Time: 3 weeks) TEKS (Essential Learning Outcomes) The student will be able to 1. Analyze the events and motives of all sides in the American Revolution & the War for Independence, including the debates over adopting the U.S. Constitution. 2. Demonstrate how to organize what one knows for understanding and communication to a reader. 3. Analyze the historiography—the history of history writing—and how to cite sources. 4. Evaluate the role of perception vs. reality in explaining motives and actions. 5. Assess a clear historical position and support it with historical evidence. 6. Comprehend the origins and evolution of US ESTABLISHING THE AMERICAN REPUBLIC (1775-1787) 2nd 3 weeks Suggested Assessments Topics (not in sequential Resources order) Superseded by Advanced Placement scope & sequence requirements determined by The College Board. I. The War for Independence A. Survey of important battles/campaigns B. Perception vs. Reality: Decl. of Independence C. Significance of French alliance D. Terms of Treaty of Paris (1783) II. Social effects of the American Revolution III. The Confederation Era A. Articles of Confederation B. Significance of state constitutions C. Northwest Ordinances D. Economic/social problems, post-war E. Perception vs. Reality: Shay’s Rebellion IV. Constitutional Convention A. Great (Connecticut) Compromise B. Three-Fifths American Pageant, 12th Edition AP MultipleChoice Quiz Ch. 8-9 1. War for Independen ce/Social Effects ------------------Advanced Placement U.S. History Lesson Book—Vol. I Lesson 8 Lesson 10 Lesson 11 Lesson 12 ------------------Primary Sources Paine, “Common Sense” 2. American Confederati on 3. U.S. Const. & Bill of Rts. ----------------Essay Outline Exercises 1. Articles of Confederati on: Success TAKS Objectives Superseded by Advanced P determined by The College political system, with a focus on the growth of political institutions, the constitution of the US, the Bill of Rights, federalism, civil liberties, civil and human rights 7. Analyze critical events, individuals, organizations, and processes in terms of their social, economic, cultural, political, and/or diplomatic impact on US History Compromise C. Interpretations of Founding Fathers’ motives V. The U.S. Constitution A. Structure of federal government B. Powers of Congress, president, courts C. Ratification debate; Federalist #10 D. Bill of Rights or Failure? Jefferson, The Declaration of Independence United States Constitution Federalist #10 2. The Constitution : Revolutiona ry Document or Conservativ e Reaction? 3. Six Weeks’ Examinatio n Huge concept (Approximate Time: 3 weeks) TEKS (Essential Learning Outcomes) The student will be able to 1. Evaluate the history of the Early American Republic, focusing on the development of the political party system, our differing interpretations of how to fulfill the promises of the Founding Documents, the leadership of John Marshall in shaping the powers and influence of the Supreme Court, and the early territorial expansion of the United States, at the expense of Native Americans and foreign powers. 2. practice the techniques for writing an effective essay for AP United States History 3. Discuss the significance of opposing viewpoints in American History, evaluating the merits of each side's arguments, and judging between them. THE EARLY REPUBLIC (1788-1824) 3rd 3 weeks Topics (not in sequential order) Superseded by Advanced Placement scope & sequence requirements determined by The College Board. I. The Federalist Era A. The importance of Washington's presidency B. Hamilton's financial plans for the U.S. C. Development of the First Party System D. Decline of Federalism; origin of 'states rights' 1. Alien & Sedition Acts 2. Virginia & Kentucky Resolutions 3. Significance of the Election of 1800 II. Jeffersonian Democracy A. Defining "democracy" in 1800 B. Louisiana Purchase C. Tensions with Britain & Tecumseh D. Madison & War of 1812 E. Hartford Convention; end of Federalist Party III. The Era of Good Feelings A. Expressions of American nationalism B. Henry Clay and the "American System" C. Territorial expansion & Monroe Doctrine D. The illusion of political unity IV. The Marshall Court Suggested Resources Assessments American AP Pageant, 12th MultipleEdition Choice Quiz Ch. 10-12 ------------------Advanced Placement U.S. History Lesson Book -- Vol. I Lesson 13 Lesson 14 Lesson 15 ------------------Primary Sources Virginia & Kentucky Resolutions Monroe 1. Federalist policies of Washington and Hamilton 2. Jefferson's administrati on & political philosophy 3. War of 1812 & Era of Good Feelings ----------------Essays 1. Why did a two-party TAKS Objectives Superseded by Advanced Placement scope & sequence requirement s determined by The College Board. 4. Develop essays covering the development of the United States in this period of American History. 5. Analyze critical events, individuals, organizations, and processes in terms of their social, economic, cultural, political, and/or diplomatic impact on US History A. Role of the Supreme Court defined B. Marbury v. Madison C. Other significant Marshall decisions Doctrine political system emerge? 2. "Early U.S. foreign policy was aimed at establishing American sovereignty for the future." Evaluate the validity of this statement. Huge concept (Approximate Time: 3 weeks) THE (Essential Learning Outcomes) TEKS The student will be able to 1. Evaluate the history of the Early American Republic, focusing on the development of the political party system, our differing interpretations of how to fulfill the promises of the Founding Documents, the leadership of John Marshall in shaping the powers and influence of the Supreme Court, and the early territorial expansion of the United States, at the expense of Native Americans and foreign powers. 2. practice the techniques for writing an effective essay for AP United States History 3. Discuss the significance of opposing viewpoints in American History, evaluating the merits of each side's arguments, and judging between them. 4. Develop essays covering the development of the United States in this period of American History. 5. Analyze critical events, individuals, organizations, and EARLY REPUBLIC (1788-1824) 3rd 3 weeks Topics (not in sequential order) Superseded by Advanced Placement scope & sequence requirements determined by The College Board. I. The Federalist Era A. The importance of Washington's presidency B. Hamilton's financial plans for the U.S. C. Development of the First Party System D. Decline of Federalism; origin of 'states rights' 1. Alien & Sedition Acts 2. Virginia & Kentucky Resolutions 3. Significance of the Election of 1800 II. Jeffersonian Democracy A. Defining "democracy" in 1800 B. Louisiana Purchase C. Tensions with Britain & Tecumseh D. Madison & War of 1812 E. Hartford Convention; end of Federalist Party III. The Era of Good Feelings A. Expressions of American nationalism B. Henry Clay and the "American System" C. Territorial expansion & Monroe Doctrine D. The illusion of political unity IV. The Marshall Court A. Role of the Supreme Court defined B. Marbury v. Madison Suggested Resources Assessments American AP Pageant, 12th MultipleEdition Choice Quiz Ch. 10-12 ------------------Advanced Placement U.S. History Lesson Book -- Vol. I Lesson 13 Lesson 14 Lesson 15 ------------------Primary Sources 1. Federalist policies of Washington and Hamilton 2. Jefferson's administrati on & political philosophy 3. War of 1812 & Era of Good Feelings ----------------- Virginia & Kentucky Resolutions Essays Monroe Doctrine 1. Why did a two-party political system TAKS Objectives Superseded by Advanced Placement scope & sequence requirement s determined by The College Board. processes in terms of their social, economic, cultural, political, and/or diplomatic impact on US History C. Other significant Marshall decisions emerge? 2. "Early U.S. foreign policy was aimed at establishing American sovereignty for the future." Evaluate the validity of this statement. Huge concept (Approximate Time: 3 weeks) TEKS (Essential Learning Outcomes) The student will be able to 1. Evaluate the history of the Early American Republic, focusing on the development of the political party system, our differing interpretations of how to fulfill the promises of the Founding Documents, the leadership of John Marshall in shaping the powers and influence of the Supreme Court, and the early territorial expansion of the United States, at the expense of Native Americans and foreign powers. 2. practice the techniques for writing an effective essay for AP United States History 3. Discuss the significance of opposing viewpoints in American History, evaluating the merits of each side's arguments, and judging between them. THE EARLY REPUBLIC (1788-1824) 3rd 3 weeks Topics (not in sequential order) Superseded by Advanced Placement scope & sequence requirements determined by The College Board. I. The Federalist Era A. The importance of Washington's presidency B. Hamilton's financial plans for the U.S. C. Development of the First Party System D. Decline of Federalism; origin of 'states rights' 1. Alien & Sedition Acts 2. Virginia & Kentucky Resolutions 3. Significance of the Election of 1800 II. Jeffersonian Democracy A. Defining "democracy" in 1800 B. Louisiana Purchase C. Tensions with Britain & Tecumseh D. Madison & War of 1812 E. Hartford Convention; end of Federalist Party III. The Era of Good Feelings A. Expressions of American nationalism B. Henry Clay and the "American System" C. Territorial expansion & Monroe Doctrine D. The illusion of political unity IV. The Marshall Court Suggested Resources Assessments American AP Pageant, 12th MultipleEdition Choice Quiz Ch. 10-12 ------------------Advanced Placement U.S. History Lesson Book -- Vol. I Lesson 13 Lesson 14 Lesson 15 ------------------Primary Sources Virginia & Kentucky Resolutions Monroe 1. Federalist policies of Washington and Hamilton 2. Jefferson's administrati on & political philosophy 3. War of 1812 & Era of Good Feelings ----------------Essays 1. Why did a two-party TAKS Objectives Superseded by Advanced Placement scope & sequence requirement s determined by The College Board. 4. Develop essays covering the development of the United States in this period of American History. 5. Analyze critical events, individuals, organizations, and processes in terms of their social, economic, cultural, political, and/or diplomatic impact on US History A. Role of the Supreme Court defined B. Marbury v. Madison C. Other significant Marshall decisions Doctrine political system emerge? 2. "Early U.S. foreign policy was aimed at establishing American sovereignty for the future." Evaluate the validity of this statement. Huge concept (Approximate Time: 3 weeks) TEKS (Essential Learning Outcomes) The student will be able to 1. Analyze the antebellum period and the divisive power of slavery during the time period from the Missouri Compromise to the outbreak of the American Civil War. Focus on territorial expansion & the idea of Manifest Destiny; the development of distinct "Northern" and "Southern" sections; and the sequence of events in the 1850s leading to the election of Lincoln and the Southern Secession. 2. Continue to write opinion essays in American History. 3. Distinguish and analyze different types of historical evidence and differing historical points of view. 4. Analyze critical events, individuals, organizations, and processes in terms of MANIFEST DESTINY AND THE ROAD TO CIVIL WAR (1821-1860) 5th 3 weeks Suggested Assessments Topics (not in sequential order) Resources Superseded by Advanced Placement scope & sequence requirements determined by The College Board. I. Development of "the North" and "the South" A. Union of northeast and Old Northwest 1. Effects of improving transportation 2. Common economic & political interests 3. Evolving views towards slavery B. Southern Nationalism 1. The defense of slavery 2. Slave culture & resistance 3. The role of the cotton aristocracy 4. Incompatibility with Clay's "Amer. System" American AP Pageant, 12th MultipleEdition Choice Quiz II. Manifest Destiny A. Texas independence and annexation B. The Mexican War -- origins & outcomes C. California and the Gold Rush of 1849 D. Compromise of 1850 Lesson 20 Lesson 21A (p. 1 only) Lesson 21B (p. 3-5) III. The Road to Civil War A. Increasing Northern resistance to slavery 1. Reaction to the Fugitive Slave Act 2. Impact of Uncle Tom's Cabin 3. Free Soil Party; rise of the Republicans B. Kansas-Nebraska Act & "Bleeding Ch. 16-19 ------------------Advanced Placement U.S. History Lesson Book -- Vol. I ------------------- 1. Emerging North & South 2. Manifest Destiny 3. Road to the Civil War ----------------Essays 1. "The war against Mexico Primary was, then Sources and now, thought to Opposing be an viewpoints on unjustified Mexican War land grab by TAKS Objectives Superseded by Advanced Placement scope & sequence requirement s determined by The College Board. their social, economic, cultural, political, and/or diplomatic impact on US History. 5. Demonstrate an understanding of the roles of choices and of cause and effect in history. Kansas" C. Dred Scott v. Sanford D. Popular Sovereignty; LincolnDouglas debates E. John Brown's raid & Southern reaction F. Election of 1860 & the secession crisis G. Formation of the Confederacy H. Fort Sumter & the start of civil war A passage from "Uncle Tom's Cabin" Excepts from LincolnDouglas debates the U.S." Evaluate this statement. 2. "The Civil War was an 'irrepressibl e conflict'." Assess the validity of this statement. Huge concept (Approximate Time: 3 weeks) TEKS (Essential Learning Outcomes) The student will be able to 1. Evaluate the development of United States from the start of the Civil War to end of Reconstruction and the emergence of Southern institutionalized segregation. Focus on main battles and competing strategies of the Civil War; the war's political, social, and economic effects; contrasts between Presidential and Radical Reconstruction; 13th, 14th, and 15 Amendments; development of "debt slavery"; Compromise of 1877 and end of Reconstruction; establishment of "Jim Crow" laws; Plessy v. Ferguson 2. Introduce analytical essay writing -- explaining why events turned out the way they did. 3. Comprehend the origins CIVIL WAR, RECONSTRUCTION & THE RISE OF JIM CROW (1861-1896) 6th 3 weeks Suggested Assessments Topics (not in sequential order) TAKS Resources Objectives Superseded by I. The Civil War Advanced A. Competing strategies, objectives Placement scope & B. Major battles & campaigns sequence 1. 1st Bull Run requirements 2. Antietam & Emancipation determined by The Proclamation College Board. 3. Gettysburg & Vicksburg 4. Grant & Sherman's "total war" 5. Why the North won & South lost C. Impact of the War 1. Political 2. Social 3. Economic II. Reconstruction A. Lincoln, Johnson, & Presidential Reconst. B. Radical Republicans & Congressional Reconstruction 1. Civil rights legislation 2. Constitutional amendments 3. Impeachment and trial of Andrew Johnson C. Republican governments in the South D. Black Reconstruction 1. Resistance, legal and illegal (e.g., KKK) III. The Rise of Jim Crow A. Compromise of 1877 & end of American AP Pageant, 12th MultipleEdition Choice Quiz Ch. 20-22; and Ch. 23 (508-511) ------------------Advanced Placement U.S. History Lesson Book -- Vol. I Lesson 23 Lesson 24 Lesson 33 Superseded by Advanced Placement 1. scope & American sequence Civil War requirement s 2. determined Reconstructi by The on College Board. 3. Rise of Jim Crow & the black response ----------------Essays ------------------Primary Sources A. Lincoln, The Gettysburg 1. "The final defeat of the South in the Civil War was inevitable." Evaluate this and evolution of US political system, with a focus on the constitution of the US, civil liberties, civil and human rights. 4. Analyze critical events, individuals, organizations, and processes in terms of their social, economic, cultural, political, and/or diplomatic impact on US History 5. Read and interpret historical texts (primary and secondary) critically and synthesize them for oral and written discussion Reconstruction B. Development of "debt slavery" C. Creation of "black codes" D. Legalizing and dealing with racial segregation 1. Plessy v. Ferguson 2. Booker T. Washington vs. W.E.B. DuBois Address A. Lincoln, 2nd Inaugural Address Booker T. Washington, "Speech to the 1895 Atlanta Exposition" statement. OR 2. "The Republican effort to recon-struct the South was a failure." Evaluate this statement. ----------------Semester Exam Huge concept (Approximate Time: 3 weeks) America in the Second Industrial Revolution (Essential Learning Outcomes) TEKS Topics (not in sequential order) The student will be able to 1. Analyze the rise of the Superseded by 1. Rise of the Corporations corporations in the US Advanced Placement - Vanderbilt and the effects of scope & sequence - Rockefeller industrialization upon requirements - Carnegie society determined by The - Morgan 2. Compare and contrast College Board. 2. Effects of Industrialization the urbanization and 3. Rise of Organized Labor immigration of the - Unions 1820s with the 1880s - Strikes 3. Evaluate the impact of - Anarchy the West upon 4. Urbanization and Immigration American history - growth of cities 4. Explain the problems of - Sears the farmers and the - Montgomery reasons for the revolt of - Beginning of consumerism farmers. 5. Conquest of the West and revolt of the 5. Compare and contrast farmers Populism with - Turner Thesis Progressivism. - Wild West 6. Write “change over - Growth of agriculture time” Essays - Farmers vs. Ranchers 7. Evaluate charts, maps, 6. Populism and Progressivism graphs, and political - Wizard of Oz cartoons - Cross of Gold 8. Analyze critical events, - Urban vs. Rural individuals, organizations, and processes in terms of their social, economic, cultural, political, and/or diplomatic impact on US History (1865-1914) 7th 3 weeks Suggested Resources American Pageant, 12th Edition Ch. 23-26; 2930 Advanced Placement U.S. History Lesson Book -- Vol. II Assessments AP Multiple Choice Quizzes Free Response Essays Evaluations of class discussions TAKS Objectives Superceded by Advanced Placement scope & sequence requirements determined by The College Board. Huge concept (Approximate Time: 3 weeks) Imperialist (Essential Learning Outcomes) TEKS The student will be able to 1. Compare and contrast Superseded by the motives for Advanced Placement Manifest Destiny with scope & sequence the motives for requirements American Imperialism. determined by The 2. Evaluate how the College Board. Presidents reacted to the new territory and what policies they developed. 3. Discuss how the Age of Imperialism led to the involvement of the US into World War I. 4. Analyze the results of World War I upon the US and how it led to the 1920s and the Great Depression. 5. Analyze, critically assess, and develop creative solutions to public policy problems 6. Analyze critical events, individuals, organizations, and processes in terms of their social, economic, cultural, political, and/or diplomatic impact on US History 7. Appraise and identify differences between and commonalities with diverse cultures that have existed in the US throughout its history. 8. Demonstrate an understanding of the Power or Isolationist Playboy? America, 1890-1932 8th 3 weeks Topics (not in sequential order) 1. Motives for American Imperialism - Philippines - Alfred Thayer Mahan - Missionaries - Naval Growth 2. Spanish American War - Causes of war - Yellow Journalism - USS Maine 3. Roosevelt Corollary 4. Panama Canal 5. Dollar Diplomacy 6. Wilson and World War I 7. Jazz Age 8. Prohibition 9. Crash and Great Depression 10. Evaluation Essays Suggested Resources American Pageant, 12th Edition Chap. 27-28; 31-33 Advanced Placement U.S. History Lesson Book -- Vol. II Assessments Multiple Choice Questions AP FRQ essays TAKS Objectives Superseded by Advanced Placement scope & sequence requirements determined by The College Board. Huge concept (Approximate Time: 3 weeks) Imperialist (Essential Learning Outcomes) TEKS The student will be able to evolution and current role of the US in a global society. 9. Demonstrate an understanding of the roles of choices and of cause and effect in history. Power or Isolationist Playboy? America, 1890-1932 8th 3 weeks Topics (not in sequential order) Suggested Resources Assessments TAKS Objectives Huge concept (Approximate Time: 3 weeks) AMERICA’S GREATEST GENERATION (1939-1960) (Essential Learning Outcomes) TEKS Topics (not in sequential order) Suggested The student will be able to Resources 1. Evaluate FDR’s New Superseded by 1. New Deal American Deal and discuss if the Advanced Placement - Alphabet Soup Pageant, 12th programs were scope & sequence - Detractors of the programs Edition successful or not. requirements - Society reaction to the Depression Ch. 34-38 2. Discuss if the US was determined by The truly in isolationist College Board. 2. World War II Advanced status or not. - Major battles Placement U.S. 3. Evaluate how the US - Use of Atomic bomb History Lesson prepared and fought - Results of the war Book -- Vol. II World War II at home and in Europe as well 3. Cold War as Asia. - Iron Curtain 4. Evaluate the causes of - Fabulous 50s the Cold War - Space Race 5. Analyze why the Civil - McCarthyism Rights movement was necessary to correct the 4. Civil Rights Movement shortfall of - Martin Luther King Reconstruction. - SNCC 6. Compare the - Boycotts and strikes ideological war between Communism 5. Fabulous 50s and Democracy with - Rock and Roll Music that of the war on - Consumerism rises again terrorism. - Baby Boom 7. Evaluate charts, maps, graphs, and political cartoons 8. Distinguish and analyze different types of historical evidence and differing historical points of view. 9. Analyze critical events, individuals, organizations, and processes in terms of their social, economic, cultural, political, and/or diplomatic Assessments Multiple Choice questions Evaluations of essays DBQ Dialectic Journal Ongoing evaluation TAKS Objectives Superseded by Advanced Placement scope & sequence requirements determined by The College Board. Huge concept (Approximate Time: 3 weeks) AMERICA’S GREATEST GENERATION (Essential Learning Outcomes) TEKS Topics (not in sequential order) The student will be able to impact on US History 10. Comprehend the origins and evolution of US political system, with a focus on the growth of political institutions, civil liberties, civil and human rights 11. Analyze, critically assess, and develop creative solutions to public policy problems. (1939-1960) Suggested Resources Assessments TAKS Objectives Huge concept (Approximate Time: 3 weeks) THE UNITED STATES IN THE POSTMODERN ERA (1961-PRES. (Essential Learning Outcomes) TEKS Topics (not in sequential order) Suggested The student will be able to Resources 1. Analyze the Superseded by 1. 1960s American presidencies of JFK and Advanced Placement - JFK Pageant, 12th LBJ scope & sequence - LBJ Edition 2. Discuss how the Civil requirements - Protests Chaps. 39-41 Rights movement led to determined by The - Vietnam War the Protest Age of the College Board. - Hippie Generation Advanced 1960s. Placement U.S. 3. Evaluate the Vietnam 2. 1970s History Lesson War and its effect on - Watergate Book -- Vol. II the US. - Fall of Vietnam 4. Compare and contrast - Stagflation FDR with JFK and LBJ - Oil Embargo 5. Analyze the 1970s - Bicentennial 6. Evaluate why Reagan - Conservatism vs. Liberalism was elected and did the US desire to go back to 3. 1980s a conservative age. - Reagan 7. Evaluate why the Cold - Glasnost War ended. - Perestroika 8. Evaluate charts, maps, - Fall of Iron Curtain graphs, and political - Reaganomics cartoons - Growth of terrorism 9. Read and interpret - Space Shuttle historical texts (primary and secondary) critically and synthesize them for oral and written discussion. 10. Analyze critical events, individuals, organizations, and processes in terms of their social, economic, cultural, political, and/or diplomatic impact on US History 11. Demonstrate an understanding of the evolution and current role of the US in a 10th 3 weeks Assessments AP Exam Essays Teacher generated tests Reviews TAKS Objectives Superseded by Advanced Placement scope & sequence requirements determined by The College Board. Huge concept (Approximate Time: 3 weeks) THE (Essential Learning Outcomes) TEKS The student will be able to global society. 12. Demonstrate an understanding of the roles of choices and of cause and effect in history. 13. Assess the use and potential misuse of historical analogies in contemporary situations, and analyze, critically assess, and develop creative solutions to public policy problems. UNITED STATES IN THE POSTMODERN ERA (1961-PRES. 10th 3 weeks Topics (not in sequential order) Suggested Resources Assessments TAKS Objectives Huge concept (Approximate Time: 3 weeks) AP TEST PREPARATION 11th 3 weeks (Essential Learning Objective) TEKS Topics (not in sequential order) The student will be able to 1. Answer objective Superseded by 1. Taking AP Exams questions on the AP Advanced Placement 2. Writing FRQ essays exams scope & sequence 3. Evaluating documents 2. Review on writing the requirements 4. Reviewing materials DBQ Essays determined by The 3. Review writing essays College Board. 4. Review of material 5. Evaluate charts, maps, graphs, and political cartoons 6. Develop an essay covering the development of the United States in the major periods in American History. 7. Analyze critical events, individuals, organizations, and processes in terms of their social, economic, cultural, political, and/or diplomatic impact on US History 8. Demonstrate an understanding of the evolution and current role of the US in a global society. 9. Demonstrate an understanding of the roles of choices and of cause and effect in history. Suggested Resources American Pageant, 12th Edition Advanced Placement U.S. History Lesson Book -- Vol. II College Board AP US History Material Assessments AP Exam in May Essay evaluations TAKS Objectives Superceded by Advanced Placement scope & sequence requirements determined by The College Board. Huge concept (Approximate Time: 3 weeks) POST EXAM STUDIES IN AMERICAN HISTORY (Essential Learning Outcomes) TEKS Topics (not in sequential order) The student will be able to 1. Analyze some Superseded by 1. Biographical studies Biographical studies of Advanced Placement 2. DBQs for future students important figures scope & sequence 3. Topical studies 2. Develop DBQs for requirements 4. Semester Exam review future history students determined by The 3. Analyze critical events, College Board individuals, organizations, and processes in terms of their social, economic, cultural, political, and/or diplomatic impact on US History 4. Read and interpret historical texts (primary and secondary) critically and synthesize them for oral and written discussion. 5. Demonstrate an understanding of the evolution and current role of the US in a global society. 6. Comprehend the evolution of US political system, with a focus on the growth of political institutions, the constitution of the US, the Bill of Rights, federalism, civil liberties, civil and human rights 7. Assess the use and potential misuse of historical analogies in contemporary situations, and analyze, critically assess, and 12th 3 weeks Suggested Resources Assessments TAKS Objectives Superseded by Advanced Placement scope & sequence requirements determined by The College Board Huge concept (Approximate Time: 3 weeks) POST (Essential Learning Outcomes) TEKS The student will be able to develop creative solutions to public policy problems. 8. Practice, recognize, and assume one’s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy 9. Appraise and identify differences between and commonalities with diverse cultures that have existed in the US throughout its history. EXAM STUDIES IN AMERICAN HISTORY 12th 3 weeks Topics (not in sequential order) Suggested Resources Assessments TAKS Objectives