Download Yvette Cerbone

Yvette Cerbone
Ardrey Kell High School
2012-2013
AP United States History
Course Syllabus
The AP U.S. History course is designed to provide students with the analytical skills and
factual knowledge necessary to deal critically with the problems and materials in U.S.
history. Students will develop the skills necessary to interpret historical documents and
evaluate various historical perspectives in order to present reasons and evidence clearly.
Class will meet every other day (A/B day schedule) for 84 minutes. For students to get
the most out of class time they must prepare nightly, making themselves familiar with the
assigned reading and vocabulary, as well as completing any written homework assigned.
Class time will be structured around a variety of small-group and individual skill based
lessons, short lectures, quizzes and multiple choice & essay tests.
Throughout the course, students will examine the content presented through the thematic
lenses of American Diversity, American Identity, Culture, Demographic Changes,
Economic transformations, Environment, Globalization, Politics and Citizenship,
Reform, Religion, Slavery and Its Legacies in North America and War & Diplomacy
The course and exam provide qualified students in secondary school the equivalent to an
introductory college course in U.S. history. The AP U.S. History Exam presumes at least
one year of college-level preparation. In order to be successful in a collegiate level
course, students must be exposed to and develop the analytical and writing skills needed
to be pass the AP exam in mid-May of 2013.
Grading
According to standards set by Charlotte-Mecklenburg Schools, all Advanced Placement
courses are weighted in the following manner; 70% Tests, 15% Quizzes, 15% Student
Work
Texts
Kennedy, David M., Cohen, Lizabeth, J., Bailey, Thomas. The American Pageant.
13th ed. Houghton Mifflin, Boston, MA, 2006.
* Bring this class each day as it will be used as a part of class lecture and discussion.
Schweikart, Larry and Allen, Michael, A Patriot’s History of The United States:
From Columbus’s Great Discovery to the War on Terror. Penguin Books. Ltd. New
York, 2004.
Zinn, Howard. A People’s History of the United States: 1492 - Present. Harper
Collins, NY, 2010.
**All other reading material will be provided by the instructor throughout the year, via
print or electronic form
Summer Reading Assignment
Students will be expected to read chapter 1 – 3 of Larry Schweikart & Michael Allen’s A
Patriot’s History of The United States and complete a series of written assignments that
provide students with the opportunity to develop the writing skills of formulating thesis
statements that are supported with specific factual information.
Curriculum Calendar
Unit I: Colonial America (1607 – 1750)
Days 1-7
During the first half of this unit, students will be focusing on the reasons for European
settlement in North America with a concentration on the British colonies beginning with
Jamestown. Students will be considering the economic and religious impetus of the early
colonial period. Class lecture and discussion will examine the comparative development
of the New England and the Chesapeake colonies. (It is expected that student complete
the assigned reading in regards to Columbus and European settlement of the New World
before 1607, although it will only be addressed minimally in class lecture and
discussion.) The second half of this unit will continue to examine the colonial period, but
will shift focus to the conflicts between European nations as well as the political
upheavals in Britain, and how those ideas and events played themselves out in North
America. Students will also reflect upon the changes that were occurring in colonial
society in terms of landownership and politics. During this half of the unit, students will
study the origins of slavery and economic theory of mercantilism and its practice.
Topics:
Pueblo
New France
Missionaries
Fur trade
Black Legend
New Netherland
English Reformation
Treaty of Tordesillas
Jamestown
John Rolfe
Indentured Servants
Middle Passage
Plymouth Colony
Pilgrims
Separatists
Mayflower Compact
“City on a Hill”
William Bradford
Mound Builders
Great “Puritan”
Migration
Anne Hutchinson
Puritans
Chesapeake
Middle Passage
William Penn
Quakers
Restoration
John Locke
Thomas Hobbes
Mercantilism
Navigation Acts
House of Burgesses
Glorious Revolution
James Oglethorpe
Head-right
Readings:
Chap. 1, New World Beginnings pp. 8 – 23
Salutary Neglect
Iroquois Confederacy
Albany Plan of Union
The Great Awakening
King George’s War
King Philip’s War
Stono Rebellion
Bacon’s Rebellion
Harvard College
Half-way covenant
Phyllis Wheatley
Jonathan Edwards
George Whitefield
Salem Witch Trials
Peter Zenger
Chap. 2, The Planting of English America pp. 25 – 41; 106- 109
Chap. 3, Settling the Northern Colonies pp. 43 - 63
Chap. 4, American Life in the Seventeenth Century pp. 66 – 82
Chap. 5, Colonial Society on the Eve of Revolution pp. 89 – 99; 100 - 104
Assignments:
 “Small Group Activity: Colonial Identity” - Students will create a chart that
illustrates the motivations for the founding of the New England, Middle,
Chesapeake and Carolina colonies. Students will provide information in regard to
religious affiliation, leadership, and economy
 Write one paragraph for each question:
1)
Discuss the role of religious dissent in the founding of the first
New England colonies.
2)
Explain the principal causes of violence and warfare within the
colonies during the late seventeenth century.
3)
Why did the economic competition among European nationstates lead to periods of warfare in the colonies from 1697 until
1753?
4)
Explain the connection between the institution of slavery and
the building of a commercial empire.
 Jigsaw Activity: Historiography of Slavery (1619 – 1741) –Students will read
an assigned article about slavery, preparing 5 points to share with jigsaw groups.
Students will conclude the lesson by writing a paragraph that demonstrates how
the role of African Americans changed over time from 1619 – 1741.
 FRQ –In class
“Although New England and the Chesapeake region were both settled largely by
people of English origin, by 1700 the regions had evolved into two distinct
societies. Why did this difference in development occur?”
 Multiple Choice Test w/Free Response
Day 9
Unit II: From Empire to Independence (1754-1789)
Days 8 - 13
During the first half of this unit, students will be examining the causes & effects of the
French and Indian War, especially the changes in British policies that inflamed the
colonists and eventually unified its resistance. During the latter half of this unit students
will study the military, political, and diplomatic events of the American Revolution with a
concentrated focus on the representative bodies and constitutions of the new republic.
Students will consider the relationship between the “American” identity that was forming
with the distrust of government power that lay beyond the reaches of local communities
and states.
Topics:
The French and Indian War
Proclamation of 1763
Pontiac’s Rebellion
Paxton Boys
Thomas Paine/Common Sense
Crisis Papers
Sugar Act
Currency Act
Stamp Act
Stamp Act Congress
Olive Branch Petition
Townshend Acts
Sons of Liberty
Boston Massacre
Boston Tea Party
“No taxation w/o representation”
Coercive “Intolerable” Acts
First/Second Continental Congress
Lexington & Concord
The War in New England
Loyalists/Tories
Gaspee Affair
Saratoga
Articles of Confederation
Treaty of Alliance 1778
Yorktown
Treaty of Paris of 1783
Readings:
Chap. 6, The Duel for North America pp. 109 – 121
Chap. 7 The Road to Revolution pp. 122 – 138
Chap. 8, America Secedes from the Empire pp. 140 – 163
Chap. 9, The Confederation and the Constitution pp. 164 – 181
Chap. 10, Launching the New Ship of State pp. 181 - 193
Assignments:
 Small Group Activity: Graphic Organizer: The Path to Revolution” –
Students will identify the causes and effects of the events that led to the American
Revolution from 1763 – 1775.
 Outline the changes in British policy toward the colonies from 1750 – 1776
 DBQ
“To what extent had the colonists developed a sense of their identity and unity as
Americans by the eve of the Revolution?”
 Write one paragraph for each question:
1) How were the ideals of American republicanism expressed in the Declaration
of Independence?
2) Why was the Battle of Saratoga considered the turning point of the
Revolutionary War?
3) How was the Articles of Confederation a great document for beginning a
nation during war time, but a terrible document for growing a new nation
during peace time?
 Multiple Choice Test w/ Free Response
Day 14
Unit III: The Evolution of a National Government
Days 15 - 17
Through the course of this unit students will evaluate the accomplishments and
inadequacies of the Articles of Confederation, and analyze how economic and political
changes immediately following the war illustrated the need to reform the new national
government and build a strong new national community. Throughout this unit, students
will apply their knowledge of the political struggles of the early years of the new republic
in their examination of great changes in geography that came about during the Jefferson
Administration.
Topics:
Articles of Confederation
Shays’ Rebellion
Annapolis Convention
Hartford Convention
Declaration of Independence
Constitutional Convention
Bill of Rights
Great Compromise
Three-fifths Compromise
Thomas Jefferson
James Madison
Republican motherhood
Whisky Rebellion
George Washington
Alexander Hamilton
John Adams
Federalists/ Anti-Federalists
Federalist Papers
Washington’s Farewell Address
Tariff
The Barbary Pirates
Haitian Rebellion
Alien & Sedition Acts
Land Ordinance of 1785
Northwest Ordinance
Excise tax
Adams-Onis Treaty
Citizen Genet
Impressment
Jeffersonian Republicans
Tecumseh
Virginia & Kentucky Resolutions
National Debt
Bank of the United States
Judicial Review
Treaty of Ghent
The Election on 1800
Marbury vs. Madison
John Marshall
Louisiana Purchase
Lewis & Clark
Loose/strict constructionist
War Hawks
XYZ Affair
Embargo Act of 1807
Readings:
Chap. 10, Launching the New Ship of State, cont. pp. 193 - 209
Chap. 11, The Triumphs and Travails of the Jeffersonian Republic pp. 211 – 232
“A Kind of Revolution” (Ch. 5) from Howard Zinn’s, A People’s History of the United
States
Assignments:
 Small Group Activity: “The Articles of Confederation-The Challenge of
Sovereignty” –Students will explain the significance of facts about the AofC and
then organize the facts within the categories of Foreign, Domestic, Economic,
Political. Each group will then develop a thesis statement concerning why the
Aof C failed?
 Response to Zinn: Use your knowledge of the U.S. Constitution and The Bill of
Rights to support your position for or against Zinn’s statement that “when
economic interest is seen behind the political clauses of the Constitution ….the
document becomes … the work of certain groups trying to maintain their
privileges.”
 Graphic Organizer: Evaluate the role of two of the following individuals in
promoting American nationalism from 1796 to 1812: Thomas Jefferson, John
Marshall, John Adams
 Expanding Maps & Graph reading Skills: Political & economic trends from
1801 – 1815.
Unit IV:
America’s Destiny? (1790 – 1850)
Days 18 - 21
Students will analyze how territorial and economic expansionism was central to the
socio-political debates that arose during the first half of the nineteenth century stemming
from the spirit of nationalism that was inspired by the War of 1812. Additionally, this unit
will focus on the manner in which the First Industrial Revolution changed the size and
social order of America’s pre-industrial cities and towns. Students will examine the way
in which the factory system and immigration gave rise to social and religious movements
in the first half of the nineteenth century. Additionally, students will continue to look at
how territorial expansionism caused greater cleavages between Northerners and
Southerners on the issue of slavery.
Topics:
Nationalism vs.
Sectionalism
Eli Whitney/cotton gin
Interchangeable parts
Samuel Slater
Lowell girls
Robert Fulton
Gibbons v. Ogden
Samuel F. B. Morse
John Deere
Cyrus McCormick
Hudson River School
Transcendentalism
Erie Canal
National Road
Short Staple Cotton
The Factory System
Deism
The War Hawks
War of 1812
The Treaty of Ghent
Monroe Doctrine
John C. Calhoun
Henry Clay
The “American System”
Missouri Compromise
Tariffs
Transportation
Revolution
Era of Good Feeling
Denmark Vesey
Readings:
Chap. 12, The Second War for Independence & the Upsurge of Nationalism
pp. 233-246; 246-254
Chap. 14, Forging the National Economy pp. 287-318
Chap. 16, The South and the Slavery Controversy, pp. 350-362
Assignments:
 Working with documents: “The End of Homespun –The Early Industrial
Revolution” –Students will assess primary source documents to evaluate their
relative importance in promoting the first Industrial Revolution in the United
States.
 Small-group Project: “Coming Together –Nationalism Ascendant” –Students
will pull together elements of emerging nationalism (from a teacher assigned list)
and interpret its significance as a turning point of national thought & action.
 Each group will create a series of written responses that address the
political, economic & cultural developments from 1800 – 1840

Each group will design an original political cartoon that illustrates a
position on domestic issues or foreign policy during the time period
 Multiple Choice Test w/ Free Response
Day 22
Unit V: Jacksonian America, Reform and the Fight for the ‘Common Man’
Days 23 - 27
During this unit, students will be evaluating the notions of universal manhood suffrage
and the emerging reform ideologies of the early 19th century. Students will engage in a
variety of small group activities that will shed light on how these issues will drive
increasing sectional tensions between the established east and the emerging west as well
as the social and political issues that increase the chasm between the North and the South.
By the end of the unit student will be well versed in the political battles that defined
American politics from the Jacksonian era to the election of 1848.
Topics:
Second Great Awakening
Charles G. Finney
Alexis De Tocqueville/ Democracy in
America
The Election of 1824
Andrew Jackson
Democratic Party
Martin Van Buren
Universal White Male Suffrage
Bank War
Spoils System
Indian Removal
Trail of Tears
Reform Movements; Abolitionism,
Education, Temperance, Women’s
Rights
Seneca Falls Convention
Elizabeth Cady Stanton
Lucretia Mott
Dorothea Dix
William Lloyd Garrison/ The Liberator
Gag Rule
Nullification
Daniel Webster
Utopianism
Mormonism
Brigham Young
Joseph Smith
Yeoman Farmer
Webster-Ashburton Treaty
Oregon Territory
Clayton-Bulwan Treaty
Oregon Trail
Manifest Destiny
Davy Crockett
Sam Houston
Wilmot Proviso
Mexican American War
Mexican Cession
Treaty of Guadalupe Hidalgo
Gadsden Purchase
American Party/Know -Nothings
Compromise of 1850
Readings:
Chap. 13 The Rise of Mass Democracy pp. 256-273; 273 – 284
Chap. 15 The Ferment of Reform & Culture pp. 320-345
Chap. 16 The South and Slavery Controversy pp. 362-368
Chap. 17 Manifest Destiny and Legacy, 1841 – 1848 pp. 370-405
Chapter 7, “As Long as Grass Grows or Water Runs” from Howard Zinn’s, A People’s
History of the United States
Assignments:
 Primary Source Partner Activity –Students will work with a partner to identify
one primary source each that explicitly illustrates a major issue during the
Jacksonian Era. In class student will construct a 3 to 5 sentence summary of how
their primary sources illustrate change over time.
 DBQ -“The decision of the Jackson administration to remove the Cherokee
Indians to lands west of the Mississippi River in the 1830’s was more a
reformulation of the national policy that had been in effect since the 1790’s than a
change in policy.” Assess the validity of this generalization with reference to the
moral, political, constitutional, and practical concerns that shaped national Indian
policy between 1789 and the mid-1830’s.
 “Purifying the Nation” –Students will research an assigned antebellum era
reformer for homework. They will prepare a one minute presentation for the class
that identifies the philosophy of each crusaders, organizations with which they
were affiliated, successes and failures of the crusaders during their lifetime, and
what value they had to pointing the way to future reform.
 Response to Zinn Reading –In an era of rapid territorial expansion and the
emergence of reform movements, why do you think Indian Removal did not
become an issue in light of how public the U.S. government’s conflict with native
peoples was. (1 page)
 Free Response Essay (Take Home)
“Analyze the validity of the statement; Abolitionism differed little from other
reform movements in its tactics, but the effects of antislavery activism were
politically explosive.”
 “Westward Expansionism-A Force for Unity or Division”
o Independent Student Activity –enlarging the U.S. Map Activity
o Triad Activity Sectional Framework Activity-students will adopt a persona
in order to evaluate the political, social and economic divide that emerged
with the rapid expansion of U.S. territory from 1803 – 1848.
 Multiple Choice Test w/ Free Response
Day 28
Unit VI: The Civil War Era (1850 -1877)
Days 29 - 35
During this unit students will examine the causes of the Civil War and its outcomes
throughout the Reconstruction era. The first half of the unit will be an in-depth
investigation of political debate surrounding socio-economic issues of slavery in
antebellum America. The second half of the unit will examine the reasons why political
debate was no longer viable in preventing disunion and violent conflict. Additionally,
students will look at the limitations of the war and Reconstruction legislation in
reshaping race relations in American society.
Topics:
Antebellum
Nat Turner
Grimke Sisters
Underground Railroad
Frederick Douglas
Harriet Beecher Stowe/ Uncle Tom’s
Cabin
Kansas-Nebraska Act
Bleeding Kansas
Sumner-Brooks Affair
Free Soilers
Nativism
Dred Scott
Fugitive Slave Act
Lincoln-Douglas Debates
John Brown’s Raid
Election of 1860
Establishment of the Confederacy
Fort Sumter
Antietam
Gettysburg Address
African American soldiers
Crittenden Resolution
Emancipation Proclamation
Total War (Grant & Sherman)
Appomattox Court House
Andrew Johnson (impeachment)
Radical Reconstruction
Civil Rights Act of 1866
13th, 14 15th Amendments
Crop lien system
Sharecropping
American Missionary Association
Black Codes
Ku Klux Klan
Seward’s Folly
Election of 1876
Readings:
Chap. 18, Renewing the Sectional Struggle pp. 390-408
Chap. 19, Drifting Toward Disunion pp. 409-433
Chap. 20, Girding for War: The North & the South, pp. 434-452
Chap. 21, The Furnace of Civil War, pp.453 - 477
Chap. 22, The Ordeal of Reconstruction, pp.479 - 499
Assignments:
 Small group project: “Compromise & Conflict –The Road to War” –Students
will create a power point presentation to teach standard level students the causes
of the Civil War and the critical events of the slavery debate since the Missouri
Compromise of 1820.
 DBQ
“By the 1850’s the Constitution, originally framed as an instrument of national
unity, had become a source of sectional discord and tension and ultimately
contributed to the failure of the union it had created. Using the documents and
your knowledge of the period 1850 – 1861, assess the validity of this statement.
 Counterfactual History Debate: The South could have won the war if …. vs. The
North could not have lost the Civil War.
 Multiple Choice Test w/ Free Response
Day 36
Unit VII: Forging an Industrial Society (1869 – 1910)
Days 37 - 41
This unit will look at how the transformation of land west of the Mississippi, the
technology explosion of the Second Industrial Revolution, and the massive wave of
immigration in the latter quarter of the nineteenth century brought about great social
upheaval in America’s cities. Students will examine how politics in the post-
Reconstruction era reconfigured the concept of sectionalism in creating a politically
adversarial relationship between rural and urban peoples. Additionally, students will
study the manner in which federal government became a large bureaucratic state as an
outcome of urban political machines and legislation became the only means by
controlling big business.
Topics:
Frederick Jackson
Turner
Sioux
Plains Indians
Battle of Little Big Horn
Transcontinental
Railroad
Homestead Act
Political Machines
Old immigrants/New
immigrants
Pendleton Act
Plessey v. Ferguson
Dawes Act
Tuskegee/ Booker T.
Washington
W.E.B Dubois
Jim Crow
Ida B. Wells
Chinese Exclusion Act
AFL/Samuel Gompers
Knights of Labor
Homestead Strike
Pullman Strike
Eugene Debs
Robber Barons;
Carnegie, Morgan,
Vanderbilt, Gould,
Frick, Rockefeller
Gospel of Wealth
Gilded Age
Helen Hunt Jackson/“A
Century of Dishonor
Vertical Integration
Thomas Nast
Antitrust Movement
Farmer Alliance
William Jennings Bryan
Free Silver
Gold Standard Act
Panic of 1893
Populism
Social Darwinism
Anti-Saloon League
WCTU
Readings:
Chap. 23, Political Paralysis in the Gilded Age, pp. 504-528
Chap. 24, Industry Comes of Age, pp. 530-556
Chap. 25, America Moves to the City, pp. 558- 592
Assignments:
 Write a one paragraph response that explains the change over time in the
distribution of the American workforce, 1870 – 1920. (p. 681 txbk)
 Seminar on industrialization and big business. Selected Readings from Oliver
Zunz, Making America Corporate, 1870 – 1920 (1990); Victoria C. Hattam,
Labor Visions and State Power (1993); John Ingham, Iron Barons: A Social
Analysis of an Urban Elite (1978).
 Take Home Essay
“Analyze the reasons for the emergence of the Populist movement in the late
nineteenth century.”
 DBQ “In the post-Civil War U.S., corporations grew significantly in number size
and influence. Analyze the impact of big business on the economy and politics,
and the responses of Americans to these changes. Confine your answer to the
period 1870-1900.”
 Multiple Choice Test/Free Response
Day 42
Mid-Term Examination
40MC & DBQ
Week of January 14th
Unit VIII: Imperialism, Progressivism, and War
Days 43 - 50
From the closing decades of the nineteenth century until the US’s involvement in WWI,
progressive reformers in America sought to thwart Social Darwinism, increase political
participation in politics, and bring about greater government involvement in regulating
business and solving social problems in order to combat the excesses of industrial
capitalism and urban growth. During the course of this unit, students will examine the
role that American business played in promoting the imperialist ideals of US foreign
policy and how it produced the reactionary position of the Progressive movement.
Topics:
The Spanish American
War
“Remember the Maine”
Yellow Journalism
Joseph Pulitzer
William Randolph
Hearst
The Treaty of Paris
Cuba & Puerto Rico
Open Door Policy
“preventative
intervention”
General ‘Black Jack’
Pershing
Roosevelt Corollary
Emilio Aguinaldo
Great White Fleet
Anti-Imperialism
League
William James
Settlement Houses
Jane Addams
Socialism
Municipal Reform
Secret Ballot
Women’s Suffrage
Robert LaFollette
NAACP
Panama Canal
Hay-Bunau Varilla
Treaty
Lochner v NY
Theodore Roosevelt
John Muir
Square Deal
Anthracite Coal Strike
Boxer Rebellion
Russo-Japanese War
Spheres of Influence
“Yellow peril”
Henry Cabot Lodge
Big Stick Policy
Clayton Anti-Trust Law
16th & 17th Amendments
Federal Reserve System
Muckrakers
Ida M. Tarbell
Triangle Shirt Waist
Factory Fire
Theodore Dreiser
Upton Sinclair
William Howard Taft
Ballinger-Pinchot
Scandal
Bull Moose Party
Woodrow Wilson
Readings:
Chap. 28, Progressivism and the Republican Roosevelt, pp. 656-665; 665-685
Chap. 27, Empire & Expansion, pp.626-640; 640-651
Chap. 29, Wilsonian Progressivism at Home & Abroad, pp. 685-688
Assignments:
 Seminar on the Progressive Movement. Selected Readings from Richard
Hofstadter, The Age of Reform: From Bryan to FDR (1955); Michael
McGerr, The Decline of Popular Politics (1986); Sarah Deutsch, Women
and the City, Gender, Space , and Power in Boston, 1870 – 1940 (2000)
 Take Home Essay
 Multiple Choice Test w/ Free Response
Day 51
Unit IX: The Great War, “Normalcy” and the Foundation of the American Century
Days 52 - 55
Out of the world wide conflict of The Great War, the United States of America emerged
as a society with competing interests and ideals. The mass culture market and the
expanding role of women were tempered with Prohibition, religious fundamentalism, and
anti-immigration sentiment. Students will reconsider the image of the Jazz Age and
decade of prosperity that is commonly depicted in literature and film with their
examination of the economic decline that began in the agricultural market immediately
following WWI and continued to the crash of 1929.
Topics:
WWI (in Europe)
American Neutrality
Zimmerman Note
Lusitania
Sussex/Arabic
Food Administration
Women & the War
Armistice
Treaty of Versailles
14 Points
League of Nations
Red Scare
Wobblies
Schenck v US
American Communist
Party
Sacco & Vanzetti
Volstead Act
Irreconcilables
Harlem Renaissance
Langston Hughes
Black Nationalism
Marcus Garvey
Scottsboro
Dawes Act
Kellogg – Briand Pact
Teapot Dome Scandal
Scopes Trial
Fundamentalism
Agricultural Depression
McNary-Haugen Bill
Consumerism
Henry Ford
Scientific Management
Margaret Sanger
Cultural isolationism
Jazz Age
Lost Generation
F. Scott Fitzgerald
Charles Lindberg
D.W. Griffith/Birth of a
Nation
18th, 19thAmendments
Al Smith
Readings:
Chap. 29, Wilsonian Progressivism at Home & Abroad, pp. 688-693
Chap. 30, The War to End War, pp.696-717
Chap. 31, American Life in the “Roaring Twenties”, pp. 720-745
Chap. 32 The Politics of Boom & Bust, pp.746-760
Assignments:
 DBQ –‘It was the strength of the opposition forces of liberal and conservative,
rather than ineptitude and stubbornness of President Wilson that led to the Senate
defeat of the Treaty of Versailles”
 Small Group Activity: “The Long Road to Suffrage” –Students will review the
changes over time that eventually led to women’s suffrage and then construct a
one paragraph response to an opinion on their assigned period.
 Small Group Activity: “Roaring Twenties” –Student groups will create an
iMovie to demonstrate their expertise on one of the following areas; politics &
gov’t, economics, cultural clashes, diplomacy & foreign affairs, mass culture
 Take Home Essay “In what ways did economic conditions and developments in
the arts and entertainment help create the reputation of the 1920’s as the Roaring
Twenties?
 Multiple Choice Test w/ Free Response
Unit X: The Great Depression, the New Deal & the Shadow of War
Day 56
Days 57 - 59
This unit will primarily focus on Roosevelt and the New Deal. Through lecture and class
activities, students will analyze to what degree was the New Deal successful in fostering
economic recovery and how the role of government in the lives of its citizens changed
during the 1930’s. Additionally students will examine how global effects of WWI in
Europe and Asia gave rise to the rise of totalitarianism.
Topics:
Black Tuesday
Buying on margin
SEC
Glass-Stegall Act
Emergency Banking Act of 1933
“Bank Holiday”
FDIC
Hundred Days
Keynesian Economics
“Brain Trust”
First New Deal
Good Neighbor Policy
National Recovery Administration
Civil Works Administration
WPA
Dust Bowl
AAA
John L. Lewis
Smoot-Hawley Tariff
Tennessee Valley Authority
Frances Perkins
Indian Reorganization Act
Second New Deal
Francis Townsend
Social Security Act
Huey Long
Eleanor Roosevelt
AFL-CIO
Deficit Spending
Court-Packing
20th, 21st Amendments
Readings:
Chap. 32 The Politics of Boom & Bust, pp.760-768
Chap. 33 The Great Depression & the New Deal, pp. 770-798
Assignments:
 “Causes of the Depression” –Students will rank 11 recognized causes of the
Great Depression from strongest factor to weakest and then construct a thesis
statement that demonstrates how the three most important causes are related.
 Analyzing Documents –Students will analyze documents in order to develop a
thesis statement and outline an argument that answers, ”Franklin Roosevelt is
commonly thought of as a liberal and President Hoover as a conservative. To
what extent are these characterizations valid?”
 DBQ -“Analyze the responses of Franklin Roosevelt’s administration to the
problems of the Great Depression. How effective were these responses? How did
they change the role of the federal government? Use the documents and your
knowledge of the period 1929 – 1941 to construct your essay.”
 Multiple Choice Test w/ Free Response
Day 60
Unit XI: From Neutrality to Taking Sides: WWII & Cold War Eras, 1933 – 1949
Days 61 - 65
This unit will begin with the rise of totalitarianism in Europe and Asia in the 1920’s and
1930’s taking a close look at the political and economic systems practiced in these
nations compared to that of the US. Students will analyze the causes of WWII as they
stemmed from the failures of the Versailles Treaty and the world wide economic
depressions during the decades between the wars. Student will also examine how WWII
raised America’s international commitments to new heights, especially in the in the years
following 1945.
Topics:
Isolationism
Totalitarianism
Lend-Lease Act
Pearl Harbor
Japanese Internment
Korematsu v US
Atlantic Charter
“Cash & Carry”
Neutrality Act
Phony War
War in Asia
War in Europe
Propaganda
War time economy
Teheran Conference
Casablanca Conference
D-Day Invasion
Dumbarton Oaks
Conference
Yalta Conference
San Francisco
Conference
United Nations
Atomic Bomb
The Holocaust
Nuremberg Trials
Bretton Woods
Conference
Marshall Plan
Berlin Airlift
Truman Doctrine
Containment
George Kennan
NATO
Warsaw Pact
Readings:
Chap. 34, Franklin D. Roosevelt & the Shadow of War, pp. 800-820
Chap.35, America in World War II, pp. 821-847
Chap. 36, The Cold War Begins, pp. 852-872
Assignments:
 Small Group Activity: “Axis Partners-Clouds of War” –Students will examine
FDR’s 1937 “Quarantine Speech” in relationship to another specific international
event from 1937 – 1941. Students will work on the skills of recognizing cause and
effect relationships and assessing the validity of the following hypothesis:
“President Roosevelt’s Quarantine Speech was not a prescribed course of action
but a sounding board to elicit public opinion on U.S. intervention in world
conflicts.”
 Working with Primary Sources: Students will analyze & evaluate the thinking
that led to Japanese-American internment policies after the bombing of Pearl
Harbor in December 1941.
 Small Group Activity: WWII Conferences –(Part I) Students will answer
guided questions based on summaries from international conferences and
agreements from 1941-1945 in order to form generalizations about causes of the
Cold War. (part II) Student groups will debate one another from the position of
the Soviet Union or the other European Allies. (Part III) Students will construct a
thesis statement assessing the extent to which roots of the Cold War may be found
in agreement made at Allied wartime conferences.
 Multiple Choice Test w/ Free Response
Day 66
Unit XII: Making Modern America (1945 – 1960)
Days 67 - 70
During this unit, students will look at how the threat of the spread of communism drove
foreign & domestic policy of the United States in the years following WWII until the late
1980’s. The “American dream” that became more attainable for many in the 1950’s and
1960’s was the antithesis of the Communist threat posed by the other super power –the
Soviet Union. Lecture and class activities will analyze how increased defense spending
and military containment that was once deemed vital for the continued existence of our
democratic society would within two decades give way to great divisions in American
society.
Topics:
Mao Zedong
Cold War
Korean War
GI Bill
McCarthyism
HUAC
Alger Hiss
Julius & Ethel
Rosenberg
CIA
“Fair Deal”
Levittown
Battle of Dien Bien Phu
Employment Act of
1946
Baby Boom
Benjamin Spock
Hungarian Uprising
Election of 1948
Dixiecrats
Checkers Speech
Jim Crow
Brown v. the Board of
Education of Topeka,
Kansas
Suez Crisis
OPEC
Greensboro Sit-ins
Montgomery Bus
Boycott
Rosa Parks
Civil Rights Act of 1957
AFL-CIO
Federal Highway Act of
1956
Urban Renewal
Rock n’Roll
Beat Generation
Southern Renaissance
Sputnik
Readings:
Chap. 36, The Cold War Begins, pp. 872-879
Chap. 37, The Eisenhower Era, pp. 882-908
Assignments:
 Take Home Essay
“Compare and contrast United States society in the 1920’s and 1950’s with
respect to two of the following:
 race relations
 consumerism
 role of women
 Take Home Essay
“Analyze the influence of two of the following in American-Soviet relations in
the decade following WWII.”




Yalta Conference
Communist Revolution in China
McCarthyism
Korean War
 Multiple Choice Test w/ Free Response
Day 71
Units XIII: US Domestic Agenda & Foreign Policy, from Kennedy to Clinton
Days 72-76
In this final unit of the year, students will examine the foundation for the civil rights
struggle that was laid with the participation of African-Americans in WWII both
militarily and domestically. During a time when US foreign policy was directed towards
battling communism, it became increasingly clear that many Americans were still
disenfranchised from “democratic” society. Students will also analyze the role that the
“baby boom” generation played in shaping domestic issues since the 1960’s, and the
origins of the growing mistrust and lack of confidence in government in the latter half of
the twentieth century.
Topics:
Presidential Election of 1960
John F. Kennedy
Nikita Khrushchev
Lee Harvey Oswald
Warren Commission
Congress on Racial Equality (CORE)
Barry Goldwater
Economic Opportunity Act
Vietnamization
Laos
Cambodia
Fidel Castro
Bay of Pigs
Cuban Missile Crisis
Ho Chi Minh
Gulf of Tonkin Resolution
Tet Offensive
Fall of Saigon
Lyndon Johnson
Great Society
War on Poverty
Voting Rights Act of 1964
Miranda vs. Arizona
Gideon v Wainwright
George Wallace
Richard Nixon
Nixon Doctrine
Henry Kissinger
Black Panthers
Malcolm X
Martin Luther King, Jr.
Birmingham, Alabama
Civil Rights Act of 1964
Stokely Carmichael
SNCC
Affirmative Action
Bakke v Board of Regents
Kent State
Roe v. Wade
Watergate
Ralph Nader
Rachel Carson/Silent Spring
Betty Friedan/ The Feminine Mystique
NOW
ERA
EPA
Clean Air Act
Stagflation
Economic Opportunity Act
Michael Harrington
Jimmy Carter
Iranian hostage crisis
Ronald Reagan
Washington Outsiders
Reaganomics
Mikhail Gorbachev
Iran-Contra
Moral majority
SCLC
Persian Gulf War of 1991
Bill Clinton
Readings:
Chap. 38 The Stormy Sixties, pp.909-936
Chap. 39, The Stalemated Seventies, pp. 938 - 964
Chap. 40, The Resurgence of Conservatism, 966 – 987
Chap. 41, America Confronts the Post-Cold War Era, 989 - 1011
Assignments:
 Constructing a Graphic Organizer: “Categorizing the Who, What, When,
Where, Why & How of the Vietnam War”
 DBQ (In Class) Analyze the changes that occurred during the 1960’s in
the goals, strategies, and support of the movement for African-American
civil rights. Use the documents and your knowledge of the history of the
1960’s to construct your response.”
 Respond to Chap. 21 “Carter-Reagan: The Bipartisan Consensus” from
Howard Zinn’s, A People’s History of the United States: 1492 – Present. “
What does Zinn mean when he describes Presidents Carter and Reagan’s
administrations as “remain[ing] within the historic political boundaries of
the American system.” (1 page)
 Multiple Choice Test w/ Free Response
Practice Exam (after school hours)
Course Review
AP US History Exam
Day 77
TBD
Days 77 – 81
May 15, 2013