Download US History 2 AP - Edison Township Public Schools

PUBLIC SCHOOLS OF EDISON TOWNSHIP
DIVISION OF CURRICULUM AND INSTRUCTION
US HISTORY 2 AP
Length of Course:
Term_
Elective/Required:
Required
School:
High Schools
Student Eligibility:
Grade 10
Credit Value:
5 Credits
Date Approved:
August 25, 2014
US HISTORY 2 AP
TABLE OF CONTENTS
Statement of Purpose
3
Historical Thinking Skills, Thematic Learning Objectives,
Common Core Standards
4
CONTENT OUTLINE
Unit 1. Colonial America
6
Unit 2. The Revolution and the Constitution
12
Unit 3. The New Nation, 1789-1824
19
Unit 4. The Age of Jackson
27
Unit 5. Shaping the National Identity, 1790-1860
33
Unit 6. Civil War and Reconstruction
37
Unit 7. Industrial America
44
Unit 8. America on the World Stage
53
Unit 9. America Between Wars, 1920-1939
59
Unit 10. World War II and After
66
Unit 11. Modern America, 1969 to the Present
74
Course Requirements
80
Modifications will be made to accommodate IEP mandates for classified students.
US HISTORY 2 AP
3
STATEMENT OF PURPOSE
The Advanced Placement United States History program is designed to provide
students with the analytic skills and factual knowledge necessary to deal critically
with the problems and materials in the American history. The program prepares
students for beginning college courses by marking demands upon them equivalent
to those of full-year introductory college courses. Students will learn to assess
historical materials - their relevance to a given interpretive problem, their reliability
and their importance - and to weigh the evidence and interpretations presented in
historical scholarship. The Advanced Placement American History course will also
develop the skills necessary to arrive at conclusions on the basis of an informed
judgment and to present reasons and evidence clearly and persuasively in essay
format.
As the name suggests, the Advanced Placement United States History course is
aligned with the College Board’s Advanced Placement program. Each teacher of
the course submits a variation of this guide, along with their assignments and
assessments, for approval to the College Board, as part of that organization’s newly
adopted audit process. This guide has also been aligned to the 2009 state Social
Studies standards.
The relevant Cumulative Progress Indicators are listed
alongside the Mastery Objectives at the outset of each unit. Included throughout are
references to “6.1 U.S. History: America in the World”, “6.3 Active Citizenship in the
21st Century”, and “8.1 Educational Technology.” Essential questions, highlighting
five themes that run through the course, are also highlighted at the outset of each
new unit.
This curriculum guide was revised/updated by:
Dave Allen – John P. Stevens High School
Leanne Rubiano – Edison High School
Coordinated by:
Martin Malague - Supervisor, Edison High School
Jonathan Miller - Supervisor, John P. Stevens High School
US HISTORY 2 AP
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Historical Thinking Skills, Thematic Learning Objectives,
Common Core Standards
This course is designed to provide a college-level experience and preparation for the
Advanced Placement (AP) Examination in May of each year. We have placed emphasis
on mastery of a significant body of factual information, interpretation of documents, and
writing critical essays. Topics include: life and thought in colonial America, revolutionary
ideology, constitutional development, Jeffersonian and Jacksonian democracy,
nineteenth-century reform movements, and Manifest Destiny. Other topics include the
Civil War and Reconstruction, immigration, industrialism, Populism, Progressivism,
World War I, the Jazz Age, the Great Depression, the New Deal, World War II, The Cold
War, the post-Cold War era, and the United States at the beginning of the twenty-first
century.
In addition to the topics listed above, the course will emphasize a series of key themes
throughout the year. These themes have been determined by the College Board as
essential to a comprehensive study of United States history.
The themes will include discussions of diversity and the development of a unique
American identity and culture, demographic changes over the course of America’s
history, economic trends and transformations in technology and the workplace, issues
dealing with both the physical environment and human geography, the development of
political institutions and the components of citizenship, social reform movements, the
role of religion in the making of the United States and its impact in a multicultural
society, the history of slavery and its legacies in this hemisphere, war and diplomacy,
and finally, the place of the United States in an increasingly global arena.
As presented by the College Board, the AP US History Course will be organized under
seven themes.
1. Identity (ID)
2. Work, exchange and technology (WXT)
3. Peopling (PEO)
4. Politics and Power (POL)
5. America in the World (WOR)
6. Environment and Geography – physical and human (ENV)
7. Ideas, beliefs and culture (CUL)
US HISTORY 2 AP
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Throughout the course, students will work on nine specific historical skills as they
study each unit. Each of these skills will be emphasized through a variety of classroom
activities and will be visited in each unit throughout the year.
1. historical causation
2. patterns of continuity and
change over time
3. periodization
4. comparison
5. contextualization
6. historical argumentation
7. appropriate use of relevant
historical evidence
8. interpretation
9. synthesis
This course is also critically aligned with the Common Core Standards. Teachers will
emphasize the goals of the common core throughout each of the units to help students
develop their skills in reading, writing, speaking and listening.
US HISTORY 2 AP
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UNIT 1. EXPLORATION & COLONIAL AMERICA, Periods 1 & 2
Essential Questions:
1. Does the United States live up to the ideals embodied in its founding documents?
How have various groups found themselves outside their seeming protections?
2. How does the world see America? How does America see itself in the world?
3. How have economic, political, and technological developments changed the
American way of life?
4. From colonies to country, how has power shifted between people and government
and between levels of government itself?
5. When should a country go to war? Who should do the fighting? Is there such a
thing as a fair and lasting peace?
Master Course Objectives and Enduring Understandings - After completing this
unit, the student will:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Understand the changes taking place in Western Europe that stimulated in
colonization.
Describe conditions in 16th- and 17th-century England that spawned colonizing
efforts.6.1.12.A.1.a
Describe the distinctive characteristics of English colonization patterns in the New
World and identify common features and differences among the Southern, New
England and Middle colonies. 6.1.12.B.1.a
Identify population patterns in the colonies and explain their impact on institutions
and the development of the colonies. 6.1.12.A.1.a
Explain the land and labor systems developed in the colonies, the reasons for their
development and their long-range influences on the colonies. 6.1.12.B.1.a
Identify the major tenets of Puritanism and assess its impact on both colonial
America and America's long-range development.
Describe the role, status and significance of women in colonial America.
6.1.12.C.1.b
Describe the role of slavery in the society and economy of colonial America.
Describe the major features of social life in the American colonies in the 17 th and
18th centuries.
Explain the impact of the Enlightenment and the Great Awakening upon colonial
development.
Explain the major institutions of colonial government and their significance.
Describe the nature of French colonization of North America and compare
France's colonial policy with that of Britain.
Explain the underlying reasons for the British victory over the French on this
continent in the French and Indian War and identify the terms of peace ending the
war. 6.1.12.D.1.a
Discuss the effects of the French and Indian War on colonial attitudes toward
Britain and vice versa.
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Period 1: 1491-1607
Key Concept 1.1 – Emphasize the diversity of native populations before the
arrival of Europeans and their accommodations to the environment.
Topic: Pre-Colombian Cultures in the Americas.
Pre-Columbian cultures flourished by adapting their civilizations to the differing
environments. Compare those civilizations in South and Central America with those in
the southwest part of North America and in the Mississippi Valley. Some were seminomadic and practiced agriculture and hunting-gathering.
(PEO 1) (ENV1) (ENV2)
-----------------------------------------------------------------------------------------------------------------Key Concept 1.2 – The impact of the Columbian Exchange on the entire Atlantic
Rim
Topic: The Colombian Exchange
Early explorations led to major changes among the peoples involved on both sides of
the Atlantic, particularly with the advent to the Columbian Exchange
(PEO4) (PEO5) (ENV1) (WXT4) (WOR1) (CUL1)
The introduction of European-style slavery and European diseases further changed the
economy and demographics of the Atlantic Rim. Spanish and Portugese slaving
activities also led to changes in Africa as well.
(R1) (PEO1) (WXT1)
Spanish and French colonial claims quickly came into conflict in the Americas.
(POL1) (WOR1)
-----------------------------------------------------------------------------------------------------------------Key Concept 1.3 – Contacts among American Indians, Africans and Europeans
challenge the worldviews of each group
Topic: Evolving Worldviews.
American Indians and Africans who were brought to the Americas responded to their
treatment by Europeans by trying to maintain some political and cultural autonomy.
Many cultural and linguistic characteristics were preserved.
(ID4) (POL1) (CUL1) (ENV2)
The rise of mercantilism further encouraged European imperial competition
(WOR1) (WXT1)
US HISTORY 2 AP
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Period 2: 1607 – 1754
Key Concept 2.1 – Differences in imperial goals, cultures, and the North American
environments that different empires confronted led Europeans to develop
different patterns of colonization
Topic: Comparison of British, French, and Spanish Colonization; 1607-1754
British colonization differed from French and Spanish colonization in social and
economic goals and cultural assumptions, leading to different models of colonization.
The Chesapeake and southern British colonies maintained ties with Caribbean
economies playing a role in British mercantilism. Slavery was a part of this system,
particularly in the southern colonies.
(WXT2) (PEO1)
Primary Source Reading: "To Be in England Again" An Indentured Servant in
Virginia.” What does Richard Frethorne’s letter to his parents say about the life of an
indentured servant?
-----------------------------------------------------------------------------------------------------------------Key Concept 2.2 – European colonization efforts in North America stimulated
intercultural contact and intensified conflict between the various groups of
colonizers and native peoples.
Topic: A Comparison of British Colonies; Chesapeake and New England.
New England colonies differed from others in North America due to religious emphasis,
a mixed economy, and flourishing exports
(WXT2) (WXT4) (ENV2) (PEO5) (CUL4)
Key Concept 2.3 – The increasing political, economic, and cultural exchanges
within the “Atlantic World” had a profound impact on the development of colonial
societies in North America.
Topic: Labor and the Evolution of the Colonies.
North American colonies became a part of the Atlantic World in ways that shaped
relations with native peoples, directions for economic development, and led to a reliance
on the slave trade rather than the use of indentured servants.
(WXT1) (WXT4) (WOR1) (CUL4)
Conflicts developed among different colonies, as well as between colonists and native
peoples and colonists and British officials over access to land and resources. These
social and economic conflicts led to changes in all three cultures. Colonists increasingly
saw themselves as able to manage their own affairs and resent British efforts to enforce
mercantilist policies.
(WXT1) (PEO1)) (WOR1) (POL1) (ENV1)
Differences developed among the colonies in terms of the role of religion, the
importance of public education, and the shape of local governments
(CUL4)
US HISTORY 2 AP
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Common Core Standards – Emphasis for this Unit
CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual evidence to support analysis of
primary and secondary sources, attending to such features as the date and origin of the
information.
CCSS.ELA-Literacy.WHST.9-10.1 Write arguments focused on discipline-specific
content.
CCSS.ELA-Literacy.WHST.9-10.1a Introduce precise claim(s), distinguish the claim(s)
from alternate or opposing claims, and create an organization that establishes clear
relationships among the claim(s), counterclaims, reasons, and evidence.
CCSS.ELA-Literacy.WHST.9-10.1b Develop claim(s) and counterclaims fairly, supplying
data and evidence for each while pointing out the strengths and limitations of both
claim(s) and counterclaims in a discipline-appropriate form and in a manner that
anticipates the audience’s knowledge level and concerns.
CCSS.ELA-Literacy.WHST.9-10.1c Use words, phrases, and clauses to link the major
sections of the text, create cohesion, and clarify the relationships between claim(s) and
reasons, between reasons and evidence, and between claim(s) and counterclaims.
CCSS.ELA-Literacy.WHST.9-10.1d Establish and maintain a formal style and objective
tone while attending to the norms and conventions of the discipline in which they are
writing.
CCSS.ELA-Literacy.WHST.9-10.1e Provide a concluding statement or section that
follows from or supports the argument presented.
US HISTORY 2 AP
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OUTLINE OF TOPICS
I.
II.
European Explorations of North America
A.
Factors in European Development Which Encouraged Exploration
B.
Christopher Columbus and His Voyages
C.
Spanish Conquest in the New World
D.
English Background to Colonization
E.
Founding the Southern Colonies: Virginia, Maryland, the Carolinas, Georgia
F.
Founding the New England Colonies: Plymouth, Massachusetts Bay, Rhode
Island, Connecticut
G.
Founding the Middle Colonies:
Delaware
New Jersey, New York, Pennsylvania,
Life and Thought in Colonial America
A.
Colonial Population
B.
Colonial Social Structure
C.
Growth of Slavery
D.
Puritan New England
E.
Life and Labor in the Southern Colonies
F.
Colonial Political Developments
G.
Role of Women in Colonial America
H.
Intellectual and Cultural Developments
1.
2.
3.
The Great Awakening
Educational and cultural development
The impact of the Enlightenment
US HISTORY 2 AP
III.
11
The Duel for North America
A.
Origins of the French Empire in America
B.
Imperial Wars for North America, 1689-1754
C.
French and Indian War, 1754-1763
1.
2.
3.
Causes
Treaty of Paris, 1763
Consequences/results
Key Vocabulary
joint stock company, staple crops, proprietorship, cavaliers, Protestant
Reformation, predestination, town meeting, Quakers, Huguenots, primogeniture,
indentured servant, triangular trade, established churches, Anglican church,
Halfway Covenant
Key People
Columbus, Roger Williams, William Penn, William Pitt, George Whitefield,
Jonathan Edwards, John Peter Zenger, John Trumbull, Anne Bradstreet, Anne
Hutchinson
Key Events
Maryland Act of Toleration, establishing the House of Burgesses, Enlightenment,
Fundamental Orders of Connecticut, Salem witchcraft hysteria, Glorious
Revolution, Bacon's Rebellion, Albany Plan of Union, capture of Quebec, Pontiac's
Rebellion, Treaty of Paris 1763, the Great Awakening
Key Places
Jamestown, Plymouth Colony, Salem, New Netherland, Quebec, Ohio Valley, New
Orleans, St. Lawrence River, Hudson River, Great Lakes, Mississippi River, Great
Lakes
Texts
Norton, A People and a Nation, Chapters 1-3
US HISTORY 2 AP
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UNIT 2. THE REVOLUTION AND THE CONSTITUTION, Period 3
Essential Questions:
1. Does the United States live up to the ideals embodied in its founding
documents? How have various groups found themselves outside their
seeming protections?
2. How does the world see America? How does America see itself in the
world?
3. How have economic, political, and technological developments changed
the American way of life?
4. From colonies to country, how has power shifted between people and
government and between levels of government itself?
5. When should a country go to war? Who should do the fighting? Is there
such a thing as a fair and lasting peace?
Mastery Course Objectives and Enduring Understandings - After completing this
unit, the student will:
1. Explain how the British victory over France in 1763, the new government of
George III and other factors worked together to produce a new British
imperial policy. 6.1.12.A.1.a
2. Describe the Grenville plan to raise revenues for England within the
colonies in terms of the specific acts passed to implement it and colonial
reaction to these acts. 6.1.12.A.1.a
3. Explain the interplay of British actions and colonial reactions from the repeal
of the Stamp Act to the revolution. 6.1.12.A.1.a
4. Analyze the intellectual origins of the major ideas expressed in the
Declaration of Independence. 6.1.12.A.2.a
5. Compare and contrast military assets and liabilities of both American and
British forces in the Revolutionary Way.
6. Explain the major military strategies, failures and successes of the war,
focusing on the turning points.
7. Assess the degree to which the Revolution was a social revolution: the
impact of the war on slavery, women, religion and socio-economic levels.
6.1.12.C.2.a
8. Describe the diplomatic maneuvering involved in ending the Revolution and
the major terms of the peace settlement signed in 1783. 6.1.12.A.2.d,
6.1.12.C.2.a, 6.1.12.C.2.a
9. List and explain the accomplishments and problems facing the Articles of
Confederation in diplomacy, land policy, commerce and finance.
6.1.12.A.2.d
10. Account for the movement to adopt a new constitution and assess the
degree to which a new government was needed. 6.1.12A.2.c, 6.1.12.A.2.b
11. Identify the major issues of conflict during the Constitutional Convention of
1787 and explain the resolutions finally adopted. 6.1.12A.2.c, 6.1.12.A.2.d
US HISTORY 2 AP
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12. Explain the key historiographical analysis of the Constitution-making
process including the ideas of Charles Beard and his critics. 6.1.12.A.2.d,
6.1.12.D.2.b, 8.1.12.A.1
13.
Analyze how the United States has attempted to account for regional
differences while also striving to create an American identity. 6.1.12.B.2.1
14. Evaluate the effectiveness of the Northwest Ordinance in resolving disputes
over Western lands and the expansion of slaver. 6.1.12.B.2b
15. Relate events in Europe to the development of American trade and
American foreign and domestic policies. 6.1.12.D.2.c
16. Analyze arguments for new women’s roles and rights, and explain why 18 th
century society limited women’s aspirations. 6.12.D. 2.d
17.
Determine the impact of African American leaders and institutions in
shaping free Black communities in the North. 6.1.12.D.2.e
Period 3: 1754 – 1800
Key Concept 3.1 – Britain’s victory over France in the imperial struggle for North
America led to new conflicts among the British government, the North American
colonists and American Indians, culminating in the creation of a new nation, the
United States.
Topic: The War for the Empire; 1754-1763
The end of the French and Indian War led to clear disputes between the colonists and
Great Britain over economic autonomy, the right to expand west of the Appalachians,
and relations with native peoples. Colonists began to think of themselves as other than
simply British subjects and found themselves more willing to consider resistance.
(ID4) (POL1) (ENV4) (CUL1)
Using the maps in the text, explain how the French and Indian War changed the hopes
and aspirations of most American colonists. How did British decisions about the
changes in this territory lead to the next step toward revolution?
-----------------------------------------------------------------------------------------------------------------Key Concept 3.2 – In the late eighteenth century, new experiments with
democratic ideas and republican forms of government, as well as other new
religious, economic, and cultural ideas, challenged traditional imperial systems
across the Atlantic World.
Topic: Salutary Neglect and The Great Awakening.
The end of salutary neglect pushed colonists to move toward independence, a
movement supported by people from many different walks of colonial society. The
ideals of the Enlightenment shaped much of the colonists’ revolutionary philosophy. The
traditional views of religion and politics, as well as social organization began to lead
people to consider new paths. (ID1) (WXT1) (POL1) (POL5) (WOR1) (CUL2) (CUL4)
US HISTORY 2 AP
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Primary Source Readings: Documentary History of the US – Chapter 1
Common Sense
Thomas Paine
The Declaration of Independence
John Locke, “Two Treatises of Government,”
Rousseau, “The Social Contract,” and
Montesquieu,” The Spirit of the Laws,”.
Key Concept 3.3 – Migration within North America, cooperative interaction and
competition for resources raised questions about boundaries and policies,
intensified conflicts among peoples and nations, and led to contests over the
creation of a multiethnic, multiracial national identity.
Topic: Westward Migration and the Evolving Culture in the Colonies.
The United States had to develop a separate foreign policy as the Revolution
progressed, thereby playing a greater role in the “Atlantic World.” The American
Revolution also brought changes to life on the home front, the role of women and the
war, and questions about both the geographical boundaries of the new nation but the
future of slavery as well.
(WOR5) (POL2)
Using the political cartoons in the text and additional examples from the Internet from
the Revolutionary War period, compare and contrast different opinions expressed about
the American Revolution. How can these different perspectives be explained? What do
the images say about how the different sides viewed each other?
Primary Source Readings: Compare Patriot George R. T. Hewes “Memoir” about the
Boston tea Party with Loyalist Daniel Leonard s “To the Inhabitants of the Province of
Massachusetts Bay, 1774-1775.” What do these two accounts say about the
justifications of those on each side of the fight?
Common Core Standards – Emphasis for this Unit
CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a primary
or secondary source; provide an accurate summary of how key events or ideas develop
over the course of the text.
CCSS.ELA-Literacy.WHST.9-10.2 Write informative/explanatory texts, including the
narration of historical events, scientific procedures/ experiments, or technical processes.
CCSS.ELA-Literacy.WHST.9-10.2a Introduce a topic and organize ideas, concepts, and
information to make important connections and distinctions; include formatting (e.g.,
headings), graphics (e.g., figures, tables), and multimedia when useful to aiding
comprehension.
US HISTORY 2 AP
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CCSS.ELA-Literacy.WHST.9-10.2b Develop the topic with well-chosen, relevant, and
sufficient facts, extended definitions, concrete details, quotations, or other information
and examples appropriate to the audience’s knowledge of the topic.
CCSS.ELA-Literacy.WHST.9-10.2c Use varied transitions and sentence structures to
link the major sections of the text, create cohesion, and clarify the relationships among
ideas and concepts.
US HISTORY 2 AP
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OUTLINE OF TOPICS
I.
The Road to Revolution
A.
The Problem of Empire, 1763
B.
Mercantilism
C.
Inaugurating a New Imperial Policy, 1763-1770
1.
2.
D.
Colonial Response
E.
Townshend Acts, 1767-1770
F.
Drift Toward Independence, 1769-1776
1.
2.
3.
4.
II.
Western problem
Early tax measures, 1763-1766
Tea Act, 1773
Coercive (Intolerable) Acts, 1774
First Continental Congress
Lexington and Concord
The War for Independence, 1776-1783
A.
Opposing Forces
B.
Military Operations, 1776-1777
C.
Saratoga and the French Alliance
D.
Military Operations, 1778-1781
E.
Yorktown
F.
Treaty of Paris, 1783
US HISTORY 2 AP
III.
17
The Confederation and the Constitution
A.
Aftermath of War
1.
2.
B.
Articles of Confederation
1.
2.
C.
Western problem and the Northwest Ordinance
Foreign problems
Financial and monetary problems
Shay's Rebellion
Constitutional Convention, 1787
1.
2.
3.
4.
E.
Nature of the Articles
Merits and defects of the Articles
Problems of the Articles
1.
2.
3.
4.
D.
Political changes
Social and economic changes
Membership
Preliminary plans
Conflicts and compromise
Basic principles
Ratification Process, 1787-1790
Key Vocabulary
mercantilism, royal vets, virtual representation, non-importation agreements,
Loyalists, First Continental Congress, armed mentality, Virginia Plan, New Jersey
Plan, Great Compromise, Federalists, anti-Federalists
Key People
George Grenville, Charles Townshend, Lord North, George III, Samuel Adams,
John Adams, John Hancock, George Washington, Thomas Paine, Thomas
Jefferson, Ben Franklin, Patrick Henry, Alexander Hamilton, James Madison
US HISTORY 2 AP
18
Key Events
Sugar Act 1764, Stamp Act, Stamp Act Congress, Townshend Acts, Boston
Massacre, Boston Tea Party, Intolerable Acts, Boston Port Act, Battle of Saratoga,
French Alliance 1778, Battle of Yorktown, Treaty of Paris 1783, Declaration of
Independence, Land Ordinance 1785, Northwest Ordinance 1787, Shay's
Rebellion, Articles of Confederation, Ratification of the Constitution
Key Places
Boston, Quebec, Lexington, Concord, Williamsburg,
Charleston, SC, Newport, RI, Yorktown, Vermont
Texts
Norton, Chapters 4-6
Saratoga,
Trenton,
US HISTORY 2 AP
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UNIT 3. THE NEW NATION, 1789-1824, Periods 3 & 4
Essential Questions:
1. Does the United States live up to the ideals embodied in its founding
documents? How have various groups found themselves outside their
seeming protections?
2. How does the world see America? How does America see itself in the
world?
3. How have economic, political, and technological developments changed the
American way of life?
4. From colonies to country, how has power shifted between people and
government and between levels of government itself?
5. When should a country go to war? Who should do the fighting? Is there such
a thing as a fair and lasting peace?
Mastery Course Objectives and Enduring Understandings- After completing this
unit, the student will:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Identify the major proposals presented by Alexander Hamilton to establish a
sound financial program for the country.
Distinguish between the basic philosophies of Federalists such as Hamilton
and Republicans such as Jefferson and Madison and identify the
geographic, economic and political sources of their strength. 6.1.12.A.2.f
Describe diplomatic problems with Britain, France and Spain which faced
the new nation and explain the resolution of each.
Explain the significance of the elections of 1796 and 1800.
Explain the importance of the Alien and Sedition Acts and the Kentucky and
Virginia Resolutions as parts of continuing conflicts between individual
liberty and government authority; and states' rights vs national government
authority.
Evaluate the extent of continuity and change in policies between the
Republican party that came to power in 1800 and the Federalists policy that
preceded it.
Understand the growth of the judicial branch under John Marshall and its
significance in American history. 6.1.12.A.2.e
Discuss the factors leading to the sale of the Louisiana Territory by France
and its purchase by the United States; describe the impact of this
acquisition on American political and economic growth. 6.1.12.A..3.b,
6.1.12.D.3.a
Evaluate the causes of the War of 1812 and draw a conclusion about their
relative importance.
Explain the impact of the War of 1812 on the United States.
Explain the emergence of nationalism after the War of 1812 on the
economy, the government, diplomacy, Supreme Court decisions and
policies. 6.1.12.A.3.d
US HISTORY 2 AP
12.
20
Discuss the role of slavery and economic depression in ending the "era of
good feelings" and precipitating a revival of sectional and political strife.
6.1.12.A.3.h, 8.1.12.A.1
Period 3: 1754 – 1800
Topic: The Confederation Period
The ideals of the Enlightenment helped shape the form of the new nation’s government
as well as the role of religion in that government. The Articles of Confederation and the
Constitution reflect many of the ideals of the Enlightenment. Federalism, separation of
powers, and the balance between liberty and order are debated. Wartime diplomacy
continues to expand the position of the United States internationally.
(ID1) (POL5) (WOR1) (CUL4)
The Articles did create an orderly method for the creation and admission of new states,
though conflict often resulted with people already living in the newly acquired areas
(POL1) (PEO4) (WOR5)
The limits of the Articles of Confederation were addressed in the new Constitution,
though issues of states’ rights vs. federal power, remained unresolved.
(WXT6) (POL5) (WOR5)
Also unaddressed were the rights of minorities, particularly women, slaves, and native
people, though the revolutionary model began to have international appeal as a model
for other nations seeking independence.
(ID4) (WOR1) (POL5) (CUL2)
The new country expanded westward, leading to interactions with different groups,
including native peoples and other European settlers, resulting in competition of
resources, shifting alliances, and cultural blending.
(POL1) (WOR1) (WOR5) (ID5) (PEO5)
A distinctly American culture began to emerge as the nation expanded.
(ID5) (ID6) (WXT2) (WXT4) (POL2) (CUL-2) (ENV3)
Primary Source Readings: Documentary History of the United States: Chapter 2
(CR7)
The Articles of Confederation
The Constitution of the United States
Federalist Number Ten
Topic: The Constitution and the Age of Federalism
The Federalists provided a bridge between the Revolutionary period and the
Jeffersonians and Democratic-Republicans that would follow.
US HISTORY 2 AP
21
(ID1)(POL2)
Washington and Adams balanced the needs of the new country with the demands of
becoming an independent part of the “Atlantic World.”
(WOR1)
Increasing regional differences emerged despite Washington’s determination to see the
new country as one entity.
(ID5) (WXT4) (ENV2)
Using the Chart of Hamilton’s Financial Structure in the text, explain his plans for the
new nation’s economy and his need for a Bank of the United States. What might some
segments of the new nation found objectionable in his plans?
Primary Source Readings: Documentary History of the United States: Chapters 3
and 4
(CR7)
Federalists and Republicans, the Constitutionality of the Bank
Washington’s Farewell Address
Kentucky and Virginia Resolutions
Period 4: 1800 – 1848
-----------------------------------------------------------------------------------------------------------------Key Concept 4.1: The United States developed the world’s first modern mass
democracy and celebrated a new national culture, while Americans sought to
define the nation’s democratic ideals and to reform its institutions to match them.
Topic: The First Modern Mass Democracy
Democracy became more participatory, although debates remained over the scope of
federal power and the rights and responsibilities of individuals.
(POL2) (POL5) POL6) (ID5)
Key Concept 4.2: Developments in technology, agriculture and commerce
precipitated profound changes in U.S. settlement patterns, regional identities,
gender and family relations, political power, and distribution of consumer goods.
Topic: Technology and Change
Nationalism, The War of 1812, The Era of Good Feeling, The American System, the
diplomacy of expansion, helped to forge a new national identity
(ID6) (WXT2) (POL2) (ENV4)
Primary Source Reading: Read an excerpt from Thomas S. Woodcock’s diary, “An
account of a trip to the ‘Falls of Niagara’” and study the map in the text of the route of
the Erie Canal. Who might have supported the canal and who would have opposed it?
How does the canal change the economy of the nation?
US HISTORY 2 AP
22
Common Core Standards – Emphasis for this Unit
CCSS.ELA-Literacy.RH.9-10.3 Analyze in detail a series of events described in a text;
determine whether earlier events caused later ones or simply preceded them.
CCSS.ELA-Literacy.WHST.9-10.2d Use precise language and domain-specific
vocabulary to manage the complexity of the topic and convey a style appropriate to the
discipline and context as well as to the expertise of likely readers.
CCSS.ELA-Literacy.WHST.9-10.2e Establish and maintain a formal style and objective
tone while attending to the norms and conventions of the discipline in which they are
writing.
CCSS.ELA-Literacy.WHST.9-10.2f Provide a concluding statement or section that
follows from and supports the information or explanation presented (e.g., articulating
implications or the significance of the topic).
US HISTORY 2 AP
23
OUTLINE OF TOPICS
I.
The Federalists Period, 1789-1800
A.
Beginnings of the Washington Administration
B.
Hamilton's Financial Measures
1.
2.
3.
Funding the national debt
Assumption of state debts
Creation of Bank of the U.S.
C.
The Whiskey Rebellion
D.
Emergence of Political Parties
E.
Western Problems of the Washington Administrations
1.
2.
F.
Foreign Problems of the Washington Era
1.
2.
3.
4.
G.
French Revolution and the United States
Relations with England
Jay's Treaty, 1794
Relations with Spain
Administration of John Adams, 1797-1801
1.
2.
3.
4.
H.
Indian relations in the Northwest
Spanish-American conflicts in the Southwest
Election of 1796
Conflicts with France
Alien and Sedition Acts, 1798
Virginia and Kentucky Resolutions
Election of 1800
US HISTORY 2 AP
II.
Triumph of Jeffersonian Democracy, 1800-1808
A.
Philosophy of Jeffersonians
B.
Jefferson and the Judiciary
C.
Conflicts with Federalist Policies
D.
John Marshall and the Supreme Court
E.
Jefferson and Foreign Problems
F.
Election of 1804
G.
Conflict over Neutral Rights
1.
2.
3.
III.
Conflict with France
Conflict with England
American retaliation: Embargo of 1807
Origins of the War of 1812
A.
Election of 1808
B.
Drift Toward War, 1808-1812
1.
2.
C.
War of 1812
1.
2.
3.
4.
5.
D.
Madison's economic warfare
Western demand for war
Preparation of war
Military campaigns and strategy
Battle of New Orleans
Treaty of Ghent
Hartford Convention
Aftermath of War
24
US HISTORY 2 AP
IV.
25
Postwar Upsurge of Nationalism, 1815-1824
A.
Economic Nationalism
1.
2.
3.
B.
Era of Political Harmony
1.
2.
C.
Election of 1816
Era of Good Feelings
Diplomatic Developments
1.
2.
D.
The National Bank
Tariff of 1816
Internal improvements
Canada and Florida
The Monroe Doctrine
Diminishing Political Harmony
1.
2.
3.
Panic of 1819
The Missouri Compromise
Election of 1824
Key Vocabulary
Bill of Rights, strict construction, loose construction, Bank of the United States,
implied powers, states rights, elastic clause, compact theory, nullification, spoils
system, judicial review, impressment, Orders in Council, War Hawks, Mr.
Madison's War, nationalism, sectionalism, Bonus Bill, Era of Good Feelings,
"wildcat" banks, American System
Key People
Albert Gallatin, Alexander Hamilton, Thomas Jefferson, Citizen Genet, Talleyrand,
Aaron Burr, John Marshall, James Monroe, Napoleon Bonaparte, Henry Clay,
William Henry Harrison, John C. Calhoun, Daniel Webster, George Canning, John
Quincy Adams
Key Events
debate over Hamilton's financial plan, Tariff of 1789, Judiciary Act of 1789,
Whiskey Rebellion, French Revolution, Neutrality Proclamation, Battle of Fallen
Timbers, Pinckney Treaty, Jay Treaty, XYZ Affair, Alien and Sedition Acts, Quasi
War, Election of 1800,
US HISTORY 2 AP
26
Key Places
Virginia, Kentucky, Tripoli, Lake Erie, Fort McHenry, New Orleans, 36, 30' North
Latitude, Missouri River
Texts
Norton, Chapters 7 & 8
US HISTORY 2 AP
27
UNIT 4. THE AGE OF JACKSON, Period 4 & 5
Essential Questions:
1. Does the United States live up to the ideals embodied in its founding
documents? How have various groups found themselves outside their
seeming protections?
2. How does the world see America? How does America see itself in the
world?
3. How have economic, political, and technological developments changed the
American way of life?
4. From colonies to country, how has power shifted between people and
government and between levels of government itself?
5. When should a country go to war? Who should do the fighting? Is there such
a thing as a fair and lasting peace?
Mastery Course Objectives and Enduring Understandings- After completing this
unit, the student will:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Cite the factors that gave citizens new status during the Jacksonian era.
Explain the economic and political issues involved in the tariff controversy;
discuss the differing political philosophies of John Calhoun and Daniel
Webster on the nature of the Union as well as the significance of this
debate.
Describe the factions for and against the National Bank during the 1830s;
evaluate the contributions of the bank to the national economy and indicate
the role its demise played in bringing on the depression at the end of the
decade. 8.1.12.A.1
Describe the major characteristics of the two-party system during the
Jacksonian era; indicate its similarities and dissimilarities to the first twoparty System. 6.1.12.A.2.f
Assess the significance of Jacksonian Democracy on American history
including key historical analyses of the period.
Define Manifest Destiny as Americans applied the term and cite examples to
indicate the actual operation of this motivating force in American expansion
to the Pacific. 6.1.12.A.3.a
Trace the history of Texas from its early settlement through its establishment
as an independent republic to its annexation to the United States in 1845;
indicate the political problems in the status of Texas raised in the U.S. in the
1830s and 1840s)
Analyze the causes of the Mexican War.
Cite the provisions of the Treaty of Guadalupe Hidalgo and explain the
problems the treat raised for the country.
Discuss and analyze the policies of the United States toward the American
Indian during the first half of the nineteenth century and the varying
responses of Indians to these policies.
US HISTORY 2 AP
28
Period 4: 1800 – 1848
Key Concept 4.3: U.S. interest in increasing foreign trade, expanding its national
borders and isolating itself from European conflicts shaped the nation’s foreign
policy and spurred government and private initiatives.
Topic: The Rise of a Mass Democracy in the United States.
As the nation grew politically, economically and socially, people struggled to match
democratic ideals with limitations and social realities.
(CUL2) (POL6) (WOR1)
Jacksonian democracy and the Whigs, national policy toward American Indians, the era
of the “common man,” expansion with the Texas revolution, slavery and sectionalism
shaped the direction of the country and its increasingly diverse population
(PEO3) (POL2) (WOR5) (ENV3) (CUL5) (CUL6)
Topic: Creating a National Economy
The rise of a global market and communication revolution along with technological
changes, led to major changes in agriculture and manufacturing.
(WXT2) (WXT5) (WXT7)
Regional specialization shaped settlement patterns and the national and international
economies. (PEO2) (PEO3) (WXT2) (WXT5) (WXT6)
Immigration and the increase in nativism, women in the work place, the factory system,
the transportation revolution and expansion west brought further change to the nation.
(WXT2) (PEO2) (WOR1) (ENV3)
Economic changes caused by the market revolution affected migration patterns gender
and family relations, and distribution of political power.
(WXT2) (PEO2) (PEO3) (ID5)
Foreign trade and continental expansion were seen as critical to achieving an
independent global presence for the United States
(WOR5) (WOR6)
Primary Source Reading: read an excerpt from Alex de Toqueville’s Democracy in
America. Who are the “three races” he finds in America? What future does he see for
Europeans, blacks and Native Americans and why?
Topic: The Ferment of Reform and Culture
The Second Great Awakening and the growth of reform and advances in education and
the sciences led to changes in women’s roles.
(CUL2) (POL3) (CUL4) (CUL6)
US HISTORY 2 AP
29
Blending Old World and New World ideas and influences led to the creation of a variety
of new national cultures
(ID1) (ID5) (CUL2) (CUL5)
Primary Source Reading: The Seneca Falls Declaration of Sentiments and
Resolutions– Evaluate the demands of this Declaration in light of the promises in the
Constitution.
(CR7)
Topic: The Peculiar Institution
Cotton culture, southern society and the impact of the plantation system became a part
of the national debate over slavery and continental expansion.
(ENV3) (POL6) (ID2)
The rise of abolitionist movements at the same time as extensive national expansion
further polarized the nation on the issue of slavery. (ID6) (POL3) (CUL5)
Regional economic differences led to different settlement patterns and political
expectations, as the country moved into both national and international world markets.
(PEO2) (PEO3) (WXT2) (WXT5) (WXT6)
Market changes were reflected in shifting political alliances. Regional interests conflict
with national concerns.
(WXT2) (PEO2) (PEO3) (ID5)
Period 5: 1844 – 1877
Key Concept 5.1: The United States became more connected with the world as it
pursued an expansionist foreign policy in the Western Hemisphere and emerged
as the destination for many migrants from other countries.
Topic: Manifest Destiny and Economic Determinism
Manifest Destiny, the push for new lands and markets, and territory acquired by war led
to increased ideological and political conflict.
(ID2) (WXT2) (WOR6) (ENV3) (ENV4)
Westward expansion increasing immigration, and the debate over slavery led to
questions and conflicts over cultural identity, citizenship, and access to and protection of
individual rights. (WXT6) (PEO2) (PEO5) (PEO6)(POL6)
US HISTORY 2 AP
30
Common Core Standards – Emphasis for this Unit
CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of words and phrases as they
are used in a text, including vocabulary describing political, social, or economic aspects
of history/social science.
CCSS.ELA-Literacy.WHST.9-10.4 Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and audience.
US HISTORY 2 AP
31
OUTLINE OF TOPICS
I.
Rise of Jacksonian Democracy
A.
Growth of a Democratic Spirit
B.
Presidency of John Q. Adams
1.
2.
3.
C.
Election of 1828
D.
Jacksonian Presidency
1.
2.
3.
4.
5.
II.
Adams' character and plans
Adams' mistakes
Tariff of 1828
Jacksonian philosophy
Spoils System
Peggy Eaton Affair
Maysville Road Veto
Webster-Hayne Debate
Jacksonian Democracy at Flood Tide
A.
Nullification Crisis
B.
Jackson's Indian Policy
C.
The Bank Controversy
1.
2.
3.
4.
D.
Van Buren's Presidency
1.
2.
E.
The nature of the debate
Jackson's veto message
Election of 1832
Jackson's removal of deposits
Election of 1836
Panic of 1837
Emergence of the Whigs
1.
2.
3.
4.
Sources of support
Whig coalition
Democratic coalition
Election of 1840
US HISTORY 2 AP
III.
32
Manifest Destiny in the 1840s
A.
The Tyler Years
B.
The Idea of Manifest Destiny
1.
2.
3.
Maine
Oregon and California
Annexation of Texas
C.
Election of 1844
D.
Polk's Presidency
E.
The Mexican War
1.
2.
3.
4.
5.
6.
Causation
Annexation of California
Campaigns
Opposition to the war
Treaty of Guadalupe Hidalgo
War's legacy
Key Vocabulary
New Democracy, King Caucus, spoils system, rotation in office, kitchen cabinet,
nullification, National Republicans, Democratic Republicans, "pet banks"
Key People
Andrew Jackson, Henry Clay, John C. Calhoun, Martin Van Buren, Nicholas
Biddle, Black Hawk, Sam Houston, Santa Anna, William Harrison, John Tyler,
James K. Polk, Zachary Taylor, Winfield Scott, John C. Fremont
Key Events
Election of 1824, South Carolina Exposition, Tariff of Abominations, WebsterHayne Debate, Tariff of 1832, Force Bill, Specie Circular, Cherokee Removal,
Webster-Ashburton Treaty, Annexation of Texas, Slidell's Mission to Mexico
Key Places
British West Indies, San Jacinto, Adams, Goliad, Willamette Valley, 49 th Parallel,
Nueces River, Rio Grande, Oregon Trail
Texts
Norton, Chapter 12
US HISTORY 2 AP
33
UNIT 5. SHAPING THE NATIONAL IDENTITY, 1790-1860, Period 5
Essential Questions:
1. Does the United States live up to the ideals embodied in its founding
documents? How have various groups found themselves outside their
seeming protections?
2. How does the world see America? How does America see itself in the
world?
3. How have economic, political, and technological developments changed the
American way of life?
4. From colonies to country, how has power shifted between people and
government and between levels of government itself?
5. When should a country go to war? Who should do the fighting? Is there such
a thing as a fair and lasting peace?
Mastery Course Objectives and Enduring Understandings- After completing this
unit, the student will:
1.
2.
3.
4.
5.
6.
7.
8.
Explain changes in agriculture from 1790 - 1860 and describe their social
and economic impact. 6.1.12.C.3.a, 6.1.12.C.3.b
List and describe improvements in transportation from 1790 to 1860.
6.1.12.C.3.a
Account for the emergence of the factory as a method of production and
assess its economic and social impact on the nation. 6.1.12.C.3.a,
8.1.12.A.1
Describe the nature of immigration prior to 1860 and the reaction of native
Americans to this new immigration. 6.1.12.D.3.b
Identify the trends in religious thought during the early 19 th-century that
influenced the rise of reform movements. 6.1.12.A.3.4
Cite specific examples of the contributions of 19 th-century reformers to the
improved care of criminals and the mentally ill, the temperance movement
and the expansion of public education. 6.1.12.A.3.f, 6.1.12.A.3.g,
6.1.12.D.3.d
Trace the emergence of American literature through the writers who
appeared in the early 19th-century. 6.1.12.D.3.e
Describe the roles and status of early 19th-century American women and
account for the growing interest in women's rights. 6.1.12.D.2.d
Period 5: 1844 – 1877
Key Concept 5.2: Intensified by expansion and deepening regional divisions,
debates over slavery and other economic, cultural, and political issues led the
nation into civil war.
US HISTORY 2 AP
34
Topic: Renewing the Sectional Struggle
The 1840s and 1850s saw increasing controversy over slavery, regional and
demographic changes and territorial expansion. Lines were increasingly drawn between
the North and the South as sectionalism intensified.
(ID5) (POL3) (POL5) (POL6)
Primary Source Readings: John C. Calhoun on the “Slavery Question”
William Grayson, “The Hireling and the Slave” – what are the different views of slavery
presented here and how would different parts of the American public react to these
opinions.
For an additional example, read Henry Hammond’s “Letter to an English Abolitionist,
1845.”
---------------------------------------------------------------------------------------------------Topic: Drifting Toward Disunion
Attempts at compromise, including popular sovereignty, the Compromise of 1850 and
the Fugitive Slave Law, failed to bring about solutions, leading to the bitter election of
1860 and the secession of the southern states.
(POL2) (POL6) (PEO5) (ID5)
Primary Readings: Documentary History of the United States: Chapters 11 and 12
Dred Scott v. Sanford – read this decision and evaluate the four main points made in
the majority opinion. Explain how different people might have reacted at the time: a
northern factory worker, an abolitionist, a southern planter, a free black living in New
Orleans, a farmer on the frontier, a Chinese immigrant in California, a yeoman farmer in
North Carolina.
(CR6)
Common Core Standards – Emphasis for this Unit
CCSS.ELA-Literacy.RH.9-10.5 Analyze how a text uses structure to emphasize key
points or advance an explanation or analysis.
CCSS.ELA-Literacy.WHST.9-10.5 Develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach, focusing on addressing
what is most significant for a specific purpose and audience.
US HISTORY 2 AP
OUTLINE OF TOPICS
I.
Shaping the National Economy
A.
Growth of Industry
1.
2.
3.
B.
Transportation Revolution
1.
2.
3.
C.
Rivers and canals
Development of railroads
Clipper ships and international trade
Emergences of a Continental Economy
1.
2.
II.
Coming of the factory system
Capitalists and workers
Labor organizations
Internal improvements
Commercial agriculture
Creating an American Character
A.
Immigration
1.
2.
3.
B.
The Role of Religion
1.
2.
3.
C.
Characteristics
German and Irish
Nativist reaction
Unitarianism and Universalism
Religious revivals
New religious groups
Educational Advances
1.
2.
3.
4.
Level of literacy
Public school reforms
Development of higher education
Education for women
35
US HISTORY 2 AP
III.
36
The Ferment of Reform and Culture
A.
Movements of Reform
1.
2.
3.
B.
Utopian Experiments
1.
2.
C.
Forms
Impacts
Crusade for Women's Rights
1.
2.
3.
D.
Temperance
Prison reform
Treatment of the insane
Status of Women
Seneca Falls Convention
Gains and setbacks
National Literature
1.
2.
3.
4.
Romanticism
Transcendentalism
American writers
The popular press
Key Vocabulary
Industrial Revolution, cotton gin, Fulton's Folly, Clinton's Big Ditch, clipper ships,
Lowell factory girls, Pony Express, Nativism, Mormons, Unitarianism, American
Temperance Society, Brook Farm, Shakers
Key People
Samuel Slater, Eli Whitney, Elias Howe, Isaac Singer, Cyrus H. McCormick,
Robert Fulton, Samuel Morse, Joseph Smith, Brigham Young, Horace Mann,
Horace Greeley, Dorothea Dix, Lucretia Mott, Elizabeth Cady Stanton, Susan B.
Anthony, Grimke Sisters, Washington Irving
Key Events
Tariff of 1816, Second Great Awakening
Key Places
Lowell, MA, Lancaster Turnpike, Erie Canal, Salt Lake City, Seneca Falls, NY
Texts
Norton, Chapters 9 and 10
US HISTORY 2 AP
37
UNIT 6. CIVIL WAR AND RECONSTRUCTION, Period 5
Essential Questions:
1. Does the United States live up to the ideals embodied in its founding
documents? How have various groups found themselves outside their
seeming protections?
2. How does the world see America? How does America see itself in the
world?
3. How have economic, political, and technological developments changed the
American way of life?
4. From colonies to country, how has power shifted between people and
government and between levels of government itself?
5. When should a country go to war? Who should do the fighting? Is there such
a thing as a fair and lasting peace?
Mastery Course Objectives and Enduring Understandings- After completing this
unit, the student will:
1.
Analyze and explain the economic, social and political development of the
ante bellum South. 6.1.12.A.4.a
2.
Describe the main features of black slave society and explain the various
methods used by slaves to resist oppression.
3.
Trace the rise of the abolitionist movement, indicating the common
ideological and moral principles guiding its major leaders as well as the
areas of disagreement among them. Relate the impact of the Supreme
Court decision regarding the Amistad to the antislavery movement.
6.1.12.A.3.i.
4.
Discuss the philosophical and political arguments advanced by the South to
justify its "peculiar institution".
5.
Describe the arguments of those favoring and opposing the extension of
slavery into the territories and indicate the role or popular sovereignty as a
compromise. 6.1.12.D.3.c
6.
Consider the ways in which the provisions of the Compromise of 1850 were
designed to reconcile key goals of northern and southern factions and
describe reactions to the compromise in the North and South after 1850.
7.
Identify the provisions of the Kansas-Nebraska Act of 1854, its major
supporters and how it contributed to the breakdown of a national consensus
within both political parties.
8.
Explain the meaning and importance of the Supreme Court ruling in the
Dred Scott case and describe the broader implications of the court's
argument regarding popular sovereignty and the role of Congress.
6.1.12.A.4.a
9.
Trace the series of events between 1856 and 1861 which led to the
breakdown of consensus and indicate how this chain of events led to
secession and war.
US HISTORY 2 AP
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
38
Describe the difficulties encountered in holding the Border States within the
Union and cite examples of the methods used by Lincoln to carry out this
goal.
Indicate how the steps taken by Lincoln and the northern congress to
finance the Civil War, to establish a national transportation and supply
network and to convert industry to wartime needs contributed to the
development of a modern national economy. 6.1.12.B.4.a
Describe the conditions provoking Lincoln to issue the Emancipation of
Proclamation and indicate its immediate and long-range effects at home and
abroad.
Trace the major strategic and military developments of the Civil War,
including the relative advantages each side enjoyed.
6.1.12.A.4.c,
6.1.12.C.4.a
Explain the circumstances which led to radical reconstruction and identify
the specific provisions that led to the conflict between President Jackson
and Congress. 6.1.12.D.4.c
Trace the contributions made to civil rights by congressional founding
documents, reconstructionists, particular in the provisions of the Civil Rights
Act of 1875, the 13th, 14th and 15th amendments to the Constitution and in
the work of the Freedman's Bureau.
6.1.12.A.4.d, 6.1.12.A.4.b,
6.1.12.D.4.e
Evaluate the successes and failures of the reconstruction period and assess
its impact on the future development of the country. 6.1.12.B.4.b,
6.1.12.D.4.d
Discuss the role that women played on both sides of the conflict.
Compare and contrast the immediate and long-term effects of the Civil War
on the economies of the North and South. 6.1.12C.4.b, 8.1.12.A.1
Explain why the Civil War was more costly to the America than previous
conflicts were. 6.1.12.C.4.C
Compare and contrast the roles of African Americans who lived in the Union
and Confederate states during the Civil War. 6.1.12.D.4.a
Compare and contrast the impact of the American Civil War and the impact
of a past or present civil war in another country in terms of the
consequences for people’s lives and work.
Period 5: 1844 – 1877
Topic: Girding for War
Repeated attempts at compromise ultimately fail and sectional tension took over
political parties and the election of 1860.
(POL2) (POL6) (PEO5) (ID5)
Using the charts in the text of “Manufacturing by Sections in 1860” and “Immigration to
the United States, 1860-1866” make an argument for why the North could have been
expected to win the Civil War.
US HISTORY 2 AP
39
Primary Source Documents: Abraham Lincoln’s First Inaugural Address. What are the
points Lincoln stresses and what does this say about his feelings about the coming
war?
Compare the speech of Robert Toombs to the Georgia Legislature on November 13,
1860 to that of Alexander H. Stephens on November 14, 1860. How do these two men
represent differing views of the coming Civil War in the state of Georgia? What might
account for these differences?
Topic: The Furnace of the Civil War
Lincoln’s election ended attempts at compromise and the country moved on to war.
(POL-20 (POL6) (PEO5) (ID5)
Wartime diplomacy and economic changes in both the North and South resulted in new
global connections for the country at the war’s end. The position of women and issues
of civil liberties in wartime reshaped domestic politics and views of personal rights.
(POL5) (CUL2) (ENV3) (WOR5)
The North won through greater resources, strong leadership, the moral push for
emancipation, and failure of European countries to come to the aid of the South.
(POL5) (CUL2) (ENV3)
The War changed the relationship between state and federal governments, through
social and economic powers remained largely unchanged
(CR9)
Primary Source Readings: Documentary History of the United States: Chapters 13
and 14 (CR7)
The Emancipation Proclamation
The Gettysburg Address
How do these two documents illustrate both changes in the aims of the war and
attempts to bring the nation back together?
Next read “Three days of Terror” The New York City Draft Riots” – what challenges did
the ideals of Abraham Lincoln face even in the North and why?
Key Concept 5.3: The Union victory in the Civil War and the contested
Reconstruction of the South settled the issues of slavery and secession, but left
unresolved many questions about federal government power and citizenship
rights.
Topic - The Ordeal of Reconstruction
The Civil War and Reconstruction altered the balance of power between states and the
federal government, as well as the balance among the three branches of government.
Many social and economic patterns remained unchanged although much change was
promised.
US HISTORY 2 AP
40
(POL5) (POL6) (ID5) (SK20 (SK8) (SK9)
Constitutional changes involving citizenship, particularly for African-Americans, women,
and other minorities, led to new political and social conflicts. (POL6)
Primary Source Readings: Documentary of the United States: Chapter 15
Lincoln’s Second Inaugural Address – What happened to Abraham Lincoln’s hopes for
a smooth and harmonious return to a united country at the end of the war? Why did
things happen as they did?
(CR7)
Topic: The West; A Clash of Cultures
The West was no longer seen as The Great American Desert. And the opportunities
offered to the miners, farmers and ranchers altered the landscape. But the mythical
“frontier” popularized by dime store novels and movies bore little resemblance to these
images.
Examine the Amerindian cultures which existed in the region prior to the movement
west.
Explore the other cultural factors which altered the landscape. These include: Indians,
Mexicans, French, British Canadians, and Asians.
Examine the “myth of the yeoman farmer” as discussed by Hofstadter.
Familiarize the students with the work of Frederick Jackson Turner and his “Frontier
Thesis.”
Common Core Standards – Emphasis for this Unit
CCSS.ELA-Literacy.RH.9-10.6 Compare the point of view of two or more authors for
how they treat the same or similar topics, including which details they include and
emphasize in their respective accounts.
CCSS.ELA-Literacy.WHST.9-10.6 Use technology, including the Internet, to produce,
publish, and update individual or shared writing products, taking advantage of
technology’s capacity to link to other information and to display information flexibly and
dynamically.
US HISTORY 2 AP
41
OUTLINE OF TOPICS
I.
The South and Slavery
A.
The Economy of the Cotton Kingdom
B.
White Society in the South
1.
2.
3.
4.
C.
Black Society in the South
1.
2.
3.
D.
II.
Free blacks
Slaves
The slave community
Antislavery Movement
1.
2.
3.
E.
The planter
The middle class
Poor whites
Professionals and other types
Early opposition to slavery
Abolitionist crusade
The underground railroad
Reactions to Antislavery Agitation
Drifting Toward Disunion, 1848-1861
A.
Quarrels arising from the Mexican War
1.
2.
3.
B.
Compromise of 1850
1.
2.
3.
4.
C.
Wilmot Proviso
Popular Sovereignty
Election of 1848
Terms
Fugitive Slave Act
Uncle Tom's Cabin
Election of 1852
Kansas-Nebraska Act
1.
2.
3.
4.
Terms
Formation of the Republican party
"Bleeding" Kansas
Election of 1856
US HISTORY 2 AP
D.
Crisis of Union, 1856-1861
1.
2.
3.
4.
5.
III.
Civil War, 1861-1865
A.
War of the Union
1.
2.
3.
4.
5.
6.
B.
Fort Sumter
New precedents
Relative advantages
Strategy and campaigns
Emancipation Proclamation
Defeat of the Confederacy
Behind the Lines
1.
2.
3.
4.
5.
IV.
Dred Scott decision
Lincoln-Douglas debates
John Brown's raid
Election of 1860
Secession begins
Financing the war
Wartime diplomacy
Politics North and South
Lincoln and civil liberties
Lasting impact of the war
Reconstruction
A.
War's Aftermath
B.
Lincoln's Approach to Reconstruction
C.
Andrew Johnson and Reconstruction
D.
Radicals
E.
Congressional Reconstruction
F.
Fourteenth Amendment
G.
Impeachment of Johnson
H.
Radical Rule in the South
I.
Legacy of Reconstruction
42
US HISTORY 2 AP
43
Key Vocabulary
King Cotton, one-crop economy, poor whites, free blacks, middle passage, freesoldiers, abolitionism, emancipation, underground railroad, "fireeaters", popular
sovereignty, Lecompton Constitution, know-nothings, greenbacks, commerce
raiders, copperheads, radical republicans, scalawags, carpetbaggers
Key People
Sir Walter Scott, Frederick Douglass, Theodore Weld, William Lloyd Garrison,
Harriet Tubman, Sojourner Truth, Martin Van Buren, William H. Seward, Franklin
Pierce, Stephen A. Douglas, Harriet Beecher Stowe, John Brown, James
Buchanan, Charles-Sumner, John C. Breckenridge, Jefferson Davis, Robert E.
Lee, Stonewall Jackson, U.S. Grant, Abraham Lincoln, George McClellan, Charles
Francis Adams, Andrew Johnson, Thaddeus Stevens, Hiram Revels
Key Events
Denmark Vesey's uprising, Nat Turner's uprising, Clayton-Bulwer Treaty, Perry's
opening of Japan, Ostend Manifesto, Kansas-Nebraska Act, Fugitive Slave Law of
1850, Dred Scott Decision, Panic of 1857, Tariff of 1857, Freeport Doctrine,
Lincoln-Douglas debates, election of 1860, Secession of South Carolina, failure of
the Crittenden Compromise, Emancipation Proclamation, New York draft riots,
Border States, Trent Affair, Morrill Tariff Act, Suspension of habeas corpus,
Freedmen's Bureau, reconstruction amendments 13, 14, 15, Lincoln's 10% Plan,
Johnson's plan of reconstruction, Congressional reconstruction, Force Acts of
1870 and 1871, Purchase of Alaska
Key Places
Liberia, Gadsden Purchase region, Potawatomie Creek, Kansas, Harpers Ferry,
Vicksburg, Gettysburg, Antietam, Fort Sumter
Texts
Norton, Chapters 11, 13-15
US HISTORY 2 AP
44
UNIT 7. INDUSTRIAL AMERICA, Period 6 & 7
Essential Questions:
1. Does the United States live up to the ideals embodied in its founding
documents? How have various groups found themselves outside their
seeming protections?
2. How does the world see America? How does America see itself in the
world?
3. How have economic, political, and technological developments changed the
American way of life?
4. From colonies to country, how has power shifted between people and
government and between levels of government itself?
5. When should a country go to war? Who should do the fighting? Is there such
a thing as a fair and lasting peace?
Mastery Course Objectives and Enduring Understandings- After completing this
unit, the student will:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Discuss reasons for the rapid industrial development of the United States in
the second half of the nineteenth century including the impact of
technological innovation, the role of the individual entrepreneur in the
development of particular industries, and the attempts at government
regulation. 6.1.12.A.5.a, 6.1.12.D.6.a
Account for the growth of railroads in the post-Civil War era and explain the
importance of railroads both in encouraging other communication and
transportation services and in fostering a managerial revolution in business.
6.1.12.B.5.a, 8.1.12.A.1
Understand the factors that contributed to the settlement of the last frontier.
Discuss the military, economic and cultural means by which the American
government and settlers forced the virtual extinction of the Plains Indians.
6.1.12.A.5.c
Identify Frederick Turner's thesis about the effect of the "closing of the
American frontier" in 1890 and evaluate his interpretation of the distinctive
contributions to American life made by the frontier.
Identify basic sources of support for the Republican and Democratic parties
and presidents from 1869 to 1900, evaluating the impact of civil service
reform and tariff issues on party development. 6.1.12.D.6.b
Describe factors contributing to the growth of urban areas in the late 19 th
century including the impact of the influx of new immigrants in the 1880's
and 1890's. 6.1.12.B.5.b
Explain the basic principles of the Gospel of Wealth; show the relationship
of this doctrine to Spencer's theory of Social Darwinism and outline the
suggested reforms of major dissenters from these theories.
Describe trends in philosophy, education, literature and art during the Gilded
Age and the early 20th century.
US HISTORY 2 AP
10.
11.
12.
13.
14.
15.
45
Trace factors leading to the regulation of railroads and control of trusts;
discuss provisions and effects of the Interstate Commerce Act and the
Sherman Antitrust Act. 6.1.12.C.5.a
Trace the rise of the labor movement; explain differences between various
labor organizations and describe the resulting conflicts with industry.
6.1.12.D.5.b, 6.1.12.B.6.a
Explain causes for the rise of the populist movement and evaluate
contributions of the populists to social and economic reforms.6.1.12.A.6.a
Explain causes and goals of the progressive movement; describe, with
examples contributions of the progressives and evaluate the lasting impact
of the progressive movement on American society. 6.1.12.D.5.c
Discuss the industrial development of the state of New Jersey. 6.1.12.D.5.a
Analyze the successes and failures of efforts to expand women’s rights.
6.1.13.D.6.c
Period 6: 1865 – 1898
Key Concept 6.1: The rise of big business in the United States encouraged
massive migrations and urbanization, sparked government and popular efforts to
reshape the U.S. economy and environment, and renewed debates over U.S.
national identity.
Topic: The Rise of Big Business
The rise of big business along with massive migration and urbanization led to efforts to
reshape both the economy and the environment of the country. The “Gilded Age”
brought mass marketing, increased consumption, and the creation of monopolies
(WXT3) (WXT6) (WOR3) (CUL3) (CUL5)
Technological changes, large-scale production, and pro-business government policies
led to a “Gilded Age” that was also marked by corruption, the growth of monopolies, and
the expansion of both domestic and international markets.
(WXT3) (WXT6) (WOR3) CUL3) (CUL5)
Primary Source Reading: Mark Twain, The Gilded Age, A Tale of Today. Explain what
Twain meant in his essay about American society at this point in history? Was he
correct? Why or why not?
Key Concept 6.2: The emergence of an industrial culture in the United States led
to both greater opportunities for, and restrictions on, immigrants, minorities, and
women.
Topic: Industry Comes of Age
The late-nineteenth century was the era of the Robber Barons, with increasing distance
between the lives of the rich and the working classes. The growth of unionism, of
government and politics of regulation, and the expansion of the United States in the
world economy characterized this period.
US HISTORY 2 AP
46
(WXT5) (WXT6) (PEO6) (ID5)
Gilded Age politics and corruption ultimately led to the beginnings of reform efforts both
in government and in addressing social concerns.
(ID2) (ID6) (POL6)
Cultural and intellectual movements both supported and challenged the social order of
the Gilded Age
(ID6) (CUL3) (CUL5)
Big business was challenged by groups representing regional interests as well as new
labor organizations.
(WXT5) WXT6) (PEO6) (ID5)
Primary Source Readings: Documentary History of the United States: Chapter 16
(c)
Andrew Carnegie, Wealth and William Graham Sumner, What Social Classes Owe
Each Other. Read and compare the writings of these two “Robber Barons.” How are
they different in the beliefs and how might that difference be explained? Which view had
the most influence during this period of history?
Primary Source Reading: Samuel Gompers, Letter on Labor in Industrial Society.
Evaluate Gompers’ arguments. How successful was he and why?
Key Concept 6.3: The “Gilded Age” witnessed new cultural and intellectual
movements in tandem with political debates over economic and social policies.
Topic: America Moves to the City
The late-nineteenth century was characterized by urbanization, new waves of
immigration, renewed instances of nativism, cultural life in urban America, the “New
Woman,” African-American push for expanded civil rights
(PEO2) (PEO3) (PEO6) (POL3)
Movement of both internal and international populations changed the makeup of
America, early reformers try to address some of the concerns associated with
urbanization and immigration
(PEO2) (PEO3) PEO-6) (PEO3)
Big business faced increasing challenges from labor movements and those supporting
regional concerns
(WXT5) (WXT6) (PEO6) (ID5)
As migration both within the United States and from overseas increased rural and urban
populations, reformers began to try to address gender, racial, ethnic, religious, and
socioeconomic equalities
(PEO2) (PEO3) (PEO6) (POL3)
US HISTORY 2 AP
47
Topic: The Turner Thesis and the Agricultural Revolution
Westward migration, the close of the frontier and its impact, industrialization of
agriculture new forms of transportation, and political dissent among farmers led to
political and popular conflicts. (ENV5) (WXT5) (POL3) (PEO3) PEO5) (WXT7)
Primary Source Readings; Documentary History of the United States: Chapter 17
and 18 (CR7)
Frederick J. Turner, The Significance of the Frontier in American History. What
argument does Turner make about the importance of the frontier in American
development? What are the implications for future expansion?
Populist Party Platform – Be able to identify and evaluate the major components of the
Populist Platform. Which did they achieve? Which were the unable to achieve and why?
Which became realities over a decade later and why at that time rather than sooner?
William Jennings Bryan, Cross of Gold Speech. What made Bryan the standard bearer
for both the Democrats and the Populists at this time? Why, in spite of this appeal, was
he never successful politically?
Using the chart in the test of “Marriages and Divorces, 1890-2008,” what conclusions
can be drawn about the changing role of women at this time? What might have
contributed to making those changes possible?
----------------------------------------------------------------------------------------------------Topic: The Great West- Agricultural Revolution
Transcontinental railroads and the destruction of the buffalo and the Plains Indian
culture pushed a government policy of increased reservations and assimilation (PEO4)
(ENV5) (POL6)
Period 7: 1890 – 1945
Topic: Progressivism and the Republican Roosevelt
Growth and consolidation of industries promoted urbanization and economic growth.
Business cycles continued to fluctuate
(WOR3) (ID7) (WXT5) (POL3)
Progressive reformers called for government intervention in the economy, greater social
justice, and conservation of natural resources.
(WXT6) (WXT7) (WXT8) (POL3) (ENV5) (CUL5)
T. Roosevelt added executive clout to the efforts of Progressive reformers.
(POL6)
US HISTORY 2 AP
Topic: Wilsonian Progressivism at Home and Abroad
Taft and Wilson continued to support Progressive reform and pursue the
neutrality as Europe moved closer to war.
(WXT6) (WXT7) (WXT8) (POL3) ENV-\5) (CUL5) (WOR7)
48
diplomacy of
Primary Source Readings: Documentary History of the United States: Chapter 20
(CR7)
Theodore Roosevelt, The New Nationalism
Woodrow Wilson, The Old Order Changeth
How did the Progressive presidents change the direction of American politics and
society?
Common Core Standards – Emphasis for this Unit
CCSS.ELA-Literacy.RH.9-10.7 Integrate quantitative or technical analysis (e.g., charts,
research data) with qualitative analysis in print or digital text.
CCSS.ELA-Literacy.WHST.9-10.7 Conduct short as well as more sustained research
projects to answer a question (including a self-generated question) or solve a problem;
narrow or broaden the inquiry when appropriate; synthesize multiple sources on the
subject, demonstrating understanding of the subject under investigation.
US HISTORY 2 AP
49
OUTLINE OF TOPICS
I.
Industry Comes of Age, 1865-1900
A.
Causes of the Economic Revolution
1.
2.
3.
4.
5.
II.
B.
The New South
C.
Lords of Industry
Closing the Frontier, 1865-1890
A.
Mining Frontier
B.
Cattle Frontier
C.
Conquest of the Indians
D.
Industrialization of Agriculture
E.
Closing the Frontier
1.
2.
3.
III.
Raw materials
Available capital
Labor
Railroad boom
Speculation and financiers
Economic effects
Psychological effects
Turner's thesis
Politics in the Gilded Age, 1869-1889
A.
Grant's Administration
1.
2.
3.
4.
B.
Hayes-Arthur Administrations
1.
2.
3.
C.
Domestic problems
Foreign problems
Corruption and reform
Depression of the 1870's
Disputed election of 1876
Civil service reform
Election of 1880
Grover Cleveland, 1885-1889
1.
2.
Election of 1884
The tariff issue
US HISTORY 2 AP
IV.
America Moves to the City, 1865-1900
A.
Rise of the City
1.
2.
B.
New Immigration
1.
2.
C.
Educational renaissance
Literary achievements
Harmful results of urbanization
1.
2.
V.
Struggle for women's rights
Attack on the liquor trade
Racial minorities
The City and Cultural Progress
1.
2.
F.
Gospel of Wealth
Social Darwinism
Critics of the social order
Social gospel
Reform Movements
1.
2.
3.
E.
Characteristics
Nativist response
Wealth and Poverty
1.
2.
3.
4.
D.
Reasons for urbanization
Urban environment
Harmful results of urbanization
Beneficial results of urbanization
Assault on Laissez Faire, 1868-1890
A.
Attack on the Railroads
1.
2.
B.
Granger movement
Advent of federal regulation
Attack on Industrial Monopoly
1.
2.
Growth of labor
Trust deregulation
50
US HISTORY 2 AP
C.
Revolt of the Debtor, 1889-1900
1.
2.
3.
4.
VI.
51
Causes of agrarian unrest
Farmer's organize
The tariff and the panic of 1893
Election of 1896
The Progressive Era, 1900-1917
A.
Origins of Progressivism
B.
Progressivism in Cities and States
1.
2.
C.
Roosevelt and Progressivism
1.
2.
3.
D.
Election of 1908
Taft and progressivism
Wilson's Administration
1.
2.
3.
4.
F.
Roosevelt and the trusts
Railroad regulation
Conservation movement
Taft's Administration
1.
2.
E.
Democratic reforms
Social legislation
Election of 1912
Tariff reform
Currency and banking reform
Regulation of business
An Appraisal of Progressivism
Key Vocabulary
stalwarts, half-breeds, mugwumps, Bessemer process, Gospel of Wealth, new
immigration, Knights of Labor, barbed wire, sooners and boomers, Ghost Dance,
gerrymander, muckrakers, initiative, recall, referendum, Australian ballot, dollar
diplomacy, new freedom, Bull Moose Party
US HISTORY 2 AP
52
Key People
James A. Garfield, Chester Arthur, James G. Blaine, Grover Cleveland, Benjamin
Harrison, Horace Greeley, Jay Gould, Cornelius Vanderbilt, Alexander Graham
Bell, Thomas Edison, Andrew Carnegie, J.P. Morgan, William Graham Sumner
Booker T. Washington, W.E.B. DuBois, Joesph Pulitzer, William Randolph Hearst,
Edward Bellamy, Mark Twain, William Dean Howells, Frank Norris, Ida Tarbell,
Crazy Horse, Chief Joseph, Geronimo, William Jennings Bryan, Marcus Hanna,
William McKinley, Thorstein Veblen, Lincoln Steffens, Theodore Roosevelt, William
Taft, Woodrow Wilson
Key Events
Pendleton Act of 1883, railroad-building, Credit Mobilier Scandal, Wabash case,
Interstate Commerce Act of 1887, discrimination against immigrants, Immigration
Act of 1882, Chautauqua movement, Sand Creek Massacre, Homestead Act of
1862, Dawes Act of 1887, Populist movement, Jim Crow laws, Homestead strike,
Pullman strike, Bryan's Cross of Gold Speech, Pure Food and Drug Act, Meat
Inspection Act, Suffrage Movement of 1890, anthracite coal strike, Elkin's Act,
Hepburn Act, Panic of 1907, trustbusting begins, Mann-Elkins Act of 1910, Clayton
Antitrust Act, Underwood Tariff, Federal Reserve Act, occupation of Vera Cruz
Key Places
Haymarket Square, Little Big Horn, Wounded Knee, Vera Cruz, Cuba, Haiti,
Dominican Republic
Texts
Norton, Chapters 16-21
US HISTORY 2 AP
53
UNIT 8. AMERICA ON THE WORLD STAGE, Period 7
Essential Questions:
1. Does the United States live up to the ideals embodied in its founding
documents? How have various groups found themselves outside their
seeming protections?
2. How does the world see America? How does America see itself in the
world?
3. How have economic, political, and technological developments changed the
American way of life?
4. From colonies to country, how has power shifted between people and
government and between levels of government itself?
5. When should a country go to war? Who should do the fighting? Is there such
a thing as a fair and lasting peace?
Mastery Course Objectives and Enduring Understandings- After completing this
unit, the student will:
1.
2.
3.
4.
5.
6.
7.
8.
Explain factors that brought about our expansionist foreign policy in the
1890s and indicate how these factors influenced the growth of American
interest in the Pacific. 6.1.12.B.6.a
Identify causes of the Spanish-American War including specific
provocation's rising from the Cuban rebellion and domestic factors that led
to growing American involvement through the 1890's.
Evaluate the successes and failures of the Spanish-American War in terms
of our avowed goals and actual territorial and strategic gains; explain how
the war led to a growing debate among Americans regarding the acquisition
of an empire.
Discuss American foreign policy objectives in the Pacific and Far East,
1901-1920; indicate specific means by which the United States sought to
accomplish its objectives and evaluate successes and failures of our Pacific
policy. 6.1.12.D.6.b
Discuss American foreign policy objectives in the Caribbean, 1900-1920;
indicate specific means by which the United States sought to accomplish its
objectives and evaluate successes and failures of our Caribbean policy.
Discuss problems encountered by the Wilson administration in trying to
adhere to neutrality during the period 1914-1917 and describe the nature of
the historical debate regarding reasons why the United States entered
World War I. 6.1.12.A.7.a, 6.1.12.B.7.a, 6.1.12.D.7.a
Describe how the nation mobilized for war; discuss the growth of
presidential power, violations of civil liberties and how the war affected
African-Americans and women. 6.1.12.A.7.b, 6.1.12.D.7.b
Describe Wilson's efforts to end the war and cite major provisions of the
Treaty of Versailles; discuss reasons for the unwillingness of the United
States to ratify the treaty. 6.1.12.A.7.c, 6.1.12.C.7.b
US HISTORY 2 AP
9.
54
Evaluate the impact of American foreign policy, 1890-1920, on American
history and cite views of major historians concerning our involvement on the
world stage during this period. 6.1.12.B.7.a
Period 7: 1890 – 1945
Key Concept 7.1: Government, political and social organizations struggled to
address the effects of large-scale industrialization, economic uncertainty, and
related social changes such as urbanization and mass migration.
Topic: Empire and Expansion
Many Americans began to advocate overseas expansionism in the late nineteenth
century, leading to new territorial annexations and acquisitions in the Western
Hemisphere and the Pacific.
(WOR6) (WOR7) (ENV5) (POL6)
Primary Source Readings: Documentary History of the United States: Chapter 19
(CR7)
Alfred T. Mahan, The United States Looking Outward
Theodore Roosevelt, Corollary to the Monroe Doctrine
How did both of these men change the direction of American expansion?
Also read “Letters from the Battlefront and the Home Front, Debating War in the
Philippines.” How does this present a different picture of imperialism from the two
readings above?
Topic: The Leadup to War; Wilson and Neutrality
The United States found itself entering World War I in spite of Wilson’s efforts at
Neutrality (WOR7)
The national and global impact of World War I, including the push for increased
immigration, led to restrictive legislation, limiting rights to come to the US, particularly for
those from Asia and Southern and eastern Europe (WOR4) (PEO2) (PEO6) (PEO7)
(POL7)
Primary Source Readings: Documentary History: Chapter 21 (CR7)
Woodrow Wilson, War Message to Congress
Woodrow Wilson, The Fourteen Points
Evaluate Wilson’s reasons for going to war and his hopes for what US involvement
would bring about at the war’s conclusion. Was he a realist or an idealist and why?
Primary Source Readings: Stanley B. Norvell, Letter to Victor F. Lawson, 1919. How
does this letter illustrate the situation of many African-Americans at the end of the war?
What did they find on returning home and how does this lead to changes in society as a
whole?
US HISTORY 2 AP
55
Topic: The War to End War
War in Europe and the impact of war on the home front involved issues of propaganda
and civil liberties. Wilson faced the political frustrations of helping to create the Treaty of
Versailles and then seeing its rejection by the US Senate.
(WOR4) (WOR6) (WOR7) (POL6)
World War I and its aftermath led to further questions about the nation’ role in the world
and how to achieve national security and pursue national interests.
(WOR4) (WOR7) (ID-30 (ID6) (POL6)
Common Core Standards – Emphasis for this Unit
CCSS.ELA-Literacy.RH.9-10.8 Assess the extent to which the reasoning and evidence
in a text support the author’s claims.
CCSS.ELA-Literacy.WHST.9-10.8 Gather relevant information from multiple
authoritative print and digital sources, using advanced searches effectively; assess the
usefulness of each source in answering the research question; integrate information into
the text selectively to maintain the flow of ideas, avoiding plagiarism and following a
standard format for citation.
US HISTORY 2 AP
OUTLINE OF TOPICS
I.
The Path of Empire
A.
Sources of American Expansionism
B.
American Policy in the Pacific, 1869-1895
1.
2.
3.
C.
Latin-American Policy, 1877-1895
1.
2.
D.
Pan-Americanism
Venezuelan boundary dispute
Spanish-American War
1.
2.
3.
4.
II.
Alaska
Hawaiian Islands
Samoa
Cuban problem
Events leading to war
Defeat of Spain
Treaty of Paris, 1898
American on the World Stage, 1898-1920
A.
New Pacific Policy
1.
2.
3.
4.
B.
Latin America Policy
1.
2.
3.
4.
C.
Hawaii and the Philippines
Chinese problem
Open door policy
American and Japan
Panama Canal
Roosevelt corollary
Dollar diplomacy
Wilson and Mexico
Appraisal of America's Foreign Policy
56
US HISTORY 2 AP
III.
57
United States and World War I
A.
Road to War
1.
2.
3.
B.
Entry into World War I
1.
2.
C.
Home front
European front
Wilson and the Peace Conference
1.
2.
3.
E.
Events leading to war
Causes for entry
The United States in World War I
1.
2.
D.
European background
Problem of neutrality
Submarine warfare
Wilsonian idealism
Terms of Treaty of Versailles
Rejection of the treaty
Modern Implications of World War I
Key Vocabulary
yellow journalism, de Lome letter, Rough Riders, white man's burden, open door,
big stick diplomacy, great white threat, contraband, central powers, allied powers,
preparedness, liberty loan drives, black list, American Expeditionary Force,
censorship, Big Four, Article X of the League's Covenant
Key People
Kaiser Wilhelm II, Alfred T. Mahan, Queen Liliuokalani, General Weyler, Emilio
Aguinaldo, Dr. Walter Reed, Cipriano Castro, Theodore Roosevelt, John Hay,
Colonel William Gorgos, Colonel George Washington Goethals, Charles Evans
Hughes, Walter Page, General John J. Pershing, Georges Clemenceau, Lloyd
George, Hiram W. Johnson
US HISTORY 2 AP
58
Key Events
Venezuela boundary crisis, Samoan crisis 1889, Hawaiian revolution 1893,
annexation of Hawaii 1898, Treaty of Paris 1898, Spanish-American War, Teller
Amendment, Platt Amendment, Boxer Rebellion, Hay-Pauncefote Treaty, Panama
revolution, Hay-Bunau-Varilla Treaty, Venezuela Crisis 1900, Russo-Japanese
War, Gentlemen's Agreement 1907-1907, Root-Takahira Agreement 1908; sinking
of Lusitania, Sussex pledge, unrestricted submarine warfare, Zimmerman note,
Fourteen Points, Russian revolution, Espionage Act 1917, Sedition Act 1918,
debate on Versailles Treaty, Wilson's Tour 1919
Key Places
San Juan Hill, Havana, Manila Bay, Pago Pago, Port Arthur, Portsmouth, NH,
Chateau Thierry, Belleau Wood, the Saar, the Rhineland, Fiume, Shantung
Texts
Norton, Chapters 22 and 23
US HISTORY 2 AP
59
UNIT 9. AMERICA BETWEEN WARS, 1920-1939, Period 7
Essential Questions:
1.
Does the United States live up to the ideals embodied in its founding
documents? How have various groups found themselves outside their
seeming protections?
2.
How does the world see America? How does America see itself in the
world?
3.
How have economic, political, and technological developments changed
the American way of life?
4.
From colonies to country, how has power shifted between people and
government and between levels of government itself?
5.
When should a country go to war? Who should do the fighting? Is there
such a thing as a fair and lasting peace?
Mastery Course Objectives and Enduring Understandings- After completing this
unit, the student will:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Discuss, citing economic, political and social examples, steps taken by the
Harding administration to return the United States to normalcy after 1920.
6.1.12.A.8.a, 6.1.12.A.8.b, 6.1.12.B.8.a
Cite examples of rural-urban, black-white and nativist-immigrant conflict in
society during the 1920s. 6.1.12.D.8.a
Explain how American culture in the 1920s reflected both the optimism and
social alienation of the period. 6.1.12.A.8.c
Discuss the contributions of the African-American writers and artists during
the Harlem Renaissance. 6.1.12.D.8.b
Explain underlying causes of the Depression and identify the immediate
factors leading to the stock market crash of 1929.
6.1.12.A.9.a,
6.1.12.B.9.a, 6.1.12.C.9.b, 6.1.12.C.9.c, 6.1.12.C.9.d, 6.1.12.D.9.a
Indicate the steps taken by the Hoover administration to meet the
Depression and show how Hoover's philosophy of government affected the
pace of recovery. 6.1.12.B.10.a
Describe basic theories underlying the first phase of the New Deal, 19331935, and relate the legislation passed during the period of those theories.
6.1.12.C.9.a, 6.1.12.A.10.c
Describe New Deal policies that tended to improve the social, economic and
political conditions of labor, blacks, ethnics and women; indicate prevailing
reaction to revolutionary alternatives of the New Deal. 6.1.12.C.8.b,
6.1.12.D.9.b
Assess factors leading to the end of the New Deal including the Supreme
Court fight and the rise of the conservative coalition. 6.1.12.A.10.a
Evaluate the legacy of the New Deal including the growth of presidential
power, the new role of government in ensuring economic stability and the
impact of the Roosevelt coalition on future political developments.
6.1.12.A.10.a, 6.1.12.C.10.a, 6.1.12.D.10.b
US HISTORY 2 AP
11.
12.
13.
14.
15.
16.
17.
60
Explain why the Great Migration led to heightened racial tensions, restrictive
laws, and a rise of repressive organizations. 6.1.12.D.8.a
Discuss, citing examples, major political and economic aspects of
Roosevelt's Good Neighbor policy. 6.1.12.A.11.a
Explain domestic factors underlying American isolationism until 1941;
identify major groups favoring isolation and their reasons; describe how
isolationist legislation affected the conduct of foreign policy in the 1930's.
Explain major congressional acts designed to regulate American relations
with nations at war from the Embargo Act of 1935 to the Lend-Lease Act of
1941; describe the shift in policy from neutrality to intervention on behalf of
the allies. 6.1.12.A.11.a, b
Discuss problems for American foreign policy presented by Japanese
aggression in China during the 1930s and trace the steps that led to the
Japanese attack on Pearl Harbor. 6.1.12.A.11.c
Explain the reason for United States policy toward the persecution of the
Jewish people in Europe during the 1930's.
Explain how key individuals, including minorities and women, shaped core
ideologies and policies of the New Deal. 6.1.12.D.10.c
Period 7: 1890 – 1945
Key Concept 7.2: A revolution in communications and transportation technology
helped to create a new mass culture and spread “modern” values and ideas, even
as cultural conflict between groups increased under the pressure of migration,
world wars, and economic distress.
Topic: The Twenties
The “Red Scare” and immigration issues, a mass-consumption economy, the Jazz Age
and the Harlem Renaissance, traditionalism versus modernism; economic dislocations
caused by World War I led to migration both to and within the United States
(ID8) (PEO3) (WOR4)(CUL7)
New technologies led to social transformations and changed the lives of many, while at
the same time contributing to increasing political and cultural conflicts.
(ID8) (WXT3) (WXT5) (CUL3) (CUL6)
Xenophobia swept the United States as the global impact of World War I became
evident through social tensions over immigration issues involving Europe and Asia and
the restrictive legislation that resulted.
(WOR4) (PEO2) (PEO6) (PEO7) (POL7)
US HISTORY 2 AP
61
Primary Source Readings: Lucy Burns and Alice Paul, “Prison Notes” – trace the
development of the modern women’s movement through the experiences of these two
women. Assemble a portfolio of pictures from this period of women’s history. What
conclusions can be drawn about women in the 1920s from these images and the
writings of women involved in the fight for the vote and an Equal Rights Amendment?
Topic: Harding and Coolidge; the Politics of Laissez-faire.
Isolationism in the 1920s, foreign debt and diplomacy, the coming of the Great
Depression, and a new role for technology brought changes to the United States.
Did the economic and political decisions made in the 1920s make the
the 1930s inevitable?
(ID8) (WXT3) (WXT5) (CUL3) (CUL6) (CUL7) (SK6)
Depression of
The United States must reassess its new role in the world as the country sought
national security and tried to safe-guard American interests
(WOR4) (WOR7) (ID3) (ID6) (POL6)
Primary Source Reading: Documentary History of the United States: Chapter 22
(CR7)
Herbert Hoover, Rugged Individualism. What was Herbert Hoover’s formula for the
recovery of the country and why was he unsuccessful?
Topic: The Great Depression and the New Deal
Franklin Roosevelt and the New Deal transformed the United States into a limited
welfare state. (WXT8) (POL2) (POL4) (ID3) (CUL5)
Economic dislocations from the war led to greater migration within the United States as
well as from elsewhere in the Western Hemisphere
(ID8) (PEO3) (WOR4)
“Recovery, relief, reform,” demographic changes associated with the Depression,
cultural changes in the 1930s, the Supreme Court and the balance of political power in
government were all a part of Roosevelt’s program in the 1930s.
Examine the photographs of migrant workers that were taken by the Federal Writers
Project. Do these constitute propaganda for the new Deal? In a short essay, explain
why or why not.
Primary Source Readings: Documentary History of the United States, Chapter 23
(CR7) Franklin Roosevelt’s First Inaugural Address. How does Roosevelt change the
nation’s attitude toward the Great Depression with this address? How does what he
proposes differ from the course Hoover had followed?
US HISTORY 2 AP
Common Core Standards – Emphasis for this Unit
CCSS.ELA-Literacy.RH.9-10.9 Compare and contrast treatments of the same topic in
several primary and secondary sources.
CCSS.ELA-Literacy.WHST.9-10.9 Draw evidence from informational texts to support
analysis, reflection, and research.
62
US HISTORY 2 AP
63
OUTLINE OF TOPICS
I.
Era of Normalcy, 1920-1932
A.
Readjustments to Peacetime Economy
1.
2.
3.
4.
B.
Politics of the 1920s
1.
2.
3.
C.
II.
Disarmament and isolation
War debts
Relations with the Far East
Relations with Latin America
Panic and Depression, 1929-1932
1.
2.
F.
Economic boom
Social conflicts
Music and literary trends
Revolution in manners and morals
Foreign Policy
1.
2.
3.
4.
E.
Harding's administration
Election of 1924
Election of Hoover
Domestic Scene
1.
2.
3.
4.
D.
Economic demobilization
Prohibition
Women's suffrage
Red scare
Crash of 1929
Hoover and the Depression
Era of Normalcy: an Appraisal
The New Deal
A.
Election of 1932
B.
Philosophy of the New Deal
C.
The Hundred Days, 1933
US HISTORY 2 AP
D.
New Deal Domestic Program, 1933-1936
1.
2.
3.
E.
III.
Relief measures
Recovery measures
Reform measures
Climax of the New Deal, 1936-1939
1.
2.
3.
4.
5.
F.
64
Election of 1936
Roosevelt coalition
Supreme court fight
New Deal and labor
New Deal, women and minorities
Evaluation of the New Deal
Foreign Policy of the New Deal, 1933-1941
A.
Good Neighbor Policy
1.
2.
3.
B.
Problem of Neutrality, 1933-1939
1.
2.
3.
C.
Philippine independence
Withdrawal from the Caribbean
Reciprocal trade agreements
World scene
Rise of isolationism
Neutrality legislation
Road to War, 1939-1941
1.
2.
3.
4.
War in Europe
American response
End of neutrality
Pearl Harbor
Key Vocabulary
prohibition, bull market, Ku Klux Klan, non-recognition, Bonus Army,
Reconstruction Finance Corporation, Good Neighbor Policy, Brain Trust, laissez
faire, Hundred Days, Blue Eagle, 21st Amendment, Dust Bowl, sit-down strike,
reciprocal trade agreements, America First Committee, Committee to Defend
America by Aiding the Allies
US HISTORY 2 AP
65
Key People
Warren G. Harding, Charles Evans Hughes, Andrew Mellon, Herbert Hoover,
Henry Ford, Babe Ruth, Charles Lindbergh, H.L. Mencken, F. Scott Fitzgerald,
Robert LaFollette, Calvin Coolidge, Harry Hopkins, Father Coughlin, Huey Long,
Francis Townsend, John L. Lewis, Eleanor Roosevelt, Cordell Hull, Benito
Mussolini, Adolph Hitler, Emperor Hirohito
Key Events
Washington Disarmament Conference, Five-Power Treaty, Four-Power Treaty,
Nine-Power Treaty, Sacco-Vanzetti case, Emergency Tariff Act of 1921,
Immigration Act of 1924, Teapot Dome Scandal, Scopes trial, Volstead Act, 18 th
Amendment, Kellogg-Briand Pact, Hawley-Smoot Tariff, Wall Street crash of
Adjustments Act of 1933, Works Progress Administration, National Recovery
Administration, Social Security Act, National Labor Relations Act, Fair Labor
Standards Act, Neutrality Acts of 1935, 1936 and 1937, conquest of Ethiopia,
Spanish Civil War, China Incident of 1937, Roosevelt's quarantine speech, Hitler's
occupation of the Rhineland, annexation of Austria, Sudetenland crisis, RussoGerman non-aggression pact, fall of France, Battle of Britain, destroyer deal, Lendlease Act, Atlantic Charter, attack on Pearl Harbor
Key Places
Rhineland, Ethiopia, Spain, France, Munich, English Channel, Pearl Harbor,
Sudetenland, Austria
Texts
Norton, Chapters 24-27
US HISTORY 2 AP
66
UNIT 10. WORLD WAR II AND AFTER, Period 7 & 8
Essential Questions:
1. Does the United States live up to the ideals embodied in its founding
documents? How have various groups found themselves outside their
seeming protections?
2. How does the world see America? How does America see itself in the
world?
3. How have economic, political, and technological developments changed the
American way of life?
4. From colonies to country, how has power shifted between people and
government and between levels of government itself?
5. When should a country go to war? Who should do the fighting? Is there such
a thing as a fair and lasting peace?
Mastery Course Objectives and Enduring Understandings- After completing this
unit, the student will:
1.
2.
3.
4.
4.
5.
6.
7.
Describe steps taken by Roosevelt and Congress to mobilize the country
during wartime; indicate the social and economic impact of the war on New
Jersey, African-Americans, women and other minorities including the impact
of the war effort on social change and civil rights.
6.1.12.C.11.a,
6.1.12.D.11.b, 6.1.12.D.11.c
Describe military action in Europe, explaining agreement and disagreement
on military strategy among the Allies in the campaign against Hitler;
evaluate the impact of strategic decisions emerging from these differing
viewpoints. 6.1.12.A.11.e, 6.1.12.B.11.a, 6.1.12.C.11.b, 6.1.12.D.11.a
Describe military action in the Pacific, including strategic considerations; cite
political and military factors leading to Truman's decision to drop the atom
bomb on Japan in 1945. 6.1.12.A.11.d
Assess the responses of the United States and other nations to the violation
of human rights that occurred during the Holocaust and other genocides and
compare the varying perspectives of victims, survivors, bystanders,
rescuers, and perpetrators. 6.1.12.A.11.e, 6.1.12.D.11.d, 6.1.12.D.11.e
Describe wartime and postwar events as well as misconceptions of both
East and West that helped bring on the Cold War. 6.1.12.A.12.a
Identify major aspects of Truman's containment policy and explain how the
Truman Doctrine, the Marshall Plan, the Berlin airlift and NATO helped to
implement containment. 6.1.12.B.12.a
Cite major provisions of Truman's Fair Deal and indicate major successes
and failures in implementing social and economic reforms during Truman's
tenure.
Describe major issues of the Korean War, from the decision to defend an
area outside our defense perimeter to disagreements on military strategy.
6.1.12.A.12.b
US HISTORY 2 AP
8.
9.
10.
11.
12.
13.
13.
14.
15.
16.
17.
67
Explain domestic and international factors leading to the rise of
McCarthyism and Red scares from 1949 through early 1950s; account for
McCarthy's downfall and discuss the legacy of McCarthyism on domestic
and international policies. 6.1.12.D.12.b, 6.1.12.D.12.c
Indicate aspects of social and economic progress and stalemate during the
Eisenhower years, including major successes and failures of AfricanAmericans during the period. 6.1.12.C.12.a, 6.1.12.C.12.b, 6.1.12.C.12.c,
6.1.12.C.12.d, 6.1.12.C.13.b, 6.1.12.C.13.d, 6.1.12.D.13.d, 6.1.12.D.13.f
Identify distinctive aspects of the Eisenhower-Dulles foreign policy; explain
how Dulles' emphasis on military alliances, pushing back communism in
Eastern Europe and global commitments to anti-Communist strategies
widened the gulf between East and West.
Distinguish Kennedy's outlook on American foreign policy; indicate military
and political actions taken by President Kennedy in response to Soviet
infringement on American spheres such as Latin America and Europe.
6.1.12.D.13.e
Identify major legislation constituting Lyndon Johnson's Great Society and
indicate how his foreign policy undermined his domestic programs.
6.1.12.C.13.c, 6.1.12.A.14.d
Explain how the Arab-Israeli conflict influenced American foreign policy.
6.1.12.A.12.c.
Evaluate the rationale offered for gradual escalation of our commitment to
Vietnam; trace steps taken to escalate that commitment from 1960 to 1968;
describe factors leading to the gradual alienation of the American public
from the war. 6.1.12.D.12.d, 6.1.12.D.12.e
Identify major successes and failures of black movements for civil rights and
socioeconomic improvement from 1960-68; explain the rise of "black power"
and factors encouraging increasing black militancy during the 1960s.
6.1.12.A.13.b, 6.1.12.A.13.a, 6.1.12.C.13.a, 6.1.12.D.12.a, 6.1.12.D.12.b,
6.1.12.D.12.c
Describe the horrors of the Holocaust and the factors that led up to this
genocide.
Discuss the major technological changes that affected the United States'
economy during and after World War II. 6.1.12.A.13.c, 6.1.12.B.13.a
Analyze how the Supreme Court has interpreted the Constitution to define
the rights of the individual, and evaluate the impact o public policies.
6.1.12.A.14.b
Period 7: 1890 – 1945
Key Concept 7.3: Global conflicts over resources, territories and ideologies
renewed debates over the nation’s values and its role in the world, while
simultaneously propelling the United States into a dominant international,
military, political, cultural, and economic position.
US HISTORY 2 AP
68
Topic: FDR and the Shadow of War
Attempts at maintaining a position of neutrality and isolation ultimately failed. Yet the
study of diplomacy and economics of the pre-war years illustrated the changing nature
of America and her role in the world. This unit traces the evolution in thought from the
Washington Naval Conference to the attack on Pearl Harbor.
(WOR4) (WOR7) (ID3) (ID6) (POL6)
Primary Source readings; Documentary History of the United States: Chapter 24
Franklin Roosevelt, The Quarantine Speech
Franklin Roosevelt, The Four Freedoms Speech
The Atlantic Charter
Topic: America in World War II; The Homefront
The United States’ involvement in World War II vaulted the country into global political
and military prominence. In the process, America’s relationship with the rest of the
world was transformed. But what was happening at home? Here we look at the
situation from three perspectives, wartime propaganda, the working woman and the
Japanese interned on the West Coast.
(WOR4) (WOR7) (ID3) (ID6) (POL5)
Primary Source Readings: (Department Library)
Fanny Christina Hill, “Rosie the Riveter” – her account of her work in the munitions
industry during the War.
Period 8: 1945 – 1980
Key Concept 8.1: The United States responded to an uncertain and unstable
postwar world by asserting and attempting to defend a position of global
leadership, with far-reaching domestic and international consequences.
Topic: The Cold War; 1945-1954
The United States emerged as a major as a world power and had to deal with the
domestic and international consequences of this reality. Postwar prosperity and the
Baby Boom followed but so did an era of the expansion of communism and subsequent
containment policies
(WOR4) (WOR7) (WOR8)
Foreign policy issues in addition to containing communism were further complicated by
nationalist movements around the world, shifting international alliances, regional
conflicts, and global economic and environmental changes.
(ENV5) (WOR3) (WOR7) (WOR8)
Our school has a large Asian-American population. As such, we will spend time with the
Korean conflict, using the History Channel production of Fire and Ice; A History of the
Korean War.
US HISTORY 2 AP
69
Primary Source Reading; Documentary History of the United States: Chapters 25
(CR7)
George F, Kennan. “The Long Telegram.” Kennan outlines containment
NSC-68: US Objectives and Programs for National Security,1950
Joseph McCarthy, Speech delivered in Wheeling,West Virginia, February 9, 1950.
Topic: The Truman - Eisenhower Era
The Cold War led to debates over the proper power of the federal government and the
proper balance between personal liberty and maintaining order. They began with the
Truman Administration and HUAC, then continued through Eisenhower’s two terms.
(POL7) (ID3) (CUL5) (WOR-4)
Rapid economic and social changes in American society led to a sense of optimism in
the postwar years though there were also underlying concerns about how these
changes were affecting American society.
(WXT3) (WXT5) (CUL5) (CUL6) (CUL7) (PEO3)
Topic: The Civil Rights Movement; 1940 - 1968
Civil rights activists and political leaders had some success in bringing an end to
segregation, though actual implementation of their gains came slowly.
(ID6) (POL3) (POL4)
Growing awareness of inequalities in American society highlighted by the Civil Rights
movement spread to other groups who worked to promote equality and social justice.
(POL3) (ID8) (CR11)
Primary Source Readings: Documentary History of the United States: Chapter 26
(CR7)
Brown v. the Board of Education decision. What is to be the fate of the traditional Jim
Crow system in the American South?
Key Concept 8.2: Liberalism, based on an anticommunism abroad and a firm
belief in the efficacy of governmental and especially federal power to achieve
goals at home, reached its apex in the mid-1960s and generated a variety of
political and cultural responses.
Topic: The Sixties; “It was the best of times, it was the worst of times.”
The Cold War continued, expansion of the war in Vietnam, the civil rights revolution and
evolution, Johnson’s Great Society was a high water mark for liberalism, immigration
and demographic changes continued at a rapid pace
(POL2) (POL5) (POL7) (CUL6)
As federal programs expanded and economic growth reshaped American society, many
sought greater access to prosperity even as critics began to question the growing
demand on natural resources.
(PEO2) (PEO3) (PEO7) (ENV5) (WXT8)
US HISTORY 2 AP
70
Primary Source Readings: Documentary History of the United States: Chapter 27
(CR7)
John Kennedy, Inaugural Address – How does this speech chart a new course for the
country? What was the “New Frontier” about which he spoke?
Lyndon Johnson, The Great Society speech. In what ways did Johnson set out to
complete the work begun by Franklin Roosevelt with the New Deal?
Common Core Standards – Emphasis for this Unit
CCSS.ELA-Literacy.RH.9-10.10 By the end of grade 10, read and comprehend
history/social studies texts in the grades 9–10 text complexity band independently and
proficiently
CCSS.ELA-Literacy.WHST.9-10.10 Write routinely over extended time frames (time for
reflection and revision) and shorter time frames (a single sitting or a day or two) for a
range of discipline-specific tasks, purposes, and audiences.
US HISTORY 2 AP
71
OUTLINE OF TOPICS
I.
America in World War II
A.
Home Front
1.
2.
3.
4.
B.
War in Europe, 1942-1945
1.
2.
3.
4.
C.
Turning the tide in the Pacific
Island-hopping strategy
Hiroshima and Nagasaki
Wartime Diplomacy
1.
2.
II.
North Africa and Italy
Opening the second front
Collapse of Germany
The Holocaust
War in the Pacific, 1942-1945
1.
2.
3.
D.
Mobilizing the economy of war
Civil liberties in wartime
Women, blacks and minorities
Economic and social impact of war
Roosevelt, Churchill and Stalin
Wartime conferences
Truman and the Cold War
A.
Domestic Problems
1.
2.
3.
4.
5.
6.
B.
Foreign Problems
1.
2.
3.
4.
5.
C.
Election of 1944
Military demobilization
Economic demobilization
Eightieth Congress
Election of 1948
Fair Deal program
Origins of the Cold War
Containment policy
Truman Doctrine
Marshall Plan and NATO
The Korean War
Election of 1952
US HISTORY 2 AP
III.
Eisenhower Era, 1953-1960
A.
Domestic Developments
1.
2.
3.
4.
5.
B.
Foreign Policy Developments
1.
2.
3.
4.
5.
C.
IV.
Characteristics of Eisenhower's administration
McCarthyism
Supreme Court and desegregation
Age of affluence
Popular culture: conflict and conformity
Characteristics of Eisenhower's foreign policy
Dulles and massive retaliation
Developments in the Far East
Middle East and the Eisenhower Doctrine
U.S. - Soviet relations
Election of 1960
The 1960s: Years of Turmoil
A.
The Kennedy Years
1.
2.
3.
4.
B.
The Johnson Years
1.
2.
3.
4.
C.
Domestic policy
Problem of Cuba
Civil rights
Dallas
Civil rights
Great Society
Election of 1964
Foreign policy
Social Change and Protest
1.
2.
3.
Civil rights movement
Youth rebellion
The counter culture
72
US HISTORY 2 AP
D.
Vietnam
1.
2.
3.
4.
E.
73
Growth of American involvement to 1963
Gulf of Tonkin and American escalation
Impact on American society
Tet offensive
Election of 1968
Key Vocabulary
Second Front, unconditional surrender, Security Council, big-power veto, Iron
Curtain, Cold War, satellites, Third World, G.I. Bill of Rights, massive retaliation,
New Frontier, Sputnik, Peace Corps, flexible response, Great Society, sit-ins,
segregation, integration, suburb, nonviolent demonstrations, Black Power, civil
disobedience, balance of power, sphere of influence, appeasement, McCarthyism,
baby boom, domino theory, containment, escalation
Key People
Harry S. Truman, Douglas MacArthur, Dwight Eisenhower, Richard Nixon, Alger
Hiss, Joseph McCarthy, Thomas Dewey, Chiang Kai-shek, Julius and Ethel
Rosenberg, Dean Acheson, Adlai Stevenson, Earl Warren, Orval Faubus, Rosa
Parks, Martin Luther King, Jr., George Kennan, Ho Chi Minh, Ngo Dinh Diem, John
Foster Dulles, Nikita Krushchev, Fidel Castro, John F. Kennedy, Lyndon B.
Johnson, Lee Harvey Oswald, Malcolm X, Eugene McCarthy, Hubert Humphrey,
Robert Kennedy, Francis Gary Powers
Key Events
Japanese-American relocation, Yalta Conference, Potsdam Conference, atomic
bombing of Hiroshima, surrender of Germany and Japan, Taft-Hartley Act, Truman
Doctrine, Marshall Plan, formation of NATO, "Fall of China," Korean War, Brown v.
Board of Education, Battle of Dien Bien Phu, Eisenhower Doctrine, National
Defense and Education Act, Berlin Crisis, U-2 Incident, Bay of Pigs, Cuba Missile
Crisis, Civil Rights Act of 1964, Selma march, Gulf of Tonkin Resolution
Key Places
Yalta, Berlin, East and West Germany, Pusan, Inchon, Yalu, Selma, AL, North and
South Korea, Watts, Los Angeles, DMZ, Saigon, Hanoi, Gulf of Tonkin, Bay of
Pigs, Dien Bien Phu, Little Rock
Texts
Norton, Chapters 28-33
US HISTORY 2 AP
74
UNIT 11. MODERN AMERICA, 1969 TO THE PRESENT, Period 8 & 9
Essential Questions:
1. Does the United States live up to the ideals embodied in its founding
documents? How have various groups found themselves outside their
seeming protections?
2. How does the world see America? How does America see itself in the
world?
3. How have economic, political, and technological developments changed the
American way of life?
4. From colonies to country, how has power shifted between people and
government and between levels of government itself?
5. When should a country go to war? Who should do the fighting? Is there such
a thing as a fair and lasting peace?
Mastery Course Objectives and Enduring Understandings- After completing this
unit, the student will:
1.
2.
3.
4.
5.
6.
7.
8.
Trace the progress of the war in Southeast Asia from 1968 to 1975; indicate
reasons for American withdrawal and evaluate the impact of extended
American involvement in the war and the effects of that involvement on this
country's perception of its role in world affairs. 6.1.12.A.15.c
Describe the economic problems Nixon's administration confronted and
solutions the President proposed in the program he termed New
Federalism.
Delineate the nature of change in Cold War strategy signified by détente;
describe the debate the new policy has raised and how the Nixon
administration applied this new concept to China and the Soviet Union.
6.1.12.A.15.c
Describe the events known collectively as Watergate which led to Richard
Nixon's resignation from the presidency; evaluate the efforts of Congress to
correct political abuses stemming from the concentration of executive
power. 6.1.12.A.14.a
Describe the major domestic and foreign problems Ford confronted during
his brief tenure as President; evaluate the major reasons for his loss to
Jimmy Carter in the 1976 election.
Describe the major domestic and foreign problems Carter confronted during
his Presidency and evaluate the major reasons for his loss to Reagan in the
1980 election. 6.1.12.A.15.d, 6.1.12.C.15.a, 6.1.12.D.15.b, 6.1.12.D.15.c
Describe the goals of the Reagan administration and evaluate his
successes and failures. 6.1.12.A.15.b, 6.1.12.D.15.b
Evaluate the social and political significance of recent demographic trends
regarding the rate and sources of population growth, the changing age
composition of the population and the movement of the population to the
Sunbelt and the suburbs.
US HISTORY 2 AP
9.
10.
11.
12.
13.
14.
15.
75
Describe the advances and setbacks of social minorities women, blacks,
Hispanic-Americans, Indians - in the past decade.
Trace the Downfall of the Soviet Union, its collapse and its influence on
world events. 6.1.12.A.15.a
Evaluate the instability of the Middle East and the course of the Persian Gulf
War. 6.1.12.A.15.e
Describe the reform attempts of President Clinton, analyzing his successes
and failures.
Predict the influence of the information revolution and Generation X.
6.1.12.A.16.a, 6.1.12.A.16.b
Analyze the reasons for terrorism and the impact terrorism has had on
individuals and government policies. 6.1.12.D.15.d, 6.3.12.D.1
Evaluate the dynamics of living in a changing and interconnected world.
6.1.12.B/16/a, 6.1.12.C.16 a, b, and c. 6.1.12.D.16.a,b, and c, 6.3.12.B.1
Period 8: 1945 – 1980
Key Concept 8.3: Postwar economic, demographic and technological changes
had far-reaching impacts on American society, politics, and the environment.
Topic: The Seventies
Many liberal principles that dominated postwar politics and court decisions come under
attack from the left as well as from resurgent conservative movements.
(POL2) (POL5) (POL7) (CUL6)
Some began to question the direction of the country’s rapid social and economic
change. Political and moral debates began to divide the nation.
(ID7) (WXT7) (POL5) (CUL6) (CUL7)
Some began to question the ways in which the United States was using natural
resources to support the rapid growth of economic prosperity.
(PEO2) (PEO7) (ENV5) (WXT8)
New demographic and social issues led to significant political and moral debates that
sharply divided the nation.
(ID7) (WXT7) (POL5) (CUL6) (CUL7)
Primary Source Readings: Documentary History of the United States: Chapters 28
and 29
NOW Statement of Purpose
Roe v. Wade, US Supreme Court decision
Kate Sarachild, “Feminism and Consciousness Raising”
Phyllis Schafly, “The Limits of the Women’s Movement”
US HISTORY 2 AP
76
Period 9: 1980 – Present
Key Concept 9.1: A new conservatism grew to prominence in the U.S. culture and
politics, defending traditional social values and rejecting liberal views about the
role of government.
Topic: The Resurgence of Conservatism
The Reagan administration pursued a reinvigorated anticommunist and interventionist
foreign policy that set the tone for future administrations.
(WOR7) (WOR8)
Reduced public faith in the government’s ability to solve social and economic problems,
new religious fundamentalism and neoconservatism challenged the liberalism of the
previous decades.
(POL3)
Reaganomics, politics and the Supreme Court brought some conservative changes to
the United States political scene.
(WXT8) (POL4)
Conservative gains were limited by the popularity and institutional strength of some
government programs and also by public support for cultural trends of recent decades.
(WXT8) (POL4)
Primary Source Reading: Documentary History of the United States: Chapter 29
(CR7)
Ronald Reagan, Inaugural Addresses 1981, 1985. How do Reagan’s speeches set the
course of the neoconservative movement in the last decades of the twentieth century?
Key Concept 9.2: The end of the Cold War and new challenges to U.S. leadership
in the world forced the nation to redefine its foreign policy and global rule.
Topic: The End of the Cold War; New Challenges, New Definitions.
In the Clinton era, post-Cold War politics and foreign policy were complicated by
economic instability and political, social, and environmental challenges
(WXT3) (WOR3) (ENV5) (CUL7)
The increasing integration of the United States into the world economy also led to
economic instability and major social, environmental, and policy changes.
(WXT3) (WOR3) (ENV5) (CUL7)
The attack on the World Trade Center and America post-9/11 led America to focus on a
war of terrorism, leading to questions about civil rights and homeland security
(POL7) (WOR7)
US HISTORY 2 AP
77
Student Activity: (ID-5)
Write an editorial either in support of or opposed to the continuation of the
Environmental Protection Agency. Include some of the points being made by those
currently in political office.
(SK6) (SK9) (CR10) CR11)
---------------------------------------------------------------------------------------------------Key Concept 9.3: Moving into the 21st century, the nation continued to experience
challenges stemming from social, economic, and demographic changes.
---------------------------------------------------------------------------------------------------Topic: The New Century, A New Threat
Demographic changes, changes in the family, immigration and related issues led to
demographic shifts that had profound cultural and political consequences.
(ID6) (ID7) (PEO2) (PEO3) (PEO7)
Common Core Standards – Emphasis for this Unit
CCSS.ELA-Literacy.RH.9-10.10 By the end of grade 10, read and comprehend
history/social studies texts in the grades 9–10 text complexity band independently and
proficiently
CCSS.ELA-Literacy.WHST.9-10.10 Write routinely over extended time frames (time for
reflection and revision) and shorter time frames (a single sitting or a day or two) for a
range of discipline-specific tasks, purposes, and audiences.
US HISTORY 2 AP
OUTLINE OF TOPICS
I.
THE STALEMATED SEVENTIES
A.
Nixon-Ford Years, 1969-1977
1.
2.
3.
4.
5.
6.
B.
Carter Years, 1977-1981
1.
2.
3.
4.
C.
Domestic Reform Policies
Development of New Foreign Policy
Scandals
Information Revolution
G.W. Bush Administration, 2001-2009
1.
G.
The election of 1988
Domestic policies and goal
The Persian Gulf War
Collapse of the Soviet Union
The Clinton Administration
1.
2.
3.
4.
F.
Election of 1980
Conservative resurgence
Domestic policies and goals
Recent foreign policy developments
The Bush Administration, 1989-1993
1.
2.
3.
4.
E.
1976 election
Domestic policies
Panama and the Middle East
the U.S. and Iran
Reagan Republicanism, 1981-1989
1.
2.
3.
4.
D.
Nixon and Vietnam
Russia and China
Domestic programs
1972 Election
Watergate and the downfall of Nixon
Ford interlude
Election of 2000
Barack Obama Administration, 20091.
2.
Domestic Agenda
Foreign Policy
78
US HISTORY 2 AP
II.
79
The American People Since World War II
A.
Population and demographic trends
B.
The Economy
C.
Feminist Revolution
D.
Postwar Culture
E.
Generation X
F.
21st Century America
Key Vocabulary
Stagflation, Vietnamization, executive privilege, détente, OPEC, prime rate,
supply-side economics, Contras, twin deficits, service industries, smokestack
industries, poverty line, information society, the new immigration, reverse
discrimination, "the new woman," right to life, ERA, counterculture, born-again
Christians, baby bust, peristroika, glasnost, internet, Generation X, September 11,
Afghanistan, Iraq
Key People
Henry Kissinger, Daniel Ellsberg, Sam Ervin, James Dean, Richard Nixon, Gerald
Ford, Archibald Cox, Jimmy Carter, Edward Kennedy, Ronald Reagan, Sandra
Day O'Connor, Ayatollah Khomeini, Neil Armstrong, Chairman Mao, Mikail
Gorbechov, Boris Yeltsin, George Bush, Bill Clinton, George W. Bush, Colin
Powell, Bill Gates
Key Places
Iran, Afghanistan, Lebanon, Israel, Nicaragua, El Salvador, Sun Belt, Somalia,
Bosnia, Kosovo, Kuwait, Iraq
Texts
Norton, Chapters 34-35
US HISTORY 2 AP
80
PUBLIC SCHOOLS OF EDISON TOWNSHIP
OFFICE OF THE SUPERINTENDENT
DIVISION OF CURRICULUM AND INSTRUCTION
COURSE REQUIREMENTS
UNITED STATES HISTORY 2
GRADES: 10
I
COURSE CONTENT - This course will consist of the following units of study:
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
II.
LENGTH OF COURSE: TERM
Colonial America
The Revolution and the Constitution
The New Nation
The Age of Jackson
Shaping the National Identity, 1790-1860
Civil War and Reconstruction
Industrial America
America on the World Stage
America Between the Wars, 1920-1939
World War II and After
Modern America, 1969 to the Present
COURSE REQUIREMENTS To complete this course successfully, students will be required to demonstrate a
satisfactory (or higher) level of proficiency in:
A.
B.
C.
D.
E.
F.
G.
Using the vocabulary presented during the course
Understanding key events and trends in American history since 1620
Interpreting primary source documents
Using reading, writing and speaking skills to demonstrate an understanding of
American history
Writing critical essays
Locating events and places in their proper geographic setting
Being aware of significant contemporary issues
US HISTORY 2 AP
III.
81
EVALUATION PROCESS
A.
Throughout the length of this course, students will be evaluated on the basis
of:
1.
2.
3.
4.
5.
6.
7.
Major tests each marking period
Quizzes, announced and unannounced
Homework assignments
Research assignments
Critical essays
Participation in class activities
Maintenance of a notebook containing class notes and assignments
B.
An alternate assessment grade, made up of 2 essays, 2 objective exams, and
administered at the end of the 1st and 2nd Quarters will be worth 10% of the
final grade.
C.
A final examination shall be administered. The academic value of the
examination grade shall be 10% of the final grade.
D.
Teachers will have the option of making summer assignments. These
assignments may consist of outlines, a critical essay, reading one or two
paperback books and writing data cards.
12/87, 5/88, 6/96, 7/01, 6/02