Download Advanced Placement U.S. History 2014

 Edward J. Weber, Principal Advanced Placement U.S. History
2014-15
Mrs. Brigitte Gabriel
CourseDescription:APU.S.HistorycoversthespectrumofAmericanhistoryfrompre‐
Columbiandaystothepresent.Usingchronologicalandthematicapproachestothematerial,
thecourseexposesstudentstoextensiveprimaryandsecondarysourcesandtothe
interpretationsofvarioushistorians.Classparticipationthroughseminarreports,discussions,
debates,androle‐playingactivitiesisrequired;specialemphasisisplacedoncriticalreading
andessaywritingtohelpstudentspreparefortheAPexamination.Thecourseisstructured
chronologically,dividedinto21units.Eachunitincludesoneormoreofthenineperiodsand/or
keyconceptsoutlinedintheAPU.S.Historycurriculumframework.
KeyThemes:Thecourseisstructuredbothchronologicallyandthematically.Thethemes
include:Identity,Work,ExchangeandTechnology,Peopling,PoliticsandPower,Americainthe
World,EnvironmentandGeography,andIdeas,Beliefs,andCulture.Elementsofthesethemes
areincludedinmostunitassignments.
SkillsDeveloped:Ineachunit,studentswillgetpracticedevelopingthefollowingcontent‐
drivenskills:CraftingHistoricalArgumentsfromHistoricalEvidence(includingHistorical
ArgumentationandAppropriateUseofRelevantHistoricalEvidence),ChronologicalReasoning
(includingHistoricalCausation,PatternsofContinuityandChangeoverTime,and
Periodization),ComparisonandContextualization,andHistoricalInterpretationandSynthesis.
Inaddition,classactivitiesandassignmentswilladdressthefollowingacademicskills:
Readingforcomprehensionandrecall,improvingstudyskillsinpreparationforassessments,
improvingformalwritingskills(addressedbelow),improvingpublicspeakingskillsinclass
discussionsandactivities,andimprovingskillsofmapreadingandinterpretation.
WritingFocus:Historicalworkatacollegiatelevelrequiresstudentstowriteproficiently.Forthis
reason,writingisemphasizedineveryunitofthiscourse.Studentsreceive“essentialquestions”to
frameclassdiscussions;theseareoftenusedaswritingassignments.Assessmentofessaysaremeasured
bythefollowing:thedegreetowhichtheyfullyanddirectlyanswerthequestion,thestrengthofthesis
statement,levelandeffectivenessofanalysis,amountandqualityofsupportingevidence,and
organizationalquality.Inadditiontothesestandards,DBQsaregradedonthebasisofthedegreeto
whichasignificantnumberofthedocumentshavebeenusedtosupportthethesis,andtheamountand
qualityofoutsideinformationincludedintheresponse.
HistoricalInterpretations:Anotherkeytoworkatthecollegiatelevelisanunderstandingofbasic
historiography.Toprovidestudentswithanintroductiontothisaspectofhistoricalstudy,These
authorshelpstudentstorecognizehowhistoricalinterpretationschangeovertime,andexaminehow
emergingtrendscaninfluencetheprocessofhistoricalinquiry.
Course Texts:
Textbook:
Carnes, Mark C. and Garraty, John. The American Nation, 13th edition. [CR1a]
SupplementalTexts:
Lowen, James, Lies My Teacher Told Me, Simon & Schuster, 2007
O’Brien, Tim,The Things They Carried
UNIT1:SETTLEMENTANDEXPANSIONOFCOLONIALAMERICA[CR2]
Textsandothermaterialsutilized:TheAmericanNation,Chapters1‐2;MayflowerCompact;and
Lowen,Chapter2
PrimarySources:
a.
b.
c.
d.
e.
f.
g.
h.
“On the Pleistocene Antiquity of Monte Verde, Southern Chile”
“Jamestown starving time”
“Requerimiento”
“Pueblo Revolt”
Deer Skin Map
Hermon Moll Map
Black Codes Virginia
Portion of “Sinners in the Hands of an Angry God”
Themes:ID,WXT,PEO,POL,WOR,ENV
MajorTopics:EarlycontactsamonggroupsinNorthAmerica,andNorthAmericansocietiesinthe
contextoftheAtlanticWorld;SpanishexplorationandthedevelopmentofcoloniesintheAmericas;the
riseoftheEnglishasanimperialpower,includingtheconflictwiththeSpanish;initialEnglishcolonial
settlements,includingsuccessesandfailures,andtheuniqueattributesofeachofthecolonies;the
evolutionofrelationsbetweenthecoloniesandEngland,includingthedebateovercitizenshipand
representation;andthemilitaryconflictswiththeFrench,culminatingintheFrenchandIndianWar.
EssentialQuestions:TracetheriseoftheEnglishnation‐statebetween1492and1607.Whatimportant
factorsinfluencedthisrise?Inwhatwaysdidlatercolonizationeffortsattempttolearnfromearlier
experiences?Towhatextentwastherereligiousfreedominthecolonies?Explainthecausestheconflict
betweentheBritishandtheNativeAmericansandFrenchin1754.Howdidthewarchangethe
geopoliticalstandingofeachgroupbytheendofthewar?Howwerethecoloniesalikeandhowwere
theydifferent?
UnitActivities:ClassdiscussionsontheriseoftheEnglishstateanditsimpactonmigrationtothe
colonies.Documentanalysisactivity:theMayflowerCompact.Historicalinterpretationslesson:Adam
SmithandtheMarketSystem.
BydrawingonselectionsfromTheAmericanNationandvideosupplements,studentswriteanessaythat
explorestheevolutionofidentitybasedonrace,ethnicity,regionality,andnationality.(ID‐4)[CR4]
StudentswriteanessayinwhichtheyevaluatetheimpactoftheColumbianExchangeonNative
AmericansinNorthAmericaduringthe16thcentury.[CR12]
StudentsreadLowen,Chapter2,1493TheTrueImportanceofChristopherColumbus.Studentsworkin
groupstodeterminewhathistorybooksandournationtodaygetsrightandwrongaboutColumbus
basedonLowen’swork.Followupcomputeractivitytoclarify.
AssignmentsandAssessments:Homeworkassignmentontopicslistedabove.Multiplechoiceteston
topicsabove,andseveralmapsfromthecolonialperiod.TakehomeDBQfrom1992TheNorthandthe
Southessayonthequestion,“Whatwerethefactorswhichledtotwodistinctcolonialsocietiesinthe
NorthandtheSouth?”
UNIT2:BIRTHOFTHENEWNATION(1759‐1789)[CR2]
Textsandothermaterialsutilized:TheAmericanNation,Chapters3‐4;TheBirthoftheRepublic(1763‐
1789)byEdmundMorgan;andexcerptfromCommonSense,byThomasPaine.RebelsandRevolution
episodesofAmericatheStoryofUs.
PrimarySources:
i. “Legacy of the Seven Years War”
j. “Pontiac’s Speech”
k. “Resolutions of the Stamp Act Congress”
l. “State Constitution of Pennsylvania”
m. “Recalling the Middle Passage”
Themes:ID,WXT,PEO,POL,WOR,CUL
Major Topics: Political and social causes of the French and Indian War; military engagements and
consequencesoftheFrenchandIndianWar;growingtensionsbetweenthecoloniesandParliamentover
taxationandrepresentation;diplomaticrelationsbetweenthecolonies,theBritishParliament,andthe
French strategies of both sides in the Revolutionary war, and the course of the battles; origins and
structureoftheArticlesofConfederation;political,socialandeconomicchallengesoftheCriticalPeriod;
circumstances surrounding the Constitutional Convention and the structure of the Constitution; and
argumentoverratificationandthedevelopmentoftheBillofRights.
EssentialQuestions:WastheAmericanRevolutioninevitable?Towhatextentcouldeithersidehave
contributedtoapeacefulresolutiontotheirdifferences?Analyzethewaysinwhichthecolonistsused
bothlegalandextra‐legalmeansofprotesting.Whichtacticprovedmoresuccessfulandwhy?Whowere
thegreatestgeneralsofthewarandwhy?InwhatwayswastheArticlesofConfederationdesignedto
correcttheperceivedinjusticesofthecolonialera?Whatweretheresultingstrengthsandweaknessesof
thedocument?
UnitActivities:StudentscreateavisualcalledTheRoadtoRevolutionshowingandexplainingthekey
eventsleadinguptotheAmericanRevolutionaryWar.Then,debateingroupswhetherthewarwasthe
beginningorendoftherevolutionaryperiod.Compareanswersaloud
AssignmentsandAssessments:MultiplechoicetestandDBQ:The1780s,ACriticalPeriod.
UNIT3:THEEARLYNATIONALPERIOD(1789‐1812)[CR2]
Textsandothermaterialsutilized:TheAmericanNation,Chapters5‐6;DBQontheAlienandSedition
Acts;andexcerptfromMarburyv.Madisondecision.
PrimarySources:
n. TecumsehandTenskwatawa
o. PresidentMadison’sWarMessage
p. TreatyofGhent
q. FreeTradeandSailors’Rights
r. RedStickWar
s. MexicanIndependence”
Themes:ID,WXT,PEO,POL,WOR,ENV
MajorTopics:Birthofanewnationandstruggleforidentity;growingpainsoftheNewRepublic;
GeorgeWashingtonandthedevelopmentoftheroleofthePresident;thedebateovertheBankofthe
UnitedStates,andtheemergenceofpoliticalparties;foreignrelations,includingtheJayTreaty,the
PinckneyTreaty,theXYZAffair,theconflictwiththeBarbaryPirates,andthegrowingtensionswith
EuropeduringtheNapoleonicWars;Marburyv.Madisonandthedevelopmentoftheroleofthe
SupremeCourt;JeffersonianRepublicanism,includingpoliciesregardingtheBank,Louisiana,Aaron
Burr,andforeignrelations;andelectionsfrom1789to1812.
EssentialQuestions:TowhatextentcoulditbesaidthattheAnti‐Federalistsprevailedinthefightover
ratification?InwhatwaysdidtheUnitedStatesgovernmentworktoachievestability,bothdomestically
andinternationallyduringthe1790s?ShouldtheAlienandSeditionActsbeviewedasunconstitutional,
orweretheyjustanearlyexampleofhardballpolitics?IsitaccuratetosaythattheSupremeCourtdid
notbecomeaco‐equalbranchofthegovernmentuntilaftertheappointmentofJohnMarshall?How
effectivewastheUnitedStatesinrespondingtothegeopoliticalchallengesitfacedduringthisperiod?
UnitActivities:ClassdiscussionsonU.S.BankandtheLouisianaPurchaseandhowbothreflected
argumentsforastrictorlooseconstructionoftheConstitution.In‐classdebateontheAlienandSedition
Acts.In‐classdocumentanalysisactivity:excerptfromMarburyv.Madisondecision.
AssignmentsandAssessments:Homeworkassignmentonvocabularytermslistedabove.In‐class
essayonFederalistsandRepublicans.Chaptermultiplechoicetest.Take‐homeDBQontheAlienand
SeditionActs.
UNIT4:THEWAROF1812ANDITSAFTERMATH(1812‐1828)[CR2]
Textsandothermaterialsutilized:TheAmericanNation,Chapters7‐8;andCourtCaseBriefsfromA
Student’sGuidetotheSupremeCourt,byJohnJ.Patrick.
PrimarySources:
t. Jefferson“FirebellintheNight”
u. “Maine not to be Couple with the Missouri Question” Poem v. The Confessions of Nat Turner w. José Maria Sanchez, reporting on Anglo‐Mexican Relations in Texas Before the Revolution
Themes:ID,POL,WOR,CUL
MajorTopics:GrowingpainsoftheNewRepublic;foreignrelationsbetweentheUnitedStatesand
FranceandBritain;causesandcourseoftheWarof1812;political,social,andeconomicaftermathofthe
Warof1812,includingthedeathoftheFederalistParty,theemergenceoftheSecondBankoftheUnited
States,andtheconflictoverinternalimprovements;thecontestedelectionof1824andtheendofthe
EraofGoodFeeling;tariffsandthespecterofnullification;majordecisionsoftheMarshallCourt;the
MonroeDoctrineandthegrowthoftheUnitedStatesinregionalpolitics;andtheriseofimmigrationand
nativism.
EssentialQuestions:WerethepoliciesoftheUnitedStatesgovernmentnewormerelyacontinuationof
policiesalreadyinplace?Howdidtheaddition,andsettlement,ofsouthernandwesternlands
contributetothepoliticalstrugglethatresultedintheCivilWar?Towhatextentdidthecottonboom
fundamentallytransformsouthernsociety,economicallyandculturally?Inwhatwayswasthe
emergenceofthefactoryeconomyofthenorthbeneficialtotheregionandthenation?Whatwerethe
negativeaspectsoftheneweconomy?WhyisthisperiodoftenconsideredthegoldenageforAmerican
transportation?
UnitActivities:Classdiscussionsonthetwo‐partypoliticalsystemandtheAmericanSystem.Mapskills
activity:battlesoftheWarof1812.Debateonthecontestedelectionof1824.CourtCaseMania
activity—eachstudentwillresearchonelandmarkcourtcaseandpresentabrieftotheclass.
AssignmentsandAssessments:Homeworkassignmentonvocabularytermslistedabove.In‐classfree
responseessayononeoftheessentialquestionslistedabove.Multiplechoicetestcoveringthematerial
inthetextbookandclassdiscussionsandactivities.
UNIT5:JACKSONIANDEMOCRACY(1828‐1840)
Textsandothermaterialsutilized:TheAmericanNation,Chapter9;DBQonJacksonianDemocracy;
andexcerptsfromWebster’sdebateandJackson’sbankveto,ADocumentaryHistoryoftheUnitedStates.
PrimarySources:
v. J.C.Nott–TypesofMankind
w. CherokeeRemovalDocuments
x. Portionof“LettersofWyoming” y. Pro‐slavery(anti‐FreeLabor)
Themes:ID,WXT,POL,CUL
MajorTopics:Circumstancessurroundingtheelectionsof1824and1828;riseoftheJacksonian
Democraticparty,includingitsbeliefs,policies,andimportantmembers;andtheFourMainCrisesofthe
AgeofJackson:theexpandingviewofdemocracy(spoilssystem,rotationinoffice),theNativeAmerican
question(courtcasesandIndianremoval),thenullificationcrisis,andeconomicissuesoftheperiod
(SecondBankoftheUnitedStatesandthePanicof1837).
EssentialQuestions:TowhatextentweretheJacksonianDemocratstrulytheguardiansofthe
Constitution,politicaldemocracy,individualliberty,andequalityofeconomicopportunity?Inwhatways
didAndrewJacksondifferfromhispredecessorsandinwhatwaysdidhecontinuethetraditions,or
reflectthetraditionalvaluesoftheearlynationalperiod?TowhatextentdidTheJacksonianPeriodlive
uptoitscharacterizationastheeraofthe"commonman”intermsofeconomicdevelopment,politics,
andexpansion.Inwhatwaysdidtheconflictsovernullificationandthebankpointtothelarger
sectional,economic,andpoliticaltensionsintheJacksonianage?
UnitActivities:TheJacksonGame—simulationactivityrequiringstudentstoresearchpositions,write
speeches,ask/answerquestionsfromthepointofviewoftheircharacters,andcompleteaformal
reflectiveessay.In‐classdocumentanalysisactivity:excerptfromDanielWebster’sdebatewithRobert
Hayne,andAndrewJackson’sbankveto.
AssignmentsandAssessments:Homeworkassignmentvocabularytermslistedabove.In‐classDBQ
essayonJacksonianDemocracy—measuringthemasteryofmaterial,useofdocumentsinsupporting
thesisstatement,sophisticationofargumentinresponsetotheprompt,andqualityofformalwriting.
Multiplechoicetestcoveringthematerialinthetextbookandfromclassdiscussionsandactivities.
UNIT6:REFORMERAPOLICIESANDPRACTICES(1800‐1850)
Textsandothermaterialsutilized:TheAmericanNation,Chapter10;Douglass,Frederick,The
NarrativeoftheLifeofFrederickDouglassclassroomset;excerptsfromwritingsbyRalphWaldo
EmersonandHenryDavidThoreau;andexcerptfrom“DeclarationofSentiments.”
PrimarySources:
z. TemperancePamphlet
aa. JohnC.Calhoun,SlaveryaPositiveGood
bb. AntonioLopezdeSantaAnnaPresentsHisViewoftheBattleoftheAlamoofSan
Antonio
Themes:WXT,POL,CUL
MajorTopics:Trendsinimmigration,urbanization,industrialization;socialandculturalreactionstothe
industrialage,includingtheSecondGreatAwakening,utopianmovements,andreformers;reform
movementsinvolvingtreatmentofthepoor,theblind,thedeaf,theinsane,andcriminals;the
temperancemovement;reformmovementsinvolvingcivilrights,includingthestatusofslavesand
women;andartisticandphilosophicalmovementsoftheage,includingtheHudsonRiverSchool,
romanticauthors,andtranscendentalists.
EssentialQuestions:TowhatextentwerethereformandutopianmovementsareflectionofJacksonian
ideals,andtowhatextentweretheyareactiontothoseideals?Inwhatwaysdidthephilosophers,
reformers,artists,andauthorsofthistimeperiodcontributetothedevelopmentofauniquelyAmerican
identity?Whatwerethelargersocialgoalsofthereformers,andtowhatextentweretheysuccessfulin
achievingthese?Inwhatwayswerestridesmadebyadvocatesforabolitionism,temperance,and
women’srights?Whichgroupmadethemostprogress?
UnitActivities:ClassdiscussionsontheSecondGreatAwakeningandutopiansocieties.Reformers
ChecklistGroupActivity.In‐classdocumentanalysisactivity:“DeclarationofSentiments”SenecaFalls
Conventionof1848.Historicalinterpretationslesson:WaltW.Rostow’sstagesofeconomicgrowth.
AfterreadingtheworkofhistoriansRichardHofstadterandRonaldG.Walters,studentsareaskedto
writeanessayagreeingordisagreeingwithHofstadter’sargumentsbyreferencingonereform
movementfromtheantebellumorprogressiveeras.
AssignmentsandAssessments:Homeworkassignmentonvocabularytermslistedabove.Take‐home
essayonthetranscendentalistmovement.ExcerptfromTheNarrativeoftheLifeofFrederick
Douglass.Multiplechoicetest—multiplechoicewithacumulativeessayquestiondrawnfromoneofthe
essentialquestionslistedabove.
UNIT7:WESTWARDEXPANSION(1819‐1850)
Textsandothermaterialsutilized:TheAmericanNation,Chapters11‐12;ReginaldHorseman,Race
andManifestDestiny,excerptfromthetextofCompromiseof1850;andJoaquinHerreraproclamation
(1845),JamesPolkspeech(1846),andJohnSloatproclamation(1846).
Primary Sources: a. Turner, Frederick J., author. “The Problem of the West.” Article. b. Painting‐ American Progress Treaty of Guadalupe Hidalgo Lincoln’s Spots Resolutions Wilmont Proviso Themes:ID,PEO,POL,WOR
MajorTopics:Trendsinwestwardexpansion,specificallyindependenceinTexasandstatehoodissues
involvingslavery;lifeonthetrail;OregonandCalifornia;bordercrisisinvolvingMexicoandtheMexican
War;andnegotiationoftheTreatyofGuadalupe‐HidalgoandshiftingpowerstructureinNorthAmerica.
EssentialQuestions:WhateffectdidJohnTyler’spresidencyhaveuponthesectionaltensionsofthe
era?WhatmotivatedsettlerstocometoTexasinthe1820sand1830s?Howdidthesemotives
contributetotheconflictthatledtoTexanindependence?Whatweretheissuesinthedebateoverthe
admissionofTexastotheUnion?HowdidthegoldrushandtheestablishmentoftheOregonTrail
contributetomanifestdestinyandthegrowingsectionalcrisis?
UnitActivities:ClassdiscussionsonTexasindependence,theWilmotProviso,andtheCompromiseof
1850.
AfterlookingatAPeople’sHistoryoftheUnitedStates,thetextbook,ReginaldHorseman’sRaceand
ManifestDestiny,andspeeches/proclamationsofleaders(Herrera,Polk,Sloat)atthetime,studentshave
aclassroomdebateonthequestion,"WastheMexican
Warajustifiedactofselfdefenseoranunjustifiedactofimperialism,andaretherecomparisonstothe
presentwarsinIraqandAfghanistan?”
AssignmentsandAssessments:Homeworkassignmentonvocabularytermslistedabove.Multiple
choicetest,includingmapsoftheMexicanWar.In‐classDBQonManifestDestiny.Studentswriteessay
ontheCompromiseof1850.
UNIT8:COMINGOFTHECIVILWAR(1830‐1860)
Textsandothermaterialsutilized:TheAmericanNation,Chapter13;excerptfromtheDredScott
Decision,DivisionepisodeofAmericatheStoryofUs.
More Primary sources: a. Personal Letters from Abraham Lincoln b. Dred Scott Decision c. Lincoln‐Douglas Debates Themes:ID,WXT,PEO,POL,CUL
MajorTopics:EffectsoftheMexicanWarintermsoflandacquisition,slavery,economics,andpolitics;
TheFourHorsemenoftheAmericanApocalypse,includingUncleTom'sCabin,theKansas‐NebraskaAct,
theDredScottDecision,andJohnBrown'sRaid;andtheSecessionCrisis.
EssentialQuestions:Inwhatwaysdidthedebatesoverimmigrationandexpansionmerelymaskthe
conflictoverslavery?Atwhatpointdidsecessionbecomeinevitable?Providesupportingevidencefor
whyyoubelievetheCivilWarcouldhavebeenavoidedbeforethatpoint—ornot.Towhatextentdidthe
“FourHorsemenoftheAmericanApocalypse”thatwediscussedinclasscontributetothegrowing
divisioninthecountry?
UnitActivities:ClassdiscussionsontheeffectofUncleTom’sCabinandJohnBrown’sraidatHarpers
Ferry.DocumentanalysisoftheDredScottDecision.SimulationoftheLincoln‐Douglasdebates.
AssignmentsandAssessments:Homeworkassignmentonvocabularytermslistedabove.In‐class
essayontheFourHorsemenoftheAmericanApocalypse.Multiplechoicetestandtake‐homeessayon
theconstitutionalityofsecession.
UNIT9:ERAOFTHECIVILWAR(1858‐1865)
Textsandothermaterialsutilized:TheAmericanNation,Chapter14;“TheGettysburgAddress”and
“SecondInauguralAddress;”andhistoricalinterpretationslessondrawnfromHughTulloch’sTheDebate
ontheAmericanCivilWarEraandJamesMcPherson’sBattleCryofFreedom.
Themes:ID,POL,WOR,ENV,CUL
MajorTopics:Outbreakofthemilitaryconflictbetweennorthandsouth,andthecourseofthewar;
political,diplomatic,socialandeconomicconsequencesofthewar,northandsouth;religionandthe
abolitionistcause;theEmancipationProclamationanditseffectsonthewareffortandtheslave
population;andgeneralsandleadershipduringthecrisis,northandsouth.
EssentialQuestions:Towhatextentwerethemilitaryfortunesofthenorthandsouthshapedbytheir
generalsandthepoliticalfortunesshapedbytheleaders?Inwhatwaysandtowhatextentdidthe
natureofwarfarechangeasaresultoftheCivilWar?Whoaretheheroesofthistimeperiodandwhat
makesthemso?WasitinevitablethattheSouthwouldlosetheCivilWar?Whyorwhynot?
UnitActivities:ClassdiscussionsonUnionandConfederategenerals,wartimediplomacy,andturning
pointsinthewar.StudentledsimulationofajointpressconferencewithPresidentsLincolnandDavis,
June30,1863.Debateoncivillibertiesduringwartime.Documentanalysisactivity:theGettysburg
AddressandLincoln’sSecondInauguralAddress.Historicalinterpretationslesson:economic,political,
andideologicalinterpretationsofthecausesandeffectsoftheCivilWar.Studentsanalyzethefactors
thatledtoAbrahamLincoln’sissuanceoftheEmancipationProclamationanditsresultingimpactson
theUnion’swareffort.
AssignmentsandAssessments:Homeworkassignmentonvocabularytermslistedabove.Take‐home
essay:newspaperarticlecoveringthepressconference.In‐classfreeresponsequestiononhistorical
interpretations:studentschooseanddefendoneinterpretationoftheCivilWar.
Multiplechoicetestwithanessayquestiondrawnfromthelistofessentialquestionsandmapsofthe
CivilWar.
UNIT10:RECONSTRUCTION(1865‐1877)
Textsandothermaterialsutilized:TheAmericanNation,Chapter15,andAmendmentXIVofthe
UnitedStatesConstitution.
Themes:ID,POL,CUL
PrimarySources:
ThaddeusStevensSpeechDecember18,1865
Re‐Construction,oraWhiteMan’sGovernment,CurrierandIvesCartoon
FrederickDouglass,“Reconstruction”,AtlanticMonthly,December1866
ReportoftheJointCommitteeonReconstruction,June20,1866
FourteenthAmendmenttotheU.S.Constitution
MajorTopics:CompetingmodelsforReconstruction:Presidential,Congressional,andWhiteSouthern;
theassassinationofPresidentLincolnanditsimplicationsforReconstructionandthepoliciesofAndrew
Johnson;militaryoccupationofthesouth,theemergenceofblackrepublicangovernments;
impeachmentofAndrewJohnson;RadicalizationofReconstruction;13th,14thand15thAmendments,
whiteresistance,theKKKandthespiralofviolence;andreadmittingsouthernstates,theGrantscandals,
therestorationofconservativewhitegovernments,andthegradualdenialofblackrightsintheSouth.
EssentialQuestions:TowhatextentdidtheassassinationofAbrahamLincolncontributetomoreharsh
Reconstructionpolicies?TracethewaysinwhichCongressattemptedtosecurerightsforfreedslaves
andthestepssouthernstatestooktoobstructCongressionalactions.Inwhatwaysdidtheimpeachment
ofAndrewJohnsonrevealthefaultlinesofAmericanpoliticsintheyearsfollowingtheCivilWar?How
didthescandalsoftheGrantAdministrationunderminethegoalsofReconstruction?Towhatextentwas
CongressionalReconstructionasuccess?
UnitActivities:ClassdiscussionsoftheReconstructionActs,andonArthurSchlesinger’sscaleof
presidentialgreatnessasitappliestoJohnsonandGrant.SimulationoftheImpeachmentofAndrew
Johnson.Documentanalysisactivity:AmendmentXIV.
AssignmentsandAssessments:Homeworkassignmentonvocabularytermslistedabove.Online
messageboardpostingongoalsandaccomplishmentsofReconstruction.Readingquizonmajortopicsin
thechapterandamultiplechoicetestonthe1870s.
UNIT11:WESTWARDEXPANSIONANDINDUSTRIALIZATION(1880‐1900)
Textsandothermaterialsutilized:TheAmericanNation,Chapters16‐17;andexcerptfromAndrew
Carnegie’s“Wealth.”CitiesepisodeofAmericatheStoryofUs.
Primary Sources: Treaty of Guadalupe Hidalgo Petition of Amelia Bloomer Regarding Suffrage in the West Homestead Act of 1862 Themes:ID,WXT,PEO,POL,CUL,ENV
MajorTopics:Socialandeconomiceffectsofpost‐bellumindustrializationintheNorthandtheSouth;
theexpandingeconomicpoweroftheUnitedStatesintheworldeconomy;impactofanunregulated
economyonthedevelopmentofheavyindustryandtheemergenceofbusinesstycoons;casestudieson
Rockefeller,Carnegie,Morgan,andVanderbilt;earlyattemptstoreininbigbusinessbythegovernment
atthestateandfederallevels;westwardexpansionasseeninthecontextoftherailroadindustryand
emergingeconomicinterests;conflictsbetweenNativeAmericansandsettlers,ranchers,miners;and
militaryconflictswithNativeAmericans.
EssentialQuestions:Towhatextentis“TheGildedAge”anaptdescriptionofthetimeperiod?Inwhat
waysdidthecourtsundermineReconstructioneffortstobringaboutracialequality?Tracetheriseof
Americanindustrialization.WhatfactorscontributedtoAmericanindustrializationinthelate19th
Century?
FRQ:TowhatextentwasthepolicyoftheUnitedStatestowardNativeAmericansacontinuationofan
earlypolicy,andtowhatextentwasitnew?
UnitActivities:ClassdiscussionsonMaterialism,Marxism,andtheIndianWars.Mapskillsexercise:
NativeAmericansoftheGreatPlains.Student‐ledroundtabledebateonthesocialeffectsofwestward
expansionandindustrialization.Documentanalysisactivity,“Wealth”byAndrewCarnegie.
AssignmentsandAssessments:Homeworkassignmentontopicslistedaboveandmessageboard
postingonthegoodandnegativesidesofRockefeller,CarnegieandMorgan.Multiplechoicetest,
includingatake‐homefreeresponseessayon"Rockefeller,CarnegieandMorgan:RobberBaronsor
IndustrialStatesmen.”
UNIT12:THEGILDEDAGE(1880‐1900)
Textsandothermaterialsutilized:TheAmericanNation,Chapters18‐19;GildedAgeDBQ;and
excerptfromWilliamJ.Bryan’s“CrossofGold”speech
Themes:WXT,PEO,POL,WOR,ENV,CUL
Primary Sources: Bryan’s Cross of Gold Speech Photographs of Lewis Hine: Documentation of Child Labor MajorTopics:Industrialization,urbanization,andculturaltransformations;domesticandglobal
challengesandthecreationofmassculture;culturaleffectsofderegulation,industrialization,and
westwardexpansion;urbanizationandthecompetingidealsofcityandrurallifeinAmerica;
immigration,minorityrights,andarigidclasssystem;corruptionandmachinepoliticsinstateandlocal
governments;theriseofagrariandiscontentandthePopulistresponse;andcompetingargumentsabout
theproperroleofgovernmentinthisera,leadingtoanintroductionofProgressiveideals.
EssentialQuestions:Towhatextentdidstate/federalgovernmentsattempttoregulatebigbusiness
duringthelastquarterofthenineteenthcentury?Inwhatwaysdidreformmovementsand
organizationsattempttosolvethesocialproblemsfacingU.S.society?Towhatextentwassociety
“reformed”bytheseefforts?
UnitActivities:Classdiscussionsontrendsinimmigration,industrializationandtheSocialGospel.In‐
classdebateontheproperroleofgovernmentduringthisera.In‐classdocumentanalysisactivity:
Bryan’s“CrossofGold”speech.Historicalinterpretationslesson:WaltW.Rostow’sstagesofeconomic
development.
AssignmentsandAssessments:Homeworkassignmentonvocabularytermslistedabove.DBQ:The
FederalGovernment&LaissezFaire.Multiplechoicetest.DBQ:ThePopulists
UNIT13:THEPROGRESSIVEERA(1890‐1920)
Textsandothermaterialsutilized:TheAmericanNation,Chapters20‐21;U.S.censusandimmigration
chartsfrom1890,1900,1910,1920;LewisHinesandJacobRiisphotos;JaneAddamsstatementon
reform;andmapsofurbangrowth.
Primary Sources: Majority Opinion in Plessy V. Ferguson Platform Adopted by National Negro Committee 1909 NAACP Charts its Future‐ 1919 W.E.B. Du Bois “Of Mr. Booker T. Washington and Others” speech 1903 Atlanta Compromise Number of Immigrants to the U.S. per Decade (1820‐1990) Themes:ID,WXT,POL,CUL
MajorTopics:Progressivismdefined,goalsofProgressivism,andtypesofProgressives;muckrakers,
socialreform,andtheuseofthemediatoachievesocial,economic,andpoliticalgoals;radical
movements,theIWWandSocialistParty,thechangingroleingovernment(includingstateandlocal);
roleofPresidentsRoosevelt,Taft,andWilsoninpromotingProgressiveagendasatthefederallevel;and
successesandfailuresoftheProgressiveEra.
EssentialQuestions:Whatweretherootcausesoftheprogressivemovement?Whydidthemovement
flourishinthenorthandwest,butlacksupportinthesouth?Towhatextentdidstateandlocal
governmentsinfluencethemovementatthenationallevel?IsitaccuratetodescribeRoosevelt,Taft,and
Wilsonasprogressives?Whowasthemostprogressiveandwhy?Theleast?Weretheconditionsof
farmers,thepoor,women,andAfrican‐AmericansimprovedbyprogressivereformsfromtheElectionof
1896totheoutbreakofWorldWarI?
StudentsusedocumentsmadebytheSocialistLaborParty,EmmaGoldman,andtheIWWandmakean
argumentforthevalidityoftheradicalideasandmovementsthatcameoutoftheindustrialage.
Studentsusematerialfromcensusdataaboutimmigrationtomakepresentationsondifferentethnicand
nationalgroupsandthecreationoftheImmigrationAct1924.
UnitActivities:Classdiscussionsontheroleofmuckrakersandonthirdpartycandidaciesinthe
ProgressiveEra.In‐classdebatefocusingonthestrengthsandweaknessesoftheProgressivemindset,
aswellasthesuccessesandfailuresofProgressiveprograms.In‐classdocumentanalysis:excerptsfrom
TheJunglebyUptonSinclairandTheHistoryoftheStandardOilCompanybyIdaTarbell.
AssignmentsandAssessments:Homeworkassignmentonvocabularytermslistedabove.Formalessay
onthecontentdiscussedinthedebates.Multiplechoicetest,includingafreeresponseessayquestionon
industrialization.
UNIT14:FROMISOLATIONTOIMPERIALISM(1890‐1914)[CR2]
Textsandothermaterialsutilized:TheAmericanNation,Chapter22;DBQonImperialism;and
document:“TheRooseveltCorollary.”
PrimarySources:
RooseveltCorollary
ExcerptfromMahan,InfluenceofSeaPower
Anti‐ImperialistLeaguespeeches
PoliticalCartoons
Themes:ID,POL,WOR
MajorTopics:Industrialization,urbanization,andculturaltransformation;domesticandglobal
challengesandthecreationofmassculture;earlyexpansionism,fromYoungAmericatotheChileanand
Venezuelanconflicts;Mahan,CoalingStations,thebuildingoftheUnitedStatesnavy,andinitial
imperialisticefforts,includingHawaii;AmericaninvolvementandinfluenceintheSpanish‐American
War,theFilipinoInsurrection,andthePanamanianCrisis;Mexico,Americaninvolvement,theTampico
Incident,andPanchoVilla;andnon‐interventioninEuropeanaffairsattheoutbreakofthefirstWorld
War.
EssentialQuestions:TowhatextentdidthedomesticandinternationalpoliciesofTheodoreRoosevelt
reflectthevaluesofhisera?Whatwerethecauses,course,andeffectsoftheSpanish‐AmericanWar?
Whatwerethechiefargumentsoftheimperialistsandanti‐imperialists;whatwastheparticular
significanceoftheRooseveltcorollary?HowdidtheAmericaninterestinthedevelopmentofacanalin
Panamaevolve?
UnitActivities:StudentsengageinclassdebateanalyzingtheextenttowhichtheSpanish‐American
WarwasaturningpointinthehistoryofU.S.foreignrelations.
ClassdiscussiononthediplomacysurroundingstatusoftheCanalZone,thebuildingoftheCanal,andon
thePhilippineInsurrection.SimulationontheOpenDoorPolicy.Debateonthecauses,effects,and
relativemeritsofimperialism.Documentanalysis:theRooseveltCorollary.
AssignmentsandAssessments:Homeworkassignmentonvocabularytermslistedabove.Take‐home
documentbasedquestiononAmericanimperialism.Multiplechoicetestwithshortanswerresponses.
Mapskillstake‐homeassignment:theAmericansphereofinfluenceafter1898.DBQ‐TheTreatyofParis
of1899.
UNIT15:WORLDWARIANDITSAFTERMATH(1914‐1932)
Textsandothermaterialsutilized:TheAmericanNation,Chapter23;Schenckcasebriefhandout
fromTheSupremeCourtoftheUnitedStates,AStudentCompanion;andexcerptfrom“TheFourteen
Points.”
Primary Sources: Zimmermann Telegram Treaty of Versailles Sow the Seeds of Victory! Posters from the Food Administration During World War I Themes:WXT,PEO,POL,WOR,CUL
MajorTopics:Domesticandglobalchallengesandthecreationofmassculture;initialoppositionto
AmericaninvolvementintheFirstWorldWar;theLusitania,theSussexPledge,theZimmerman
Telegram,andunrestrictedsubmarinewarfare;thecourseofthewar,beforeandafterAmerican
involvement;CivilRightsforAmericansduringandafterthewar;theTreatyofVersaillesandtheSenate
fightoverratificationandtheLeagueofNations;WarrenG.Harding,Normalcy,andtheendofthe
ProgressiveEra;andsocial,political,economic,andculturaltrendsduringthe1920s.
EssentialQuestions:InwhatwayswereAmericanrelationswithMexicoademonstrationoftheUnited
Statesasthedominantpowerinthehemisphere?Howdidregionalrelationsevolveduringthisperiod?
Whatweretheeventsandpoliciesthatculminatedinthedecisiontogotowarin1917?Assess
WoodrowWilsonintermsofhiswartimeleadershipandhisvisionforapostwarworld.Inwhatways
weretheLeaguefightandtheRedScareemblematicoftheshiftinAmerica’sworldviewintheyears
followingtheGreatWar?WerethemajorsocialissuesandconflictsoftheTwentiesuniquelymodern,or
weretheymerelycontinuationsofearlierissuesandconflicts?Towhatextentisthefollowingstatement
valid:“TheTwentieswerethenewGildedAge.”Towhatextentdidthewritersandartistsofthe
TwentiesreflectandchallengetraditionalAmericanvalues?
UnitActivities:ClassdiscussionsonAmericandiplomacybefore,during,andafterWorldWarI,therole
ofthenationalgovernmentduringthe1920s,andtheSchenckv.U.S.decision.Simulationactivityonthe
ratificationoftheTreatyofVersailles.Documentanalysisactivity:WoodrowWilson’sFourteenPoints.
AssignmentsandAssessments:Homeworkassignmentonvocabularytermslistedabove.Take‐home
essay:positionpaperrulingontheSchenckcase.OnlinemessageboardpostingonNormalcy,drawn
fromoneoftheessentialquestionslistedabove.Multiplechoicetestwithseveralshortanswer
questions.
UNIT16:THEGREATDEPRESSIONANDTHENEWDEAL(1929‐1941)
Textsandothermaterialsutilized:TheAmericanNation,Chapter26;DBQontheNewDeal;andStuds
Terkel’sHardTimes
PrimarySources:
WPAslavenarratives
DorotheaLangePhotographs
FDR'sFirstInauguralAddress
FDR'sFiresideChatonthePurposesandFoundationsoftheRecoveryProgram
Themes:ID,WXT,POL,CUL,ENV
MajorTopics:EconomictrendsinthewakeoftheFirstWorldWar,andthecollapseoftheworld
economy;theStockMarketCrash,cropfailures,andthecollapseofthebankingindustryby1932;the
BonusArmy,Hoovervilles,andthesocialcrisissurroundingtheelectionof1932;FDR,HundredDays,
theFirstandSecondNewDeals,andtherecastingoftheroleofgovernment;courtchallengestotheNew
Dealprograms,andotherdissentingvoices,includingeconomicandreligiouscritics;theoveralleffects
oftheNewDealprogramsontheeconomy,politics,andthepopularunderstandingoftheroleof
governmentinAmericansociety.
EssentialQuestions:WhatweretheunderlyingcausesoftheGreatDepressionandtheinitialattempts
bytheHooveradministrationtomitigateitseffects?TowhatextentdidthereformsoftheNewDeal
trulytransformtheroleofgovernment,andtowhatextentdidtheymerelybuilduponanearlier
foundation?WhatwastheevolutionoftheconflictbetweenFDRandtheSupremeCourtfromthe
beginningofhisfirsttermtothebeginningoftheSecondWorldWar?Whatwerethemajorarguments
madebyNewDealcritics?TowhatextentdidAmericansacceptandapproveofthechangeswroughtby
NewDealpoliciesandlegislation?HowdidFDRreconcilehisownbeliefsaboutinterventionwiththe
isolationistmoodofthecountryatthetime?
UnitActivities:ClassdiscussionsontheoriginsoftheGreatDepression,ontheHundredDays,andon
NewDealcritics.Student‐directedrole‐playingactivityabouttheCourtPackingPlan.Documentanalysis
activity:ImagesoftheGreatDepressionandtheNewDeal.
UsingtheSOAPSTonehandout,studentsanalyzeandcontrastoralhistoriesfromtheGreatDepression,
suchasStudsTerkel’sHardTimesandtheWPAslavenarratives.
AssignmentsandAssessments:Homeworkassignmentonvocabularytermslistedabove.In‐class
documentbasedquestionontheNewDeal.Multiplechoicetest,withanessayquestiondrawnfromthe
essentialquestionslistedabove.
UNIT17:AMERICAANDTHESECONDWORLDWAR
Textsandothermaterialsutilized:TheAmericanNation,Chapter27;excerptfrom“TheFour
Freedoms,”ADocumentaryHistoryoftheUnitedStates;andhistoricalperspectiveslessondrawnfrom
TheSecondWorldWar:ACompleteHistory,byMartinGilbert.
Primary Sources: Executive Order 9066 Remarks of President Roosevelt and Her Majesty Wilhelminia, on the transfer of a ship under the Lend‐ Lease Act, August 6, 1942 The Atlantic Charter Various Pieces of Propaganda Themes:ID,WXT,PEO,POL,WOR
MajorTopics:Americanisolationisminthe1930s,theNeutralityActs,andtheslowdrifttoward
interventionby1941;PearlHarbor,involvementintheWar,mobilization,anditseffectsonAmerican
economy,society,andpolitics;civillibertiesduringthewar,especiallythestatusofJapaneseAmericans;
thecourseofthewarinthePacificandinEurope,includingthedroppingoftheatomicbombandthe
endofthewar;anddiplomacyduringthewar,fromtheAtlanticChartertothePotsdamConference.
EssentialQuestions:Citingleaders,battles,andotherevents,whatwerethehighpoints,lowpoints,
andturningpointsofthewarinEurope?Citingleaders,battles,andevents,whatwerethehighpoints,
lowpoints,andturningpointsofthewarinthePacific?Towhatextentcanthetwowarsbecomparedin
termsof(a)treatmentofminorities,(b)opportunitiesforwomen,(c)civilliberties,and(d)plansforthe
post‐warorder?Tracethecourseofdiplomaticrelationsbetweenalliesfromthebeginningofthewarto
theend.Howdidthegoalsandstrategieschangeovertime?Whatweretheargumentsforandagainst
droppingtheatomicbombin1945?
UnitActivities:ClassdiscussionsonPearlHarbor,thetwofrontsofthewar,andwartimediplomacy.
Debateonthedecisiontodroptheatomicbomb.Documentanalysisactivity:FourFreedoms.Mapskills
lesson:EuropeanandPacificTheatersofWar.Historicalperspectiveslesson:JapaneseInternment.
AssignmentsandAssessments:Homeworkassignmentonvocabularytermslistedabove.Take‐home
essayonU.S.strategyanddiplomacyduringWWII.MultiplechoicetestonWWII.DBQ‐TheDecisionto
DroptheAtomicBomb
UNIT18:ORIGINSOFTHECOLDWAR(1945‐1968)[CR2]
Textsandothermaterialsutilized:TheAmericanNation,Chapters28‐29;“TheSourcesofSoviet
Conduct.”
Primary Sources: President Harry Truman, Address before a Joint Session of Congress, March 1947 Telegram from George Kenan North Atlantic Treaty John Foster Dulles,, Address before the Associated Press April 1957 Themes:WXT,POL,WOR,CUL
MajorTopics:Theemergenceoftwoopposingsuperpowers;containment,theMarshallPlan,NSC‐68,
andthegrowingmilitaryandeconomicburdenoftheColdWar;initialconflictsinGreeceandTurkey
producetheTrumanDoctrineasacornerstoneofU.S.foreignpolicy;divisionofKorea,theinvasionof
thesouthin1950andthecourseoftheKoreanConflict;theroleoftheUnitedStatesinColdWar
conflictsinEgypt,Hungary,FrenchIndochina,andCuba;andKennedyandtheColdWar:BayofPigs,
Berlin,andtheSpaceRace.
EssentialQuestions:InwhatwayswastheMarshallPlananattempttoavoidthemistakesthathad
beenmadeaftertheTreatyofVersailles?TowhatextentdidrelationsbreakdownbetweentheUnited
StatesandtheSovietUnioninthewakeoftheSecondWorldWar?Inwhatwaysdidthecontainment
policyandthefalloutfromtheChineseRevolutioncontributetothecultureoffearandconservatism
duringthe1950s?InwhatwaysweretheBayofPigs,theSpaceRace,andtheCubanMissileCrisis
related?
UnitActivities:ClassdiscussionsonthewarinKoreaandtheCubanMissileCrisis.TheMcCarthy
Project:student‐directedsimulationactivityexaminingthefearandsuspicionduringtheRedScare.In‐
classdocumentanalysis:excerptfrom“TheSourcesofSovietConduct,”byGeorgeKennan.
StudentsworkinginsmallgroupscomparetheunderlyingcausesofWWI,WWII,andtheColdWarand
makeanargumentthatU.S.foreignpolicyinthe20thcenturydidordidnotpromotedemocratic
governmentsaroundtheworld.
AssignmentsandAssessments:Homeworkassignmentonvocabularytermslistedabove.McCarthy
Projectformalessay.
UNIT19:COLDWARCULTUREANDSOCIETY(1950‐1970)
Textsandothermaterialsutilized:TheAmericanNation,Chapters29‐30;excerptfrom“Letterfrom
BirminghamJail.”
PrimarySources:
LetterfromBirminghamJail
TheCivilRightsActof1964
TheVotingRightsActof1965
Themes:ID,WXT,POL,CUL,ENV
MajorTopics:Trendsinpopularmediaandcultureduringthe1950sand1960s;theRedScareandits
impactonculturalconformity,andthebacklashagainstthatconformityduringthe1960s;themodern
civilrightsmovement,includingBrownv.Board,theMontgomeryBusBoycott,Sit‐Ins,theCivilRights
ActandVotingRightsAct,Dr.MartinLutherKing,MalcolmX,HueyNewton,theBlackPanthers;civil
rightsmovementsbyothergroups,includingwomen,NativeAmericans,andgays;post‐warreligious
trends;youthandfarmworkers;andbaby‐boomersandtheemergenceofanti‐institutionalism.
EssentialQuestions:Whowerethegreatfiguresinpost‐warartandliterature?Specifically,whatdid
theirworksayaboutthepost‐warsocietyandvalues?Towhatextentwasthesexualrevolution
revolutionary?Towhatextentwasitacontinuationofpastmovements?Whatwerethehighandlow
pointsoftheCivilRightsMovement,from1954to1968,andtowhatextentwerethecivilrightsof
AfricanAmericansextended?Howdidtheroleofstudentsevolveduringthisperiod?
StudentscompareNAACPmaterialsfromthe1920sand1930sonlynchingandcivilrightswith1950s
civilrightsmaterials.Studentsmustmakeapresentationonwhythereweredifferencesandsimilarities
totheclass.
UnitActivities:Student‐directedroundtabledebateonthesubjectofthemoderncivilrightsmovement.
In‐classdocumentanalysis:“LetterfromBirminghamJail.”
Studentswriteanessaythatcomparesthewomen’smovementofthe1960swiththewomen’s
movementattheturnofthe20thcentury.Studentsmustmakeanargumentaboutthenatureoftheideas,
strategies,andaccomplishmentsofwomenfrombotheras.Weretheysimilarordifferent?
AssignmentsandAssessments:Homeworkassignmentonvocabularytermslistedabove.Multiple
choicetest,includingseveralshortanswerquestionsaboutthesocialmovementsofthe1960s.
UNIT20:THEVIETNAMWARANDITSAFTERMATH(1961‐1975)
Textsandothermaterialsutilized:TheAmericanNation,Chapters29‐30;DBQonpost‐warAmerica;
LyndonB.JohnsonandAmericanLiberalism;andAPeople’sHistoryoftheUnitedStates.
PrimaryDocuments:
LetterfromHouseMinorityLeaderGeraldR.FordtoPresidentRichardM.Nixon
Giddeonv.Wainwright
Escobedov.Illinois
LetterfromKennedytoNgoDinhDiem
VietnamVeteransAgainsttheWarStatement
Themes:ID,PEO,POL,WOR,CUL
MajorTopics:DienBienPhu,HoChiMinh,theassassinationofDiem,andthegrowthofAmerican
involvementinFrenchIndochina;theGulfofTonkinincidentandtheexpansionofAmerican
involvementinthewar;thecourseofthewarfrom1964to1975,includingbombingcampaignsofthe
North,theTetOffensive,theincursionintoCambodia,theParisPeaceAccords,andtheFallofSaigon;
andAmericansupportforandoppositiontothewarinVietnam,anditseffectsonthepolitical,economic,
andsocialsituationintheUnitedStatesduringthistime.
EssentialQuestions:InwhatwaysdidthewarinVietnamreflectthegeopoliticalstrugglesoftheCold
War?TowhatextentdidgrowingdiscontentwiththewarinfluencechangesinAmericanpolicybetween
1968and1975?Howeffectivewerethetacticsusedbyopponentsofthewar?Towhatextentwasthe
counterculturemovementdrivenbyoppositiontothewar,andtowhatextentwereothercontributing
factorsatwork?
UnitActivities:Classdiscussiononthecounterculturemovement,theCambodianIncursionandKent
Statekillings.DebateontheGulfofTonkinResolution.Mapskillslesson:theTetOffensive.
Inaneight‐pageessay,studentscomparetheinterpretationsofVietnaminLyndonB.Johnsonand
AmericanLiberalismandAPeople’sHistoryoftheUnitedStates.Whatmadethesehistoriansseethesame
eventsodifferently?
AssignmentsandAssessments:Homeworkassignmentonvocabularytermslistedabove.Take‐home
documentbasedquestiononthepost‐WWIIperiod.Multiplechoicetest,includingin‐classessaydrawn
fromtheessentialquestionslistedabove.
UNIT21:SOUNDBITESOCIETY(1970‐PRESENT)
Textsandothermaterialsutilized:TheAmericanNation,Chapters31‐32;“TheContractwith
America.”
Themes:ID,WXT,PEO,POL,WOR,ENV,CUL
MajorTopics:IncreasingprosperityandglobalresponsibilitiesafterWWII;globalizationandredefining
nationalidentity;creationoftheEnvironmentalProtectionAgency;Watergate,theresignationof
PresidentNixon,andtheemergingdistrustofgovernment;expandingroleofthepopularmedia;modern
religionandpoliticalactivism;Reaganism:deregulation,increaseinmilitaryspending,andtheIran‐
contrascandal;liberalismonthewane:theRepublicanRevolutionof1994,theImpeachmentof
PresidentClinton;RodneyKingandAnitaHill;WelfareReformActof1996;theelectionof2000,
terrorismandthewarsinAfghanistanandIraq,andemergingquestionsaboutcivillibertiesandtherole
ofthefederalgovernmentduringatimeofcrisis.
EssentialQuestions:WhatwaysdidthevariousMiddleEasternconflictsfirstsymbolizeandlater
replacethemajorconflictsoftheColdWar?TowhatextentweretheReagan/Bushpresidencies
successfulinrollingbackreformsoftheNewDealandGreatSocietyandinreshapingtheroleof
government?TowhatextentwasAmericatransformedbysocietalchanges—fromtelevisiontorace
relationstoAIDSandcrackcocaine?HowdidtheroleofthePresidentchangeintheyearsfromthe
WatergatescandalthroughtheterroristattacksofSeptember11th?
UnitActivities:ClassdiscussionsontheReaganRevolution,thecollapseofcommunism,andmodern
immigration.DebateonFord’spardonofNixon,andtheriseoftheNewRight.Documentanalysis
activity:ContractwithAmerica.
UsingLisaMcGirr’sSuburbanWarriors,studentsmaptheideasandstrategiesoftheNewRightand
comparethismovementtoearliermoments(1880s,1920s,1950s)ofconservativeactivism.What
valuesremainedconstantoverthislongperiodoftime?
Studentswriteasixtoeight–pageessaythatexaminestheevolutionofideasandpoliciesrelatedtothe
environmentfrom1900to1975.Theessaymustuseatleastsixsecondarysourcesandmakean
argumentaboutwhytheenvironmentbecameworthyofregulationby1970.
AssignmentsandAssessments:Homeworkassignmentonvocabularytermslistedabove.In‐class
essayontheculturalmalaiseofthe1970sand1980s.Multiplechoicetest,includingtake‐homeessay
fromessentialquestionslistedabove.war;trendsinimmigration;andthe2008election.