Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
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.