Download social studies curriculum guide

SOCIAL STUDIES CURRICULUM GUIDE
I. RATIONALE
Social Studies is a multidisciplinary subject integrating geography, economics,
humanities, civics and government, and the social sciences. It provides students with the
content knowledge, concepts, and skills that are vital to the study of democracy,
citizenship, and global responsibility. Through Social Studies, students develop into
informed, responsible, and active citizens who are able to use the information they have
acquired to consider multiple perspectives and make reasoned judgments. Additionally,
students learn to make important connections: between past, present, and future;
between regions, environments, and cultures; between fact and opinion.
II. EVERETT HIGH SCHOOL MISSION STATEMENT
The Mission of Everett High School is to meet the needs of every student in our
increasingly diverse community. Everett High School is committed to providing a safe,
nurturing, challenging environment that empowers students to become lifelong learners
and productive members of society.
III. EVERETT HIGH SCHOOL’S EXPECTATIONS FOR STUDENT LEARNING
Expectations for Student Learning:
1. Everett High School students will read comprehensively and critically.
2. Everett High School students will write coherently, creatively, logically, and
critically
3. Everett High School students will be able to reason and problem solve effectively
from both written and observed sources.
4. Everett High School students will be able to communicate coherently and
logically.
5. Everett High School students will apply, and integrate technology into their
learning experience.
6. Everett High School students will maintain positive relationships with peers,
adults, and within the community.
IV. STATEMENT OF COMMITMENT TO EVERETT HIGH SCHOOL’S MISSION STATEMENT
AND GOALS FOR STUDENT LEARNING
The Everett High School Social Studies Department adheres to the Massachusetts
History and Social Science Curriculum Framework, the Massachusetts Common
Chapters (and its Common Core of Learning), and the National Council for the Social
Studies Curriculum Standards. The thrust behind all Social Studies courses is the
adherence to the standards outlined in these documents and the commitment to carry
out the Everett High School Mission Statement and Expectations for Student Learning.
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SOCIAL STUDIES CURRICULUM GUIDE
Statement of Commitment (Continued):
Social Studies develops the skills and behaviors to read comprehensively and critically,
listen actively and communicate coherently and logically. Students become active
listeners to record and obtain information presented in order to comprehend, respond,
summarize, and interpret historical information. Students communicate their opinions
and knowledge through oral, written, or visual responses that articulate informed,
objective opinions that are supported by factual information which empowers them to
become responsible citizens living in a global society.
Social Studies allows students to examine data actively and critically and reason and
problem solve effectively. Students accomplish these goals by routinely analyzing
primary sources and interpreting maps, tables, political cartoons and other graphic
sources. For instance, through the use of document based questions (DBQs) the student
will problem solve by examining these historical sources by thinking critically and
applying information which will demonstrate their historical thinking. These activities
will allow them to develop the skills to effectively draw conclusions on multiple
perspectives.
The opportunity to apply and integrate technology has enhanced the Social Studies
experience by giving students and faculty the opportunity to utilize a vast assortment of
technological resources. The students are able to demonstrate their knowledge of
technology through the use of alternative assessments such as: computer laptops,
interactive polyvision boards, the library computer laboratory, and then using these
various technologies to apply content knowledge. These resources allow them to
collaborate on curriculum projects developed around the use of these tools to maximize
their command of technology.
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SOCIAL STUDIES CURRICULUM GUIDE
MASSACHUSETTS HISTORY AND SOCIAL SCIENCE CURRICULUM FRAMEWORK
I. CURRICULUM FRAMEWORK
GRADES 9-12
CONCEPTS AND SKILLS
The concepts and skills for grades 9 through 12 are defined below.
Concepts and Skills, Grades 9-12
Students should be able to:
History and Geography
1. Apply the skills of prekindergarten through grade seven.
2. Identify multiple ways to express time relationships and dates (for example, 1066 AD
is the same as 1066 CE, and both refer to a date in the eleventh or 11th century, which is
the same as the 1000s). Identify countries that use a different calendar from the one
used in the U.S. and explain the basis for the difference. (H)
3. Interpret and construct timelines that show how events and eras in various parts of
the world are related to one another. (H)
4. Interpret and construct charts and graphs that show quantitative information. (H, C,
G, E)
5. Explain how a cause and effect relationship is different from a sequence or
correlation of events. (H, C, E)
6. Distinguish between long-term and short-term cause and effect relationships. (H, G,
C, E)
7. Show connections, causal and otherwise, between particular historical events and
ideas and larger social, economic, and political trends and developments. (H, G, C, E)
8. Interpret the past within its own historical context rather than in terms of present-day
norms and values. (H, E, C)
9. Distinguish intended from unintended consequences. (H, E, C)
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SOCIAL STUDIES CURRICULUM GUIDE
Concepts and Skills, Grades 9-12
10. Distinguish historical fact from opinion. (H, E, C)
11. Using historical maps, locate the boundaries of the major empires of world history at
the height of their powers. (H, G)
Civics and Government
12. Define and use correctly the following words and terms: Magna Carta, parliament,
habeas corpus, monarchy, and absolutism. (C)
General Economics Skills
13. Define and use correctly mercantilism, feudalism, economic growth, and
entrepreneur. (E)
14. Explain how people or communities examine and weigh the benefits of each
alternative when making a choice and that opportunity costs are those benefits that are
given up once one alternative is chosen. (E)
15. Explain how financial markets, such as the stock market, channel funds from savers
to investors. (E)
16. Define and use correctly gross domestic product, economic growth, recession,
depression, unemployment, inflation, and deflation. (E)
17. Explain how opportunity costs and tradeoffs can be evaluated through an analysis of
marginal costs and benefits. (E)
18. Explain how competition among sellers lowers costs and prices, and encourages
producers to produce more. (E)
19. Describe the role of buyers and sellers in determining the equilibrium price, and use
supply and demand to explain and predict changes in quantity and price. (E)
20. Describe how the earnings of workers are affected by the market value of the
product produced and worker skills. (E)
21. Identify the causes of inflation and explain who benefits from inflation and who
suffers from inflation. (E)
22. Define and distinguish between absolute and comparative advantage, and explain
how most trade occurs because of comparative advantage in the production of a
particular good or service. (E)
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SOCIAL STUDIES CURRICULUM GUIDE
Concepts and Skills, Grades 9-12
23. Explain how changes in exchange rates affect balance of trade and the purchasing
power of people in the United States and other countries. (E)
24. Differentiate between fiscal and monetary policy. (E)
U.S. Economics Skills
25. Explain the basic economic functions of the government in the economy of the
United States. (E)
26. Examine the development of the banking system in the United States, and describe
the organization and functions of the Federal Reserve System. (E)
27. Identify and describe laws and regulations adopted in the United States to promote
economic competition. (E, H)
28. Analyze how federal tax and spending policies affect the national budget and the
national debt. (E)
World History I and II: 500 to 2001
In World History I, students study the history of the major empires and political entities
that emerged after the fall of the Roman Empire, including the Byzantine Empire, the
Ottoman Empire, the Moghul Empire, the Chinese dynasties, and the major preColumbian civilizations that existed in Central and South America. Students also
examine the important political, economic, and religious developments of this period,
including the development of democratic, scientific, and secular thought in Europe.
In World History II, students study the rise of the nation state in Europe and the
economic and political roots of the modern world, including the Industrial Revolution,
19th century political reform in Western Europe, and European imperialism in Africa,
Asia, and South America. They also examine the causes and consequences of the great
military and economic events of the past century, including World War I, the Great
Depression, World War II, the Cold War, the Russian and Chinese revolutions, the rise of
nationalism, and the continuing persistence of political, ethnic, and religious conflict in
many parts of the world.
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SOCIAL STUDIES CURRICULUM GUIDE
World History I
The World from the Fall of Rome through the Enlightenment
Students study the development of world civilizations after the fall of the Roman
Empire. Students study the history of the major empires and political entities of this
period: the Ottoman Empire, the Moghul Empire, the Chinese dynasties, the Byzantine
Empire, and the major pre-Columbian civilizations that existed in Central and South
America. Students examine the important political, economic, and religious
developments of this period, including the development of Christianity and Islam, the
conflicts between them in different parts of the world, and the beginnings of European
influence on the Western Hemisphere. Finally, students study the development of
democratic, scientific, and secular thought in the major events and developments of
European history. To the extent practical, students study the origins and development
of major civilizations in Africa, India and East Asia.
World History I Learning Standards
Building on knowledge from previous years, students should be able to:
The Emergence and Expansion of Islam to 1500
WHI.1 On a map of the Middle East, Europe, Africa, and Asia, identify where Islam began
and trace the course of its expansion to 1500 AD. (H)
WHI.2 Describe significant aspects of Islamic belief. (H)
A.
B.
C.
D.
the life and teachings of Muhammad
the significance of the Qur’an as the primary source of Islamic belief
Islam’s historical relationship to Judaism and Christianity
the relationship between government and religion in Muslim societies
WHI.3 Analyze the causes, course, and effects of Islamic expansion through North Africa,
the Iberian Peninsula, and Central Asia. (H, G)
A.
B.
C.
D.
the strength of the Islamic world’s economy and culture
the training of Muslim soldiers and the use of advanced military techniques
the disorganization and internal divisions of Islam’s enemies
the resistance and/or assimilation of Christianized peoples in the Mediterranean
WHI.4 Describe the central political, economic, and religious developments in major
periods of Islamic history. (H, E)
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SOCIAL STUDIES CURRICULUM GUIDE
World History I Learning Standards
A. the sources of disagreement between Sunnis and Shi’ites
A. B. the importance of the trade routes connecting the Far East and Europe and the
role of the Mongols in increasing trade along these routes, including the silk routes
to China
C. the relationship of trade to the growth of Central Asian and Middle Eastern cities
D. the sources and uses of slaves in Islamic societies as well as the extent of the Islamic
slave trade across Africa from 700 AD on.
WHI.5 Analyze the influence and achievements of Islamic civilization during its “Golden
Age.” (H)
A. the preservation and expansion of Greek thought
B. Islamic science, philosophy, and mathematics
C. Islamic architecture
The Medieval Period in Europe to 1500
WHI.6 Describe the rise and achievements of the Byzantine Empire. (H)
A. the influence of Constantine, including the establishment of Christianity as an
officially sanctioned religion.
B. the importance of Justinian and the Code of Justinian
C. the preservation of Greek and Roman traditions
D. the construction of the Church of the Holy Wisdom (Hagia Sophia).
WHI.7 Describe the major economic, social, and political developments that took place
in medieval Europe. (H, E)
A. the growing influence of Christianity and the Catholic Church
B. the differing orders of medieval society, the development of feudalism, and the
development of private property as a distinguishing feature of western civilization
C. the initial emergence of a modern economy, including the growth of banking,
technological and agricultural improvements, commerce, towns, and a merchant
class
D. the economic and social effects of the spread of the Black Death or Bubonic Plague
E. the growth and development of the English and French nations
WHI.8 Describe developments in medieval English legal and constitutional history and
their importance in the rise of modern democratic institutions and procedures, including
the Magna Carta, parliament, and habeas corpus. (H, C)
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SOCIAL STUDIES CURRICULUM GUIDE
World History I Learning Standards
The Encounters Between Christianity and Islam to 1500
WHI.9 Describe the religious and political origins of conflicts between Islam and
Christianity, including the causes, course, and consequences of the European Crusades
against Islam in the 11th, 12th, and 13th centuries. (H)
WHI.10 Describe the rise of the Ottoman Empire in the 14th and 15th centuries, including
the capture of Constantinople in 1453. (H)
WHI.11 Describe the decline of Muslim rule in the Iberian Peninsula and the subsequent
rise of Spanish and Portuguese kingdoms after the Re-conquest in 1492. (H)
The Origins of European Western Expansion and the Civilizations of Central and South
America
WHI.12 Explain why European nations sent explorers westward and how overseas
expansion led to the growth of commerce and the development of the trans-Atlantic
slave trade. (H, E)
WHI.13 Identify the three major pre-Columbian civilizations that existed in Central and
South America (Maya, Aztec, and Inca) and their locations. Describe their political
structures, religious practices, economies, art and architecture, and use of slaves. (H,G,
E)
WHI.14 Identify the major economic, political, and social effects of the European
colonial period in South America. (H, E)
African History to 1800
WHI.15 Describe the indigenous religious practices observed by early Africans before
contact with Islam and Christianity. (H)
WHI.16 Explain how extended family/kinship and tribal relationships have shaped
indigenous African cultures, and their effects on the political and economic
development of African countries. (H, E)
WHI.17 Describe the different ways in which Islam and Christianity influenced
indigenous African cultures. (H)
WHI.18 Identify the locations and time periods of the empires of Ghana, Mali, and
Songhay. (H, G)
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SOCIAL STUDIES CURRICULUM GUIDE
World History I Learning Standards
WHI.19 Describe important political and economic aspects of the African empires. (H, E)
A. the economies of these empires (gold, salt, and slaves as commodities for trade
by African kings)
B. leaders such as Sundiata and Mansa Musa
C. Timbuktu as a center of trade and learning
WHI.20 Describe the development and effects of the trans-African slave trade to the
Middle East from the 8th century on, and the trans-Atlantic slave trade to the Western
Hemisphere from the 16th century on. (H, E, G)
Indian History to 1800
WHI.21 Describe important economic, political, and religious developments in Indian
history to 1800. (H)
A. the origins of Indian civilization in the Indus Valley
B. the evolution and central principles of Hinduism
C. the development of the caste system
D. the influence of Islam and the rise and fall of the Moghul empire
E. artistic and intellectual achievements, including the development of a decimal
system
WHI.22 Describe the growth of British influence in India and the emergence of the
British Raj. (H)
History of China, Japan, and Korea to 1800
WHI.23 Summarize the major reasons for the continuity of Chinese civilization through
the 19th century. (H)
A. the role of kinship and Confucianism in maintaining order and hierarchy
B. the political order established by the various dynasties that ruled China
C. the role of civil servants/scholars in maintaining a stable political and economic
order
WHI.24 Describe the growth of commerce and towns in China and the importance of
agriculture to the development of the Chinese economy to 1800, including the limited
role of slavery. (H)
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SOCIAL STUDIES CURRICULUM GUIDE
World History I Learning Standards
WHI.25 Summarize the major economic, political, and religious developments in
Japanese history to 1800. (H)
A. the evolution of Shinto and Japanese Buddhism
B. the development of feudalism
C. the rise of the Shoguns and the role of the samurai
WHI.26 Describe Japan’s cultural and economic relationship to China and Korea. (H, G)
WH.27 Describe the influence and consequences of Japanese isolationism to 1800. (H,
G)
WH.28 Explain how Korea has been both a battleground and a cultural bridge between
China and Japan. (H, G)
Renaissance and the Reformation in Europe
WHI.29 Describe the origins and development of the Renaissance, including the
influence and accomplishments of Machiavelli, Michelangelo, Leonardo da Vinci,
Raphael, Shakespeare, and Johannes Gutenberg. (H)
WHI.30 Describe origins and effects of the Protestant Reformation. (H)
A. the reasons for the growing discontent with the Catholic Church, including the
main ideas of Martin Luther and John Calvin
B. the spread of Protestantism across Europe, including the reasons and
consequences of England’s break with the Catholic Church
C. the weakening of a uniform Christian faith
D. the consolidation of royal power
WHI.31 Explain the purposes and policies of the Catholic Counter-Reformation, including
the influence and ideas of Ignatius Loyola. (H)
WHI.32 Explain the role of religion in the wars among European nations in the 15 th and
16th centuries. (H)
Scientific Revolution and the Enlightenment in Europe
WHI.33 Summarize how the Scientific Revolution and the scientific method led to new
theories of the universe and describe the accomplishments of leading figures of the
Scientific Revolution, including Bacon, Copernicus, Descartes, Galileo, Kepler, and
Newton. (H)
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World History I Learning Standards
WHI.34 Describe the concept of Enlightenment in European history and describe the
accomplishments of major Enlightenment thinkers, including Diderot, Kant, Locke,
Montesquieu, Rousseau, and Voltaire. (H)
WHI.35 Explain how the Enlightenment contributed to the growth of democratic
principles of government, a stress on reason and progress, and the replacement of a
theo-centric interpretation of the universe with a secular interpretation. (H)
The Growth and Decline of Islamic Empires
WHI.36 Describe the expansion of the Ottoman Empire in the 15th and 16th centuries
into North Africa, Eastern Europe, and throughout the Middle East. (H, E)
WHI.37 Describe the expansion of Islam into India from the 13th through the 17th
century, the role of the Mongols, the rise and fall of the Moghul Empire, and the
relationship between Muslims and Hindus. (H, E)
WHI.38 Account for the declining strength of the Ottoman Empire beginning in the 17 th
century, including the failed siege of Vienna in 1683 and the rapid pace of
modernization in European economic, political, religious, scientific, and intellectual life
resulting from the ideas embedded in the Renaissance, the Reformation, the Scientific
Revolution, the Enlightenment, and the Industrial Revolution. (H, E)
World History II
The Rise of the Nation State to the Present
Students study the rise of the nation state in Europe, the French Revolution, and the
economic and political roots of the modern world. They study the origins and
consequences of the Industrial Revolution, 19th century political reform in Western
Europe, and imperialism in Africa, Asia, and South America. They will explain the causes
and consequences of the great military and economic events of the past century,
including World War I, the Great Depression, World War II, the Cold War, and the
Russian and Chinese revolutions. Finally, students will study the rise of nationalism and
the continuing persistence of political, ethnic, and religious conflict in many parts of the
world.
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SOCIAL STUDIES CURRICULUM GUIDE
World History II Learning Standards
The Growth of the Nation State in Europe
WHII.1 Describe the growing consolidation of political power in Europe from 1500 to
1800 as manifested in the rise of nation states ruled by monarchs. (H, C, E)
A. the rise of the French monarchy, including the policies and influence of Louis XIV
B. the Thirty Years War and the Peace of Westphalia
C. the growing power of Russian tsars, including the attempts at Westernization by
Peter the Great, the growth of serfdom, and Russia’s rise as an important force
in Eastern Europe and Asia
D. the rise of Prussia
E. Poland and Sweden
WHII.2 Explain why England was the main exception to the growth of absolutism in royal
power in Europe. (H, C)
A. the causes and essential events of the English Civil War and the Glorious
Revolution of 1688
B. the effect of the Glorious Revolution on the development of constitutional
government and liberty in England, including the importance of the English Bill of
Rights and how it limited the power of the monarch to act without the consent
of Parliament
WHII.3 Summarize the important causes and events of the French Revolution. (H, C, E)
Causes:
A. the effect of Enlightenment political thought
B. the influence of the American Revolution
C. economic troubles and the rising influence of the middle class
D. government corruption and incompetence
Events:
A. the role of the Estates General and the National Assembly
B. the storming of the Bastille on July 14, 1789
C. the 1789 Declaration of the Rights of Man and the Citizen
D. the execution of Louis XVI in 1793
E. the Terror
F. the rise and fall of Napoleon
G. the Congress of Vienna
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World History II Learning Standards
WHII.4 Summarize the major effects of the French Revolution. (H)
A. its contribution to modern nationalism and its relationship to totalitarianism
B. the abolition of theocratic absolutism in France
C. the abolition of remaining feudal restrictions and obligations
D. its support for the ideas of popular sovereignty, religious tolerance, and legal
equality
Industrial Revolution and Social and Political Change in Europe, 1800-1914
WHII.5 Identify the causes of the Industrial Revolution. (H, E)
A.
B.
C.
D.
the rise in agricultural productivity
transportation improvements such as canals and railroads
the influence of the ideas of Adam Smith
new sources of energy such as coal and technological innovations such as the
steam engine
WHII.6 Summarize the social and economic impact of the Industrial Revolution. (H, E)
A.
B.
C.
D.
the vast increases in productivity and wealth
population and urban growth
the growth of a middle class
problems caused by urbanization and harsh working conditions
WHII.7 Describe the rise of unions and socialism, including the ideas and influence of
Robert Owen and Karl Marx. (H, E)
WHII.8 Describe the rise and significance of antislavery sentiment in Britain, including
the abolition of the slave trade by the British Parliament in 1807, the abolition of slavery
within the British Empire in 1833, and the role of various antislavery societies. (H)
WHII.9 Explain the impact of various social and political reforms and reform movements
in Europe. (H, C, E)
A. liberalism
B. child labor laws, and social legislation such as old age pensions and health and
unemployment insurance
C. the expansion of voting rights
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World History II Learning Standards
WHII.10 Summarize the causes, course, and consequences of the unification of Italy and
Germany. (H)
A. Germany’s replacement of France as the dominant power in continental Europe
B. the role of Cavour and Bismarck in the unification of Italy and Germany
WHII.11 Describe the causes of 19th century European imperialism. (H, E)
A. the desire for economic gain and resources
B. the missionary impulse and the search for strategic advantage and national pride.
Asian, African, and Latin American History in the 19 th and early 20th centuries
WHII.12 Identify major developments in Indian history in the 19 th and early 20th century.
(H, E)
A. the economic and political relationship between India and Britain
B. the building of roads, canals, railroads, and universities
C. the rise of Indian nationalism and the influence and ideas of Gandhi
WHII.13 Identify major developments in Chinese history in the 19th and early 20th
centuries.
(H, E)
A. China’s explosive population growth between 1750 and 1850
B. decline of the Manchu dynasty beginning in the late 18th century
C. growing Western influence
D. The Opium War
E. The Taiping rebellion from 1850 to 1864
F. The Boxer Rebellion
G. Sun Yat-Sen and the 1911 nationalist revolution
WHII.14 Identify major developments in Japanese history in the 19th and early 20th
centuries. (H, E)
A.
B.
C.
D.
the Meiji Restoration
the abolition of feudalism
the borrowing and adaptation of western technology and industrial growth
Japan’s growing role in international affairs
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SOCIAL STUDIES CURRICULUM GUIDE
World History II Learning Standards
WHII.15 Identify major developments of African history in the 19th and early 20th
centuries. (H, E)
A. Africa’s interaction with imperialism
B. agricultural changes and new patterns of employment
C. the origins of African nationalism
WHII.16 Identify the major developments of Latin American history to the early 20 th
century.
(H, E)
A. the wars for independence, including the influence and ideas of Simon Bolivar,
Jose de San Martin, and the American and French Revolutions
B. economic and social stratification
C. the role of the church
D. the importance of trade
E. the growing influence of the United States as demonstrated by the Spanish
American War and the building of the Panama Canal
F. the Mexican Revolution
The Great Wars, 1914-1945
WHII.17 Describe the relative importance of economic and imperial competition, Balkan
nationalism, German militarism and aggression, and the power vacuum in Europe due to
the declining power of the Russian, Austrian, and Ottoman Empires in causing World
War I. (H, E)
WHII.18 Summarize the major events and consequences of World War I. (H, E)
A. physical and economic destruction
B. the League of Nations and attempts at disarmament
C. the collapse of the Romanov dynasty and the subsequent Bolshevik Revolution
and Civil War in Russia
D. post-war economic and political instability in Germany
E. the Armenian genocide in Turkey
F. the unprecedented loss of life from prolonged trench warfare
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World History II Learning Standards
WHII.19 Identify the major developments in the Middle East before World War II. (H, E)
A.
B.
C.
D.
E.
the end of the Ottoman Empire
the Balfour Declaration of 1917
the expulsion of the Greeks from Asia Minor
the establishment of a secular Turkish state under Mustafa Kemal Ataturk
the establishment of the Kingdom of Transjordan in the eastern part of the
Palestine Mandate by the British
F. the growing importance of Middle Eastern oil fields to world politics and the
world economy
WHII.20 Describe the various causes and consequences of the global depression of the
1930s, and analyze how governments responded to the Great Depression. (H, E)
A.
B.
C.
D.
restrictive monetary policies
unemployment and inflation
political instability
the influence of the ideas of John Maynard Keynes, Ludwig von Mises, Friedrich
von Hayek, and Milton Friedman
WHII.21 Describe the rise and goals of totalitarianism in Italy, Germany, and the Soviet
Union, and analyze the policies and main ideas of Mussolini, Hitler, Lenin, and Stalin. (H)
WHII.22 Summarize the consequences of Soviet communism to 1945. (H, E)
A. the establishment of a one-party dictatorship under Lenin
B. the suffering in the Soviet Union caused by Stalin’s policies of collectivization of
agriculture and breakneck industrialization
C. the destruction of individual rights and the use of mass terror against the
population
D. the Soviet Union’s emergence as an industrial power
WHII.23 Describe the German, Italian, and Japanese drives for empire in the 1930s. (H)
A. Italy’s invasion of Ethiopia in 1935
B. the Japanese invasion of China and the Rape of Nanking
C. Germany’s militarization of the Rhineland, annexation of Austria, and aggression
against Czechoslovakia, the Stalin-Hitler Pact of 1939, and the German attack on
Poland
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World History II Learning Standards
WHII.24 Summarize the key battles and events of World War II. (H)
A. The German conquest of continental Europe
B. The Battle of Britain
C. Pearl Harbor
D. The Bataan Death March
E. El Alamein
F. Midway
G. Stalingrad
WHII.24 Summarize the key battles and events of World War II. (H) (Continued):
H. D-Day
I. Battle of the Bulge
J. Iwo Jima
K. Okinawa
WHII.25 Identify the goals, leadership, and post-war plans of the allied leaders. (H)
A. Winston Churchill
B. Franklin D. Roosevelt
C. Joseph Stalin
WHII.26 Describe the background, course, and consequences of the Holocaust, including
its roots in the long tradition of Christian anti-Semitism, 19th century ideas about race
and nation, and Nazi dehumanization of the Jews. (H)
WHII.27 Explain the reasons for the dropping of atom bombs on Japan and its short and
long-term effects. (H)
WHII.28 Explain the consequences of World War II. (H, E)
A. physical and economic destruction
B. the enormous loss of life, including millions of civilians through the bombing of
population centers and the slaughter of political opponents and ethnic minorities
C. support in Europe for political reform and decolonization
D. the emergence of the U.S. and the Soviet Union as the world’s two superpowers
WHII.29 Describe reasons for the establishment of the United Nations in 1945 and
summarize the main ideas of the Universal Declaration of Human Rights. (H)
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SOCIAL STUDIES CURRICULUM GUIDE
World History II Learning Standards
Cold War Era, 1945-1989
WHII.30 Summarize the factors that contributed to the Cold War, including Soviet
expansion in Eastern Europe and the differences between democracy and communism.
(H, C)
WHII.31 Describe the policy of containment, including the Truman Doctrine, the
Marshall Plan, and NATO, as America’s response to Soviet expansionist policies. (H)
WHII.32 Describe the development of the arms race and the key events of the Cold War
era. (H)
A. the Korean War
B. the emergence of the People’s Republic of China as a major power
C. the 1956 uprising in Hungary
D. Soviet-U.S. competition in the Middle East
E. conflicts involving Cuba and Berlin
F. the Vietnam War
G. the “Prague Spring”
H. arms control agreements (including the ABM and SALT treaties) and détente
under Nixon
I. the Soviet war in Afghanistan
WHII.33 Describe the Chinese Civil War, the rise of Mao Tse-tung, and the triumph of
the Communist Revolution in China in 1949. (H)
WHII.34 Identify the political and economic upheavals in China after the Chinese
Revolution.
(H, E)
A. Communist Party attempts to eliminate internal opposition
B. the Great Leap Forward and its consequences (famine)
C. the Cultural Revolution and its consequences (the terror of the Red Guards and
the expansion of labor camps)
D. the 1989 Tiananmen Square demonstration
E. China’s economic modernization and its growing involvement in world trade
[18]
SOCIAL STUDIES CURRICULUM GUIDE
World History II Learning Standards
WHII.35 Describe the global surge in economic productivity during the Cold War and
describe its consequences. (H, E)
A. the rise in living standards
B. the economic recovery and development of Germany and Japan
WHII.36 Explain the various factors that contributed to post-World War II economic and
population growth. (H, E)
A. the long post-war peace between democratic nations
B. the policies of international economic organizations
C. scientific, technological, and medical advances
WHII.37 Describe how the work of scientists in the 20th century influenced historical
events, changed the lives of the general populace, and led to further scientific research.
(H)
A. Albert Einstein and the Theory of Relativity
B. Enrico Fermi, J. Robert Oppenheimer, Edward Teller, and nuclear energy
C. Wernher von Braun and space exploration
D. Jonas Salk and the polio vaccine
E. James Watson, Francis Crick, the discovery of DNA, and the Human Genome
Project
WHII.38 Describe the development and goals of nationalist movements in Africa, Asia,
Latin America, and the Middle East, including the ideas and importance of nationalist
leaders. (H)
A. Fidel Castro (Cuba)
B. Patrice Lumumba (Congo)
C. Ho Chi Minh (Vietnam)
D. Gamal Abdel Nasser (Egypt)
E. Jawaharlal Nehru (India)
F. Juan Peron (Argentina)
[19]
SOCIAL STUDIES CURRICULUM GUIDE
World History II Learning Standards
WHII.39 Explain the background for the establishment of the modern state of Israel in
1948, and the subsequent military and political conflicts between Israel and the Arab
world. (H)
A. the growth of Zionism, and 19th and early 20th century immigration by Eastern
European Jews to Palestine
B. anti-Semitism and the Holocaust
C. the UN vote in 1947 to partition the western part of the Palestine Mandate into
two independent countries
WHII.39 (Continued):
D. the rejection of surrounding Arab countries of the UN decision and the invasion
of Israel by Arab countries
E. the 1967 and 1973 wars between Israel and neighboring Arab states
F. the attempts to secure peace between Palestinians and Israelis
The Contemporary World, 1989-2001
WHII.40 Identify the causes for the decline and collapse of the Soviet Union and the
communist regimes of Eastern Europe. (H, E)
A. the weaknesses of the Soviet command economy
B. the burdens of Soviet military commitments
C. the anticommunist policies of President Reagan
D. the resistance to communism in the Soviet Union and Eastern Europe
WHII.41 Explain the role of various leaders in transforming the Soviet Union and Eastern
Europe. (H, C)
A.
B.
C.
D.
E.
Mikhail Gorbachev
Vaclav Havel
Andrei Sakharov
Aleksander Solzhenitsyn
Lech Walesa
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SOCIAL STUDIES CURRICULUM GUIDE
World History II Learning Standards
WHII.42 Analyze the consequences of the Soviet Union’s breakup. (H, E)
A. the development of market economies
B. political and social instability
C. the danger of the spread of nuclear technology and other technologies of mass
destruction to rogue states and terrorist organizations
WHII.43 Identify the sources of ethnic and religious conflicts in the following nations and
regions. (H)
A.
B.
C.
D.
E.
Northern Ireland
the Balkans
Sudan and Rwanda
Sri Lanka
Kashmir
WHII.44 Explain the reasons for the fall of apartheid in South Africa, including the
influence and ideas of Nelson Mandela. (H)
WHII.45 Explain the social and economic effects of the spread of AIDS in Asian and
African countries. (H)
WHII.46 Explain how the computer revolution contributed to economic growth and
advances in science, medicine, and communication. (H)
WHII.47 Explain the rise and funding of Islamic fundamentalism in the last half of the
20th century and identify the major events and forces in the Middle East over the last
several decades. (H, E)
A. the weakness and fragility of the oil-rich Persian Gulf states, including Saudi
Arabia, Kuwait, and others
B. the Iranian Revolution of 1978-1979
C. defeat of the Soviet Union by the Mujahideen in Afghanistan
D. the origins of the Persian Gulf War and the post-war actions of Saddam Hussein
E. the financial support of radical and terrorist organizations by the Saudis
F. the increase in terrorist attacks against Israel and the United States
[21]
SOCIAL STUDIES CURRICULUM GUIDE
World History II Learning Standards
WHII.48 Describe America’s response to and the wider consequences of the September
11, 2001 terrorist attack on the World Trade Center in New York City and the Pentagon
in Washington,
D. C. (H)
Primary Documents for World History
1. Thucydides, History of the Peloponnesian War
2. Plato, The Republic
3. Aristotle, Politics
4. John Milton, Areopagitica (1644)
5. John Locke, Second Treatise of Civil Government (1690)
6. Charles de Montesquieu, The Spirit of the Laws (1748)
7. Jean-Jacques Rousseau, Discourse on the Origin and Foundations of Inequality (1755)
8. Edmund Burke, “On Election to Parliament” speech (1766)
9. National Assembly of France, “The Declaration of the Rights of Man and Citizen”
(1789)
10. Thomas Paine, Rights of Man (1791)
11. Mary Wollstonecraft, Vindication of the Rights of Women (1792)
12. Benjamin Constant, “The Liberty of the Ancients Compared With that of the
Moderns” (1819)
13. Thomas Macaulay, “Jewish Disabilities,” speech (1833).
14. John Stuart Mill, On Liberty (1859)
15. W.H. Auden, “September 1, 1939,” poem.
16. George Orwell, “England Your England,” essay (1941)
17. Winston Churchill’s “The Iron Curtain” speech (1946)
18. United Nations, “International Declaration of Human Rights” (1948)
19. Isaiah Berlin’s “Two Concepts of Liberty” lecture (1958)
20. Nelson Mandela, “Statement at the Rivonia Trial” (1964)
21. Andrei Sakharov, “Peace, Progress, and Human Rights,” speech (1975)
22. Vaclav Havel, “The Power of the Powerless,” essay (1978)
23. Wei Jingsheng, “The Fifth Modernization,” essay (1978)
24. “An Open Letter to Citizen Mobutu Sese Seko” (1980)
25. Lech Walesa, Nobel Peace Prize Lecture (1983)
26. Mario Vargas Llosa, “Latin America: The Democratic Option,” essay (1987)

Most of the world history documents can be found in Diane Ravitch and Abigail Thernstrom eds., The
Democracy Reader: Classic and Modern Speeches, Essays, Poems, Declarations, and Documents on
Freedom and Human Rights Worldwide (New York: HarperCollins, 1992).
[22]
SOCIAL STUDIES CURRICULUM GUIDE
Primary Documents for World History (Continued):
27. Fang Lizhe, “Human Rights in China,” speech (1989)
28. Salman Rushdie, “In Good Faith,” essay (1989)
29. Mario Vargas Llosa, “Latin America: The Democratic Option,” speech (1990)
30. United Nations, Arab Human Development Report for the Arab Fund for Economic
and Social Development (2002), on the web at www.undp.org/rbas/ahdr/
U.S. History I
The Revolution through Reconstruction,
1763-1877
Students examine the historical and intellectual origins of the United States during the
Revolutionary and Constitutional eras. They learn about the important political and
economic factors that contributed to the outbreak of the Revolution as well as the
consequences of the Revolution, including the writing and key ideas of the U.S.
Constitution. Students also study the basic framework of American democracy and the
basic concepts of America government such as popular sovereignty, federalism,
separation of powers, and individual rights. Students study America’s westward
expansion, the establishment of political parties, and economic and social change.
Finally, students will learn about the growth of sectional conflict, how sectional conflict
led to the Civil War, and the consequences of the Civil War, including Reconstruction.
The reading of primary source documents is a key feature of the two-year set of U.S.
history standards. Below the appropriate standards are listed selected primary source
documents with which students should become familiar. Students should read an
excerpt or the whole text when appropriate. Those documents listed as “seminal
primary documents to read” are required and may be included in the history and social
science MCAS. Those documents listed as “seminal primary documents to consider” are
only suggested.
In addition to the seven broad historical themes articulated in the introductory pages of
this document, teachers of U.S. history might also consider the two following themes
that are specific to U.S. history. These are suggestions only, and we encourage history
and social science teachers to develop other themes that might help students gain a
deeper understanding of U.S. history in high school.

Most of the world history documents can be found in Diane Ravitch and Abigail Thernstrom eds., The
Democracy Reader: Classic and Modern Speeches, Essays, Poems, Declarations, and Documents on
Freedom and Human Rights Worldwide (New York: HarperCollins, 1992).
[23]
SOCIAL STUDIES CURRICULUM GUIDE
The origins and impact of sectionalism on American life and politics. The U.S. history
standards in grade 5 and the standards for U.S. history I and II address the origins,
development, and importance of sectionalism in American history. The standards
address the political and economic differences between the North and the South, the
Civil War and its aftermath, and the continued importance of sectionalism through the
20th century.
The rise and continuing international influence of the United States. The U.S. history
standards in grade 5 and the standards for U.S. history I and II address the rise and
growing role of the United States in world affairs to the present day. The standards
address the reasons for and the consequences of America’s rise to hemispheric
influence in the 19th century, and America’s rise to global influence in the 20th century.
U.S. History I Learning Standards
The Political and Intellectual Origins of the American Nation: the Revolution and the
Constitution, 1763-1789
USI.1 Explain the political and economic factors that contributed to the American
Revolution.
(H, C)
A. the impact on the colonies of the French and Indian War, including how the war
led to an overhaul of British imperial policy from 1763 to 1775
B. how freedom from European feudalism and aristocracy and the widespread
ownership of property fostered individualism and contributed to the Revolution
USI.2 Explain the historical and intellectual influences on the American Revolution and
the formation and framework of the American government. (H, C)
A. the legacy of ancient Greece and Rome
B. the political theories of such European philosophers as Locke and Montesquieu
Seminal Primary Documents to Read: Mayflower Compact (1620)
Seminal Primary Documents to Consider: Massachusetts Body of Liberties (1641) and
John Locke’s Treatises of Civil Government (1690)
USI.3 Explain the influence and ideas of the Declaration of Independence and the
political philosophy of Thomas Jefferson. (H, C)
Seminal Primary Documents to Read: the Declaration of Independence (1776)
Seminal Primary Documents to Consider: the Suffolk Resolves (1774) and the Virginia
Statute for Religious Freedom (1786)
[24]
SOCIAL STUDIES CURRICULUM GUIDE
U.S. History I Learning Standards
USI.4 Analyze how Americans resisted British policies before 1775 and analyze the
reasons for the American victory and the British defeat during the Revolutionary war.
(H)
USI.5 Explain the role of Massachusetts in the revolution, including important events
that took place in Massachusetts and important leaders from Massachusetts. (H)
A. the Boston Massacre
B. the Boston Tea Party
C. the Battles of Lexington and Concord and Bunker Hill
D. Sam Adams, John Adams, and John Hancock
Seminal Primary Documents to Consider: the Massachusetts Constitution (1780)
USI.6 Explain the reasons for the adoption of the Articles of Confederation in 1781,
including why its drafters created a weak central government; analyze the shortcomings
of the national government under the Articles; and describe the crucial events (e.g.,
Shays’s rebellion) leading to the Constitutional Convention. (H, C)
Seminal Primary Documents to Read: the Northwest Ordinance (1787)
USI.7 Explain the roles of various founders at the Constitutional Convention. Describe
the major debates that occurred at the Convention and the “Great Compromise” that
was reached. (H, C)
Major Debates
A. the distribution of political power
B. the rights of individuals
C. the rights of states
D. slavery
Founders
A. Benjamin Franklin
B. Alexander Hamilton
C. James Madison
D. George Washington
Seminal Primary Documents to Read: the U.S. Constitution
USI.8 Describe the debate over the ratification of the Constitution between Federalists
and Anti-Federalists and explain the key ideas contained in the Federalist Papers on
federalism, factions, checks and balances, and the importance of an independent
judiciary. (H, C)
[25]
SOCIAL STUDIES CURRICULUM GUIDE
U.S. History I Learning Standards
Seminal Primary Documents to Read: Federalist Paper number 10
Seminal Primary Documents to Consider: Federalist Papers numbers 1, 9, 39, 51, and 78
USI.9 Explain the reasons for the passage of the Bill of Rights. (H, C)
A. the influence of the British concept of limited government
B. the particular ways in which the Bill of Rights protects basic freedoms, restricts
government power, and ensures rights to persons accused of crimes
Seminal Primary Documents to Read: the Bill of Rights (1791)
Seminal Primary Documents to Consider: Magna Carta (1215) and the English Bill of
Rights (1689)
USI.10 On a map of North America, identify the first 13 states to ratify the Constitution.
(H, G)
The Formation and Framework of American Democracy
USI.11 Describe the purpose and functions of government. (H, C)
USI.12 Explain and provide examples of different forms of government, including
democracy, monarchy, oligarchy, theocracy, and autocracy. (H, C)
USI.13 Explain why the United States government is classified as a democratic
government.
(H, C)
USI.14 Explain the characteristics of American democracy, including the concepts of
popular sovereignty and constitutional government, which includes representative
institutions, federalism, separation of powers, shared powers, checks and balances, and
individual rights. (H, C)
USI.15 Explain the varying roles and responsibilities of federal, state, and local
governments in the United States. (H, C)

Though this unit on government is placed here, it can be studied at any juncture during the course of this
set of standards.
[26]
SOCIAL STUDIES CURRICULUM GUIDE
U.S. History I Learning Standards
USI.16 Describe the evolution of the role of the federal government, including public
services, taxation, economic policy, foreign policy, and common defense. (H, C)
USI.17 Explain the major components of Massachusetts’ state government, including
the roles and functions of the governor, state legislature, and other constitutional
officers. (H, C)
USI.18 Explain the major components of local government in Massachusetts, including
the roles and functions of school committees, town meetings, boards of selectmen,
mayors, and city councils. (H, C)
USI.19 Explain the rights and the responsibilities of citizenship and describe how a
democracy provides opportunities for citizens to participate in the political process
through elections, political parties, and interest groups. (H, C)
USI.20 Explain the evolution and function of political parties, including their role in
federal, state, and local elections. (H, C)
USI.21 Describe how decisions are made in a democracy, including the role of
legislatures, courts, executives, and the public. (H, C)
Political Democratization, Westward Expansion, and Diplomatic Developments, 17901860
USI.22 Summarize the major policies and political developments that took place during
the presidencies of George Washington (1789-1797), John Adams (1797-1801), and
Thomas Jefferson (1801-1809). (H, C)
A.
B.
C.
D.
the origins of the Federalist and Democratic-Republican parties in the 1790s
the conflicting ideas of Thomas Jefferson and Alexander Hamilton
the Alien and Sedition Acts
the Louisiana Purchase
Seminal Primary Documents to Consider: Washington’s Farewell Address (1796) and
Jefferson’s First Inaugural Address (1801)
USI.23 Analyze the rising levels of political participation and the expansion of suffrage in
antebellum America. (C, H)
Seminal Primary Documents to Consider: Alexis de Tocqueville, Democracy in America,
Volume I (1835) and Volume II (1839)
[27]
SOCIAL STUDIES CURRICULUM GUIDE
U.S. History I Learning Standards
USI.24 Describe the election of 1828, the importance of Jacksonian democracy, and
Jackson’s actions as President. (H)
A. the spoils system
B. Jackson’s veto of the National Bank
C. Jackson’s policy of Indian Removal
USI.25 Trace the influence and ideas of Supreme Court Chief Justice John Marshall and
the importance of the doctrine of judicial review as manifested in Marbury v. Madison
(1803). (H, C)
USI.26 Describe the causes, course, and consequences of America’s westward expansion
and its growing diplomatic assertiveness. Use a map of North America to trace
America’s expansion to the Civil War, including the location of the Santa Fe and Oregon
trails. (H, E, G)
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
the War of 1812
the purchase of Florida in 1819
the 1823 Monroe Doctrine
the Cherokees’ Trail of Tears
the annexation of Texas in 1845
the concept of Manifest Destiny and its relationship to westward expansion
the acquisition of the Oregon Territory in 1846
the territorial acquisitions resulting from the Mexican War
the search for gold in California
the Gadsden Purchase of 1854
Economic Growth in the North and South, 1800-1860
USI.27 Explain the importance of the Transportation Revolution of the 19th century (the
building of canals, roads, bridges, turnpikes, steamboats, and railroads), including the
stimulus it provided to the growth of a market economy. (H, E)
USI.28 Explain the emergence and impact of the textile industry in New England and
industrial growth generally throughout antebellum America. (H, E)
A. the technological improvements and inventions that contributed to industrial
growth
B. the causes and impact of the wave of immigration from Northern Europe to
America in the 1840s and 1850s
C. the rise of a business class of merchants and manufacturers
D. the roles of women in New England textile factories
[28]
SOCIAL STUDIES CURRICULUM GUIDE
U.S. History I Learning Standards
USI.29 Describe the rapid growth of slavery in the South after 1800 and analyze slave life
and resistance on plantations and farms across the South, as well as the impact of the
cotton gin on the economics of slavery and Southern agriculture. (H)
Seminal Primary Documents to Read: Frederick Douglass’s Independence Day speech at
Rochester, New York (1852)
Social, Political, and Religious Change, 1800-1860
USI.30 Summarize the growth of the American education system and Horace Mann’s
campaign for free compulsory public education. (H)
USI.31 Describe the formation of the abolitionist movement, the roles of various
abolitionists, and the response of southerners and northerners to abolitionism. (H)
A.
B.
C.
D.
E.
Frederick Douglass
William Lloyd Garrison
Sojourner Truth
Harriet Tubman
Theodore Weld
USI.32 Describe important religious trends that shaped antebellum America. (H)
A. the increase in the number of Protestant denominations
B. the Second Great Awakening
C. the influence of these trends on the reaction of Protestants to the growth of
Catholic immigration
USI.33 Analyze the goals and effect of the antebellum women’s suffrage movement. (H)
A.
B.
C.
D.
E.
the 1848 Seneca Falls convention
Susan B. Anthony
Margaret Fuller
Lucretia Mott
Elizabeth Cady Stanton
Seminal Primary Documents to Read: the Seneca Falls Declaration of Sentiments and
Resolutions (1848)
USI.34 Analyze the emergence of the Transcendentalist movement through the writings
of Ralph Waldo Emerson and Henry David Thoreau. (H)
[29]
SOCIAL STUDIES CURRICULUM GUIDE
U.S. History I Learning Standards
The Civil War and Reconstruction, 1860-1877
USI.35 Describe how the different economies and cultures of the North and South
contributed to the growing importance of sectional politics in the early 19th century. (H)
USI.36 Summarize the critical developments leading to the Civil War. (H)
A. the Missouri Compromise (1820)
B. the South Carolina Nullification Crisis (1832-1833)
C. the Wilmot Proviso (1846)
D. the Compromise of 1850
E. the publication of Harriet Beecher Stowe’s Uncle Tom’s Cabin (1851-1852)
F. the Kansas-Nebraska Act (1854)
G. the Dred Scott Supreme Court case (1857)
H. the Lincoln-Douglas debates (1858)
I. John Brown’s raid on Harper’s Ferry (1859)
J. the election of Abraham Lincoln (1860)
USI.37 On a map of North America, identify Union and Confederate States at the
outbreak of the war. (H, G)
USI.38 Analyze Abraham Lincoln’s presidency, the Emancipation Proclamation (1863),
his views on slavery, and the political obstacles he encountered. (H, C)
Seminal Primary Documents to Read: Lincoln’s Gettysburg Address (1863) and Lincoln’s
second inaugural address (1865)
Seminal Primary Documents to Consider: Lincoln’s “House Divided” speech (1858)
USI.39 Analyze the roles and policies of various Civil War leaders and describe the
important Civil War battles and events. (H)
Leaders
A. Jefferson Davis
B. Ulysses S. Grant
C. Robert E. Lee
[30]
SOCIAL STUDIES CURRICULUM GUIDE
U.S. History I Learning Standards
Battles
A. the Massachusetts 54th Regiment and the Battle at Fort Wagner
B. Antietam
C. Vicksburg
D. Gettysburg
USI.40 Provide examples of the various effects of the Civil War. (H, E)
A. physical and economic destruction
B. the increased role of the federal government
C. the greatest loss of life on a per capita basis of any U.S. war before or since
USI.41 Explain the policies and consequences of Reconstruction. (H, C)
A.
B.
C.
D.
E.
F.
G.
H.
Presidential and Congressional Reconstruction
the impeachment of President Johnson
the 13th, 14th, and 15th Amendments
the opposition of Southern whites to Reconstruction
the accomplishments and failures of Radical Reconstruction
the presidential election of 1876 and the end of Reconstruction
the rise of Jim Crow laws
the Supreme Court case, Plessy v. Ferguson (1896)
U.S. History II
Reconstruction to the Present,
1877-2001
Students will analyze the causes and consequences of the Industrial Revolution and
America’s growing role in diplomatic relations. Students will study the goals and
accomplishments of the Progressive movement and the New Deal. Students will also
learn about the various factors that led to America’s entry into World War II as well as
the consequences of World War II on American life. Finally, students will study the
causes and course of the Cold War, important economic and political changes during the
Cold War, including the Civil Rights movement, and recent events and trends that have
shaped modern-day America.
[31]
SOCIAL STUDIES CURRICULUM GUIDE
The reading of primary source documents is a key feature of the two-year set of U.S.
history standards. Below the appropriate standards are listed selected primary source
documents with which students should become familiar. Students should read an
excerpt or the whole text when appropriate. Those documents listed as “seminal
primary documents to read” are required and may be included in the history and social
science MCAS. Those documents listed as “seminal primary documents to consider” are
only suggested.
In addition to the seven broad historical themes articulated in the introductory pages of
this document, teachers of U.S. history might also consider the two following themes
that are specific to U.S. history. These are suggestions only, and we encourage history
and social science teachers to develop other themes that might help students gain a
deeper understanding of U.S. history in high school.
The origins and impact of sectionalism on American life and politics. The U.S. history
standards in grade 5 and the standards for U.S. history I and II address the origins,
development, and importance of sectionalism in American history. The standards
address the political and economic differences between the North and the South, the
Civil War and its aftermath, and the continued importance of sectionalism through the
20th century.
The rise and continuing international influence of the United States. The U.S. history
standards in grade 5 and the standards for U.S. history I and II address the rise and
growing role of the United States in world affairs to the present day. The standards
address the reasons for and the consequences of America’s rise to hemispheric influence
in the 19th century, and America’s rise to global influence in the 20th century.
U.S. II Learning Standards
Industrial America and Its Emerging Role in International Affairs, 1870-1920
USII.1 Explain the various causes of the Industrial Revolution. (H, E)
A. the economic impetus provided by the Civil War
B. important technological and scientific advances
C. the role of business leaders, entrepreneurs, and inventors such as Alexander
Graham Bell, Andrew Carnegie, Thomas Edison, J.P. Morgan, John D. Rockefeller,
and Cornelius Vanderbilt
USII.2 Explain the important consequences of the Industrial Revolution. (H, E)
A. the growth of big business
B. environmental impact
C. the expansion of cities
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SOCIAL STUDIES CURRICULUM GUIDE
U.S. II Learning Standards
USII.3 Describe the causes of the immigration of Southern and Eastern Europeans,
Chinese, Koreans, and Japanese to America in the late 19th and early 20th centuries, and
describe the major roles of these immigrants in the industrialization of America. (H)
Seminal Primary Documents to Read: Emma Lazarus, “The New Colossus” (1883)
Seminal Primary Documents to Consider: Younghill Kang, East Goes West (1937)
USII.4 Analyze the causes of the continuing westward expansion of the American people
after the Civil War and the impact of this migration on the Indians. (H)
USII.5 Explain the formation and goals of unions as well as the rise of radical political
parties during the Industrial era. (H, E)
A.
B.
C.
D.
the Knights of Labor
the American Federation of Labor headed by Samuel Gompers
the Populist Party
the Socialist Party headed by Eugene Debs
USII.6 Analyze the causes and course of America’s growing role in world affairs from the
Civil War to World War I. (H, E)
A.
B.
C.
D.
the influence of the ideas associated with Social Darwinism
the purchase of Alaska from Russia
America’s growing influence in Hawaii leading to annexation
the Spanish-American War
USII.6 (Continued):
E. U.S. expansion into Asia under the Open Door policy
F. President Roosevelt’s Corollary to the Monroe Doctrine
G. America’s role in the building of the Panama Canal
H. President Taft’s Dollar Diplomacy
I. President Wilson’s intervention in Mexico
J. American entry into World War I
USII.7 Explain the course and significance of President Wilson’s wartime diplomacy,
including his Fourteen Points, the League of Nations, and the failure of the Versailles
treaty. (H)
Seminal Primary Documents to Read: President Woodrow Wilson, “Peace Without
Victory,” speech (1917)
[33]
SOCIAL STUDIES CURRICULUM GUIDE
U.S. II Learning Standards
The Age of Reform: Progressivism and the New Deal, 1900-1940
USII.8 Analyze the origins of Progressivism and important Progressive leaders, and
summarize the major accomplishments of Progressivism. (H, E)
People
A. Jane Addams
B. William Jennings Bryan
C. John Dewey
D. Robert La Follette
E. President Theodore Roosevelt
F. Upton Sinclair
G. President William H. Taft
H. Ida Tarbell
I. President Woodrow Wilson
Policies
A. bans against child labor
B. the initiative referendum and its recall
C. the Sherman Anti-Trust Act (1890)
D. the Pure Food and Drug Act (1906)
E. the Meat Packing Act (1906)
F. the Federal Reserve Act (1913)
G. the Clayton Anti-Trust Act (1914)
H. the ratification of the Nineteenth Amendment in 1920
Seminal Primary Documents to Read: President Theodore Roosevelt, “The New
Nationalism,” speech (1910).
USII.9 Analyze the post-Civil War struggles of African Americans and women to gain
basic civil rights. (H)
Carrie Chapman Catt
A. W.E.B. Du Bois
B. Marcus Garvey
C. the National Association for the Advancement of Colored People (NAACP)
D. Alice Paul
E. Booker T. Washington
Seminal Primary Documents to Consider: Booker T. Washington, the Atlanta Exposition
Address (1895), and the Niagara Movement Declaration of Principles (1905)
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SOCIAL STUDIES CURRICULUM GUIDE
U.S. II Learning Standards
USII.10 Describe how the battle between traditionalism and modernity manifested itself
in the major historical trends and events after World War I and throughout the 1920s.
(H)
A.
B.
C.
D.
E.
the Boston police strike in 1919
the Red Scare and Sacco and Vanzetti
racial and ethnic tensions
the Scopes Trial and the debate over Darwin’s On the Origins of Species
Prohibition
USII.11 Describe the various causes and consequences of the global depression of the
1930s, and analyze how Americans responded to the Great Depression. (H, E)
A.
B.
C.
D.
restrictive monetary policies
unemployment
support for political and economic reform
the influence of the ideas of John Maynard Keynes, and the critique of
centralized economic planning and management by Ludwig von Mises, Friedrich
von Hayek, and Milton Friedman
USII.12 Analyze the important policies, institutions, and personalities of the New Deal
era. (H)
People
A. President Herbert Hoover
B. President Franklin D. Roosevelt
C. Eleanor Roosevelt
D. Huey Long
E. Charles Coughlin
Policies
the establishment of
A. the Federal Deposit Insurance Corporation
B. the Securities and Exchange Commission
C. the Tennessee Valley Authority
D. the Social Security Act, the National Labor Relations Act
E. the Works Progress Administration
F. the Fair Labor Standards Act
[35]
SOCIAL STUDIES CURRICULUM GUIDE
U.S. II Learning Standards
Institutions
A. the American Federation of Labor
B. the Congress of Industrial Organizations
C. the American Communist Party
USII.13 Explain how the Great Depression and the New Deal affected American society.
(H)
A. the increased importance of the federal government in establishing economic
and social policies
B. the emergence of a “New Deal coalition” consisting of African Americans, bluecollar workers, poor farmers, Jews, and Catholics
World War II, 1939-1945
USII.14 Explain the strength of American isolationism after World War I and analyze its
impact on U.S. foreign policy. (H)
USII.15 Analyze how German aggression in Europe and Japanese aggression in Asia
contributed to the start of World War II and summarize the major battles and events of
the war. On a map of the world, locate the Allied powers (Britain, France, the Soviet
Union, and the United States) and Axis powers (Germany, Italy, and Japan). (H)
USII.14 (Continued):
A. Fascism in Germany and Italy
B. German rearmament and militarization of the Rhineland
C. Germany’s seizure of Austria and Czechoslovakia and Germany’s invasion of
Poland
D. Japan’s invasion of China and the Rape of Nanking
E. Pearl Harbor, Midway, D-Day, Okinawa, the Battle of the Bulge, Iwo Jima, and
the Yalta and Potsdam conferences
Seminal Primary Documents to Read: President Franklin Roosevelt, “Four Freedoms,”
speech (1941)
Seminal Primary Documents to Consider: Justice Robert M. Jackson’s opinion for the
Supreme Court in West Virginia State Board of Education v. Barnette (1943) and Learned
Hand’s The Spirit of Liberty (1944)
[36]
SOCIAL STUDIES CURRICULUM GUIDE
U.S. II Learning Standards
USII.16 Explain the reasons for the dropping of atom bombs on Japan and their short
and long-term effects. (H)
USII.17 Explain important domestic events that took place during the war. (H, E)
A.
B.
C.
D.
how war-inspired economic growth ended the Great Depression
A. Philip Randolph and the efforts to eliminate employment discrimination
the entry of large numbers of women into the workforce
the internment of West Coast Japanese-Americans in the U.S. and Canada
The Cold War Abroad, 1945-1989
USII.18 Analyze the factors that contributed to the Cold War and describe the policy of
containment as America’s response to Soviet expansionist policies. (H)
A. the differences between the Soviet and American political and economic systems
B. Soviet aggression in Eastern Europe
C. the Truman Doctrine, the Marshall Plan, and NATO
Seminal Primary Documents to Read: The Truman Doctrine (1947), and George Kennan,
“The Sources of Soviet Conduct” (1947)
USII.19 Analyze the sources and, with a map of the world, locate the areas of Cold War
conflict between the U.S. and the Soviet Union. (H, G)
A.
B.
C.
D.
E.
F.
G.
H.
the Korean War
Germany
China
the Middle East
the arms race
Latin America
Africa
the Vietnam War
USII.20 Explain the causes, course, and consequences of the Vietnam War and
summarize the diplomatic and military policies of Presidents Eisenhower, Kennedy,
Johnson, and Nixon. (H)
[37]
SOCIAL STUDIES CURRICULUM GUIDE
U.S. II Learning Standards
USII.21 Analyze how the failure of communist economic policies as well as U.S.sponsored resistance to Soviet military and diplomatic initiatives contributed to ending
the Cold War. (H, E)
Seminal Primary Documents to Read: President John F. Kennedy, Inaugural Address
(1961)
Seminal Primary Documents to Consider: President Ronald Reagan, Speech at Moscow
State University (1988)
Cold War America at Home: Economic Growth and Optimism, Anticommunism, and
Reform, 1945-1980
USII.22 Analyze the causes and consequences of important domestic Cold War trends.
(H, E)
A.
B.
C.
D.
E.
economic growth and declining poverty
the baby boom
the growth of suburbs and home-ownership
the increase in education levels
the development of mass media and consumerism
USII.23 Analyze the following domestic policies of Presidents Truman and
Eisenhower.(H)
A.
B.
C.
D.
Truman’s Fair Deal
the Taft-Hartley Act (1947)
Eisenhower’s response to the Soviet’s launching of Sputnik
Eisenhower’s civil rights record
USII.24 Analyze the roots of domestic anticommunism as well as the origins and
consequences of McCarthyism. (H)
People
A. Whittaker Chambers
B. Alger Hiss
C. Edgar Hoover
D. Senator Joseph McCarthy
E. Julius and Ethel Rosenberg
[38]
SOCIAL STUDIES CURRICULUM GUIDE
U.S. II Learning Standards
Institutions
A. the American Communist Party (including its close relationship to the Soviet
Union)
B. the Federal Bureau of Investigation (FBI)
C. the House Committee on Un-American Activities (HUAC)
USII.25 Analyze the origins, goals, and key events of the Civil Rights movement. (H)
People
A. Robert Kennedy
B. Martin Luther King, Jr.
C. Thurgood Marshall
D. Rosa Parks
E. Malcolm X
Institution
The National Association for the Advancement of Colored People (NAACP)
Events
A.
B.
C.
D.
E.
F.
G.
H.
Brown v. Board of Education (1954)
the 1955-1956 Montgomery Bus Boycott
the 1957-1958 Little Rock School Crisis
the sit-ins and freedom rides of the early 1960s
the 1963 civil rights protest in Birmingham
the 1963 March on Washington
the 1965 civil rights protest in Selma
the 1968 assassination of Martin Luther King, Jr.
Seminal Primary Documents to Read: Reverend Martin Luther King’s, “I Have A Dream”
speech and his Letter from Birmingham City Jail (1963), President Lyndon Johnson,
speech to Congress on voting rights (March 15, 1965)
USII.26 Describe the accomplishments of the civil rights movement. (H, E)
A. the 1964 Civil Rights Act and the 1965 Voting Rights Act
B. the growth of the African American middle class, increased political power, and
declining rates of African American poverty
[39]
SOCIAL STUDIES CURRICULUM GUIDE
U.S. II Learning Standards
USII.27 Analyze the causes and course of the women’s rights movement in the 1960s
and 1970s. (H)
A.
B.
C.
D.
E.
F.
Betty Friedan and Gloria Steinem
the birth control pill
the increasing number of working women
the formation of the National Organization of Women in 1967
the debate over the Equal Rights Amendment
the 1973 Supreme Court case, Roe v. Wade
USII.28 Analyze the important domestic policies and events that took place during the
presidencies of Presidents Kennedy, Johnson, and Nixon. (H)
A.
B.
C.
D.
E.
F.
G.
the space exploration program
the assassination of President Kennedy
Johnson’s Great Society programs
Nixon’s appeal to “the silent majority”
the anti-war and counter-cultural movements
the creation of the Environmental Protection Agency (EPA) in 1970
the Watergate scandal (including the Supreme Court case, U.S. v. Nixon)
Contemporary America, 1980-2001
USII.29 Analyze the presidency of Ronald Reagan. (H, E)
A. tax rate cuts
B. anticommunist foreign and defense policies
C. Supreme Court appointments
D. the revitalization of the conservative movement during Reagan’s tenure as
President
E. the replacement of striking air traffic controllers with non-union personnel
USII.30 Describe some of the major economic and social trends of the late 20 th century.
(H, E)
A. the computer and technological revolution of the 1980s and 1990s
B. scientific and medical discoveries
C. major immigration and demographic changes such as the rise in Asian and
Hispanic immigration (both legal and illegal)
D. the weakening of the nuclear family and the rise in divorce rates
[40]
SOCIAL STUDIES CURRICULUM GUIDE
U.S. II Learning Standards
USII.31 Analyze the important domestic policies and events of the Clinton presidency.
(H, E)
A. the passage of the North American Free Trade Agreement (NAFTA) in 1993
B. President Clinton’s welfare reform legislation and expansion of the earned
income tax credit
C. the first balanced budget in more than 25 years
D. the election in 1994 of the first Republican majority in both the House and
Senate in 40 years
E. tax credits for higher education
F. the causes and consequences of the impeachment of President Clinton in 1998
USII.32 Explain the importance of the 2000 presidential election. (H, C)
A. the Supreme Court case, Bush v. Gore
B. the growing influence of the Republican Party in the South and the consolidation
of the Democratic Party’s hold on the coasts
USII.33 Analyze the course and consequences of America’s recent diplomatic
initiatives.(H, C)
A.
B.
C.
D.
the invasion of Panama and the Persian Gulf War
American intervention in Somalia, Haiti, Bosnia-Herzegovina, and Kosovo
the attempts to negotiate a settlement to the Israeli-Palestinian conflict
America’s response to the September 11, 2001, terrorist attack on the World
Trade Center in New York City and on the Pentagon in Washington, D.C.
Primary Documents included in U.S. History I and II
Note: An asterisk (*) after the document indicates that it is required and may be
included in the high school American history MCAS. All other documents are only
suggested. Many of these documents may be found at www.civnet.org, the website of
Civitas International or in Diane Ravitch, ed., The American Reader: Words that Moved a
Nation (New York: HarperCollins, 1990).
[41]
SOCIAL STUDIES CURRICULUM GUIDE
Appendix A:
Primary Documents included in U.S. History I and II.
Note: An asterisk (*) after the document indicates that it is required and may be
included in the high school American history MCAS. All other documents are only
suggested.
1. Magna Carta (1215)
2. Mayflower Compact (1620)*
3. Massachusetts Body of Liberties (1641)
4. English Bill of Rights (1689)
5. John Locke’s Treatises of Civil Government (1690)
6. The Suffolk Resolves (1774)
7. Virginia Declaration of Rights (1776)
8. Declaration of Independence (1776)*
9. the Massachusetts Constitution (1780)
10. the Virginia Statute for Religious Freedom (1786)
11. the Northwest Ordinance (1787)*
12. the United States Constitution (1787)*
13. selected Federalist Papers, such as numbers 1, 9, 10*, 39, 51, and 78 (1787–
1788)
14. the Bill of Rights (1791)*
15. President Washington’s Farewell Address (1796)
16. President Jefferson’s First Inaugural Address (1801)
17. Alexis de Tocqueville in Democracy in America, Volume I (1835) and Volume II
(1839).
18. The Seneca Falls Declaration of Sentiments and Resolutions (1848)*
19. Frederick Douglass: Independence Day Speech at Rochester, New York (1852)*
20. Abraham Lincoln, “House Divided” speech (1858)
21. President Abraham Lincoln’s Gettysburg Address (1863)* and Second Inaugural
Address (1865)*
22. Emma Lazarus, “The New Colossus” (1883)
23. Booker T. Washington, The Atlanta Exposition Address (1895)
24. The Niagara Movement Declaration of Principles (1905)
25. Younghill Kang, East Goes West (1937)
26. President Franklin Roosevelt’s “Four Freedoms” speech (1941)*
27. Justice Robert M. Jackson’s opinion for the Supreme Court in West Virginia State
Board of Education v. Barnette (1943)
28. Learned Hand, “The Spirit of Liberty” (1944)
29. President John F. Kennedy’s Inaugural Address (1961)
30. Reverend Martin Luther King’s “Letter from Birmingham City Jail” (1963)*
and “I Have A Dream” speech (1963)*
31. Ronald Reagan, Speech at Moscow State University (1988)
[42]
SOCIAL STUDIES CURRICULUM GUIDE
COURSE# 1210
UNITED STATES HISTORY HONORS I
5 CREDITS
COURSE DESCRIPTION
This course is similar to United States History I in terms of scope and sequence.
However, material is covered in greater depth. Outside reading, in depth analysis of
primary source documents, two book reviews and independent research are required.
Summer work will be required. Failure to complete summer assignments will result in
removal of honors credit. A grade of B or higher in Grade 8 History or the approval of
the Principal’s designee is a prerequisite.
Prerequisite:
Honors #1210 requires a grade of B or higher in Grade 8 History or the approval of the
Principal’s designee is required.
COURSE # 1212
UNITED STATES HISTORY I
5 CREDITS
COURSE DESCRIPTION
In U.S. History I, students examine the historical and intellectual origins of the United
States during the Revolutionary and Constitutional eras. Students study the basic
framework of American democracy and the basic concepts of American government, as
well as America’s westward expansion, the establishment of political parties, economic
and social change, sectional conflict, the Civil War, Reconstruction and the Industrial
Revolution. Special attention will be given to the discussion and analysis of primary
source documents.
A. First Quarter Essential Question:
1. Is the role of government to protect people from themselves?
2. What is government and why is it needed?
B. First Quarter Thinking Level Objective:
DBQ Topic- Federalist Papers: Develop the 86th Federalist Paper OR the 1st AntiFederalist Paper on whether or not the Constitution should be ratified.
C. Mastery Level Objectives:
The student will be able to:
 Chapter 4 Section 1
o M1-List and Identify 3 causes of the French and Indian War.
o M2-In a paragraph, explain how the British won the French and
Indian War.
o M3-In a few sentences, analyze how the war affected the British
and colonial relations.
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SOCIAL STUDIES CURRICULUM GUIDE
Mastery Level Objectives (Continued):
 Section 2
o M1-In a few sentences, illustrate the change in British policies and
the response of the colonies.
o M2-List 2 causes and effects of the Stamp Act
o M3-Create a timeline that traces the events that led to Lexington
and Concord
 Section 3
o M1-Explain in a sentence or two, the importance of Thomas
Paine’s “Common Sense”
o M2-Create a graphic organizer of ideas presented in the
Declaration of Independence
o M3-In a paragraph, evaluate the ideas that contributed to the
Declaration of Independence
o M4-Explain in a paragraph, the purpose and parts of the
Declaration of Independence
 Section 4
o M1-Explain in a paragraph what happened during the siege of
Boston
o M2-Evaluate the strengths and weaknesses of the British and
American forces
o M3-In a couple of sentences explain why the Battle of Saratoga is
considered a turning point in the war.
 Section 5
o M1-In a couple of sentences, explain the hardships endured by
Americans during the war
o M2-In a paragraph, explain how Americans won the War
o M3-In a paragraph, analyze the impact of the American
Revolution
 Ch 5 Section 1
o M1-Describe in a paragraph, the early government of the United
States under the Articles of Confederation
o M2-Explain in a few sentences the causes and effects of Shay’s
Rebellion
 Section 2
o M1-Explain in a few sentences the issues that divided the
Constitutional Convention
o M2-Identify in a paragraph, the Great Compromise
o M3-In a paragraph, analyze the structure of the new government
[44]
SOCIAL STUDIES CURRICULUM GUIDE
Mastery Level Objectives (Continued):



Section 3
o M1-List 2 differences between the Federalists and Anti-Federalists
o M2-Explain in a sentence or two how the Federalists won.
o M3- Create a list of pros and cons regarding a Bill of Rights
Section 4
o M1-In a few sentences, identify the new leaders of the
government
o M2-List 2 challenges faced by Washington’s government
o M3-Explain in a sentence, the details involved in planning the new
capital city
Government Unit
o M1- List, identify, & explain different forms of government
o M2- Define republic, bicameral
o M3- Identify & explain 3 branches of government, separation of
powers, shared powers, checks & balances
o M4- Identify the roles of federal, state, & local government
o M5- Explain MA state government, MA Constitution, & local
government
o M6 – Identify & explain political parties, electoral college
o M7- List & explain the rights & responsibilities of citizens
D. Second Quarter Essential Question:
1. What motivates a society to expand?
2. What drives people to push beyond their limitations?
E. Second Quarter Thinking Level Objective:
 DBQ Topic- Manifest Destiny: Argue for or against Manifest Destiny.
F. Mastery Level Objectives:
The student will be able to:
 Ch. 6 Section 1
o M1-Explain, in a few sentences, Hamilton’s financial plans and their
results.
o M2-Describe in a couple sentences, how foreign policy issues divided
Americans.
o M3-Create a list of issues that helped to create political parties
o M4-In a few sentences, explain the evolution and function of political
parties, including their role in federal, state, and local elections.
[45]
SOCIAL STUDIES CURRICULUM GUIDE
Mastery Level Objectives (Continued):





Section 2
o M1-List 2 actions John Adams took as President
o M2-Identify in a couple of sentences the election of 1800
o M3-Explain in a sentence the significance of the 1801 peaceful
transfer of power
Section 3
o M1-Explain in a sentence how Jefferson reduced the power of the
national government
o M2-Identify in a sentence the problem Jefferson had with the federal
courts
o M3-Trace in a few sentences how Jefferson acquired the Louisiana
Purchase
o M4-Explain in a couple of sentences how Jefferson responded to
increasing tensions in Europe.
Section 4
o M1-List 2 causes that led to war between the US and Native
Americans in the Old Northwest.
o M2-Create a list of the different ways in which Native American
leaders reacted to US expansion.
Section 5
o M1-List 2 reasons why war started with Britain in 1812.
o M2-Explain in a few sentences how the war’s end affected the US.
o M3-Identify in a sentence the economic panic of 1819.
o M4-List 2 issues that led to the Missouri Compromise
Ch. 7 Section1
o M1-Explain in a few sentences, the cultural and social changes of the
new nation.
o Section 2
o M1-In a sentence or two explain how and why settlers crossed the
Appalachians
o M2-Explain in a couple of sentences how the US expanded into
Florida
o M3-List 2 factors that motivated Americans bound for the Pacific
coast.
o Section3
o M1-Explain in a paragraph how the lives of Plains Indians changed
from the 1500s to the 1800s.
o M2-In a couple of sentences explain Spain’s involvement in North
America.
o M3-Trace in a few sentences the events that led to Texas’
independence from Mexico.
[46]
SOCIAL STUDIES CURRICULUM GUIDE
Mastery Level Objectives (Continued):





Ch. 8 Section1
o M1-Explain how the Industrial Revolution took place.
o M2-Describe how transportation and communication improvements
changed American society.
o M3-Explain how the US economy expanded.
Section 2
o M1-Explain how industry and farming developed in the North
o M2-Describe what caused the growth of cities and what problems
arose as they grew
Section 3
o M1-Describe the economy of the south
o M2-explain the slavery issue.
Section 4
o M1-Identify the signs of nationalism after the war of 1812.
o M2-Chronicle the election of 1824 and new political parties.
Section 5
o M1-Explain several changes that Jackson made to the US government
o M2-Describe how Jackson responded to the tariff and Indian crises.
o M3-Explain Jackson’s relationship w/the 2nd Bank of the US.
o M4-Identify the effectiveness of Jackson’s successors.
G. Third Quarter Essential Question:
1. How does a crisis impact society?
2. Should war always be avoided?
H. Third Quarter Thinking Level Objective:
 DBQ Topic- Slavery: Analyze whether slavery was the primary cause of the
Civil War.
I. Mastery Level Objectives:
 Ch. 9 Section 1
o M1-Explain the different reform movements: religion,
transcendentalism, temperance, education and social.
 Section 2
o M1-Describe the Anti-Slavery Movement
o M2-Identify Frederick Douglass William Lloyd Garrison and the
Underground Railroad.
o M3-Explain why African-Americans did not like the idea of the colony
of Liberia.
[47]
SOCIAL STUDIES CURRICULUM GUIDE
Mastery Level Objectives (Continued):








Section 3
o M1-Describe how the roles of women change and the Seneca Falls
Convention
Section 4
o M1-Trace the causes for the rise of immigration
o M2-Describe tensions between the North and South
o M3-List 2 sources of tension between the Americans and immigrants
Ch. 10 Section1
o M1-List arguments used by abolitionists and Southerners concerning
slavery.
o M2-Illustrate the differences between the North and South
Section 2
o M1-Describe the events that led to the annexation of Texas
o M2-List reasons why the United States went to war with Mexico.
o M3-Describe the Treaty of Guadeloupe Hidalgo and how it led to
tensions between the North and South.
Section 3
o M1-Explain the short and long term effects of the Missouri
Compromise
o M2-Descbribe what was accomplished by the Compromise of 1850
o M3-Explain the reasons why Stephen Douglas proposed the KansasNebraska Act
Section4
o M1-Explain why violence erupted in Kansas in the mid1850s
o M2-Describe the Dred Scott decision and its effects
o M3-Explain the issues debated in the Lincoln-Douglas debates
o M4-Explain how John Brown’s raid increased tensions between the
North and South
Section 5
o M1-List the reasons why the south seceded after the Election of 1860.
o M2-Explain the events that led to the first shots fired at Fort Sumter.
Ch.11 Section1
o M1-Describe, in detail, the First Battle of Bull Run
o M2-List the strengths and weaknesses of the North and South in the
Civil War
o M3-List the strategies the Union and Confederates used to win the
war
o M4-Explain why the battles in the west were important
o M5-Describe the outcome of each of the battles in the East in 1862.
[48]
SOCIAL STUDIES CURRICULUM GUIDE
Mastery Level Objectives (Continued):


Section2
o M1-Describe how wartime politics affected the Confederate and
Union governments
o M2-Explain how the Emancipation Proclamation affected the North
and South
o M3-List the hardships that the North and South experienced during
the war
Section 3
o M1-Describe the importance of Lee’s victories at Fredericksburg and
Chancellorsville
o M2-Explain how the Battles of Gettysburg and Vicksburg turned the
tide of war for the Union.
o M3-Interpret the message of the Gettysburg Address
J. Fourth Quarter Essential Question:
1. Is change always good?
K. Fourth Quarter Thinking Level Objective:
 DBQ Topic: Industrialization: Analyze the impact of industrialization on
workers in the United States and the ways that individuals and the
government responded to the problems created by industrialization.
L. Mastery Level Objectives:
 Ch. 12 Section1
o M1-Explain in a few sentences the condition of the South after the
Civil War
o M2-Explain in a paragraph both Lincoln and Johnson’s reconstruction
plans
o M3-Explain in a sentence or two how the newly freed slaves began to
rebuild their lives
 Section 2
o M1-Explain black codes in a few sentences
o M2-Explain in a paragraph or two the difference between Lincoln’s
and Johnson’s Reconstruction Plan
o M3-Explain in a paragraph the significance of the fifteenth
amendment
[49]
SOCIAL STUDIES CURRICULUM GUIDE
Mastery Level Objectives (Continued):






Section3
o M1-Describe in a few sentences how farming in the South changed
after the war
o M2-Explain in a paragraph how the growth of cities and industry
changed the South after the war
o M3-Explain in a sentence or two how the money designated for
Reconstruction was used
Section4
o M1-Explain in a few sentences the tactics used by the Ku Klux Klan to
spread terror throughout the South
o M2-Explain in a paragraph why Reconstruction ended
o M3-Explain in a paragraph or two the successes and failures of
Reconstruction
Ch.13 Section1
o M1 Explain in a few sentences how daily life in America changed after
the Civil War
o M2 Explain in a sentence the impact of electricity
o M3 List two advances in communication
o M4 List 2 effects the development of railroads had on industrial
growth
o M5 Explain in a sentence or two about the impact the Bessemer
process had on American life
Section2
o M1 compare and contrast “robber barons” and “captains of industry”
o M2 explain in a sentence how social Darwinism affected Americans’
views in big business
o M3 explain in a couple of sentences how industrialists gained a
competitive edge over their rivals
Section 3
o M1 Identify in a couple of sentences the factors that led to a growing
American work force between 1860-1900
o M2 Describe in a few sentences what factory work at the turn of the
century was like
o M3 Discuss in a few sentences why children had to work
Section 4
o M1 Discuss in a couple of sentences the impact of industrialism on
the rich and poor
o M2 List 2 goals of the early labor unions
o M3 In a few sentences trace the causes and outcomes of the major
strikes in the late 1800s
[50]
SOCIAL STUDIES CURRICULUM GUIDE
Mastery Level Objectives (Continued):






Ch. 14 Section1
o M1 List 2 reasons people migrated West
o M2 In a sentence explain where western settles came from
o M3 Describe in a couple of sentences how the American frontier
shifted westward
Section 2
o M1 In a few sentences explain the factors that caused changes in the
life of the Plains Indians
o M2 Summarize in a couple of sentences how government policies and
battlefield challenges affected the Indian wars
o M3 In a sentence or 2 explain the charges that occurred in federal
Indian policies by 1900
Section3
o M1 In a sentence explain how mining spread in the West
o M2 In a sentence explain what caused the western cattle boom
o M3 Describe in a couple of sentences what life was like for a cowboy
o M4 In a sentence or two explain how settlers overcame barriers in
farming the plains
Section 4
o M1 In a sentence explain why farmers complained about federal
economic policies
o M2 Explain in a sentence how the government responded to protests
by farmers
o M3 List 3 key goals of the Populists
o M4 Identify William Jennings Bryan and his Cross of Gold Speech in a
paragraph
o M5 In a sentence explain the legacy of Populism
Ch. 15 Section 1
o M1 Explain in a couple of sentences how business influenced politics
during the Gilded Age
o M2 Explain in a few sentences how government reformed the spoils
system and regulated
o railroads
o M3 Explain in a sentence the effect the transition from depression to
prosperity had on politics in the 1890s
Section 2
o M1 In a paragraph summarize the experiences of immigrants in the
late 1800s and early 1900s
M2 In a paragraph analyze the different challenges faced by immigrants
from Europe, Asia, and Mexico
[51]
SOCIAL STUDIES CURRICULUM GUIDE
Mastery Level Objectives (Continued):






Section 3
o M 1 List 2 ways cities expanded in the late 1800’s & early 1900’s
o M 2 List 2 new developments that helped cities grow
o M 3 In a couple of sentences describe how living conditions in the
cities changed
o M 4 List 2 results of city growth
Section 4
o M1 List 2 ways in which different movements helped the needy
o M2 In a couple of sentences explain how and where sociology
developed
o M3 List 2 efforts that were made to control immigration and personal
behavior in the late 1800
Ch. 16 Section 1
o M1 Explain in a sentence how public schools expanded during the late
1800s
o M2 Describe in a sentence how opportunities for higher education
increased after the Civil War
o M3 In a paragraph explain the views of Booker T Washington and
WEB DuBois regarding African American education
Section 2
o M1 In a couple of sentences describe the new kinds of performances
and recreation Americans enjoyed at the turn of the century
o M2 In a few sentences describe what Americans were reading and
how American music was changing
Section 3
o M1 In a few sentences describe the kinds of discrimination
encountered by African Americans after Reconstruction
o M2 Explain in a sentence or two how African Americans resisted this
discrimination
Section 4
o M1 Explain in a couple of sentences how women’s work in the home
changed at the turn of the century
o M2 In a sentence explain women’s new role as consumers
o M3 In a couple of sentences explain the kind of work that women did
outside the home
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SOCIAL STUDIES CURRICULUM GUIDE
COURSE OUTLINE
I. ROAD TO INDEPENDENCE
A. French and Indian War
1. Causes
a. Rivalry between Britain and France
b. Albany Plan of Union
c. Early British Defeats
2. British Win the War
a. Tide of War Turns
b. Fall of Quebec
c. Treaty of Paris
3. Loyalty to Britain
B. Issues Behind the Revolution
1. Changing British Policy
a. The Proclamation of 1763
b. Britain’s Financial Troubles
c. The Sugar and Quartering Acts
2. The Stamp Act Crisis
a. The Stamp Act Congress
b. The Sons of Liberty
3. Rising Tensions in the Colonies
a. The Townshend Acts
b. The Boston Massacre
c. The Boston Tea Party
d. The Intolerable Acts
e. The First Continental Congress
4. Fighting at Lexington and Concord
C. Ideas Behind the Revolution
1. Common Sense
2. The Declaration of Independence
a. The Delegates
b. Drafting a Declaration
c. The Parts of the Declaration
d. The Declaration is Adopted
3. Remember the Ladies
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SOCIAL STUDIES CURRICULUM GUIDE
D. Fighting for Independence
1. The Siege of Boston
a. The Battle of Bunker Hill
b. The British Leave Boston
2. Strengths and Weaknesses
a. The British
b. The Americans
3. Fighting in the North
a. Retreat from New York
b. Trenton and Princeton
4. The Victory at Saratoga
a. A British Attack from the North
b. Help from Abroad
E. Winning Independence
1. Americans Endure Hardships
a. Financing the War
b. Disruptions of Trade
2. Victories in the West and South
a. fighting in the West
b. The War in the South
c. Victory at Yorktown
d. The Treaty of Paris
F. The Impact of the Revolution
II. THE CONSTITUTION OF THE UNITED STATES
A. Government by the States
1. Early Government
a. The Articles of Confederation
b. State Constitutions
2. Opposition to the Articles
a. Economic problems
b. Concerns About Weak Government
c. Learning from History
d. America as a Model
e. The Annapolis Convention
3. Shays’ Rebellion
a. The Causes of the Rebellion
b. Effects of the Rebellion
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SOCIAL STUDIES CURRICULUM GUIDE
B. The Constitutional Convention
1. The Convention Assembles
2. The Father of the Constitution
3. Divisions at the Convention
a. The Virginia Plan
b. The New Jersey Plan
4. Reaching Agreements
a. The Great Compromise
b. The Three-Fifths Compromise
5. A Lasting Document
6. Government Structure
a. Federal and State Powers
b. Separation of Federal Powers
c. Congress
d. The President
e. Federal Courts
f. The Road Ahead
C. Ratifying the Constitution
1. The Federalist View
2. The Anti-Federalist View
3. Why the Federalists Won
4. The Bill of Rights
a. Protecting Individual Rights
b. Against the Bill of Rights
c. For the Bill of Rights
D. The New Government
1. The New Leaders
a. Secretary of state Jefferson
b. Treasury Secretary Hamilton
2. Washington’s Government
3. Planning a Capital City
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SOCIAL STUDIES CURRICULUM GUIDE
III. THE ORIGINS OF AMERICAN POLITICS
A. Liberty Versus Order in the 1790s
1. Hamilton’s Program
a. A Deal With the South
b. Assuming State Debts
c. Hamilton’s Strategy
d. Hamilton’s opponents
e. Hamilton vs. Jefferson
2. Foreign policy issues
a. Americans Split Over the French Revolution
b. Citizen Genet
c. Proclaiming American Neutrality
d. Jay’s Treaty
3. Political Parties Emerge
a. The Whiskey Rebellion
b. The Jeffersonian Republicans
c. The Election of 1796
d. Washington Says Farewell
B. The Election of 1800
1. John Adams as President
a. The XYZ Affair and Trouble with France
b. The Alien and Sedition Acts
c. The Virginia and Kentucky Resolutions
d. Increasing Tensions
e. Gabriel Prosser’s Rebellion
2. The Election of 1800
a. Adams Loses Federalist Support
b. The Jeffersonian Republicans
c. The Campaign
d. Jefferson’s Victory
3. A Peaceful Transfer of Power
C. The Jefferson Administration
1. Reducing Government
2. Jefferson and the Courts
a. The Judiciary Acts
b. Marbury vs. Madison
c. Judicial Review
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SOCIAL STUDIES CURRICULUM GUIDE
The Jefferson Administration (Continued):
3. Jefferson’s Program in the West
a. The Land Act of 1800
b. Napoleon and the French
c. The Louisiana Purchase
d. The Lewis and Clark Expedition
4. The Election of 1804
a. The Federalist Dilemma
b. Hamilton and Burr
c. Jefferson Wins a Second Term
5. Increasing Tensions With Europe
a. The Chesapeake
b. The Embargo of 1807
D. Native American Experience
1. War in the Old northwest
2. Native American Reactions
a. Accepting White culture
b. Blending Indian and White Cultures
c. Returning to Indian Traditions
d. Taking Military Action
E. The War of 1812
1. War Breaks Out
a. Anger Toward Britain
b. The Land War
c. The Naval War
d. The Burning of Washington D.C.
2. The War Ends
a. The Hartford Convention
b. The Treaty of Ghent
c. The Battle of New Orleans
3. Postwar Boom and Panic
4. The Missouri Compromise
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SOCIAL STUDIES CURRICULUM GUIDE
IV. Life in the New Nation
A. Cultural, Social and Religious Life
1. Cultural Advancement
a. American Scholars and Artists
b. Education
c. Republican Virtues
2. Social Changes
a. Population Growth
b. Mobility
c. New Rules for Courtship and Marriage
3. Religious Renewal
a. The Second Great Awakening
b. New Denominations
c. African-American Worship
B. Trails to the West
1. Crossing the Appalachians
a. Settling the Wilderness
b. Forcing Native Americans West
2. Expanding into Florida
a. Spanish Occupation
b. The Seminole Wars
3. Bound for the Pacific
a. The Oregon Country
b. Overland Travelers
c. Mormon Migrations
d. Gold Rush
C. The Great Plains and the Southwest
1. Plains Indians
a. The Impact of the Horse
b. New Nations and New Settlers
c. The Decline of Villages
2. Hispanic North America
a. Spanish Colonies
b. Effects of Mexican Independence
3. Texas Fights for Independence
a. Texas War for Independence
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SOCIAL STUDIES CURRICULUM GUIDE
V. The Growth of a National Economy
A. Inventions and Innovations
1. The Industrial Revolution
a. Birth of the U.S. Textile Industry
b. Interchangeable Parts
c. The Cotton Gin
2. Transportation and Communication
a. Roads
b. River Travel
c. Canals
d. Railroads
e. Communication
3. An Expanding Economy
a. The Rise of Manufacturing
b. Working Outside the Home
c. The Rise of Shopping
4. The Role of Banks
a. The Rise of the Banking Industry
b. Uncontrolled Lending
c. Bank Notes
B. The Northern Section
1. Farming in the Old Northwest
2. Industries of the Northeast
3. The Growth of Cities
4. Labor Disputes in Factories
a. Workers go on Strike
b. The First Labor Unions
C. The Southern Section
1. The Economy of the South
a. The Geography of Southern Farming
b. Slow Urban Growth
2. The Slavery System
a. Slavery on Small and Large Farms
3. Slave Revolts
a. Vesey’s Plan
b. Turner’s Rebellion
c. White Southerners Alarmed
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SOCIAL STUDIES CURRICULUM GUIDE
D. The Growth of Nationalism
1. Nationalism at Home
a. Protecting Contracts
b. Supporting the National Bank
c. Regulating Commerce
2. Nationalism Abroad
a. Monroe Doctrine
3. The Controversial Election of 1824
a. Adams, an Experienced Diplomat
b. Clay, a Passionate Orator
c. Calhoun, a Champion of the South
d. Jackson, Man of the People
e. The “Corrupt Bargain”
4. Two New Parties Face Off
a. National Republicans and Jacksonian Democrats
E. The Age of Jackson
1. Jackson as President
a. Jacksonian Democracy
b. The Spoils System
c. Limited Government
2. The Tariff Crisis
3. The Indian Crisis
a. Indian Relocation
b. Cherokee Resistance
c. Indian Uprisings
4. The Bank War
5. Jackson’s Successors
VI. Religion and Reform
A. Reforming Society
1. Protestant Revivalists
a. Charles Grandison Finney
b. Lyman Beecher
2. The Transcendentalists
a. Ralph Waldo Emerson
b. Henry David Thoreau
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SOCIAL STUDIES CURRICULUM GUIDE
Reforming Society (Continued):
3. The Temperance Movement
a. The Reform Effort
b. Impacts of the Temperance Movement
4. Public Education
a. Horace Mann Leads Reforms
b. Moral Education
c. The Limits of Reform
5. Reforming Prisons
a. Dorothea Dix
6. Utopian Communities
B. The Anti-Slavery Movement
1. An Anti-Slavery Movement Arises
a. The Roots of Abolitionism
b. The Colonization of Liberia
c. Radical Abolitionism
2. Frederick Douglas
3. Divisions Among Abolitionists
a. Divisions over women's participation
b. Divisions over race
c. Divisions over tactics
4. The Underground Railroad
a. A Dangerous Operation
b. A Courageous Leader: Harriet Tubman
c. The River Route
d. Through the Eastern Swamps
e. The Mountain Route
f. A Refuge for Runaways
5. Resistance to Abolitionism
a. Opposition in the North
b. Opposition in the South
C. The Movement for Women’s Rights
1. Private Roles for Women
a. Cultural and Legal Limits on Women
b. Reform at Home
2. Public Roles for Women
a. Fighting for Reform
b. Fighting for Abolition
c. Men’s Opposition
d. A Women’s Rights Movement
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SOCIAL STUDIES CURRICULUM GUIDE
The Movement for Women’s Rights (Continued):
3. The Seneca Falls Convention
a. Slow Progress for Women’s Rights
b. The Role of African-American Women
D. Growing Divisions
1. Rising Immigration
a. The Irish
b. The Germans
c. New Cultures
d. Immigrants Face Hostility
2. North-South Tensions
a. Divided Churches
b. South Holds on to Traditions
VII.The Coming of the Civil War
A. Two Nations
1. Historians and the Civil War
2. The Case Against Slavery
a. Uncle Tom’s Cabin
b. Impact of Uncle Tom’s Cabin
3. Southern Views on Slavery
4. Differences Between the North and South
a. Trains and Trade
b. The Telegraph
B. The Mexican War and Slavery Extension
1. Annexation of Texas
2. War With Mexico
a. Bear Flag Revolt
b. Fighting in Mexico
c. The Treaty of Guadalupe Hidalgo
3. The Wilmot Proviso
C. New Political Parties
1. Effects of the Missouri Compromise
2. The Compromise of 1850
a. Clay Proposes a Compromise
b. Calhoun Opposes Compromise
c. Webster Favors Compromise
d. Congress Approves the Compromise
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SOCIAL STUDIES CURRICULUM GUIDE
New Political Parties (Continued):
3. Changes in Political Parties
a. Decline of the Whigs
b. Rise of the Know-Nothings
4. The Kansas Nebraska Act
5. The Creation of the Republican Party
D. The System Fails
1. Violence Erupts
a. Bleeding Kansas
b. Bleeding Sumner
2. Slavery and National Politics
a. The Election of 1856
b. The Dred Scott Decision
3. The Lecompton Constitution
4. The Lincoln-Douglas Debates
5. John Brown’s Raid
E. A Nation Divided Against Itself
1. The Election of 1860
2. The Lower South Secedes
3. The War Starts
a. Last-Minute Compromises Fail
b. Fort Sumter
c. The Upper South Secedes
VIII.The Civil War
A. From Bull Run to Antietam
1. The First Battle of Bull Run
2. Preparing for War
a. Strengths of the North and the South
b. Union Military Strategies
c. Confederate War Strategies
d. Tactics and Technology
3. War in the West
a. Forts Henry and Donelson
b. The Battle of Shiloh
c. Action on the Mississippi
4. War in the East
a. The Monitor and the Merrimack
b. The Peninsular Campaigns
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SOCIAL STUDIES CURRICULUM GUIDE
From Bull Run to Antietam
5. The South Attacks
a. The Second Battle of Bull Run
b. The Battle of Antietam
B. Life Behind the Lines
1. Politics in the South
a. Mobilizing for War
b. The Impact of States’ Rights
c. Seeking Help From Europe
2. Politics in the North
a. Tensions With Great Britain
b. Republicans in control
c. Financial Measures
d. Opposition to the War
e. Emergency Wartime Actions
3. Emancipation and the War
a. Lincoln and Slavery
b. The Emancipation Proclamation
c. Reaction to the Proclamation
4. African Americans Join the War
a. The Contraband Issue
b. African American Soldiers
5. The Hardships of War
a. The Southern Economy
b. The Northern Economy
c. Prison Camps
d. Medical Care
C. The Tide of the War Turns
1. Victories for General Lee
a. The Battle of Fredericksburg
b. The Battle of Chancellorsville
2. The Battle of Gettysburg
a. July 1, 1863
b. July 2, 1863
c. July 3, 1863
3. Vicksburg
a. Grant Attacks
b. The Siege of Vicksburg
4. The Importance of 1863
5. The Gettysburg Address
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SOCIAL STUDIES CURRICULUM GUIDE
D. Devastation and New Freedom
1. Grant Takes Command
a. Battle of the Wilderness
b. Spotsylvania and Cold Harbor
c. The Siege of Petersburg
d. In the Shenandoah
2. Sherman in Georgia
a. The Capture of Atlanta
b. Sherman Marches to the Sea
3. The Election of 1864
4. A New Birth of Freedom
5. The End of the War
a. Sherman Moves North
b. Surrender at Appomattox
6. Lincoln is Assassinated
IX. Reconstruction
A. Presidential Reconstruction
1. The War’s Aftermath
a. The Physical Toll
b. The Human Toll
c. Southerners’ Hardships
d. Punishment or Pardon?
2. Lincoln’s Reconstruction Plan
3. Johnson’s Reconstruction Plan
4. The Taste of Freedom
a. Freedom of Movement
b. Freedom to Own Land
c. Freedom to Worship
d. Freedom to Learn
e. The Freedmen’s Bureau
B. Congressional Reconstruction
1. Black Codes
2. The Fourteenth Amendment
3. Radical Reconstruction
a. The North Grown Impatient
b. Strict Laws Imposed
c. Congress and the President
d. A Power Struggle
e. Johnson is Impeached
f. Grant is Elected
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SOCIAL STUDIES CURRICULUM GUIDE
Congressional Reconstruction (Continued):
4. The Fifteenth Amendment
a. The First Votes
b. Electing Black Leaders
c. Integrating the Capitol
5. The Republican South
a. Carpetbaggers
b. Scalawags
C. Birth of the “New South”
1. Changes in Farming
a. Wanted: Workers
b. Sharecropping
c. Tenant Farming
d. Effects on the South
2. Cities and Industry
a. the Growth of Cities
b. Limits of Industrial Growth
3. Funding Reconstruction
a. Raising Money
b. Corruption
D. The End of Reconstruction
1. Spreading Terror
a. The Federal Response
2. Reconstruction Ends
a. A Dying Issue
b. Supreme Court Limits Scope of Amendments
c. The Compromise of 1877
X.The Expansion of American Industry (1850-1900)
A. A Technological Revolution
1. Changes in Daily Life
a. Daily Life in 1865
b. Investing in Technology
2. New Forms of Energy
a. Drake Strikes Oil
b. Edison, A Master of Invention
c. Electricity if Improved
d. Electricity’s Impact on Business and Daily Life
3. Advances in Communication
a. The Telegraph
b. The Telephone
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SOCIAL STUDIES CURRICULUM GUIDE
A Technological Revolution (Continued):
4. Railroads Create a National Network
a. The Transcontinental Railroad
b. Railroad Developments
c. Railroads and Time Zones
5. The Bessemer Process
a. The Brooklyn Bridge
b. A Symbol of American Success
B. The Growth of Big Business
1. Robber Barons or Captains of Industry?
a. John D. Rockefeller
b. Carnegie’s “Gospel of Wealth”
2. Social Darwinism
3. Business on a Larger Scale
4. Gaining a Competitive Edge
a. New Market Structures
b. Carnegie Steel
c. The Standard Oil Trust
d. The Government Response
C. Industrialization and Workers
1. The Growing Work Force
2. Factory Work
a. Increasing Efficiency
b. The Division of Labor
c. The Work Environment
3. Working Families
D. The Great Strikes
1. Gulf Between Rich and Poor
2. The Rise of Labor Unions
a. Early Labor Unions
b. The Knights of Labor
c. The American Federation of Labor
d. The Wobblies
e. Reaction of Employers
3. Railroad Workers Organize
a. The Great Railroad Strike of 1877
b. Debs and the American Railway Union
4. Strikes Rock the Nation
a. Haymarket, 1886
b. Homestead, 1892
c. Pullman, 1894
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SOCIAL STUDIES CURRICULUM GUIDE
XI.Looking to the West, (1860-1900)
A. Moving West
1. The Lure of the West
d. Push Factors
e. Pull Factor: Government Incentives
f. Pull Factor: Private Property
2. Settlers from Far and Wide
3. The Shifting Frontier
B. Conflict With Native Americans
1. The Life of The Plains Indians
2. Indian Wars and Government Policy
a. Causes of Clashes
b. Making Treaties
3. Battlefield Challenges
a. Inconclusive battles
b. The Soldier’s Life on the Frontier
4. Key Battles
a. The Sand Creek Massacre, 1864
b. The Battle of Little Bighorn, 1876
c. The Battle of Wounded Knee, 1890
5. New Policies Toward Native Americans
a. Critics of Federal Indian Policies
b. Attempts to Change Native American Culture
c. The Opening of Indian Territory
C. Mining, Ranching, and Farming
1. The Spread of Western Mining
a. Mining Moves Inland
b. Early Mining and Mining Towns
2. The Cattle Boom
a. Demand Spurs Growth
b. Destruction of the Buffalo
c. Cow Towns
3. A Cowboy’s Life: Cattle Drive on the Chisholm Trail
a. Geography of the Trail
b. The Cowboy
c. The Long Drive
d. The Cattle Barons
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SOCIAL STUDIES CURRICULUM GUIDE
Mining, Ranching and Farming (Continued):
4. Farming the Plains
a. Hardships for Homesteaders
b. Families Pull Together
c. New Technology Eases Farm Labor
d. Farming Becomes Big Business
e. Farmers Prevail on the Plains
5. Frontier Myths
a. Taming the Frontier
b. The End of the Frontier
c. Turner’s Frontier Thesis
d. Myths in Literature, Shows, and Song
D. Populism
1. The Farmer’s Complaint
a. Farmers and Tariffs
b. The Money Issue
c. Gold Bugs
d. Silverites
2. Organizing Farmer Protests
a. The Grange
b. Farmers’ Alliances
c. Government Responses
3. The Populists
4. Bryan’s “Cross of Gold”
5. Populism’s Legacy
XII.Politics, Immigration, and Urban Life, (1870-1915)
A. Politics in the Gilded Age
1. The Business of Politics
a. Laissez-faire Policies
b. Credit Mobilier Scandal
c. The Spoils System
d. Opposing Political Idea
2. Reforming the Spoils System
a. Hayes Fights the Spoils System
b. Garfield’s Term Cut Short
c. Arthur Reforms Civil Service
d. Democrats Take Power
3. Regulating Railroads
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SOCIAL STUDIES CURRICULUM GUIDE
Politics, Immigration and Urban Life:
4. Depression to Prosperity
a. Focus on Tariffs
b. Cleveland’s Second Term
c. McKinley Wins in 1896
B. People on the Move
1. The Immigrant Experience
a. Immigrants Hopes and Dreams
b. Crossing the Ocean
c. Arriving in America
2. Immigrants from Europe
a. Physical Exams
b. Where Immigrants Settled
c. Ghettos
3. Immigrants from Asia
a. Chinese Excluded
b. Japanese Restricted
4. Immigration from Mexico
C. The Challenge of the Cities
1. Expanding Cities
2. How Cities Grew
3. Urban Living Conditions
a. Conditions in the Slums
b. Light, Air, and Water
c. How the Other Half Lives
4. The Results of City Growth
a. Political Divisions
b. The Rise of Political Bosses
D. Ideas for Reform
1. Helping the Needy
a. The Charity Organization Movement
b. The Social Gospel Movement
c. The Settlement Movement
2. The Development of Sociology
3. Controlling Immigration and Behavior
a. Nativism
b. Prohibition
c. Purity Crusades
[70]
SOCIAL STUDIES CURRICULUM GUIDE
XIII.Life at the Turn of the Twentieth Century (1870-1915)
A. The Expansion of Education
1. The Growth of Public Schools
a. School Days
b. Immigrants and Education
c. Uneven Support for Schools
2. Higher Education Expands
a. Women and Higher Education
b. African Americans and Higher Education
c. Two Perspectives on African American Education
B. New Forms of Entertainment
1. Performances and Recreation
a. Vaudeville and Minstrel Shows
b. Movies
c. The Circus
d. Amusement Parks
e. Sports
2. What People Were Reading
a. Newspapers
b. Magazines
c. Popular Fiction
3. Musical Diversions
a. The Negro Spiritual
b. Ragtime and Jazz
c. Music at Home
C. The World of Jim Crow
1. Post-Reconstruction Discrimination
a. Voting Restrictions
b. Segregation
c. Plessy v. Ferguson
d. Violence
e. Race Relations in the North
2. Resisting Discrimination
a. The NAACP and Civil Rights
b. Overcoming Obstacles
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SOCIAL STUDIES CURRICULUM GUIDE
D. The Changing Roles of Women
1. The Debate Over Women’s Equality
2. Women Work in the Home
3. From Producer to Consumer
4. Working Outside the Home
a. Volunteering for a Larger Role in Society
b. New Women, New Ideas
INSTRUCTIONAL STRATEGIES
 classroom discussions
 cooperative learning strategies
 critical thinking
 crossword puzzles
 differentiated instruction
 direct instruction (lecture)
 divided page
 drawings
 graphic organizers
 highlighting
 interactive polyvision board
 Internet research
 Laptop computers
 library research
 LINKS
 original writings
 outlines
 primary and secondary source readings
 reading
 timelines and continua
 writing
[72]
SOCIAL STUDIES CURRICULUM GUIDE
ASSESSMENTS
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activators
board work
book reviews
DBQs
debates
departmental examinations
essential questions
examinations
graphic organizers
group work
highlighting
homework
journals
maps
notebooks
open ended questions
open response questions
ORQs
oral questioning
peer editing
PowerPoint presentations
presentations
projects
quizzes
Qwizdom
re-test
rubrics
research
reports
summarizers
student writing
video flip camera
Webquest
worksheets
[73]
SOCIAL STUDIES CURRICULUM GUIDE
RESOURCES – United States History
A. Text
 America Pathways To The Present Prentice Hall
B. Supplements I.E. Ancillary Materials
 Teacher’s Resource Package
 Teacher Express
 Social Studies Skills Tutor
 Presentation Pro
 Sounds of an Era
 Interactive Constitution
 Exam View Test Bank
 Exploring Primary Sources in US History
 Teacher Online Access Pack
 Guide To The Essentials Workbook
 Constitution Study Guide Workbook
C. Outside Readings
 These are determined by the individual teacher based upon the needs
and abilities of the students.
 Departmental paperback books
D. Audio-Visual Materials
 Various video tapes and DVDs available either through the Department or
Library
E. Technological Supplements
 Laptop computers
 Voices Rising
 Wikispace
F. Internet Resources
 Textbook website- http://www.phschool.com
 Internet websites
 Social Studies Teacher Web pages
G. Library Resources/Services
 Books that conform with the History and Social Science Curriculum
Framework
 Video Library
 Computer stations
 Library aids
 Library Web Resources
H. Community

Everett Public Library system
[74]
SOCIAL STUDIES CURRICULUM GUIDE
I. Other (Departmental)
 CD-ROM- Documents in US History
 US History I & US History II: DESE Primary Documents
 US History I Primary Source Packet
 US History I Grade 9 Skills Packet
 US History II Primary Source Packet
 US History II Geography Activities Packet
 US History II Presidential Election Packet
 US History II Unit ORQs
 US History II Map Packet
 Lessons on American History Parts 8 & 9
 Maps On File
 Historical Maps On File
 MCAS Review Booklet
 Miscellaneous:
o Historic Front Pages
o DBQs
o ORQs
COURSE # 222
UNITED STATES HISTORY II
5 CREDITS
COURSE DESCRIPTION
This course presents an analysis of United States history from the 1890’s to the present.
Students study the goals and accomplishments of the Progressive movement and the
New Deal. Students also learn about the various factors that led to America’s entry into
World War I and World War II as well as the consequences of World War II for American
life and America’s growing role in international affairs. Primary source documents
relating to the period will be analyzed and discussed in detail. Finally, students study the
causes and course of the Cold War, important economic and political changes during the
Cold War, such as the Civil Rights movement, and recent events and trends that have
shaped modern-day America.
COURSE # 220
UNITED STATES HISTORY II HONORS
5 CREDITS
COURSE DESCRIPTION
This course is similar to United States History II in terms of scope and sequence.
However, material is covered in greater depth. Outside reading, in depth analysis of
primary source documents, two book reviews, and independent research are required.
Summer work will be required. Failure to complete summer assignments will result in
removal of honors credit. A grade of B or higher in US History 1 or the approval of the
Principal’s designee is a prerequisite.
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Prerequisite:
Honors # 220 requires a grade of B or higher in US History 1 or the approval of the
Principal’s designee is required.
I. COURSE OUTLINE
A. First Quarter Essential Question:
1. Is change always good?
2. Is history a history of progress?
B. First Quarter Thinking Level Objective:
DBQ Topic- Progressives-Evaluate the social, economic, and political changes
caused by industrialization and urbanization.
C. Mastery Level Objectives:
The student will be able to:
 Chapter 17 Section 1
o M1 List 2 factors that led to the growth of imperialism around the world
o M2 List 2 ways in which the US began to expand its interests abroad in
the 1800s
o M3 In a paragraph explain the arguments made in favor of US expansion
in the 1890s
 Section 2
o M1 In a sentence or two explain US activities in Latin America that set
stage for war with Spain
o M2 In a brief paragraph summarize the Spanish-American War
o M3 List 2 challenges the US faced after the war
o M4 Explain in a sentence why the US sought to gain influence in the
Pacific
 Section 3
o M1 Explain in a brief paragraph the reasons why the US wanted to build
the Panama Canal
o M2 List 2 goals of TR’s “big stick” diplomacy
o M3 In a paragraph describe some ways in which the foreign policies of
Taft and Wilson differed from those of T.R’s
 Section 4
o M1 List 2 main arguments raised by the anti-imperialists
o M2 Explain in a couple of sentences why imperialism appealed to many
Americans
o M3 explain in a sentence how American imperialism was viewed from
abroad
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Chapter 18 Section 1
M1 List 2 key goals of Progressivism
o M2 Explain, in a couple of sentences, how the ideas of progressive writers
helped inspire new reform movements
o M3 Identify one reform organization
o M4 List 2 women reformers and their cause
o M5 In a sentence explain why progressive reforms met with resistance
Section 2
o M1 Explain in a sentence how Progressives wished to expand the role of
government
o M2 List 2 municipal and 2 state reforms achieved by Progressives
o M3 List 2 federal reforms T.R. championed as President
Section 3
o M1 List 2 political conflicts that marked the presidency of Taft
o M2 Explain in a paragraph the 1912 election
o M3 List 2 of President Wilson’s major policies
o M4 In a sentence describe the limitations placed on the achievements of
progressivism
Section 4
o M1 In a paragraph explain the importance of Susan B Anthony and
Elizabeth Cody Stanton to the Suffrage effort
o M2 List 2 main strategies pursued by the suffrage leaders
o M3 Explain in a sentence the status of the suffrage movement at the turn
of the century
o M4 Identify Alice Paul and the factors that led to suffrage
Chapter 19 Section 1
o M1 List the 4 causes of WWI
o M2 Explain in a few sentences how the conflict expanded to draw in
much of Europe
o M3 In a few sentences analyze how the US responded to the new war in
Europe
Section 2
o M1 Explain in a sentence how Germany’s use of submarines affected the
war
o M2 In a couple of sentences [explain/describe] the steps the US took
toward war in early 1917
Section 3
o M1 In a couple of sentences analyze the preparation of the US for WWI
o M2 In a sentence describe how the American troops helped turn the tide
of war
o M3 In a few sentences describe the conditions in Europe and the US at
the end of WWI
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Section 4
o M1 In a couple of sentences explain how the US financed the war and
managed the economy
o M2 In a few sentences describe how the government enforced loyalty to
the to the war effort
o M3 In a couple of sentences explain how the war changed the lives of
Americans on the home front
Section 5
o M1 In a few sentences explain the expectations that Wilson and the Allies
brought to the Paris peace conference
o M2 List 3 important provisions of the peace treatise
o M3 Explain in a couple of sentences how the federal government and
ordinary Americans reacted to the end of the war
Chapter 20 Section1
o M1 In a couple of sentences explain how women’s roles changed in the
1920s
o M2 Explain in a couple of sentences how the cities and suburbs were
affected by Americans on the move for rural areas
o M3 List 3 American heroes of the 1920s and in a few sentences explain
their popularity
Section 2
o M1 Explain in a sentence how the mass media helped create common
cultural experiences
o M2 In a brief paragraph explain why the 1920s was called the Jazz Age
and how the jazz spirit affected the arts
o M3 In a few sentences explain how the Lost Generation responded to
popular culture
o M4 In a few sentences identify the Harlem Renaissance
Section 3
o M1 List 2 effects of Prohibition on society
o M2 In a paragraph summarize the Scopes Trial
o M3 In a couple of sentences explain how racial tensions changed after
WWI
D. Second Quarter Essential Question:
1. What is the responsibility of government?
2. How do poor economic times affect peoples’ reliance upon the government?
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E. Second Quarter Thinking Level Objective:
DBQ Topic- Great Depression- Evaluate the response of the Hoover
administration to the Great Depression and the effects of the depression on
people in the United States. Assess FDR’s promise to help the people and
whether or not the New Deal helped to bring the country out of the economic
crisis.
F. Mastery Level Objectives:
The student will be able to:
 Chapter 21 Section 1
o M1 List 2 sentences that fueled the Red Scare of the 1920s
o M2 In a couple of sentences explain the conflicts that led to major labor
strikes in 1919
o M3 In a paragraph describe how the Harding and Coolidge presidencies
shaped the 1920s
o M4 List 2 issues of the 1928 election
 Section 2
o M1 In a few sentences summarize the role business and consumers play
in a consumer economy
o M2 Explain in a few sentences how Henry Ford and the authorization
were important to the 1920s
o M3 List 2 ways industrial growth affected the economy of the 1920s
o M4 Explain in a couple of sentences how the economic boom bypassed
some people and benefited others
 Section3
o M1 Explain in a couple of sentences why the economy in the late 1920s
appeared healthy to most Americans
o M2 List 3 danger signs in the economy of the late 1920s
 Chapter 22 Section 1
o M1 In a sentence or two, explain the events that led to the 1929 stock
market crash
o M2 In a couple of sentences explain how the crash caused a ripple effect
in the economy
o M3 List 2 causes of the Great Depression
 Section 2
o M1 In a sentence describe how poverty spread during the Great
Depression
o M2 List 2 social problems caused by poverty in the 1930s
o M3 Explain in a few sentences how some people struggled to survive
hard times
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Section 3
o M1 In a paragraph describe how the Americans pulled together to survive
the Great Depression
o M2 List 2 changes of the early 1930s
Section 4
o M1 In a few sentences describe Hoover’s response to the Great
Depression
o M2 In a few sentences identify FDR’s “new deal”
o M3 Explain in a couple of sentences why the 1932 election was a
significant turning point in American politics
Chapter 23 Section 1
o M1 Explain in a couple of sentences how Franklin and Eleanor Roosevelt
helped restore the nation’s hope
o M2 In a paragraph identify major New Deal programs and their key
players
o M3 In a sentence explain what caused the New Deal to falter
o M4 List 2 accomplishments of the Second New Deal
o M5 In a sentence interpret the significance of the 1936 election
Section 2
o M1 List 2 shortcomings of the New Deal
o M2 In a couple of sentences explain the chief complaints of FDR’s critics
o M3 In a few sentences explain how the court-packing fiasco harmed
FDR’s reputation
Section 3
o M1 List 2 factors that led to the recession of 1937.
o M2 In a couple of sentences describe the experiences by unions during
the New Deal.
o M3 List 2 effects of the New Deal on American culture.
o M4 List 2 lasting achievements of the New Deal.
Chapter 24 Section 1
o M1 Explain in a few sentences how the government and economy of the
Soviet Union changed under Stalin
o M2 Explain in a couple of sentences the of origins of Italy’s Fascist
government and list 2 of its goals
o M3 Create a timeline of important European events of the 1930s
o M4 Create a list of important European events of the 1930s
o M5 In a few sentences analyze the causes and results of the Spanish Civil
War
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Section 2
o M1 In a few sentences explain how Germany’s invasion of Poland led to
war with Britain and France
o M2 Create a list of wartime victories and setbacks Germany experienced
in western Europe
o M3 In a paragraph identify the Battle of Britain and explain why it was an
important victory for Britain
Section3
o M1 Create a graphic organizer of the causes and effects of Japan’s
growing military power
o M2 Identify in a sentence or two the Manchurian Incident and explain
why it was a turning point for Japan’s civilian government
o M3 In a sentence describe the initial outcome of Japan’s war against
China
o M4 Explain in a sentence or two why Japan looked beyond China for
future expansion
Section 4
o M 1 Explain in a few sentences why the US chose neutrality in the 1930’s.
o M2 Trace the way American involvement in the European conflict grew
from the 1939 to 1941
o M3 In a paragraph explain why Japan’s attack on Pearl Harbor led to the
US to declare war
Chapter 25 Section 1
o M1 Explain how Roosevelt mobilized the Armed Forces
o M2 Describe in a couple of sentences ways in which the government
prepared the economy for war
o M3 Discuss how the war affected daily life on the home front
Section 2
o M1 List where Americans joined the struggle against the Axis
o M2 Describe how the war in the Soviet Union changed from 1941 to 1943
o M3 Explain the role air power played in the war in Europe
o M4 Discuss in a paragraph why the Invasion of Europe succeeded
o M5 List 2 events that marked the end of the war in Europe
Section 3
o M1 Describe in a few sentences how Germany persecuted Jews in the
1930s
o M2 Explain in a paragraph how Germany’s policies towards Jews
developed from murder to genocide
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Section 4
o M1 List advances Japan made in Asia and the Pacific in late 1941 and
1942
o M2 Discuss in a sentence or two, which Allied victories turned the tide of
war in the Pacific
o M3 Describe in a paragraph the strategy of the US in the struggle to
reconquer the Pacific Islands
o M4 Describe in a sentence or two the importance of the battles of Iwo
Jima and Okinawa were
o M5 Discuss why the Manhattan Project was able to bring the war to an
end
Section 5
o M1 Describe in a paragraph how the African Americans, Mexican
Americans, and Native
o Americans experienced the war at the home
o M2 Describe in a sentence each the difficulties Japanese-Americans faced
o M3 List the ways in which the war changed conditions for working
women
G. Third Quarter Essential Question:
1. Why do people struggle for Social Justice?
2. How can history be changed by the courage and perseverance of one person?
H. Third Quarter Thinking Level Objective:
DBQ Topic-Civil Rights- Analyze the changes taken by the Supreme Court with
regard to civil rights and its effect upon the Civil Rights Movement. Then,
evaluate the political response that led to legislative action for civil rights.
I. Mastery Level Objectives:
 Chapter 26 Section 1
o M1 Explain in a paragraph why 1945 was an important year in the
United States Foreign Policy
o M2 List a few of the postwar goals of the US and the Soviet Union
o M3 Discuss in a few sentences how the iron curtain tightened the
Soviet hold over Eastern Europe
o M4 Compare and contrast whether the Truman Doctrine
complemented the policy of containment
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Section 2
o M1 Discuss whether or not the Marshall Plan, Berlin Airlift, & NATO
helped to achieve
o American goals in Postwar Europe
o M2 List how communist advances affected American foreign policy
o M3 Describe in a sentence or two how the cold war affected
American life
Section3
o M1 List a few ways in ways in which Communist expansion in Asia set
the stage for the Korean War
o M2 List the countries involved in the Korean war and the two of the
three stages of the war
o M3 Describe in a sentence or two the effects of the Korean War
Section 4
o M1 Discuss some of the characteristics of the McCarthy Era
o M2 Describe in a paragraph how the Cold War was waged in
Southwest Asia, the Middle East, and Latin America, and Latin
America during the 1950s
o M3 List 2 or 3 reasons why the Arms race developed
Chapter 27 Section 1
o M1 Analyze how business reorganized after WWII
o M2 Trace how technology transformed after WWII
o M3 Identify in a few sentences how the nation’s warfare changed
o M4 Compare and contrast how subways and highway systems grew
after WWII
o M5 Analyze in paragraph how postwar conditions affected consumer
credit
Section 2
o M1 Explain in a paragraph why comfort and security were so
important to Americans in the 1950s
o M2 Illustrate what role men and women were accepted during the
1950s
o M3 Analyze in a few sentences how some people challenged
conformity in the 1950s
Section 3
o M1 Analyze Truman’s Domestic policies as outlined in the Fair Deal
o M2 Evaluate how Truman won the election of 1948
o M3 Identify in a sentence or two the Republican approach to
government during the Eisenhower Presidency
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Chapter 28 Section 1
o M1 List events that led to the rise in African American influence in the
20th century
o M2 In a paragraph, summarize how Americans responded to Brown
vs. Board of Education
o M3 In a couple of sentences, explain how the Montgomery bus
boycott affected the civil rights movement
o M4 In a paragraph, explain how other minorities began civil rights in
the 1960s
Section 2
o M1 In a paragraph, summarize how early groups laid the foundation
for the civil rights
o movements
o M2 In a paragraph or two, analyze the philosophy of nonviolence
o M3 In a couple of sentences, explain how the SNCC gave students a
voice in the civil rights movement
Section 3
o M1 In a couple of sentences, explain the goals of sit-ins and freedom
rights
o M2 In a paragraph, summarize the reaction to James Meredith’s
integration at the University of Mississippi
o M3 In a couple of sentences, explain how the Birmingham events
affected attitudes toward the civil rights movements
Section 4
o M1 In a paragraph, summarize Kennedy’s approach to civil rights
o M2 Compile a list of reasons why civil rights leaders proposed a
march on Washington
o M3 In a couple of sentences, explain the goals of the Civil Rights Acts
of 1964
Section 5
o M1 In a paragraph, summarize Malcolm X’s approach to gaining Civil
Rights
o M2 List the major goals and developments of the black power
movement
o M3 In a couple of sentences, explain how and why the violence
erupted in many urban streets
o M4 In a paragraph or two, summarize how the tragic events of 1968
affected the nation
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Chapter 29 Section 1
o M1 List the factors that affected the election of 1960
o M2 In a few sentences, analyze the domestic programs pursued by
President Kennedy
o M3 In a paragraph or two, explain the circumstances that surrounded
Kennedy’s assassination
Section 2
o M1 In a couple of sentences, explain Johnson’s path to the presidency
o M2 In a paragraph, summarize the goals and in a few sentences
explain the programs of the Great Society
o M3 In a couple of sentences, explain some of the causes that made
the Warren Court both important and controversial
Section 3
o M1 In a paragraph, summarize the goals and outcome of the Bay of
Pigs invasion
o M2 List in a chronological order the events leading up to the Berlin
Crisis and the Cuban Missile Crisis
o M3 In a paragraph, summarize the goals of the Alliance for Progress
and the Peace Corps
o M4 In a couple of sentences, explain the Cold War conflicts in which
Johnson became involved
Chapter 30
o M1 In a paragraph or two, summarize the background of the
women’s movement
o M2 Summarize how women organized to gain support and support
and to effect change
o M3 In a paragraph, explain the impact of feminism
Section2
o M1 In a couple of sentences, explain how Latinos sought equality
during the 1960s and early 1970s
o M2 In a paragraph, summarize how Asian Americans fought
discrimination during this period
o M3 In a paragraph or two, summarize the ways in which Native
Americans confronted their unique problems
Section 3
o M1 In a couple of sentences, explain the social changes promoted by
the counterculture
o M2 In a paragraph, summarize how the music world of the 1960s and
the 1970s contributed to the cultural changes of this era
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Section 4
o M1 In chronological order, list the effort begun in the 1960s to
protect the environment
o M2 In a paragraph or two, summarize how the government tried to
balance jobs and
o environmental efforts
o M3 In a paragraph, summarize how the consumer movement began,
and what it tried to
o accomplish
J. Fourth Quarter Essential Question:
1. Is war justifiable?
K. Fourth Quarter Thinking Level Objective: DBQ Topic- Vietnam War-Argue for OR
against the United States entering the Vietnam War and analyze how it
negatively affected the American and Vietnamese people.
L. Mastery Level Objectives:
The student will be able to:
 Chapter 31 Section 1
o M1 List 3 events that led to the war between North Vietnam & South
Vietnam.
o M2 In a paragraph, compare the policies of President Kennedy &
Robert Mc Namara.
o M3 Explain in a few sentences hoe President Johnson changed the
course of the war.
 Section2
o M1 Describe in a paragraph the conditions of the battlefields in
Vietnam and how these conditions affected the American soldiers.
o M2 List 5 events of the war between 1965 -1968.
o M3 List 3 reasons why the Test Offensive was a turning point in the
war.
 Section 3
o M1 Describe in a few sentences the role played by students in the
protests movements of the 1960’s.
o M2 In a sentence explain why President Johnson did not seek
reelection.
o M2 In a paragraph explain how the Vietnam War affected the election
of 1968.
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Section 4
o M1 In a few sentences describe how Nixon’s policies led to American
withdrawal from Vietnam.
o M2 Identify Nixon’s campaign promise to restore law and order.
o M3 In a paragraph describe what happened in Vietnam after the
withdrawal of American troops.
Chapter 32 Section 1
o M1 In a short essay describe Nixon’s personality and how it affected
his relationship with his staff and other people.
o M2 Create a graphic organizer to compare/contrast Nixon’s domestic
policies with those of his predecessor.
o M3 In a sentence describe Nixon’s Southern Strategy and how he
applied it to civil rights and to selection of Supreme Court justices.
Section 2
o M1 In a brief essay describe the role of Kissinger in relaxing the
tension between the U.S. & communist powers.
o M2. In a few sentences explain Nixon’s policy toward the People’s
Republic of China.
o M3. List 2 provisions reached by the US & USSR on limiting nuclear
arms.
Section 3
o M1 In a sentence explain how the Nixon Whitehouse battled its
political enemies.
o M2 In a few sentences describe the conduct of CREEP during Nixon’s
reelection campaign.
o M3. List 3 events that led to Nixon’s resignation.
Section 4
o M1 In a paragraph explain how Ford became President and why he
pardoned Nixon.
o M2 List 2 economic problems faced by the Ford Administration.
o M3 In a few sentences describe Ford’s foreign policy.
o M4 In a few sentences describe how America celebrated the nation’s
bicentennial.
Section 5
o M1 List 2 changes Carter brought to the presidency.
o M2 In a couple of sentences explain how Carter dealt with domestic
issues.
o M3 List 2 ideals that guided Carter’s foreign policy.
o M4. In a sentence or two explain what influenced the outcome of the
election of 1980.
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Chapter 33 Section 1
o M1 List 4 major events in Reagan’s political career.
o M2 In a few sentences explain the evolution of conservatism from the
1930’s to the 1970’s.
o M3 In a sentence or two explain why the election of 1980 was a
turning point in US History.
Section 2
o M1 List 2 economic changes of the Reagan administration.
o M2 Explain in a sentence or two how Reagan proposed to change the
federal government.
o M3 List 2 of Reagan’s major initiatives.
o M4 List 2 key events foreign policy events that occurred during his
first term.
o M5 In a few sentences explain how the economy moved from
recession to recovery in the early 1980’s.
Section 3
o M1 In a couple of sentences explain the renewal of patriotism in the
1980’s.
o M2 List 3 social debates that continued throughout the Reagan years.
o M3 Create a graph that demonstrates how the economy evolved
during the 1980’s.
o M4 In a couple of sentences explain how Reagan’s hands off
governing created problems.
o M5 In a paragraph describe the Reagan legacy.
Section 4
o M1 List 2 challenges Bush faced in the 1988 election.
o M2 In a few sentences explain how the Gulf War ended.
o M3 In a couple of sentences explain the new international role of the
US since the end of the Cold War.
o M4 List 2 key domestic issues during the Bush presidency.
Chapter 34 Section 1
o M1 List 2 factors that led to Clinton’s election
o M2 List 2 issues of Clinton’s first
o M3 Explain in a sentence, “Contract with America”
o M4 List 2 scandals of Clinton’s 2nd term
o M5 Explain in a couple of sentences the results of the 2000 election
o M6 List 2 goals of the new president
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Section 2
o M1 In a couple of sentences explain political changes that took place
in the post-Cold War World
o M2 List 2 post-Cold War conflicts
o M3 Explain in a few sentences the American reaction to the terrorist
attacks of 9-11-01
Section 3
o M1 List 2 factors that contributed to the growing diversity of the
nation’s population
o M2 Explain in a sentence why Americans disagreed on how to make
diversity work
o M3 Explain in a few sentences how the technological revolution at
the end of the 20th century affected American life
o M4 Explain in a sentence the impact of the expanding global economy
COURSE OUTLINE
I. Becoming A World Power
A. The Pressure to Expand
1. Growth of Imperialism
a. Why Imperialism Grew
b. Europe Leads The Way
2. Expanding U.S. Interests
3. Arguments for U. S. Expansion
a. Promoting Economic Growth
b. Protecting U. S. Security
c. Preserving U. S. Spirit
d. Americans Lean Toward Expansion
B. The Spanish-American War
1. Setting the State for War
a. Displays of U. S. Power
b. The Cuban Rebellion
c. Yellow Journalism
2. The Spanish-American War
a. Steps to War
b. A Splendid Little War
c. The Treaty of Paris
3. New Challenges After War
a. Dilemma In The Philippines
b. The Fate of Cuba
c. The U. S. and Puerto Rico
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The Spanish-American War (Continued):
4. Other Gains In The Pacific
a. Annexation of Hawaii
b. Samoa
c. An Open Door In China
C. A New Foreign Policy
1. The Panama Canal
a. Building the Canal
b. Reaction to the Canal
2. Roosevelt’s Big Stick Diplomacy
a. The Roosevelt Corollary
b. Roosevelt as Peacemaker
3. Foreign Policy After Roosevelt
a. Taft and Dollar Diplomacy
b. Wilson and The Mexican Revolution
D. Debating America’s New Role
1. The Anti-Imperialists
a. Moral and Political Arguments
b. Racial Arguments
c. Economic Arguments
2. Imperialism’s appeal
3. Imperialism Viewed From Abroad
II. The Progressive Reform Era
A. Origins of Progressivism
1. The Progressive Era
a. Roots of 20th Century Reform
b. Progressives’ Goals and Beliefs
2. Igniting Reform: Writers and New Ideas
a. Two Early Reformers
b. Muckrakers
3. Progressive Reform Organizations
a. The Labor Movement
b. Socialists
c. Women’s Groups
4. Two Women Reformers
a. Florence Kelley
b. Mother Jones
5. Progressive Reforms Meet With Resistance
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B. Progressive Legislation
1. An Expanded Role For Government
2. Municipal Reforms
a. Attacking the Bosses
b. New Forms of Municipal Government
c. Cities Take Over Utilities
d. Providing Welfare Services
3. State Reforms
a. More Power to Voters
b. Workplace Reforms
c. Wisconsin’s Reform Governor
4. Federal Reforms
a. TR’s Square Deal
b. Antitrust Actions
c. Railroad Regulation
d. Public Health
e. A New Labor Department
f. Protecting the Environment
g. Constitutional Amendments
C. Progressivism Under Taft and Wilson
1. Taft’s Presidency
a. Conflict Over Tariffs
b. The Ballinger-Pinchot Affair
2. Turmoil In the Republican Party
a. 1910 Mid-term Elections
3. Election of 1912
a. The Bull Moose Party
b. Taft’s Record
c. Wilson’s New Freedom
d. A 4-Way Election
4. Wilson’s Policies As President
a. Tariffs and Taxes
b. Attacking Trusts
c. The Federal Reserve System
d. Brandeis TV The Supreme Court
e. Wilson Wins A Second Term
5. Limits of Progressivism
a. Social Justice and Progressivism
b. The End of Progressivism
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D. Suffrage At Last
1. Anthony and Stanton: Preparing The Way
2. Suffragist Strategies
3. Suffrage At The Turn of The Century
4. A New Generation
a. A Split in the Movement
b. Impact of World War I
5. Victory of Suffrage
III. The World War I Era
A. The Road To War
1. Causes of WW I
a. Imperialism
b. Militarism
c. Nationalism
d. Alliances
2. The Conflict Expands
a. Stalemate
b. Modern Warfare
3. The U. S. Response
a. American Neutrality
b. Preparedness
c. Peace Movement
B. The U. S. Declares War
1. German U-boat Warfare
2. Moving Toward War
a. Zimmerman Telegraph
b. Russian Revolution
c. The War Resolution
C. Americans on the European Front
1. Preparing For War
a. Draft and Volunteers
b. Training For War
c. Convoy System
d. U.S. Soldiers in Europe
2. Turning the Tide of War
a. Americans Save Paris
b. Allied Counterattack
c. Air War
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Americans on the European Front (Continued):
3. Ending the War
a. Influenza Epidemic
b. Results of War
D. Americans on the Home Front
1. Financing War
2. Managing The Economy
a. New Agencies
b. Regulating Food and Fuel Use
3. Enforcing Loyalty
a. Fear of Foreigners
b. Hate the Huns
c. Repressing Civil Liberties
d. Controlling Radicals
4. Changing People’s Lives
a. Social Mobility For Minorities and Women
E. Global Peacemaker
1. Paris Peace Conference
a. Wilson Forced To Compromise
b. League of nations
2. Peace Treaty
a. Redrawing the Map of Europe
b. Reparations
c. Signing the Treaty
3. Reactions At Home
a. Wilson Tours the U.S.
b. A Formal End to War
c. Postwar Adjustment
d. Postwar Gloom
IV. Postwar Social Changes (1920 – 1929)
A. Society in the 1920s
1. Women’s Changing Roles
a. The flapper image
b. Women working and voting
2. Americans On The Move
a. Rural – urban split
b. African – Americans in the North
c. Other migration
d. Growth of the suburbs
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Society in the 1920s
3. American Heroes
a. “Lucky Lindy”
b. Amelia Earhart
c. Sports heroes
B. The Mass Media and the Jazz Age
1. The Mass Media
a. Movies
b. Newspapers and magazines
c. Radio
2. The Jazz Age
a. Jazz arrives
b. Jazz clubs and dance halls
c. The Jazz spirit
d. Painting
e. Literature
C. The Harlem Renaissance
D. Prohibition
a. Bootlegging
b. Organized crime
c. Al Capone
E. Religious Issues
a. Fundamentalism
b. Evolution and the Scopes’ Trial
F. Racial Tension
a. Revival of the Klan
b. Fighting discrimination
c. The Garvey Movement
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V. Politics and Prosperity (1920 – 1929)
A. A Republican Decade
1. The Red Scare
a. The Russian Revolution
b. American fears
c. Schenck v. U.S.
d. Gitlow v. New York
e. The Palmer Raids
f. Sacco and Vanzetti
2. Labor Strikes
a. Boston Police Strike
b. Steel and coal strikes
c. Strikes decline
3. Republican Leadership
4. The Harding Presidency
a. Foreign policy
b. Domestic issues
c. Teapot Dome Scandal
5. The Coolidge Presidency
a. Laissez faire
b. Kellogg – Briand Pact
6. The Election of 1928
B. A Business Boom
1. A Consumer Economy
a. Buying on credit
b. Electric power
c. Advertising
d. Rise in productivity
2. Ford and The Automobile
a. Ford and the “Model T”
b. Ford’s assembly line
c. Complex businessman
3. Industrial Growth
4. Bypassed By The Boom
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C. The Economy in the Late 1920s
1. Economy Appears Healthy
a. “Wonderful prosperity”
b. “Everybody ought to be rich “
c. Welfare capitalism
2. Economic Danger Signs
a. Uneven prosperity
b. Personal debt
c. Playing the stock market
d. Too many goods, too little demand
e. Trouble for farmers and workers
VI. Crash and Depression (1929 – 1933)
A. The Stock Market Crash
1. The Market Crashes
a. Black Thursday
b. Black Tuesday
2. The Ripple Effect of The Crash
a. Economic contraction
b. Impact on workers and farmers
c. Impact on the world
3. Underlying causes of the Depression
a. Unstable economy
b. Over speculation
c. Government policies
B. Social Effects of the Depression
1. Poverty Spreads
a. “Hoovervilles”
b. Farm distress
c. Dust Bowl
2. Poverty Strains Society
a. Impact on health
b. Stresses on families
3. Stories of Survival
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C. Surviving the Great Depression
1. Americans Pull Together
a. Farmers stick together
b. Young people ride the rails
c. Seeking political solutions
d. Depression humor
2. Signs of Change
a. Prohibition repealed
b. The Empire State Building
c. End of an era
D. The Election of 1932
1. Hoover’s limited strategy
a. Voluntary action fails
b. The government acts
c .Hoover’s unpopularity grows
d. Veterans march on Washington
2. A “New Deal" for America
3. The Election of 1932
VII. New Deal
A. Forging a New Deal
1. Restoring the Nations Hope
2. The First Hundred Days
a. Stabilizing Financial Institutions
b. Providing Relief and Jobs
c. Regulation the Economy
d. Assisting Homeowners and Farmers.
3. Key Players in the New Deal
a. Groundbreaking Appointments
b. Eleanor Roosevelt
4. The New Deal Falters
5. A Second New Deal
a. New and Expanded Agencies
b. Rural Electrification
c. New Labor Legislation
d. Social Security
6. The 1936 Elections
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B. The New Deal’s Critics
1. The Limitations of the New Deal
a. African Americans
2. Political Critics
a. New Deal Does Too Much
b. New Deal Does not do Enough
3. Other Critics
a. Father Coughlin
b. Huey Long
4. Modern-Day Critics
5. The Court-Packing Fiasco
C. Last Days of the New Deal
1. The Recession of 1937
2. Unions Triumph
a. A New Labor Organization
b. An Era of Strikes
3. The New Deal’s Effects o Culture
a. Literature
b. Radio and Movies
c. The WPA and the Arts
4. Lasting New Deal Achievements
a. Public Works and Federal Agencies
b. Social Security
c. Legacy of Hope
VIII. World War II: The Road to War
A. The Rise of Dictators
1. Stalin’s Soviet Union
a. Stalin’s Economic Plans
b. Stalin’s Reign of Terror
2. Fascism in Italy
3. Hitler’s Rise to Power
a. The Nazi Party
b. Hitler becomes Chancellor
c. Germany Rearms
d. Germany Expands
4. Spanish Civil War
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B. Europe Goes to War
1. Invasion of Poland
a. Hitler’s Pact With Stalin
b. Lightning War
2. War in the West
a. Germany Attacks
b. Dunkirk
c. The Fall of France
3. The Battle of Britain
a. Relentless Attack
b. Courageous Defense
C. Japan Builds an Empire
1. Growing Military Power
a. Democracy in Crisis
b. Rise of Nationalism
2. The Manchurian Incident
3. War Against China
4. Looking Beyond China
D. From Isolationism to War
1. The United States Chooses Neutrality
2. American Involvement Grows
a. Debating the American Role
b. Lend-Lease
3. Japan Attacks Pearl Harbor
a. Final Weeks of Peace
b. The Attack
4. United States Declares War
IX. World War II: Americans at War
A. Mobilization
1. Mobilizing the Armed Forces
a. The GI War
b. Diversity in the Armed Forces
c. Women in the Military
2. Preparing the Economy for War
a. War Production
b. The Wartime Workforce
c. Financing the War
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Mobilization (Continued):
3. Daily Life on the Home Front
a. Shortages and Controls
b. Popular Culture
c. Enlisting Public Support
B. Retaking Europe
1. Americans Join the Struggle
a. The Battle of the Atlantic
b. The North Africa Campaign
c. The Invasion of Italy
2. War in the Soviet Union
a. The German Advance 1941-1942
b. The Battle of Stalingrad
3. The Allied Air War
4. The Invasion of Western Europe
a. D-Day
b. Liberating France
c. The Battle of the Bulge
5. The War in Europe Ends
a. Soviet Forces Advance
b. Germany Surrenders
c. The Yalta Conference
C. The Holocaust
1. Persecution in Germany
a. Nazi Policies
b. Hitler’s Police
c. Kristallnacht
d. Refugees Seek an Escape
2. From Murder to Genocide
a. Einsatzgruppen
b. The Death Camps
c. Fighting Back
d. Rescue and Liberation
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D. War in the Pacific
1. The Japanese Advance 1941-1942
a. The Philippines Fall
b. Defending China and Burma
c. The War at Sea.
2. Allied Victories Turn the Tide.
a. The Battle of Midway
b. The Battle of Guadalcanal
3. Struggle for the Islands
a. Island-Hopping in the Pacific
b. The Philippines Campaign
4. Iwo Jima and Okinawa
5. The Manhattan Project
a. The Decision to Drop the Bomb
b. Japan Surrenders
E. The Social Impact of the War
1. African Americans
a. Economic Discrimination
b. Soldiers and Segregation
c. Divided Opinions
2. Mexican Americans
a. The Bracero Program
b. Zoot Suit Riots
3. Native Americans
4. Japanese Americans
a. Japanese Internment
b. Legal Challenges
c. Japanese Americans on the Military
5. Working Women
a. New Kinds of Jobs
b. Benefits and Problems of Employment
c. After the War
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X. The Cold War (1945-1960)
A. Origins of the Cold War
1. 1945 – A Critical War
a. Differences at Yalta
b. The United Nations
c. Truman takes command
d. The Potsdam Conference
2. Conflicting Postwar goals
a. The American View
b. The Soviet View
3. Soviets tighten their hold
a. Albania and Bulgaria
b. Czechoslovakia
c. Hungary and Romania
d. East Germany
e. Finland and Yugoslavia
4. The Iron Curtain
5. Containment
6. The Truman doctrine
B. The Cold War Heats Up
1. The Marshal plan
2. The Berlin airlift
3. NATO
4. Communist Advances
a .the soviet atomic threat
b. china falls to the communists
5. The Cold War At Home
a. The Loyalty Program
b. HUAC
c. The Hollywood Ten
d. The McCarran-Walter Act
e. Spy Cases Inflame the Nation
C. The Korean War
1. Communist Expansion in Asia
a. The Chinese Civil War
b. Dividing Korea
2. The Korean Conflict
a. The Chinese Civil War
b. Dividing Korea
3. The Effects of the Korean War
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D. The Continuing Cold War
1. The McCarthy Era
a. McCarthy’s Rise to Power
b. McCarthy’s Fall
2. The Cold War in the 1950’s
a. Southeast Asia
b. The Middle East
c. Latin America
3. The Arms Race
a. The Growth of Nuclear Arsenals
b. Brinkmanship
c. Cold War in the Skies
XI. The Postwar Years At Home (1945-1960)
A. The Postwar Economy
1. Businesses Reorganize
2. Technology Transforms Life
a. Television
b. The Computer Industry
c. Nuclear Power
3. Changes in the Workforce
4. Suburbs and Highways
a. Moving to the Suburbs
b. Cars and Highways
5. The Growth of Consumer Credit
B. The Mood of the 1950’s
1. Comfort and Security
a. Youth Culture
b. A Resurgence in Religion
2. Men’s and Women’s Roles
3. Challenges to Conformity
a. Women at work
b. Youthful Rebellions
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C. Domestic Politics and Policy
1. Truman’s Domestic Policies
a. The Peacetime Economy
b. Truman’s Fair Deal
c. Truman on Civil Rights
2. The Election of 1948
3. Eisenhower and the Republican Approach
a. The Checkers Speech
b. Eisenhower as President
c. Modern Republicanism
d. Meeting the Technology Challenge
XII. The Civil Rights Movement (1950-1968)
A. Demands for Civil Rights
1. The Rise of African American Influence
2. Brown v. Board of Education
3. Reaction to Brown v. Board of Education
4. The Montgomery Bus Boycott
5. Resistance in Little Rock
6. Other Voices of Protest
B. Leaders and Strategies
1. Laying the Groundwork
a. NAACP
b. National Urban League
c. CORE
2. The Philosophy of Non Violence
a. The SCLC
b. Dr. King Leads the Way
3. A New Voice for Students
a. The Formation of SNCC
b. Robert Moses
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C. The Struggle Intensifies
1. Sit-ins Challenge Segregation
2. The Freedom Rides
a. Violence Greets the Riders
b. National Reactions
3. Integration at “Ole Miss”
4. Clash in Birmingham
a. From Birmingham Jail
b. The Nation Watches
D. The Political Response
1. Kennedy on Civil Rights
2. The Match on Washington
3. The Civil Rights of 1964
a. Johnson’s Role
b. The Provisions of the Act
4. Fighting for the Vote
a. Freedom Summer
b. The Democratic Convention
c. The Selma March
d. The Voting Rights Act
e. Legal Landmarks
E. The Movement Takes a New Turn
1. Malcolm X and Black Nationalism
a. Black Nationalism
b. Opposition to Nationalism
2. The Black Power Movement
a. SNCC Shifts Gears
b. The Black Panthers
3. Riots in the Streets
4. Tragedy Strikes in 1968
a. Martin Luther King, Jr. Is Assassinated
b. Robert F. Kennedy is Assassinated
5. Legacy of the Movement
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XIII. The Kennedy and Johnson Years
A. The New Frontier
1. The Election of 1960
a. A New Type of Candidate
b. A Narrow Kennedy Victory
2. Kennedys Domestic Programs
a. The Economy
b. Combating Poverty and Inequality
c. Other Kennedy Initiatives
d. The Space Program
3. Kennedy is assassinated
B. The Great Society
1. LBJ’s
2. The Great Society
a. The Election of 1964
b. The Tax Cut
c. The War on Poverty
d. Aid to Education
e. Medicare and Medicaid
f. Immigration Reform
3. The Warren Court
a. Social Issues
b. Criminal Procedure
c. “One Man, One Vote”
4. Effects of the Great Society
C. Foreign Policy in the Early 1960s
1. The Bay of Pigs
a. A Plan to Overthrow Castro
b. A Military Catastrophe
2. The Berlin Crisis
a. Rekindled Tensions Over Germany
b. Kennedy Takes Action
3. The Cuban Missile Crisis
a. Kennedys Option
b. Kennedy Decides
b.
The World Waits
c. Disaster Avoided
d.
The After Effects
4. The Alliance For Progress
5. The Peace Corps
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Foreign Policy in the Early 1960s (Continued):
6. Johnson’s Foreign Policy
a. The Dominican Republic
b. Vietnam
XIV. An Era of Activism
A. The Women’s Movement
1. Background of the Women’s Movement
a. Education and Employment
b. The Impact of the Civil Rights Movement
2. Women’s Groups Organize
a. Support Groups
b. Organizing Now
3. The Impact of Feminism
a. A Shift in Attitude
b. The Equal Rights Amendment
4. Opposition to Fight Discrimination
B. Ethnic Minorities Seek Equality
1. Latinos Fight for Change
a. The Latinos Population
b. Cultural Identity
c. Organizing to Fight Discrimination
2. Asian Americans Fight Discrimination
a. Japanese Americans after the War
b. Economic and Political Advances
3. Native Americans Face Unique Problems
a. Land Claims
b. The American Indian Movement
c. Confronting the Government
d. Government Response
C. The Counter Culture
1. A Time of Change
a. Sixties Style
b. The Sexual Revolution
c. The Dry Scene
2. The Music World
a. Woodstock
b. Altamont
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D. The Environmental and Consumer Movements
1. Protecting the Environment
a. Rachel Carson
b. Nuclear Power
c. Public Response
d. Government Actions
E. Balancing Jobs and the Environment
F. The Consumer Movement
XV. The Vietnam War
A. The War Unfolds
1. Background of the War
a. A Divided Vietnam
b. Untied States Involvement
2. Kennedy’s Vietnam Policy
a. Diem’s Downfall
b. McNamara’s Role
3. Johnson Commits to Containment
a. Communist Advances
b. Expanding Presidential Power
B. Fighting the War
1. Battlefield Conditions
a. One Soldiers Story
b. The Ground War
c. The Air War
2. The Course of the War, 1965-1968
a. Intensifying the War
b. Hawks and Doves
3. The Tet Offensive: A Turning Point
a. Communist Brutality
b. Massacre at My Lai
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C. Political Divisions
1. Student Activism
a. Students for a Democratic Society
b. The Free Speech Movement
c. The Teach-in Movement
e. Continued Protests
2. Johnson Decides Not to Run
3. The Election of 1968
a. The Democratic Convention
b. The Republicans and the Nation Chose Nixon
D. The End of the War
1. Nixon’s Vietnam Policy
a. Withdrawing Troops
b. The War Spreads to Cambodia
2. Nixon Calls for Law and Order
a. The Silent Majority
b. Kent State and Jackson State
3. American Withdrawal
4. Aftermath of the War in Asia
a. South Vietnam Falls
b. Southeast Asia after the War
5. The Legacy of the War
a. Counting the Costs
b. The Vietnam Veterans Memorial
XVI. NIXON, FORD, CARTER
A. Nixon’s Domestic Policy
1. Nixon in Person
2. Nixon’s Staff
3. Domestic Policy
a. Inflation
b. Oil Crisis
c. Social Programs
4. The “Southern Strategy”
5. Nixon’s Supreme Court
6. The First Moon Landing
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B. Nixon’s Foreign Policy
1. Henry Kissinger
a. Practical Politics
b. Public Opinion
2. Relaxing Tensions
3. A Approach to China
a. Opportunity for Change
b. Benefitting From Leadership
4. Limiting Nuclear Arms
a. Balancing the Superpowers
b. Weapons Talks
C. The Watergate Scandal
1. Battling Political Enemies
a. The Enemies List
b. Wiretaps
c. The Plumbers
2. Nixon’s Reelection Campaign
3. The Watergate Break-in
4. The Scandal Unfolds
a. The Watergate Trial
b. Woodward and Bernstein
c. The Senate Investigation
d. The “Saturday Night Massacre”
e. An Administration in Jeopardy
f. Hearings Begin
5. Nixon Resigns
D. The Ford Administration
1. Ford Becomes President
2. Nixon’s Pardon
3. Economic Problems
a. The Economy Stalls
b. Conflicts With Congress
4. Foreign Policy Actions
a. Southeast Asia
b. Europe and the Soviet Union
5. The Nation’s Birthday
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E. The Carter Administration
1. Carter’s Presidency
2. Carter’s Domestic Policies
a. Economic Issues
b. Deregulation
c. Energy Issues
d. Civil Rights Issues
3. Carter’s Foreign Policy
a. Camp David Accords
b. Soviet-America Relations
c. The Iran Hostage Crisis
4. The 1980 Election
XVII. THE CONSERVATIVE REVOLUTION
A. Roots of the New Conservation
1. Reagan’s Political Career
2. The Evolution of Conservatism
a. New Deal Opponents
b. From Eisenhower to Goldwater
c. The Great Society
d. Nixon and the Welfare State
e. Social Issues
f. Civil Rights
3. Turning Point: The Election of 1980
a. The New Right Coalition
b. A Reagan Landslide
B. The Reagan Revolution
1. Changing the Economy
a. Supply-Side Economics
b. Cutting Taxes
2. Changing Government
a. Cutting Regulations
b. Slowing Federal Growth
3. Reagan’s Foreign Policy
a. Military Buildup
b. Trouble Spots Abroad
c. Fighting Communism in the Americas
4. Recession and Recovery
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C. Reagan’s Second Term
1. Patriotic Renewal
2. Continuing Social Debates
a. Civil Rights
b. The Women’s Movement
c. Sexual Orientation
d. Conservative on the Supreme Court
3. An Evolving Economy
a. The Farm Crisis
b. Shifts in Manufacturing
c. Unequal Wealth
4. Reagan’s Hands-off Style
a. The S & L Scandal
b. The Iran-Contra Affair
5. The Reagan Legacy
a. Foreign Policy Success
b. Domestic Policy Initiatives
D. The George H. W. Bush Presidency
1. The 1988 Election
2. The Cold War Ends
a. Poland
b. The Berlin Wall Falls
c. The Soviet Union
3. A New International Role
a. Tiananmen Square
b. The Invasion of Panama
c. The Persian Gulf War
4. Domestic Issues
XVIII. ENTERING A NEW ERA
A. Politics in Recent Years
1. The 1992 Election
a. The Candidates
b. Campaign Issues
2. Clinton’s First Term
a. Economic Reform
b. The Battle Over Healthcare
3. The Republicans’ Contract With America
a. Congress Versus the President
b. Welfare Reform
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Politics in Recent Years (Continued):
4. Clinton’s Second Term
a. The 1996 Election
b. Scandal and the Second Term
c. Clinton Is Impeached
5. The 2000 Election
6. The George W. Bush Administration
a. Change in Presidential Style
b. Bush on Domestic Policy
B. The United States in a New World
1. Post-Cold War Politics
a. Russia
b. Eastern Europe
c. South Africa
d. China
2. Post-Cold War Conflicts
a. Africa
b. Yugoslavia
c. Northern Ireland
d. Israel and Palestine
3. The War on Terrorism
a. Attack on America
b. Afghanistan
c. Homeland Security
d. War With Iraq
C. Americans in the New Millennium
1. A Nation of Diversity
a. Changing Immigration Policies
b. Changing Population Patterns
2. Making Diversity Work
a. The Debate Over Immigration
b. Affirmative Action
c. America’s Aging Population
3. A Technological Revolution
a. Communication and Information
b. The “New Economy”
c. Impact on Education
d. Impact on Government
e. Impact on Daily Life
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Americans in the New Millenium (Continued):
4. Trade and the Global Economy
a. The European Union
b. NAFTA
c. GATT and the WTO
d. Rise of Multinationals
e. American Economy
5. Facing the Future
INSTRUCTIONAL STRATEGIES
 classroom discussions
 cooperative learning strategies
 critical thinking
 crossword puzzles
 differentiated instruction
 direct instruction (lecture)
 divided page
 drawings
 graphic organizers
 highlighting
 interactive polyvision board
 Internet research
 Laptop computers
 library research
 LINKS
 original writings
 outlines
 primary and secondary source readings
 reading
 timelines and continua
 writing
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ASSESSMENTS
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activators
board work
book reviews
DBQs
debates
departmental examinations
essential questions
examinations
graphic organizers
group work
highlighting
homework
journals
maps
notebooks
open ended questions
open response questions
ORQs
oral questioning
peer editing
PowerPoint presentations
presentations
projects
quizzes
Qwizdom
re-test
rubrics
research
reports
summarizers
student writing
video flip camera
Webquest
worksheets
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RESOURCES – United States History
A. Text:
 America Pathways To The Present Prentice Hall
B. Supplements i.e. ancillary materials
 Teacher’s Resource Package
 Teacher Express
 Social Studies Skills Tutor
 Presentation Pro
 Sounds of an Era
 Interactive Constitution
 Exam View Test Bank
 Exploring Primary Sources in US History
 Teacher Online Access Pack
 Guide To The Essentials Workbook
 Constitution Study Guide Workbook
C. Outside Readings
 These are determined by the individual teacher based upon the needs
and abilities of the students.
 Departmental paperback books
D. Audio-Visual Materials
 Various video tapes and DVDs available either through the Department or
Library
E. Technological Supplements
 Laptop computers
 Voices Rising
 Wikispace
F. Internet Resources
 Textbook website- http://www.phschool.com
 Internet websites
 Social Studies Teacher Web pages
G. Library Resources/Services
 Books that conform with the History and Social Science Curriculum
Framework
 Video Library
 Computer stations
 Library aids
 Library Web Resources
H. Community
 Everett Public Library system
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I. Other (Departmental)
 CD-ROM- Documents in US History
 US History I & US History II: DESE Primary Documents
 US History I Primary Source Packet
 US History I Grade 9 Skills Packet
 US History II Primary Source Packet
 US History II Geography Activities Packet
 US History II Presidential Election Packet
 US History II Unit ORQs
 US History II Map Packet
 Lessons on American History Parts 8 & 9
 Maps On File
 Historical Maps On File
 MCAS Review Booklet
 Miscellaneous:
o Historic Front Pages
o DBQs
o ORQs
ALLIED HEALTH ACADEMY
The mission of the Allied Health Academy at Everett High School is to provide an
interesting and comprehensive learning environment in which the delivery of instruction
centers on an allied health theme. An initial goal is to attract staff and students who are
interested in this subject to raise the bar regarding overall academic performance.
Ultimately, it should be the goal of all involved to prepare these students to successfully
compete for placement in institutes of higher learning and/or entry level, career
positions in allied health.
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COURSE # 7161
THE HISTORY OF MEDICINE/
5 CREDITS
THE PSYCHOLOGY OF DISEASE
COURSE DESCRIPTION
The first half of this course is intended to allow students to create an overview of the
history of medicine and the art of healing from ancient to modern times. A special
emphasis will be placed on the period of proliferation of the healing professions in the
United States and Europe between the mid-1800s to present day. The second half of
this course will present an overview of the psychological factors affecting the body.
Topics include emotion, stress, disease of the immune systems, eating disorders, aging,
and death. The application of basic social psychological processes in relation to selected
health-related behaviors (e.g. family planning, overeating, smoking, non-medical drug
use, cardiovascular risk factors, patient compliance, medical care utilization) will be
addressed.
PREREQUISITE:
None
I. CONTENT OUTLINE
A. First Quarter Essential Question:
1. How does medicine and healthcare affect the citizens in a society?
B. First Quarter Thinking Level Objective:
1. Student will be able to compare and contrast the healthcare systems of
several Ancient societies, judge the equity of their healthcare systems,
and decide to what extent ancient medicine has influenced modern
medicine.
C. First Quarter Mastery Level Objectives
1. Students will be able to explain in a few sentences the healthcare system
set up for Babylonians in Hammurabi’s Code.
2. Students will be able to describe in a paragraph the link that connects
Egyptian, Greek, and Roman medicine to present-day medicine
D. Second Quarter Essential Question
1. How is the culture of a society affected by disease?
E. Second Quarter Thinking Level Objective:
1. Student will be able to interpret how many factors including, politics,
religion, and economics, helped disease to both spread and stop in the
post-ancient world.
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F. Second Quarter Master Level Objectives:
1. Student will be able to describe in a paragraph how the Black Plague
affected all facets of Medieval society.
2. Student will be able to explain in a few sentences how diseases shaped
the Native American experience
3. Student will be able to describe in a paragraph how the practice of
medicine advanced from the 1500’s through the 1800’s
G. Third Quarter Essential Question:
1. What affects do scientific reasoning, education, and healthcare have on
medicine and healthcare in a society?
2. What are factors in a society that lead to medical advancements?
H. Third Quarter Thinking Level Objective:
1. Students will be able to compare the medical practices of the 20 th
century to the medical practices of the previous centuries and evaluate
how the rise of science, education, and technology affected the
approaches that societies adopted for treating disease.
I. Third Quarter Mastery Level Objectives:
1. Student will be able to explain in a few sentences why 20th century
medicine started to focus on mental illness
2. Student will be able to describe in a paragraph how the rise of technology
in the 20th century affected the spread of disease
3. Student will be able to describe in a few sentences how warfare in the
20th century accelerated medical advancements and innovations
J. Fourth Quarter Essential Question:
1. What role should the state play in the healthcare of a society?
K. Fourth Quarter Thinking Level Objective:
1. Students will be able to judge what role government should play when it
comes to modern medicine and healthcare, and students should be able
to defend or criticize government reaction to medical practices with
moral and ethical implications.
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L. Fourth Quarter Mastery Level Objectives:
1. Student will be able to list and describe modern day epidemics and
explain how they threaten the world
2. Student will be able to evaluate the role the state should play in modern
day medicine
3. Student will be able to explain in a paragraph some of the ethical issues
and controversies that exist in modern day medicine
COURSE OUTLINE:
I.
HISTORY OF MEDICINE/PSYCHOLOGY OF DISEASE COURSE OUTLINE
A. FIRST TERM (Ancient Medicine)
1. Mesopotamian/Babylonian Medicine
A. Hammurabi’s Code
B. The Rise of Civilizations and Diseases
2. Egyptian Medicine
A. Smith and Ebers Papyrus
B. Egyptian Diseases/Herbal Remedies
3. Greek Medicine
A. Greek Medical Practices
B. Hippocrates/The Hippocratic Oath
4. Roman Medicine
A. The Roman Healthcare System
B. Disease in the Roman Empire/Galen
B. SECOND TERM (The Dark Ages-Medicine in the 1800’s)
1. The Black Plague
A. The Origins of the Plague
B. The Spread of the Plague/Effects on Society
2. Native American Medicine
A. Exposure to European Diseases
B. Native American Medical Practices/Beliefs
3. Medicine in the 1500’s
1. Smallpox/Measles
2. Leeching/Bloodletting
4. Medicine in the 1600’s
1. Disease in the New World
2. Discovery of Microorganisms
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5. Medicine in the 1700’s
1. Advances in Primary Care
2. Scarlet Fever/Yellow Fever
6. Medicine in the 1800’s
1. Pasteur, Lister, Blackwell, and Barton
2. Cholera/Discovery of Anesthesia
C. THIRD TERM (Psychological Disorders- Medicine in the 1900’s)
1. Neurological Disorders
1. PTSD/TBI
2. Bipolar/Multiple Personality Disorder
2. Developmental Disorders
1. Autism/Asperger’s
2. Rett’s
3. Medicine in the 1900’s
1. Blood Transfusions/Penicillin
2. DNA/Advances in Transplants
4. Medical Advances from the Battlefield
1. Triage/Tetanus
2. MASH/Evacuation Helicopters
D. FOURTH TERM (Issues in Modern-Day Medicine)
1. Modern Day Epidemics and Global Health Threats
1. Ebola
2. Sars/Bird Flu/Swine Flu
2. Healthcare in America and the World
1. Universal Healthcare
2. Employer Based Healthcare/Medicaid/Medicare
3. Drug and Alcohol Addiction
1. Chemical Dependency
2. Rehabilitation Strategies
4. Cancer/Aids/Heart Disease/Obesity
1. Preventing Cancer
2. Lifestyle Decisions
5. Preventive Care
1. Diet/Exercise
2. Alternative Medicine
6. Ethical Issues in Medicine (Euthanasia, Stem Cells, etc.)
1. Euthanasia
2. Stem Cell Research/Cloning/Abortion
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INSTRUCTIONAL STRATEGIES
 classroom discussions
 cooperative learning strategies
 critical thinking
 crossword puzzles
 differentiated instruction
 direct instruction (lecture)
 divided page
 drawings
 graphic organizers
 highlighting
 interactive polyvision board
 Internet research
 Laptop computers
 library research
 LINKS
 original writings
 outlines
 primary and secondary source readings
 reading
 timelines and continua
 writing
ASSESSMENTS
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activators
board work
book reviews
DBQs
debates
departmental examinations
essential questions
examinations
graphic organizers
group work
highlighting
homework
journals
maps
notebooks
open ended questions
open response questions
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ASSESSMENTS (Continued):
 ORQs
 oral questioning
 peer editing
 PowerPoint presentations
 presentations
 projects
 quizzes
 Qwizdom
 re-test
 rubrics
 research
 reports
 summarizers
 student writing
 video flip camera
 Webquest
 worksheets
RESOURCES: History of Medicine/Psychology of Disease
A. Text: Cambridge Illustrated History of Medicine Edited by Roy Porter (2006).
B. Supplements i.e. ancillary materials: None
C. Outside Readings
1. In the Wake of the Plague, Norman F. Cantor (2002).
2. Guns, Germs, and Steel, Jared Diamond (2001).
D. Audio-Visual Materials
 Various video tapes and DVDs available either through the Department or
Library
1. Aids: Ending the Epidemic
2. Dying to be Thin
3. Cancer Warrior
4. National Geographic: Cloning
5. History Channel: The Black Death
6. The Influenza of 1918
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E. Technological Supplements
1. Laptops for student projects
2. Computer access in Library for research
3. Qwizdom
4. Polyvision board for presentations
F. Internet Resources
1. CDC homepage
2. National Institute of Medicine homepage
3. National Institute of Health homepage
4. Web Md
G. Library Resources/Services
 Books that conform with the Social Studies Curriculum Framework
 Video Library
 Computer stations
 Library aids
H. Community
 Everett Public Library system
COURSE # 232
WORLD HISTORY
5 CREDITS
COURSE DESCRIPTION
In World History, students study the development of world civilizations after the fall of
the Roman Empire. Students examine the history of major empires and religious
developments in different parts of the world and the development of democratic,
scientific and secular thought in major events and developments of European History.
In addition, students study the rise of the nation state in Europe, the French Revolution,
World War I, the Russian Revolution, World War II, the Cold War, and recent events that
have shaped the modern world. Special attention is given to the analysis of primary
source documents.
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COURSE # 230
WORLD HISTORY HONORS
5 CREDITS
COURSE DESCRIPTION
This course is similar to World History) in terms of scope and sequence. However,
material is covered in greater depth. Outside reading, in-depth analysis of primary
source documents, two book reviews, and independent research are required. Summer
work will be required. Failure to complete summer assignments will result in removal of
honors credit. A grade of B or higher in US History 2 or the approval of the Principal’s
designee is a prerequisite.
PREREQUISITE:
Honors # 230 requires a grade of B or higher in US History 2 or approval of the
Principal’s designee is required.
I. COURSE OUTLINE
A. First Quarter Essential Question:
1. How does religion frame society?
2. How do social classes affect society?
B. First Quarter Thinking Level Objective:
 DBQ Topic- Middle Ages- Assess feudalism and the manorial system. Then,
decide why these two systems dominated Europe during the Middle Ages
and what led to their decline.
C. Mastery Level Objectives:
The student will be able to:
 Chapter 10 Section 1
o M 1: On a map, identify where Islam began and trace the course of its
expansion to 1500 AD
o M 2: Describe events in the career of Muhammad including the Hijrah
in a short paragraph
o M 3: List the basic teachings and beliefs of Islam
o M4: List the 5 Pillars of Islam and describe how Muslims carry out
their religious duties
o M 5: Describe, in a sentence or two, Islam’s relationship to Judaism
and Christianity
 Section 2
o M 1: Chronologically list the successors of Muhammad
o M 2: List 4 reasons for the success of Muslim expansion in the 8 th
Century
o M 3: In a short paragraph, describe the differences between the Sunni
and the Shi’a
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Section3
o M 1: List and describe 2 Muslim contributions in religion, medicine,
math and science,
o philosophy and history, literature and the arts
o M 2: Explain 3 reasons for successful expansion of the Muslim empire
o M 3: Identify 2 methods the Muslims used to rule their empire
o M 4: Compare and contrast the levels of society in the Muslim empire
o M 5: Evaluate the impact of the Muslim empire on world history
Chapter 12 Section 1
o M 1: list and describe the main rulers of the Tang Dynasty
o M 2: describe in a few sentences the causes and effects of the Song
family’s flight south
o M 3: identify in chronological order the achievements of the Tang and
Song Dynasties
o M 4: describe in detail several of the changes in Chinese society
Section 2
o M 1: describe in some details the geography of the steepe and the
lifestyle of nomadic and settled peoples
o M 2: explain the Khan’s success in conquering most of Asia and parts
of Europe
o M 3: summarize the extent of the Mongol Empire and its divisions
Section 3
o M 1: analyze Kublai Khan’s conquest of China
o M 2: discuss in some detail Mongol rule in China
o M 3: identify the importance of Marco Polo’s journeys
o M 4: describe in a few sentences the fall of Mongol rule in China and
elsewhere
Section 4
o M 1: describe in a few sentences Japan’s location and early history
o M 2: analyze the influence China had on Japan
o M 3: discuss in a paragraph using specific examples the highly refined
life of the Heian court
o M 4: summarize in sentence or two the feudal period in Japan
Section 5
o M 1: describe some of the minor details of the kingdoms of Southeast
Asia and the influence of India and China
o M 2: summarize in a paragraph the history of early Korea
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Chapter 13 Section 1
o M 1: Identify the Middle Ages and describe the characteristics of the
period in a short paragraph
o M 2: Identify Clovis and discuss his role in the spread of Christianity
o M 3: Describe monasteries and their role in the Middle Ages
o M 4: Discuss the role of the pope and the growth of papal authority in
the Middle Ages
o M 5: Identify major figures associated with the Carolingian Dynasty,
including Charles Martel, Pepin, Charlemagne, Louis the Pious, and his
sons
o M 6: Identify the Treaty of Verdun and discuss its provisions and its
effect on the Frankish Kingdom
Section 2
o M 1: List the 3 groups of outside invaders that troubled Western
Europe during the Middle Ages
o M 2: Describe feudalism and discuss the relationships between lords
and vassals
o M 3: Identify the manor system and its importance during the Middle
Ages
o M 4: Discuss the self-sufficiency of the manor
Section 3
o M 1: Identify advances in medieval technology and weaponry
o M 2: Discuss knighthood and chivalry
o M 3: Describe the steps in the training of a knight
o M 4: Discuss the literature of chivalry
Section 4
o M 1: Discuss the role of the pope and the growth of papal authority in
the Middle Ages
o M 2: Describe in a paragraph or two the role of the Church in the
Middle Ages
o M 3: Explain why the Middle Ages is called the “Age of Faith”
o M 4: Describe the participants, events and resolution of the
Investiture Controversy
o M 5: Identify Frederick Barbarossa and the Battle of Legnano
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Chapter 14 Section 1
o M 1: Identify three problems in the Church in the late medieval
period
o M 2: Identify and describe three attempts at reforming the Church
o M 3: Identify and describe the characteristics of a Gothic Cathedral
o M 4: In a paragraph or two describe the causes, events and results of
the 1st through 4th Crusades
o M 5: Discuss/Describe in a few sentences the Reconquista and
Inquisition in Spain
Section 2
o M 1: List three reasons for a growing food supply in Europe between
800-1200
o M 2: Identify and describe guilds and their role in the growth of the
medieval economy
o M 3: List and describe changes in later medieval European society
including the growth of trade, banking and towns
o M 4: Identify Dante Alighieri and Geoffrey Chaucer and describe the
impact of their works in a few sentences
Section 3
o M 1: Identify William the Conqueror and describe the Norman
invasion of England and its consequences in a paragraph
o M 2: Trace the growth of the English government including the
signing of the Magna Carta, and the Model Parliament
o M 3: Discuss the growth of Capetian rule in France including the
meeting of the Estates-General
Section 4
o M 1: Identify and describe the three major crises of the 14 th Century
in a few paragraphs
o M 2: Identify John Wycliffe and John Huss and describe each of their
teachings in a sentence or two
o M 3: Describe Joan of Arc’s role in the Hundred Years War
D. Second Quarter Essential Question:
1. Why does revolution occur?
2. What impact do new inventions, technologies, and forms of artistic expression
and communication have on societies, economies, and cultures?
E. Second Quarter Thinking Level Objective:
o DBQ Topic-Absolutism and Revolution- Decide whether a monarch’s
authority to govern should be absolute or should it be limited by the people.
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F. Mastery Level Objectives:
The student will be able to:
 Chapter 17 Section 1
o M 1: List and describe Italy’s three advantages that fostered the
Renaissance
o M 2: Identify Florence as the birthplace of the Renaissance and discuss
the role of the Medici family in this birth
o M 3: Describe the characteristics of Renaissance philosophy
o M 4: List and describe innovations in Renaissance art
o M 5: Name significant Renaissance figures and list some of their most
famous works
o M 6: Describe the characteristics of a “Renaissance Man” and give an
example of one
 Section 2
o M 1: Describe the ways in which the Renaissance spread out of Italy to
the North
o M 2: Compare and Contrast the Italian Renaissance with the Northern
Renaissance
o M 3: Name Northern Renaissance figures and list some of their most
famous works
o M 4: Identify the printing press and its impact on society
 Section 3
o M 1: List and describe the causes of the Reformation
o M 2: Identify Martin Luther and summarize the key components of his
teachings
o M 3: Trace the development of Protestantism in England
 Section 4
o M 1: Identify John Calvin and summarize the key components of his
teachings in Geneva
o M 2: Identify John Knox and summarize the key components of his
teachings in Scotland
o M 3: Compare and contrast the different Protestant groups including
Lutherans, Calvinists, Anglicans, Presbyterians, and Anabaptists in a chart
o M 4: Describe the Catholic Reformation and its efforts to combat
Protestantism
o M 5: Describe the proceedings of the Council of Trent and the results of
its decision
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Chapter 21 Section 1
o M 1: Describe an absolute monarchy and the concept of divine right in a
sentence or two
o M 2: Describe the absolute monarchy of Philip II of Spain
o M 3: List three problems that weakened the Spanish Empire
o M 4: Trace the rise of the Dutch independent state and the development
of free Dutch society
o M 5: List and describe 3 works of the Golden Age of Spanish art
Section 2
o M 1: Draw a timeline showing the major events in the reign of Louis XIV
o M 2: Describe in a paragraph or two how Louis XIV exemplifies an
absolute monarch
o M 3: Discuss in a sentence or two the philosophy of skepticism and its
followers
o M 4: Evaluate the legacy of Louis XIV for France
Section 3
o M 1: Describe the salons of Paris and their role in the spread of
Enlightenment ideas
o M 2: List and describe 3 developments in art and literature during the
Enlightenment
o M 3: Give 3 examples of enlightened despots and discuss their reforms in
a few sentences
Section 4
o M 1: Trace the events which led to the outbreak of the American
Revolution
o M 2: Describe how Enlightenment ideas influenced the American
colonists
o M 3: Describe in a paragraph or two the republic developed by the
United States after the Revolution including the Constitution and Bill or
Rights
Chapter 22 Section 1
o M 1: List 3 discoveries or circumstances that led to the Scientific
Revolution
o M 2: Describe the heliocentric theory in a sentence or two
o M 3: Discuss the work of Galileo and describe his conflict with the Church
in a paragraph
o M 4: Define the scientific method, and list its steps
o M 5: List and describe at least 4 developments or advances of the
Scientific Revolution
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Section 2
o M 1: Compare and contrast Hobbes’s social contract and Locke’s natural
rights
o M 2: Identify the philosophes and summarize their teachings in a
paragraph or two
o M 3: Discuss the impact of the Enlightenment on western civilization in a
paragraph
Section 3
o M 1: Describe the salons of Paris and their role in the spread of
Enlightenment ideas
o M 2: List and describe 3 developments in art and literature during the
Enlightenment
o M 3: Give 3 examples of enlightened despots and discuss their reforms in
a few sentences
Section 4
o M 1: Trace the events which led to the outbreak of the American
Revolution
o M 2: Describe how Enlightenment ideas influenced the American
colonists
o M 3: Describe in a paragraph or two the republic developed by the
United States after the Revolution including the Constitution and Bill or
Rights
Chapter 23 Section 1
o M 1: List and describe the three estates under the Old Regime in France
o M 2: Discuss in a paragraph or two three forces that led to the French
Revolution
o M 3: Describe the development of the National Assembly and the Tennis
Court Oath
o M 4: Identify the Great Fear and describe its impact on the French
Revolution
Section 2
o M 1: Identify the Declaration of the Rights of Man and describe how it
reflects Enlightenment ideas in a few sentences
o M 2: List and describe the different factions during the French Revolution
including the Émigrés, the sans-culottes, and the Jacobins
o M 3: Describe the Reign of Terror and discuss the role played by
Robespierre in a paragraph
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Section 3
o M 1: List and describe the events of Napoleon’s career
o M 2: List and describe Napoleon’s reforms in France
o M 3: Summarize the events of Napoleon’s conquest of Europe in a short
paragraph
o M 4: List 3 consequences of the Battle of Trafalgar
Section 4
o M 1: List Napoleon’s three costly mistakes and describe their effects on
the Empire
o M 2: In 2 to 3 paragraphs describe the Continental System, the
Peninsular War, and the Invasion of Russia
o M 3: Chronologically trace the events that led to Napoleon’s downfall
Section 5
o M 1: Identify Klemens von Metternich and discuss his role in the
Congress of Vienna
o M 2: List Metternich’s three goals for the Congress of Vienna
o M 3: Describe how Metternich’s three goals were achieved in a short
paragraph
o M 4: Discuss the impact of the Congress on France and other European
nations
o M 5: Describe the Concert of Europe and its role in European politics in
the post-Napoleonic era
G. Third Quarter Essential Question:
1. How can national issues or ideas impact the unity of an empire?
2. Are conflicts between nations and peoples inevitable?
H. Third Quarter Thinking Level Objective:
 DBQ Topic- Imperialism and Colonialism- Analyze the positive and negative
effects of imperialism on peoples in regions that came under foreign control.
I. Mastery Level Objectives:
The student will be able to:
 Chapter 24 Section 1
o M 1: Describe the events of the revolution in Haiti in a few sentences
o M 2: List and describe the social classes of Latin American colonial
society and discuss each classes role in the revolutions against Spain
o M 3: Identify Simon Bolivar and Jose de San Martin and describe their
roles in South America’s fights for independence
o M 4: Compare the nationalistic revolutions in Haiti, Latin America,
South America, Mexico and Brazil in chart form
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Section 2
o M 1: Describe the struggle among conservatives, liberals and radicals
in post French Revolution Europe
o M 2: Identify nationalism and describe its role in the revolution in
Greece
o M 3: In a few sentences describe the revolts in Brussels, Italy,
Warsaw, Budapest, Prague and Vienna
o M 4: List and describe the reforms made in France and Russia in the
early to mid 1800s
Section 3
o M 1: List and describe the bonds that create a nation-state
o M 2: Describe in a few sentences the role of nationalism in the
breakups of the following empires: Austria-Hungary under the
Hapsburgs, Russia under the Romanovs, the Ottoman Empire
o M 3: Summarize the causes, course and consequences of the
unification of Italy and Germany
o M 4: Discuss the Franco-Prussian War and its effect on the balance of
power in Europe
Chapter 27 Section 1
o M 1: Describe Africa before European domination in a few sentences
o M 2: Summarize the motives of European colonizers
o M 3: Identify factors that enabled imperialism
o M 4: List and describe the 3 groups that clashed in South Africa
Section 2
o M 1: List and describe 4 forms of colonial control used by imperialist
nations
o M 2: Compare the management methods of indirect control and
direct control and give examples of each
o M 3: Describe the unsuccessful resistance movements in Africa, and
the successful resistance movement in Ethiopia in a paragraph or two
o M 4: List both positive and negative impacts of colonial rule on Africa
Section 3
o M 1: Describe the causes of the Ottoman Empire’s loss of power,
including the Crimean War, in a few sentences
o M 2: Identify geopolitics and describe its role in imperialism
o M 3: Describe the impact of the Suez Canal on imperialism in Egypt
o M 4: In a sentence or two describe the impact of the discovery of oil
on imperialism in Persia
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Section 4
o M 1: Summarize the British takeover of India
o M 2: Identify positive and negative impacts of colonialism on India
o M 3: In a sentence or two describe early nationalist movements in
India
Section 5
o M 1: Summarize the acquisition of colonies in Southeast Asia by the
Dutch, the British, and the French in a short paragraph
o M 2: In a few sentences, describe how Siam maintained its
independence from colonization
o M 3: Discuss US acquisition of the Philippines and Hawaii
J. Fourth Quarter Essential Question:
1. Does nationalism cause conflict between nations?
2. How can lessons from past conflicts teach us about today’s world and
decisions needed for a global society?
K. Fourth Quarter Thinking Level Objective:
 DBQ Topic- Cold War- Analyze the causes of the Cold War. Then, evaluate
how it affected American foreign policy.
L. Mastery Level Objectives:
The student will be able to:
 Chapter 33 Section1
o M 1: explain in a few sentences how the U.S. and Soviet post-war split
o M 2: trace chronologically how the soviets came to dominate Eastern
Europe
o M 3: analyze the U.S. containment of Communist expansion
o M 4: define the Cold War
 Section 2
o M 1: analyze the Civil War between the Nationalists and Communists
in China
o M 2: explain in a paragraph how China split into two nations
o M 3: interpret how Mao Zedong’s Marxist regime transformed China
 Section 3
o M 1: chronologically trace the course of the Korean War and describe
the consequences that resulted
o M 2: summarize the causes and events of the Vietnam War and
describe the aftermath.
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Section 4
o M 1: explain in few sentences how the Cold War affected developing
nations
o M 2: list in chronological order the confrontations of superpowers in
Latin America after World War II
o M 3: identify Cold War conflicts in the Middle East
Section 5
o M 1: analyze Soviet domination of Eastern Europe and the Soviet
Union-China split
o M 2: define the origins of détente and describe its effects on the Cold
War
o M 3: describe in a paragraph the renewal of Cold War tensions in the
1980’s
Chapter 34 Section 1
o M 1: summarize in a few sentences the effect of World War II on the
colonies
o M 2: describe in a few sentences the events that led to the partition
of India
o M 3: analyze the leadership of Nehru and his descendants
o M 4: interpret the politics of Pakistan and Sri Lanka
Section 2
o M 1: summarize the events that led to the Philippines’ independence
and to describe the political rule of Marcos and his overthrow
o M 2: list and describe the problems facing Burma, Malaysia and
Singapore
o M 3: describe in a paragraph Indonesia’s fight for independence from
the Dutch
Section 3
o M 1: identify the negritude movement
o M 2: list and describe the events surrounding the independence of
Ghana and Kenya
o M 3: summarize the Congo’s independence and Mobutu’s rule
o M 4: describe in a few sentences Algeria’s struggle for independence
and their conflict with Islamic militants
o M 5: identify and describe the roles played by world powers in
Angola’s post independence civil strife
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Section 4
o M 1: list and briefly describe the events that led to the formation of
the new nation of Israel
o M 2: list chronologically the outbreaks of war between Israel and
Arab states
o M 3: identify the Camp David Accords
o M 4: describe in a few sentences the Palestinian struggle for
independence
Chapter 35 Section 1
o M 1: list the key building blocks of democracy
o M 2: analyze Brazil’s efforts to build democracy
o M 3: describe briefly the struggle for democracy in Mexico
o M 4: list and describe the key events in post war Argentina
Section 2
o M 1: analyze the legacy of colonialism in Africa
o M 2: describe how the ethnic divisions in Nigeria led to war
o M 3: list chronologically the events in Nigeria since 1970
o M 4: interpret the history of white rule in South Africa
o M 5: describe in a paragraph South Africa’s shift toward democracy
Section 3
o M 1: list the Soviet reforms under Gorbachev
o M 2: analyze the reforms in Poland and Hungary
o M 3: summarize the changes in East Germany
o M 4: describe in a few sentences the democratic change in
Czechoslovakia and Romania
Section 4
o M 1: analyze the collapse of the Soviet Union
o M 2: identify and define the problems facing the Russian government
o M 3: summarize the conflict in the former Yugoslavia
o M 4: list the problems in Poland and Czechoslovakia
Section 5
o M 1: summarize the rule of Mao Zedong
o M 2: list the changes under Deng Xiaoping
o M 3: analyze the democracy movement in China
o M 4: list the challenges of China
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COURSE OUTLINE
I. THE MUSLIM WORLD (600-1250)
A. The Rise of Islam
1. Deserts, Towns and Travelers
a. Desert and Town Life
b. Trade and Ideas
2. The Prophet Muhammad
a. Revelations
b. Hijrah
c. Return to Mecca
3. Beliefs and Practices
a. 5 pillars
b. Way of Life
c. Links to Judaism and Christianity
B. The Spread of Islam
1. Muhammad’s Successors Spread Islam
a. Rightly guided caliphs
b. Reasons for success
c. Treatment of conquered peoples
2. Internal Conflict
a. Sunni
b. Shi’a
c. Sufi
d. Abbasids
3. Muslim control over three continents
a. Consolidation of power
b. Rival groups divide land
c. Muslim trade network
C. Muslim Achievement
1. Muslim society
a. Rise of urban centers
b. Four social classes
c. Role of women
2. Muslim Scholarship
a. Emphasis on studies
b. House of Wisdom
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Muslim Achievement (Continued):
3. Arts and Sciences
a. Medical advances
b. Math and science
c. Philosophy
d. Literature
e. Art and architecture
II. EMPIRES IN EAST ASIA (600-1350)
A. Two Great Dynasties in China
1. Tang Dynasty
a. Tang rulers create a powerful empire
b. Scholar-officials
c. The Tang lose power
2. Song Dynasty restores China
a. Song Taizu
b. Southern Song
3. Era of prosperity and innovation
a. Science and Technology
b. Agriculture
c. Trade and foreign contact
d. Art
4. Changes in society
a. Levels of society
b. Status of women
B. The Mongol Conquests
1. Nomads of the Asian Steppe
a. Geography
b. Nomads and settled societies
2. Rise of the Mongols
a. Genghis Khan unites the Mongols
b. Genghis Khan the conqueror
3. Mongol empire
a. Khanates
b. Mongols as rulers
c. Mongol peace
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C. Empire of the Great Khan
1. Kublai Khan conquers China
a. Yuan dynasty
b. Failure to conquer Japan
2. Mongol rule in China
a. Mongols and Chinese
b. Encouragement of foreign trade
c. Marco Polo
3. End of Mongol rule
a. Yuan dynasty is overthrown
b. Decline of the Mongol empire
D. Feudal Powers in Japan
1. Growth of Japanese Civilization
a. Geography of Japan
b. Early Japan
c. Yamato emperors
2. Japanese adapt Chinese ideas
a. Buddhism
b. Cultural borrowing
3. Heian Period
a. Imperial court
b. Society
4. Feudalism erodes imperial authority
a. Decline of central power
b. Samurai warriors
c. Kamakura Shogunate
E. Kingdoms of Southeast Asia and Korea
1. Kingdoms of Southeast Asia
a. Geography
b. Influence of India and China
c. Khmer empire
d. Island trading kingdoms
e. Vietnam
2. Korean dynasties
a. Geography
b. Early history
c. Koryu dynasty
d. Koryu culture
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III. EUROPEAN MIDDLE AGES (500-1200)
A. Germanic Kingdoms Unite Under Charlemagne
1. Invasions trigger changes in Western Europe
a. Decline of learning
b. Loss of a common language
2. Germanic kingdoms emerge
a. Concept of government changes
b. Franks under Clovis
3. Germanic people adopt Christianity
a. Monasteries and convents
b. Expansion of papal power
4. European empire evolves
a. Clovis’ descendants
b. Charlemagne extends Frankish rule
5. Charlemagne
a. Government
b. Culture
c. Heirs
B. Feudalism in Europe
1. New invasions in Western Europe
a. Vikings
b. Magyars
c. Muslims
2. Feudalism
a. New social order
b. Feudal pyramid
c. Definition of social classes
3. Manors
a. Self-contained world
b. Manor life
C. Age of Chivalry
1. Warriors on horseback
a. Saddles and stirrups
b. Warrior’s role in feudal society
2. Knighthood and Chivalry
a. War games
b. Warfare
3. Literature
a. Epic poetry
b. Love songs
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Age of Chivalry (Continued):
4. Shifting role of women
a. Women in power
b. Falling status
D. Church Wields Power
1. Scope of Church authority
a. Church structure
b. Religion as unifying force
c. Church justice
2. Holy Roman Empire
a. Otto I
b. Signs of future conflicts
3. Holy Roman Emperor clashes with the Pope
a. Showdown at Canossa
b. Concordat of Worms
4. Renewed Church conflicts under Frederick I
a. Barbarossa
b. Battle of Legnano
5. German States remain separate
IV. FORMATION OF WESTERN EUROPE (800-1500)
A. Church Reform and the Crusades
1. Monastic revival and Church reform
a. Problems in the Church
b. Cluny
c. Reform and Church organizations
d. Friars
e. Religious orders for women
2. Cathedrals
a. Gothic style
b. Examples
3. Crusades
a. Urban II
b. First Crusade
c. Second Crusade
d. Third and Fourth Crusades
4. Crusading spirit dwindles
a. Later Crusades
b. Spanish Crusade
c. Effects of the Crusades
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B. Trade, Towns And Financial Revolution
1. Growing food supply
a. Using horsepower
b. Three-field system
2. Trade and finance expand
a. Fairs
b. Guilds
c. Financial revolution
3. Rebirth of urban areas
a. Trade and towns grow
b. Towns and the social order
4. Revival of learning
a. Scholars and writers
b. Muslim connection
c. Medieval philosophy
C. England and France develop
1. England absorbs waves of invaders
a. Early invasions
b. Norman conquest
2. England’s evolving government
a. Monarchs, nobles and common law
b. Magna Carta
c. Parliament
3. Capetian dynasty in France
a. France becomes a separate kingdom
b. Philip II
c. Philip II’s heirs
D. Century of Turmoil
1. Church divided
a. Pope Boniface and King Philip IV collide
b. Avignon and the Great Schism
c. Challenge to the Church’s authority
2. Bubonic plague
a. Origins
b. Symptoms
c. Effects
3. Hundred Years’ War
a. Battle of Crécy
b. Battles of Poitiers and Agincourt
c. Joan of Arc
d. Impact of the Hundred Years’ War
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V. EUROPEAN RENAISSANCE AND REFORMATION, 1300-1600
A.
Italy: Birthplace of the Renaissance
1. Italy’s Advantages
a. Urban Centers
b. Merchants and the Medici
c. Classical Heritage
2. Classical and Worldly Values
a. Classics Lead to Humanism
b. Enjoyment of Worldly Pleasures
c. Patrons of the Arts
d. the Renaissance Man
e. The Renaissance Woman
3. Renaissance Revolutionizes Art
a. New Techniques
b. Leonardo, Renaissance Man
c. Raphael Advances Realism
d. Women Painters
4. Renaissance Writers Change Literature
a. Petrarch and Boccaccio
b. Machiavelli Advises Rulers
c. Women Writers
B. The Northern Renaissance
1. The Northern Renaissance Begins
2. Artistic Ideas Spread
a. German Painters
b. Flemish Painters
3. Northern Writers Try to Reform Society
a. Christian Humanists
b. William Shakespeare
c. The Elizabethan Age
4. Printing Spreads Renaissance Ideas
a. Gutenberg Invents the Printing Press
b. Printing Spreads Learning
c. The End of the Renaissance
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C. Luther Starts the Reformation
1. Causes of the Reformation
a. Problems in the Catholic Church
b. Early Calls for reform
2. Luther Challenges the Church
a. Martin Luther
b. The 95 Theses
3. The Response to Luther
a. The Pope’s Threat
b. The Emperor’s Opposition
c. The Peasants’ Revolt
d. Germany at War
4. England Becomes Protestant
a. Henry VIII wants a son
b. The Reformation Parliament
c. Consequences of Henry’s Changes
d. Elizabeth Restores Protestantism
e. The Spanish Armada
D. The Reformation Continues
1. Calvin Begins Another Protestant Church
a. Calvin and His Teachings
b. Calvin Runs Geneva
c. Calvinism Spreads
2. Other Reformers
a. The Anabaptists
b. Women of the Reformation
3. The Catholic Reformation
a. Ignatius of Loyola
b. Reforming Popes
c. Legacy of the Reformation
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VI. ABSOLUTE MONARCHS IN EUROPE, 1500-1800
A. Spain’s Empire and European Absolutism
1. Spain’s Powerful Empire
a. Philip II’s Empire
b. Defender of Catholicism
c. Golden Age of Spanish Art
d. Don Quixote
2. Problems Weaken Spanish Empire
a. Inflation and taxes
b. Making Spain’s Enemies Rich
c. The Dutch Revolt
3. Independent Dutch Prosper
a. Dutch Trading Empire
b. Dutch Art
4. Absolutism in Europe
a. The Theory of Absolutism
b. Growing Power of Europe’s Monarchs
c. Crises Lead to Absolutism
B. France’s Ultimate Monarch
1. Religious Wars Create a Crisis
a. Henry of Navarre
b. Louis XIII and Cardinal Richelieu
c. Writers Express Skepticism
2. Louis XIV Rules Absolutely
a. Louis, the Boy King
b. Louis Takes Control
c. Economic Growth
3. Louis’ Grand Style
a. Louis Controls the Nobility
b. The Splendor of Versailles
c. Patronage of the Arts
4. Louis Fights Disastrous Wars
a. Attempts to Expand France’s Boundaries
b. War of the Spanish Succession
c. Louis Death and Legacy
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C. Central European Monarchs Clash
1. The Thirty Years’ War
a. Bohemian Protestants Revolt
b. Hapsburg Triumphs
c. Hapsburg Defeats
d. Peace of Westphalia
e. Beginning of Modern States
2. Central Europe Differs From the West
a. Economic Contrasts
b. Several Weak Empires
c. Austria Grows Stronger
d. Maria Theresa Inherits the Austrian Throne
3. Prussia and Austria Clash
a. The Rise of Prussia and Frederick the Great
b. War of the Austrian Succession
c. The Seven Years War
D. Russian Czars Increase Power
1. From Ivan to the Romanovs
a. The First Czar
b. Rule by Terror
c. Rise of the Romanovs
2. Peter the Great Takes the Throne
a. Russia’s Differences from Europe
b. Peter Visits the West
3. Peter Rules Absolutely
a. Peter’s Reforms
b. Westernizing Russia
c. A New Capital
E. Parliament Limits the English Monarchy
1. Monarchs Clash with Parliament
a. James’ Problems
b. Charles I Fights Parliament
2. English Civil War
a. War Topples a King
b. Cromwell’s Rule
c. Puritan Morality
3. Restoration and Revolution
a. Charles II Reigns
b. James II and the Glorious Revolution
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Parliament Limits the English Monarchy (Continued)
4. Political Changes
a. Bill of Rights
b. Cabinet System Develops
VII. ENLIGHTENMENT AND REVOLUTION, 1550-1789
A. The Scientific Revolution
1. The Roots of Modern Science
a. The Medieval View
b. A New Way of Thinking
2. A Revolutionary Model of the Universe
a. The Heliocentric Theory
b. Galileo’s Discoveries
c. Conflict With the Church
3. The Scientific Method
4. Newton Explains the Law of Gravity
5. The Scientific Revolution Spreads
a. Scientific Instruments
b. Medicine and the Human Body
c. Discoveries in Chemistry
B. The Enlightenment in Europe
1. Two Views on Government
a. Hobbe’s Social Contract
b. Locke’s Natural Rights
2. The Philosophes Advocate Reason
a. Voltaire Combats Intolerance
b. Montesquieu and the Separation of Powers
c. Rousseau: Champion of Freedom
d. Beccaria Promotes Criminal Justice
3. Women and the Enlightenment
4. Impact of the Enlightenment
a. Belief in Progress
b. A More Secular Outlook
c. Importance of the Individual
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C. The Spread of Enlightenment Ideas
1. A World of Ideas
a. The Paris Salon
b. Diderot’s Encyclopedia
c. New Ideas Circulate
2. Art and Literature in the Age of Reason
a. Classical Music
b. Popularity of the Novel
3. Enlightenment and Monarchy
a. Frederick the Great
b. Joseph II
c. Catherine the Great
d. Catherine Expands Russia
D. American Revolution: Birth of a Republic
1. Britain and Its American Colonies
2. Americans Win Independence
a. Growing Hostility Leads to War
b. Enlightenment Ideas Influence American Colonists
c. Success for the Colonists
3. Americans Create a Republic
a. The Articles Create a Weak National Government
b. A New Constitution
c. The Federal System
d. The Bill of Rights
VIII.THE FRENCH REVOLUTION AND NAPOLEON, 1789-1815
A. Revolution Threatens the French King
1.
The Old Regime
a. The Privileged Estates
b. The Third Estate
2.
The Forces of Change
a. Enlightenment Ideas
b. Economic Woes
c. A Weak Leader
3.
Revolution Dawns
a. The National Assembly
b. Storming the Bastille
4.
A Great Fear Sweeps France
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B. Revolution Brings Reform and Terror
1.
The Assembly Reforms France
a. The Rights of Man
b. A State-Controlled Church
c. Louis Tries to Escape
2.
Conflicting Goals Cause Divisions
a. A Limited Monarchy
b. Factions Split France
3.
War and Extreme Measures
a. War with Austria
b. Radicals Execute the King
c. France’s Citizen Army
d. The Guillotine
4.
The Terror Grips France
a. Robespierre Assumes Control
5.
End of the Terror
C. Napoleon Forges an Empire
1.
Napoleon Grasps the Power
a. Hero of the Hour
b. Coup d’Etat
2.
Napoleon Rules France
a. Restoring Order at Home
b. Napoleon Crowned as Emperor
3.
Napoleon Creates an Empire
a. New World Territories
b. Conquering Europe
c. The Battle of Trafalgar
d. The French Empire
D. Napoleon’s Empire Collapses
1.
Napoleon’s Three Costly Mistakes
a. The Continental System
b. The Peninsular War
c. The Invasion of Russia
2.
Napoleon’s Downfall
a. The Coalition Defeats Napoleon
b. A Comeback Fails
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E. The Congress of Vienna Convenes
1.
Metternich Restores Stability
a. The Containment of France
b. Balance of Power
c. Legitimacy
2.
Political Changes Beyond Vienna
a. Conservative Europe
b. Revolution in Latin America
c. Long-term Legacy
IX. NATIONALIST REVOLUTIONS SWEEP THE WEST 1789-1900
A. Latin American Peoples Win Independence
1. Revolution in Haiti
a. The Fight for Freedom
b. Haiti’s Independence
2. Latin American Sweeps to Freedom
a. Creoles Spearhead Independence
b. Events in Europe Trigger Latin Revolutions
3. The Libertadores End Spanish Rule
a. Bolivar’s Route to Victory
b. San Marin Triumphs and Withdraws
4. Mexico Ends Spanish Rule
a. A Cry for Freedom
b. Mexico’s Independence
5. Brazil’s Royal Liberator
a. The Portuguese Royal Family in Brazil
6. Independence Brings Disunity
B. Nationalism
1. The Ideal of Nationalism
2. Nationalism Shakes Aging Empires
a. A Force for Disunity or Unity
b. The Breakup of the Austro-Hungarian Empire
c. The Russian Empire Crumbles
d. The Ottoman Empire Weakens
3. Cavour Unites Italy
a. The Movement for Unity begins
b. Sardinia Leads Italian Unification
c. Cavour looks South
d. Challenges After Unification
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Nationalism (Continued):
4. The Rise of Prussia
a. Prussia Leads German Unification
b. Germany Expands
c. Bismarck Eliminates Austria
d. The Franco-Prussian War
5. The Balance of Power Shifts
C. Revolution in the Arts
1. The Romantic Movement
a. The Ideals of Romanticism
b. Romanticism in Literature
c. The Gothic Novel
d. Romantic Composers Emphasize Emotion
2. The Shift to Realism
a. Writers Study Society
b. Photographers Capture the Passing Moment
c. Impressionists React Against Realism
X. THE AGE OF IMPERIALISM (1850-1914)
A. Imperialists Divide Africa
1. Africa Before Imperialism
2. Nations Compete for Overseas Empires
a. The Congo Sparks Interest
b. Motives Driving Imperialism
c. Forces Enabling Imperialism
3. African Lands Become European Colonies
a. Berlin Conference Divides Africa
b. Demand for Product Shapes Colonies
4. Three Groups Clash Over South Africa
a. Zulu Expansion
b. Boers and British Settle in the Cape
c. The Boer War
B. Muslim Lands Fall to Imperialist Demands
1. Ottoman Empire Loses Power
a. Reforms Fail
2. Europeans Grab Territory
a. Russia and the Crimean War
b. Egypt Tries Reform
c. Persia Pressured to Change
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C. British Imperialism in India
1. British Expand Control Over India
a. East India company Dominates
b. “Jewel in the Crown” Produces Trade Products
c. Impact of Colonialism
2. Indians Rebel
a. Sepoy Rebellion
b. Turning Point
3. Indian Nationalist Movements Begin
XI. RESTRUCTURING THE POSTWAR WORLD
A. Two Superpowers Face Off
1. Former Allies Diverge
a. A Joint Postwar Plan
b. Creation of the United Nations
c. Differing U.S. and Soviet Goals
2. The Soviet Union Corrals Eastern Europe
a. Soviets Build a Wall of Satellite Nations.
b. The Iron Curtain Divides East and West.
3. United States Counters Soviet Expansion
a. The Truman Doctrine
b. The Marshall Plan
c. The Berlin Airlift
4. The Cold War and the Divided World
a. Rival Alliances
b. Nuclear Threat
c. The Cold War in the Skies
B. Communist Triumph in China
1. Civil War in China
a. Internal Struggles
b. Involvement on the United States
2. Two China and the Cold War
a. The Superpowers React
b. Communist China Continues to Expand
3. Transformation and Revolution
a. Transformation Under Mao Zedong
b. Mao’s Marxist Socialism
c. Mao’s Communes
d. New policies and Mao’s Response
e. The Cultural Revolution
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C. War in Korea and Vietnam
1. War in Korea
a. Standoff ant the 38th Parallel
b. The Fighting Continues
c. Aftermath and Legacy of the War
2. War in Vietnam
a. The Road to War
b. War breaks Out
c. Vietnam-A Divided Country
d. The United States Gets Involved
e. The United States Withdraws
f. Ongoing turmoil in Cambodia
g. Postwar Vietnam
D. Cold War Around the World
1. Confrontations over Developing Nations
a. Cold War Strategies
b. Association of Nonaligned Nations
2. Postwar Face-off in Latin America
a. Cuban Revolution
b. The Cuban Missile Crisis
c. Civil War in Nicaragua
3. Confrontations in the Middle East
a. Religious and Secular Values Clash in Iran
b. The United States Supports Secular Rule
c. Khomeini’s Anti-US Policies
d. The Superpowers Face off in Afghanistan
E. The Cold War Thaws
1. The Soviet Dominate Eastern Europe
a. Desalinization and Rumblings of Protest
b. Brezhnev and the Revolt in Czechoslovakia
c. Split with China
2. From Brinkmanship to Détente
a. Brinkmanship Breaks Down
b. The United States Embraces Détente
c. Nixon visits the Communist Powers
3. Detente Cools
a. Ronald Reagan Abandons Détente
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XII. THE COLONIES BECOME NEW NATIONS. 1945- PRESENT
A. The Indian Subcontinent Gains Independence
1. A Movement Toward Independence
a. “Asia for Asian”
b. The Colonial Response
2. Independence Brings Partition to India
a. The Congress Party and the Muslim League
b. Partition into India and Pakistan
c. Nehru leads India
d. The Nehru Family Rules
e. Social Issues Challenge India
3. Pakistan and Sri Lanka
a. Civil War in Pakistan
b. Sri Lanka Split by Factions
B. Southeast Asian Nations Gain Independence – Section 2
1. The United States and the Philippines
a. The Philippines Achieves Independence
b. The Marcos Regime and Corazon Aquino
2. British Colonies Gain Independence
a. Burma Experiences Turmoil
b. Malaysia and Singapore
3. Indonesia Gains Independence from the Dutch
a. The Dutch in Indonesia
b. A Variety of People, Islands, and Religions
C. New Nations in Africa – Section 3
1. Background to Independence
2. British Colonies Seek Independence
a. Ghana Leads the Way to Independence
b. Kenya and the Mau Mau Rebellion
3. The Congo Gains Independence
a. Independence Brings Change
b. Mobuta Comes to Power
4. Algeria Fights for its Independence
a. The Struggle
b. De Gaulle Takes Control
5. Angola Gains Independence
a. The Movement Toward Independence
b. Civil War follows Independence
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D. Conflicts in the Middle East – Section 4
1. Palestine and Israel
a. The Early Stages
b. Israel Becomes a State
2. Israel and the Arab States in Conflict
a. The 1956 Suez Crisis
b. The 1967 Six-day War
c. The 1973 War
3. Trading Land for Peace
a. The Palestinians Demand Independence
b. The Intifada
c. The Declaration of Principles
XIII. STRUGGLES FOR DEMOCRACY 1945- PRESENT
A. Democracy: Latin American Democracies
1. Making Democracy Work
a. Kubitschek’s Ambitions Program
b. Military Dictators
c. The Road to Democracy
2. One Dominant Party
a. Beginnings of One-Party Domination
b. The Party Becomes the PRI
c. Economic and Political Crisis
d. The PRI Loses Control
e. Peron Rules Argentina
f. Repression in Argentina
g. Moving Toward Democracy
B. Democratic Challenges in African Nations
1. Colonial Rule Hampers Democracy
a. European Policies Cause Problems
b. Short-Lived Democracies
2. Nigeria Erupts in Civil War
a. A Land of Many Peoples
b. War with Biafra
3. Nigeria’s Struggle for Democracy
a. Federal Government Restored
b. Continental Military Rule
4. Nigeria’s Struggle for Democracy
a. Federal Government Restored
b. Continued Military Rule
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Democratic Challenges in African Nations (Continued):
5. South Africa Under White Rule
a. Apartheid Segregates Society
b. Blacks Protest
6. South Africa Moves Toward Democracy
a. The First Steps
b. Majority Rule
c. A New Constitution
C. Gorbachev Moves Toward Democracy
1. Gorbachev’s Reforms
a. A Young Leader
b. Glasnost Promotes Openness
c. Perestroika Reforms the Economy
d. Democratization Opens the Political System
e. Foreign Policy
2. Reforms in Poland and Hungary
a. Solidarity Defeats Communists
b. Hungarian Communists Disband
3. Communism Falls in East Germany
a. Fall of the Berlin Wall
b. Germany is Reunified
c. Germany’s Challenges
4. Democracy Spreads
a. Czechoslovakia Reforms
b. Overthrow in Romania
D. Collapse of the Soviet Union
1. Unrest in the Soviet Union
a. Lithuania Defies Gorbachev
b. Yeltsin Denounces Gorbachev
c. The August Camp
d. End of the Soviet Union
2. The Yeltsin Era
a. Yeltsin Faces Problems
b. Chechnya Rebels
3. Yugoslavia Falls Apart
a. Slovenia and Croatia Protests
b. The Bosnian Nightmare
c. International Response
4. Eastern Europe Faces Problems
a. Poland Votes out Walesa
b. Czechoslovakia Breaks up
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E. China Follows its own Path – Section 5
1. Mao’s Unexpected Legacy
2. China and the West
a. China Opened Doors
b. Economic Reform
3. Tiananmen Square
a. Students Demand Democracy
b. Deng Orders Democracy
4. China in the 1990’s
a. China after Deng
b. Transfer of Hong Kong
INSTRUCTIONAL STRATEGIES
 classroom discussions
 cooperative learning strategies
 critical thinking
 crossword puzzles
 differentiated instruction
 direct instruction (lecture)
 divided page
 drawings
 graphic organizers
 highlighting
 interactive polyvision board
 Internet research
 Laptop computers
 library research
 LINKS
 original writings
 outlines
 primary and secondary source readings
 reading
 timelines and continua
 writing
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ASSESSMENTS
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activators
board work
book reviews
DBQs
debates
departmental examinations
essential questions
examinations
graphic organizers
group work
highlighting
homework
journals
maps
notebooks
open ended questions
open response questions
ORQs
oral questioning
peer editing
PowerPoint presentations
presentations
projects
quizzes
Qwizdom
re-test
rubrics
research
reports
summarizers
student writing
video flip camera
Webquest
worksheets
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RESOURCES – World History
A. Text:
 World History: Patterns of Interaction McDougal Littell
B. Supplements i.e. ancillary materials
 World History: Patterns of Interaction Teacher’s Resource Package
C. Outside Readings
 These are determined by the individual teacher based upon the needs
and abilities of the students.
D. Audio-Visual Materials
 Various video tapes and DVDs available either through the Department or
Library
E. Technological Supplements
 Laptop computers
 Voices Rising
 Wikispace
F. Internet Resources
 Textbook website- http://www.classzone.com
 http://www.mcdougallittel.com/ap
 Internet websites
 Social Studies Teacher Web pages
G. Library Resources/Services
 Books that conform with the History and Social Science Curriculum
Framework
 Video Library
 Computer stations
 Library aids
 Library Web Resources
H. Community
 Everett Public Library system
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I. Other (Departmental)
 CD-ROM World History Documents
 World History Primary Source Packet
 World History Activities in Math & Literature
 World History Map Packet
 Lessons on World History Part 1-9
 Maps On File
 Historical Maps On File
 Review Booklet
 Miscellaneous:
Historic Front Pages
DBQs
ORQs
COURSE # 240
ARTS IN THE WESTERN TRADITION HONORS
5 CREDITS
COURSE DESCRIPTION
This course consists in a study of the artistic, cultural and intellectual history of the West
from the classical period of Greece and Rome, through the Middle Ages and the
Renaissance, the Early Modern Baroque, and beyond to the Modern Age. Included are
the visual arts of painting, sculpture and architecture; the literary arts of poetry, drama
and prose, and a brief survey of the dominant philosophies of each historical period. The
purpose of the course is to both develop an appreciation of the cultural, artistic and
intellectual heritage of the West and to help prepare college-bound students who are
considering a major in history or in the liberal arts.
I. COURSE OUTLINE
A. First Quarter Essential Question:
Is there such a thing as ideal beauty? Is all art propaganda?
B. First Quarter Thinking Level Objective:
 Students will be able to analyze the major art styles, philosophies and
ideologies of the Ancient World from the Egyptians to the Romans.
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C. Mastery Level Objectives (First Quarter):
 Introductory Chapter
 TOPIC: What Are The Arts and How Do We Evaluate Them?
o The student will be able to:
o M 1: List and define the basic categories used to judge a work of art.
o M 2: Describe and compare formal and contextual criticism in a
paragraph.
o M 3: Apply the above basic categories to evaluate a two-dimensional
artwork (painting) and a three-dimensional artwork (sculpture) in a
paragraph.
 Chapter 1
 TOPIC: Ancient Egyptian Art and Architecture
o The student will be able to:
o M 1: Identify the canons that governed the depictions of the human
figure in Egyptian tomb paintings and funerary reliefs.
o M 2: Identify specific works of sculpture from the various dynasties
and the canons that governed the depiction of the human figure in
Egyptian funerary and sacred sculpture.
o M 3: Identify objects from and describe in a paragraph the artistic
revolution of the Amarna Period.
 Chapter 2
 TOPIC: Archaic and Classical Greece
o The student will be able to:
o M 1: In a few sentences identify the chief periods of Greek history
from Minoans to classical Athens.
o M 2: Describe and analyze the democratic reforms of the Athenian
city-state from Draco to Pericles
o M3: Compare and contrast Athens and Sparta according to their
political and social structures.
o M 3: Identify the chief reformers, playwrights, and philosophers of
Athens.
 Chapter 2
 TOPIC: Archaic and Classical Sculpture; Vase Painting, Architecture
o The student will be able to:
o M 1: Identify the stylistic conventions of the archaic style in Greek
sculpture and vase painting.
o M 2: List the major master works of Greek sculpture from 800-500
o M 3: Contrast Greek and Egyptian painting and sculptural styles.
o M 4: Identify the elements of the Doric, Ionic and Corinthian orders
in Greek Temple architecture.
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Chapter 3
TOPIC: Greek Classicism
o The student will be able to:
o M 1: Identify the major sculptures, buildings, and vases of the
classical period of Greek art.
o M 2: Identify the stylistic conventions of the classical style in
sculpture, architecture, and painting.
Chapter - 3
TOPIC: Greek Hellenism
o The student will be able to:
o M 1: Identify the major works of sculpture and architecture of the
Hellenistic Period.
o M 2: Identify the stylistic conventions of Hellenistic art in sculpture,
architecture, and painting.
o M 3: Compare and contrast archaic, classical, and Hellenistic styles.
Chapter - 4
TOPIC: Roman Republic and Empire
o The student will be able to:
o M 1: List the major events in Roman history from its founding to the
Fall of the Empire.
o M 2: Analyze the reasons for the fall of the Roman republic and the
rise of the empire.
o M3: Identify the causes of the decline of the Empire
TOPIC: Art and Architecture of Roman Republic and Empire
o The student will be able to: in a few sentences
o M 1: List the general characteristics of Roman Architecture from
Republic to Empire.
o M 2: Identify the principal architectural masterpieces of the Roman
Forum.
Chapter - 4
TOPIC: Art and Architecture of Roman Republic and Empire
o The student will be able to:
o M 1: List the general characteristics of Roman Sculpture and minor
decorative arts from Republic to Empire.
o M 2: Identify the principal sculptural masterpieces of the Republic
and Empire.
D. Second Quarter Essential Questions:
Is abstract art less real?
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E. Second Quarter Thinking Level Objective:
 Students will classify the major art styles, literature and philosophies of the
Medieval world and evaluate their relative contributions to world culture.
F. Mastery Level Objectives (Second Quarter):
 Chapter - 5
 TOPIC: Judaism and Early Christianity
o The student will be able to:
o M 1: Identify the contexts and concepts of Jewish and Christian
history.
o M 2: Compare Christian philosophy on the nature of the soul and
beauty to previous Greek and Roman philosophers.
 Chapter - 5
 TOPIC: Jewish and Early Christian Art
 The student will be able to:
o M 1: Identify the basic elements of Jewish and Christian Art
o M2: Identify the Greek and Roman roots of Christian iconography
 Chapter - 6
 TOPIC: Byzantium
o The student will be able to:
o M 1: Relate the history of Byzantium to Eastern Orthodoxy and Greek
Classicism
o M2: Identify and describe the basic characteristics of Byzantine Art
and architecture
 Chapter - 6
 TOPIC: Byzantine Art and Architecture, continued
o The student will be able to:
o M 1: Define hieratic style and characterize its qualities in two- and
three-dimensional art.
o M 2: Do brief two page project on a significant Byzantine Church
 Chapter – 7
 TOPIC: Early Medieval Art
o The student will be able to:
o M 1: Identify and define the divisions of the Middle Ages
o M 2: Describe the role of the Christian Church and monasticism in the
life of the times.
o M 3: Understand how the Carolingian Renaissance affected politics,
religion, and the arts and architecture of the period.
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Chapter – 7
TOPIC: Early Medieval Art
o The student will be able to:
o M 1: Discuss feudalism as a social system
o M 2: Characterize the Romanesque style in visual art and
architecture.
o M 3: Apply the elements and principles of composition to analyze and
compare specific works of art and architecture illustrated in this
chapter.
o Chapter - 8
TOPIC: High Middle Ages
o The student will be able to:
o M 1: Identify the elements of Courtly Love Poetry
o M 2: Explain the social context of Courtly Love Poetry.
o M 3: Identify the historical context for Chaucer’s Canterbury Tales
Chapter - 9
TOPIC: Gothic Cathedrals
o The student will be able to:
o M 1: Identify the major European Gothic Cathedrals
o M 2: List the typical stylistic elements of Gothic architecture.
o M 3: Describe in a few sentences the civic motives for the
construction of Gothic cathedrals.
G. Third Quarter Essential Questions:
What makes a Renaissance person?
H. Third Quarter Thinking Level Objective:
 Students will classify the major art styles, literature and philosophies of the
Early Modern World and evaluate their relative contributions to world
culture.
I. Mastery Level Objectives (Third Quarter):
 Chapter – 9 &10
 TOPIC: Early Renaissance
o The student will be able to:
o M 1: Describe the geographical, economic, political, and
philosophical causes of the Italian Renaissance.
o M 2: Explain the philosophical tenets of humanism.
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Chapter - 10
TOPIC: Early Renaissance (con’t)
o The student will be able to:
o M 1: Identify the major artworks of Giotto, Masaccio, Donatello,
Brunelleschi, and Alberti.
o M 2: Describe specific qualities that represent Renaissance art and
architecture, and explain how, within the artworks themselves, artists
applied those innovations.
Chapter - 11
TOPIC: High Renaissance
o The student will be able to:
o M 1: Identify the major artworks of Botticelli, Da Vinci, Raphael, and
Michelangelo.
o M 2: Describe specific qualities that distinguish High Renaissance Art
from the Early Renaissance.
Chapter - 11
TOPIC: High Renaissance (con’t) and Mannerism
o The student will be able to:
o M 1: Identify the major artworks of Titian, Bronzino, Tintoretto, El
Greco.
o M 2: Identify the chief characteristics of Mannerism.
o M 3: Compare the qualities characteristic of Mannerism with those
that define the High Renaissance.
Chapter 12
TOPIC: Northern Renaissance
o The student will be able to:
o M 1: Describe and analyze in a few paragraphs the main themes of
Christian Humanism.
o M 2: Describe and analyze in a few paragraphs the main themes of
the Protestant Reformation.
o M 3: Identify major works of art (most paintings) from 15 th and 16th
century northern Europe.
Chapter 12
TOPIC: Northern Renaissance Painting,
o The student will be able to:
o M 1: Identify and discriminate between the major artists, and artistic
styles of the Flemish, French, German, Spanish and English
Renaissance.
o M 2: characterize the work of Durer, Grunewald, Altdorfer,
Hieronymus Bosch and Peter Breugel the Elder.
o M 3: Apply the elements and principles of composition to analyze and
compare individual works of art of this period.
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Chapter 13
TOPIC: Baroque 17th Century
o The student will be able to:
o M 1: Identify the major painters, sculptors and architects of the late
16th and 17th centuries.
o M 2: Describe the main themes of the Catholic Counter Reformation.
o Chapter 14
o TOPIC: Baroque Art and Architecture
o The student will be able to:
o M 1: Evaluate the links between the Counter-Reformation and
Baroque art and architecture.
o M 2: Identify the main themes of the Scientific Revolution and
evaluate the links, if any, to 17th century artistic trends.
Chapter 13
TOPIC: Dutch 17th century
o The student will be able to:
o M 1: List and identify the masterworks of the Dutch 17 th century.
o M 2: Evaluate the relationship between the Protestant Reformation
and the themes of Dutch 17th century painting.
Chapter 13
TOPIC: Rembrandt, Vermeer
o The student will be able to:
o M 1: List and identify the masterworks of Rembrandt and Vermeer.
o M 2: Evaluate the themes appearing in the painting of each artist.
o M 3: Write an essay comparing and contrasting the works of each
painter.
o Chapter 14
TOPIC: The Rococo in France
o The student will be able to:
o M 1: List and identify the masterworks of Watteau, Fragonard and
Chardin
o M 2: Explain the stylistic antagonism of the Poussinistes versus the
Rubinistes
J. Fourth Quarter Essential Questions:
What does modern mean?
K. Fourth Quarter Thinking Level Objective:
 Students will analyze the major literary, artistic and philosophical
movements of the Modern West from the Enlightenment to World War II.
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L. Mastery Level Objectives (Fourth Quarter):
 Chapter 14
 TOPIC: Enlightenment
o The student will be able to: in a few paragraphs
o M 1: Identify the main themes of Enlightenment thought.
o M 2: Evaluate the connection between the scientific revolution and
Enlightenment critiques of reason.
 Chapter 14
 TOPIC: Enlightenment
o The student will be able to:
o M 1: Analyze the influence of rational philosophy on notions of
political reform.
o M 2: Compare and contrast Locke and Rousseau’s political
philosophies.
 Chapter 14
 TOPIC: Neoclassicism
o The student will be able to:
o M 1: Identify the tenets of neoclassicism in the arts.
o M 2: Identify the major neoclassical painters of the eighteenth
century.
o M 3: Identify the five major genres of Academic Painting
 Chapter 15
 TOPIC: Romanticism
o The student will be able to:
o M 1: Describe the major industrial, political and philosophical
changes of the first half of the nineteenth century
o M 2: Characterize the art and architecture of the Romantic Style with
reference to specific qualities in specific works.
 Chapter 15
 TOPIC: Gericault, Goya, Delacroix, Turner
o The student will be able to:
o M 1: Summarize Raymond Williams’s argument in his chapter “The
Romantic Artist”.
o M 2: Identify the master works of Gericault, Goya, Delacroix and
Turner.
o Chapter 15
 TOPIC: Romanticism II
o The student will be able to:
o M 1: Analyze common themes of Romantic poets and relate them to
changes in painting.
o M 2: Do an ORQ comparing a romantic poet’s work to that of a
Romantic painter.
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Chapter 16
TOPIC: Realism
o The student will be able to:
o M 1: Identify the master works of the chief Realist painters.
o M 2: write a brief comparison of realist and romantic painters
o Chapter 16
TOPIC: Impressionism
o The student will be able to:
o M 1: Identify the master works of the chief Impressionist painters.
o M 2: write a brief comparison of realist and impressionist painters
using formal vocabulary
Chapter 16
TOPIC: Realism to Modernism II
o The student will be able to:
o M 1: Describe the social, political, and economic conditions of the
world at the end of nineteenth century.
o M 2: Write a five paragraph analysis of the thought of two thinkers of
the last third of the nineteenth century
Chapter 16
TOPIC: Post-Impressionism
o The student will be able to:
o M 1: List the chief post-impressionist painters and their major works.
o M 2: Describe in a few sentences the stylistic conventions of the
post-impressionist schools, including Symbolism and Art Nouveau.
Chapter 17
TOPIC: Fauvism, Cubism, German Expressionism
o The student will be able to:
o M 1: Identify the major Fauvist and Cubist Painters and their chief
works.
o M 2: Explain the impact of Fauvism and Cubism on German and
Austrian Expressionism, and on Italian and Russian Futurism
o M 3: Write an essay relating the art of this period to World War I
Chapter 17
Dada and Surrealism
o The student will be able to:
o M 1: Describe in summary fashion five major issues of the economic,
political and military condition of the world between the wars.
o M 2: Give five characteristics of the new style of visual arts and
architecture during this period, including specific reference to
surrealist artists and modernist architects.
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Chapter 17
TOPIC: Dali, Magritte – Late Surrealism
o The student will be able to:
o M 1: Identify the major stylistic periods in the art of Salvatore Dali.
o M 2: Identify Magritte’s major works.
o M 3: Discriminate between paintings of the two artists and from
different periods in the works of each.
Chapter 18
TOPIC: Early Picasso
o The student will be able to:
o M 1: Identify the major stylistic periods in the art of Pablo Picasso.
o M 2: Identify the major works of his Blue Period, Rose Period and
Black Period.
o M 3: Describe in two paragraphs the stylistic elements of these early
works and their relation to contemporaneous art movements.
Chapter 18
TOPIC: Picasso (con’t)
o The student will be able to:
o M 1: Identify the major stylistic periods in the mature art of Pablo
Picasso.
o M 2: Identify the major works of his Cubist, Abstract Expressionist,
and Late Styles.
o M 3: Write an ORQ which discusses the evolution of Picasso’s
painting styles over the course of his career.
COURSE OUTLINE
I.
UNDERSTANDING AND EVALUATING THE ARTS
Introduces the student to basic terminology and fundamental artistic
concepts of two dimensional art, sculpture, architecture and literature
A. Two-Dimensional Art
Sculpture
Architecture
Literature
B. Putting the Arts in Context
Creativity and Aesthetics
Functions of Art
Evaluating Works of Art
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II.
THE ANCIENT WORLD
1. Greek Art
Precursors: Aegean Art
 Minoan Art
 Mycenean Art
The Emergence of Greek Art: The Geometric Style
 Pottery and Sculpture
Archaic Art: Art of the City-State
 Rise of Monumental Temple Architecture
 Stone Sculpture
 Architectural Sculpture: the Building Comes Alive
 Vase Painting: Art of the Symposium
The Classical Age
 Classical Sculpture
 Architecture and Sculpture on the Athenian Akropolis
The Late Classical Period
 Late Classical Architecture: Civic and Sacred
 Painting in the Late Classical Age
The Age of Alexander and the Hellenistic Period
 Architecture: The Scholarly Tradition and Theatricality
 City Planning
 Hellenistic Sculpture: Expression and Movement
 Hellenistic Painting
2. Roman Art
Early Rome and the Republic
 Architecture: The Concrete Revolution
 Sculpture
 Painting
The Early Empire
 Portrait Sculpture
 Relief Sculpture
 Architecture
Art and Architecture in the Provinces, Domestic Art and Architecture, The Late
Empire
 Portrait Sculpture
 Relief Sculpture
 Architecture
Late Roman Architecture in the Provinces
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III.
THE MIDDLE AGES
3. Early Christian And Byzantine Art
Early Christian Art
 Christian Art before Constantine
 Christian Art after Official Recognition of Christianity
Byzantine Art
 Early Byzantine Art
 The Iconoclastic Controversy
 Middle Byzantine Art
 Late Byzantine Art
4. Romanesque Art
First Expressions of Romanesque Style
 Architecture
 Monumental Stone Sculpture
Mature Romanesque
 Pilgrimage churches and Their Art
 Cluniac Architecture and Sculpture
 Cluniac Wall Painting
 Cistercian Architecture and Art
 Book Illustration
Regional Variants of Romanesque Style
 Western France
 Provence
 Tuscany
 The Meuse Valley
 Germany
 Normandy and England
5. Gothic Art
Early Gothic Art in France
 Saint-Denis: Suger and the Beginnings of Gothic Architecture
 Chartres Cathedral
 Laon Cathedral
 Cathedral of Notre-Dame at Paris
High Gothic Art in France
 The Rebuilding of Chartres Cathedral
 Amiens Cathedral
 Reims Cathedral
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Gothic Art (Continued):
Rayonnant or Court Style
 Sain-Chapelle
 Saint-Urbain in Troyes
 Manuscript Illumination
 Architecture: the Flamboyant Phase
The Spread of Gothic Art
 England
 Germany
 Spain
 Italy
IV. RENAISSANCE PRECURSORS AND EARLY RENAISSANCE
6. ART IN THIRTEENTH AND FOURTEENTH CENTURY ITALY
Church Architecture and the Growth of the Mendicant Orders
 the Francisans at Assisi
 Expanding Florence Cathedral
 Buildings for City Government: the Palazzo della Signoria
Painting in Tuscany
 Cimabue and Giotto
 Artists and Patrons in Times of Crisis
7. ARTISTIC INNOVATIONS IN FIFTEENTH-CENTURY NORTHERN EUROPE
Urban Centers and the New Art
 Robert Campin
 Jan van Eyck
 Rogier van de Weyden
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8. THE EARLY RENAISSANCE IN FIFTEENTH-CENTURY ITALY
Florence: Ancient Inspirations for Architecture and Sculpture
 The Baptistry Competition
 Brunelleschi and the Dome of the Florence Cathedral
 Donatello and Nnni di Banco at Or San Michele
 Brunelleschi’s Ospedale degli Innocenti
 Chapels and Churches for Florentine Families
 Brunelleschi at San Lorenzo
 The Pazzi Chapel
 The Strozzi Santa Trinita
 Masaccio at Santa Maria Novella
 The Brancacci Chapel
 The Renaissance Style Reverberates, 1400-1500
 Piero della Francesca in Central Italy
 Alberti and Mantegna in Mantua
 Venice
 Rome and the Papal States
V.
THE RENAISSANCE THROUGH THE ROCOCO
9. The High Renaissance In Italy
The High Renaissance in Florence and Milan
 Leonardo Da Vinci in Florence and Milan
 Mona Lisa
Rome Resurgent
 Bramante in Rome
 Michelangelo in Rome and Florence
 Michelangelo in the Service of Pope Julius II
 Raphael in Florence and Rome
Venice
 Giogione
 Titian
10. Late Renaissance And Mannerism
Venice: The Serene Republic
 Titian
 Titian’s Legacy
 Andrea Palladio and Late Renaissance Architecture
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11. Renaissance And Reformation In Sixteenth-Century Northern Europe
Central Europe: The Reformation and Art
 Grunewald’s Isenheim Altarpiece
 Albrecht Durer and the Northern Renaissance
 Painting in the Cities: Humanist Themes and Religious Turmoil
England: Reformation and Power
The Netherlands: World Marketplace
 Antwerp: Merchants, Markets, and Morality
12. The Baroque In Italy
Painting in Italy
 Caravaggio and the New Style
 Ceiling Painting and Annibale Carracci
Architecture in Italy
 The Completion of St. Peter’s and Carlo Maderno
 Bernini and St. Peter’s
 Architectural Components in Decoration
 A Baroque Alternative: Franceso Borromini
 Baroque outside Rome
Sculpture in Italy
 Stefano Maderno
 Bernini
13. The Baroque In The Netherlands
Flanders
 Rubens and Defining Baroque
 Van Dyck: History and Portraiture
The Dutch Republic
 The Harlem Community and Frans Hals
 Rembrandt and the Art of Amsterdam
14. The Baroque In France
France: The Style of Louis XIV
 Nicolas Poussin
15. The Rococo In France
France: The Rise of the Rococo
 Painting: Poussinistes versus Rubinistes
 Watteau
 Fragonard
 Chardin
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VI.
THE MODERN WORLD
16. Art In The Age Of The Enlightenment
Rome Toward 1760: The Font of Neoclassicism
 Artistic Foundations of Neoclassicism: Mengs, Batoni, Hamilton
Rome Toward 1760: The Font of Romanticism
Neoclassicism in England
 Sculpture and Painting: Historicism, Morality, and Antiquity
 The Birth of Contemporary History Painting (Benjamin West)
 The Palladian Revival
Early Romanticism in England
 Architecture and Landscape Design: The Sublime and the Picturesque
 Painting: the Coexistence of Reason and Emotion
Neoclassicism in France
 Rational Classicism
 The Sublime in Neoclassical Architecture: the Austere and the Visionary
 Painting and Sculpture: Expressing Enlightenment Values
The Climax of Neoclassicism: The Paintings of Jacques-Louis David
17. Art In The Age Of Romanticism
Painting
 Spain: Goya
 England: Spiritual Intensity and the Bond With Nature
 Germany: Friedrich’s Pantheistic Landscape
 France: Neoclassical Painting and the Romantic Era
 France: Painterly Romanticism and Romantic Landscape
18. The Age Of Positivism: Realism, Impressionism, And The Pre-Raphaelites, 18481885
Realism in France
 Realism in the 1840’s and 1850’s
 The Realist Assault on Academic Values and Bourgeois Taste
 Impressionism
Architecture
 Announcing The Future: The Eiffel Tower
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19. Progress And Its Discontents
Post-Impressionism
 Cezanne: Toward Abstraction
 Seurat: Seeking Social Harmony
 Toulouse-Laurtrec: An Art for the Demi-Monde
 Van Gogh: Expression Through Color and Symbol
 Gauguin: The Flight from Modernity
Symbolism
Art Nouveau and the Search For Modern Design
American Architecture: The Chicago School
 Richardson: Laying the Foundation for Modern Architecture
 Louis Sullivan and Early Skyscrapers
 Frank Lloyd Wright and the Prairie House
20. The Modernist Revoltution, 1904-1914
Fauvism
Cubism
 Les Demoisells d’Avignon
 Analytic Cubism: Picasso and Braque
The Impact of Fauvism and Cubism
 German and Austrian Expressionism
 Italian Futurism: Activism and Art
 Russian Futurism
 Cubism and Fantasy: Chagall and de Chirico
Marcel Duchamp
Modernist Sculpture: Brancusi
Modernist Architecture in Germany and Austria
21. Art Between The Wars
Dada
Surrealism
Organic Sculpture
Creating Utopias
 Russian Constructivism
 De Stijl
 The Bauhaus
 The Machine Aesthetic
Art in America
 Art Deco and the International Style
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22. Postwar To Post Modern, 1945-1980
Abstract Expressionism
 Action Painting
 Color-Field Painting
Expressionism in Europe
Rejecting Abstract Expressionism: American Art of the 1950’s and 1960’s
Lichtenstein, Stella, Warhol
The Pluralist 1970’s: Post-Minimalism
 Earthworks and Site-Specific Art
 Conceptual Art
 Feminist Art
Late Modernist Architecture
 Continuing the International Style: Mies van der Rohe
INSTRUCTIONAL STRATEGIES
 classroom discussions
 cooperative learning strategies
 critical thinking
 crossword puzzles
 differentiated instruction
 direct instruction (lecture)
 divided page
 drawings
 graphic organizers
 highlighting
 interactive polyvision board
 Internet research
 Laptop computers
 library research
 LINKS
 original writings
 outlines
 primary and secondary source readings
 reading
 timelines and continua
 writing
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ASSESSMENTS
 activators
 board work
 book reviews
 DBQs
 debates
 departmental examinations
 essential questions
 examinations
 graphic organizers
 group work
 highlighting
 homework
 journals
 maps
 notebooks
 open ended questions
 open response questions
 ORQs
 oral questioning
 peer editing
 PowerPoint presentations
 presentations
 projects
 quizzes
 Qwizdom
 re-test
 rubrics
 research
 reports
 summarizers
 student writing
 video flip camera
 Webquest
 worksheets
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RESOURCES – Art in the Western Tradition
A. Text:
 The Creative Impulse Prentice Hall
B. Supplements i.e. ancillary materials
C. Outside Readings
 These are determined by the individual teacher based upon the needs
and abilities of the students.
D. Audio-Visual Materials
 Various video tapes and DVDs available either through the Department or
Library
E. Technological Supplements
 Laptop computers
 Voices Rising
 Wikispace
F. Internet Resources
 Web Gallery of Art. http://www.wga.hu/
 Art Cyclopedia. http://www.artcyclopedia.com/index.html
 Dictionary of the History of Ideas.
http://etext.virginia.edu/DicHist/dict.html. The Electronic Text Center at the
University of Virginia Library.
 Janson’s History of Art Seventh Edition.
http://wps.prenhall.com/hss_janson_historyart_7/ Pearson Education, Inc.
 Companion website for The Creative Tradition, 6th edition.
http://wps.prenhall.com/hss_sporre_creative_6/. Pearson Education, Inc.
 Social Studies Teacher Web pages
G. Library Resources/Services
 Books that conform with the History and Social Science Curriculum
Framework
 Video Library
 Computer stations
 Library aids
 Library Web Resources
H. Community
 Everett Public Library system
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I. Other (Departmental)
 CD-ROM World History Documents
 World History Primary Source Packet
 World History Activities in Math & Literature
 World History Map Packet
 Lessons on World History Part 1-9
 Maps On File
 Historical Maps On File
 Review Booklet
 Miscellaneous:
Historic Front Pages
DBQs
ORQs
COURSE # 244
PSYCHOLOGY
5 CREDITS
COURSE DESCRIPTION
This course presents an introduction to the mental and behavioral characteristics of an
individual as he functions in society. It includes the study of the major psychologists as
well as their theories. Emphasis is placed on the major areas of development,
personality, conditioning and psychopathology. The purpose of this course is to allow
the students to develop a basic understanding of their individual behaviors as they
interact with society.
PREREQUISITE:
None
I. COURSE OUTLINE
First Quarter
A. Essential Question: Are you a product of your environment?
B. Thinking Level Objective:
 Explain the history of psychology as well as define the goals of psychology.
 Analyze and describe the work that is done by psychologists.
 Assess how the nervous system, brain, endocrine system and heredity affect
human behavior.
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C. Mastery Level Objectives
 Chapter 1 Section 1
o M 1: identify the goals of psychology
o M 2: explain how psychology is a science
o M 3: describe what a psychological theory is
 Chapter 1 Section 2
o M 1: list the various psychological specialization areas
o M 2: describe the work done by specialized psychologists
 Chapter 1 Section 3
o M 1: explain the historical background of the study of psychology
o M 2: identify the leading figures in the study of psychology
o M 3: list the various schools of psychology
 Chapter 1 Section 4
o M 1: compare and contrast some of the contemporary perspectives
o M 2: list the six main perspectives
 Chapter 3 Section 1
o M 1: Discuss in a short paragraph the difference between the Central and
Peripheral nervous system
o M 2: List the components and functions of Neurons
o M 3: Explain in a sentence or two how messages are transmitted by
neurons
o M 4: List the functions of the spinal cord and peripheral nervous system
 Chapter 3 Section 2
o M 1: List the parts of the brain
o M 2: Describe in a sentence each the parts of the brain
o M 3: Compare and contrast in a few sentences the differences in the left
and right brain
o M 4: List and describe in their own words the methods of studying the
brain
 Chapter 3 Section 3
o M 1: define the endocrine system
o M 2: identify the major glands of the endocrine system
 Chapter 3 Section 4
o M 1: define heredity
o M 2: explain the role of chromosomes and genes in heredity
o M 3: evaluate the methods used by psychologists to study the role of
heredity in determining trait
 Chapter 4 Section 1
o M 1: distinguish between perception and sensation
o M 2: explain in a few sentences how sensation and perception contribute
to a the understanding of our environment
o M 3: identify sensory adaptation
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Chapter 4 Section 2
o M 1: describe in a few sentences how the eye works
o M 2: list the possible negative side affects that may occur if the eye is
damaged
o M 3: describe in a sentence what color blindness is and how it happens
Chapter 4 Section 3
o M 1: describe in a few sentences how the ear works
o M 2: list the parts of the ear
o M 3: describe the different kinds of hearing loss and how they occur
Chapter 4 Section 5
o M 1: summarize in a short paragraph the laws of sensory perception
o M 2; describe in a sentence stroboscopic motion, depth perception and
perceptual constancies
o M 3: compare and contrast between monocular and binocular cues
Second Quarter
A. Essential Question: Do all drugs affect the human mind and thus our behavior?
B. Thinking Level Objective:
 Identify and define the different meanings and levels of consciousness as well as
evaluate how consciousness is affected by sleep, meditation, biofeedback,
hypnosis and drugs.
 Analyze the way behavior can be conditioned and the factors that are involved in
learning
 Explain what memory is and describe how it affects people every day in their
lives
C. Mastery Level Objective:
 Chapter 5 Section 1
o M 1: define what a construct is
o M 2: describe the meanings of consciousness
o M 3: list the levels of consciousness
 Chapter 5 Section 2
o M 1: list and describe the stages of sleep
o M 2: analyze the meaning of their dreams
o M 3: describe in a sentence or two the various possible sleep problems
 Chapter 5 Section 3
o M 1: describe in a few sentences each the practical uses of meditation,
hypnosis and biofeedback
o M 2: interpret the relations of meditation, hypnosis and biofeedback to
consciousness
o M 3: analyze the effectiveness of hypnosis on quitting habits
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Chapter 5 Section 4
o M 1: list and describe the various kinds of drugs
o M 2: analyze the effects that certain drugs have on consciousness
o M 3: list and describe the various treatments available for drug use
Chapter 6 Section 1
o M 1: explain in a brief paragraph the principles of classical conditioning
o M 2: describe in a detailed essay the bell experiment conducted by Ivan
Pavlov
o M 3: discuss in a sentence or two how we adapt to our environments
Chapter 6 Section 2
o M 1: list and describe the principles of operant conditioning
o M 2: describe the application of operant conditioning in a short
paragraph
o M 3: discuss in sentence or two the uses of rewards and punishment
o M 4: list the various types of reinforcement
Chapter 6 Section 3
o M 1: analyze the factors of cognitive learning
o M 2: describe in a few sentences the differences between latent and
observational learning
o M 3: list some of the reasons why children learn from the media
Chapter 6 Section 4
o M 1: describe in a sentence or two the entire PQ4R method
o M 2: list the 6 steps to the PQ4R method
o M 3: analyze the practical uses for the PQ4R method
Chapter 7 Section 1
o M 1: compare and contrast in a paragraph the three kinds of memory
o M 2: list an example for each kind of memory
Chapter 7 Section 2
o M 1: explain in a few sentences the three processes of memory
Chapter 7 Section 3
o M 1: identify the three stages of memory
o M 2: describe how each is related to the other
Chapter 7 Section 4
o M 1: list the various kinds of forgetting
o M 2: describe in a sentence the kinds of forgetting
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SOCIAL STUDIES CURRICULUM GUIDE
Third Quarter
A. Essential Question: How does culture impact the view about men and women?
B. Thinking Level Objective:
 Describe how thinking and language are affected by the forces of nature and
nurture
 Identify the major theorists in regards to development and compare and
contrast the major theories
 Compare and contrast the changes that occur in the bodies of males and
females, then analyze the importance of identity and the challenges that
adolescents face in their own lives
C. Mastery Level Objectives:
 Chapter 8 Section 1
o M 1: describe in a sentence each what the role of symbols, concepts and
prototypes play in units of thought
 Chapter 8 Section 2
o M 1: describe in a few sentences several methods people use to solve
problems
o M 2: list the obstacles to problem solving
o M 3: describe in some detail the various issues people face when trying
to solve a problem
 Chapter 10 Section 1
o M 1: explain in a short paragraph the theories of development
o M 2: list the differences between the Nature vs. Nurture argument
 Chapter 10 Section 2
o M 1: describe in a few sentences the physical development that occurs
during infancy
o M 2: list what motor functions develop and when they develop in infants
o M 3: explain the “visual cliff” experiment
 Chapter 10 Section 3
o M 1: list the various stages of development
o M 2: describe how an infant becomes attached to their parents
o M 3: discuss in a few sentences the different styles of parenting
o M 4: explain the various kinds of child care available
o M 5: write a paragraph discussing the positives and negatives to
childhood self esteem
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Chapter 10 Section 4
o M 1: compare and contrast in a paragraph the work of Jean Piaget and
Lawrence Kohlberg
o M 2: list the various stages of Piaget’s theory
o M 3: list the stages of Kohlberg’s theory
Chapter 11 Section 1
o M 1: identify how men and women change throughout their lives
o M 2: discuss how maturation in boys and girls differs
o M 3: examine the psychological effects that the growth spurt has on boys
and girls
o M 4: explain in a sentence how physical development has changed over
time
Chapter 11 Section 2
o M 1: discuss in a few sentences how relationships help their social
development
o M 2: examine the various kinds of relationships
o M 3: recognize positive and negative relationships
Chapter 11 Section 3
o M 1: discuss the meaning of identity formation in a few sentences
o M 2: list the four categories of adolescent identity status
o M 3: discuss in a few sentences the gender and cultural differences that
adolescents are faced with
o M 4: prepare a list of ways in which to cope with identity crisis
Chapter 11 Section 4
o M 1: list the different eating disorders that affect adolescents
o M 2: discuss in a few sentences the dangers of substance abuse and why
it occurs
o M 3: describe in a sentence or two the various drug prevention
organizations that are available
o M 4: analyze the difference gender plays in substance abuse
o M 5: describe in a paragraph the problems adolescents face in terms of
sex
o M 6: list the different types of juvenile delinquent problems
Fourth Quarter
A. Essential Question: What effect does change in the human body have on an
individual and society?
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SOCIAL STUDIES CURRICULUM GUIDE
B. Thinking Level Objective:
 What are some of the changes that occur during young adulthood? How does an
individual learn strategies for coping with death and dying for late adulthood?
 Describe in your own words various theories of motivation and emotion and how
would you classify the two?
 What is the relationship between stress and health problems?
C. Mastery Level Objectives:
 Chapter 12 Section 1
o M 1: list the characteristics of young adulthood
o M 2: discuss in a few sentences the history of marriage and the selection
of a spouse
o M 3: describe in a paragraph what causes divorce, the costs of divorce
and the ramifications it has on children
 Chapter 12 Section 2
o M 1: describe in a sentence the changes that occur during adulthood
o M 2: discuss in a paragraph a midlife crisis and midlife transition
o M 3: in a few sentences describe the later stages of adulthood in women
 Chapter 12 Section 3
o M 1: analyze the changes that occur in people in late adulthood
o M 2: list and describe some of the concerns that effect people in late
adulthood
 Chapter 12 Section 4
o M 1: list and describe in a sentence or two the stages of dying
o M 2: describe in a few sentences some of the rituals associated with
dying in various cultures
 Chapter 13 Section 1
o M 1: list and explain the four theories of motivation
o M 2: describe in a paragraph Maslow’s Theory of the Hierarchy of needs
 Chapter 13 Section 2
o M 1: describe in a sentence or two the hunger drive
o M 2: analyze in a paragraph the various causes of obesity
 Chapter 13 Section 4
o M 1: List and describe in a few sentences the four theories of emotion
o M 2: identify the universality of emotions from photographs
 Chapter 17 Section 1
o M 1: define what stress is
o M 2: explain in a few sentences what the causes of stress are
o M 3: list the various daily hassles
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SOCIAL STUDIES CURRICULUM GUIDE
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Chapter 17 Section 2
o M 1: list the factors that determine ones response to stress
o M 2: discuss the support it takes to get through a stressful situation
Chapter 17 Section 3
o M 1: describe in a sentence or two the general adaptation syndrome
o M 2: list and explain in a sentence each the effects of stress on the
immune system
Chapter 17 Section 4
o M 1: explain in a sentence or two the psychological factors that lead to
certain diseases
o M 2: list the various diseases that accompany stress
I. COURSE OUTLINE
A. Introduction to Psychology
1. Definition and Categories
 Physical Size
 Cognitive
 Emotional states
 Social Environment
2. History of Psychology
 Philosophy:
o Socrates
o Plato
o Aristotle
3. Psychologists and Theories
 William Wundt
 William James
 John B. Watson: Behaviorism
 Sigmund Freud: Psychoanalysis
4. Methods of Investigation in Psychology
 Case Study
 Interview and Questionnaire
 Observation:
o Natural
o Contrived
o Participant
 Experimental Method:
o Single Blind
o Double Blind: Placebo
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SOCIAL STUDIES CURRICULUM GUIDE
5. Areas of Study in Psychology
 Clinical
 Comparative
 Developmental
 Differentiation
 Industrial
B. Consciousness
1. Definition
2. Differences between Consciousness and Awareness
 Perception: Effect on Consciousness
 Subliminal Perception: Reality or Fantasy
 Importance of Perceptional Organization:
o Gestalts
o Structuralists
 Altered States of Consciousness
o Sleep and Dreams: Freud
o Hypnosis: Posthypnotic Suggestion
C. Human Development
1. Definition
 Growth
 Maturation
2. Nature vs. Nurture Argument
 Nativists
 Environmentalists
3. Levels of Physical Development
 Prenatal
o Critical Periods
o Environmental Agents Causing Problems
 Infancy
o Reflexes
o Ability to Walk
o Maternal Love: Harlow’s Theory
 Pre-School
o Egocentric Nature
o Significance of Play: Types
 Middle Childhood
o Emotional Adjustments
o Social Adjustments
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SOCIAL STUDIES CURRICULUM GUIDE
Human Development (Continued):

Adolescence
o Puberty
o Psycho/Social Changes
o Social Development
D. Cognitive Development
1. Definition
2. Jean Piaget
 Background
 Four Stages of Cognition
o Sensor Motor
o Pre-operations
o Concrete Operations
o Formal Operations
E. Personality Development
1. Definition
2. Theories of Personality
 Sigmund Freud
o Iceberg Theory
o Three Major Forces of Libido
o Defense Mechanisms
 Alfred Adler
o Neo-Freudian
o Individual Psychology
 Carl Jung
o Analytic Psychology
o Personality Types
 Abe Maslowe
o Humanist
o Basic Concepts of Human Nature
o Self-actualized
 Carl Rogers: Social-self Theory
o Positive Self-image
o Negative Self-image
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SOCIAL STUDIES CURRICULUM GUIDE
F. Learning and Conditioning
1. Definition
2. Stimulus: Response
3. Classical Conditioning
 Ivan Pavlov’s Famous Dog Experiment
 Pavlov’s Theory
4. John B. Watson: Behavior Theory
5. Mary Jones
 Desensitization
 Peter Experiment
6. B.F. Skinner
 Operant Conditioning: Compared to Classical
 Walden II: Twin Oakes Experiment
 Conditioning Show Animals on TV
 Reinforcement: Total and Partial
G. Psychopathology
1. Definition
2. Normal Behavior Defined
3. Abnormal Behavior Defined
4. Neurosis: Defined
 Phobia
 Hysteria
 Hypochondria
 Obsessive/Compulsive Disorders
5. Psychosis
 Compared to Neurosis
 Organic
 Functional
 Alcoholic Psychosis
o Delirium Tremens
o Acute Hallucinosis
o Korsakoff’s Disease
 Scizophrenia
o Process
o Reactive
o Simple
o Hebephrenic
o Catonic
o Paranoid
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SOCIAL STUDIES CURRICULUM GUIDE
H. Social Psychology: Group Behavior
1. Group Defined
2. Socialization
 Deliberate
 Unintended
3. Types of Groups
 Task Oriented
 Socially Oriented
 Peer Group
4. Conformity
 Compliance
 Identification
 Internalization
INSTRUCTIONAL STRATEGIES
 classroom discussions
 cooperative learning strategies
 critical thinking
 crossword puzzles
 differentiated instruction
 direct instruction (lecture)
 divided page
 drawings
 graphic organizers
 highlighting
 interactive polyvision board
 Internet research
 Laptop computers
 library research
 LINKS
 original writings
 outlines
 primary and secondary source readings
 reading
 timelines and continua
 writing
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SOCIAL STUDIES CURRICULUM GUIDE
ASSESSMENTS
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activators
board work
book reviews
DBQs
debates
departmental examinations
essential questions
examinations
graphic organizers
group work
highlighting
homework
journals
maps
notebooks
open ended questions
open response questions
ORQs
oral questioning
peer editing
PowerPoint presentations
presentations
projects
quizzes
Qwizdom
re-test
rubrics
research
reports
summarizers
student writing
video flip camera
Webquest
worksheets
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SOCIAL STUDIES CURRICULUM GUIDE
RESOURCES – Psychology
A. Text:
 Psychology: Principles In Practice Holt, Rinehart and Winston
B. Supplements i.e. ancillary materials
 Teacher’s Resource Package
C. Outside Readings
 These are determined by the individual teacher based upon the needs
and abilities of the students.
D. Audio-Visual Materials
 Various video tapes and DVDs available either through the Department or
Library
E. Technological Supplements
F.
G.
H.
I.
 Laptop computers
 Voices Rising
 Wikispace
Internet Resources
 Internet websites
 Social Studies Teacher Web pages
Library Resources/Services
 Books that conform with the History and Social Science Curriculum
Framework
 Video Library
 Computer stations
 Library aids
 Library Web Resources
Community

Everett Public Library system
Other (Departmental)
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COURSE # 250
U.S. HISTORY AP
5 CREDITS
COURSE DESCRIPTION
This course of study emanates from the College Board. The College Board states that
Advanced Placement U.S. History is designed to give students grounding in the subject
matter of United States history and in the major interpretive questions that derive from
the study of selected items. Emphasis is placed on the study of primary source
documents and outside research. Students will be prepared to take a comprehensive
AP exam at the end of the course of study. The purpose of the course as stated by the
College Board is to provide students with analytic and factual knowledge necessary to
deal critically with the problems and materials in United States history. Students should
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. Summer reading assignments are integral to the
course; failure to complete the assignments will result in removal of AP credit. A grade
of B+ or higher in US History 2 Honors and the approval of the Principal’s designee are
prerequisites.
PREREQUISITES:
AP # 250 requires a grade of B+ or higher in US History 2 Honors and the approval of
the Principal’s designee.
UNITED STATES HISTORY, 2007 - 2008
Brief Description Of Course:
AP United States History is an intense college level course of study designed to teach
students how to analyze and interpret historical events through the use of documents
and other primary source materials. At the end of the course students will take the AP
exam which is given each spring in the hopes of earning college credits. However, AP is
really so much more than that. It is about acquiring knowledge about topics, issues, and
institutions that are central to the understanding of American history. It is about seeking
to understand who we are as a people from a political, economic, social, and cultural
point of view. Students will be expected to gather a wealth of factual knowledge and
combined this with readings of primary source documents to be able to critique and
make informed analysis of the many key issues and themes in American history. The
course strives to dissect these issues and pursue academic debate that will stimulate an
appreciation of American history, not only to meet the standards of the AP curriculum,
but to hopefully create life-long interest in the subject. Special focus will be on the
development of analytical and writing skills. Students will also be able to contrast the
opposing views of scholars and historical figures on specific issues with the express
purpose of understanding all the aspects of the question under scrutiny. Students will
develop an ability to convey their thoughts in a clear and concise manner and they will
be able to display their knowledge of various topics by writing essays, answering open
response questions, deciphering DBQs, and taking part in stimulating classroom debate.
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Unit Information
 Unit Name or Timeframe:
 Unit#1 The New World Experience (pre-Colombian America to 1752)
 Brinkley, Read Chapters 1, 2, 3, (approximately 2 1/2 weeks)
 Content and/or Skills Taught:
 Unit#1
 Early exploration of the New World, culture clashes between preColombian societies and European settlers with an emphasis on early
English settlements. Contrast the treatment of the natives by the
Spanish, the English, and the French. Primary source readings: “An
Aztec Remembers the Conquest of Mexico A Quarter of a Century
After - 1550, “An Early Proponent of Native Rights Condemns the
Torture of the Indians - 1565”.
 Contrast the Mayflower Compact to the Constitution of the Five
Nation Confederacy of the Iroquois Nation. Class Discussion on all
readings. (CR1, CR7)
 Contrast the developments of New England, the Chesapeake,
Southern, and Caribbean settlements.
 Discuss early political, economic, social institutions, and the
beginnings of slavery.
 Compare Mass Bay and the Chesapeake settlements as to family life,
the role of women, early religious and educational practices, and
early democratic institutions, their treatment of native peoples, and
the opportunity for economic and social mobility within those
communities.
 Primary source readings; John Winthrop and the Ideals of
Community- 1630, Roger Williams on Freedom of Conscience- 1644, "
A Virginian Describes the Difference Between A Servant and A Slave”.
 Chart and timeline on the development of the 13 colonies in regard to
political institutions and economic development.
 Chart of the Triangular Trade Route and early colonial coastal trade
routes.
 Discuss all class readings. (CR1, CR4, CR7)
 Power Point presentation on the Chesapeake and New England
colonies. (CR2, Cr, 4).
 Discuss key events of the period such as the decline in piety, the
Great Awakening, the witchcraft phenomena, and Bacon’s Rebellion.
Focus on the early growth of colonial cities, the development of
educational institutions, and the concept of law and politics as it
applied to the American colonists.
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Content and/or Skills Taught (Continued):
 Emphasize those elements that made us distinctly “American “while
at the same time being loyal British subjects.
 Primary sources; Locke’s Two Treatises on Government, and “A
Preacher Admonishes His Flock - Jonathan Edwards- 1741”
 Discuss all class readings. (CR2, CR7)

Major Assignments and/or Assessments:
 Unit Exam 85% multiple Choice, Definitions, and short answer
questions.
 15% Open response take home question on Brinkley’s “Where
Historians Disagree " On The Origins of Slavery. Students will
determine which school of thought they most agree with and explain
why they agree with it. (CR5, CR6)
 CR1 The course includes the study of political institutions in US
history.
 CR2 The course includes the study of social and cultural
developments in US history.
 CR4 The course includes the study of economic trends in US history.
 CR5 The course provides students with frequent practice in writing
analytical and interpretive essays such a DBQs and thematic essay.
 CR6 The course teaches students to analyze evidence and
interpretations presented in historical scholarship.
 CR7 The course includes extensive instruction in analysis and
interpretation of a wide variety of primary sources.

Unit Name or Timeframe:
 Unit#2 Protest To Republic (1754 to 1800)
 Brinkley, Read Chapters 4, 5, 6, (approximately 4 weeks)

Content and/or Skills Taught:
 Unit#2
 Focus on the French and Indian War as a watershed for the
deterioration of British and Colonial relations. Contrast the policies of
the New Imperialism to the previous practice of salutary neglect.
 Outline and discuss events from the Stamp Act to Lexington and
Concord. Special emphasis should be placed on the actions of the
Second Continental Congress and its leaders. Discuss the status of
Native Americans, Loyalists, and women during the Revolution.
 Analyze and interpret Franklin’s Cartoon “Join or Die “as it relates to
the colonies and his Albany Plan. (CR7)
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Primary source readings; Stamp Act Resolutions, and the Declaration
of Independence (find the influence of Locke in both of these
documents) (CR1, CR7)
Power Point presentation on the American Revolution (CR1, CR2,
CR3)
“Round Table Discussion” on Brinkley’s “Where Historians Disagree
“on The Revolution (CR6)
Discuss the aftermath of the war and the failures of the Articles of
Confederation. Focus on Shays’ Rebellion and the reasons for calling
for a Constitutional Convention. Place heavy emphasis on the
structure and function of the government under the Constitution.
Study the debate between federalists and anti- federalists. Discuss
the importance of The Federalist Papers. (CR1)
Primary source readings; The Constitution, The Bill of Rights,
Federalist #10 and #23, and Jefferson’s Letter to Madison “Objections
to the Constitution."Discuss all readings. (CR1, CR7)
Discuss all readings. Practice DBQ from (from 2005 AP Exam) analyze
it, write a strong thesis statement and have students bullet
information they would use to present a strong argument to back up
their thesis. Have students present their findings in class, compare
they work to the rubric provided in the sample DBQ. Discuss all
readings. (CR5, CR6, CR7)
Study the triumphs and controversies of the Washington presidency.
Discuss the formation of political parties based on the philosophies of
Hamilton and Jefferson. Analyze the early accomplishments of the
Federalists and the reasons for their decline under Adams.
Primary source readings;" Hamilton and Jefferson on the
Constitution," “Hamilton on the Importance of Paying the National
Debt "and excerpts from Washington’s Farewell Address Discuss all
readings. (CR1 CR3, CR7)
Major Assignments and/or Assessments:
 Unit exam 80% multiple choice, definitions, short questions.
 20% Written assignment.. students will “interview “one of the
Founding Fathers of their choice (20 questions. Grade determined on
the depth of the questions asked and the quality of the answers
given).
 Earlier in the unit students will be asked to write a short essay on
which of the first ten amendments to the Constitution they would
change and why. (Amend Three Not included) They will have to
defend their ideas in class discussion. (CR1)
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In retrospect.... from The American Presidency, students will read
Alan Taylor’s (University of California Davis) article on John Adams,
class discussions about the article in class. (CR6, CR7)
CR1 The course includes the study of political institutions in US
history.
CR2 The course includes the study of social and cultural
developments in US history.
CR3 The course includes the study off Diplomacy.
CR6 The course teaches students to analyze evidence and
interpretations presented in historical scholarship.
CR7 The course includes extensive instruction in analysis and
interpretation of a wide variety of primary sources.

Unit Name or Timeframe:
 Unit#3 Jefferson To Jackson: The Development of Cultural
Nationalism and the Rise of Partisan Politics (1800 to 1840) Brinkley,
Read Chapters 7, 8, 9 (approximately 3 weeks)

Content and/or Skills Taught:
 Focus is on the rise of cultural nationalism, the accomplishments of
the Jefferson presidency, our problems with Britain and the war in
Europe, France, Native tribes, and the explorations of Lewis and
Clarke. Discuss the War of 1812, the end of the Federalists and the
Era of Good Feeling.
 Primary source readings; An American School Teacher Calls For An
American Language - N. Webster 1789, Chart on US Exports - 1800 to
1820
 Discuss all readings (CR1, CR3, CR4, and CR7)
 Power Point presentation Creation of an American Culture. (CR2)
 Discuss the beginnings of sectionalism, and westward expansion.
Discuss Henry Clay’s American System, JQ Adams, and the “corrupt
bargain."
 Primary source readings; Racial Prejudice In the North, Chart of the
Sections outlining political goals, economic development, and social
conditions in the North, South, and West Discuss all readings (CR1,
CR2, and CR3)
 Special emphasis on the Age of Jackson, the expansion of the
electorate, the realigning of political power, his battles with The Bank,
Calhoun, Clay, Adams, South Carolina, and Native Americans. Focus
on how Jackson changed the presidency and American politics. CR#1
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Primary source readings; Contrast two readings, An American Senator
Opposes Nullification - D.
Webster - 1830, and South Carolina Refuses the Tariff of 1832.
Interpret two opposing two political cartoons of President Jackson,
“Born To Command " and another unnamed cartoon that shows him
in an heroic light.
Discuss all readings. (CR1, CR7)

Major Assignments and/or Assessments:
 Unit Exam 60% multiple choice, 20% short essay written in class, How
Did Jackson change the nature of politics in America? Earlier in the
unit, a take home DBQ on The Jefferson Presidency - 20% of the unit
grade. (CR#5)
 CR1 The course includes the study of political institutions in US
history.
 CR2 The course includes the study of social and cultural
developments in US history.
 CR3 The course includes the study off Diplomacy.
 CR4 The course includes the study of economic trends in US history.
 CR5 The course provides students with frequent practice in writing
analytical and interpretive essays such a DBQs and thematic essays.
 CR6 The course teaches students to analyze evidence and
interpretations presented in historical scholarship.
 CR7 The course includes extensive instruction in analysis and
interpretation of a wide variety of primary sources.
 END OF THE FIRST MARKING QUARTER

Unit Name or Timeframe:
 Unit #4 Economic Growth and the Age of Reform (1820 to 1850s)
 Brinkley, Read Chapters 10,11,12,13 (approximately three weeks)

Content and/or Skills Taught:
 Parallel the growth of industry in the North to the expansion of the
cotton economy in the South.
 Focus on those developments that gave rise to each and contrast the
plight of northern industrial workers to the misery of slavery in the
South. Discuss the early efforts to organize workers, the impact of
immigration and nativism in the North and the efforts of slaves to
resist their situation in the South.
 How were social classes redefined in the North and South in this era?
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Primary source readings; A Young Woman Writes of the Factory Life 1845, A Slave Tells of His Sale At Auction - 1848, A Slave Girl Tells of
Her Life - 1861. Students will write a short essay in which they will
have to decide who had it better off, the slave or the working class
poor.... they will present their opinions before the class.
(CR4, CR5, CR7)
Power Point presentation on Early 19th Century Industrialization.
(CR2, CR4)
Amongst the rapid and many times catastrophic changes of this
period, discuss the need for reform.
What groups led the reform movement and what was their
motivation to bring about change? Outline the individual movements
such as temperance, anti- prostitution, anti- lottery, prison,
education, mentally ill, and mentally challenged. Special emphasis will
be placed on the women’s suffrage movement and the abolitionist
movement. We will also investigate those conditions that gave rise to
the transcendentalists and the idea of communal living in this era.
Primary source readings; Declaration of Sentiments (Seneca Falls 1848), A Black Feminist Speaks Out - Sojourner Truth - 1851, An
African - American Decries the 4th of July, F. Douglass - 1851, The
Argument For A Free Education - H.Mann
Power Point presentation on Antebellum Art. (CR2)
Discuss all readings. Students will write a short essay to be presented
and defended in class on the Declaration of Sentiments... Where have
women succeeded since Seneca Falls, where have they not
succeeded? (CR2, CR6, CR7)
Discuss the “Fiery 50s” and our entrance into the Civil War. Outline
those events form the Compromise of 185o to the election of Lincoln
and the dissolution of the Union. Focus on the failure of popular
sovereignty, the rise of Lincoln, and the impact of such figures as
Harriet Stowe, Dred Scott, and John Brown.
Primary source readings; Excerpts from the Mass. Personal Liberty Act
- 1855 (defying the Fugitive Slave Law), John Brown’s Address To the
Court- 1859, Contrast Lincoln and S. Douglas’ view of slavery in
excerpts from the House Divided Speech and the Freeport Doctrine.
(CR1, CR2, CR7)
Discuss all readings.
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
Major Assignments and/or Assessments:
 Unit Exam 25% DBQ - Reforms of the Second Great Awakening taken
home and done over several days, 15% short essay given on the day
of the exam on “Did the South Have Valid Reasons to Secede From
the Union? “and 60% multiple choice questions. (CR5)
 CR1 The course includes the study of political institutions in US
history.
 CR2 The course includes the study of social and cultural
developments in US history.
 CR3 The course includes the study off Diplomacy.
 CR4 The course includes the study of economic trends in US history.
 CR5 The course provides students with frequent practice in writing
analytical and interpretive essays such a DBQs and thematic essays.
 CR6 The course teaches students to analyze evidence and
interpretations presented in historical scholarship.
 CR7 The course includes extensive instruction in analysis and
interpretation of a wide variety of primary sources.

Unit Name or Timeframe:
 Unit #5 The Civil War and Its Aftermath (1861 to 1890s)
 Brinkley, Read Chapters 14,15,16,17 (approximately four weeks)

Content and/or Skills Taught:
 Contrast the North and South as they went to war. Discuss Lincoln as
a wartime president. Emphasize 1863 as a turning point in the war.
Contrast Lincoln’s plan for Reconstruction with that of the Radical
Republicans. How did Lincoln’s death (and the failure of Johnson) and
the rise of the Radical Republicans affect the post- war era in terms of
balance of power in government and life in the postwar South?
 Primary source readings; Gettysburg Address, Chart comparing the
strengths and weaknesses of the North and South as they went to
war, readings contrasting Lincoln’s view of Reconstruction with that
of Thaddeus Stevens.
 Discuss all readings. (CR1, CR2, CR7)
 Power Point presentation on Civil War atrocities. (CR1, CR2)
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Compare and contrast the developments of each of the sections of
the nation after the Civil War to the end of the century. Outline
Reconstruction and Jim Crow in the South, industrial expansion and
government corruption in the North, and growth and expansion of
the West. Special emphasis placed on those victimized by rapid
growth of the North and West (Native Americans, industrial workers,
immigrants, women and children in the work place, farmers) and
those victimized by racism, bigotry, and neglect in the South (African Americans).
Primary source readings; South- excerpts from “Whiteman’s Problem
“on lynching by Ida Wells-1900, excerpt from Plessy v Ferguson
decision 1896, B.T. Washington and the Atlanta Compromise - 1895,
Obituary of Mamie Till-Mobley Boston Globe - 2004 (background on
the Emmett Till Case - 1955)
West- excerpts from Life Amongst the Piutes - Sarah Winnamucca
Hopkins-1900, excerpt from Helen Hunt Jackson’s Century of
Dishonor, “Native Americans Fight Assimilation” - 1900, “A Letter
From A Norwegian Farmer "- 1880s.
North- Chart of the scandals of the Grant Administration, George
Washington Plunkitt on “Honest Graft."
Time chart of significant events as the sections progressed from the
Civil War to the end of the century.
Power Point presentation on The Incorporation of America. (CR2)
Discuss all readings. (CR1, CR2, CR4, CR7)
Major Assignments and/or Assessments:
 Unit Exam - 60% multiple choice questions. 20% grade on take home
open response question- from Brinkley’s Where Historians Disagree
“The Origins of Segregation” students will contrast the various
schools of thought on the subject and select reasons why they believe
one school of thought is more valid than the others. (this question
will be given early on in the unit and passed in earlier, well before the
multiple choice segment of the exam) Later, another take home 20%
open response question from Brinkley’s Where Historians Disagree on
the Turner Thesis. Students will defend or oppose the thesis using the
arguments offered by the scholars in the article. Later, students will
present their opinions in class discussions. (CR5, CR7)
 CR1 The course includes the study of political institutions in US
history.
 CR2 The course includes the study of social and cultural
developments in US history.
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Major Assignments and/or Assessments (Continued):
 CR4 The course includes the study of economic trends in US history.
 CR5 The course provides students with frequent practice in writing
analytical and interpretive essays such a DBQs and thematic essays.
 CR7 The course includes extensive instruction in analysis and
interpretation of a wide variety of primary sources.

Unit Name or Timeframe:
 Unit#6 The Progressive and Imperialist Era (1880s to 1914)
 Brinkley, Read Chapters 18,20,21,22 (approximately three weeks)

Content and/or Skills Taught:
 Focus on the transition from an agrarian society to an industrial and
urban society. Discuss the diversity and strains of urban life and the
problems faced by the “new " immigration. How did reformers like
Jane Addams and organizations like the Salvation Army help relieve
the burdens of the poor?
 Primary source readings; contrast the plight of a young Russian girl in
a NY sweatshop to a nativist poem attacking the threat of
immigration-1880s, excerpts from Poverty in An Urban Setting- Jacob
Riis, and interpret a chart on the New Immigration- 1880s to 1920.
 Discuss all readings. (CR2, CR7)
 Contrast the failed Populist Movement to the success of the
Progressives. Analyze progress reforms from local government to the
federal level. Who did they help the most, who did they ignore? How
did they change the idea of government responsibility to the needs of
the people? Contrast conservative values to progressive values.
 Primary source readings; Chart of legislative accomplishments of the
Progressive presidents - 1901 to 1914, excerpts from Tarbell’s History
of the Standard Oil Trust and Sinclair’s The Jungle, Declaration of
Principles- 1905 Niagara Movement, interpret cartoon of T. Roosevelt
hunting “Good Trusts " and “Bad Trusts."
 Discuss all readings (CR1, CR2, CR4, CR7)
 Study the US adventure into empire building. Outline our imperialist
involvements in the Pacific, China, the Caribbean, and Latin America.
Special emphasis on the Spanish- American War and the Panama
Canal. Show how WWI scared us into isolation and away from world
leadership and international involvement.
 Primary source readings; Wilson’s Fourteen Points, interpretation of
two cartoons, TR as policeman carrying the Big Stick in the Caribbean,
and Wilson leading a little girl to “play with the other children “an
allusion to our need for involvement in the League of Nations.
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Content and/or Skills Taught (Continued):
 Discuss all readings. (CR1, CR3, CR7)
 Film, Path Between The Seas, based on David McCullough’s book of
the same name.

Major Assignments and/or Assessments:
 Unit exam 20% take home essay, students will compare Wilson’s
ideas of the Fourteen Points and contrast them to his actions in
Mexico and the Caribbean - was Wilson an hypocrite? Defend your
position first in writing then later on in class discussions. (CR6)
 60% Multiple choice questions, 20% short answer questions on the
Progressives.
 In retrospect..... from The American Presidency, read Alan Brinkley’s
(Columbia University) article on Wm. Howard Taft.... class discussions
to follow. (CR6, CR7)
 CR1 The course includes the study of political institutions in US
history.
 CR2 The course includes the study of social and cultural
developments in US history.
 CR3 The course includes the study off Diplomacy.
 CR4 The course includes the study of economic trends in US history.
 CR5 The course provides students with frequent practice in writing
analytical and interpretive essays such a DBQs and thematic essays.
 CR6 The course teaches students to analyze evidence and
interpretations presented in historical scholarship.
 CR7 The course includes extensive instruction in analysis and
interpretation of a wide variety of primary sources.
 END OF THE SECOND MARKING QUARTER
 SCHOOL- WIDE MANDATORY MIDTERM, 75 MULTIPLE CHOICE
QUESTIONS AND DBQ
 SELECTED BY THE DEPARTMENT CHAIRMAN, WITH MY IMPUT.

Unit Name or Timeframe:
 UNIT#7 Post-WWI America to the Great Depression and the New Deal
(1919 to 1941) (approximately 3 weeks) Brinkley Chapters
23,24,25,26.
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Content and/or Skills Taught:
 Focus on America in the 1920s. The Jazz Age, the Roaring 20s, the Age
of Abundance, the decade of intolerance, small town values versus
large urban influences, Fundamentalism, Prohibition, racism, bigotry,
and immigrant quotas. A return to conservative politics and a
rejection of the outside world.
 How did the music and fashions of the times reflect a rebelliousness
especially from young women?
 Discuss the impact of radio, talking pictures, and the automobile on
our society then and now.
 Primary source readings; political cartoons of the “Red Menace " and
“dangerous Immigrants," interpretation of two anti-saloon league
posters on the benefits of Prohibition and the evils of alcohol,
contrast two documents, The Klan In America by Hiram Evans of the
Ku Klux Klan and Race Prejudice by the NAACP’s James Weldon
Johnson, graph of the sales of passenger cars 1921 to 1929, and a
graph on immigration 1921 to 1926, and two poems by Langston
Hughes.
 Discuss all readings. (CR1, CR2)
 Discuss the stock market crash of 1929 and the ensuing depression.
Focus on the hardships of American life and contrast Hoover’s rugged
individualism to oosevelt’s New Deal experimentalism.
 Primary source readings; interpret two graphs, GNP 1929 to 1941,
and unemployment 1929 to 1941, Hoover on Rugged Individualism,
FDR’s Inaugural Speech, Meridel LeSuer - " Women On the Breadlines
"- 1932, assorted photos of depression hardships.
 Discuss all readings. (CR1, CR2, CR4)
 Focus on the successes and failures of the New Deal programs,
contrast the first and second New Deals, what was the impact of FDR
and the New Deal on peoples’ lives and how did it change the
function and purpose of government in our society.
 Primary source readings; Huey Long’s” Share Our Wealth," Chart on
New Deal Critics, cartoon” Uncle Guinea Pig " (on the New Deal) Chart
of key New Deal Programs.
 Discuss all readings. (CR1, CR2, CR4)
 Power Point presentation on the Growth of the Labor Movement
(CR1, CR2,CR4)
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Major Assignments and/or Assessments:
 Unit exam 60% multiple choice questions. Written assignment,
Interview a friend or a member of your family who emigrated to the
U.S, question them on reasons why they came here and on the
difficulties of assimilating into a new culture (students make up the
questions... emphasize the need to be tactful and polite in their
questions)-20%, and an end of unit DBQ on Responsibilities of the
Government and the Depression Era- 20%. Both DBQ and Interview
will be take home assignments. (CR5, CR6, CR7)
 CR1 The course includes the study of political institutions in US
history.
 CR2 The course includes the study of social and cultural
developments in US history.
 CR4 The course includes the study of economic trends in US history.
 CR5 The course provides students with frequent practice in writing
analytical and interpretive essays such a DBQs and thematic essays.
 CR6 The course teaches students to analyze evidence and
interpretations presented in historical scholarship.
 CR7 The course includes extensive instruction in analysis and
interpretation of a wide variety of primary sources.

Unit Name or Timeframe:
 UNIT#8 The United States As A World Power (1941 to 1945) (1945 to
1989) (approximately 4 weeks) Brinkley Parts of Chapters 27, 28, 29,
31, 34

Content and/or Skills Taught:
 Outline the events that drew us from a state of isolationism and
neutrality to combatant in WWII.
 Emphasize mobilization at home and diplomatic and military alliances
abroad. Can government actions against Japanese - Americans be
justified? Was Roosevelt manipulated by Stalin at Yalta? Was the use
of the Atomic Bomb necessary? Could we have prevented the
Holocaust?
 Primary source readings; maps showing Axis aggression, FDR on the
Four Freedoms, cartoon of the Big Three piecing Europe back
together again, Korematsu vs. U.S. (Nisei internment).
 Discuss all readings. (CR1, CR2, CR3, CR7)
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Content and/or Skills Taught (Continued):
 Film, “Blitzkrieg To the Bomb” Focus on the Cold War and the major
incidents from Truman to Johnson that made the era so nerve
racking. Why did U.S. - Soviet relations deteriorate? Describe the
impact the Cold War had on the U.S. as a nation both home and
abroad. How did paranoia and fear cast a shadow of doubt on
peoples’ reputations?
 Primary source readings; George Kennan on containment, Harry
Truman on the Truman Doctrine - 1947, Senator Joseph McCarthy’s
Speech at Wheeling, West Virginia, JFK and the Cuban Missile Crisis,
contrast Eisenhower on Vietnam in 1954 to Wm. Fulbright on
Vietnam in 1966, Lyndon Johnson on Vietnam- 1966, and John Kerry
and the Vietnam Veterans Against the War in 1971.
 Discuss all readings. (CR1, CR2, Cr3, CR7)
 Focus on the U.S. as a world leader from Nixon to G.H.W. Bush.
Outline the end of the Vietnam War, detente, arms limitation,
relations with the China, the bankrupting of the Soviet Union and the
fall of communism, the first Gulf War and the beginnings of the
terrorist threat to the U.S.
 Primary source readings; Ronald Reagan on the Evil Empire, Nixon
and Bush on relations with the Soviet Union.
 Discuss all readings. (CR1, CR2, CR3, CR7)

Major Assignments and/or Assessments:
 Unit exam 60% multiple choice, 20% take home essay critiquing
Nixon’s foreign policy. They will be asked to provide both pro and con
views on that policy. Later, another 20% essay on Brinkley’s Where
Historians Disagree on The Vietnam Commitment, students will
defend their positions in class discussions. (CR5, CR6, CR7)
 CR1 The course includes the study of political institutions in US
history.
 CR2 The course includes the study of social and cultural
developments in US history.
 CR3 The course includes the study off Diplomacy.
 CR4 The course includes the study of economic trends in US history.
 CR5 The course provides students with frequent practice in writing
analytical and interpretive essays such a DBQs and thematic essays.
 CR6 The course teaches students to analyze evidence and
interpretations presented in historical scholarship.
 CR7 The course includes extensive instruction in analysis and
interpretation of a wide variety of primary sources.
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Unit Name or Timeframe:
 UNIT# 9 American Society In the Post -War Years (1950s to the
Present) (approximately 3 weeks) Brinkley Parts of Chapters 30, 31,
32, 33, 34

Content and/or Skills Taught:
 Compare and contrast American society in the 1950s to the 1960s.
Focus on the Civil Rights Movement, the Anti-War Movement,
Women’s Rights, the “Generation Gap," and the Hippie Movement.
How did we go from a complacent society in the 50s to protesting and
questioning our values in the 60s? Show how the challenge to the
“Establishment” was reflected in the music and films of that era. Did
anything of a lasting nature come from that protest?
 Primary source readings; Brown vs. School Board, excerpts from M.L.
King, Jr’s Letter From A Birmingham Jail, and Stokley Carmichael on
Black Power, excerpt’s from Betty Friedan’s The Feminine Mystique,
and Vine Deloria’s Custer Died For Your Sins, Gloria Steinham on
support of the Equal Rights Amendment - 1970, two graphs to
interpret, Median Income of Men and Women – 1950 to 1975 and
Women Working Outside the Home - 1955 to 1990.
 Discuss all readings (CR1, CR2, CR7)
 Show two films in the unit, “Focus On History “series, decade
overviews of the 1950s and 1960s.
 Outline those events that made major impacts on our society from
Nixon to the Reagan “Revolution."
 From Watergate to the Iran - Contra Scandal, from oil shortages to
double digit inflation - how were affected as a society?
 Primary source readings; Gerald Ford on pardoning Richard Nixon,
Reagan on reducing the size of government, Carter on " Combating
the Energy Shortage,” and Bill Gates and Kris Maher on” The Internet:
Its Benefits and Its Dangers."
 Discuss all readings. (CR1, CR2, CR4, CR7)
 Thumb - nail sketch of the Clinton and G.W. Bush Administrations.
Review their high points and low points and open discussions as to
how they have affected life in America today. From terrorism, the
Iraqi War, Clinton prosperity to Clinton scandal, and President Bush’s
falling popularity ratings....discuss what student think of these
presidents (this is more of a current events perspective than an
historical perspective). (CR1, CR2, CR3, CR4)
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
Major Assignments and/or Assessments:
 Unit exam 60% multiple choice, in class DBQ on The Credibility Gap
Caused By the Vietnam War - 20% and 20% take home open response
on Brinkley’s Where Historians Disagree on The Women’s Rights
Movement - as always, students must defend their positions in class
discussions. (CR5, CR6)
 In retrospect..... from The American Presidency, read Steven M.
Gillon’s (University of Oklahoma) on Jimmy Carter and follow up with
a class discussion. (CR6, CR7)
 CR1 The course includes the study of political institutions in US
history.
 CR2 The course includes the study of social and cultural
developments in US history.
 CR3 The course includes the study off Diplomacy.
 CR4 The course includes the study of economic trends in US history.
 CR6 The course teaches students to analyze evidence and
interpretations presented in historical scholarship.
 CR7 The course includes extensive instruction in analysis and
interpretation of a wide variety of primary sources.
 END OF THE THIRD QUARTER MARKING PERIOD

Unit Name or Timeframe:
 UNIT# 10 Review of Course Materials for AP Exam (3 weeks)

Content and/or Skills Taught:
 Review for the exam by recapping those themes and issues that
shape the study of AP US History.
 Study the political, economic, social, and cultural aspects that have
made us what we are today. Focus on the element of continuity and
change throughout our history. Discuss those key themes, issues,
personalities, and events, have defined who we are as a people and
what we are as a society.
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Major Assignments and/or Assessments:
 Research assignment due after the AP Exam - the next to the last
week of school. Students will construct a DBQ with 10 documents,
and/or cartoons, graphs, etc. The DBQ will focus on a major theme or
issue that they found interesting in this year’s course of study. The
question will be multifaceted, and the students will provide a grading
rubric for it. The students will then go on to answer their question.
This DBQ will determine their fourth quarter grade. (CR5, CR6, CR7)
 In the 3 weeks before the exam we will review writing thesis
statements and thematic essays. We will look at DBQs given in past
AP Exams as provided by AP Central. We will also take multiple choice
practice exams as a form of review of content materials. (CR5, CR6,
CR7)
 CR1 The course includes the study of political institutions in US
history.
 CR2 The course includes the study of social and cultural
developments in US history.
 At the end of the year students will be given a mandatory
departmental final exam with a written component to be determined
by the department chairman with input from me.
 In the last 4 days of school, student will be treated to Steven
Spielbergs’ movie Amistad. We will discuss the historical accuracy of
the movie. We will also discuss the politics surrounding the trial of the
Amistad Africans. Focus on the radicalism of J.C. Calhoun, the
Abolitionists, the politics of J.Q.Adams, and the political problems it
caused for Martin Van Buren who was seeking re -election. (CR6, CR7)
 CR5 The course provides students with frequent practice in writing
analytical and interpretive essays such a DBQs and thematic essays.
 CR6 The course teaches students to analyze evidence and
interpretations presented in historical scholarship.
 CR7 The course includes extensive instruction in analysis and
interpretation of a wide variety of primary sources.
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Textbooks
 Title: American History: A Survey/With Map Vol I & II
 Publisher: McGraw-Hill College
 Published Date: January, 1995
 Author: Alan Brinkley
 Description: This college level text covers the political, economic,
social, and cultural aspects of American history in an extremely
readable and enjoyable format. It provides many colorful charts,
graphs, and maps along with photographs and political cartoons. At
the end of each chapter is a chronological outline called “Significant
Events,” and an extensive list of suggested readings. There is also an
interesting part of the text called “Where Historians Disagree “which
takes a key topic or theme in American history and shows how the
interpretation of these themes have change over the years. It is both
enlightening and exciting to see noted historians arguing and
defending their points of view. By comparing and contrasting the
different points of view, the students are not only forced to take an
objective look at the material in question, but they can also see that
history is not a dead subject and that facts in and of themselves mean
nothing without intense and honest study. It also shows them that
debate without knowledge and preparation means nothing.

Other Course Materials
 Material Type: Primary Source
 Description:
 Packets will be made up and provided for each unit covered in
the course. These primary source materials are harvested
from many different sources including textbooks both old and
new, workbooks, the internet, and CD ROMs.
 Books on Documents:
 The Founding Documents, A Manual For Teachers and Study
Guide For Students, Steven Tigner, National Center For
America’s Founding Documents, Boston University (1998)
 U.S. History and Government, Readings and Documents,
Edited by Margaret Moran, An Amsco Publication (2003)
 United States History and Government, Brief Review For New
York Regency Exam, Prentice Hall Publication (2005)
 United States History, Preparing For the AP Exam, An Amsco
Publication, (1998)
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Books on Documents (Continued):
 Out of Many, A History of the American People, Documents
Workbook - AP Edition, Prentice Hall (2007)
 The Annals of America, Encyclopedia Britannica, Inc. (1986) 21
volumes of primary source materials from excerpts from
letters from Christopher Columbus written in 1493 to articles
on the Iran –Contra Scandal... an all inclusive collection of
speeches, articles, and observations by the most influential
figures in American history. (a gold mine of primary source
information)
 Created Equal, AP Edition, Preparing For Document - Based
Questions Booklet, edited by Gordon Utz, published by Jones,
Woods, Borstelmann, and Ruiz,
 (2006). Twelve diverse and beautifully prepared document based questions that pretty much covers the full range of
important themes and issues in American history. Documents,
graphs, charts, cartoons, photos ...... a very good resource for
this course.
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Material Type: Newspaper
Description: Newspapers and Magazines. These are very important
to current events, which is a major factor in this course.
 Boston Globe
 Boston Herald
 New York Times
 Time Magazine
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
Material Type: Audiovisual Materials
Description: Films:
 Focus on History, a series of films covering specific decades
from 1900 to 1970.
 Blitzkrieg to the Bomb, an excellently concise account of
WWII.
 Pathway To the Sea, a film based on David McCullough’s book
of the same name.
 Amistad, Steven Spielberg.
 Power Point presentations on various aspects of American
history.
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Material Type: Other
Description:
 The American Presidency, The Authoritative Reference, edited
by Alan Brinkley and Davis Dryer, Houghton Mifflin
(2004).......... Essays from scholars on every president from
Washington to G.W. Bush.
 Threads of History, A Thematic Approach to Our Nation’s
Story, Michael Henry, PhD, Peoples’ Publishing (2006).
Excellent source for reviewing for the AP Exam. Reviews
thematic questions, provides practice for essays and open
response questions, helps build critical thinking skills, and
provides practice exams.
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Material Type: Software
Description:
 Primary Source Investigator, ancillary to the Brinkley
Textbook. A lot of important information and primary source
items such as original maps, letters, etc.
 American Heritage Library, anther source of primary
documents.
 Time, Almanac of the 20th Century, Time Magazine looking
back on the most interesting articles covering a wide array of
important happenings in history since the beginnings of its
publication
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Websites
URL:www.historylibraryteachersnet/AHAP/AHAPMainPage
 Description:
o American History AP Main Page
o This site does it all for AP teachers. Course syllabi,
multiple choice questions, assignments, primary
sources, and many ideas to help you in the teaching of
AP US History.
URL:www.loc.gov/teacher/
 Description: Library of Congress Boasts over ten million
primary sources on line
URL:www.archives.gov/presidential/contact/libraries/ht
 Description: National Archives
o Contact for presidential libraries. Source of primary
source materials, audio - visual material, photos and
and so many other useful items. Also aids in
researching of specific topics.
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URL:www.archives.gov/education/
 Description: National Archives
o The best document analysis guides around. Focus on
local history also.
URL:www.nysedregents.org/testing
 Description: New York Regents Exam
o Good ideas for multiple choice questions, political
cartoons, DBQs, etc.
URL:www.westegg.com/inflation/
 Description: Historical Currency Counter
o Converts cost of things over the last couple of
centuries. Fun questions like How Much would the
Panama Canal cost in todays dollars can be answered.
Also, gives students a better understanding about
inflation and cost of living issues.
URL: www.boondocksnet.com
 Description: Historical Graphics, Political Cartoons, very good
but not all cartoons are allowed to be copied and pasted
URL:www.loc.gov/ammem/index.html
 Description: Again, Library of Congress, subjects ranging from
Immigration to Women’s History, African Americans to Native
Americans, Government and Law to environmental and
conservation history.
URL:www.ellisisland.com/ellis_home.html
 Description: Ellis Island Museum with film, audio - visuals of
the immigrant experience, interviews with people who went
through the process. Very touching.
URL:www.gale.com/free_resources/whm/
 Description: Women’s History site, provides bios, timelines of
significant events in women’s history, and a large segment on
women’s rights and famous court cases and landmark
decisions that impacted those rights.
URL:www.teacher.z.com/Native _Americans.html
 Description: Native American History and Culture
o Excellent source for primary source materials such as
treaties, Indian stories, and bios. Covers cultural
practices of the various Indian nations that existed in
North America and discusses what happened to them.
All encompassing site.
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URL://afroamhistory.about.com/af-amhis
 Description: African American history site which covers every
aspect of the subject from the earliest beginnings of slavery in
North America, though the Abolitionist Movement and the
Civil War to the Civil Rights Movement of the 20th Century.
Bios, outlines of the various civil rights organizations and their
impact on African American history. Very enlightening, a
thorough resource.
 These are some of the examples of web sites used by me in
this course. Obviously we could list hundreds of sites but for
our purposes here these are some good examples of what is
out there for our use. The Library of Congress, the National
Archives, and the College Board AP site are probably good
enough to carry any U.S. History course you may wish to put
together.
Additional Information
 Requirement: Summer Assignment (CR6)
 How Course Meets Requirement:
 Two part summer assignment. Part one, students will select
one of the three non-fiction books list below and critique that
choice (using my format, about three pages long). The critique
will be due on the first full day of school in August.
 The choices:
o Founding Brothers by Joseph Ellis
o The Greatest Generation by Tom Brokaw
o Twenty Years At Hull House by Jane Addams
o The second part of the summer assignment will be to
read one of the two works of fiction below and be
prepared to take a book test on the Monday of the
second week of school.
 The choices are:
o The Killer Angels by William Shaara
o The Ugly American by William Lederer and Eugene
Burdick
o CR6 The course teaches students to analyze evidence
and interpretations presented in historical scholarship.
 Requirement: Current Events (CR1, CR2, CR3, CR4)
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How Course Meets Requirement:
 The course considers discussions in current events to be very
important. Students can draw parallels in history to key issues
confronting our society today. Students can link events of the
past to events or issue happening today.
 The 2008 presidential race, gay marriage, the war in Iraq,
rising gas prices, the economy, important Supreme Court
decisions, abortion, stem cell research, women’s rights, civil
rights,...... the topics can go on forever. Students must better
understand the world they live in and current events allows
them to debate the issues that confront our society.
 I like to give a current events quiz the day after I finish a unit.
Many times we will take the last five minutes of a class to take
up an important news item. Sometimes we can draw parallels
in history, example the Vietnam War to the Iraq War. There is
no shortage of good discussion with current events. It is
important that the instructor stay as objective as possible in
these discussions and allow the students to form their own
hopefully well thought out opinions
 CR1 The course includes the study of political institutions in US
history.
 CR2 The course includes the study of social and cultural
developments in US history.
 CR3 The course includes the study off Diplomacy.
 CR4 The course includes the study of economic trends in US
history.
Requirement: Budget Assignment (CR2, CR4)
How Course Meets Requirement:
Once a year I separate the class into groups and give them a list of
priorities that they have to budget for as if they were drawing up a
budget for the federal government. They must list their priorities in
order of importance and justify their reasoning. This has stimulated
very good debate in class and gives the students an appreciation for
how difficult a task it can be to provide good government and
sound fiscal policy. Moral and political questions come into play and it
is interesting to see how they think on these issues.
CR2 The course includes the study of social and cultural
developments in US history.
CR4 The course includes the study of economic trends in US history.
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SOCIAL STUDIES CURRICULUM GUIDE
INSTRUCTIONAL STRATEGIES
 classroom discussions
 cooperative learning strategies
 critical thinking
 crossword puzzles
 differentiated instruction
 direct instruction (lecture)
 divided page
 drawings
 graphic organizers
 highlighting
 interactive polyvision board
 Internet research
 Laptop computers
 library research
 LINKS
 original writings
 outlines
 primary and secondary source readings
 reading
 timelines and continua
 writing
ASSESSMENTS
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activators
board work
book reviews
DBQs
debates
departmental examinations
essential questions
examinations
graphic organizers
group work
highlighting
homework
journals
maps
notebooks
open ended questions
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SOCIAL STUDIES CURRICULUM GUIDE
ASSESSMENTS (Continued):
 open response questions
 ORQs
 oral questioning
 peer editing
 PowerPoint presentations
 presentations
 projects
 quizzes
 Qwizdom
 re-test
 rubrics
 research
 reports
 summarizers
 student writing
 video flip camera
 Webquest
 worksheets
RESOURCES
A. Text
 American History: A Survey, McGraw-Hill Inc.
B. Supplements i.e. ancillary materials
 American History: A Survey ancillary materials
 Exploring Primary Sources in US History
C. Outside Readings
 These are determined by the individual teacher based upon the needs and
abilities of the students. They include secondary sources such as newspaper
and magazine articles
 Departmental Primary Source Booklet
 Primary source materials as needed relative to the DBQ and other course
needs
D. Audio-Visual Materials
 Various video tapes and DVDs available either through the Department or
Library
E. Technological Supplements
 Internet websites
 Social Studies Teacher Web pages
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F. Internet Resources
 Social Studies Teacher Web pages
 Internet websites
G. Library Resources/Services
 Books that conform with the AP Course needs
 Video Library
 Computer stations
 Library Web Resources
H. Community
 Everett Public Library system
I. Other
 CD-ROM- Documents in US History
 US History I & US History II: DESE Primary Documents
 US History I Primary Source Packet
 US History I Grade 9 Skills Packet
 US History II Primary Source Packet
 US History II Geography Activities Packet
 US History II Presidential Election Packet
 US History II Unit ORQs
 US History II Map Packet
 Lessons on American History Parts 8 & 9
 Maps On File
 Historical Maps On File
 MCAS Review Booklet
 Miscellaneous:
Historic Front Pages
DBQs
ORQs
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SOCIAL STUDIES CURRICULUM GUIDE
COURSE # 260
EUROPEAN HISTORY AP
5 CREDITS
COURSE DESCRIPTION
Advanced Placement European history is a college level history course that requires
students to develop mastery over the assigned content while developing the ability to
practice the skills of a historian. Students will learn to develop their critical thinking skills
by analyzing and interpreting both primary documents and writings by respected
historians. The content to be studied will begin with the artistic and intellectual
(Renaissance), religious (Reformation), and political developments of the early 16th
century and include events up to the 1990s. Emphasis of the course will lead students to
examine important trends in history such as: Wars and treaties (both inside and outside
Europe; Territorial expansion of nations; The development of political movements and
parties; Economic history Intellectual and Artistic movements; Religious movements
Reform movements; Social movements; Colonial and Imperial history. Summer reading
assignments are integral to the course; failure to complete the assignments will result in
removal of AP credit. A grade of B+ or higher in World History Honors or Humanities I
Honors and the approval of the Principal’s designee are prerequisites.
PREREQUISITES: AP # 260 requires a grade of B+ or higher in World History Honors or
Art in the Western Tradition and the approval of the Principal’s designee.
AP EUROPEAN SYLLABUS
I. COURSE OVERVIEW
This course covers European history from 1450 to the present. Its main theme is
the development of modern political, social, economic and cultural institutions after
the breakup of the medieval synthesis. It is designed with the aim both of preparing
students for the AP Exam and helping them understand the historical forces that
shape contemporary society. It aims at developing an historical consciousness in the
student with which he or she may better understand why society is as it is, how it
came to be, and how it can be changed. As such, in addition to familiarizing the
students with the basic narrative of European history (and the narrative of Europe’s
history in relation to its interaction with the rest of the world), it aims to give
students the ability to analyze historical evidence, recognize different points of view,
and write intelligently about their own interpretations of history. In addition to the
text book, students will be asked to read a variety of primary sources, charts, graphs,
maps, and scholarly secondary sources. Emphasis will be placed on higher-order
thinking skills.
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II. MATERIALS
McKay, John P., Bennett D. Hill and John Buckler, A History of Western Society: Since
1300, 7th ed. Boston: Houghton Mifflin, 2002. ISBN 0-618-27074-4 Perry, Marvin,
Joseph R. Peden, and Theodore H. Von Laue, eds. Sources of the Western Tradition. 2
vols, 5th ed., Boston: Houghton Mifflin, 2002. ISBN 0-618-16228-3 Sherman, Dennis,
ed. Western Civilization: Sources, Images, and Interpretations, Renaissance to the
Present. 4th ed. New York: McGraw-Hill, 2004 Goldman, Richard M., ed. The Social
Dimension of Western Civilization. 2 vols, 4th ed, Boston: Bedford St. Martin’s, 1999.
ISBN 0-312-18253-8 Lualdi, Katherine J., ed. The Making of the West: Peoples and
Cultures, vol. 2, 3rd ed., Boston: Bedford St. Martin’s, 2009. ISBN-13:978-0-31246518-6 Heilbroner, Robert L. The Worldly Philosophers. 3rd ed., New York: Simon
and Schuster, 1969. ISBN 671-20151-4 Internet Modern History Sourcebook
(Fordham)
III. CHAPTERS
 Chapter 13 The Renaissance
 Day 1
 Assign student power point on Renaissance
 Political, Economic and Social Causes of the Italian Renaissance
o Evolution of the Italian Renaissance
o Balance of Power Among Italian City-States
 Readings: McKay, pp. 415-421
 Map of Northern Italy
 Day 2
 Intellectual Hallmarks of the Renaissance
o Individualism
o Humanism
o Secular Spirit
 Readings: McKay, pp. 421-423
 On the Misery of the Human Condition, Innocent III
 Oration on the Dignity of Man, Pico
 Shakespeare, soliloquy, Hamlet Act II, scene ii, “What a thing is man….”
 Day 3 and Day 4
o Art and Power
o Status of the Artist
 Renaissance Art
 Power Point Presentation, Revival of Classical models in Architecture, Sculpture
and Painting
 Readings: McKay, pp. 424-429
 Alberti, On Painting (Perry)
 Petrarch, the Father of Humanism (Perry)
 Leonardo Bruni, Love for Greek Literature (Perry)
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CHAPTERS (Continued):
 Day 5
 Social and Political Change
o Education and Political Thought
o Printed Word
o Clocks
o Women and Work
o Culture and Sexuality
o Slavery and Ethnicity
 Readings: McKay, pp. 430-440
 Day 6
 Northern Renaissance
o Influence of Christian Humanism (Lay piety)
 Readings: McKay, pp. 440-443
 Images: Van Eyck, Rogier, Master of Flemelle, Durer
 Day 7
 Politics and the State in the Renaissance
o France
o England
o Spain
 Readings: McKay, pp. 443-449
 Machiavelli, The Prince (Perry)
 Day 8
 Chapter Test
 Power Points due
 Chapter 14 Reformation and Renewal
 Day 1
 Theological and Social Roots of the Reformation
 Readings: Teacher Handout (Causes of Reformation)
 Precursors: Wycliffe, Hus (excerpts from Fordham website)
 Day 2
 The Condition of the Church
o Signs of Disorder
o Signs of Vitality
 Readings: McKay, pp. 455-458
 Thomas a Kempis: Imitation of Christ (Perry)
 Erasmus, In Praise of Folly (Perry)
 Day 3
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CHAPTERS (Continued):
 Martin Luther and the Birth of Protestantism
o Luther’s Early Years
o The Ninety-Five Theses
o Protestant Thought
o The Social Impact of Luther’s Beliefs
 Readings: McKay, pp. 459-466
 Luther, The Ninety-Five Theses (excerpts)
 Freedom of the Christian (excerpts)
 Day 4
 Germany and the Protestant Reformation
o the Rise of the Habsburg Dynasty
o the Political Impact of Luther’s Beliefs
 Readings: McKay, pp. 466-470
 Luther, Address to the Christian Nobility of the German Nation (excerpts)
 Papal Bull, Condemning the Errors of Martin Luther(excerpts)
 Map of Habsburg Empire
 Day 5
 The Peasants Revolt
 Readings: Steve Ozment, “Turning the World Upside Down”, from Protestantism:
 The Birth Of A Revolution
 Twelve Articles (Fordham)
 Day 6-7
 The Growth of the Protestant Reformation
o Calvinism
o The Anabaptists
o The English Reformation
o The Establishment of the Church of Scotland
o Protestantism in Ireland
o Lutheranism in Sweden, Norway, and Denmark
 Readings: McKay, pp.470-477
 Calvin, Institutes of the Christian Religion
 The Suppression of Glastonbury Abbey (from Fordham)
 Religious Map of Europe
 Day 8-9 The Catholic Reformation and the Counter-Reformation
o Slowness of Institutional Reform
o Council of Trent
o New Religious Orders
o The Congregation of the Holy Office
o Reformation: Revolution or Continuity
 Readings: McKay, pp. 477-484
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CHAPTERS (Continued):
 Canons and Decrees of the Council of Trent (Perry)
 Loyola, Spiritual Exercises (Perry)
 Image: Bernini’s St. Theresa
 Day 9-10
o Class work on DBQ topic: Reformation
o Review for Test
 Day 11
o Test on Chapter 14 The Reformation
 Chapter 15 Religious Wars and Expansion
Week One: Age of Expansion
Week Two: Witch Craze/ Witch Craze DBQ
 Day 1-2
 The Age of Religious Wars and European Expansion
o Politics, Religion and War
o The Origins of Difficulties in France
o Religious Riots and Civil War in France
o The Netherlands under Charles V
o Revolt of the Netherlands
o Philip II and the Spanish Armada
o The Thirty Years War
o Germany After the War
 Readings: McKay, pp. 489-502
 Queen Elizabeth, “Against the Spanish Armada”
 Edict of Nantes
 De Thou, Histoire des choses arrivees de son temps (Massacre of St.
Bartholemew’s Day)
 Day 3-4
 Discovery, Reconnaissance and Expansion
o Overseas Exploration and Conquest
o Technology and Expansion
o Motives of the Explorers
o Columbus
 Readings: McKay, pp. 502-512
 Age of Conquest and Exploration (Perry)
 Castillo: The Discovery and Conquest of Mexico (Perry)
o Later Explorers
o The Economic Effects of Spain’s Discoveries in the New World
o Colonial Administration
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Week Two: Witch Craze/ Witch Craze DBQ (Continued):
 Day 5
 Review of Chapter 15, part 1
 Day 6
 Chapter test Chapter 15 part 1
Chapter 15, Week Two
 Readings from Perry on Witch Craze:
o Introduction to the Witch Craze
o Sprenger and Kramer, The Hammer of Witches
o Malebranche, The Search After Truth
o Junius, Confession of Witchcraft
o Do associated questions.
 Day 1-3
 Changing Attitudes
o The Status of Women
o The Great European Witch-hunt
o European Slavery and the Origins of American Racism
 Readings: McKay, pp. 512-519
 In Class review and assign DBQ on The Witch Craze
 Days 4-5
 Literature and Art
o The Essay: Montaigne
o Elizabethan and Jacobean Literature
o Baroque Art and Music
 Readings: McKay, pp. 519-524
 Day 6
 PowerPoint Presentation on Baroque Music and Architecture
 Day 7
 DBQ due
 In class review
 Chapter 16
 Absolutism and Constitutionalism in Western Europe
 Day 1-2
 Assign DBQ on English Revolution
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Chapter 15, Week Two (Continued):
 Absolutism
o The Foundations of French Absolutism
o The Absolute Monarchy of Louis XIV
o Financial And Economic Management Under Louis XIV
o Revocation of the Edict of Nantes
o French Classicism
o Louis XIV’s Wars
o The Decline of Absolutist Spain
 Readings: McKay, pp. 531-548
 Duc de St. Simon: An Assessment of Louis XIV
 The Political Testament, Cardinal Richelieu (Excerpt, Imperial Overreach?)
 King James 1610 Address to Parliament
 Leviathan (excerpts from Fordham)
 Images of civic chaos in France, England, continent
 Day 3-5
 Constitutionalism
o The Decline of Royal Absolutism in England
o Religious Issues
o Puritan Absolutism in England: Cromwell and the Protectorate
o The Restoration
o Triumph of Parliament: Constitutional Government and Cabinet Government
o The Dutch Republic in the 1600’s
 Readings: McKay, pp. 548-560
 Declaration of Right
 Petition of Right
 Locke – Treatise on Government
 Levellers – Agreement Among the People
 Putney Debates
 Wistanley, Levellers’ Standard
 Statement of the Levellers
 Day 6
 Test Chapter 16
 DBQ on English Revolutions (Puritan and Glorious)
 Chapter 17
 Absolutism in Eastern Europe to 1740
 Day 1
 Lords and Peasants in Eastern Europe
o The Medieval Background
o The Consolidation of Serfdom
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Chapter 15, Week Two (Continued):
 Readings: McKay, pp. 565-569
 Day 2-3
 The Rise of Austria and Prussia
o Austria and the Ottomon Turks
o Prussia in the Seventeenth Century
o Consolidation of Prussian Absolutism
 Readings: McKay, pp. 569-576
 Day 4-6
 The Development of Russia
o The Mongol Yoke and the Rise of Moscow
o Tsar and People to 1689
o The Reforms of Peter the Great
 Readings: McKay, pp. 576-585
 Day 7-8
 Absolutism and Baroque Architecture
o Palaces and Power
o Royal Cities
o Growth of St. Petersburg
 Readings: McKay, pp. 585-589
 Listening to the Past: A Foreign Traveler in Russia (McKay, pp. 590-591)
 Powerpoint on Baroque Architecture
 Day 8
 Test, Chapter 17
 Chapter 18
 Toward a New World-view
 Day 1-3
 The Scientific Revolution
o Scientific Though in 1500
o The Copernican Hypothesis
o From Brahe to Galileo
o Newton’s Synthesis
o Causes of the Scientific Revolution
o Some Consequences of the Scientific Revolution
 Readings: McKay, pp. 595-605
 Images of geocentric and heliocentric models of universe (Aristotelian and
Ptolemaic models)
 From Perry: Copernicus – On the Revolutions of the Heavenly Spheres
 Galileo – Letter to the Grand Duchesse Christina
 Bellarmine – Attack on the Copernican Theory
 Galileo – The Starry Messenger
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Chapter 15, Week Two (Continued):
 Francis Bacon – Preface to Novum Organum; Refutation of Philosophies
 Descartes – Discourse on Method
 Newton – Principia Mathematica
 Secondary Sources: From Sherman
 M Postan, Why Was Science Backward in the Middle Ages?
 Clark, Early Modern Europe: Motives for Scientific Revolution
 Ben-David, The Scientific Role: A Sociocultural Interpretation of the Scientific
Revolution
 Anderson, J. Zinnser, No Scientific Revolution for Women
 Day 4-6
 The Enlightenment
o The Emergence of the Enlightenment
o The Philosophes and the Public
o The Later Enlightenment
o Urban Culture and Public Opinion
 Readings: McKay, pp. 605-614
 Teacher Handout: Public Opinion and the Public Sphere
 From Perry: Kant, What is Enlightenment?
 Voltaire, A Plea for Tolerance and Reason
 Condorcet, On the Progress of the Human Mind
 Wollstonecraft, A Vindication of the Rights of Women (From Sherman)
 Listening to the Past: Voltaire on Religion
 Day -7
 The Enlightenment and Absolutism
o Frederick the Great of Prussia
o Catherine the Great of Russia
o The Austrian Habsburgs
o Absolutism in France
o The Overall Influence of the Enlightenment
 Readings: McKay, pp. 615-624
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DBQ on Enlightenment due.
 Chapter 19
 The Expansion of Europe in the Eighteenth Century
 Day 1-2
 Agriculture and the Land
o The Open-Field System and Medieval agriculture
o The Agricultural Revolution
o England and the Low Countries
o The Cost of Enclosure
 Readings: McKay, pp. 630-636
 Assignment: Heilbroner, Worldly Philosophers, Chapter III (Adam Smith) (read
for two page summary due at end of unit)
 Day 3
 The Beginning of the Population Explosion
o Limitations on Population Growth
o New Patterns of the Eighteenth Century
 The Grown of the Cottage Industry
o The Putting-Out System
o The Textile Industry
 Readings: McKay, pp. 637-645
 From Perry: Smith, Wealth of Nations
 Malthus, On the Principle of Population
 Day 4-5
 Building the Atlantic Economy
o Mercantilism and the Colonial Wars
o Land and Labor in British America
o Growth of Foreign Trade
o The Atlantic Slave Trade
o Revival in Colonial Latin America
 Readings: McKay, pp. 645-655
 Individuals in Society – Olaudah Equiano
 Day 6
 Adam Smith and Economic Liberalism
o Capitalism and the Free Market
o Review of Heilbroner
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TEST Chapter 19
 Chapter 20
 The Changing Life of the People
 Day 1-2
 Family Life in the Eighteenth Century
o Extended and Nuclear Families
o Work Away from Home
o Pre-marital sex and Community Controls
o New Patterns of Marriage and Illegitimacy
 Readings: McKay, pp. 661-666
 Children and Education
o Foundlings and Infanticide
o Attitudes Towards Children
o Schools and Popular Literature
 Readings McKay, pp. 667-671
 Individuals in Society: Excerpt from Emile
 Day 3-4
 Food and Medical Practice
o Diets and Nutrition
o Impact of Diet on Health
o Medical Practitioners
o Hospitals and Medical Experience
 Readings: McKay, pp. 671-679
 McManners, Death’s Arbitrary Empire (from Golden)
 Day 5
 Religion and Popular Culture
o Institutional Church
o Protestant Revival
o Catholic Piety
o Leisure and Recreation
 Readings: McKay, pp. 679-685
 Day 6
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Test Chapter 20
 Chapter 21
 The Revolution in Politics 1775-1815
 Day 1
 Overview of “world-historical” significance of the Revolution.
 Assign French Revolution DBQ
 Read: Lynn Hunt, The French Revolution and Human Rights, introductory chapter
 Assign one-two page ORQ re this reading(due on day 6)
 “The French Revolution”, Sherman, pp. 85-87
 Teacher Handout: Websites devoted to FR
 Day 2
 Origins of the French Revolution
o the American Revolution
o Collapse of the Old Regime
 Read: Excerpts from, “A Bourgeois Puts His World In Order: The City as Text”,
from
 Robert Darnton, The Great Cat Massacre
 Day 3
 Liberal, Moderate Phase of Revolution, 1789-1791
 Read: From Perry
 Sieyes, What is the Third Estate
 Grievances of the Third Estate (Cahiers de Doleances)
 Declaration of the Rights of Man and of Citizens
 Civil Constitution of the Clergy (Fordham)
 Decree Abolishing Feudalism (Fordham)
 Image: Tennis Court Oath, David
 Day 4
 Radical Revolution and Terror, 1792-1794
 Read: From Perry: The Levy in Mass
 Robespierre, Republic of Virtue
 Babeuf, Conspiracy of Equals
 St. Just, Republican Institutes (Fordham)
 Olympes de Gouges, Declaration of the Rights of Women
 Images: David, Death of Marat
 Depictions of the French Revolutionary Crowd (from Imaging the French
 Revolution (on the net)
 Charts and maps, Internal Disturbances and the Reign of Terror (from Sherman)
 Day 5
 Thermidorean Reaction and Napoleonic Coup d’Etat
 Read: McKay, pp. 712-720
 Napoleon’s Proclamation to His Troops in Italy (Fordham)
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19 Brumaire Declaration (Justification for Coup d’Etat)
Napoleon’s Account of the Internal Situation in France (Fordham)
Day 6
Napoleon and Empire
Map of Empire
 Napoleon’s Rule of France
 Napoleon’s Wars and Foreign Policy
 Peninsula Wars
Images: David, Coronation of Napoleon
David, Napoleon Crossing the Alps
Goya, 3rd of May
Goya, Disasters of War (WebGallery of Art website)
Day 7
Napoleon’s Defeat and Legacy
 Abdication
 Hundred Days and Waterloo
Reading: Individuals and Society: Jacob Walter, German Draftee with Napoleon
From Sherman:
Bergeron, France Under Napoleon: Napoleon as Enlightened Despot
Rude, Napoleon as Preserver of the Revolution
Smith, Women and the Napoleonic Code
Day 8- Review of DBQ
Day 9 – Chapter test on F.R. and Napoleon
Chapter 22
The Revolution in Energy and Industry
Day 1 –Assign E.P. Thompson, “Time, Work Discipline and Industrial Capitalism”,
from Customs in Common: Studies in Traditional Popular Culture
Industrial Revolution in Britain
Lecture: Agricultural and Commercial origins of England’s “Take-Off”
Readings: McKay, pp. 728-734
From Perry:
Adam Smith, The Division of Labor
Malthus, On Population
Samuel Smiles, Self-Help and Thrift
Factory Rules
Sadler Commission, Report on Child Labor
Maps: Population Density in England, 1801
Population Density in England, 1851
Concentration of Industry in England, 1851
Day 2
Spread of Industrialization to Europe
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Readings: McKay, pp. 734-740
o Uneven Industrial Development on Continent
Maps and Charts: Per Capital Levels of Industrialization, 1750-1913 (Sherman)
Continental Industrialization, ca 1850 (Sherman)
Spread of Railways in the nineteenth century (Fordham)
Day 3-4
Social Effects of Industrialization
Capital and Labor
 The Industrial Bourgeoisie
 Workers
 Working Conditions
 The Sexual Division of Labor
Readings: McKay, pp. 740-748
Leeds Woolen Worker’s Petition
Leeds Cloth Merchants’ Letter
Engels, Industrial Manchester
Andrew Ure, Philosophy of Manufactures
Day 5 – Primitive Rebels
Select Readings from Hobsbawm
Day 6 Test on Chapter 22
Chapter 23
Ideologies and Upheavals
Day 1
Conservatism and the Congress of Vienna
 Great Power participants
 Repression
 Map of Post-Congress Europe
Readings: McKay, pp.755-761
Carlsbad Decrees (Perry)
Metternich, The Odious Ideas and their Philosophies (Perry)
Burke, Reflections on the Revolution in France
Day 2-3
Radical Ideas
o Liberalism (Political and Economic)
o Socialism (Utopian and Marxist)
o Nationalism (Liberal and Democratic)
Socialism (Utopian and “Scientific”)
 French Utopian Socialists
 Marx, the Communist Manifesto
Readings: McKay, pp. 761-766
Mill, On Liberty (On Liberty)
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Fourier, Theory of Social Organization (Fordham)
Blanc, The Organization of Labor (Fordham)
Marx, Communist Manifesto (excerpts)
Day 4-5
Romanticism
 PowerPoint presentation on Romantic Painters
French, German, English Romantic painters
 Literary Romanticism (Wordsworth, Shelley, Byron)
 Political Romanticism (Mazzini)
 Beethoven
Readings: McKay, pp. 766-770
Wordsworth, Tintern Abbey (excerpts)
Romantic Poets from www.poetseers.org/the_romantics
Mazzini, Young Italy (Perry)
Day 6-7
Reform and Revolution
 Greek Nationalism
 Reform in Britain (Peterloo, 1832 Reform Bill, Failure of Chartism)
Readings: McKay, pp. 770-776
Images: Delacroix, Greece On The Ruins of Missolonghi, Massacre at Chios
From Fordham: Accounts of Peterloo Massacre
Macaulay, Speech on 1832 Reform Bill
The People’s Petition (Chartism)
Revolutions of 1830-1848
 1830 and 1848 in France
 1848 in Europe
Readings: McKay, pp. 778-782
Tocqueville: the June Days (Perry)
Schurz: Revolution Spreads to the German States (Perry)
Listening to the Past: Faith in Democratic Nationalism(McKay)
Day 8
Test on chapter 23
Chapter 24
Life in the Emerging Urban Society
Day 1-2
Industry and Urbanization
 Urbanization
 Map of European Cities of 100,000 plus from 1800-1900
 Living Conditions
 Public Health
 Urban Planning (Haussmann and Paris)
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PowerPoint on Paris before and after Haussmann
Readings: McKay, pp. 787-795
Richard Evans, The Challenge of Cholera in Hamburg (from Golden)
Day 3 Discussion of Evans article
Day 4-5
Social Class Structures in Urban Society
 Social Structure
Chart on Income Distribution 1913
 Middle Classes and Culture
 Working Classes and Culture
Readings: McKay, pp. 796-804
Images in Society: Class and Gender Boundaries in Women’s Fashion
Sara S. Ellis, The Cult of Domesticity: A System of Middle-Class Values and Social
Duties
Day 5 -6
Family and Gender
 Premarital Sex and Marriage
 Gender Roles
 Child Rearing
Readings: McKay, pp. 805-812
Packet from Perry on Prostitution.
Day 7-8
Science and Thought
 Positivism
 Darwinism
 Social Darwinism
 Realist Literature
Readings: McKay, pp. 812-817
From Perry: Belinsky, the Poetry of Reality
Zola, The Experimental Novel
Darwin, Natural Selection
Pius X, Syllabus Condemning the Errors of the Modernists
Spenser, Survival of the Fittest Applied to Human Kind
Day 9
Chapter Test
Chapter 25
The Age of Nationalism, 1850-1914
Day1
Napoleon III and France
 1848 and the Second Republic
 Second Empire and Modern Dictatorship
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Readings: McKay, pp. 823-825
Marx, 18th Brumaire of Louis Napoleon (excerpt)
Day 2 and 3
German and Italian Unification
 Italy to 1850
 Map, Unification of Italy, 1859-1870
 Competing Visions: Cavour and Garibaldi
 Germany Before Bismark
 Revolution From Above- Bismark
 Austro-Prussian War and Franco Prussian War
 Map: The Unification of Germany, 1866-1871
Readings: McKay, 826-833
From Sherman: Shafer, Nationalism: Myth and Reality
R. Grew, A Sterner Plan for Italian Unity
Holborn, German Unification
Day 4-5
Russian Modernization and Reform
 Reasons for Russian Backwardness
 Abolition of Serfdom and Other Reforms
 Sergei Witte and Russian Industrialization
 Russo-Japanese War and Revolution of 1905
 Duma, October Manifesto
Readings: McKay, pp. 835-838
S. Witte, On the tasks for economic policy (Fordham)
German Social Reform, Republican France, Liberal England
 Kulturkampf
 German Social Insurance
 French 3rd Republic (Education and Anti-Clericalism)
 England: 1867 and 1884 Political Reform
 Liberal Party Reforms and Home Rule
Readings: McKay, 838-844
Day 6
Modern Anti-Semitism
 Jewish Emancipation and rise of anti-semitism
 Dreyfus Affair
Readings: McKay, pp. 845-846
From Perry:
Drumont: Jewish France
The Kishinev Progrom
Herzl: The Jewish State
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Day 7-8
Marxism, Evolutionary Socialism, and Unions
 Socialist International
 Unions and Revisionism
Readings: McKay, pp.846-850
From Fordham: Bernstein, Evolutionary Socialism
Millerand, Reformist Socialism
The Gotha Program
The Erfurt Manifesto
French Socialist Program
Day 9
Test Chapter 25
Chapter 26
The West and the World
Day 1
Assign DBQ on Imperialism
Industrialization and the World Economy
 Global Inequality
 The World Market
Readings: McKay, pp. 855-860
Chart: Growth of Income per Person worldwide
Map: European Investment to 1914
Core and Periphery, Wallerstein (excerpt from Fordham)
Day 2
European Penetration of Asia and Egypt
 Opening of China and Japan
 Western Penetration of Egypt
Readings: McKay, pp. 860-863
From Sherman:
Hobsbawm, The Age of Empire
Hayes, Imperialism as a Nationalistic Phenomenon
Landes, The Effects of Imperialism
Day 3
The Great Migration
 The Pressure of Population
o European Migrants
o Asian Migrants
o Chart – Origin and Destination of European Migrants 1851-1960
o Xenophobia
Readings: McKay, pp. 863-868
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Day 4-6
Imperialism
o The Scramble for Africa and the Berlin Conference
Readings: McKay, pp.868-877
Map. The Partition of Africa
Exent of European Colonialism in Statistical Terms (from Fordham)
Nell Painter, The White Man’s Burden (excerpts)
From Perry:
Rhodes, Confession of Faith
Chamberlain, the British Empire, etc.
Pearson: Social Darwinism
Fabri, Does Germany Need Colonies
Kipling, The White Man’s Burden
 Imperialism in Asia
British India
China, Opium Wars, and Concessions
Imperialism’s Critics
Readings: E. Morel, The Black Man’s Burden(from Perry)
Hobson, An early critique of Capitalism(from Perry)
Lenin, Imperialism the Highest Stage of Capitalism (excerpts)
Excerpts from Mark Twain and William Jennings Bryan
Day 7
Chapter Test Chapter 26
DBQ Due
Chapter 27
World War I
Day 1 - Overview
Main Causes of World War I
o Alliance System
o Imperialism
o Nationalism
o The Fischer Thesis
Reading: From Web, The Origins of World War I
(www.uweb.ucsb.edu/~zeppelin/originsww1.htm)
Day 2 -3
Prelude to War
o Bismark’s system of Alliances
o The Rival Blocs
o The Outbreak of War
Readings: McKay, pp. 887-895
Chart: The Alliance system after 1871 (McKay)
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Map: the Balkans before 1914
Reading Packet: From Perry:
Von Treitschke, The Greatness of War
Von Bernhardi:, Germany and the Next War
The Black Hand
Von Giesl, Austrian Response to the Assassination
S. Zweig, Vienna: the Rushing Feeling of Fraternity
Russell: London: Average Men and Women Were Delighted at the Prospect of
War
Day 4
The War
o The First Battle of the Marne
o Stalemate and Slaughter
o The Widening War
Readings: McKay, pp. 895-900
Alistair Horne, The Price of Glory, Verdun 1916 (from Gordon)
W. Owen, Dulce et Decorum Est
Day 5
Film: Paths of Glory
Day 6-7
Russian Revolution
o Fall of Imperial Russia
o The Provisional Government
o Lenin and the Bolshevik Revolution
Tactical Brilliance of Lenin
o Trotsky and the Seizure of Power
o Dictatorship and Civil War
o NEP
Readings: McKay, pp. 904-910
Images: Soviet Realist Art
From Sherman:
Minutes of the Tsar’s Council of Ministers, 1915
Lenin, April Theses
Lenin, Speech to the Petrograd Soviet: the Bolsheviks in Power
Florinsky, The February Revolution in Russia
R. Daniels, Red October: The Bolshevik Revolution on 1917
Day 8
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Versailles
o The End of the War
o Revolution in Germany
o Terms and Conditions of the Treaty
o Map: Shattered Empires and Territorial Changes After World War I
o Problems Created by Versailles
Readings: McKay, pp. 911-916
Wilson, The Idealistic View (Perry)
German Delegation to Paris Peace Conference: A Peace of Might (Perry)
Keynes, The Economic Consequences of the Peace (excerpts, Fordham)
Day 9
Chapter Test Chapter 27
Chapter 28
The Age of Anxiety
Day 1
Uncertainty in Modern Thought
o Decline in western faith in reason and progress in aftermath of WWI
o Nietzsche, Sorel, Freud
Related Developments in the physical sciences (Heisenberg Uncertainty
Principal)
o Joyce, Wolfe, Spengler
Readings: McKay, pp.921-930
Day 2
Primary source excerpts in class - ORQ
Perry – Modern Consciousness (Nietzsche: Will to Power; Freud: Civilization and
its Discontents; Sorel: Reflections on Violence)
Day 3
Art, Architecture and Music
Power Point Presentation
o Functionalism (Le Corbusier, Lloyd Wright)
o Bauhaus
o Cubism, Dadaism, Surrealism
In Class music selections: Stravinsky, Berg, Schonberg
Readings: McKay, pp. 930-937
Images in Society: Pablo Picasso and Modern Art (McKay)
Day 4 -Peace and Stability in the Post-War World
o Weimar Republic and Reparations
o Inflation
o Dawes Plan
o Locarno and the Kellog-Briand Pact
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Readings: McKay, pp. 937-942
de Jonge, Inflation in Weimar Germany (Golden)
Day 5
The Great Depression
o The Depression in the United States, Britain and Europe
o Unemployment
o The New Deal
o European Responses
Readings: McKay, pp. 942-948
Day 6
Chapter 28 Test
One page ORQ due on de Jonge article
Chapter 29
The Interwar Years and World War II
Day 1 – Assign DBQ on Totalitarianism and Fascism
Authoritarian States – Liberal Democratic Model Challenged
o Conservative Authoritarianism
o Radical Totalitarian Dictatorships
Readings: McKay, pp. 953-957
Day 2
Stalin’s Soviet Union
o Five Year Plans
o Collectivization
o Life and Culture in the Soviet State
o The Status of Women
o Stalinist Terror and the Great Purges
Readings: McKay, pp. 957-964
From Fordham:
Dizzy With Success: Concerning Questions of the Collective Farm Movement
Collective Farms of the Union 1929-1940
Memorandum on the Grain Problem
Organizational Chart of Soviet Union
Day 3
Mussolini and Fascism
o Seizure of Power
o Fascist State Policies
Readings: McKay, pp. 964-966
Mussolini, What is Fascism? (Fordham)
Day 4
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Nazi Rise to Power
o Origins of the Nazi Movement
o Economic dislocation and the appeal to the middle class
Readings: McKay, pp. 966-969
From Fordham:
The 25 Points
Hitler 1921 Speech
Mein Kampf
Weimer Elections Table (1919-1933)
From Golden:
Goebbels, Nazi Propaganda Pamphlet
Day 5
The Nazi State
o Enabling Act
o Control over Civil Society
o Nuremberg Laws
Readings: From Fordham:
The Nuremberg Laws: Introduction
o Law of Protection of the German Race: Hereditary Health
o Law of Protection of the German Race: Citizenship
o Law of Protection of the German Race: German Blood and Honor
Day 6
The Road to War – Aggression and Appeasement
o Map: The Growth of Nazi Germany, 193-1939 (McKay)
o Chart: Events Leading to World War II (McKay)
o The Concept of Lebensraum
o Anschluss
o Czechoslovakia
o Molotov-Von Ribbontrop Pact
Readings: McKay, pp. 971-975
From Perry:
Rumbold: Pacifism Is the Deadliest of Sins
S. Zweig: The World of Yesterday
Chamberlain, In Defense of Appeasement
W. Churchill, A Disaster of the First Magnitude
Day 7
World War II
o Poland and Blitzkrieg
o Phony War
o The Fall of Western Europe
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DBQ due
 Nazi Occupation of Europe
o Vichy Collaboration
 Holocaust
o Wansee Conference and the Final Solution
 Readings: H. Friedlander, The Nazi Camps (Golden)
 Day 8
 The Grand Alliance
o War Aims of Allies
o Yalta, Potsdam
o Military Campaigns
o The Atom Bomb
 Day 9
 Test Chapter 29
 Chapter 30
 Cold War Conflicts and Social Transformations, 1945-1985
 Day 1
 Post –War Settlement and Division of Europe
o Origins of the Cold War
 Yalta
 Potsdam
 Readings: McKay, pp. 989-992
 Day 2
 West Versus East
o Churchill’s Iron Curtain Speech
o The Marshall Plan
o Berlin Airlift
o Containment
 NATO
 Warsaw Pact
 Readings: McKay, pp. 992-993
 W. Churchill, Iron Curtain Speech (Perry)
 Kennan, “The Sources of Soviet Conduct”
 Day 3
 Western Renaissance, 1945-1968
o Map. The Results of World War II in Europe: Refugees and Migration
o Map. European Alliance Systems, 1949-1989
o The Council of Europe
o The Common Market
o Decolonization
o Civil Rights
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Readings: McKay, pp. 993-1001
Fanon, The Evils of Colonialism
Day 4-5
The Soviet Bloc
o Stalinist Repression
o Khrushchev
De-Stalinization and Reform
Hungary 1956
Berlin Wall
Cuban Missile Crisis
Brezhnev
Czechoslovaia
Brezhnev Doctrine
Readings: McKay, pp. 1001-1006
Khrushchev, Report to the Twentieth Party Congress
Heller: The Hungarian Revolution
Day 6
Post-War Society
o Scientific Advances
o Emergence of Consumer Culture and Consumerism
o Changes in Women’s Roles
o The Counter-culture
Readings: McKay, pp. 1006-1013
PowerPoint on PopArt
Day 7
Conflict and Challenge in the Late Cold War, 1968-1985
o Vietnam
o Détente
o Feminism
o End of “les trentes miraculeuses”
Readings: McKay, pp. 1013-1021
S. de Beauvoir, Listening to the Past: A Feminist Critique of Marriage (McKay)
Day 8
Test Chapter 30
Chapter 31
Revolution, Rebuilding, 1985 to Present
Day 1
The Decline of Communism in Europe
o Helsinki Accords
o Solidarity in Poland
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Readings: McKay, pp. 1027-1032
T. Sowula, The Helsinki Process and the Death of Communism(Open Democracy
website)
Day 2
Mikhail Gorbachev
o Perestroika
o Glasnost
Readings: McKay, pp. 1032-1033
Adreyeva, Polemics: I Cannot Waive Principles
Pravda Editorial: Principles of Perestroika: The Revolutionary Nature of Thinking
and Acting
Day 3-4
The Revolutions of 1989 – The Re-emergence of Civil Society
o Fall of Berlin Wall
o Velvet Revolution
o Rumania
o Yugoslavia
o Map. Democratic Movements in Eastern Europe, 1989
Readings: McKay, pp. 1034-1037
Havel, The Failure of Communism (Perry)
Day 5
Disintegration of the Soviet Union
o Nationalism in Soviet Republics
o Yeltsin and Parliament
o Map: Russia and the Successor States
o Putin
Readings: McKay, pp. 1038-1040
Hobsbawn, The Perils of the New Nationalism (Lualdi)
Day 6
Problems of Contemporary Europe
o Whither the European Union?
o The Balkans, Again!
Readings: McKay, pp. 1041-1060
Lukaks, The Short Century – It’s Over.
Habermas, Derrida: After the War, the Rebirth of Europe (excerpts)
Day 7 Test
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AP EUROPEAN HISTORY
INTRODUCTION
AP European history is a course designed to give you college credit while you are still in
high school. This class is structured to prepare you for the national AP exam as well as
your first year of college. As a result, this course may be quite different from previous
classes at EHS.
1. Overview:
 This course emphasizes CONTENT. We must wade through a mass of material in
preparation for the national AP exam. You will be responsible for interpreting
and analyzing this material – not just memorizing.
2. Text:
 McKay’s History of Modern Society is an excellent intellectual text used by many
colleges. You are expected to bring the book to class each day. In addition,
outside readings and ancillary materials will be an important part of this class.
You are responsible for organizing your materials in keeping them in an
organized manner.
3. Assignments:
 Daily assignments, including reading assignments will normally be given. You
WILL be treated as a first-year college student. Your maturity and time
management skills are essential for success in this course. Reading assignments
are listed on the syllabus. When you read the material is your choice: (a) read in
preparation for the next day’s discussion, or (b) cram the night before the test –
it is your decision and your grade. I will not harass you on this point, but please
do not complain when there is material on tests that comes ONLY from the book
that you did not read. I reserve the right to give unannounced quizzes on
assigned reading.
4. Notes:
 Note-taking is your responsibility. Stress details and factual support. Use the unit
outlines I will provide for you for your organization. The more effort you put into
note-taking, the better your grade.
5. Tests:
 One per chapter, normally given each 6-7 classes. Chapter tests contain objective
(multiple choice) and subjective (Essay) questions. Test questions may cover ANY
assigned reading or lecture/discussion information. If the material is in your
assigned reading, consider it “fair game” for the unit test. Additionally, I will
occasionally ask you questions concerning material covered to date, not just that
particular week’s reading. The written portion of each unit test will typically
contain an AP-style Free Response Question and/or Document-Based Question. I
will try to have graded tests back to on the following Monday.
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6. Late Work/Makeup Work:
 I will NOT accept late work or assign makeup work for this class. AP European
History is a college-level course and you shoulder college-level responsibility for
turning in work on time. Students missing work due to absence are required to
see me or make-up work on the day they return to school. Students then have
opportunity to pass the work in by the next class meeting.
7. Grading Scale:
 Refer to grading policy in the EHS Handbook/Student Planner.
8. A.P. Exam:
 Students who elect to take A.P. European History are required to take the May
Advanced Placement Exam offered by the College Board. There are no
exceptions to this rule. Here is a list of things you need for this class:
o A three-ring binder. You will be given a large amount of notes, outlines,
and primary source materials that you must keep handy.
o Highlighters
o Notebook paper
o A flash/USB drive – necessary for PowerPoint and other presentation
materials. These devices are a necessary part of college life; get used to
using them to store your work.
o Textbook
o You student handbook/planner. It is critical that you keep due dates and
deadlines in mid this year; not only for class assignments, but for SATS
and college applications as well. Keeping yourself organized is a skill –
practice it every day.
COURSE # 246
SOCIOLOGY
5 CREDITS
COURSE DESCRIPTION
This course introduces the student to the scientific study of human relationships and
behavior in society. The course emphasizes both the scientific techniques and a body of
verified knowledge about individuals and groups. The purpose of this course is to
provide the student with a deeper understanding of his/her own behavior as well as the
behavior of others in a broader and more systematic context. Case studies will be an
important aspect of this course.
Prerequisite: None
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I. COURSE OUTLINE
A. First Quarter Essential Question:
1. How do individuals develop values and beliefs?
2. How do values and beliefs change over time?
3. When is it appropriate to challenge the values and beliefs of a society?
B. First Quarter Thinking Level Objective:
The student should be able to look below the surface of social life and examine
the factors that shape our behavior and attitudes and our beliefs.
C. Mastery Level Objectives:
The student will be able to:
o Chapter I Section 1
o M1. List the differences in the social sciences including anthropology,
psychology, sociology, economics, political, science, and history.
o M2. To define sociology and social perspective and demonstrate written
examples of each.
o Chapter I Section 2
o M1. List and compare the five early sociologists and their
accomplishments, which made modern society possible.
o M2. Describe three key theoretical perspectives and give two example of
each.
o Chapter II Section 1
o M1. Describe three levels of culture and give two examples of each.
o M2. Distinguish by examples society and culture.
o M3. Analyze and define culture traits, culture complexes, and culture
patterns.
o Chapter II Section 2
o M1. Analyze the contributions of the following people: Murdock, Harris,
and George Mead.
o M2. List and define three negative and three positive consequences of
Ethno Centrism.
o M3. List two examples of sub-culture and two examples of
counterculture.
o Chapter 3 Section 1
o M1. List and analyze seven traditional American values.
o M2. List and analyze one emerging value in the United States.
o Chapter 3 Section 2
o M1. Identify and describe five sources of change in society.
o Chapter 3 Section 3
o M1. List and explain two methods of social control.
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D. Second Quarter Essential Question:
Under what conditions do people obey, conform, make friendships, find love,
and help others?
E. Second Quarter Thinking Level Objective:
The student should be able to describe the characteristics of adolescence,
focusing on topics such as dating, sexual behavior, drug use and suicide.
F. Mastery Level Objectives:
The student will be able to:
o Chapter 5 Section 1
o M1. Describe the importance of nature vs. nurture.
o M2. List two arguments for nature and list two arguments for nurture
and explain.
o Chapter 5 Section 1
o M1. List and analyze three key social self models
o M2. Describe Locke’s model, Cooley’s model, and Meade’s model and
explain.
o Chapter 5 Section 3
o M1. List and describe the most important socializing agents in the United
States.
o M2. Define re-socialization in the United States
o Chapter 6 Section 1
o M1. Define adolescence and puberty
o M2. Identify and list three factors in adolescents
o M3. Identify and list five characteristics of adolescence in America.
o Chapter 6 Section 2
o M1. List three factors that led to the development of dating in America.
o M2. Distinguish between courtship and dating.
o M3. Explain and list the functions of dating
o Chapter 6 Section 3
o M1. Define what a drug is and list eleven types of drugs.
o M2. Analyze eleven drugs and their effect on the human body.
o M3. List three major influences on teenage drug use.
G. Third Quarter Essential Question:
How does biology and culture impact male and female roles in societies
throughout the world?
H. Third Quarter Thinking Level Objective:
The student should be able to recognize and describe the stages of adult male
and female development. The student should also be able to discuss
development in the later years.
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I. Mastery Level Objectives:
The student will be able to:
o Chapter 7 Section 1
o M1. Define and list three major developmental stages of Levinson’s
Theory.
o M2. List and explain three phases of Irene Freeze.
o Chapter 7 Section 2
o M1. List and define what makes up the labor force in the United States.
o M2. Explain and list five factors of job satisfaction.
o Chapter 7 Section 3
o M1. List and explain the differences between gerontology and social
gerontology.
o M2. Know the three phases of late adulthood and characteristics of each.
o M3. List and explain the four adapting patterns in later adulthood by
personality types.
o Chapter 8 Section 1
o M1. Define deviance and identify the five social functions of deviance.
o M2. Analyze four theories explaining how deviance occurs in society.
o Chapter 8 Section 2
o M1. Identify five characteristics of the American Criminal Justice System.
o M2. Identify and analyze five general categories of crimes.
o M3. Recognize what crimes fall in the major categories.
o Chapter 9 Section 1
o M1. Define the meaning and purpose of stratification.
o M2. List and explain the three types of stratification.
o M3. List three explanations for stratification in society.
o Chapter 9 Section 2
o M1. Determine how classes are defined.
o M2. Know the reputational method, objective method, and subjective
method to determine class.
o M3. List and explain the five social classes in the United States.
o M4. Define mobility (social): vertical – horizontal and intergenerational.
o Chapter 9 Section 3
o M1. List three steps that the federal government takes to lesson the
effects of poverty in the United States.
o M2. Define poverty and show how it is evaluated in this country.
J. Fourth Quarter Essential Question:
Why is there inequality?
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K. Fourth Quarter Thinking Level Objective:
The student should be able to describe what effects the aging of the population
is having on society and the life chances of the elderly. The student should be
able to objectively evaluate the state of health care in the United States.
L. Mastery Level Objectives:
The student will be able to:
o Chapter 10 Section 1
o M1. Describe and analyze the “American Dilemma”
o M2. Statistics on African-American, Hispanic, and Asian Americans:
interpret what it means for each cultural group.
o M3. Statistics on Native-Americans and white ethnics: interpret what it
means for each of the cultural groups.
o Chapter 10 Section 2
o M1. Define the terms discrimination and prejudice and show the
differences by examples.
o M2. List and explain Merton’s Patterns of Prejudice and Discrimination.
o Chapter 10 Section 3
o M1. Define race in sociological terms and give examples.
o M2. Define ethnicity and groups in sociological terms and give examples.
o M3. Analyze and define what makes a minority group and give examples
of each.
o Chapter 11 Section 1
o M1. Define and explain gender and gender roles.
o M2. Analyze and explain the social scientist Ernestine Fried L “Power in
Society”.
o M3. List and explain the conflict theorists on gender roles.
o Chapter 11 Section 2
o M1. List and explain the types of discrimination by age.
o M2. List and explain social security, Medicare and med ex.
o Chapter 11 Section 3
o M1. Outline the main provisions of the Americans with disabilities act
o M2. List some of the special health-care concerns of various segments of
society.
o M3. List reasons why the poor suffer disproportionately from a number
of serious diseases and have a lower life expectancy than the wealthier
segments of society.
o Chapter 12 Section 1
o M1. Analyze and define the concept of social institution
o M2. Explain and define institutional systems and their units.
o M3. Describe and analyze the current trends in marriage, example
divorce, separation, and one parent families.
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o Chapter 12 Section 2
o M1. List and analyze the ways in which family life can be disturbed.
o M2. Describe and list the current trends in American family life, currently
being examined by sociologists.
II. COURSE OUTLINE
The Meaning and Method of Sociology
A. Definition of Sociology
1. sociology
2. scientific study
3. human interaction
4. logic and the scientific
method
5. the relativity of culture
6. the importance of the study of sociology
B. The method of Sociology
1. concepts
2. theory
3. research
4. methods of research
5. the nature of evidence
6. complementary nature of theory and research
Culture and Society
A. Two basic concepts: culture and society
1. preliminary definition of culture
2. preliminary definition of society
3. more objective view of culture
4. characteristics of culture
5. functions of culture
6. culture: from general to particular
7. the relativity of culture
8. a further examination of society
B. Cultural values and attitudes
1. four categories of values and attitudes
2. consistent and conflicting values and attitudes
3. the formation and perception of values and attitudes
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C. Normative system of society
1. the blinding and binding power of culture
2. social control
3. social norms
4. functional nature of nonconformity
D. Folkways, mores, and laws
1. folkways and mores
2. law
3. institutions
E. Cultural continuity and change
1. cultural continuity
2. cultural change
The Individual in Society
A. Human behavior
1. biological and social sources
2. communication of meaning
3. language and human behavior
4. learning social behavior
B. The self, personality, culture, and society
1. the self
2. personality, culture, and society
3. biogenic, psychogenic, and sociogenic factors in personality
C. Social adjustment, maladjustment, and deviance
1. adjustment and maladjustment
2. social deviance
Group Behavior
A. Social groups
1. aggregations, categories, and groups
2. becoming a group member
3. voluntary and involuntary groups
4. in-group and out-group attitudes
5. social distance
6. characteristics of groups
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B. Small groups and large organizations
1. small groups
2. formal organizations
3. large-scale organizations
C. Mass society
1. the mass
2. mass society
3. mass politics
4. crowds
5. audiences
6. mass communication
7. fads and fashions
D. Social roles and statuses
1. social roles
2. status
E. Social stratification
1. stratification
2. class and caste
3. social mobility
4. possibility of a classless society
F. Spatial patterns of groups
1.the meaning of community
2. rural and urban communities
3. regional, national, and world communities
4. human ecology and community
G. Process of group interaction
1. interaction process
2. cultural variations in nature
3. intensity of interaction
Social Problems
A. The problem
1.which is a social problem
2.what is a social problem
3.objective and subjective aspects
4.manifest and latent
5. social problems and value conflicts
6. sociological studies of social problems
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B. The problem of overpopulation
1.facts on human population
2. measuring and comparing population trends
3.the Malthus Theory
4.sociologists view of the problem
5. how many are too many people?
C. Problems of prejudice and discrimination
1. historical background
2. prejudice, discrimination, and related concepts
3. causes of prejudice and discrimination
4. sociological proposals
5.social change regarding prejudice and discrimination
D. Poverty—a social problem
1. conflicting views: poverty in the US
2. defining poverty
3. identifying the poor
4. casual factors related to poverty
5. culture of poverty
6. conflicting views on solutions in the US
7. welfare state or status
E. Other social problems
1. crime and delinquency
2. alcoholism
3. drug use and abuse
4. the elderly
5. mental health
Social Institutions
A. Concept of social institutions
1. institutions and “institutions”
2. institutional systems and units
3. misconceptions about institutions
B. The family
1. the functional meaning of family
2. structural organization of the family
3. social problems relating to the family
4. trends in American family life
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C. Religion: an institutional system
1. functional meaning of religion
2. structural organization of religion
3. religions of the world
4. social problems relating to religion in the US
5. historical trends in religion in the US
6. sociologists and religion
D. Education: an institutional system
1. functional meaning of education
2. formal and informal education
3. education in the US
4. social problems and education
5. education and social class
E. Other institutional systems
1. economic
2. political
3. scientific
4. social welfare
INSTRUCTIONAL STRATEGIES
 classroom discussions
 cooperative learning strategies
 critical thinking
 crossword puzzles
 differentiated instruction
 direct instruction (lecture)
 divided page
 drawings
 graphic organizers
 highlighting
 interactive polyvision board
 Internet research
 Laptop computers
 library research
 LINKS
 original writings
 outlines
 primary and secondary source readings
 reading
 timelines and continua
 writing
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ASSESSMENTS
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activators
board work
book reviews
DBQs
debates
departmental examinations
essential questions
examinations
graphic organizers
group work
highlighting
homework
journals
maps
notebooks
open ended questions
open response questions
ORQs
oral questioning
peer editing
PowerPoint presentations
presentations
projects
quizzes
Qwizdom
re-test
rubrics
research
reports
summarizers
student writing
video flip camera
Webquest
worksheets
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RESOURCES – SOCIOLOGY
A. Text:
 Sociology: The Study of Human Relationships Holt, Rinehart, and Winston
B. Supplements i.e. ancillary materials
 Sociology: The Study of Human Relationships Teacher’s Resource Package
C. Outside Readings
 These are determined by the individual teacher based upon the needs
and abilities of the students.
D. Audio-Visual Materials
 Various video tapes and DVDs available either through the Department or
Library
E. Technological Supplements
 Laptop computers
 Voices Rising
 Wikispace
F. Internet Resources
 Internet websites
 Social Studies Teacher Web pages
G. Library Resources/Services
 Books that conform with the History and Social Science Curriculum
Framework
 Video Library
 Computer stations
 Library aids
 Library Web Resources
H. Community
 Everett Public Library system
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