Download Advanced Placement American History AB

Advanced Placement United States History
Elizabeth Learning Center
Fall Semester – August 18, 2015 – December 18, 2015
4811 Elizabeth Street, Cudahy, CA 90201
Spring Semester -- January 11, 2016 – June 10, 2016
Telephone (323) 271-3600
Mr. McGinty, room 12
Course Description
AP U.S. History is a survey course covering American history from the Pre-Columbian period to the present.
The class is taught in accordance with the AP U.S. History Curriculum Framework, and is designed to prepare
students for the AP U.S. History Exam in May.
Textbooks, Supplemental Texts and Resources
Kennedy, David M., Lizabeth Cohen and Thomas Bailey. The American Pageant, 13th ed. Boston, Mass.:
Houghton Mifflin Co., 2006
Zinn, Howard, A Peoples’ History of the United States 1492-present, 2003 ed. New York, NY: HarperCollins
Foner, Eric, Voices of Freedom, A Documentary History, 2005 ed. New York, NY: W.W. Norton & Co.
Madaras, Larry, Taking Sides; Clashing Views on Controversial Issues in American History, 2005 ed.
Shi & Mayer, For the Record; A Documentary History of America, 2004 ed.
Stanford History Education Group
Recommended Materials
Advanced Placement Exam: United States History Review Book
Any college-level writing handbook, to use as a reference book for help with grammar, essay organization
Access to a “big” dictionary at home (classroom dictionaries will be available)
Two hard bound binders: 3” (APUSH notebook) and a 1” (handouts, chapter and reading assignments)
Course Requirements:
-Students will create and maintain an APUSH notebook. The notebook will be of a loose-leaf type and contain
the following sections: lecture notes, reading journal, class activities, document analysis, test preparation and
review.
-Students will maintain a reading journal of their assignments. The journal will contain the homework
assignments and will be turned in as indicated on the curriculum calendar. The reading journal will include
process skill assignments including, but not limited to: notes, outlines, chapter review packets, levels of
questions and using subheadings. After review by the instructor, these assignments will be returned to the
students and placed in the APUSH notebook.
-There will be a minimum of four examinations each semester and one final exam. Expect unannounced quizzes
on the required textbook reading. The examination format will include multiple choice questions, free response
and document based essay question. The final exam will be comprehensive and will count up to 20% of the
final grade.
-All students enrolled in A.P. U.S. History are required to take the Advanced Placement United States History
examination. The AP test will be administered on May 6, 2016. See your counselor regarding the Fee Waiver
eligibility.
Grading Policies:
All assignments are due in-class, assignments turned in after class will be considered late assignments. All late
assignment will face a reduction in total points possible. Late assignments turned in 48 hours after the due date
will not be accepted. Grades will be based on a percentage of total points accumulated throughout the semester.
A
92% and above
Produces consistently superior work
B
91% -- 82%
Produces satisfactory work
C
81% -- 72%
Produces less than satisfactory work
D
71% -- 62%
Demonstrates less than satisfactory work
F
61% and below
Withdrawal from class
All assignments will be collected on the due date. If work is late, points will be deducted at the discretion of the
teacher, except for excused absences.
Professional Integrity and Ethics: Plagiarism, cheating, copying, falsification and any other unethical practices
will result in zero “0” for the assignment or assessment for all participants. These behaviors may also result in
action by the Dean’s office and/or administrative intervention.
Units of Study
Each unit of study will address the concept questions as related to the time period.
Themes
Concept Questions
American and National Identity
How has the American national identity changed over time?
Work, Exchange, and Technology
How have changes in markets, transportation, and technology affected
American society?
Migration and Settlement
How have changes in migration and population patterns affected
American life?
Politics and Power
How have various groups sought to change the federal government’s
role in American political, social, and economic life?
America in the World
How has U.S. involvement in global conflicts set the stage for
domestic social changes?
Geography and the Environment
How did the institutions and values between the environment and
Americans shape various groups in North America?
Culture and Society
How have changes in moral, philosophical, and cultural values affected
U.S. history
Introduction
The student will identify the different schools of historiography and the historians associated with each.
“Reading like a Historian” lessons “What is History?” and “Historical Thinking Skills”. Students will become
familiar with the 9 skill types according the APUSH Curriculum Framework
Fall Semester
PERIOD 1: 1491–1607
Content
Demographics of Europe, the Americas, and West Africa; Meso-American culture; transatlantic commerce;
comparison of colonies across the Americas (religion, economies, politics, cultures); and foundations of slavery
Reading Assignments
The American Pageant, Chapters 1–2
A People’s History, Chapter 1-3
Essential Documents:
Aztec Drawing depicting Europeans, European drawings of Native Americans
The Devastation of the Indies: A brief Account (excerpts) - Bartolome de Las Casas
Activities
1.Read your notes and write a 1-2 sentence summary at the bottom of each page. Underline or highlight the
important facts. Choose one idea or event that is most important? On your dated History Log, write a short
essay using the following to stimulate your thinking: What have you learned? What have you thought about?
What questions do you have?
2.Students will be divided into groups, each one given a different pre-contact native population to research. As
part of an oral presentation, groups will create a visual showing the social, political, and economic structures
and interaction with the environment and other group.
3.Working in groups, students develop a class presentation that analyzes reasons for the development of
different labor systems in any two of the following regions of British colonial settlement: New England, the
Chesapeake, the southernmost Atlantic coast, and the British West Indies.
Review
As a review for the unit, students will work in groups discussing and framing answers to the essential questions.
Themes
Concept Questions
American and National Identity How did the identities of colonizing and indigenous American societies
change as a result of contact in the Americas?
Work, Exchange, and Technology How did the Columbian Exchange—the mutual transfer of material goods,
commodities, animals, and diseases—affect interaction between Europeans
and natives and among indigenous peoples in North America?
Migration and Settlement
Where did different groups settle in the Americas (before contact) and how
and why did they move to and within the Americas (after contact)?
How did Spain’s early entry into colonization in the Caribbean, Mexico, and
South America shape European and American developments in this period?
America in the World
How did European attempts to dominate the Americas shape relations
between Native Americans, Europeans, and Africans?
Geography & Environment
How did pre-contact populations of North America relate to their
environments? How did contact with Europeans and Africans change these
relations in North America?
Culture and Society
How did cultural contact challenge the religious and other values systems of
peoples from the Americas, Africa, and Europe?
Celebrations of Knowledge-Historical Period One
Textbook reading quiz, Primary Source Documents Group Activities: Analyzing Aztec and Spanish Drawings.
Introduce and Practice Short Answer Questions (SAQ), Document based question (DBQ)
PERIOD 2: 1607–1754
Content
European colonization; American Indian resistance; economic and population patterns; formation of race and
identity; and tensions with Britain.
Reading Assignments
The American Pageant, Chapters 2–5
Letters from Jamestown Virginia, Richard Frethorne, 1632
The Mayflower Compact, 1620
Activities:
Complete a map showing the resources and products for different regions. Describe the settlement of Northern,
Middle, and Southern colonies showing motives, location, religious influences, political system, economic
structure, labor source, relations with natives, etc. Discuss in small groups the environmental and geographic
impact on the development of each region.
After studying colonial development and utilizing all readings, students will write an essay on the following:
Early encounters between American Indians and European colonists led to a variety of relationships among the
different cultures. Analyze how the actions taken by BOTH American Indians and European colonists shaped
those relationships in TWO of the following regions. Confine your answers to the 1600s.
New England B) Chesapeake C) Spanish Southwest D) New York and New France
Six Degrees of Separation: From Jamestown to French and Indian War.
SHEG: Examining Passenger Lists
Review
As a review for the unit, students will work in groups discussing and framing answers to the essential questions.
Themes
Concept Questions
American and National Identity What were the chief similarities and differences among the development of
English, Spanish, Dutch, and French colonies in America?
Work, Exchange, and Technology How did distinct economic systems, most notably a slavery system based on
African labor, develop in British North America? What was their effect on
emerging cultural and regional differences?
Migration and Settlement
Why did various colonists go to the New World? How did the increasing
integration of the Atlantic world affect the movement of peoples between its
different regions?
Politics and Power
In what ways did the British government seek to exert control over its
American colonies in the 17th and 18th centuries?
America in the World
How did the competition between European empires around the world affect
relations among the various peoples in North America?
Geography and Environment
How and why did the English North American colonies develop into distinct
regions?
Culture and Society
How did the expansion of cultural contact that took place with permanent
colonization alter conditions in North America and affect intellectual and
religious life, the growth of trade, and the shape of political institutions?
Politics and Power
Celebrations of Knowledge-Historical Period Two
Textbook reading quiz, Primary Source Documents Group Activities, Short Answer Questions(SAQ), Introduce
DBQ #1: Immigration during the Colonial Period, Historical Periods 1/2 Exam
PERIOD 3: 1754–1800
Content
British colonial policies; enlightenment ideas; war for independence; formation of republic and national
identity; work and labor (free and unfree); and regional economic differences.
Reading Assignments
The American Pageant, Chapters 6–10
A People’s History, Chapters 4,5
“Common Sense”-Thomas Paine
The Declaration of Independence
Activities:
Using OPTICS as an analytical tool, students—working in small groups—will examine specific works of art by
Paul Revere, Joseph Blackburn, Charles Wilson Peale, John Trumbull, John Singleton Copley, and Benjamin
West. Students will then discuss what the work of these artists tells us about the role of class, race, gender, and
nationality in late 18th century America.
Six Degrees of Separation: From French and Indian War to Yorktown.
SHEG: Lexington and Concord
Art Day
Students will analyze American art by Gilbert Stuart, William Rush, Washington Allston, Samuel Morse, and
Mather Brown using race, democracy, class, and nationalism, and then present their findings to the class.
Review
As a review for the unit, students will work in groups discussing and framing answers to the essential questions.
Themes
Concept Questions
American and National Identity How did different social group identities evolve during the revolutionary
struggle? How did leaders of the new United States attempt to form a
national identity?
Work, Exchange, and Technology How did the newly independent United States attempt to formulate a national
economy?
Migration and Settlement
How did the revolutionary struggle and its aftermath reorient whiteAmerican Indian relations and affect subsequent population movements?
Politics and Power
How did the ideology behind the revolution affect power relationships
between different ethnic, racial, and social groups?
America in the World
How did the revolution become an international conflict involving
competing European and American powers?
Geography and Environment
How did the geographical and environmental characteristics of regions
opened up to white settlement after 1763 affect their subsequent
development?
Culture and Society
Why did the patriot cause spread so quickly among the colonists after 1763?
How did the republican ideals of the revolutionary cause affect the nation’s
political culture after independence?
Celebration of Knowledge-Historical Period Three
Textbook reading quizzes, DBQ #3 Causes of the American Revolution, Historical Period Three exam-multiple
choice, SAQ, LEQ
PERIOD 4: 1800–1848
Content
Definition of democratic practices; expansion of the vote; market revolution; territorial and demographic
growth; two- party system; Andrew Jackson; and role of the federal government in slavery and the economy.
Reading Assignments
The American Pageant, Chapters 11–17
A People’s History, Chapters 6,7
Hamilton and Jefferson on the creation of the National Bank
Washington’s Farewell Address
Alien and Sedition Acts
Documentary History, Chapter 5&6 Virginia and Kentucky Resolutions
First Inaugural Address, Thomas Jefferson
Supreme Court Cases: Marbury v. Madison (1803), McCulloch v. Maryland (1819) Worchester vs. Georgia,
“On Manifest Destiny, 1839”- John O’Sullivan
“South Carolina Exposition and Protest”- John C. Calhoun
Activities:
Students will examine cases of the Marshall Court and create a comic strip case study of each. After the
information has been shared in a gallery walk, students will determine which case is the most important in the
development of the U.S.
Sectionalism simulation—students will role-play members of Congress and rise of sectionalism as reflected in
issues such as the Bank of the U.S, sales of western lands, tariffs, slave importation, Native American removal,
and internal improvements. Debriefing will focus on historical causation.
Students are given an assignment to research one antebellum reform movement and explain how it fit into
broader patterns of antebellum reform.
As a review for the unit, students will work in groups discussing and framing answers to the essential questions.
Themes
Concept Questions
American and National Identity How did debates over American democratic culture and the proximity of
many different cultures living in close contact affect changing definitions of
national identity?
Work, Exchange, and Technology How did the growth of mass manufacturing in the rapidly urbanizing North
affect definitions of and relationships between workers, and those for whom
they worked? How did the continuing dominance of agriculture and the slave
system affect southern social, political, and economic life?
Migration and Settlement
How did the continued movement of individuals and groups into, out of, and
within the United States shape the development of new communities and the
evolution of old communities?
Politics and Power
How did the growth of ideals of mass democracy, including such concerns as
expanding suffrage, public education, abolitionism, and care for the needy
affect political life and discourse?
America in the World
How did the United States use diplomatic and economic means to project its
power in the western hemisphere? How did foreign governments and
individuals describe and react to the new American nation?
Geography and Environment
How did environmental and geographic factors affect the development of
sectional economics and identities?
Culture and Society
How did the idea of democratization shape and reflect American arts,
literature, Ideals, and culture?
Celebration of Knowledge-Historical Period Four
Textbook reading quizzes, DBQ #4 The War of 1812, Historical Period Four Exam-multiple choice, SAQ, LEQ
PERIOD 5: 1844–1877
Content
Tensions over slavery; reform movements; imperialism; women and nonwhites; public education; Mexican
War; public education; Civil War; and Reconstruction.
Reading Assignments
The American Pageant, Chapters 17–22
A People’s History: Chapters 8-10
Documentary History, Seneca Falls Convention “Declaration of Sentiments and Resolutions”
Taking Sides Issue 12 – Was the Mexican War an Exercise in American Imperialism?
Supreme Court Case: Dred Scott vs. Sanford
“The Liberator”- William Lloyd Garrison
“Defense of the American System”- Henry Clay
Documentary History, Lincoln’s Inaugural Address and Lincoln’s Second Inaugural Address, The
Emancipation Proclamation, The Gettysburg Address, The Civil War Amendments to the U.S. Constitution
Activities:
Students read the sources in a document-based question on the Mexican-American War and engage in a
classroom debate on President Polk’s motives for entering the war.
Utilizing information from presentations, articles, and textbooks, students will write an essay addressing the
question: Assess the moral arguments and political actions of those opposed to the expansion of slavery in the
context of TWO of the following:A) Missouri Compromise B) Mexican War C) Compromise of 1850 D) KansasNebraska Act
“Reading Like a Historian” lesson: Students chart the evolution of northern attitudes toward freedmen during
Reconstruction by analyzing two Thomas Nast cartoons 10 years apart.
Working in small groups, students will prepare for the following DBQ: Discuss the changing ideals of
American womanhood between the American Revolution and the outbreak of the Civil War. What factors
fostered the emergence of “republican motherhood” and the “cult of domesticity”? Assess the extent to which
these ideals influenced lives of women during this period. In your answer, consider issues of class and race.
Students then write a take home essay on this question.
Art Day
Students will use OPTICS to analyze American art (Hudson River School) including the works of Thomas
Cole, Samuel Colman, Asher Brown Durand, and Sanford Robinson Gifford.
As a review for the unit, students will work in groups discussing and framing answers to the essential questions.
Themes
Concept Questions
American and National Identity How did migration to the United States change popular ideas of American
Identity and citizenship as well as regional and racial identities? How did the
conflicts that led to the Civil War change popular ideas about national,
regional, and racial identities throughout this period?
Work, Exchange, and Technology How did the maturing of northern manufacturing and the adherence of the
South to an agricultural economy change the national economic system by
1877?
Migration and Settlement
How did the growth of mass migration to the United States and the railroad
affect settlement patterns in cities and the West?
Politics and Power
Why did attempts at compromise before the war fail to prevent the conflict?
To what extent, and in what ways, did the Civil War and Reconstruction
transform American political and social relationships?
America in the World
How was the American conflict over slavery part of larger global events?
Geography and Environment
How did the end of slavery and technological and military developments t
ransform the environment and settlement patterns in the South and the West?
Culture and Society
How did the doctrine of Manifest Destiny affect debates over territorial
expansionism and the Mexican War? How did the Civil War struggle shape
Americans’ beliefs about equality, democracy, and national destiny?
Celebration of Knowledge-Historical Period Five
Textbook reading quizzes, DBQ#6 What caused Secession?, DBQ# 7 Reconstructions Failure.
Historical Period Five Exam-multiple choice, SAQ, LEQ
Winter Break --- December 20, 2015 thru January 11, 2016
Reading and writing assignments will be determined and assigned in the last week of the semester.
PERIOD 6: 1865–1898
Content
Reconstruction; U.S imperialism, industrialization, immigration, urbanization; women’s movement;
and working class culture and leisure.
Reading Assignments
The American Pageant, Chapters 23–26
A People’s History, Chapters 11-12
Populists Party Platform-1892
Plessy v. Ferguson
Letter on Labor in Industrial Society-Samuel Gompers
The Photography of Lewis W. Hines
How the Other Half Loves-Jacob Riis
Activities:
“Reading Like a Historian” lesson: Students examine a political cartoon, a muckraker text, and the defense of a
political boss to determine the extent to which political bosses were corrupt. Students will discuss the arguments
in small groups and then individually write a response to the question.
Students will write an essay on this DBQ: In the post–Civil War United States, corporations grew significantly
in number, size, and influence. Analyze the impact of big business on the economy and politics and the
responses of Americans to these changes. Confine your answer to the period 1870 to 1900.
Students will read pages 69-82 from Major Problems in American History about workers and unions, Students
then choose TWO of the following organizations and explain their strategies for advancing the interests of the
workers. To what extent were these organizations successful in achieving their objectives? Confine your answer
to the period from 1875 to 1925.
A) Knights of Labor B) American Federation of Labor C) Socialist Party of America D) Industrial Workers of
the World
As a review for the unit, students will work in groups discussing and framing answers to the essential questions.
Themes
Concept Questions
American and National Identity
How did the rapid influx of immigrants from other parts of the world
than northern and western European affect debates about American
national identity?
Work, Exchange, and Technology
How did technological and corporate innovations help to vastly
increase industrial production? What was the impact of these
innovations on the lives of working people?
Migration and Settlement
How and why did the sources of migration to the United States change
dramatically during this period?
Politics and Power
How did the political culture of the Gilded Age reflect the emergence
of new corporate power? How successful were the challenges to this
power? Why did challenges to this power fail?
America in the World
How did the search for new global markets affect American foreign
policy and territorial ambitions?
Geography and Environment
In what ways, and to what extent, was the West “opened” for further
settlement through connection to eastern political, financial, and
transportation systems?
Culture and Society
How did artistic and intellectual movements both reflect and challenge
the emerging corporate order?
Celebration of Knowledge-Historical Period Six
Textbook readings quizzes, DBQ #8 The Industrial Boom, Historical Period Six Exam-multiple choice, SAQ,
LEQ
PERIOD 7: 1890–1945
Content
Progressive reform; radicalism; World War I and Russian revolution; first red scare; first great migration of
African Americans; race riots; culture wars of the 1920s; Hoover and FDR in the capitalist crisis; New Deal;
and World War II.
Reading Assignments
The American Pageant, Chapters 27–35
A People’s History, Chapters 13-16
Pure, Food and Drug Act 1914
Immigration Act of 1921, 1924
17th, 18th, 19th Amendments
The Fourteen Points
First Inaugural Address-Franklin D. Roosevelt
Executive Order 9066-Franklin D. Roosevelt
Korematsu vs. United States 1944
Activities:
“Reading Like a Historian” lesson: Students examine Jacob Riis’s photographs and his written descriptions and
explore the context of his work. In PowerPoint presentations, students must provide evidence to support or
refute the validity of his depictions of urban life.
Students will write a response to the following FRQ: Analyze the roles that women played in Progressive Era
reforms from the 1880s through 1920. Focus your essay on TWO of the following: politics; social conditions; or
labor and working conditions.
“Reading Like a Historian” lesson: Students examine how advocates and critics used political cartoons to
express their positions on annexation of the Philippines.
World War I simulation focusing on the U.S. entrance into the War. Students working in small groups will answer the
following: “Was World War I an extension of the Progressive Movement?”
Students will write an essay on the following FRQ: To what extent were the policies of the New Deal a distinct
turning point in U.S. history, and to what extent were they merely an extension of Progressive Era policy goals?
Confine your answer to programs/ policies that addressed the specific needs of American workers. [CR10]
“Reading Like a Historian” lesson: Students investigate a series of primary documents to address the question:
Why were Japanese-Americans interned during the Second World War?
As a review for the unit, students will work in groups discussing and framing answers to the essential questions.
Themes
Concept Questions
American and National Identity How did continuing debates over immigration and assimilation reflect
changing ideals of national and ethnic identity? How did class identities
change in this period?
Work, Exchange, and Technology How did movements for political and economic reform take shape in this
period, and how effective were they in achieving their goals?
Migration and Settlement
Why did public attitudes towards immigration become negative during this
time period? How and why did people migrate within the U.S. during this
time period?
Politics and Power
How did reformist ideals change as they were taken up by reformers in
different time periods? Why did opposition emerge to various reform
programs?
America in the World
Why did U.S. leaders decide to become involved in global conflicts such as
the Spanish American War, World War I, and World War II? How did
debates over intervention reflect public views of America’s role in the
world?
Geography and Environment
Why did reformers seek for the government to wrest control of the
environment and national resources from commercial interests?
Culture and Society
How did “modern” cultural values evolve in response to developments in
technology? How did debates over the role of women in American public life
reflect changing social realities?
Celebration of Knowledge-Historical Period Seven
Textbook readings quizzes, DBQ: The New Deal’s Opponents, DBQ: Why drop the Atomic Bomb? Historical
Period Seven exam, SAQ, LEQ
Spring Break March 18, 2016 thru March 25, 2016
PERIOD 8: 1945–1980
Content
Atomic age and the Cold War; suburban development and the affluent society; the other America; Vietnam;
social movements of the long 1960s; Great Society programs; economic and political decline in the 1970s; and
rise of conservativism.
Reading Assignments
The American Pageant, Chapters 36–39
A People’s History, Chapters 17-19
Voices of Freedom, The Truman Doctrine, NSC 68 and the Ideological Cold War
Documentary History, Martin Luther King, Jr., Letter from a Birmingham Jail, Martin Luther King, Jr., I Have
a Dream speech
The Marshall Plan”-George Marshall
“The Wheeling West Virginia Speech” Joseph McCarthy
Brown v. Board of Education, 1954
The Gulf of Tonkin Resolution
Activities:
• Complete a map highlighting Cold War hot spots. Identify specific locations/events on all continents and
include the U.S. president involved. Write an essay on the following: Analyze the successes and failures of the
U.S. Cold War policy of containment as it developed in TWO of the following regions during the period 1945 to
1975: A) Europe B) Asia and Southeast Asia C) Latin America D) Middle East
Students take notes on a lecture about suburban patterns in the 1940s and 1950s and discuss how these patterns
reflected and contributed to larger inequalities based on race, gender, and class.
Students write an essay debating the role of popular music in affecting public attitudes toward the Vietnam War.
“Reading Like a Historian” lesson: Students consider Kennedy’s commitment to civil rights by comparing
speeches from Kennedy and SNCC leader John Lewis.
As a review for the unit, students will work in groups discussing and framing answers to the essential questions.
Themes
Concept Questions
American and National Identity How did the African-American Civil Rights movement affect the
development of other movements based on asserting the rights of different
groups in American society? How did American involvement in the Cold
War affect debates over American national identity?
Work, Exchange, and Technology How did the rise of American manufacturing and global economic
dominance in the years after World War II affect standards of living among
and opportunities for different social groups?
Migration and Settlement
How did the growth of migration to and within the United States influence
demographic change and social attitudes in the nation?
Politics and Power
How did the changing fortunes of liberalism and conservatism in these years
affect broader aspects of social and political power?
America in the World
Why did Americans endorse a new engagement in international affairs
during the Cold War? How did this belief change over time in response to
particular events?
Geography and Environment
Why did public concern about the state of the natural environment grow
during this period, and what major changes in public policy did this create?
Culture and Society
How did changes in popular culture reflect or cause changes in social
attitudes? How did the reaction to these changes affect political and public
debates?
Celebration of Knowledge-Historical Period Eight
Textbook readings quizzes, DBQ: The Civil Rights Movement-America’s Second Reconstruction, H.P. 8 exam
PERIOD 9: 1980–present
Content
Reagan at home and abroad; growth of poverty; Bush, Sr. and end of Cold War; Clinton and the internet; race
relations; NAFTA and other trade agreements; 9/11; Patriot Act; education policies of Bush, Jr. and Obama; and
environmental policies.
Reading Assignments
The American Pageant, Chapters 39–42
A People’s History, Chapters 20-23
Activities:
Students use a graphic organizer to compare and contrast the causes and goals of each act as described in
excerpts from the 1924, 1965, and 1990 Immigration Acts.
Students will examine the Battle of Seattle (1999) and write an essay that explores this event in light of U.S.
foreign policy and trade agreements around the world.
Students write an essay that compares technological developments from 1800 to 2013, noting the impact of
technology on culture and politics.
Students write a mock op-ed article for or against drilling for oil in the Arctic National Wildlife Refuge that
cites precedents in U.S. law and history to justify their positions
In a five-page, double-spaced essay, students compare the evidence and analysis in The American Pageant to
that in A People’s History of the United States. The essay should assess the goals and accomplishments of the
Reagan; Bush, Sr.; Clinton; and Bush, Jr. administrations. Students must bring in evidence from both sources
and make an argument about which administration did the most for democracy.
Students break into groups to examine different genres of music (punk, folk, country, rock and roll, rap, etc.)
and then present to the class how their music helps us understand national political and cultural changes and
continuities.
Looking at economic data about employment, compensation, and household data broken down by race, gender,
and education from the 1970s to 2010, each student will write an essay that makes an argument about whether
or not the American Dream existed.
As a review for the unit, students will work in groups discussing and framing answers to the essential questions.
Themes
Concept Questions
American and National Identity How did demographic and economic changes in American society affect
popular debates over American national identity?
Work, Exchange, and Technology How did the shift to a global economy affect American economic life? How
did scientific and technological developments in these years change how
Americans lived and worked?
Migration and Settlement
How did increased migration raise questions about American identity and
affect the nation demographically, culturally, and politically?
Politics and Power
How successful were conservatives in achieving their goals? To what extent
did liberalism remain influential politically and culturally?
America in the World
How did the end of the Cold War affect American foreign policy? How did
the terrorist attacks of September 11, 2001 impact America’s role in the
world?
Geography and Environment
How did debates over climate change and energy policy affect broader social
and political movements?
Culture and Society
How did technological and scientific innovations in areas such as electronics,
biology, medicine, and communications affect society, popular culture, and
public discourse? How did a more demographically diverse population shape
popular culture?
Celebration of Knowledge-Historical Period Nine
Textbook readings quizzes, DBQ: “What Then is the American”, Historical Period Nine exam
The last three weeks will be spent reviewing for the APUSH Exam. A total of four practice exams will be
administered as preparation for the Exam. They will be scored for informational purposes only not as a recorded
grade. Several in-class multiple choice quizzes, SAQ’s DBQ’s and LEQ’s will be given and recorded for class
grades as well as embedded review of thematic learning objectives and historical period key concepts.
Friday May 6, 2016 Advanced Placement U.S. History Exam Time: 8:00 a.m.
Location: AUD.