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AP United States History Course Guide Mercer Island High Scholl Advanced Placement United States History is a chronological and thematic survey course in United States History covering the time period from Colonial America (1492) to contemporary America (2000). The Advanced Placement program in United States History is designed to provide students with the analytic skill and factual knowledge to deal critically with the problems and issues in United States History. The course prepares students for intermediate and advanced college courses by making demands equivalent to those made by full year introductory college courses. Students will learn to asses historical materials—their relevance to a given interpretive problem, their reliability, and their importance, and to weigh the evidence and interpretations presented in historical scholarship. The course will emphasize key themes in United States history including: American diversity, identity and culture, demographic change, economic transformations, the environment, globalization, politics and political participation, reform, religion, slavery and its legacies in North America, and War and Diplomacy. This course is blocked with Honors American Literature in order to provide students with a richer, interdisciplinary context for understanding United States history and culture. Course Objectives: Student will acquire fundamental and advanced knowledge of United States political, social, economic, constitutional, cultural, and intellectual history. Students will develop mastery of the process skills: analysis, synthesis, evaluation and critical reading necessary for the mastery of the content of United States History Students will demonstrate an advanced knowledge of the concepts and themes unique to United States History. Students will develop the ability to recognize the significance of change over time and cause and effect. Students will be able to develop historically accurate interpretations of the events of United States history. Students will develop the ability to think and reason analytically as demonstrated through writing of document based and free response essay questions as well as outside assignments such as article and book reviews and persuasive essays. Course Materials: Faragher, John Mack, et. al. Out of Many: A History of the American People (AP Edition). Prentice-Hall, Upper Saddle River, NJ. Fifth ed., 2007. Bailey, Thomas & David Kennedy. American Spirit (vol. I & II). Stanford University. 1998. Zinn, Howard. A People’s History of the United States 1492-present. Harper Perennial. New York, 2003. 1 Course Requirements: Students will be required to express their ideas in a variety of formats, including verbal and visual presentations, role play activities and simulations, debates, class discussion, essays, short response papers, and written exams. Participation in all forms of assessment is required. Exams will be given in a variety of formats to help assess the extent to which students have mastered the content of the units. These tests will also provide practice for students in the kind of assessments they will find on the actual AP exam. Examination format will include multiple choice questions, free response and document based essay questions. Students will submit written responses and evaluations of primary and secondary sources to practices the skills of analysis, synthesis, and understanding of multiple points of view. Course Outline/Units of Study First Quarter Unit I: Colonial America (1492-1754) Central Focus/Essential Questions: Analyze the development of northern, middle and southern colonies in America during the period 1492-1750. How does where you live affect how you live? Themes: American Diversity, Slavery and its legacies, Religion, Roots of American Identity Topics: Native American cultures before European contact European colonization of North America: France, Spain, Great Britain Merging of Cultures: Native American, African, European Religion in America Protestantism Puritanism The Great Awakening Society and Culture in Colonial America: Southern, Middle, Northern colonies Economic systems (plantation economy, mercantilism & trade) 2 Reading Assignments: Textbook: Out of Many: Chapters 1-5 Secondary Source Selections: A People’s History: Chapters 1-3 A Different Mirror, Ron Takaki – Chapter 2 Lies my Teacher Told Me, James Loewen – Chapter 3 The American Record: “The Indians’ New World”- James H. Merrell “The Labor Problem at Jamestown”- Edmund S. Morgan “Anne Marbury Hutchinson: This Great and Sore Affliction”- Willard S. Randall Course Packet: “The Mythic Puritan” – Carl M. Degler “Those Misunderstood Puritans” – Samuel Elliott Morison “Mary Dyer” – Ethical Issues in American History “Times are Altered With Us Indians” – Colin G. Calloway “A Wilderness Condition” – Roderick Nash “The Problem With Wilderness” – William Cronon Primary Source Document Selections: The Mayflower Compact, 1620 A Model of Christian Charity (“City upon a Hill”)- John Winthrop The Devastation of the Indies: A brief Account (excerpts) - Bartolome De Las Casas An Indentured Servant Describes Life in Virginia- Richard Frethorne The Sovereignty and Goodness of God (excerpts) – Mary Rowlandson Media Resource Selections: Africans in America Part I (PBS) In Search of History: The Salem Witch Trials (The History Channel) 500 Nations (Warner Bros. Productions) The Crucible Pocahontas (A&E) Promised Land (PBS) Tempest Methods of Assessment: Multiple Choice Possible Free-Response Questions (FRQs): 1. Why was it easier for Native Americans to get along with the French or Dutch than with the English? How did these conflicts influence the approach of Native Americans towards the different colonizing groups? 3 2. How did differences between official British policy toward Native Americans and the inconsistent execution of those policies by American colonists exacerbate conflict on the frontier? Possible Document Based Questions (DBQs): 1. Although New England and the Chesapeake region were both settled largely by people of English origin, by 1700 the regions had evolved into two distinct societies. Why did this difference in development occur? (1993 AP U.S. History exam) 2. To what extent was the religious movement called the Great Awakening of 17391745 the philosophical and intellectual cornerstone of the political thought that would justify the American Revolution? 3. Although the thirteen American colonies were founded at different time sby people with different motives and with different forms of colonial charters and political organizations, by the Revolution the 13 colonies had become remarkably similar. Assess the validity of this statement. Unit II: Revolutionary America (1754-1789) Central Focus/Essential Questions: What were the social, political and economic factors that drove the American colonies to independence? How did the American Revolution influence/reflect American values and character? Themes: American Identity, Politics and Citizenship, War and Diplomacy Topics: Population growth and immigration Transatlantic trade and mercantilism The Enlightenment and its impacts on American political thought The French and Indian War Arguments for and against independence The War for Independence Role of Propaganda Reading Assignments: Textbook: Out of Many: Chapters 6-7 Secondary Source Selections: A People’s History: Chapters 4, 5 The American Record: 4 “The Shoemaker and the Revolution” Alfred F. Young Course Packet: “The Radicalism of the American Revolution” – Gordon S. Wood The American Revolution (introduction) – Gordon S. Wood “Economic and Social Origins of the American Revolution” – Louis Hacker “The Founding Sachems” – New York Times, 2005, Charles Mann Primary Source Document Selections: Navigation Acts, September 13, 1660 Stamp Act of 1765 Declaration of Independence “Join or Die” Political Cartoon “Common Sense”- Thomas Paine “American Crisis” – Thomas Paine “Letters from a Farmer in Pennsylvania”-John Dickinson Give Me Liberty speech, Patrick Henry The Autobiography of Benjamin Franklin Media Resource Selections: Liberty (PBS) 1776 (musical) Methods of Assessment: Multiple Choice Possible FRQs: 1. Analyze the extent to which the American Revolution represented a radical alteration in American political ideas and institutions between 1750-1781. 2. Was the American Revolution motivated more by political concerns or economic concerns? How do you know? Possible DBQs: 1. To what extent had the colonists developed a sense of their identity and unity as Americans by the eve of the Revolution? (1999 DBQ) 2. To what extent and in what ways was the year 1763 a turning point in American history? 3. “The demand for no taxation without representation was the primary force motivating the American revolutionary movement and for many it became a symbol for democracy.” Assess the validity of this statement. 4. “The achievements of diplomats are in the long run more decisive than generals.” Assess the validity of this statement for the period 1775-1815. Unit III: Constitution, National Government, and Republican Values (17891820) 5 Central Focus/Essential Questions: What challenges did the early federal government face in establishing a strong central government from 1789-1820? How were the conflicts between central and local power resolved? In what ways and to what extent did the new government and the Constitution balance concerns over liberty and order? Themes: Economic transformations, Reform, Slavery and its legacy, Politics and Citizenship Topics: Forming a national government: Confederation and Constitution Washington, Adams, and the shaping of a national government Emergence of political parties: Federalists and Republicans Federalism: National power and States rights Hamilton, Jefferson and the creation of the National Bank Republican Motherhood and education for women The Supreme Court in the Creation of American National government The significance of Jefferson’s Presidency: The Revolution of 1800 The Louisiana Purchase Expansion in to the trans-Appalachian West Native American resistance Growth of slavery and free Black communities The War of 1812 John Marshall and the Supreme Court, Judicial Review Republican Virtue Reading Assignments: Textbook: Out of Many: Chapters 8-9 Secondary Source Selections: A People’s History: Chapters 6, 7 The American Record: “The Hamiltonian Miracle”- John Steele “The Framers and the People”- Alfred F. Young Course Packet: “The Alien and Sedition Acts” – Reasoning With Democratic Values, Lockwood & Harris Primary Source Document Selections: Federalist Papers (10, 39, 51, 74, 75) The Articles of Confederation Hamilton and Jefferson on the creation of the National Bank Washington’s farewell address Marbury v Madison First Inaugural address, Thomas Jefferson Alien and Sedition Acts 6 “Why we have a Bill of Rights” Leonard W. Levy McCullough v Maryland The Patriot Act Media Resource Selections: Liberty, Episode 6 (PBS) Daughters of Free Men (American Social History Film Library) Sins of Our Mothers (PBS American Experience Series) “I’m Just a Bill” (Schoolhouse Rock) Methods of Assessment: Multiple Choice Possible FRQs: 1. The debate over the Alien and Sedition Acts of 1798 revealed bitter controversies on a number of issues. Discuss the issues involved and explain why these controversies developed. 2. Hamilton and Jefferson had opposing visions for the economic future of America. What were those visions and how were they resolved in the early national period? Possible DBQs: 1. In what ways and to what extent did the Articles of Confederation provide the United States with an effective government from 1781-1789? 2. “The political movement which led to the writing of the Constitution of 1787 represented an attempted conservative counter-revolution against the excesses of the democracy which threatened chaos under the liberal Articles of Confederation. The political battle over ratification which followed proposal of the new Constitution resulted in a governing document which compromised between two extremes of positions.” Assess the validity of this statement. 3. Because the Anti-Federalists won their major points at the Philadelphia Convention, the majority of their leaders were able to support the new Constitution and avoid further dissention that could have led to the dissolution of the union.” Assess the validity of this statement. Unit IV: Jacksonian Democracy (1820-1850) Central Focus/Essential Questions: In what ways and to what extent did American democracy expand to include previously disenfranchised sections of society? What social, political, and economic forces facilitated these changes? Topics: Elections of 1824 & 1828 Spoils System Nullification “Era of the Common Man” Populism vs. Elitism 7 Indian Removal & Trail of Tears Egalitarianism and Jacksonian Democracy The Second Party System “Era of Good Feelings” Reading Assignments: Textbook: Out of Many: Chapters 10-11 Secondary Source Selections: A People’s History: Chapters Course Packet: The Jacksonian Revolution: Myth and Reality – Robert V. Remini The Egalitarian Myth and American Social Reality – Edward Pessen The Legacy of Andrew Jackson – Robert V. Remini Primary Source Document Selections: Seneca Falls Declaration Indian Removal Act, 1830 “Second Message to Congress” (On Indian Removal) – Andrew Jackson “Democracy in America” – Alexis de Tocqueville Political Cartoons (selections) A Letter of Margaret Bayard Smith to Mrs. Kirkpatrick, 1829 Methods of Assessment: Multiple Choice Free Response Questions: 1. Did the Jacksonian Era actually increase citizen participation in politics? To what extent was it a genuine increase? 2. Andrew Jackson was the seventh president of the United States. Certainly he saw himself as a hero, and many others saw him that way also. How do you see him and his impact on the United States? Possible DBQ: 1. Jacksonian Democrats viewed themselves as guardians of the United States Constitution, political democracy, individual liberty, and equality of economic opportunity. In light of the following documents and your knowledge of the 1820s and 1830s, to what extent do you agree with the Jacksonian view of themselves? 2. To what extent was the decision of the Jackson administration to remove the Cherokee Indians to lands west of the Mississippi River in the 1830s more of a reformulation of the national policy that had been in effect since the 1790s than a change in that policy? 3. To what extent and in what ways did the Supreme Court influence the debate on State’s Rights during the period 1810-1850? Second Quarter 8 Unit V: Sectional Conflict (1820-1860) Central Focus/Essential Questions: In what ways and to what extent did the forces of growth and expansion both tie the United States together as a country and contribute to disunion? Themes: Demographic Changes, Economic Transformations, Religion, Slavery and its legacies. Politics and citizenship Topics: Industrialization, transportation, the creation of a national market economy Changes in class structure The economic and social system of the South Factory System and “chattel slavery” Slavery as a moral issue Sectionalism Political compromises Reform Movements Ideals of domesticity The Mexican War John Brown Reading Assignments: Textbook: Out of Many: Chapters 10, 12-15 Secondary Source Selections: A People’s History: Chapters 8-10 The American Record: “Now Defend Yourself, You Damned Rascal”-Elbert B. Smith “Civilizing the Machine”-John F. Kasson “The Commitment to Immediate Emancipation”-James Brewer Stewart “The Quest for Room”-William L. Barney Primary Source Document Selections: Gibbons v Ogden “Ain’t I a Woman?”- Sojourner Truth “On Manifest Destiny, 1839”- John L. O’Sullivan “South Carolina Exposition and Protest”- John C. Calhoun “The Liberator”- William Lloyd Garrison “Defense of the American System”- Henry Clay Dred Scott v Sanford Narrative of the Life of Frederick Douglass, Frederick Douglass What to the Slave, is the Fourth of July?, Frederick Douglass On The Fugitive Slave Law, Emerson 9 Media Resources: Slavery in American Part II (PBS) The West (PBS) Methods of Assessment: Multiple Choice Possible FRQs: 1. Discuss the impact of territorial expansion on national unity between 1800 and 1850 2. In what ways did developments in transportation bring about economic and social change in the United States in the period 1820-1860? Possible DBQs: 1. “Reform movements in the United States sought to expand democratic ideals.” Assess the validity of this statement with specific reference to the years 1820-1850 2. “The Abolitionist Movement did not speed the end of slavery but simply made it impossible to end it without a destructive Civil War.” Assess the validity of this statement. 3. What were the key factors that convinced the South they could not obtain justice within the American Union? Unit VI: The Civil War and Reconstruction (1860-1877) Central Focus/Essential Questions: Evaluate the degree to which the Civil War and Reconstruction forged a new sense of identity and nationhood for the American people. Include a focus on civil rights for African Americans. Themes: American identity, Demographic Changes, War and Diplomacy, Politics and Citizenship, economic transformations, American diversity, Civil Rights and liberties Topics: Two societies at war: mobilization, resources, and internal dissent Military strategies and foreign diplomacy Emancipation and the role of African Americans in the war Social, political and economic effects of war in the North, South and West Presidential and Radical Reconstruction Southern state governments: aspirations, achievements, failures African Americans in politics, education and the economy “Corrupt Bargain” of 1877 Impacts of Reconstruction Reading Assignments: Textbook: Out of Many: Chapters 16-17 10 Secondary Source Selections: A People’s History: 8-10 The American Record: “Hayfoot, Strawfoot”-Bruce Catton “Promised Land”-Elizabeth Rauh Bethel Course Packet: What They Fought For (selections), James McPherson The Words That Remade America: Lincoln and the Myths of Gettysburg, Gary Wills The Occurrence at Owl Creek Bridge, Ambrose Bierce Primary Source Document Selections: The Emancipation Proclamation The Gettysburg Address, Abraham Lincoln Lincoln’s Second Inaugural Address “A former slave writes to his former master” The Civil War Amendments to the U.S. Constitution Media Resources: The Civil War Part I, Ken Burns (PBS) The Occurrence at Owl Creek Bridge Glory Birth of a Nation Ethnic Notions The West (PBS) Methods of Assessment: Multiple Choice Civil War Character Journal Project Possible FRQs: 1. Analyze the social, economic and political results of the Civil War 2. Although generally considered to be a war over slavery or states’ rights, there are in fact many various reasons why Americans, both North and South, chose to fight in the Civil War. Discuss at least three motivating factors. Possible DBQs: 1. In what ways and to what extent did constitutional and social developments between 1860 and 1877 amount to a revolution? (1996 DBQ) 2. Southerners maintained that secession was the ultimate expression of democracy, while Lincoln believed that secession was a rejection of democracy. Which position is correct? 3. Throughout our history, the Supreme Court has acted as a partisan political body, rather than a neutral arbiter of constitutional principles. Assess the validity of this generalization for the period 1810-1860. Unit VII: Growth, Expansion and Industry (1848-1900) 11 Central Focus/Essential Questions: Which political, social, and economic changes contributed the most to the industrial growth and expansion of the United States? How did these changes affect America’s character and economic system? Topics: Post Civil War West: Expansion of manufacturing and industrialization Expansion and development of western railroads Competitors for the West: miners, ranchers, homesteaders and Native Americans Government policy towards Native Americans Gender, race and ethnicity in the West Environmental impacts of western settlement Industrialization/Urbanization: Corporate consolidation of industry Effects of technological developments on the worker and workplace National politics and influence of corporate power Migration and immigration: the changing face of the nation Social Darwinism and the Social Gospel Urbanization and the city: Machine politics; problems Intellectual and cultural movements and popular entertainment Reading Assignments: Textbook: Out of Many: Chapters 18-19 Secondary Source Selections: A People’s History: Chapters 11,12 The American Record: “Gunfire and Brickbats: The Great Railway Strikes of 1877-Gerald G. Eggert “Black Soldiers and the White Man’s Burden”-Willard B. Greenwood Course Packet: Closing the Frontier and Opening Western History, Patricia Nelson Limerick The Sense of Place, Wallace Stegner Ten-Gallon Hero: The Myth of the Cowboy, David Byron Davis A New History of the American West (selections), Richard White Primary Source Document Selections: Sherman Anti-trust Act 1892 Populist Party Platform “Cross of Gold”-William Jennings Bryan Thomas Nast Cartoons Plessy v Ferguson, 1896 “Our Country”-Josiah Strong “Of Mr. Booker T. Washington”-W.E.B. DuBois 12 “Atlanta Compromise”-Booker T. Washington “The Significance of the Frontier in American History”-Frederick Jackson Turner The Jungle, Upton Sinclair Media Resources: Andrew Carnegie: The Richest Man in the World-(The American Experience, PBS) Crucible of Empire: The Spanish American War. (PBS) The Prize (episode I) Methods of Assessment: Multiple Choice Possible FRQs: 1. Although the economic growth of the U.S. between 1860-1900 has been attributed to the governmental policy of laissez-faire, it was in fact encouraged and sustained by direct governmental intervention.” Assess the validity of this statement. 2. Describe and account for the rise of Nativism in American society from 1900 to 1930. Possible DBQs: 1. The Industrial Revolution began in England in the middle of the 18th Century and by 1860, Great Britain was the primary manufacturing nation in the world. By 1900, in a little over a generation the United States had taken over first place and was producing almost twice as much as second place Britain. What were the key factors that sparked this rapid change? 2. The rise of Corporations transformed the United States in the late nineteenth century. Discuss the changes and determine if the transformations were for the better or for the worse? 3. The greatest damage done to Native Americans in the late 19th century was by those who believed they had the best interests of Native Americans at heart. Assess the validity of this statement. Unit VIII: Reaction, Reform, and Rudyard (1880-1920) Central Focus/Essential Questions: In what ways and to what extent did industrialization and expansion affect American citizens’ civil rights, access to resources, and sense of place in the world. How did these changes impact America’s role in the world? Themes: Reform, Labor, Popular Participation and Politics, Imperialism Topics: Labor and Unions Socialism Agrarian Discontent: Populists The Grange Progressives 13 Social Darwinism Imperialism: Spanish American War, Philippines, Panama Canal, “Banana Republics” Theodore Roosevelt WWI Reading Assignments: Textbook: Out of Many: Chapters 20-21 Secondary Source Selections: A People’s History: Chapter 12 Course Packet: The River Ran Red, author unknown “Life on the Lower East Side”, Maury Klein The Strike for Three Loaves, Maria Fleming Primary Source Document Selections: Senate Debate on Annexation of the Philippines White Man’s Burden, Kipling Acres of Diamonds, Russell Conwell How the Other Half Lives-Jacob Riis “The Gospel of Wealth”, Andrew Carnegie What Social Classes Owe To Each Other, William Graham Sumner Media Resource Selections: Making of the Panama Canal (documentary) The Great War (PBS) A Job at Ford’s (PBS) Ishi Methods of Assessment: Multiple Choice Possible FRQs: 1. To what extent did the United States achieve the objectives that led it to enter the First World War? 2. Analyze the reasons for the emergence of the Progressive movement in the early 20th Century. Possible DBQs: 1. How successful was organized labor in improving the position of workers in this time period? Analyze the factors that contributed the level of success achieved (2000 DBQ) 2. Between 1800-1896 farmers and workers claimed that the government and the courts overwhelmingly favored big business and the rich? To what extent were they correct in their judgment of this situation? 14 3. To what extent was late nineteenth century and early twentieth century United States expansionism a continuation of past United States expansionism and to what extent was it a departure? Third Quarter Unit IX: Boom and Bust (1920-1940) Central Focus/Essential Questions: What new features of American culture emerged in the 1920s? How were the seeds of the Great Depression sown during the boom of the 1920s? How did the nation deal with the crisis and what is the legacy of the political and policy changes that resulted? What was responsible for ending the Great Depression? Topics: 1920s Consumerism “Roaring 20s” Jazz Age Harlem Renaissance Flappers and women in the 1920s Prohibition Black Tuesday The New Deal Alphabet Administrations Social Security The Wagner Act The Dust Bowl Hoovervilles The Lost Generation The Welfare State Reading Assignments: Textbook: Out of Many: Chapters 23-24 Secondary Source Selections: A People’s History: Chapter 15 Course Packet: Dust Bowl, by Donald Worster (selections) The Worst Hard Times, Timothy Egan (selections) Freedom From Fear, David M. Kennedy (selections) Primary Source Document Selections: Hard Times, Studs Terkel 15 “Fireside Chats”, Roosevelt Roosevelt’s First Inaugural Address Dorthea Lange Photographs Langston Hughes Poetry Media Resource Selections: The Plow That Broke The Plains The Wizard of Oz Cinderella Man Grapes of Wrath The Great Gatsby Methods of Assessment: Multiple Choice Possible FRQs: 1. Historians have generally described the 1920s and early 1930s as a period of isolationism. Assess the validity of this generalization. 2. In what ways is the term “roaring twenties” an accurate description of the decade? Possible DBQs: 1. The 1920’s were a period of tension between new and changing attitudes on the one hand and traditional values and nostalgia on the other. What led to the tension between old and new and in what ways was the tension manifested? (1986) 2. Analyze the responses of Franklin D. Roosevelt’s administration to the problems of the Great Depression. How effective were these responses? How did they change the role of the federal government? (2003) 3. “The New Deal accomplished a basic alteration in the terms of the social compact in the United States, creating a new set of relationships between workers and employers, rich and poor, small businessmen and bankers, the government and those it governed. The break with the past was seismic. America would never be the same.” Assess the validity of this statement using the documents and your knowledge of U S History. Unit X: World War II (1938-1945) Central Focus/Essential Questions: In what ways did World War Two change American domestic politics and culture? In what ways did World War Two lay a foundation for the Cold War? Why has World War II been considered “the good war?” Themes: Culture, American identity, War and Diplomacy Topics: The rise of fascism and militarism in Japan, Italy and Germany The United States policy of Neutrality Pearl Harbor and the U.S. declaration of war Diplomacy, war aims, wartime conferences The Home front during WW II 16 Urban migration and demographic changes Women, work and family during the war Expansion of government power Civil liberties and civil rights: Japanese internment Atomic Power and is implications Reading Assignments: Textbook: Out of Many: Chapter 25 Secondary Source Selections: A People’s History: Chapter 16 Course Packet: Freedom From Fear, David M. Kennedy The Good War, Studs Terkel Band of Brothers, Stephen Ambrose The Pacific, Mark Helprin Hiroshima, John Hersey Primary Source Document Selections: Hiroshima Documents “So You Want To Employ Women” (U.S. Government Publications) United States Declaration of War “Day that will live in infamy” FDR US Government Posters (Rosie the Riveter, Etc.) Executive Order 9066, Roosevelt Media Resource Selections: Saving Private Ryan The Prize (episode 4) Methods of Assessment: Multiple Choice Possible FRQs: 1. The Atlantic and Pacific theaters were both viewed differently and fought differently by Americans—discuss these differences and the reasons for their existence. 2. World War II is often referred to as the “good war.” What is meant by this and to what extent is it a fair description? Possible DBQs: 1. The United States decision to drop an atomic bomb on Hiroshima was a diplomatic measure calculated to intimidate the Soviet Union in the post-Second-World War era rather than a strictly military measure designed to force Japan’s unconditional surrender. Evaluate the validity of this statement. (1988) 17 2. What impact did WWII have on the status within American society of minorities and women? Assess and describe both short and long range changes that may have occurred. 3. To what extent was Woodrow Wilson's neutrality policy [1914-17] different than Franklin D. Roosevelt's neutrality policy 1935-40? Unit XI- Cold War and Vietnam (1945-1975) Central Focus/Essential Questions: How did Atomic Power shape the development of the Cold War? To what extent were cold war fears grounded in reality? What was the contribution of government propaganda to American attitudes about the cold war? How did conflicts in the cold war reflect the major doctrines of the time, such as containment, domino theory, etc. Themes: War and Diplomacy, globalization, American identity, politics and citizenship Topics: Origins of the Cold War Truman and Containment The Cold War in Asia: China, Korea, Vietnam The Cold War in Europe, Latin America The Red Scare and McCarthyism Diplomatic strategies and policies of Truman, Eisenhower, and Kennedy. The military-industrial complex Lyndon Johnson and the Vietnam War Domino Theory NSC 68 Bi-Polar MADD Spheres of Influence/Satellite Nations Reading Assignments: Textbook: Out of Many: Chapter 26-27, 29 Secondary Source Selections: A People’s History: Chapter 17 Lies My Teacher Told Me, Chapter 9, James Loewen Course Packet: Grand Expectations (selections), James T. Patterson Rise to Globalism (selections), Stephen Ambrose ‘With One Hand Tied Behind Their Back’…and Other Myths of the Vietnam War, Robert Ruzzano The Vietnam War and the Tragedy of Containment, Michael O’Malley Voice from the Wall, Jan Scruggs (editor) 18 The Things they Carried-Tim O’Brien Primary Source Document Selections: NSC 68 “The Containment Doctrine”-Harry S. Truman “The Marshall Plan”-George Marshall “The Long Telegram”-George F. Kennan “The Wheeling West Virginia Speech”-Joseph McCarthy The Gulf of Tonkin Resolution Media Resource Selections: Atomic Café Platoon Letters Home Vietnam 1954-1968 (CNN) Fog of War Methods of Assessment: Multiple Choice Possible FRQs: 1. Analyze the successes and failures of the United States Cold War policy of containment as it developed in TWO of the following regions of the world during the period 1945-1975: Southeast Asia, Eastern Europe, Latin America, Africa 2. Americans developed an increasingly negative view of the Vietnam war, especially after 1968. Discuss the various factors that contributed to this trend, including the role of the TV, the nature of the military campaign and strategies, anti-war demonstrators, and the policies of the Johnson and Nixon administrations. Possible DBQs: 1. What were the Cold War fears of the American people in the aftermath of the Second World War? How successfully did the administration of President Dwight D. Eisenhower address these fears? (2001) 2. To what extent were the Soviet Union and the United States equally responsible for bringing the world to the brink of nuclear war during the Cuban missile crisis of 1962? 3. To what extent did the foreign policy of the United States in Southeast Asia, cause Americans both young and old, to question traditional social institutions and political practices of America. Fourth Quarter Unit XII: Post War Affluence and the Struggle for Civil Rights (1946-1968) 19 Central Focus/Essential Questions: Examine the impact of individuals and organized groups in bringing about change in society and government policy during the Civil Rights era? What role did larger social forces play in helping or hurting these efforts? Themes: American Diversity, American Identity, Culture, Demographic Changes, Economic Transformations, Politics and Citizenship, Environment Topics: The Civil Rights Movement: Brown v Board of Education. The Lynching of Emmett Till. The Montgomery Bus Boycott Martin Luther King and Gandhian non-violence Malcolm X, Stokely Carmichael, and The Black Power Movement Television and the Civil Rights Movement Kennedy and Johnson and the Civil Rights Movement Consensus and Conformity in America Suburbia and middle class America, Levittown The impact of television on Cold War and Civil Rights War on Poverty: The Great Society The impact of science and technology on American Life Postwar Economic expansion The Counter-culture The Feminine Mystique Reading Assignments: Textbook: Out of Many: Chapter 27, 28 Secondary Source Selections: A People’s History: Chapter 17 Course Packet: Grand Expectations, James T. Patterson My Soul is Rested (selections), Howell Raines Primary Source Document Selections: Letter from Birmingham Jail, MLK I Have a Dream, MLK What we want, Stokely Carmichael Negroes are not moving too fast, MLK The Ballot or the Bullet, Malcolm X “Vietnam Veterans against the War” (1971) - John Kerry Media Resource Selections: Eyes on the Prize: America’s Civil Rights Years (PBS) Mississippi Burning 20 Malcolm X Methods of Assessment: Multiple Choice Possible FRQs: 1. To what extent did the decade of the 1950’s deserve its reputation as an age of social and cultural conformity? 2. “1968 was a turning point for the United States.” To what extent is an accurate assessment? In your answer discuss TWO of the following: National politics, Vietnam War, Civil Rights Possible DBQs: 1. Analyze the changes that occurred during the 1960’s in the goals, strategies and support of the movement for African American civil rights. (1995) 2. Evaluate the effectiveness of Dr. Martin Luther King’s philosophy of non-violent civil disobedience in undermining the culture of “Jim Crow” and segregation in the South. What outside elements may have contributed to the success of the Civil Rights Movement? 3. To what extent and in what ways did contemporary music and popular culture impact American society 1950s and 60s? Unit XIII: That 70s’ and 80s’ Show (1970-1989) Central Focus/Essential Questions: To what extent do the decades of the 1970s and the 1980s represent a retreat from the idealism, optimism, and high expectations of the post world war two era? What cultural and policy changes accompanied from the United State’s loss of economic ascendancy from the 1970s onward? Topics: OPEC Gold Standard Industrial Union Jobs, Pensions, etc. The Evil Empire Sagebrush Rebellion The “Me” Generation Nixon’s challenges: Vietnam, China, Watergate Jimmy Carter the Washington outsider The New Right and the Reagan revolution End of the Cold War Themes: Culture, Economic Transformations, Religion, Politics and Citizenship, Reform Reading Assignments: Textbook: Out of Many: Chapter 30 21 Secondary Source Selections: People’s History: Chapter 21 The American Record: “Culture Wars”-James Davison Hunter “Reckoning with Reagan”-Michael Schaller Course Packet: Grand Expectations, James T. Patterson Primary Source Document Selections: “Reflections of a Neoconservative…”-Irving Kirstol “The Equal Rights Amendment” “Remarks at the Annual Convention of the National Association of Evangelicals”-Ronald Reagan “Hate, Rape and Rap”-Tipper Gore “2 Live Crew, Decoded”- Henry Louis Gates, Jr. Media Resource Selections: News Clips The Big Chill Wallstreet Methods of Assessment: Multiple Choice Possible FRQs: 1. Analyze the extent to which TWO of the following transformed American society in the 1970’s and 1980’s: The Environmental Movement, The New Right, the Women’s Movement, Reaction to Watergate and Vietnam. 2. One of the most famous expressions of the economic mindset of the 1980s is from the Oliver Stone movie Wallstreet in which investing mogul Gordon Gekko famously proclaims that “Greed Works.!” To what extend is it fair to view the 1980s as a period of runaway capitalism and greed? Possible DBQs: 1. The 1970s and 1980s was a period of economic, political, and social change within both US Domestic and Foreign Policy. Evaluate the relative successes and failures of Presidents Carter and Regan in both policy areas. 2. The Nixon Presidency was not the abysmal failure it has been described as being. In the not too distant future, the Nixon Presidency will be viewed by historians as the most successful presidency in the second half of the Twentieth Century. Assess the validity of this statement. 3. How did President Reagan’s administration reflect the basic ideas and principles of the Neoconservative movement? What were some of the criticisms of his and their view of governing? *AP Exam Early May! 22 Note: The year will finish up with an exploration of the post-cold war world, current issues, and American government, including Model Congress. 23