AP students below is a link to a video that you should watch:
1493: Uncovering the New World Columbus Created
Also - here is the Syllabus for the class:
AP U.S. History Syllabus
Course Description:
AP U.S. History is a survey course covering American history. The class is taught in accordance with the AP
U.S. History curriculum framework and examines the nations’ political,
diplomatic, intellectual, cultural, social, and economic history from 1491 to
the present. A variety of instructional
approaches are employed and a college level textbook is supplemented by primary
and secondary sources.
The course is broken up into nine historical periods
investigating seven themes in each, and developing nine historical thinking
skills.
Periodization:
Period 1 (1491-1607)
Period 2 (1607-1754)
Period 3 (1754-1800)
Period 4 (1800-1848)
Period 5 (1844-1877)
Period 6 (1865-1900)
Period 7 (1890-1945)
Period 8 (1945-1989)
Period 9 (1980-Present)
THEMES:
Identity: This theme focuses on the formation of
both American national identity and group identities in U.S. History. Students should be able to explain how
various identities, cultures, and values have been preserved or changed in
different contexts of U.S. History, with special attention given to the
formation of gender, class, racial, and ethnic identities. Students should also be able to explain how
these sub identities have interacted with each other and with larger
conceptions of American national identity.
Work, Exchange, and
Technology: This theme focuses on the development of American economies based on
agriculture, commerce, and manufacturing. Students should be able to explain ways that
different economic and labor systems, technological innovations, and government
policies have shaped American society.
Students should be able to explore the lives of working people and the
relationships among social classes, racial and ethnic groups, and men and
women, including the availability of land and labor, national and international
economic developments, and the role of government support and regulation.
Peopling: This theme focuses on why and how the
various people who moved to, from, and within the United States adapted to their
new social and physical environments.
Students should be able to explain migration across borders and long
distances, including the slave trade and internal migration and how both
newcomers and indigenous inhabitants transformed North America. The theme also illustrates how people
responded when “borders crossed them.”
Students should be able to discuss the ideas, beliefs, technologies,
religions, and gender roles that migrants/immigrants and annexed people brought
with them and the impact these factors had on both these peoples and on U.S.
society.
Politics and Power:
This theme examines the ongoing
debates over the role of the state in society and its potential as an active
agent for change. This includes
mechanisms for creating, implementing, or limiting participation in the
political process and the resulting social effects, as well as the changing
relationship among branches of the federal government and among national,
state, and local governments.
Students should be able to trace efforts to define or gain access to
individual rights and citizenship and explain the evolutions of tensions
between liberty and authority in different periods of U.S. history.
America in the World: In this theme, students focus on the
global context in which the United States originated and developed as well as
the influence of the United States on world affairs. Students should be able to discuss how
various world actors (such as people, states, organizations, and companies)
have competed for the territory and resources of the North American continent,
influencing the development of both American and world societies and
economics. Students should also be able
to explain how American foreign policies and military actions have affected the
rest of the world.
Environment and
Geography – Physical and Human: This theme examines the role of
environment, geography, and climate in both constraining and shaping human
actions. Students should be able
to analyze the interaction between the environment and Americans in their
efforts to survive and thrive. Students
should also be able to explain the efforts to interpret, preserve, manage, or
exploit natural and man-made environments, as well as the historical contexts
within which interactions with the environment have taken place.
Ideas, Beliefs, and
Culture: This theme explores the
roles that ideas, beliefs, social mores, and creative expression have played in
shaping the United States. Students
should be able to explain the development of aesthetic, moral, religious,
scientific, and philosophical principles and consider how these principles have
affected individual and group actions.
Students should also be able to analyze the interactions between beliefs
and communities, economic values, political movements, including attempts to
change American society to align it with specific ideas.
Historical
Thinking Skills:
Historical Causation
Patterns of Continuity and Change over Time
Periodization
Comparison
Contextualization
Historical Argumentation
Appropriate Use of Relevant Historical Evidence
Interpretation
Synthesis
Each Unit will contain the following:
1)
Lecture and discussion of topics: Students will
participate in discussions based on course topics. Reading quiz content is embedded in class
discussions.
2)
Primary Source Analysis: Students will analyze
primary sources in which they identify, analyze, and evaluate each of the
sources. Students will use SOAPStone and
HAPP-Y to look at two or more of the following features: historical context,
purpose and intended audience, the author’s point of view, type of source,
argument and tone. Visuals will also be
analyzed using OPTICS.
3)
Viewpoints: Students will examine, analyze and
compare opposing viewpoints expressed in either primary or secondary sources
and determine which sources make the most convincing argument and why?
4)
Six Degrees of Separation: Students will be
provided with two events spanning decades, but related by their theme. They will select six events in chronological
order that link the first event in the series with the last. Students will write the name of each selected
event, and use their research and knowledge of the time period to create an
argument to support the events selected.
Students must emphasize both cause and effect and/or demonstrate
continuity or change over time in their linking.
5)
2-Day Unit Test that will have four components:
analytical multiple-choice questions (MC), analytical short answer questions
(SA), a free response essay (FRQ) and a document based question (DBQ). Each component of the exam matches a portion
(or a potential) AP test and will emphasize the application of historical
thinking skills to the answer.
6)
Reading quizzes based on chapter assignments.
7)
Note taking and History Logs (informal writing)
Essay Questions will be broken down using SPRITE.
In addition some units will have Formal Projects or extended
Essay/Research assignments.
GRADING: All work
will be graded on a point system. Daily
work, which includes student discussion questions, history logs, primary source
analysis, viewpoint analysis are worth 10-40 points. Projects, which includes Six Degrees of
Separation, map projects, posters, and Power Points (among others, is worth
50-100. Reading quizzes are worth 25
points. Unit Tests are worth 500
(multiple choice – 200, short answer (2) – 100, Free Response -100, and
Document Based Question – 200). Other
essays will be worth 100. Late work will
be marked down 10% per day.
Grading Scale will follow Skagway School District’s normal
grade scale. This class is on the
5-point scale.
PRIMARY TEXTBOOK:
The American Pageant,
David M. Kennedy, Lizabeth Cohen, and Thomas A Bailey, 15th ed.,
Random House, 2014
PRIMARY SOURCES:
Opposing Viewpoints,
Vol. 1&2, William Dudley and Thomson Gale, 2007.
Thinking Through the
Past, Vol. 1&2, John Hollitz, 2010.
SECONDARY SOURCES:
A People’s History of
the United States, Howard Zinn, 2010.
A Patriot’s History of
the United States, Larry Schweikart, and Michael Allen, 2004.
United States History:
Preparing for the Advance Placement Examination, John J. Newman, and John
M. Schmalbach, 2015.
Don’t Know Much About
History, Kenneth Davis, 2003.
UNIT 1: 1491-1607-
The American Pageant, chapters 1-2; Don’t Know Much About History pages
1-32.
Content: Geography
and environment; Native American diversity in the Americas; Spain in the
Americas; conflict and exchange; English, French, and Dutch settlements; and
the Atlantic economy.
Key Concepts:
1.1: Before the arrival of Europeans, native populations in
North America developed a wide variety of social, political, and economic
structures based in part on interactions with the environment and each other.
1.2: European overseas expansion resulted in the Columbian
Exchange, a series of interactions and adaptations among societies across the
Atlantic
1.3 Contacts among American Indians, Africans, and Europeans
challenged the worldviews of each group.
Activities:
History Logs – Record notes on blogs. Write a 1-2 page summary of them. Choose 1 idea or event that is the most
important and discuss why. Write a short
essay: What have you learned? What have
you thought about? What questions do you
have?
Primary Source Analysis: Photos of Native American Journal
and Pottery; Map of American Indian pre-1492 demographics; “Letter to Luis de
Santangel”; “A Short Account of the Destruction of the Indies” by Bartoleme de
las Casas; Excepts from the journal of Christopher Columbus.
Viewpoints: Students will read an excerpt from “1491, Howard
Zinn’s A People’s History of the United
States chapter 1, A Patriot’s History
of the United States and write an essay with a thesis statement in response
to the question, “Were the conquistadores or Columbus immoral?”
Six Degrees of Separation: From 1491 to Jamestown.
Students will be given a different pre-contact native
population to research developing an oral presentation/visual aid showing
social, political, and economic structures and interaction with the environment
and other groups.
Working in groups students will analyze reasons for the
development of different labor systems in the following regions: New England,
Chesapeake, the southernmost Atlantic coast, and the British West Indies.
UNIT I Test.
Students will discuss answers to the following essential
questions:
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?
Peopling – Where did
different groups settle in the Americas (before contact) and how and why did
they move to and within the Americas (after contact)?
Politics and Power
– 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?
Environment and
Geography – 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?
Ideas, Beliefs, and
Cultures – How did cultural contact challenge the religious and other
values systems of peoples from the Americas, Africa, and Europe?
UNIT 2: 1607-1754 – readings The American Pageant chapters 2-4. A
People’s History of the United States chapter 2.
Content: Growing trade; unfree labor; political differences
across the colonies; conflict with Native Americans; immigration; early cities;
role of women, education, religion and culture; and growing tensions with
British.
Key Concepts:
2.1 Differences in imperial goals, cultures, and the North
American environments that different empires confronted led Europeans to
develop diverse patterns of colonization.
2.2 European colonization efforts in North American
stimulated intercultural contact and intensified conflict between the various
groups of colonizers and native peoples.
2.3 The increasing political, economic, and cultural
exchanges within the “Atlantic World” had a profound impact on the development
of colonial societies in North America.
Activities:
History Logs – notes, short writings in response to notes
and readings.
Primary Source Analysis: Students will read “Sinners in the
Hands of an Angry God” by Jonathan Edwards; an indentured servant’s letter
home; Bacon’s Manifesto; The Maryland Toleration Act; a letter about the Small
Pox Inoculation; map of a Puritan town; painting of a colonial Virginia tobacco
farm; and colonial export chart broken down by region and products.
Viewpoints: Students will read articles from Opposing Viewpoints and be ready to
discuss the two articles focusing on sourcing and contextualization. “A Defense of the Salem Witch Trials” (1692)
by Cotton Mather and “An Attach on the Salem Witch Trials” (1692) by Thomas
Brattle.
Students will describe the settlements of Northern, Middle,
and Southern colonies showing motives, location, religious influences,
political system, economic structure, labor source, relations with natives and
discuss 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.
A)
New
England
B)
Chesapeake
C)
Spanish
Southwest
D)
New
York and New France
Six Degrees of Separation: From Jamestown to the French and
Indian War.
Unit Test.
Students will discuss possible answers to the following
essential questions:
Identity – What
were the chief similarities and differences among the develop 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?
Peopling – 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 competition between European empires around the world affect
relations among the various peoples in North America?
Environment and
Geography – How and why did the English American colonies develop into
distinct regions?
UNIT 3: 1754-1800
– The American Pageant chapters 5-10;
Don’t Know Much About History pages
41-100
Content: Colonial
society before the war for independence; colonial rivalries; the Seven Years
War; pirates and other democrats; role of women before, during, and after 1776;
Articles of Confederation, the Constitution, the rise of political parties,
national identity; work and labor (free and unfree); regional economical
differences.
Key Concepts
3.1: Britain’s victory over France in the imperial struggle
for North America led to new conflicts among the British government, the North
American colonists and American Indians, culminating in the creation of a new
nations, the United States.
3.2: In the late eighteenth century, new experiments with
democratic ideas and republican forms of government, as well as other new
religious, economic and cultural ideas, challenged traditional imperial systems
across the Atlantic World.
3.3: Migration within North America, cooperative
interactions and competitions for resources raised questions about boundaries
and policies, intensified conflicts among peoples and nations, and led to
contests over the creation of a multiethnic, multiracial national identity.
Activities:
History Log – notes and short answer writings based on
readings.
Primary Source Analysis: Students will read and analysis the
following – Map of Proclamation of 1763, Speeches at Fort Pitt by Tecumseh,
Join or Die Cartoon, Common Sense, Declaration of Independence, Letters,
Proclamation and Paintings surrounding the Saratoga Campaign (Arnold, Burgoyne,
Jane McCrea and others), The Articles of Confederation, Federalist #45, The
Constitution, Washington’s Farewell Address, map of Northwest Ordinance/Slavery
abolition, two artists contrasting views of the Boston Massacre, diagram of
Hamilton’s Financial Plan, Abigail Adams Letters to John Adams, Jefferson’s
First Inaugural.
Drawing on primary sources, students engage in a debate over
the question, “Did the Revolution assert British rights or did it create an
American national identity?”
Viewpoints: Students will read “The War for Independence was
Not a Social Revolution” by Howard Zinn and “The War for Independence was a
Social Revolution” by Gordon S. Wood.
Using these articles as well as the primary documents from the period,
students will write an essay responding to the following: Based on the arguments provided by Zinn and Wood as well as the primary
source documents, to what extent did the American Revolution fundamentally
change society? In your answer, be sure
to address the political, economic, and social effects of the Revolution in the
period from 1775 to 1800.
Students will research and a list of causes of both Shay’s
Rebellion and The Whiskey Rebellion.
Then students will write a short analysis of the significant of both events
as a link between the American Revolution and the creation of a new
nation.
Students will list 10 events that led directly to the
Revolution. Students will defend their
choices, the pick the one event that made the Revolution inevitable.
Six Degrees of Separation: 1607 to 1800.
Unit Exam – multiple choice, short answer questions, long
essay, document-based essay.
During this unit students will discuss possible answers to
the following essential questions:
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?
Peopling: How did
the revolutionary struggle and its aftermath reorient white-American 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?
Environment and
Geography: How did the geographical and environment characteristics of
regions open up to white settlements after 1763 affect their subsequent
development?
Ideas, Beliefs, and
Culture: 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?
Unit 4: 1800-1848
– The American Pageant chapters
11-17; Don’t Know Much About History pages
100-126.
Content: Definition
of democratic practices; expansion of the vote; market revolution; Louisiana Purchase,
War of 1812, territorial and demographic growth; two-party system; Andrew
Jackson; and role of the federal government in slavery and the economy.
Activities:
History Log – notes and short answers on reading
assignments.
Primary Sources Analysis: Letter to Mercy Otis Warren,
Monroe Doctrine, The Nullification Proclamation, Self Reliance, Jackson’s First
Message to Congress, Jackson’s Veto of the Bank, John O’Sullivan on Manifest
Destiny, William B. Travis Letter from the Alamo, contrasting illustrations of
the “Trail of Tears”, James Madison’s War Message.
Students will complete a concept map on the following four
Marshall Court Decisions: Marbury V. Madison; Mcculloch V. Maryland; Dartmouth
College V. Woodward; Gibbons V. Ogden.
Viewpoints: Looking at various sources students will decide
whether the War of 1812 was the 2nd War for Independence or a War
for Territory.
Six Degrees of Separation: From Jefferson to the Reform Era.
Students will reflect on Seneca Falls – in what ways was it
a consequence of pre-1848 reform activities and what did it contribute to the
movement for women’s rights afterward?
Students will write an essay that makes an argument in response to this
question.
During this unit students will discuss possible answers to the
following essential questions:
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?
Peopling: 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 ideas 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 America Nation?
Environment and
Geography: How did environmental and geographic factors affect the
development of sectional economics and identities?
Ideas, Beliefs, and
Cultures: How did the idea of democratization shape and reflect American
arts, literature, ideals, and culture?
Unit 5: 1844-1877
– The American Pageant, chapters
17-22; Don’t Know Much About History pages
127-165
Content: As the
nation expanded and its population grew, regional tensions, especially over
slavery, led to a civil war – the course and aftermath of which transformed
American society. Tensions over slavery;
reform movements; imperialism; Mexican War; Civil War; and Reconstruction.
Key Concepts:
5.1 The United States became more connected with the world
as it pursued an expansionist foreign policy in the Western Hemisphere and
emerged as the destination for many migrants from other countries.
5.2 Intensified by expansion and deepening regional
divisions, debates over slavery and other economic, cultural and political
issues led the nation into civil war.
5.3 The Union victory in the Civil War and the contested
Reconstruction of the South settled the issues of slavery and secession, but
left unresolved many questions about federal government power and citizenship
rights.
Activities:
History Log – notes and short answers to reading
assignments.
Primary Source Analysis: Narrative of the Life of Frederick
Douglass, Accounts about poor Whites, Polk’s War Message, Civil Disobedience, Fugitive
Slave Law, Dred Scott v. Sanford, The Impending Crisis in the South, the
Lincoln –Douglas debates, Lincoln’s 2nd Inaugural Address,
Emancipation Proclamation, Mississippi Black Codes, map delineating southern
session, two paintings of Manifest Destiny, Civil War photos.
Viewpoints: John Brown – Terrorist or Hero?
Viewpoints: Who Freed the Slaves – Students will present
their viewpoint on who freed the slaves from one of the following groups:
Congress, Lincoln, Military, or African-Americans. In addition students will explain why the
other three groups were not as effective.
Students read the sources in a document-based question on
the Mexican-American War and engage in a classroom debate on President’s Polk’s
motives for entering the war.
Students will read “Popular Sovereignty Should Settle the
Slavery Question” by Stephen A. Douglas; “Slavery Should Not Be Allowed to
Spread” by Abraham Lincoln from Opposing
Viewpoints. Students will identify
major arguments of each man, and then debate whose argument was most
persuasive. Their analysis should
address at least two of the following features from each of the documents:
audience, purpose, point of view, format, argument, limitations, and content
germane to the evidence considered.
Six Degrees of Separation: From the Liberator to the
Compromise of 1877.
Chronological Reason: Students look at the evolution of
public policies related to slavery and racial inequality to 1877.
UNIT Test – multiple-choice questions, short answer
questions, DBQ and Long Essay (on public policies related to slavery).
During this unit students will discuss possible answers to
the following essential questions:
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? 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 nation economic
system by 1877?
Peopling: 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?
Environment and
Geography: How did the end of slavery and technological and military
developments transform environment and settlement patterns in the South and
West?
Ideas, Beliefs, and
Cultures: How did the doctrine of Manifest Destiny debates over territorial
expansionism and the Mexican War? How
did the Civil War struggle shape Americans’ beliefs about equality, democracy,
and national destiny?
Unit 6: 1865-1900
– The American Pageant, Chapters
22-28; Don’t Know Much About History
pages 257-303
Content: The
transformation of the United States from an agricultural to an increasingly
industrialized and urbanized society brought about significant economic,
political, diplomatic, social, environmental, and cultural change. Includes: Rise of labor unions and the
Populist Party; general themes of industrialization, urbanization, immigration,
and imperialism; Indian Wars, the Spanish American War, conquests in the
Pacific.
Key Concepts:
6.1 The rise of big business in the United States encouraged
massive migrations and urbanization, sparked government and popular efforts to
reshape the U.S. economy and environment, and renewed debates over U.S.
national identity.
6.2 The rise of big business and an industrial culture in
the United States led to both greater opportunities for and restrictions on
immigrants, minorities, and women.
6.3 The “Gilded Age” witnessed new cultural and intellectual
movements in tandem with political debates over economic and social
policies.
Activities:
History Log – notes and short answers on reading
assignments.
Primary Source Analysis: Red Cloud’s Speech, Excerpts from Huck Finn, Dawes Act, Chinese Exclusion
Act, A Black Woman’s Appeal for Civil Rights, Populist Party Platform, Bosses
of the Senate Cartoon, Images from How the
Other Half Lives, Andrew Carnegie’s Gospel of Wealth, Petition to the Ohio
state legislature against women suffrage, Jane Addams Twenty Years at Hull
House, map of the overseas possessions of the U.S.
Viewpoints: After reading excerpts from Jane Addams, Louise
de Koven Bowen and Hilda Satt Polacheck students will decide if the progressive
social reformers were generous and helpful or condescending and judgmental
towards immigrants. Students will list 3
main points and evidence the support.
Populist Party Speech – Students will analyze documents on
the Populist Party and create a speech on why they should be the Populist Party
Presidential nominee in 1892.
Unit Test – Multiple-choice questions, short answer
questions, DBQ, and Long Essay.
During this unit students will discuss possible answers to
the following essential questions:
Identity: How did
the rapid influx of immigrants from other parts of the world than northern and
western Europe 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?
Peopling: 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?
Environment and
Geography: In what ways, and to what extent, was the West “opened” for
further settlement through connection to eastern political, financial, and
transportation systems?
Ideas, Beliefs and
Cultures: How did artistic and intellectual movements both reflect and
challenge the emerging corporate order?
UNIT 7: 1890-1945
– The American Pageant chapters
29-35; Don’t Know Much About History pages
323-436
Content: An
increasingly pluralistic United States faced profound domestic and global
challenges, debated the proper degree of government activism, and sought to
define its international role. Includes:
The formation of the Industrial Workers of the World and the AFL;
industrialization and technology, mass production and mass consumerism, the
radio and the movies; WWI; Harlem Renaissance; The Great Depression and the New
Deal, and WWII.
Key Concepts:
7.1: Government, political and social organizations
struggled to address the effects of large-scale industrialization, economic
uncertainty, and related social changes such as urbanization and mass
migration.
7.2: A revolution in communications and transportation
technology helped to create a new mess culture and spread of “modern” values
and ideas, even as cultural conflict between groups increased under the
pressure of migration, world wars, and economic distress.
7.3 Global conflicts over resources, territories and
ideologies renewed debates over the nation’s values and its role in the world,
while simultaneously propelling the United States into a dominant international
military, political, cultural, and economic position.
Activities:
History Logs – notes and short responses to reading
assignments.
Primary Source Analysis: Early 1900s new transportation
advertisements; 1920s advertisements; Espionage Act of 1917; Sedition Act of
1917; Eugene Deb’s Speech Condemning Espionage Ace and Sedition Act; The Zimmermann
Note; FDR’s 1st Inaugural Address; Roosevelt’s Court Packing Plan;
FDR’s Day of Infamy Speech; Truman’s The Decision to Drop the Atomic Bomb; New
Deal political cartoons (pro and con), graph showing economic cycles during the
Great Depression and WWII.
Viewpoints: Japanese internment during WWII?
DBQ Deconstruction: DBQ on how the different policies of FDR
and Hoover toward the proper role of government reflected five decades of
debates about citizenship, economic rights, and the public good. Be sure to indicate how specific policies
reflect the global economic crisis of the 1930s.
Students will write an essay comparing Wilson’s Neutrality
document to George Washington’s, and discuss the changes, if any, in the
context in which U.S. foreign policy was made.
Unit Test – Multiple Choice Questions; Short Response
Questions; DBQ and Long Question: 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 the
programs/policies that addressed the specific needs of American workers.
During this unit students will discuss possible answers to
the following essential questions:
Identity: How did
the 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?
Peopling: Why did
public attitudes towards immigration become negative during this time
period? Why did opposition emerge to
various reform programs?
Politics and Power:
How did reformist ideals change and reformers took them up 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 interventions reflect
public views of America’s role in the world?
Environment and
Geography: Why did reformers seek for the government to wrest control of
the environment and national resources from commercial interests?
Ideas, Beliefs, and
Cultures: 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?
Unit 8: 1945-1989
– The American Pageant, chapters
36-39; Don’t Know Much About History
pages 418-463
Content: After
World War II, the United States grappled with prosperity and unfamiliar
international responsibilities, while struggling to live up to its ideals. Includes: Atomic age and the Cold War; the
Korean War; suburban development and the affluent society; the other America;
Vietnam; the Beat Generation; the social movements of the long 1960s; Great
Society programs; economic and political decline in the 1970s; the rise of conservatism.
Key Concepts:
8.1: The United States responded to an uncertain and
unstable postwar world by asserting and attempting to defend a position of
global leadership, with far-reaching domestic and international consequences.
8.2: Liberalism, based on anticommunism abroad and a firm
belief in the efficacy of governmental and especially, federal power to achieve
social goals at home, reached it apex in the mid-1960s and generated a variety
of political and cultural responses.
8.3: Postwar economic, demographic and technological changes
had far-reaching impacts on American society, politics, and the environment.
Activities:
History Log – notes and short responses on assigned
readings.
Primary Source Analysis: The Marshall Plan, Truman Doctrine,
Massive Retaliation, Brown v. Board of Education of Topeka, Nuclear Testing
Films from the 50s, Eisenhower’s Farewell Address, The Other America, Letter
from Birmingham Jail, chart illustrating the statistics of the draft during the
Vietnam War and the casualty rate of the same, Tonkin Gulf Resolutions, Tim
Driscoll “There Really Is A War” Letter from Vietnam, Jimmy Carter Inaugural
Address, Reagan’s Tear Down This Wall speech.
Viewpoints: Truman from Truman Doctrine vs. Reagan from Tear
Down This Wall Speech.
Coffee House – after reading and discussing Beat poetry
(Ginsberg, Corso, Synder), students will write their own “beat” poetry on an
issue of the 50s.
Origins of the Cold War debate: Some scholars argue that the
Cold War started with the Russian Revolution.
Examine primary and secondary sources and make a case for the Cold War
starting in 1945 or 1917.
Shootings at Kent State: Students will close read “The
Shooting at Kent State” by Tom Grace and listen to the pod cast “What Really
Happened at Kent State” (http://missedinhistory.com/podcasts/what-really-happened-at-kent-state/
). The student will write two
editorials: the 1st editorial will address why the government had
the right to allow the National Guard to fire on the students; the second will
address why the firing was wrong.
Students will also listen to various songs from the sixties
and discuss the role of popular music in affecting attitudes toward the Vietnam
War.
Six Degrees of Separation: From Containment to “Tear Down
This Wall”.
Unit Test – Multiple Choice Questions, Short Answer
Reponses, DBQ, Long Essay.
During this unit students will discuss possible answers to
the following essential questions:
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?
Peopling: 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?
Environment and
Geography: 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?
Ideas, Beliefs, and
Cultures: How did changes in popular cultural reflect or cause changes in
social attitudes? How did the reaction
to these changes affect political and public debates?
Unit 9:
1980-present – The American
Pageant, chapters 40-42
Content: Summary
of Reagan’s domestic and foreign policies; Bush Sr. and the end of the Cold
War; Persian Gulf; Clinton as a New Democrat; technology and economic bubbles
and recessions, race relations, and the role of women; changing demographics
and the return to poverty; rise of the prison complex and the war on drugs;
9/11 and the domestic and foreign policies that followed; and Obama.
Key Concepts:
9.1: A new conservatism grew to prominence in
U.S. culture and politics, defending traditional social values and rejecting
liberal views about the role of government.
9.2: The
end of the Cold War and new challenges to U.S. leadership in the world forced
the nation to redefine its foreign policy and global role.
9.3: Moving
into the 21st century, the nation continued to experience challenges stemming
from social, economic and demographic changes.
Activities:
History Log – notes and short responses on reading
assignments
Primary Source Analysis:
Jimmy Carter Crisis in America
1980s Car advertisements
Ronald Reagan Air Traffic Controllers’ Strike
Bill Clinton’s First Inaugural Speech
George W Bush Republican Nomination Acceptance Speech
Ronald Reagan Evil Empire Speech
Ronald Reagan Support of the Contras
George W Bush September 20 Address to Congress
Creation of Homeland Security Department
Bill Clinton Address on Health Care Reform
Barack Obama Address on Health Care
Political cartoons (pro and con) on the Patriot Act
View Points: The Patriot Act vs. Amendment IV of the
Constitution
Iconic Moments: The entire class composes a list of iconic
moments or events associated with US History in the period 1980 to the Present.
Students can begin with moments or events that occurred within their own
lifetimes, but also include moments/events that cover the chronological span,
1980-Present. The purpose of this exercise is to deepen the students’ awareness
of specific content within Period 9. Then the students will categorize the
moments using the seven themes of AP US History.
Six Degrees of Separation: From The Reagan Revolution to the
Election of Barack Obama.
Unit Test – multiple-choice questions, short answer
questions, FRQ and DBQ.
During this unit students will discuss possible answers to
the following essential questions:
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?
Peopling: How did
increased migration raise questions about American identity and 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 9/11 impact America’s role in the world?
Environment and
Geography: How did debates over climate change and energy policy affect
broader social and political movements?
Ideas, Beliefs, and
Cultures: How did technological and scientific innovations such as
elections, biology, medicine, and communications affect society, popular
culture, and public discourse? How did a
more demographically diverse population shape popular culture?
REVIEW For AP EXAM after Unit 9.
No comments:
Post a Comment