Outlines

Go HERE

Unit 1 - Period 1491-1607

You should also go HERE for more review videos.

APUSH REVIEW Videos

We've finished chapter 1 (and will finish chapter 2 next Wednesday).  Here are some reviews that you should watch

And -

Quizlit Flashcards

To study go HERE

Native American Project

Today, we are going to finish discussing primary sources - Columbus Letter (and the sources Al read) - and apply SOAPSTONE to them (post this on your blog), and then move on to the Native American Project:

You are going to create a PowerPoint presentation of one Native American group BEFORE the arrival of Columbus.

Groups you can pick from:

Algonquin
Iroquois
Powhatan
Chickahominy
Cherokee
Creek
Pueblo
Hopi
Sioux
Pomo

Please pick a group that interests you.  You will apply GSPRITE to the group:

Geography - where did the group live?  How did they interact with the environment around them? 

Social - How did the group live and interact within it's social and with other Native groups.  Think about dress, division of labor, relations with others, etc.

Political - How was the group organized?  Who had the power?  How was inheritance handled?  How was ownership handled?  Who made decisions?

Religious - Describe the religious beliefs of the group.  Any religious ceremonies/activities?  Religious philosophy? 

Intellectual - Art, stories (including oral stories), beliefs, attitudes.  Pottery, masks, totem poles are examples.

Technological - Tools, weapons, farming advances, living conditions - including buildings. 

Economics - think trade, monetary policies (if any), production and consumption of goods. 

Any other descriptions of this group?   Any thing else that interests you about this group?

You'll need at least three visual aids (you should have more) and you should include a discussion or summary of at least one oral story by this group. 


Remember Unit Goals:

At the end of this Unit, students will be able to answer the following (AP Students all, regular students two): 

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?

Primary Sources

Today - we will discuss SOAPSTONE and look at primary sources.

1st we need to go over your homework.

SOAP the Document:  Making Primary Source Documents 
Come Clean! 
 
Source 

Who wrote the document?  

What is the author’s background/point of view?  

Whose point of view, given the topic, is 
missing?  

Do you consider the source a reliable one on this topic?  Why/why not? 

Occasion  

When was the document written?  

What does the date of the document tell you about its content? 

What other historical events were going on during this time? 

Audience  

To whom is the author writing?  

What type of document is this (diary entry, personal letter, public speech, 
etc.)?    

Does the private/public nature of the document inform you about its content 
(is the author sharing private thoughts, making a public pronouncement, 
etc.)? 

Purpose 
Why was the document written?  What is the purpose of the document?  

What is the document saying?  

Tone

What is the attitude of the speaker?

You will need to answer the above for the following primary sources:

Letter to Luis de Santangel (ALL)
Selections of the Journals of Christopher Columbus (AP students)
Selections of the Short Account of the Destruction of the Indes (AP students)

 for a larger version of this map go HERE

Objectives for UNIT 1

At the end of this Unit, students will be able to answer the following (AP Students all, regular students two): 

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 1 - Chapter 1

What does this pictures show?  Why was the Columbian Exchange important?

Study Questions for Chapter 1 - THE AMERICAN PAGEANT, due Monday. 

CHAPTER 1:  NEW WORLD BEGINNINGS: 33, 000 B.C.—A.D. 1769

 

The Shaping of North America

Know:    Appalachian Mountains, Tidewater Region, Rocky Mountains, Great Basin, Great Lakes, Missouri-Mississippi-Ohio River System 

 2.        Speculate how at least one geographic feature affected the development of the United States.

Peopling the Americas

Know:    Land Bridge 

 3.        "Before the arrival of Europeans, the settlement of the Americas was insignificant."  Assess this statement.

  

The Earliest Americans

Know:    Maize, Aztecs, Incas, Pueblo, Mound Builders, Three-sister Farming, Cherokee, Iroquois

 4.        Describe some of the common features North American Indian culture.

Indirect Discoverers of the New World

Know: Finland, Crusaders, Venice, Genoa

5.           What caused Europeans to begin exploring?

Europeans Enter Africa

Know:    Marco Polo, Caravel, Bartholomeu Dias, Vasco da Gama, Ferdinand and Isabella, Moors

 6.        What were the results of the Portuguese explorations of Africa?

Columbus Comes upon a New World

Know:    Columbus

 7.        What developments set the stage for “a cataclysmic shift in the course of history?”

When Worlds Collide

Know:    Corn, Potatoes, Sugar, Horses, Smallpox

 8.        Explain the positive and negative effects of the Atlantic Exchange (also known at the Columbian Exchange).

The Spanish Conquistadors

Know:    Treaty of Tordesillas, Vasco Nunez Balboa, Ferdinand Magellan, Juan Ponce de Leon, Francisco Coronado, Hernando de Soto, Francisco Pizarro, Encomienda

 9.        Were the conquistadors great men?  Explain.

Makers of America: The Spanish Conquistadors

Know:    Granada, Moors, "Reconquista"

10.        Were the conquistadors' motives successfully fulfilled?  Explain.

The Conquest of Mexico

Know:    Hernan Cortes, Tenochtitlan, Montezuma, Mestizos

11.            Why was Cortes able to defeat the powerful Aztecs?

The Spread of Spanish America

Know:    John Cabot, Giovanni da Verazano, Jacques Cartier, St. Augustine, New Mexico, Pope's Rebellion, Mission Indians, Black Legend

12.        What is the “Black Legend,” and to what extent does our text agree with it?

AP Homework - read Zinn chapter 1. 

UNIT I

1491-1607

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.

Key Terms/Vocabulary: Columbian exchange, Treaty of Tordesillas, encomienda, three-sister farming, mestizos, Black Legend, Algonquian, Iroquois Confederation, Mayas, Incas, Aztecs, conquistadores, Hernan Cortes, Francisco Pizarro, New Laws of 1542, Lakota Sioux, Peublos, Bartolome de Las Casas, John Cabot, Samuel de Champlain, Henry Hudson, Protestant Reformation, Roanoke Island, Spanish Armada. 

READINGS/VIDEOS/Podcasts:

The American Pageant, chapters 1-2 (all students)

Don’t Know Much About History pages 1-32 (all students)

A Patriot's History of the United States pages 1-15 (AP students)

A People's History of the United States chapter 1 (AP students)

Primary Sources: 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 - Handouts from the teacher (all students)

Video: 

1493: Uncovering the New World Columbus Created (AP Students)

500 Nations: The Story of Indian Americans Part I (AP Students)

Crash Course U.S. History #1 (all students)

PodCasts:

Scott Thomason, History 104: #1 Native Tribes of North America (AP students)

DVDs:

The Great Courses: Before 1776: Life in Colonial America (Lectures 1 and 2 - "The World Before Columbus" an "Spain's New World Empire")  (supplemental AP students)

The Great Courses: Early American History (Lessons 1 an 2 - "Pre-Columbian America" and "Discovery and Exploration of America")  (all students; in-class instruction)

At the end of this Unit, students will be able to answer the following (AP Students all, regular students two): 

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?

Podcasts for AP Students

You should go here and subscribe to these

AP students should also watch the following:

GSPRITE

G	eography	Having to do with the environment in which people live and interact. What are the significant geographical features of this area? How did this geography help to shape American society?	Examples: Columbian Exchange Manifest Destiny Dust Bowl
S	ocial	Having to do with people in groups, their living together, and relations with one another. Includes issues as gender, economic status, and ethnicity. What social changes occurred during this time period? How did this societal change impact the culture of the United States?	Examples: Seneca Falls Convention Fourteenth Amendment Dawes Act Sacco and Vanzetti Trial
P	olitical	Having to do with gaining, seeking, and organizing power. Includes events relating to the functions of government such as the making, enforcing, and interpreting of laws. What political changes occurred? How would you assess the political leadership of this time period?	Examples: Declaration of Independence Tammany Hall Populist Party Red Scare Watergate Scandal
R	eligious	Having to do with religious beliefs, whether organized or traditional, and the religious institutions of the culture. What role did religion play in the development of American society during this time? Did religion create any conflict or create any changes in American society at this time?	Examples: Salem Witch Trials Great Awakening Social Gospel Movement Scopes Trial
I	ntellectual	Having to do with people’s philosophy, values, beliefs, and attitudes. How did the art, literature, or philosophy of this time period impact American society? How did a change in thinking lead to new events in this time period?	Examples: Transcendentalism Harlem Renaissance Beat Movement
T	echnological	Having to do with technological advancements and their impact on people’s lives in a positive and negative manner. How did inventions lead to change? Did these changes have a positive or negative effect on American society? How did they change the social and economic patterns of American culture?	Examples: Cotton Gin Telegraph Assembly Line Atomic Bomb Internet
E	conomics	Having to do with the production, distribution, and consumption of goods and services. Includes regional or international trade; monetary policy/taxes. What economic changes occurred during this time period? What impact did the policies of American industrial leaders and/or political leaders have on the American economy?	Examples: Bank of the United States Laissez-Faire Labor Movement Federal Reserve System Great Depression

AP History Period 1

Time Period 1491-1607

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, 15^th 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 17^th and 18^th 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 2^nd 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 2^nd 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 1^st 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 1^st 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.