AP United States History Syllabus - Public Schools of Robeson County
AP United States History Syllabus - Public Schools of Robeson County
AP United States History Syllabus - Public Schools of Robeson County
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<strong>AP</strong> <strong>United</strong> <strong>States</strong> <strong>History</strong> <strong>Syllabus</strong><br />
This course is designed to prepare students for college credit, for advanced level historical<br />
studies and to prepare students for the <strong>AP</strong> Exam. To achieve this goal, students will develop critical<br />
thinking skills and study skills that demonstrate a high level <strong>of</strong> commitment to historical studies.<br />
Students will be expected to develop historical writing skills that utilized document interpretation and<br />
analysis along with the development <strong>of</strong> a thesis statement that utilizes supporting evidence to illustrate<br />
historical argument.<br />
This class will have a foundation <strong>of</strong> topics that overarch Units. The topics include Exploration<br />
and Colonization, Revolution and New Nation, Antebellum America and Westward Expansion,<br />
Sectionalism, Civil War and Reconstruction, Late Nineteenth Century America: Industrialization,<br />
Immigration and the Rise <strong>of</strong> the Debtor, Progressivism, Imperialism and World War I, Boom and Bust:<br />
The Years Between the Wars, World War II, Cold War, Social Conformity and Conflict <strong>of</strong> the 1950s and<br />
1960s, Upheaval in American Society: The 1960s and 1970s, and Modernism, Conservatism,<br />
Globalization and Terrorism. In addition to these topics, the course will emphasize themes. The themes<br />
will include American Diversity as reflected in the development <strong>of</strong> a diverse cultural mosaic that is now a<br />
integral part <strong>of</strong> the American landscape, the development <strong>of</strong> an American Identity from the birth <strong>of</strong> the<br />
spirit <strong>of</strong> nationalism during to War <strong>of</strong> 1812 to the modern idea <strong>of</strong> patriotism, the development and<br />
transformation <strong>of</strong> American Cultural expressions in Art, literature, philosophy, theater, music and film,<br />
Demographic Changes in the American population as they expand across the North American continent,<br />
Economic Transformations that affect American trade, commerce and technology, Environmental<br />
consumption and conservation <strong>of</strong> natural resources through the 19 th and 20 th centuries, America’s<br />
changing role in Global history that took her from a weak military force in the 19 th century to a Super<br />
Power in the 20 th century, What creates American political traditions and defines Citizenship for<br />
Americans, How groups within American society have instituted Reform that addresses the ills <strong>of</strong> society<br />
How Religion shapes American politics, economics and society, The legacy that slavery has left in<br />
America, and War and Diplomacy in global conflicts that have spanned from colonial to modern times.<br />
Text<br />
Bailey, Thomas A., Lizabeth Cohen, and David M. Kennedy. The American Pageant. Thirteenth Edition.<br />
(Boston: New York Houghton Mifflin Company 2006).<br />
Peiser, Andrew and Michael Serber. <strong>United</strong> <strong>States</strong> <strong>History</strong>: Preparing for the End <strong>of</strong> Course Test. North<br />
Carolina Edition. (Amsco School <strong>Public</strong>ations, Inc.).<br />
Peiser, Andrew and Michael Serber. Reviewing U.S. <strong>History</strong> and Government. (Amsco School<br />
<strong>Public</strong>ations, Inc.).<br />
Bennett, Jean H. and Tom Meltzer. Cracking the <strong>AP</strong> U.S. <strong>History</strong> Exam. 2002-2003 Edition. (Random<br />
House, Inc.).<br />
Proctor, Alan. Multiple-Choice & Free-Response Questions with DBQ in Preparation for the <strong>AP</strong> <strong>United</strong><br />
<strong>States</strong> <strong>History</strong> Examination. Fourth Edition. (D&S Marketing Systems, Inc.).<br />
Irish, John, Jeanne M. Kish, Eileen M. Mattingly, and Stephen H. Rase. Advanced Placement U.S. <strong>History</strong><br />
Books 1, 2, 3. 2011 Edition. (The Center for Learning).<br />
1
Grading<br />
Test ……………………………………………………………………… 30%<br />
Quiz …………………………………………………………………….. 30%<br />
Essays, Historical Journals and DBQ Prompts ……….. 20%<br />
Benchmark and Novel Readings …………………………… 20%<br />
DBQ’s and Testing<br />
DBQ’s during the term will be completed in two formats cooperative groups and independent.<br />
During cooperative group DBQ exercises, students will be taught historical interpretation skills:<br />
Recognize bias, categorize the importance <strong>of</strong> documents in relation to historical topics being analyzed<br />
and obtaining historical evidence. Students will be required to submit an essay <strong>of</strong> their interpretation <strong>of</strong><br />
the documents.<br />
Major test will be given at the end <strong>of</strong> each Unit <strong>of</strong> study. They will include multiple choice along<br />
with a DBQ. Students will be expected to interpret the documents in the DBQ independently and<br />
submit an essay interpreting the documents.<br />
Historical Journal<br />
Students will be required to maintain a historical journal that examines and reflects the major<br />
themes <strong>of</strong> <strong>AP</strong> US <strong>History</strong>: American Diversity, American Identity, Culture, Demographic Change,<br />
Economic Transformations, Environment, Globalization, Politics and Citizenship, Reform, Religion,<br />
Slavery and its Legacies in North America along with War and Diplomacy. The historical journal will<br />
include but is not limited to diary entries, editorials, journal entries, poems, songs and the collection <strong>of</strong><br />
visual historical documents. The quality <strong>of</strong> historical journal entries will be evaluated four times during<br />
semester and assigned a grade that will count as a major test grade.<br />
Unit Information<br />
Unit One: Founding the New Nation<br />
Unit One Objectives:<br />
Goal 1: In order to understand the causes <strong>of</strong> European exploration and the impact <strong>of</strong> colonial<br />
settlement in the America’s along with assessing the structure <strong>of</strong> European colonies.<br />
The Student Will Be Able To:<br />
1. Identify and analyze the early inhabitants <strong>of</strong> North America in relation to location, political<br />
structure and economy.<br />
2. Identify and evaluate the causes <strong>of</strong> European exploration from the late 15 th to early 17 th century.<br />
3. Analyze the social, economic and political effects <strong>of</strong> the British Empire on the American colonies<br />
with regard to the New England, Middle and Southern colonies.<br />
Content and/or Skills Taught:<br />
Pre-Columbian cultures; cultural diversity; early explorations; kinship and gender; reciprocity; the<br />
introduction <strong>of</strong> slavery; Spanish, French, and English claims; the rise <strong>of</strong> mercantilism; New England<br />
Colonies; The Middle Colonies; Chesapeake Colonies; The Carolina Colonies/The Caribbean; Rivals for<br />
North America: France and Spain.<br />
2
Major Assignments:<br />
1. Readings with essential questions.<br />
2. Selected Vocabulary<br />
3. Historical Journal<br />
a. Create a ship log <strong>of</strong> Quaker passage to the New World.<br />
b. From a Native American point <strong>of</strong> view: Write journal entries <strong>of</strong> their contact with colonists.<br />
c. Create diary entries for a Puritan during the Salem Witch Trials.<br />
4. Historical Writing Essay – Points <strong>of</strong> View:<br />
a. To a friend in your native country describe the conditions in the New World.<br />
b. Write a Native American account <strong>of</strong> European contact in relation to economic, social and<br />
political changes.<br />
5. Class Analysis <strong>of</strong> The Mayflower Compact as a beginning <strong>of</strong> self-government in the English<br />
Colonies.<br />
6. Reading – Sinners in the Hands <strong>of</strong> an Angry God (Jonathan Edwards)<br />
a. Read and review the message being delivered.<br />
b. Compare the Enlightenment philosophies with the message <strong>of</strong> the Great Awakening.<br />
c. How were they similar and how were they different<br />
d. What impact did these schools <strong>of</strong> thought have on religious, social, educational, and political<br />
developments in eighteenth-century America<br />
Goal 2: In order to understand the causes for revolution, the course <strong>of</strong> the war and evaluate the<br />
results <strong>of</strong> the American Revolution.<br />
The Student Will Be Able To:<br />
1. Examine the status <strong>of</strong> European rivalries in the New World and the causes for revolution among<br />
the American colonies.<br />
2. Trace the events leading up to the revolution and through the course <strong>of</strong> the war and assess the<br />
impact that each had on the outcome.<br />
3. Evaluate the social, political and economic results <strong>of</strong> the American Revolution.<br />
4. Assess how the new national and state governments were formed and their effects on American<br />
society.<br />
Content and/or Skills Taught:<br />
Rebellion in the colonies; Colonial economies and societies; Competing for North America; The<br />
Enlightenment in British America; The Great Awakening in British America; The French and Indian War;<br />
The British Acts Levied on the Colonists; Colonial ideology; Colonial resistance, including the role <strong>of</strong><br />
women; The Boston Massacre; The First Continental Congress; Thomas Paine’s Common Sense and The<br />
Crisis; The Declaration <strong>of</strong> Independence; Patriots and Loyalists; The French alliance; The Treaty <strong>of</strong> Paris,<br />
1783.<br />
Major Assignments:<br />
1. Readings with essential questions.<br />
2. Selected Vocabulary<br />
3. Historical Journal<br />
a. Write a colonist response to Thomas Paine’s Common Sense.<br />
b. Editorial: Write an editorial that identifies the need for revolution.<br />
4. Historical Writing Essay – Point <strong>of</strong> View<br />
a. The system <strong>of</strong> mercantilism was viewed by the British as mutually beneficial to both the<br />
colonists and the Mother Country. The colonists viewed mercantilism in quite a different<br />
3
light. Write an essay which explains the differences in viewpoints and shows how these<br />
divergences led to revolution.<br />
5. Reading – The Declaration <strong>of</strong> Independence<br />
a. How was it divided<br />
b. To whom was it addressed<br />
c. Summarize the major grievances listed in the document. How does this promote John<br />
Locke’s idea <strong>of</strong> the social contract<br />
d. Is the signing <strong>of</strong> this document an act <strong>of</strong> treason<br />
e. Explain you position.<br />
6. Essay: Discuss the social, economic, and political changes within the 13 states produced by the<br />
American Revolution. Be sure to consider things such as slavery, status <strong>of</strong> women, property<br />
distribution, voting rights, and religion.<br />
7. Unit Multiple Choice Test with DBQ<br />
Goal 1 and Goal 2 Activities:<br />
Seminar: Native American’s Traditional culture and impact <strong>of</strong> first contact.<br />
Seminar: The Scarlet Letter and The Crucible Reading – What insight about Puritan society does<br />
Hawthorne’s writing give to his reader Identify and discuss Puritan society cultural and political<br />
norms.<br />
Geographic Activity: Map the physical growth <strong>of</strong> the <strong>United</strong> <strong>States</strong> through 1783.<br />
Geographic Activity: Locate the Triangle Trade Ports.<br />
Graph Activities: Bar Graph populations <strong>of</strong> different ethnic groups in the colonies by the year<br />
1750, Bar Graph the population <strong>of</strong> the three sections in 1690, 1750, and 1775.<br />
Geographic Activity: Map the events that caused the American Revolution.<br />
Graph Colonial exports to Britain and imports from Britain.<br />
Unit Two: Building the New Nation<br />
Unit Two Objectives:<br />
Goal 3: In order to understand the formation and effectiveness <strong>of</strong> the institutions <strong>of</strong> the emerging<br />
republic.<br />
The Students Will Be Able To:<br />
1. Identify and evaluate the events and compromises that led to the formation <strong>of</strong> a new<br />
government and differentiate between the Federalists and the Anti-Federalists views.<br />
2. Investigate the effectiveness <strong>of</strong> the presidents and other <strong>of</strong>ficers <strong>of</strong> the federal government in<br />
leading the New Nation.<br />
3. Assess the major foreign and domestic issues and conflicts experienced by the nation during this<br />
period and evaluate their impact on the new nation.<br />
Content and/or Skills Taught:<br />
The Articles <strong>of</strong> Confederation; The Northwest Ordinance; Shays’ Rebellion; The Constitutional<br />
Convention; The Federalist Papers and Ratification; Defining the Presidency; The Bill <strong>of</strong> Rights; The<br />
Emergence <strong>of</strong> Political Parties; Jay’s Treaty; Washington’s Farewell Address; The Alien and Sedition Acts;<br />
The Jefferson Presidency; John Marshall and the Supreme Court; The Louisiana Purchase; The Embargo<br />
Act; The War <strong>of</strong> 1812; The Treaty <strong>of</strong> Ghent.<br />
4
Major Assignments:<br />
1. Readings with essential questions.<br />
2. Selected Vocabulary<br />
3. Historical Journal<br />
a. Write to a friend in Britain and express the challenges present in the New Nation with<br />
respect to social, political and economic change.<br />
b. Editorial: Report on the weakness <strong>of</strong> the National Government under the Articles <strong>of</strong><br />
Confederation in relation to strong state governments. Write a proposal for change in<br />
government.<br />
c. Editorial: “George Washington Strong Leader For The New Nation” Use this title and write<br />
an editorial based on the evidence in the documents to support the headline.<br />
4. Historical Writing Essay<br />
a. The writing <strong>of</strong> the Constitution was as Catherine Drinker Bowen has observed, a “Miracle at<br />
Philadelphia.” Yet, this “miracle” was based on historical experience. Trace the intellectual<br />
origins <strong>of</strong> the Constitution from British theory and practices through the philosophy and<br />
current events <strong>of</strong> the late 1780s.<br />
5. Reading: The Articles <strong>of</strong> Confederation<br />
a. Why did the colonists design a government that did not have a strong central government<br />
b. What difficulties did the U.S. face under the Articles <strong>of</strong> Confederation, both domestic and<br />
foreign<br />
c. What were the accomplishments under the Articles Why was change necessary<br />
6. Essay: Discuss the dangers the nation faced during the Federalist era, 1789-1800, and how it<br />
overcame or survived them. Include conflict among social, economic, and sectional interest<br />
groups; challenges from foreign nations; and threats to individual liberties and the Bill <strong>of</strong> Rights.<br />
Goal 4: In order to analyze the competing forces <strong>of</strong> nationalism and sectionalism and assess the<br />
effectiveness <strong>of</strong> the emerging reform movements.<br />
The Students Will Be Able To:<br />
1. Examine the reasons for the emergence <strong>of</strong> nationalism and sectionalism during this period and<br />
assess their impact on America.<br />
2. Examine the evolution <strong>of</strong> the American economy during the first half <strong>of</strong> the 19 th century and<br />
identify key events, inventions and ideas as well as determine their significance.<br />
3. Compare the economies <strong>of</strong> the North and South and assess the factors that caused these<br />
differences, as well as investigate the effects.<br />
4. Evaluate the roles <strong>of</strong> the reform crusade on mid-19 th century America and evaluate their<br />
effectiveness.<br />
Content and/or Skills Taught:<br />
The Hartford Convention; “The American System”; James Monroe and the Era <strong>of</strong> Good Feelings;<br />
Westward Expansion; The Missouri Compromise; The Supreme Court under John Marshall; Oregon and<br />
Florida; The Monroe Doctrine; Religious revivals; The Mormons; Educational advances; Temperance;<br />
Women’s roles and women’s rights; Utopian experiments; Science, art, and culture; A national<br />
literature.<br />
Major Assignments:<br />
1. Readings with essential questions.<br />
2. Selected vocabulary<br />
3. Historical Journal:<br />
5
a. Write a diary entry <strong>of</strong> a reformer and illustrate how they expect to improve American<br />
society.<br />
4. Students will create a booklet <strong>of</strong> reform movements featuring major leaders, events and the<br />
significance <strong>of</strong> the movement. The booklet must include at least 3 primary sources with an<br />
analysis.<br />
5. Gallery <strong>of</strong> American Painters: Students will bring in examples <strong>of</strong> landscape painters <strong>of</strong> the time<br />
period for an analysis <strong>of</strong> style and purpose.<br />
6. Essay: Explain how American nationality was reflected in literature and art <strong>of</strong> the time.<br />
Goal 5: In order to understand and analyze the causes and effects <strong>of</strong> Jacksonian Democracy and<br />
Manifest Destiny.<br />
The Students Will Be Able To:<br />
1. Evaluate the extent to which the characterization <strong>of</strong> this time as the era <strong>of</strong> the common man is<br />
correct.<br />
2. Formulate reasons for the rise <strong>of</strong> the second party system in American politics.<br />
3. Assess the actions <strong>of</strong> Andrew Jackson in dealing with issues such as: internal improvements,<br />
states’ rights, and Indian removal.<br />
Content and/or Skills Taught:<br />
The “corrupt bargain” <strong>of</strong> 1824; President John Quincy Adams, 1825-1829; The triumph <strong>of</strong> Andrew<br />
Jackson, 1828; The spoils system; The “Tariff <strong>of</strong> Abominations”; The South Carolina nullification crisis;<br />
The removal <strong>of</strong> the Indians; Jackson’s war on the Bank <strong>of</strong> the <strong>United</strong> <strong>States</strong>; The Whig Party; Revolution<br />
in Texas; Mass democracy and the two-party system; The westward movement; Immigration; Nativism<br />
and assimilation; Industrialization; The Agricultural Revolution.<br />
Major Assignments:<br />
1. Readings with essential questions.<br />
2. Selected vocabulary<br />
3. Historical Journal:<br />
a. Advertisement: Job openings in a factory.<br />
b. Compare and contrast the economies <strong>of</strong> the North, South and West.<br />
c. Write an account <strong>of</strong> a Native American on the Trial <strong>of</strong> Tears.<br />
4. Compare Jeffersonianism and Jacksonianism.<br />
5. Analysis <strong>of</strong> the slavery argument with westward expansion (slavery and sectionalism).<br />
6. Historical Writing Essay:<br />
a. John William Ward has called Andrew Jackson a “symbol for an age.” In what ways does<br />
Jackson serve as a symbol for the years 1820-1848<br />
7. Unit Multiple Choice Test with DBQ<br />
Goal 3, Goal4, and Goal 5 Activities:<br />
Seminar - America’s Founding Brothers. What ideologies shaped the way the structure <strong>of</strong> the<br />
American government Debate Federal government v. State government.<br />
Cooperative Groups: Examine the causes and effects <strong>of</strong> the Hartford Convention.<br />
Cooperative Groups: Analyze the views <strong>of</strong> Alexander Hamilton and Thomas Jefferson.<br />
Seminar: George Washington foreign and domestic conflict.<br />
Debate – Was Jacksonian Democracy Democratic in Nature<br />
Seminar – Who were the Reformers and how did they affect American society<br />
6
Cooperative Groups – Examine American Art and Literature for expressions <strong>of</strong> Nationalism.<br />
Geographic Activity: Map the U.S. in 1820: states voted for the Federalist Party in 1804, states<br />
that voted Democratic Republicans in 1804. Complete the same for the Elections <strong>of</strong> 1808, 1812,<br />
1816, and 1820.<br />
Pie Graph the population distribution between West, North and South in 1820.<br />
Geographic Activity: Map the major Native American tribes <strong>of</strong> the east and trace the route <strong>of</strong><br />
the Trial <strong>of</strong> Tears.<br />
Unit Three: Testing the New Nation<br />
Unit Three Objectives:<br />
Goal 5: In order to understand and analyze the causes and effects <strong>of</strong> Jacksonian Democracy and<br />
Manifest Destiny.<br />
The Students Will Be Able To:<br />
4. Analyze American expansion through the major events <strong>of</strong> the time period such as the Texas<br />
issue, Mexican War, and the Oregon controversy.<br />
5. Examine the results and impact <strong>of</strong> expansion on slavery, politics, and sectionalism.<br />
Content and/or Skills Taught:<br />
“Tyler Too” becomes president, 1841; Fixing the Maine boundary, 1842; The annexation <strong>of</strong> Texas;<br />
Oregon Fever; James K. Polk, the “dark horse; <strong>of</strong> 1844; War with Mexico, 1846-1848.<br />
Major Assignments:<br />
1. Readings with essential questions.<br />
2. Selected Vocabulary<br />
3. Graphic organizer <strong>of</strong> the Mexican American War: Causes, spark, events, leaders, outcome, and<br />
significance.<br />
4. Historical Writing Essay<br />
a. Was President Polk a leader <strong>of</strong> Manifest Destiny, or was he merely a reflection <strong>of</strong> the desires<br />
<strong>of</strong> the American people Support your essay with evidence.<br />
Goal 5 Activities:<br />
Geographic Activity: Map the territory gained in the Oregon Treaty and the Treaty <strong>of</strong> Guadalupe<br />
Hidalgo.<br />
Goal 6: In order to understand and analyze the issues that led to the Civil War, the effects <strong>of</strong> the war,<br />
and the impact <strong>of</strong> Reconstruction on the nation.<br />
The Student Will Be Able To:<br />
1. Evaluate the role <strong>of</strong> compromise and crisis in bringing about the American Civil War.<br />
2. Assess the impact <strong>of</strong> Abraham Lincoln and the emergence <strong>of</strong> the Republican Party in relation to<br />
Civil War and secession.<br />
3. Analyze the major, military, political, economic, and social events <strong>of</strong> the Civil War period and<br />
determine their impact on the course <strong>of</strong> the war.<br />
4. Examine Reconstruction and assess its effectiveness.<br />
Content and/or Skills Taught:<br />
Cotton Kingdom; Southern social structure; The plantation system; Life under slavery; Abolitionism;<br />
“Popular sovereignty”; Zachary and California statehood; The underground railroad; The Compromise <strong>of</strong><br />
7
1850; The Fugitive Slave Law; President Pierce and expansion, 1853-1857; Senator Douglas and the<br />
Kansas-Nebraska Act; Uncle Tom’s Cabin; “Bleeding Kansas”; Dred Scott; The financial panic <strong>of</strong> 1857; The<br />
Lincolon-Douglas debates; John Brown; Lincoln and Republican victory, 1860; Secession; Fort Sumter;<br />
European intervention; Lincoln and civil liberties; Financing the Civil War; Women and the war; Bull Run;<br />
Total War; Antietam; The Emancipation Proclamation; Black soldiers; Gettysburg; Sherman marches<br />
through Georgia; Appomattox, 1865; The assassination <strong>of</strong> Lincoln, April 1865; Johnson’s Reconstruction<br />
policies; The Black Codes; Congressional Reconstruction; Military Reconstruction; “Black Reconstruction”<br />
and the Ku Klux Klan; The impeachment <strong>of</strong> Andrew Johnson; The legacy <strong>of</strong> Reconstruction.<br />
Major Assignments:<br />
1. Readings with essential questions.<br />
2. Selected Vocabulary<br />
3. Historical Journal<br />
a. News Story: John Brown’s raid on the federal arsenal at Harper’s Ferry.<br />
b. Advertisement: Land Available In Kansas-Nebraska Territory – Take the side <strong>of</strong> a proslavery<br />
or freesoiler and create an advertisement flyer to send back to the east to encourage people<br />
to come west.<br />
c. Create an obituary for Jefferson Davis or Abraham Lincoln.<br />
d. Series <strong>of</strong> Journal Entries: An African American in the South between 1860 and 1869<br />
traveling to the north or the west.<br />
4. Historical Writing Essay: Compare and contrast the Confederate Constitution and the <strong>United</strong><br />
<strong>States</strong> Constitution. Identify those parts <strong>of</strong> the Confederate Constitution which might be<br />
considered reforms <strong>of</strong> the <strong>United</strong> <strong>States</strong> Constitution.<br />
5. Unit Multiple Choice Test with DBQ<br />
Goal 6 Activities:<br />
Pie Graph: Five leading exports <strong>of</strong> the <strong>United</strong> <strong>States</strong> in 1850 and 1860.<br />
Geographic Activity: Map the route <strong>of</strong> the Underground Railroad.<br />
Debate on slavery within the south “Choosing Sides” – Abolitionist or Plantation Owner.<br />
Cooperative Groups: Identify the sectional arguments in the Webster-Hayne Debates.<br />
Cooperative Groups: Identify the four party platforms <strong>of</strong> the Election <strong>of</strong> 1860.<br />
Geographic Activity: Map the <strong>United</strong> <strong>States</strong> (Free/slave states, first seven states to secede,<br />
second four states to secede, border states, capital <strong>of</strong> the Union and Confederacy).<br />
Bar Graph The Confederacy and The Union: Industrial Production, Agricultural Production,<br />
Population.<br />
Timeline the major conflicts <strong>of</strong> the Civil War.<br />
Complete a War Summary Chart for the Civil War.<br />
Complete a Reconstruction Reform Chart.<br />
Timeline the major events <strong>of</strong> Reconstruction.<br />
DBQ Analysis: Historical Essay with Thesis, Supporting evidence from documents and expanded<br />
historical knowledge: Antebellum Compromise DBQ, Compromise <strong>of</strong> 1850 DBQ, Reconstruction<br />
DBQ.<br />
8
Unit Four: Forging an Industrial Society<br />
Unit Four Objectives:<br />
Goal 7: In order to understand and evaluate the great westward movement, the emergence <strong>of</strong> the<br />
New South, and the impact <strong>of</strong> the agricultural revolution on the nation.<br />
The Student Will Be Able To:<br />
1. Examine the rise <strong>of</strong> The New South and assess the changes and impact that this concept<br />
brought to the southern economy and society.<br />
2. Evaluate the impact <strong>of</strong> westward expansion on American Indians, the environment, and the<br />
American economy.<br />
3. Analyze reasons for the rise <strong>of</strong> the Populist Party, assess their goals and evaluate their effects on<br />
American politics and economics.<br />
Content and/or Skills Taught:<br />
Ulysses S. Grant; Corruption and reform in the post-Civil War era; The depression <strong>of</strong> the 1870s; Political<br />
parties and partisans; The Compromise <strong>of</strong> 1877 and the end <strong>of</strong> Reconstruction; Jim Crow; Class conflict<br />
and ethnic clashes; Grover Cleveland and the Tariff; Benjamin Harrison and the “Billion Dollar Congress”;<br />
The Populists; Depression and Dissent.<br />
Major Assignments:<br />
1. Readings with essential questions.<br />
2. Selected Vocabulary<br />
3. Historical Journal<br />
a. Campaign Promotion Flyer: Outline the social, political, and economic programs <strong>of</strong> the<br />
Populist Party.<br />
4. Historical Writing Essay: Choose<br />
a. Analyze the impact <strong>of</strong> the frontier on American life from 1607 to 1890.<br />
b. Examine the political problems that plagued farmers <strong>of</strong> the Great Plains and trace the rise <strong>of</strong><br />
the Populist Party. Evaluate the impact <strong>of</strong> the reforms in business regulation that the<br />
Populists introduced.<br />
Goal 8: In order to understand and analyze how industrialization, immigration, urbanization, political<br />
machines, and the new intellectual movements impacted America.<br />
The Student Will Be Able To:<br />
1. Contrast the Second Industrial Revolution with the First Industrial Revolution and analyze the<br />
contributions <strong>of</strong> industrial leaders and the following industries: railroads, iron industry, coal<br />
mining, electricity, steel production, oil drilling, and banking.<br />
2. Assess the impact <strong>of</strong> laissez faire conservatism in late 19 th century economics and politics.<br />
3. Examine the rise <strong>of</strong> labor unions and evaluate the impact these groups had on America.<br />
4. Describe the rise <strong>of</strong> cities in the last half <strong>of</strong> the 19 th century and analyze the problems and<br />
reforms that resulted.<br />
5. Evaluate the intellectual and cultural movements <strong>of</strong> the time and determine how they impacted<br />
American life and society.<br />
Content and/or Skills Taught:<br />
The railroad boom; Speculators and financiers; Early efforts at government regulation; Lords <strong>of</strong> Industry;<br />
The Gospel <strong>of</strong> Wealth; Industry in the South; The laboring class; The rise <strong>of</strong> trade unions; The rise <strong>of</strong> the<br />
city; The “New Immigrant”; Settlement houses and social workers; Nativists and immigration restriction;<br />
9
Churches in the city; Evolution and education; Booker T. Washington and W.E.B. Du Bois; The “New<br />
Woman”; The industrialization <strong>of</strong> agriculture; Populism; Bryan versus McKinley, 1896.<br />
Major Assignments:<br />
1. Reading with essential questions.<br />
2. Selected Vocabulary<br />
3. Historical Journal:<br />
a. Write a series <strong>of</strong> journal entries for a child worker in a textile mill.<br />
b. Write about the conditions in a New York slum from an immigrant’s point <strong>of</strong> view.’<br />
c. Editorial: Write an editorial that exposes the corruption <strong>of</strong> Tammany Hall.<br />
d. Write an entry from a city dweller about the new inventions he/she has seen at the World’s<br />
Fair.<br />
e. Examine the lives and trials <strong>of</strong> immigrants to America and write an essay which reflects the<br />
extent to which immigrants had a chance for opportunity and fulfillment <strong>of</strong> the American<br />
Dream.<br />
Goal 10: In order to understand and analyze the causes and effects <strong>of</strong> the <strong>United</strong> <strong>States</strong> emergence as<br />
an imperial power and world influence.<br />
The Student Will Be Able To:<br />
1. Examine the facts that led to the <strong>United</strong> <strong>States</strong> taking an increasingly active role in world affairs.<br />
2. List major causes and results <strong>of</strong> the Spanish-American War.<br />
3. Analyze how American policy changed in the late 1800s and influenced Asia, Latin America, and<br />
the western hemisphere.<br />
4. Understand the imperialistic actions <strong>of</strong> Presidents Roosevelt, Taft, and Wilson, including but not<br />
limited to the Roosevelt Corollary, acquisition <strong>of</strong> the Panama Canal Zone, dollar diplomacy, and<br />
missionary diplomacy.<br />
Content and/or Skills Taught:<br />
The sources <strong>of</strong> American expansionism; The Hawaii Question; The Spanish-American War, 1898; The<br />
invasion <strong>of</strong> Cuba; Acquiring Puerto Rico and the Philippines; Crushing the Filipino insurrection; The Open<br />
Door in China; Theodore Roosevelt becomes president, 1901; The Panama Canal; Roosevelt on the<br />
World Stage.<br />
Major Assignments:<br />
1. Readings with essential questions.<br />
2. Selected Vocabulary<br />
3. Historical Journal<br />
a. Write a news story by a “Yellow Journalist” that depicts the events <strong>of</strong> the Spanish-American<br />
War.<br />
b. In the 1890s, the <strong>United</strong> <strong>States</strong> abandoned isolationism for the New Manifest Destiny.<br />
Evaluate the reasons for this change in America’s foreign policy.<br />
4. Unit Multiple Choice Test with DBQ<br />
Goal 7, Goal 8, and Goal 10.01-10.04 Activities:<br />
Cooperative Groups: Make generalizations on the Black Codes <strong>of</strong> Mississippi and generate a<br />
position for or against the law.<br />
Seminar: The effects <strong>of</strong> rapid industrialization on immigrants.<br />
10
Cooperative Groups: Examine the changes in Art from the period <strong>of</strong> Nationalism to<br />
Industrialization.<br />
Cooperative Groups: Examine U.S. Immigration Patterns and construct a graph <strong>of</strong> where<br />
immigrants came from.<br />
Geographic Activity: Create a city map that includes: factory locations, government buildings,<br />
residential areas for upper, middle and lower classes, a transportation network and public<br />
service agencies.<br />
Cooperative Groups: Examine Native American views about westward expansion and broken<br />
treaties.<br />
Seminar: Farmers Fight against big business abuses.<br />
Time line the major events <strong>of</strong> the labor movement.<br />
Complete a Populism Reform Chart<br />
Discussion: What are the Populists symbols <strong>of</strong> the “Wizard <strong>of</strong> Oz” How did the “Wizard <strong>of</strong> Oz”<br />
represent the conflict between big business and farmers How did the development <strong>of</strong> a third<br />
party bring attention to the need for reform in America<br />
DBQ Analysis: Populists DBQ, Agricultural Society DBQ, Labor Unions DBQ, Immigration 1880-<br />
1925 DBQ.<br />
Unit Five: Struggling for Justice at Home and Abroad<br />
Unit Five Objectives:<br />
Goal 9: In order to analyze the economic, political, and social reforms <strong>of</strong> the Progressive Period.<br />
The Student Will Be Able To:<br />
1. Explain the origin and the goals <strong>of</strong> the Progressive movement.<br />
2. Analyze the local and state reforms, including utility socialism.<br />
3. Identify three Progressive Presidents and the major actions that they took during their<br />
administrations.<br />
4. Compare and contrast Roosevelt’s Square Deal and Wilson’s New Freedom.<br />
5. Identify the Progressive African American leaders and assess the impact <strong>of</strong> the Niagara<br />
Movement.<br />
6. Evaluate the role <strong>of</strong> women during the Progressive Era, including job opportunities, temperance<br />
reforms, education, and suffrage.<br />
Content and/or Skills Taught:<br />
Campaigning against social injustice; The muckrakers; Progressivism; Women battle for the vote and<br />
against the saloon; Roosevelt, labor, and the trusts; Consumer protection; conservation; Roosevelt’s<br />
legacy; William Howard Taft’s presidency; “Dollar Diplomacy”; The Niagara Movement; The election <strong>of</strong><br />
1912: The New Freedom versus the New Nationalism; Wilson, the tariff, the banks, and the trusts;<br />
Wilson’s diplomacy in Latin America.<br />
Major Assignments:<br />
Goal 10: In order to understand and analyze the causes and effects <strong>of</strong> the <strong>United</strong> <strong>States</strong> emergence as<br />
an imperial power and world influence.<br />
The Student Will Be Able To:<br />
5. Examine reasons for the <strong>United</strong> <strong>States</strong> attempting to remain neutral as the Great War began and<br />
for becoming involved later.<br />
6. Analyze the impact the Great War had on the home front in America.<br />
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7. Examine the political, social and cultural results <strong>of</strong> the Great War.<br />
Content and/or Skills Taught:<br />
War in Europe and America’s neutrality; The reelection <strong>of</strong> Wilson, 1916; America goes to war, 1917;<br />
Wilsonian idealism and the Fourteen Points; Propaganda and civil liberties; Workers, blacks, and women<br />
on the home front; Drafting soldiers; The <strong>United</strong> <strong>States</strong> fights in France; Wilsonian peacemaking at Paris;<br />
The League <strong>of</strong> Nations; The Senate rejects the Treaty <strong>of</strong> Versailles.<br />
Major Assignments:<br />
1. Readings with essential questions.<br />
2. Selected Vocabulary<br />
3. Historical Journal<br />
a. Write a campaign speech for Woodrow Wilson in the 1912 Election.<br />
b. Editorial: Senate rejection <strong>of</strong> the Treaty <strong>of</strong> Versailles.<br />
4. War Chart: Long-term causes, immediate causes, spark, major political leader, major military<br />
leaders, results and terms <strong>of</strong> the peace.<br />
Goal 11: In order to understand and analyze the economic, social, and political changes that American<br />
society underwent in the 1920s.<br />
The Student Will Be Able To:<br />
1. Analyze the causes <strong>of</strong> economic prosperity and the rise <strong>of</strong> consumerism.<br />
2. Analyze the extent <strong>of</strong> prosperity for different segments <strong>of</strong> society.<br />
3. Elaborate on the Actions <strong>of</strong> the three Republican Presidents.<br />
4. Assess the importance and types <strong>of</strong> social change, including but not limited to the Jazz Age,<br />
Harlem Renaissance, movies and flappers.<br />
5. Describe various types <strong>of</strong> conservative backlash and conflict <strong>of</strong> cultures during the 1920s.<br />
Content and/or Skills Taught:<br />
The “red scare”; Immigration restriction, 1921-1924; Prohibition and gangsterism; the Scopes trial; A<br />
mass-consumption economy; The automobile age; Radio and movies; Jazz age, music, and literature;<br />
The economic boom; The Republicans return to power, 1921; Disarmament and isolation; The Harding<br />
Scandals; Calvin Coolidge’s foreign policies.<br />
Major Assignments:<br />
1. Readings with essential questions.<br />
2. Selected Vocabulary<br />
3. Historical Journal<br />
a. Intolerance and nativism in American society during the 1920s.<br />
b. Press Account: Testimony <strong>of</strong> William Jennings Bryan in the Scopes Trial.<br />
c. Radio Advertisement: For an automobile in 1925.<br />
d. Web search: find pictures that represent the new woman <strong>of</strong> the 1920s.<br />
e. News Story: Normalcy in America<br />
4. Students will select a person from the Jazz Age and the Harlem Renaissance to research.<br />
Research will include at least one primary source. Students will prepare an oral presentation for<br />
the class using technology (example: digital essay or PowerPoint). Rubric will be provided.<br />
12
Goal 12: In order to understand and analyze the impact and influence <strong>of</strong> the Great Depression and<br />
New Deal on the political, economic, and social aspects <strong>of</strong> America.<br />
The Students Will Be Able To:<br />
1. Trace and elaborate on the underlying causes <strong>of</strong> economic problems at the end <strong>of</strong> the 1920s.<br />
2. Analyze how the Stock Market Crash sparked the beginning <strong>of</strong> the Great Depression.<br />
3. Evaluate the actions <strong>of</strong> President Herbert Hoover in response to the Great Depression.<br />
4. Outline and evaluate the events and results, as well as the actions and reactions <strong>of</strong> the New<br />
Deal.<br />
5. Describe the differing impact <strong>of</strong> the Depression on various minority groups in America.<br />
6. Analyze the growth <strong>of</strong> influence and power <strong>of</strong> the Federal government.<br />
Content and/or Skills Taught:<br />
The international debt snarl; Herbert Hoover, cautious progressive; The great crash, 1929; Hoover and<br />
the Great Depression; Aggression in Asia; “Good Neighbors” in Latin America; Franklin D. Roosevelt as<br />
president; The Hundred Days Congress, 1933; Relief, Recovery, and Reform; Depression Demagogues;<br />
The national Recovery Administration, 1933-1935; Aid for Agriculture; The Tennessee Valley Authority;<br />
Housing and Social Security; A new deal for labor; The election <strong>of</strong> 1936; The Supreme Court fight, 1937;<br />
The New Deal assessed.<br />
Major Assignments:<br />
1. Readings with essential questions.<br />
2. Selected Vocabulary<br />
3. Historical Journal<br />
a. News Story: Removal <strong>of</strong> the Bonus Army.<br />
4. Historical Writing Essay: In the First and Second New Deals, America moved away from a strict<br />
laissez-faire policy and moved toward government intervention into the lives <strong>of</strong> individuals and<br />
groups. Analyze how the New Deal affected various groups in the <strong>United</strong> <strong>States</strong>.<br />
Goal 13: In order to understand and analyze the reemergence <strong>of</strong> the <strong>United</strong> <strong>States</strong> in world affairs,<br />
including analyzing the causes and effects <strong>of</strong> the <strong>United</strong> <strong>States</strong> involvement in World War II.<br />
The Student Will Be Able To:<br />
1. Examine world events during the 1930s, rise <strong>of</strong> totalitarian states, and the U.S. role to promote<br />
relationships with our American neighbors.<br />
2. Identify the causes <strong>of</strong> World War II and trace the events that led to the U.S. entry into the war.<br />
3. Describe the military, political and diplomatic turning points <strong>of</strong> the war and evaluate their<br />
significance to the outcome.<br />
4. Analyze the impact <strong>of</strong> World War II on political, economic and social life <strong>of</strong> the <strong>United</strong> <strong>States</strong>.<br />
5. Summarize the results <strong>of</strong> war-time conferences, the impact <strong>of</strong> the war on U.S. domestic and<br />
foreign affairs and the rise <strong>of</strong> the U.S. as an international super power.<br />
Content and/or Skills Taught:<br />
Roosevelt’s early foreign policies; German and Japanese aggression; The Neutrality Acts, 1935-1939; The<br />
Spanish Civil War, 1936-1939; Isolation and appeasement; The Lend-Lease Act and the Atlantic Charter,<br />
1941; The Japanese attack <strong>of</strong> Pearly Harbor, December 7, 1941; The shock <strong>of</strong> war; The internment <strong>of</strong><br />
Japanese Americans; Mobilizing the economy; Women in wartime; The war’s effect on African<br />
Americans, Native Americans, and Mexican Americans; The economic impact <strong>of</strong> war; Turning the<br />
Japanese tide in the Pacific; Campaigns in North Africa (1942) and Italy (1943); “D-Day” in Normandy,<br />
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June 6, 1944; Germany surrenders, May 1945; The atomic bombing <strong>of</strong> Hiroshima and Nagasaki, August<br />
1945.<br />
Major Assignments:<br />
1. Readings with essential questions.<br />
2. Selected Vocabulary<br />
3. Historical Journal<br />
a. Diary entries <strong>of</strong> an American at Pearl Harbor during the Japanese attack.<br />
b. Series <strong>of</strong> Journal Entries: A Soldier in either the Atlantic or Pacific Theaters during World<br />
War II.<br />
c. Collect war time propaganda posters.<br />
d. Journal entries <strong>of</strong> the pilot who dropped the Atomic bomb on Japan.<br />
4. Historical Writing Essay: Compare and Contrast – The <strong>United</strong> <strong>States</strong> entry into World War I and<br />
World War II.<br />
5. Unit Multiple Choice Test with DBQ<br />
Goal 9, Goal 10.5-10.7, Goal 11, Goal 12, and Goal 13 Activities:<br />
Graph annual immigration into the U.S. from 1919 to 1929.<br />
Debate: Science v. Fundamentalism – Which one should reign supreme<br />
Chart the prices <strong>of</strong> the following stock listed on the New York Stock Exchange in January and<br />
October <strong>of</strong> 1926, 1927, 1929, and 1930: Blue Chip, Growth, Speculative.<br />
Simulation: Stock Market Crash.<br />
Complete a New Deal Reform Chart<br />
Complete a Second New Deal Reform Chart<br />
Seminar: Effects <strong>of</strong> the Great Depression <strong>of</strong> the Farmers <strong>of</strong> America.<br />
Debate: Should the government give assistance to the poor<br />
Cooperative Groups: Examine Art and Literature from the Great Depression and draw<br />
conclusions about how American Art and Literature have developed.<br />
Geography Activity: Map the locations <strong>of</strong> territories occupied by Germany, Italy, and Japan in<br />
the 1930s prior to August 1939.<br />
Discussion: Examine the causes <strong>of</strong> WWI and causes <strong>of</strong> WWII in relation to American response.<br />
Is there a correlation between the two Why did America maintain a policy <strong>of</strong> neutrality<br />
Geography Activity: Map the locations <strong>of</strong> WWII conference sites and major nations participating<br />
in these conferences.<br />
Examine propaganda posters form WWII: How were the posters a reflection <strong>of</strong> National unity<br />
Geography Activity: Map the locations <strong>of</strong> Japanese Relocation Centers in the <strong>United</strong> <strong>States</strong>.<br />
Complete a War Summary Chart for World War II.<br />
Debate: Do you think American should drop the bomb Discuss – Examine images from the<br />
effects <strong>of</strong> the A Bomb – Debate the dropping <strong>of</strong> the bomb.<br />
Cooperative Groups: Examine Wartime political cartoons and interpret their meaning.<br />
DBQ Analysis: Foreign Policy 1920-1941 DBQ, 1920s DBQ, American Women DBQ, Roosevelt<br />
and Hoover DBQ, World War II: Road to War DBQ, World War II Mobilization DBQ, Dropping the<br />
Atomic Bomb DBQ.<br />
14
Unit Six: Making Modern America<br />
Unit Six Objectives:<br />
Goal 14: In order to understand and assess the causes and effects <strong>of</strong> the <strong>United</strong> <strong>States</strong>/Soviet<br />
tensions, the Civil Rights Movement and economic prosperity.<br />
The Student Will Be Able To:<br />
1. Analyze the changes in <strong>United</strong> <strong>States</strong> foreign policy related to the tensions <strong>of</strong> the Cold War and<br />
assess the role <strong>of</strong> organizations established to address them.<br />
2. Analyze the strained relationship between the <strong>United</strong> <strong>States</strong> and the U.S.S.R and suspicion<br />
between the two superpowers in Europe and Asia.<br />
3. Evaluate the significance <strong>of</strong> domestic adjustments during postwar prosperity and the consumer<br />
culture.<br />
4. Identify the major events <strong>of</strong> the Civil Rights Movement and evaluate the role <strong>of</strong> landmark<br />
Supreme Court cases.<br />
5. Assess the impact <strong>of</strong> the leaders <strong>of</strong> the Civil Rights movements.<br />
Content and/or Skills Taught:<br />
Postwar prosperity; The “Sunbelt” and the suburbs; The postwar baby boom; Harry S. Truman as<br />
president; Origins <strong>of</strong> the Cold War; The <strong>United</strong> Nations and the postwar world; Communism and<br />
containment; The Truman Doctrine, the Marshall Plan, and NATO; Anti-communism at home; The<br />
Korean War, 1950-1953; Affluent America; Consumer culture <strong>of</strong> the 1950s; The election <strong>of</strong> Dwight D.<br />
Eisenhower, 1952; The menace <strong>of</strong> McCarthyism; Desegregating the South; Brown v. Board <strong>of</strong> Education<br />
(1954) and the seeds <strong>of</strong> the civil rights revolution; Eisenhower Republicanism; Cold war crises; The space<br />
race and the arms race; The election <strong>of</strong> John F. Kennedy, 1960; Postwar literature and culture.<br />
Major Assignments:<br />
1. Readings with essential questions.<br />
2. Selected Vocabulary.<br />
3. Historical Journal<br />
a. Issues in the 1952 Election.<br />
b. Journal <strong>of</strong> a 1950s house wife doing her duty to fight Communism.<br />
c. Memorandum: From General Douglas McArthur to President Truman justifying his actions<br />
during the Korean War.<br />
d. Diary entries <strong>of</strong> SNCC worker in Mississippi registering voters.<br />
4. Historical Writing Essay: Choose One<br />
a. By what methods did some Americans seek to implement the Brown v. Board <strong>of</strong> Education<br />
decision, and by what methods did some seek to thwart this implementation<br />
b. Evaluate the extent that McCarthyism limited America’s First Amendment right to the<br />
freedom <strong>of</strong> speech.<br />
Goal 15: In order to identify, and analyze political, social, and economic developments and foreign<br />
affairs during the 1960s and 1970s.<br />
Students Will Be Able To:<br />
1. Describe major issues <strong>of</strong> social movements including race, gender, economic and environmental<br />
problems and assess their impact on the emergence <strong>of</strong> the counter-culture.<br />
2. Characterize and identify the foreign policy <strong>of</strong> Kennedy, Johnson, and Nixon in relation to Cuba,<br />
Vietnam, China, and the Soviet Union.<br />
3. Assess the changes in domestic policy and society during the 1960s and 1970s.<br />
4. Evaluate the changes in the nature <strong>of</strong> politics and disillusionment <strong>of</strong> the American people.<br />
15
Content and/or Skills Taught:<br />
Kennedy and the Cold War; Vietnam; The Cuban missile crisis, 1962; The struggle for civil rights;<br />
Kennedy assassinated, November 22, 1963; Lyndon Baines Johnson and the “Great Society”; The civil<br />
rights revolution explodes; The Vietnam disaster; The election <strong>of</strong> Richard Nixon, 1968; The cultural<br />
upheavals <strong>of</strong> the 1960s; Economic stagnation; Nixon and the Vietnam War; New policies toward China<br />
and the Soviet Union; Nixon and the Supreme Court; Nixon’s domestic program; Israelis, Arabs, and oil;<br />
The Watergate scandal; Nixon resigns; Feminism; Desegregation and affirmative action; The election <strong>of</strong><br />
Jimmy Carter, 1976; The energy crisis and inflation; The Iranian hostage humiliation.<br />
Major Assignments:<br />
1. Readings with essential questions.<br />
2. Selected Vocabulary<br />
3. Historical Journal<br />
a. Writings from a youth who belongs to the counterculture protesting the lack <strong>of</strong> freedom <strong>of</strong><br />
speech in America.<br />
b. Series <strong>of</strong> Journal Entries: Henry Kissinger during his attempts to open diplomatic relations<br />
with the People’s Republic <strong>of</strong> China.<br />
c. Journal <strong>of</strong> a Vietnam soldier.<br />
4. Historical Writing Essay: Choose One<br />
a. How was the American culture a reflection <strong>of</strong> foreign and domestic policies during the 1960s<br />
and 1970s<br />
b. Trace the foreign and domestic conflict <strong>of</strong> Kennedy, Johnson, and Nixon to analyze the<br />
impact that foreign crisis had on the American culture.<br />
c. Trace the conflict and trials <strong>of</strong> minorities gaining Civil Rights in America. Evaluate the extent<br />
to which minorities in America gained social, economic, and political equality.<br />
Goal 16: In order to understand and evaluate trends in domestic and foreign affairs <strong>of</strong> the <strong>United</strong><br />
<strong>States</strong> during the later part <strong>of</strong> the 20 th and beginning <strong>of</strong> the 21 st Century.<br />
Students Will Be Able To:<br />
1. Assess the reasons for and results <strong>of</strong> the “Reagan Revolution”.<br />
2. Evaluate the administrations <strong>of</strong> the modern Presidents.<br />
3. Analyze the advancements <strong>of</strong> various minorities in American society over the previous two<br />
decades.<br />
4. Explain the impact <strong>of</strong> new technology on the economy and society.<br />
Content and/or Skills Taught:<br />
The “New Right” and Reagan’s election, 1980; Budget battles and tax cuts; Reagan and the Soviets;<br />
Mikhail Gorbachev, Ronald Reagan, and the thawing <strong>of</strong> the Cold War; The Iran-Contra scandal; Reagan’s<br />
economic legacy; The religious right; Conservatism and the courts; The election <strong>of</strong> George Bush, 1988;<br />
The end <strong>of</strong> the Cold War; The Persian Gulf War, 1991; Bush’s battles at home; The election <strong>of</strong> Bill<br />
Clinton, 1992; Clinton as president; Post-Cold War foreign policy; The Clinton impeachment trial; The<br />
controversial 2000 election; George W. Bush as president; The terrorist attacks <strong>of</strong> September 11, 2001;<br />
War in Iraq; The reelection <strong>of</strong> George W. Bush, 2004; The high-tech economy; The feminist revolution;<br />
The changing American family; Immigration and assimilation; Cities and suburbs; A multicultural society.<br />
16
Major Assignments:<br />
1. Readings with essential questions.<br />
2. Selected Vocabulary<br />
3. Historical Journal<br />
a. Interview <strong>of</strong> a person born in the 1960s: How has technology changed during your life<br />
b. Republican Congressional notes on “Contract with America.”<br />
c. Environmentalist views on Global Warming and measures need to slow its progression.<br />
d. Interview <strong>of</strong> someone who remembers the events <strong>of</strong> 9/11.<br />
e. Interview: How has the War on Terror changed your life<br />
4. Historical Writing Essay: Was the Cold War a victory for the <strong>United</strong> <strong>States</strong> Examine the<br />
outcome <strong>of</strong> WWI and WWII in relation to the end <strong>of</strong> the Cold War. Was there a clear cut victor<br />
or was something else at play<br />
5. Unit Multiple Choice Test with DBQ<br />
Goal 14, Goal 15, and Goal 16 Activities:<br />
Seminar – What effects did the Civil Rights Movement have on American society<br />
Complete a War Summary Chart for the Korean War.<br />
Geography Activity: Map the members <strong>of</strong> NATO, SEATO, OAS, and Warsaw Pact.<br />
Cooperative Groups: Map NATO and analyze U.S. defense policy in post WWII years.<br />
Create a pie graph <strong>of</strong> the world’s population residing in Communist and non-Communist<br />
nations: January 1, 1945, January 1, 1946, January 1, 1950, and January 1, 1960.<br />
Cooperative Groups: Analyze the decision and impact <strong>of</strong> Plessy v. Ferguson.<br />
Geography Activity: Map the sites <strong>of</strong> race riots and political demonstrations.<br />
Debate: Was Dr. Seuss a political activist Groups Read: “Butter Battle Book,” “Horton Hears a<br />
Who,” “Yertle the Turtle,” “The Sneetches,” and “The Lorax.” Debate the topic using the<br />
evidence found in the stories.<br />
Chart the presidential elections <strong>of</strong> 1948, 1952, and 1956.<br />
Cooperative Groups: Analyze John F. Kennedy’s Inaugural Address.<br />
Chart the Presidential Elections <strong>of</strong> 1960, 1964, 1968, and 1972.<br />
Geography Activity: Map the countries <strong>of</strong> Containment and the Domino Theory. Map where<br />
major military action took place and identify the NATO line <strong>of</strong> nuclear defense in Europe.<br />
Complete a War Summary Chart for the Vietnam War.<br />
Seminar – Impact <strong>of</strong> the Civil Rights Movement on Native Americans and other minorities in<br />
American society.<br />
Geography Activity: Map Communists Nations present in 1945, 1985, 1991.<br />
Complete presidential Elections charts for 1976, 1980, 1984, 1988, 1992, 1996, 2000.<br />
Compare and Contrast Truman, Eisenhower, Johnson, Nixon, Carter, and Reagan’s visions for<br />
America.<br />
Complete a War Summary Chart for the Gulf War.<br />
Discussion/debate: What caused the Gulf War Oil or Terrorism.<br />
Discussion/Cooperative Groups: “We didn’t start the fire” Billy Joel: Do the lyrics <strong>of</strong> this song<br />
stand true for today’s society or was it exclusive to the 1950s – 1980s Create lyrics that<br />
represent the conflict <strong>of</strong> your lifetime.<br />
DBQ Analysis: Civil Rights DBQ, Beginning <strong>of</strong> the Cold War DBQ Cold War DBQ, LBJ Great Society<br />
DBQ, Vietnam DBQ, Reagan DBQ<br />
Practice Tests and DBQ’s<br />
17
Readings:<br />
The Scarlet Letter: Nathaniel Hawthorne<br />
Clotel, The President’s Daughter: William Wells Brown<br />
Common Sense: Thomas Paine<br />
The Last <strong>of</strong> the Mohicans: James F. Cooper<br />
Democracy in America: Alexis de Tocquville<br />
The Gettysburg Address: Abraham Lincoln<br />
The Narrative <strong>of</strong> the Life <strong>of</strong> Frederick Douglas: Frederick Douglas<br />
Uncle Tom’s Cabin: Harriet Beecher Stowe<br />
The Red Badge <strong>of</strong> Courage: An Episode <strong>of</strong> the American Civil War: Stephen Crane<br />
O’Pioneers!: Willa Sibert Carther<br />
How The Other Half Lives: Jacob A. Riis<br />
The Jungle: Upton Sinclair<br />
This Side <strong>of</strong> Paradise: F. Scott Fitzgerald<br />
The Souls <strong>of</strong> Black Folk: W.E.B. Du Bois<br />
18