AP United States History Syllabus - Public Schools of Robeson County

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Churches in the city; Evolution and education; Booker T. Washington and W.E.B. Du Bois; The “New Woman”; The industrialization of agriculture; Populism; Bryan versus McKinley, 1896. Major Assignments: 1. Reading with essential questions. 2. Selected Vocabulary 3. Historical Journal: a. Write a series of journal entries for a child worker in a textile mill. b. Write about the conditions in a New York slum from an immigrant’s point of view.’ c. Editorial: Write an editorial that exposes the corruption of Tammany Hall. d. Write an entry from a city dweller about the new inventions he/she has seen at the World’s Fair. e. Examine the lives and trials of immigrants to America and write an essay which reflects the extent to which immigrants had a chance for opportunity and fulfillment of the American Dream. Goal 10: In order to understand and analyze the causes and effects of the United States emergence as an imperial power and world influence. The Student Will Be Able To: 1. Examine the facts that led to the United States taking an increasingly active role in world affairs. 2. List major causes and results of the Spanish-American War. 3. Analyze how American policy changed in the late 1800s and influenced Asia, Latin America, and the western hemisphere. 4. Understand the imperialistic actions of Presidents Roosevelt, Taft, and Wilson, including but not limited to the Roosevelt Corollary, acquisition of the Panama Canal Zone, dollar diplomacy, and missionary diplomacy. Content and/or Skills Taught: The sources of American expansionism; The Hawaii Question; The Spanish-American War, 1898; The invasion of Cuba; Acquiring Puerto Rico and the Philippines; Crushing the Filipino insurrection; The Open Door in China; Theodore Roosevelt becomes president, 1901; The Panama Canal; Roosevelt on the World Stage. Major Assignments: 1. Readings with essential questions. 2. Selected Vocabulary 3. Historical Journal a. Write a news story by a “Yellow Journalist” that depicts the events of the Spanish-American War. b. In the 1890s, the United States abandoned isolationism for the New Manifest Destiny. Evaluate the reasons for this change in America’s foreign policy. 4. Unit Multiple Choice Test with DBQ Goal 7, Goal 8, and Goal 10.01-10.04 Activities: Cooperative Groups: Make generalizations on the Black Codes of Mississippi and generate a position for or against the law. Seminar: The effects of rapid industrialization on immigrants. 10
Cooperative Groups: Examine the changes in Art from the period of Nationalism to Industrialization. Cooperative Groups: Examine U.S. Immigration Patterns and construct a graph of where immigrants came from. Geographic Activity: Create a city map that includes: factory locations, government buildings, residential areas for upper, middle and lower classes, a transportation network and public service agencies. Cooperative Groups: Examine Native American views about westward expansion and broken treaties. Seminar: Farmers Fight against big business abuses. Time line the major events of the labor movement. Complete a Populism Reform Chart Discussion: What are the Populists symbols of the “Wizard of Oz” How did the “Wizard of Oz” represent the conflict between big business and farmers How did the development of a third party bring attention to the need for reform in America DBQ Analysis: Populists DBQ, Agricultural Society DBQ, Labor Unions DBQ, Immigration 1880- 1925 DBQ. Unit Five: Struggling for Justice at Home and Abroad Unit Five Objectives: Goal 9: In order to analyze the economic, political, and social reforms of the Progressive Period. The Student Will Be Able To: 1. Explain the origin and the goals of the Progressive movement. 2. Analyze the local and state reforms, including utility socialism. 3. Identify three Progressive Presidents and the major actions that they took during their administrations. 4. Compare and contrast Roosevelt’s Square Deal and Wilson’s New Freedom. 5. Identify the Progressive African American leaders and assess the impact of the Niagara Movement. 6. Evaluate the role of women during the Progressive Era, including job opportunities, temperance reforms, education, and suffrage. Content and/or Skills Taught: Campaigning against social injustice; The muckrakers; Progressivism; Women battle for the vote and against the saloon; Roosevelt, labor, and the trusts; Consumer protection; conservation; Roosevelt’s legacy; William Howard Taft’s presidency; “Dollar Diplomacy”; The Niagara Movement; The election of 1912: The New Freedom versus the New Nationalism; Wilson, the tariff, the banks, and the trusts; Wilson’s diplomacy in Latin America. Major Assignments: Goal 10: In order to understand and analyze the causes and effects of the United States emergence as an imperial power and world influence. The Student Will Be Able To: 5. Examine reasons for the United States attempting to remain neutral as the Great War began and for becoming involved later. 6. Analyze the impact the Great War had on the home front in America. 11
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AP United States History Syllabus - Public Schools of Robeson County

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