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AP United States History Syllabus 2014– 2015 School Year

Instructor: Heather Creamer 478-779-2550 [email protected] heathercreamer.weebly.com

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Introduction Congratulations! You have chosen one of the most rewarding and challenging courses offered by the College Board. We will meet five times a week and from “bell to bell” our class will examine the history of the United States. You will be evaluated by not only tests and quizzes but also by your ability to write cogent and balanced essays. Individual and group participation is also an important aspect of this class (discussions and debates). The weight of grades and more details about individual types of assignments can be found on your Rules Sheet. Together we will examine history in the following themes:

One of the most important (and initially most feared) aspects of this course involves the construction of Document Based Essays (DBQ essays). You will soon learn that “the only thing you have to fear is fear itself.” Together we will examine primary and secondary sources throughout the year covering nearly all significant themes in U.S. History. The learning process will be evolutionary as you will commence by simply reading and answer questions about the documents. Soon you will create your own document packets based upon given themes and time periods. Finally you will construct DBQ essays based upon the College Board scoring rubric.

Another important aspect of this course involves preparation for the free-response section of the AP Exam. In addition to the DBQ students will choose TWO free-response essays on the AP Exam. Students will develop strategies (mapping, brainstorming) that will enable them to write clear, cogent essays with attention to time constraints. Most of your chapter/unit tests will be split between multiple choice questions that mirror those found on the AP exam (50 multiple choice questions) and 3-5 free response essay choices.

Another major change for the coming year is that now the information for the class (and the AP exam itself) will revolve around 7 key themes of history. These themes have associated objectives that will form the basis of most of our essays this year. The themes are also based upon identified time frames. These themes are found below:

Identity (ID) Peopling (PEO) Power and Politics (POL) Work/Exchange/Technology (WTX) Ideas/Beliefs/Culture (CUL) America in the World (WOR) Environment and Geography (ENV) Reflecting the new AP US HISTORY course redesign, we will be approaching issues of American History incorporating Student-centered Thinking Skills (see below)

Chronological Reasoning a. Historical Causation: This is basically how and why events transpire in the historical process. In this process you follow a chain of events to understand important results. b. Patterns of Continuity and Change over Time: As the name implies historians are not always looking for sudden and sweeping changes but also how and why history has not changed. What issues have not changed over time. c. Periodization: This is related to how historians “chunk” periods into workable themes. For example, we work with terms such as the Era of Good Feelings. You would need to know the causation of why this came about, what aspects of the period saw changes and what things stayed the same. But of course, you also need to know when something occurred (in this case 1816-1824).

The AP US HISTORY Course divides content into 9 Periods. These are: Period 1 1491 – 1607 (Colonization) Period 2 1607 – 1754 (British colonization and rising Anglo-American tensions Period 3 1754 – 1800 (The Revolution and Early Republic) Period 4 1800 - 1848 (The Era of Good Feelings – early Antebellum) Period 5 1848 – 1877 (Late antebellum-Civil War-Reconstruction) Period 6 1865 - 1898 (Gilded Age-Progressivism) Period 7 1890 – 1945 (Imperialism end of WWII) Period 8 1945 – 1980 (The Cold War-Civil Rights Era) Period 9 1980-Present (Conservative Resurgence-end of the Cold War)

Comparison and Contextualization a. Comparison: Historians like everyone else build their understanding of events based largely upon their relationship to other events. For example, in the 19th century there was a movement called Populism that eventually died out. But a new movement called Progressivism replaced it. Both movements could be compared because they shared many common themes. b. Contextualization: While American History is certainly shorter than other histories, one still has to understand context related to other events. This is an especially important skill when it comes to understanding visual and written primary sources. Usually we look at the context in either “long term” or “short term events.” For example putting goods on a boat and sailing them from Memphis to St. Louis sounds easy enough. We understand this in context of our time of powered travel. But flash back to 1810 and this isn’t so easy sailing against the current of the mighty Mississippi River having nothing but paddles!

Crafting Historical Arguments from Historical Evidence a. Historical Argumentation: This is an important aspect of the historical process. You and I might view an event from often radically different positions. Our interpretation of what just happened might be shaped by numerous previous experiences. We will examine how and why historians believe that events happened and these arguments are, in many ways, just as important to learn as the history itself. b. Use of Relevant Historical Evidence: This is related to the use of sources to build historical arguments and also to understand the source’s reliability. Primary sources are usually the strongest and most reliable evidence (but there are exceptions). We will spend much time examining written primary and secondary sources and judging their significance, tone, bias, and intended purposes. This becomes an important skill in writing the DBQ essay.

Historical Interpretation and Synthesis a. Interpretation: Closely linked to the above idea is the notion of understanding the point of view of a source. You will have to write a DBQ essay this year based upon primary and secondary source documents where you will have to analyze the sources for certain points of view. b. Synthesis: This is really the process of writing essays based upon all of the above skills. In some ways this is a form of comparison usually various skills and background. In some cases, your arguments must come from various realms of history. The Depression we know was an economic event but it had social, political, and cultural effects.

Another major change for the coming year is that now the information for the class (and the AP exam itself) will revolve around 7 key themes of history. These themes have associated objectives that will form the basis of most of our essays this year. These themes are found below:

Information about the Redesigned AP US History Exam This information was adopted from the College Board website Instructions Section I, Part A of this exam contains 55 multiple-choice questions. Fill in only the circles for numbers 1 through 55 on your multiple-choice answer sheet. Because this section offers only four answer options for each question, do not mark the (E) answer circle for any question. Time 55 minutes Number of Questions 55 Percent of Total Score 40% Writing Instrument Pencil required Instructions Section I, Part B of this exam contains 4 short-answer questions. Write your responses in the corresponding boxes on the free-response answer sheet. Time 45 minutes Number of Questions Percent of Total Score 20% Writing Instrument Pen with black or dark blue

Instructions The questions for Section II are printed in the orange Questions and Documents booklet. You may use that booklet to organize your answers and for scratch work, but you must write your answers in this Section II: Free Response booklet. No credit will be given for any work written in the Questions and Documents booklet. The proctor will announce the beginning and end of the reading period. You are advised to spend the 15-minute period reading the question and planning your answer to Question 1, the document-based question. If you have time, you may also read Questions 2 and 3. Do not begin writing in this booklet until the proctor tells you to do so. Section II of this exam requires answers in essay form. Write clearly and legibly. Circle the number of the question you are answering at the top of each page in this booklet. Begin each answer on a new page. Do not skip lines. Cross out any errors you make; crossed-out work will not be scored. Manage your time carefully. The proctor will announce the suggested time for each part, but you may proceed freely from one part to the next. Go on to Question 2 or 3 if you finish Question 1 early. You may review your responses if you finish before the end of the exam is announced.

Total Time 1 hour, 35 minutes Number of Questions 2 Percent of Total Score 40% Writing Instrument Pen with black or dark blue ink Reading Period Time 15 minutes. Use this time to read the questions and plan your answer to Question 1, the document-based question. Writing Period Time 1 hour, 20 minutes Question 1 (DBQ): Mandatory Question 1 (DBQ) Suggested Time 45 minutes Percent of Total Score 25% Question 2 or 3: Choose One Question Answer either question 2 or 3 Suggested Time 35 minutes Percent 15%

Course Materials

Faragher, J. M. (2004). Possible Student Activities: A history of the American people. Upper Saddle River, N.J: Pearson/Prentice Hall, written by John Mack Faragher, Mari Jo Buhle, Daniel Czitrom, and Susan H. Armitage. This text provides both material and the general outline for the course throughout the year. In addition students will utilize the following supplementary materials [CR1a]  Lucas, R. (2011). U.S. History Sourcebook. : CK-12 Foundation. [CR1c]  Newman, John ;John Schmalbach United States History Preparing for the AP Exam (3rd Edition Amsco Publishing 2015) [CR3] CR4]  http://www.digitalhistory.uh.edu/ We will use this University of Houston cite extensively for primary and secondary source analysis this year. This will be a good resource for primary sources, maps, statistical information, artwork [CR1b]  Zinn, Howard. A People's History of America. New York, New York, USA. HarperCollins Publishers, 1995.  EyeWitness to History - history through the eyes of those who lived it. (n.d.). EyeWitness to History - history through the eyes of those who lived it. Retrieved July 28, 2014, from http://www.eyewitnesstohistory.com/index.html [CR1b]  Presidential Audio/Video Archive. (n.d.). . Retrieved January 1, 2014, from http://www.presidency.ucsb.edu/medialist.php?presid=32[CR1b]  The Gilder Lehrman Institute of American History. (n.d.). The Gilder Lehrman Institute of American History. Retrieved July 28, 2014, from https://www.gilderlehrman.org/[CR1b]  Supreme Court Cases. (n.d.). . Retrieved January 1, 2014, from http://www.gilderlehrman.org/history- now/2008-04/supreme-court [CR1b]  AP Study Notes http://www.apstudynotes.org/us-history/ [CR1b]

Grading Scale Class Assignment Percentages A ...... 90-100 50% Assessments B ...... 80-89 40% Class assignments, participation, and extra C ...... 70-79 credit work D ...... 70-74 10% Homework F ...... Below 70 20% Final Exam Students will be required to participate in two field experiences per year, one per semester.

Special Note [CR6] CR7] Students can augment their test average each grading period (4 quarters) by selecting from a reading list and submitting formal book reviews or film reviews.. The books included reflect course topics seen in each grading period. The works are mostly based upon recent scholarship and are generally non-fiction. However, some important historical fiction is also present. A student may choose a book review and complete it out of sequence. In other words, if someone wanted to do Meacham’s book Thomas Jefferson: The Art of Power. They can select it anytime during the year.

Unit/Theme Planner

First semester (week 1) Historical Period 1 (1491 – 1607) [CR2]

 Explain how environment and geography impacted the socio-political, economic, and cultural development of various native tribes. (ENV-1,2) (ID-4) (CUL-1) [CR4]  Compare and contrast the life ways generally manifested by larger native groups (PEO-1) (CUL-1)  Compare and contrast cultures in West Africa with those found in the Western Hemisphere. How did environment account for their similarities and differences? (PEO-1) (CUL-1)  Examine socio-political and economic changes in Europe that will foster and age of heightened exploration and colonization. (POL-1) (WXT-1) (CUL-1)  Evaluate the global nature of the “Columbian Exchange” and assess the impact on the European Economy (WXT-1) (CUL-1) (PEO-1)  Examine patterns of settlement for early Portuguese, Spanish, Dutch, French, and English colonists in the Western Hemisphere. Discuss each group’s relationship with both the Native and African peoples. (POL- 1) (WXT-1) (WOR-1)

Possible Student Activities  Read Chapter Two-Three, 2-3, in Possible Student Activities and answer the correlating questions that accompany the chapter. (Skill Types I.1,2,3. II 5)  Students will work with primary and secondary sources. They will blog on the difference, and identify source types in their blog response. (Skill Type I.1, I.2, I.3) (Skill Type II) http://heathercreamer.weebly.com/apush-blog  Lessons in Historiography: Read the following document from the Digital History website: What is the Legacy of 1492? (Skill Types: III 6,7 IV 8,9) Answer in your journal. http://www.digitalhistory.uh.edu/topic_display.cfm?tcid=102  Listen to the following link from NPR interview with Charles Mann on his book 1493 http://www.npr.org/player/v2/mediaPlayer.html? action=1&t=1&islist=false&id=138924127&m=139024924 Write a brief journal summary on this interview concerning the ecological and historical impact of contact with Native peoples. (Skill Type I 1,2 II 4,5 III 7)  Discuss the use of AP Parts as a tool to analyze documents. Analyze Howard Zinn’s Chapter 1 “ Columbus, The Indians, and Human Progress”. (Skill Type III.6,7 IV 8,9) Students will also answer guiding questions.

 Debate/position paper the following topic: Christopher Columbus: Hero or Villain? Students will briefly blog on the debate, and then debate in class during a Socratic Seminar. (Skill Type III.6,7 IV. 8,9) [CR5] [CR13b] http://heathercreamer.weebly.com/apush-blog  Reading Quiz- multiple choice and short answer. (Skill Type: IV 8, 9)  Test over Chapters 2-3. (Skill Type: IV 8, 9)

Weeks 2-4 Begin Historical Period 2 (1607-1754) [CR2] Unit One: Colonial America (1607 – 1754) This section will cover material from the first successful settlement at Jamestown to the conclusion of the French and Indian (Seven Years) War. This covers material in Possible Student Activities, Chapters 4-6 (Chapter 6 up to page 183)

Focus Objectives

 Examine the origins of Jamestown and Plymouth Colonies. Compare and contrast the motives of these early settlers and the important factors leading to their success. (ID-1) (PEO-1) (POL-1) (WOR-1) (ENV- 1,2) [CR11][CR12]  Outline the rise and decline of Puritan Society in New England. Examine key factors leading to the demise of the “Puritan Errand.”(PEO-1) (POL-1) (CUL-1)  Compare and Contrast socio-political and economic development in the Chesapeake with New England. (the role of cash crops) (WXT-1,2) (CUL-1)  Discuss the economic and social origins of slavery in America. Examine the global nature of slavery and America’s role in this process. (POL-1) (WXT-1) (ID-1)  Outline the growth and development of the Middle (Restoration) Colonies. What factors account for the success of these colonies vis á vis New England and the Chesapeake (ID-1) (POL-1) (WOR-1) (ENV-1,2)  Explain how the constitutional struggle in England and continental wars impacted life in the American colonies. (POL-1) (WOR-1)  Examine the mercantilist system and evaluate its global impact in the early 17th to the mid-18th century (WXT1,2) (ENV1,2)  Examine the causes and effects of the Great Awakening (1700-1750) (CUL-1,2)  Examine the causes and effects of the French and Indian War (1756 – 1763). (WOR-1,2) (POL-1)

Possible Student Activities  Students will compile notes for class discussions and lectures, and answer guiding questions that accompany the reading. (Skill Type I1,2)  Discuss the use of AP Parts as a tool to analyze documents. Analyze “Virginia Slave Codes”; William Waller Hening, Laws of Virginia, 1619-1792 (1823), I-III. (Skill Type III.6,7 IV 8,9)  Essay- Examine the causes and effects of the French and Indian War (1756 – 1763). (Skill Types: I 1,3 II4, IV9) [CR11][CR9]  Read and Examine Colonial American topics such as Pocahontas, John Smith, Puritanism, and King Philip’s War in U.S. History Sourcebook primary source. Students will read, analyze, and synthesize primary documents. Guiding questions accompany the documents. Students will read sections 2.2 Documents- (Pocahontas, Smith’s own words, from A True Relation of such occurrences and accidents of note as hath happened in Virginia Since the First Planting of that Colony, published in 1608; From Smith’s later version of the story in General History of Virginia, New England and the Summer Isles, published in 1624; Excerpt from The American Dream of Captain John Smith, written in 1991 by historian J.A. Leo Lema; Excerpt from The Great Rogue: A Biography of Captain John Smith, written by the historian Paul Lewis in 1966 Section 2.4- The Puritans- City upon a Hill – John Winthrop; The Divine Right to Occupy the Land – John Cotton;

Section 2.5 King Philip’s War -King Philip’s Complaints – John Easton; King Philip’s War – Edward Randolph

Section 2.6- The Salem Witch Trials- Discourse on Witchcraft – Cotton Mather; Testimony of Abigail Hobbs;

Section 2.7- The First Great Awakening- Letter to George Winfield – Nathanael Henchman; Testimony of Nathan Cole.

Skill Types I 1,2,3. II 4,5 III 7. IV 8,9)

 Practice DBQ #1- Using the docs from The College Board Advanced Placement Examination 1993, and your knowledge of colonial history, write an essay assessing the question: Although New England and the Chesapeake region were both settled largely by people of English origin, by 1700 the regions had evolved into two distinct societies. Why did this difference in development occur? (Skill Type: II 5, III 6,7 IV 9) [CR10] Documents- John Winthrop, A Model of Christian Charity (written on board the Arbella on the Atlantic Ocean, 1630)

Ship's List of Emigrants Bound for New England, John Porter, Deputy Clerk to Edward Thoroughgood

Ship's List of Emigrants Bound for Virginia, Ultimo July, 1635

Articles of Agreement, Springfield, Massachusetts, 1636

Captain John Smith, History of Virginia, 1624

Governor Berkeley and His Council on there Inability to Defend Virginia Against a Dutch Attack, December 1673

 Debate/blog the following topic: Students will read Chapter 2, Howard Zinn, “Drawing the Color Line”, blog on the chapter by discussing the main ideas, at least three quotes from the chapter the student feels is historically important, key terms, and personal reaction to the article and the subject matter. (Skill Type III.6,7 IV. 8,9) [CR5] [CR13b]

 Students will debate on the blog on the following prompt: Who deserves the Ohio River Valley? Your choices are American Indians, Colonists, British, or French. Based on the perspectives you read, choose one of the above as your answer and explain why. Debate with a student who chose a different group on the blog. (Skill Type III.6,7 IV. 8,9) [CR5] [CR13b]

 Reading Quiz- multiple choice and short answer. (Skill Type IV 8,9)

 Test over Chapters 4-6. (Skill Type: IV 8, 9)

**Extra Credit Reading and Book Review** Students may choose a book or collection of primary documents that is not on this list. The student must send an email to the instructor requesting permission. Students may choose a book or collection of primary documents that is not on this list. The student must send an email to the instructor requesting permission.

Frederickson, George. Racism: A Short History (Princeton: Princeton University Press, 2003. ISBN 0691116520 pbk).

Students may also choose to review a film from this era. If there is a movie you wish to view that isn’t on this list, please email a request for permission to Mrs. Creamer. The New World (2005) - John Smith, Native Americans The Crucible (1996) – Salem witch trials; Puritans

Weeks 5-6 Historical Period 3 1754 - 1800 (this will continue on into parts of our next unit) Unit Two: The Coming of the American Revolution (1763 – 1783) This unit will cover chapters 6-7 in Possible Student Activities related to causes, events, and effects of the American Revolution. This unit may involve two tests

Focus Objectives  Examine the impact and key arguments against imperial reorganization of the colonies following the Seven Years War. What role the exigencies of the war play in elevating Anglo-American friction (POL-1) (WXT- 1,2)  Assess the success of the key tax measures enacted by Parliament from 1763 to 1773. What actions did the colonist take to frustrate British mercantile policy? (POL-1) (WXT-1,2)  Evaluate the role played by propaganda and the media in shaping public opinion in the colonies as well as Britain itself. (ID-1) (CUL-1) (POL-1)  Examine the role of women in the growing colonial protest movement. (ID-1) (POL-1) (CUL-1)  Discuss the Boston Tea Party and the Coercive Acts. Was this a declaration of war by Britain? Examine the first shots Lexington, Concord, and Breed’s Hill (POL-1)  Evaluate and examine the Declaration of Independence. (ID-1) (POL-1) (CUL-1)  Compare and contrast the two sides on the eve and during the war. Which advantages will be the most important to each? Discuss these against the backdrop of key battles Saratoga and Yorktown. (WOR-1) (POL-1)  Examine the impact of the war upon blacks, women, and natives. Assess the republican rhetoric against real social changes for all classes in American society (ID-1) (POL-1) (CUL-1)

Possible Student Activities  Students will compile notes for class discussions and lectures, and answer guiding questions that accompany the reading. (Skill Type I1,2)  Examine the following primary source materials from U.S. History Sourcebook : 3.1 The Stamp Act; 3.2 The Battle of Lexington; 3.3 Declaration of Independence; 3.4 Loyalists during the Revolution; 3.5 Shay’s Rebellion; Students will answer all related questions. (Skill Types: I 1,3. II 5, III 6,7 IV 8,9)  Analysis using AP PARTS method. Analyzing political cartoon and visuals from the Revolutionary War era: http://jewettc.wikispaces.com/MWF+11.15+-+Revolutionary+era+cartoons (Skill Types: II 5, III 6,7 IV8, 9)  Read and evaluate “Tyranny is Tyranny” by Howard Zinn. They will blog over the following prompts and debate with their peers. Discuss the similarities and differences among the classes of people who were oppressed, manipulated, and controlled in the different colonies by both the British and the wealthy aristocrats and ruling classes of colonial America and the responses to that oppression such as protest and rebellion. [Take care to discuss the social, economic, and political forces and institutions that affected the different classes. Include information about the ways in which the colonial leaders focused colonial resentment and actions toward the British while avoiding a backlash of “levelling” against colonial elites. (Yes, I know it is spelled incorrectly but was the spelling offered in Zinn, and “levelling” is in both chapters 3 and 4 of Zinn.) Express the lengths to which the elites in power found it necessary to go in order to solidify the middle class and control the lower class in opposition to the British rather than colonial elites in order to address the prompt thoroughly. Consider the hypocrisy of the controls used and examine the effectiveness of such tactics even if they are contradictory to expressed political, social, and economic rhetoric of the period in colonial America (Skill Types: I 1,3. II 5, III 6,7 IV 8,9)  Read and evaluate “A Kind of Revolution” by Howard Zinn. Students will answer guiding questions. (Skill Type IV 8,9)  Students will use APPARTS to evaluate The Olive Branch Petition. (Skill Types: I 1,2,3 II 4,5 III 6,7 IV 8,9) http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=3&psid=3881  Write a four-paragraph essay on the following prompt: Evaluate mercantilism from the perspectives of England and the American colonies. (Skill Type: II 5, III 6,7 IV 9) [CR10]  Reading Quiz- multiple choice and short answer. (Skill Type IV 8,9)

 Test over Chapters 6-7. (Skill Type: IV 8, 9)

**Extra Credit Reading and Book Review** Students may choose a book or collection of primary documents that is not on this list. The student must send an email to the instructor requesting permission.

Quinn, Arthur. A New World: An Epic of Colonial America. (Berkeley Trade: 1995. 978-0425149560)

Students may also choose to review a film from this era. If there is a movie you wish to view that isn’t on this list, please email a request for permission to Mrs. Creamer. Last of the Mohicans (1992) – French & Indian War 1776 (1972) - musicial, American independence John Adams HBO miniseries

Weeks 7-8 Historical Period 4(1786-1824) Unit Three: The Republican Experiment (1781 to 1789) This unit examines the formulation of the Constitutional government and the experiment that exemplifies the federal system. The reading material covers Chapters 8 in Possible Student Activities. Focus Objectives  Evaluate the Articles of Confederation. What were its strengths and weakness? What evidence shows that early republicans envisioned state’s rights as the foundation of the national government? (POL-2,3) (CUL- 2)  Analyze the key events that led to the Constitutional Convention (POL-2,3)  Examine the how the framers balanced the desires of the states vis á vis the new central government. How the framers handled (mishandled) the slavery issue. (POL-2,3) (CUL-2)  Examine the ratification battle and basic strengths and weaknesses of both sides. (POL-2,3,5) (CUL-2  Examine the parts of Hamilton’s Financial Plan and how it helped solidify the first political parties. (POL- 2,3,5) (WTX-2,6)  Examine American foreign policy (overseas and with Natives) during the early Republican Period. To what extent was it successful and where did it fall short? (WOR-3,6)  Discuss the changing nature of society and culture in the early Republican period. (ID-1) (PEO-2,5) (ENV- 3) (CUL-2 Possible Student Activities  Compile lecture and discussion notes into organized notebook (Skill Type I 1,2,3)  Examine the following primary source materials from U.S. History Sourcebook : 3.6 Federalists and Anti- federalists; 3.7 Slavery in the Constitution; 3.8 Hamilton versus Jefferson; 3.9 Louisiana Purchase; 3.10 Lewis and Clark; Students will answer all related questions. (Skill Types: I 1,3. II 5, III 6,7 IV 8,9)  Discuss the use of AP Parts as a tool to analyze documents. Analyze “The Bill of Rights” by John Jay. (Skill Type III.6,7 IV 8,9) http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=3&psid=246  Students must use primary sources and information from the textbook to support the views of either the federalists or the anti-federalists. The students will be randomly assigned a position to defend. They will debate via the blog with their peers. 1)How do Federalists/Anti-Federalists feel about the Constitution? 2)How do Federalists/Anti-Federalists feel about a strong central government? 3) How do Federalists/Anti- Federalists feel about the Bill of Rights? 4)Generally speaking, who supported Federalists/Anti-Federalists? [ex. Educated, Uneducated, Wealthy, Poor, Farmers, Business Owners]  Short answer question Test: Examine the ratification battle and basic strengths and weaknesses of both sides. Analyze the key events that led to the Constitutional Convention. Examine the parts of Hamilton’s Financial Plan and how it helped solidify the first political parties. Examine American foreign policy (overseas and with Natives) during the early Republican Period. To what extent was it successful and where did it fall short? (Skill Types: I 1,3. II 5, III 6,7 IV 8,9)  Write an essay on the following prompt: Evaluate the Articles of Confederation. What were its strengths and weakness? What evidence shows that early republicans envisioned state’s rights as the foundation of the national government? (Skill Type: II4,5 III 6,7 IV 8,9)  Daily quiz grades will follow all reading sections. (Skill Type: IV 8, 9)  Chapter test. (multiple choice and essay format) (Skill Types: III 6,7)

**Extra Credit Reading and Review** Simon James, F. What Kind of Nation (New York: Simon and Schuster, 2002. ISBN 0684848716 pbk). Meacham, Jon. Thomas Jefferson: The Art of Power. (New York: Random House 2013) ISBN 978-1-4000-6766-4

Weeks 8-10 Historical Period 4 (1800-1848) Unit Four: Jeffersonian America and the “Era of Not- So- Good Feelings”(1800 – 1824) This section relates to the rise of Thomas Jefferson to the Presidency and period following the War of 1812 that has been branded with a true misnomer; The Era of Good Feelings during the Monroe Presidency. The basic reading for this chapter is Chapter 8 (pages 249, 255-258) and Chapter 9 in Possible Student Activities.

Focus Questions  Evaluate the Jefferson Administration based upon his goals and philosophies. Which acts directly reflect Jefferson’s political, social, and economic philosophies and where does he fall short. (ID-5) (POL-2,5)  Explain Jefferson's motives in securing the Louisiana Purchase (WOR-3) (ENV-2) (PEO-2)  Explain Jefferson’s Battles with John Marshall and the Judicial Branch. (POL-2,5)  Evaluate American foreign policy and the deepening crisis with Britain and France during the Adams and Jefferson administrations. (WOR-3,4)  Discuss the causes, events, and effects of the War of 1812. Was it American power that won the war or the sweep of events in Europe? (WOR-3,4)  Outline the facts, rulings, and significance of important Supreme Court rulings and how each strengthened the power of the Federal government. (POL-2,3,5)  Evaluate important foreign policy events of the Monroe Administration and explain how they reflect a growing sense of expansionism and Manifest Destiny. (WOR-3,4)  Evaluate the statement that the Period from 1814 – 1824 could be called the “Era of Good Feelings.” Pay close attention to rising sectionalism and economic woes. (ID-2) (WXT2-3) (POL-2)

Possible Student Activities  Compile lecture and discussion notes into organized notebook (Skill Type I 1,2,3) Read Chapter 8, pages 249, 255-258 and Chapter 9.  Examine the following primary source: The Monroe Doctrine Close Reading and answer questions. (Skill Types: I 1,3. II 5, III 6,7 IV 8,9)  Discuss the use of APPARTS as a tool to analyze documents. Analyze Marshall Court Documents. (Skill Type III.6,7 IV 8,9)  Read and evaluate “The Dark Side of Thomas Jefferson” by Henry Wiencek. Students will journal on their stance before and after reading the article. Did the US have the right to issue the doctrine? Explain your answer on the blog.((Skill Type IV 8,9) http://www.smithsonianmag.com/history/the-dark-side-of-thomas- jefferson-35976004/?no-ist  Students must use primary sources and information from the textbook to answer the prompt: How did Americans justify westward expansion? Students will blog and debate with each other on the prompt. (Skill Types: I 1,3. II 5, III 6,7 IV 8,9)  DBQ Essay on Era of Good Feelings. (Skill Type: II4,5 III 6,7 IV 8,9)  Daily quiz grades will follow all reading sections. (Skill Type: IV 8, 9)  Chapter test. (multiple choice and essay format) (Skill Types: III 6,7)

**Extra Credit Reading and Book Review** Students may choose a book or collection of primary documents that is not on this list. The student must send an email to the instructor requesting permission.

Ambrose, Stephen. Undaunted Courage: Meriwether Lewis, Thomas Jefferson, and the Opening of the American West (New York: Simon & Schuster) 1997 ISBN 978-1847397638

Weeks 10-12 Historical Period 4 (1800-1848) Unit Five: The Jacksonian Era (1824 – 1840) Unlike many teachers I use the election of 1824 as the origins of Jacksonian Democracy because many reforms were already impacting the electoral system. Jackson had already become a force in national politics and the second American Party system had already begun to take shape with Harrison’s election in 1840. This relates to Chapter 8, pages 249, 255-258 and Chapter 11 in Possible Student Activities.

Focus Questions

 Outline the impact of the 1824 election and the divisive nature of sectional politics. What impact will this trend have on sectionalism? (ID-4,5) (POL-2)  Explain how Jackson’s Presidency hoped to balance demands of both national and state power. On the balance sheet was Jackson more devoted to state’s rights or federal power? Discuss economics during the Jacksonian Period. How did speculation, monetary policies, westward expansion impact the economy in both positive and negative ways? Examine the growth of the middle class and the growing nature of urbanization. (POL-2,3) (PEO-5)  Discuss Clay’s American System of Manufacturing. What parts of the plan resemble the beliefs of the dearly departed Federalists? (POL-2,3) (WXT-2)  Examine the creation of the Whig Party. How might Democratic policies have contributed to the opposition? (POL-2,3)  Explain why the War of Texas Independence became a national event 1835-1836 (WOR-5) (PEO-2)  Explain factors that led to major waves of German and Irish immigration (among others). How did this impact politics and economics? (ID-4,5) (PEO-2) (WOR-2,3)

Possible Student Activities  Compile lecture and discussion notes into organized notebook (Skill Type I 1,2,3) Read Chapter 8, pages 249, 255-258 and Chapter 11.  Examine the following in your journal with your personal reflection: Read the article “Party: Jacksonian Politics and the Onset of the Civil War” by Michael Holt and write your personal reaction in your journal. (Skill Types: I 1,3. II 5, III 6,7 IV 8,9)  Discuss the use of APPARTS as a tool to analyze documents. Analyze Henry Clay, In Defense of the American System. (Skill Type III.6,7 IV 8,9) http://www.senate.gov/artandhistory/history/common/generic/Speeches_ClayAmericanSystem.htm  Andrew Jackson is one of the most controversial presidents in our history. Use the resources I provide below to decide if President Andrew Jackson was good or evil. Remember you must back up your opinion with evidence. You may use any additional sources you deem appropriate. Secondly, determine how you think Andrew Jackson furthered the Presidency. Again, you should use specific examples and back this up with evidence. You should directly reference the Tarrif of 1828, the Nullification crisis, the National Bank, Native Americans, Slavery, and The Indian Removal Act. Thirdly, you will analyze Andrew Jackson’s quote, “I was born for a storm, and a calm does not suit me.” Based on what you know, what does Andrew Jackson mean by this. Use specific evidence to support your theory. Students will debate with one another on the blog. (Skill Type IV 8,9)

 Students must use primary sources and information from the textbook to answer the prompt: Close Reading on primary sources from US History Sourcebook: 4.1-4.4(Skill Types: I 1,3. II 5, III 6,7 IV 8,9)

 Essay on Explain how Jackson’s Presidency hoped to balance demands of both national and state power. On the balance sheet was Jackson more devoted to state’s rights or federal power? Discuss economics during the Jacksonian Period. How did speculation, monetary policies, westward expansion impact the economy in both positive and negative ways? Examine the growth of the middle class and the growing nature of urbanization. . (Skill Type: II4,5 III 6,7 IV 8,9)  Daily quiz grades will follow all reading sections. (Skill Type: IV 8, 9)  Chapter test. (multiple choice and essay format) (Skill Types: III 6,7)  Write the 1990 College Board DBQ on Jackson found at: (Skill Type: II 4,5 III 6,7 IV 8,9) http://www.conejo.k12.ca.us/Portals/49/Departments/Social%20Science/Palotay/Jackson%20DBQ.pdf

Students may also choose to review a film from this era. If there is a movie you wish to view that isn’t on this list, please email a request for permission to Mrs. Creamer. Bury my Heart at Wounded Kneed

Weeks 12-14 Historical Period 4: 1800-1848 and Historical Period 5 1844-1877 (partial) Unit Six: Antebellum Society (1830s – 1850) This unit relates to Chapters 10 and 12 in the Possible Student Activities text. Before the sweep of political upheaval takes center stage it is a good time to delve into the changing nature of American society. Key issues addressed are: 1. The Nature of the economy and reflections of sectionalism 2. The Nature of slavery and white southern society 3. The impact of the Second Great Awakening 4. Cultural movements: Nationalism &Transcendentalism in Literature and Art

Focus Questions  Examine the impact of technological advancements in the American economy. What key inventions increased productivity on the farm and in the factory? What new innovations allowed the railroad business to start booming after a slow start? (ID-2) (WXT-2,4,6)  How did the expanding economy in the antebellum era impact the quality of life especially in urban areas? What problems still made city life a tenuous existence for the lower classes? (ID-2,4) (PEO-3) (CUL-2)  Examine cultural impact of nationalism and transcendentalism (CUL-2,3,5)  Examine the causes and effects of the Second Great Awakening. What were some of the major societal changes inaugurated by the spirit of reform that characterized the period? How will this period affect the debate over slavery, women’s rights, and treatment of natives? (ID-4) (CUL-4)  Examine the impact of “King Cotton” on both the North and South. How is cotton proof of the global nature of the American economy? (WXT-2,4) (ENV-2,3)  Identify the social stratification among white southerners. Contrast the links between slaves and free blacks. What impact did Nat Turner’s Rebellion have on the existing social arrangement in the south? (ID- 4,5) (CUL-2,3)  Outline the growth and development of the African-American culture. Is it a reflection of African culture or perhaps the most perfect example of American culture? (CUL-2,3)  Contrast the existence of women in the south, west, and north. Are social or economic factors most important in explaining the contrasting experiences? (ID-4,5) (CUL-2,3)  Explain how did the slave debate impact American religion and the quest for social equality for women? (ID-4,5) (CUL-2,3)  Examine the development of education in antebellum America. Which groups excelled and which were left behind? How was education used as a tool for assimilation? (ID-4,5)

Possible Student Activities  Compile lecture and discussion notes into organized notebook (Skill Type I 1,2,3) Read Chapter 10 and 12.  Examine the following primary source: Students will analyze “Self-Reliance” by Ralph Waldo Emerson as a Close Reading. (Skill Types: I 1,3. II 5, III 6,7 IV 8,9)  Discuss the use of APPARTS as a tool to analyze documents. Analyze College Board’s 2002 Antebellum Reform Document Based Question Documents. (Skill Type III.6,7 IV 8,9)  Evaluate: Examine the causes and effects of the Second Great Awakening. What were some of the major societal changes inaugurated by the spirit of reform that characterized the period? How will this period affect the debate over slavery, women’s rights, and treatment of natives? Explain your answer in your journal. (Skill Type IV 8,9)  Students must use secondary source, “Nat Turner in History’s Multiple Mirrors” by Felicia R. Lee, (Feb. 7, 2004 in NY Times) and debate on the blog to answer the following prompt: What defines a hero and a villain? Based on your definition, is Nat Turner a hero or a villain?(Skill Types: I 1,3. II 5, III 6,7 IV 8,9)  Essay- Examine the impact of technological advancements in the American economy. What key inventions increased productivity on the farm and in the factory? What new innovations allowed the railroad business to start booming after a slow start? (Skill Type: II4,5 III 6,7 IV 8,9)  Daily quiz grades will follow all reading sections. (Skill Type: IV 8, 9)  Chapter test. (multiple choice and essay format) (Skill Types: III 6,7)

**Extra Credit Readings offered** Uncle Tom's Cabin by Harriet Beecher Stowe (any publisher will suffice) Milton, McLaurin. Celia, A Slave. (New York: Avon Publishers 1991) 978-0380803361

Weeks 14-16 Historical Period 5 1844-1877 (partial) Unit Seven: The Rise of Manifest Destiny and “Mr. Polk’s War” (1836 – 1849) This unit covers chapter 13 and 14 in Possible Student Activities. The time frame covers roughly the period of Texas Independence1835-1836 from the Mexican War/Cession1845-1848 and ensuing Compromise of 1850. However, westward expansion was proceeding decades before the concept of Manifest Destiny had a name. There will also be a section on how German and Irish immigration shaped the political landscape of the nation.

Objective Questions

 Examine the role of immigration and nativism on the political parties. Why did expansion weaken the Whig Party? What role did immigration also play in pushing westward expansion? (ID-2) (PEO-3) (POL-3)  Explain why James K. Polk’s presidency was the embodiment of manifest destiny. What territories did he hope to annex and explain why this desire was likely to heat up sectional tensions? (WOR-5,6) (ID-2)  Outline the causes, events, and effects of the Mexican War 1845 – 1848. What factors allowed the U.S. to prevail against a much larger and experienced Mexican Army? (WOR-5) (ID-2)  Why did the Mexican War bring sectional tensions to a boil? Describe how manifest destiny impacted U.S. foreign policy in Europe and Latin America. (ID-2) (WOR-5,6)

Possible Student Activities  Compile lecture and discussion notes into organized notebook (Skill Type I 1,2,3) Read Chapter 13 and 14.  Examine the following primary source: Students will analyze “A Nation of Immigrants” with Irish and German immigration primary sources as a Close Reading. (Skill Types: I 1,3. II 5, III 6,7 IV 8,9)  Discuss the use of APPARTS as a tool to analyze documents. Students must use primary sources and information from the textbook to answer the prompt: Close Reading on primary sources from US History Sourcebook: 4.5(Skill Types: I 1,3. II 5, III 6,7 IV 8,9)

 Evaluate: Visual Analysis: John Gast’s American Progress

1. Divide the painting into four quadrants. Also view just the center figure.

a. In column 1, write ONLY what you see. b. Then, in column 2, write descriptions of what you feel. 2. Discuss the painting and its quadrants. Share and fill in with additional information. 3. Now, list or map the Themes, Symbols, and Ideas presented in the painting. Build on your prior knowledge (this painting was created in 1872).

Questions: How is the West depicted? How is the East? What about the South and North? What are the contradictions?

Based on the painting, what does “progress” mean to the “people?”

How does American Progress include and exclude themes of the Greater Reconstruction?

What assumptions do the painting make? Explain your answer in your journal. (Skill Type IV 8,9)

 Students must use secondary source, HOWARD ZINN'S "Chapter 8: WE TAKE NOTHING BY CONQUEST, THANK GOD" and respond to the following prompts. Make sure you answer them all. Remember to respond to at least two of your peer's posts and use the ABC format to keep the discussion moving. 1. How did the U.S. use the Texas-Mexico border dispute to its advantage?

2. How does the U.S. philosophically justify its aggression?

3. Discuss how Zinn uses the phrase "We take nothing by conquest, thank God" to buttress his argument(Skill Types: I 1,3. II 5, III 6,7 IV 8,9) Debate with peers on class blog.

 Essay- Why did the Mexican War bring sectional tensions to a boil? Describe how manifest destiny impacted U.S. foreign policy in Europe and Latin America(Skill Type: II4,5 III 6,7 IV 8,9)  Daily quiz grades will follow all reading sections. (Skill Type: IV 8, 9)  Chapter test. (multiple choice and essay format) (Skill Types: III 6,7)

**Extra Credit Reading and Review** Walther, Eric H. The Shattering of the Union: America in the 1850s (Wilmington: Scholarly Resources, 2004 ISBN 0842927998 pbk).

Weeks 16-18 Historic Period 5 (1844-1877) Unit Eight: The Union in Peril (1849 – 1861) The following material is based upon Chapter 15 from Possible Student Activities. This unit is the longest and most time consuming of the first semester and as a result, less time will be spent on the military aspects of the Civil War itself . Also, far greater emphasis will be placed on documents.

Objective Questions

 Assess the 1850 Compromise. Was this a reflection of the fact that the union was dying and it could not be stopped because of extremists on both sides? How did the enforcement of the Fugitive Slave Law impact northern politics and society? (ID-2) (POL-2,3)  Explain the attempts by the Whigs and Democrats to manage the growing tensions in the 1850s? How did the slavery question create the Third Party System? (POL-2,3)  Examine the slavery debate and rising extremism impact American literature. Did the media play a role in exacerbating the tensions? (POL-2,3) (CUL-2)  Describe the positions on slavery held by the major and minor parties leading up to the 1860 election. Examine Lincoln’s rise to national prominence. (POL-2,3)  Discuss the roles played by radical abolitionists like John Brown in heightening tensions. Were southern complaints about a conspiracy to cause insurrections justified?(POL-2,3,5)  Discuss the 1860 election and the first wave of secession. Why despite Lincoln’s assertions did seven states leave the union before his inauguration? What factor brought about the second wave of secession? (POL- 2,3)

Possible Student Activities  Compile lecture and discussion notes into organized notebook (Skill Type I 1,2,3) Read Chapter 15.  Students must use primary sources and information from the textbook to answer the prompt: Close Reading on primary sources from US History Sourcebook: 4.6. (Skill Types: I 1,3. II 5, III 6,7 IV 8,9)  Was John Brown a Hero or a Murderer? Even today, 150 years after John Brown’s ill-fated raid at Harpers Ferry, controversy surrounds Brown’s actions. Some people believe that he was a hero and that his ultimate goal – ending slavery – justified his use of violence. Other people believe that his use of fear and violence made him a terrorist. Construct a thoughtful written response of 8-11 sentences, with two quotes from a primary source. Be sure to address the following: 1) What reasons did John Brown have for raiding Harper’s Ferry? 2) What are some of the events, situations in the country leading up to the 1859 raid? 3) What were reactions of people around the country? 4) Was John Brown a hero or terrorist? Explain. Debate the answer on the class blog. (Skill Type IV 8,9)  In response to the weakening of this first fugitive slave act, the Fugitive Slave Bill of 1850 made any federal marshal or other official who did not arrest an alleged runaway slave liable to a fine of $1,000. Law-enforcement officials everywhere had a duty to arrest anyone suspected of being a runaway slave on no more evidence than a claimant's sworn testimony of ownership. In addition, any person aiding a runaway slave by providing food or shelter was to be subject to six months' imprisonment and a $1,000 fine. For this blog post, choose one of the following options and explain/defend your position. Option #1 You approve of the Fugitive Slave Act and want to help capture the runaway slaves. You agree that slaves are the property of their masters and that property rights must be respected. Option #2 You disapprove of slavery but think runaways should be returned to their master because “it is the law.” Option #3 You doe not care one way or the other about slavery but you want to collect the reward. Option #4 You hate slavery and favor helping runaways to remain free even if it means breaking the law. You agree with Ralph Waldo Emerson’s statement concerning the Fugitive Slave Act: “This filthy enactment was made in the nineteenth century, by people who could read and write. I will not obey it, by God!” Option #5 You are ready to do violence against slave catchers. You agree with Frederick Douglass that “The only way to make the Fugitive Slave Act a dead letter is to make a dozen or more dead kidnappers.” Skill Types: I 1,3. II 5, III 6,7 IV 8,9) Debate with peers on class blog.

 Essay- the 1860 election and the first wave of secession. Why despite Lincoln’s assertions did seven states leave the union before his inauguration? What factor brought about the second wave of secession? 5 III 6,7 IV 8,9)  Daily quiz grades will follow all reading sections. (Skill Type: IV 8, 9)  Chapter test. (multiple choice and essay format) (Skill Types: III 6,7)

** Extra Credit Reading and Review** Renehan, Edward J. The Secret Six: the true tale of the men who conspired with John Brown (Columbia: University of South Carolina Press, 1997. ISBN 1570031819).

Weeks 18-19** Due to interruptions of scheduled class time this unit may be moved to the second semester Unit Nine: The Civil War 1861 – 1865 Historical Period 5 (1844 – 1877) This is based upon Chapter 16 in Possible Student Activities and ironically is a shorter topic. For the sake of time, most military history is omitted though enthusiasts will have an opportunity for additional extra credit for reviewing a key battle of the war. Also, extra credit readings will be extended over the Winter Break.

Objective Questions

 Compare and contrast the Union and Confederacy, politically, socially, and economically at the start of the conflict. What are the key advantages for both sides and what impact will this have on wartime strategy? (POL-2) (ENV-3) (WOR-5)  Discuss whether or not Lincoln was justified in suspending certain civil liberties during the war? How does this compare to the Patriot Act issued just after September 11th 2001? (CUL-5) (POL-2)  Compare and contrast Union and Confederate attempts to build armies and fund their war efforts. Which innovations created a lasting legacy? (POL-2)  What impact did the war have upon women and minority groups in America? What impact will the war have on demands for equality?(CUL-2) (POL-2)  Examine the diplomatic efforts played by both sides during the conflict. Why was the Confederacy ultimately unsuccessful? What role did global economic play in aiding the Union ambassadors? (WOR-3,5) (WXT-2)

Possible Student Activities  Compile lecture and discussion notes into organized notebook (Skill Type I 1,2,3) Read Chapter 16.  Examine the following primary source: Students will analyze documents on the causes of the civil war, and determine the causes only from those documents. They may not use any outside information. (Skill Types: I 1,3. II 5, III 6,7 IV 8,9)  Discuss the use of APPARTS as a tool to analyze documents. Analyze Proclamation Suspending the Writ of Habeas Corpus by Abraham Lincoln. (Skill Type III.6,7 IV 8,9)  Evaluate: Compare and contrast Union and Confederate attempts to build armies and fund their war efforts. Which innovations created a lasting legacy? Explain your answer in your journal. (Skill Type IV 8,9)  Discuss and debate on the class blog with peers whether you think Lincoln was justified in suspending Habeas Corpus. (Skill Types: I 1,3. II 5, III 6,7 IV 8,9)  Essay- Compare and contrast the Union and Confederacy, politically, socially, and economically at the start of the conflict. What are the key advantages for both sides and what impact will this have on wartime strategy? (Skill Type: II4,5 III 6,7 IV 8,9)  Daily quiz grades will follow all reading sections. (Skill Type: IV 8, 9)  Chapter test. (multiple choice and essay format) (Skill Types: III 6,7)

**Extra Credit Reading and Reviews** Schultz, Duane., The Dahlgren Affair: Terror and Conspiracy in the Civil War (New York: Norton, 1998. ISBN 0393319865)

Students may also choose to review a film from this era. If there is a movie you wish to view that isn’t on this list, please email a request for permission to Mrs. Creamer. Lincoln Glory

Second semester (week 1-3) Historical Period 5 (1844-1877) Unit Ten: Reconstructing the Union (1863-1877) This will be the last unit before the midterm exam (or the first unit of the new semester because we never know for sure in our district how this will work out) and will be based in part on Chapter 17 in Possible Student Activities text. Please note that the sections on the Grant Administration will be omitted and moved to a discussion on Gilded Age corruption if we end up using the America’s History text.

Objective Questions

 Examine Presidential and Congressional Reconstruction plans. What factors account for the leniency of Lincoln’s and Johnson’s plans versus the more stringent Radical Republican Plan? (POL-2,3,5)  Examine evidence proving that many ex-Confederates were not ready to allow for black freedom and suffrage. What evidence of the ongoing power struggle between the Executive and Legislative branches? (POL-2,3,5)  Describe the impact that Reconstruction had upon the former Confederacy. What was the basis of the new Southern Republican Party? How did freedmen shape these administrations? What roles did ex- Confederates play? (POL-2,3,5)  Explain how the Reconstruction Period impacted civil and economic rights for African-Americans (ID-5) (WXT-4) (POL-2,5) (ENV-3)  Outline and explain factors that that led to the demise of Radical Reconstruction in the 1870s. Which factors would be the most important? To what extent was Reconstruction a failure or, were there any real successes? (ID-5) (WXT-4) (POL-2,3,5)

Possible Student Activities  Depending upon the schedule for semester change student activity may include studying for mid-terms?  Compile lecture and discussion notes into organized notebook. Read Chapter 17 in Possible Student Activities. (Skill Type I 1,2,3)  Examine the following primary source materials from U.S. History Sourcebook : 5.5-5.7; Students will answer all related questions. (Skill Types: I 1,3. II 5, III 6,7 IV 8,9)  Discuss the use of AP Parts as a tool to analyze documents. Analyze the Reconstruction Amendments, 13th, 14th, 15th. http://www.senate.gov/artandhistory/history/common/generic/CivilWarAmendments.htm (Skill Type III.6,7 IV 8,9)  Students must use primary sources and information from the textbook to Explain how the Reconstruction Period impacted civil and economic rights for African-Americans. Debate topic on class blog with peers. (Skill Types: I 1,3. II 5, III 6,7 IV 8,9)  Evaluate: Describe the impact that Reconstruction had upon the former Confederacy. What was the basis of the new Southern Republican Party? How did freedmen shape these administrations? What roles did ex- Confederates play? Explain your answer in your journal. (Skill Type IV 8,9)  Write an essay on the following prompt: Examine Presidential and Congressional Reconstruction plans. What factors account for the leniency of Lincoln’s and Johnson’s plans versus the more stringent Radical Republican Plan? (Skill Type: II4,5 III 6,7 IV 8,9)  Daily quiz grades will follow all reading sections. (Skill Type: IV 8, 9)  Chapter test. (multiple choice and essay format) (Skill Types: III 6,7)  Begin once a week After school study sessions (optional)

**Extra Credit Reading and Book Review** Students may choose a book or collection of primary documents that is not on this list. The student must send an email to the instructor requesting permission.

Fahs, Alice and Joan Waugh, The Memory of the Civil War in American Culture (Chapel Hill: University of North Carolina Press, 2004, ISBN 0807855723)

Weeks 3-4 Historical Period 6 1865-1898 Unit Eleven: The “New West” of Reality and Myth (1850 – 1900s) For this unit we will be jumping to The Possible Student Activities Text Chapters 18 discusses the trans-Mississippi west over a fifty-year span. In addition to the class textbook we will rely extensively upon the University of Houton website for background materials. Much of the chapter will focus upon the nature of our relationships with Native- Americans. For sake of review and to form a more cohesive discussion we will go back as we the Gold Rush and its impact on California. Additionally we will have a small section on the development of agri-business like ranching and farming.

Objective Questions

 Examine the primary factors driving westward migration in the last half of the 19th Century. What role did the Federal government play? What roles were played by business and industry? (ID-6) (WXT-6) (PEO-3) (ENV-4) (CUL-1)  Explain the impact of this migratory wave upon Natives and how the U.S. government policy changed over time to meet the challenges of Native resistance. (POL-3) (ID-6) (PEO-3)  Examine the development of western businesses and industries: mining, ranching, and bonanza farming (WXT-6) (PEO-3)  Examine the socio-political and economic impact that western settlement had upon the whole economy. What impact did this have upon women’s political rights? (ID-6)(POL-3)  Contrasts the myths and realities of life in the west. What roles have the media played (past and present) in helping these myths to endure? How do these compare with myths about the “Lost Cause” of the New South? (CUL-4,6)  Describe how westward migration helped to create the early environmental movement (ENV-2,3,4)

Possible Student Activities  Compile lecture and discussion notes into organized notebook. Read Chapter 18 in Possible Student Activities. (Skill Type I 1,2,3)  Examine the following primary source materials from U.S. History Sourcebook : 6.2 and 6.3; Students will answer close reading questions. (Skill Types: I 1,3. II 5, III 6,7 IV 8,9)  Discuss the use of AP Parts as a tool to analyze documents. Analyze Indian Removal Documents. http://www.teachushistory.org/files/indianremoval/Indian-Removal-Documents.pdf (Skill Type III.6,7 IV 8,9)  Students must use primary sources and information from the textbook to debate topic on class blog with peers. What is genocide? Based on your definition, is the Trail of Tears and Indian Removal genocide? (Skill Types: I 1,3. II 5, III 6,7 IV 8,9)  Journal Prompt: What idea do you have of the West, based on movies, books, etc.? After reading this chapter, does your idea of the west change? Please explain your answer in detail. (Skill Type IV 8,9)  Write an essay on the following prompt: Examine the primary factors driving westward migration in the last half of the 19th Century. What role did the Federal government play? What roles were played by business and industry? (Skill Type: II4,5 III 6,7 IV 8,9)  Daily quiz grades will follow all reading sections. (Skill Type: IV 8, 9)  Chapter test. (multiple choice and essay format) (Skill Types: III 6,7)

**Extra Credit Readings and Reviews** Jackson, Helen Hunt, A Century of Dishonor (Norman: University of Oklahoma Press, 1995 originally 1885 Norton Press) ISBN 9781582182896

Weeks 4-6 Historical Period 6 1865-1898 Unit Twelve: The Explosion of Business and Industry (1850 – 1900s) Chapter 19 in Possible Student Activities text covers the economic boom of the post war period and the subsequent impact on labor. While most of the text will be used for business and industry, documents will form the bulk of the material on unions and early labor strikes. There is also a small section on the New South. However, civil rights issues will addressed with Progressivism as there is serious overlap.

Objective Questions

 Examine innovations and inventions that helped to generate the post-war economic surge. (WXT-3,5,6) (WOR-3)  Compare and Contrast Carnegie, Rockefeller, and Edison. How did each exemplify the new methods of business and industry? (WXT-3,6)  Examine the “New South” and compare it to the “Old South.” How did it move forward or remain stagnant? (ID-5) (WXT-5)  Explain factors that gave rise to unions and labor strikes. What was the view of the government and what steps did it take to squelch the demands of labor? What tactics did owners use to weaken labor? (WXT-7) Possible Student Activities  Compile lecture and discussion notes into organized notebook. Read Chapter 19 in Possible Student Activities. (Skill Type I 1,2,3)  Examine the following primary source materials from U.S. History Sourcebook : 6.4; Students will answer close reading questions. (Skill Types: I 1,3. II 5, III 6,7 IV 8,9)  Discuss the use of APPARTS as a tool to analyze documents. Analyze Big Business Political Cartoon Documents. http://yourhistorysite.com/2007%20documents/Age%20of%20Big%20Business%20Political %20Cartoons.pdf (Skill Type III.6,7 IV 8,9)  Students will read Howard Zinn’s Chapter 11 and discuss and debate whether they agree or disagree with his premise. What is the thesis of the chapter? Explain your answers in detail. Debate with peers. (Skill Types: I 1,3. II 5, III 6,7 IV 8,9)  Journal Prompt: Examine the “New South” and compare it to the “Old South.” How did it move forward or remain stagnant? (Skill Type IV 8,9)  Write an essay on the following prompt: Compare and Contrast Carnegie, Rockefeller, and Edison. How did each exemplify the new methods of business and industry? (Skill Type: II4,5 III 6,7 IV 8,9)  Daily quiz grades will follow all reading sections. (Skill Type: IV 8, 9)  Chapter test. (multiple choice and essay format) (Skill Types: III 6,7)

Weeks 7-9 Historical Period 6 (1865 – 1898) Unit Thirteen: The Socio-cultural aspects of the Gilded Age, Society at a Crossroads (1865 – 1900s) This unit features Possible Student Activities Chapter 19. This section will involve a period that I feel really fits better in a discussion with aspects of Progressivism. However, realizing the depth of the material, I will organize the material based upon the text book. I will however, move material on education reform and literacy to the chapter on Progressivism as there seemed to be a rather seamless transformation. This chapter also includes considerable information on “new immigration.”

Objective Questions

 Examine the key factors leading to the massive expansion of cities and what role that European and Asian immigration played in the nature of the urban environment. (ID-6,7) (WXT-6) (PEO-6,7) (WOR-3)  Describe life in the cities for certain classes and ethnic groups. What was meant by the term “new Immigration?” Why did some immigrants prosper more than others? (ID-6,7) (PEO-6,7) (WOR-3)  Examine the rise of political bosses and the why they became so powerful and the attempts by reformers to limit their corrupting influence (POL-2,3)  Explain how rising standard of living created greater awareness of class? (ID-6,7) (WXT-6)  Contrast Victorian morality with immigrant values in the major cities. How did middle class Americans grow disenchanted with this control? (ID-6,7)  Examine the rise of popular culture and leisure time activities. How were these also a reflection of class identity? (CUL-3,5)

Possible Student Activities  Compile lecture and discussion notes into organized notebook. Read Chapter 19 in Possible Student Activities. (Skill Type I 1,2,3)  Students will discuss and debate Describe life in the cities for certain classes and ethnic groups. What was meant by the term “new Immigration?” Why did some immigrants prosper more than others? Debate with peers. (Skill Types: I 1,3. II 5, III 6,7 IV 8,9)  Journal Prompt: Examine the rise of popular culture and leisure time activities. How were these also a reflection of class identity? (Skill Type IV 8,9)  Write an essay on the following prompt: Examine the key factors leading to the massive expansion of cities and what role that European and Asian immigration played in the nature of the urban environment. (Skill Type: II4,5 III 6,7 IV 8,9)  DBQ- 2010 College Board Gilded Age DBQ. (Skill Type: II4,5 III 6,7 IV 8,9)  Daily quiz grades will follow all reading sections. (Skill Type: IV 8, 9)  Chapter test. (multiple choice and essay format) (Skill Types: III 6,7)

Weeks 9-10 Historical Period 6 (1865 – 1898) Unit Fourteen: The Gilded Age: Political Corruption and the Rise of Populism (1865 – 1900s) For this section I chose to hold bring in the Grant Administration instead of discussing him during Reconstruction. “Grantism” became synonymous with the corruption of the Gilded Age and thus works better here. This is associated with Chapter 20 in Possible Student Activities text. There will also be a section on the Populist movement in this section as a way to tie together the popular anger over political and economic corruption.

Objective Questions

 Examine the major domestic issues that concerned politicians in the later 19th century. Why were these issues so important and how did the major parties address them? (WXT-6,7) (POL-2) (CUL-5)  Evaluate the political influence of certain socio-economic groups that developed in the latter half of the 19th century. (WXT-6,7) (POL-2) (CUL-5)  Discuss the rise of farmer’s alliances and Populism as a force in American politics. Which demands did Populists successfully achieve? Where did they fall short? (WXT-6,7) (POL-2) (CUL-5)  Describe the social and political impact of the wave of economic problems from 1893 – 1897. What attempts were made to remedy the causes? (WXT-6,7) (POL-2) (CUL-5)

Possible Student Activities  Compile lecture and discussion notes into organized notebook. Read Chapter 20 in Possible Student Activities. (Skill Type I 1,2,3)  Examine the following primary source materials from U.S. History Sourcebook : 6.5 and 6.6; Students will answer close reading questions. (Skill Types: I 1,3. II 5, III 6,7 IV 8,9)  Students will discuss and debate Describe the social and political impact of the wave of economic problems from 1893 – 1897. What attempts were made to remedy the causes? Debate with peers. (Skill Types: I 1,3. II 5, III 6,7 IV 8,9)  Journal Prompt: Evaluate the political influence of certain socio-economic groups that developed in the latter half of the 19th century.(Skill Type IV 8,9)  Write an essay on the following prompt: Discuss the rise of farmer’s alliances and Populism as a force in American politics. Which demands did Populists successfully achieve? Where did they fall short? (Skill Type: II4,5 III 6,7 IV 8,9)  DBQ- 1983 College Board Populism DBQ. (Skill Type: II4,5 III 6,7 IV 8,9)  Daily quiz grades will follow all reading sections. (Skill Type: IV 8, 9)  Chapter test. (multiple choice and essay format) (Skill Types: III 6,7)

**Extra Credit Reading and Book Review** Students may choose a book or collection of primary documents that is not on this list. The student must send an email to the instructor requesting permission.

Jeffers, H. Paul, An Honest President: The life and Presidencies of Grover Cleveland (New York: Harper Collins, 2001 ISBN 0380805715) Weeks 11-14 Historical Period 6 (1865-1898) and the beginnings of Period 7 (1890 – 1945)

Unit Fifteen: Progressive Movement (1880 – 1920) For this, one of the longest units of the school year we will be once again combining several chapters in the Possible Student Activities text. This will include Chapter 21. Objective Questions

 Examine the early stages of Progressivism in the mid-late 19th century (ID-7) (WXT-6,7,8) (POL-2,3,6,7) (ENV-5) (CUL-5,6)  Examine changes in literacy, education, and the arts during the Progressive Period. (CUL-5,6)  Contrast the beliefs of WEB Dubois with BTW (ID-7) (POL-3) (CUL-5)  Describe who tended to be considered a “progressive.” Were there common goals among these people or, was this a unified movement at all? How were they different from Populists? (ID-7) (CUL-5)  Examine the social ills (real and perceived) that were attacked by Progressives. What strategies were used? How did Progressivism mingle with racism? (ID-7) (POL-3,6)  Discuss the impact of Progressivism upon politics at the local, state and national level.(POL-3,6,7) (ID-7)  Explain how Progressive reforms effected women, minorities, and the urban poor. (ID-7) (WXT-6,7,8) (POL-3,6,7) (ENV-5) (CUL-5,6)  Explain the stillbirth of Socialism in the U.S. (POL-3,6,7)  Examine the Roosevelt, Taft, and Wilson Presidencies. To what degree does each reflect Progressive ideals? (ID-7) (POL-3,6,7) (WXT-6,7,8)

Possible Student Activities  Compile lecture and discussion notes into organized notebook. Read Chapter 21 in Possible Student Activities. (Skill Type I 1,2,3)  Examine the following primary source materials from U.S. History Sourcebook : 6.7 and 7.1-7.4 Students will answer close reading questions. (Skill Types: I 1,3. II 5, III 6,7 IV 8,9)  Students will discuss and debate Explain how Progressive reforms effected women, minorities, and the urban poor. Debate with peers. (Skill Types: I 1,3. II 5, III 6,7 IV 8,9)  Journal Prompt: Examine changes in literacy, education, and the arts during the Progressive Period. (Skill Type IV 8,9)  Write an essay on the following prompt: Examine the Roosevelt, Taft, and Wilson Presidencies. To what degree does each reflect Progressive ideals? (Skill Type: II4,5 III 6,7 IV 8,9)  DBQ- 2003 College Board Progressive Era DBQ. (Skill Type: II4,5 III 6,7 IV 8,9)  Daily quiz grades will follow all reading sections. (Skill Type: IV 8, 9)  Chapter test. (multiple choice and essay format) (Skill Types: III 6,7)

**Reading Extra Credit and Review** Thalen, David P. Robert La Follette and the Insurgent Spirit (Madison: University of Wisconsin Press, 1985. ISBN 0299106446) Also, you can read about any biography on Theodore Roosevelt (clear it with me first)

Weeks 15-18 Historical Period 6 (1865-1898) and the beginnings of Period 7 (1890 – 1945) Unit Sixteen: American Foreign Policy (1890s – 1920) For this unit we will reach back to the origins of American Imperialism Chapter 20 and 22 in Possible Student Activities. Objective Questions

 Explain the socio-economic and political motives for imperialism. What groups generally supported imperialist ventures and which opposed these? (ID-3) (WXT-6) (POL-2,6) (WOR-3,4,5,6) (ENV-4)  Examine the causes, events, and effects of the Spanish-American War 1898. In what ways did this resemble the Mexican War of 1845-48? (ID-3) (WOR-3,4,5,6)  Assess the success or failure of foreign affairs in Latin America and Asia (World’s Policeman, Roosevelt Corollary Taft’s Dollar Diplomacy and Wilson’s Moral Diplomacy). In what ways do events seem like a continuation of manifest destiny? (ID-3) (WXT-6) (POL-2,6) (WOR-3,4,5,6)  Discuss the factors that led to the US entry into WWII in April 1917. (ID-3) (POL-2,6) (WOR-3,4,5,6)  Analyze the ways that the First World War impacted the US socially, politically, and economically. (POL- 2,6) (WOR-3,4,5,6)  Evaluate Wilson’s 14 Points. Were Wilson’s points too idealistic? In what ways do they represent a permanent departure from American foreign policy traditions?(ID-2) (POL-2,6) (WOR-3,4,5,6)

Possible Student Activities  Compile lecture and discussion notes into organized notebook. Read Chapter 20 and 22 in Possible Student Activities. (Skill Type I 1,2,3)  Examine the following primary source materials from U.S. History Sourcebook : 6.8-6.9 and 8.1-8.7. Students will answer close reading questions. (Skill Types: I 1,3. II 5, III 6,7 IV 8,9)  Students will read Howard Zinn’s Chapter 12 and discuss and debate whether they agree or disagree with his premise. What is the thesis of the chapter? Explain your answers in detail. Debate with peers. (Skill Types: I 1,3. II 5, III 6,7 IV 8,9)  Journal Prompt: Examine the causes, events, and effects of the Spanish-American War 1898. In what ways did this resemble the Mexican War of 1845-48? (Skill Type IV 8,9)  Write an essay on the following prompt: Analyze the ways that the First World War impacted the US socially, politically, and economically. (Skill Type: II4,5 III 6,7 IV 8,9)  DBQ- 2004 College Board American Foreign Policy DBQ. (Skill Type: II4,5 III 6,7 IV 8,9)  Daily quiz grades will follow all reading sections. (Skill Type: IV 8, 9)  Chapter test. (multiple choice and essay format) (Skill Types: III 6,7)

**Extra Credit Reading and Review** Tuchman, Barbara: The Guns of August. (New York: Ballantine, 1962, ISBN 034538623x) Remarque, Erich, M. All Quiet on the Western Front (New York: Ballantine, 1928, ISBN 044991149) any version is acceptable*

Weeks 19-20 Historical Period 7: 1890-1945 Unit Seventeen: The 1920s A Study in Contrasts (1920-29) This unit reflects Chapter 23 in Possible Student Activities. For this topic I like to stop at the crash of the stock market and economic woes of the later 1920s because we discuss that with a lesson on why the stock market crash was not the sole cause of the Great Depression. Objective Questions  Examine the economic underpinnings of prosperity in the decade. How do these compare with post-Civil War era? What signs of trouble were evident by the midpoint of the decade? (WXT 6,8) (POL-4)  Explain the causes of the Second Red Scare and how these manifested themselves in public policy (POL- 4,5)  Explain the political values that helped to shape public life. What did Harding mean by “normalcy?”  Examine and discuss the growth of “mass culture.” How was mass culture a reflection of social groups? How far did it penetrate to all segments of society? (ID-6,7) (CUL-6,7)  Examine the changes in immigration policy in the 1920s (PEO-6,7)  Identify important cultural trends that developed during the decade. How did these reflect the mood of Americans? (ID-6,7) (CUL-6,7)  Identify social tensions that boiled seemingly just below the surface that would manifest themselves later. (ID-6,7) (CUL-6,7) (POL-7)

Possible Student Activities  Compile lecture and discussion notes into organized notebook. Read Chapter 23 in Possible Student Activities. (Skill Type I 1,2,3)  Students will discuss and debate on blog: Examine the changes in immigration policy in the 1920s Debate with peers. (Skill Types: I 1,3. II 5, III 6,7 IV 8,9)  Journal Prompt: Examine and discuss the growth of “mass culture.” How was mass culture a reflection of social groups? How far did it penetrate to all segments of society? (Skill Type IV 8,9)  Write an essay on the following prompt: Explain the causes of the Second Red Scare and how these manifested themselves in public policy (Skill Type: II4,5 III 6,7 IV 8,9)  DBQ- 1986 College Board American 1920’s DBQ. (Skill Type: II4,5 III 6,7 IV 8,9)  Daily quiz grades will follow all reading sections. (Skill Type: IV 8, 9)  Chapter test. (multiple choice and essay format) (Skill Types: III 6,7)

**Extra Credit Read and Review** Lawrence, Jacob and Robert Lee: Inherit the Wind (New York: Ballantine, 2001, ISBN 0553269151) Any version is fine*

Upton, Sinclair, The Jungle

Students may also choose to review a film from this era. If there is a movie you wish to view that isn’t on this list, please email a request for permission to Mrs. Creamer. Iron Jawed Angels

Weeks 21 - 24 Historical Period 7 (1890-1945) Unit: Eighteen: The Great Depression and the New Deal (1929 – 1940) Given the length and importance of this unit Chapter 24 in Possible Student Activities.

Objective Questions  Outline the factors that led to the crash of the stock market and the deepening of the Great Depression. What factors were already in place by the mid-1920s and what role did WWI play in inaugurating this global depression? (ID-3) (WXT6,8) (WOR-4)  Explain the strategy of FDR’s First New Deal Programs. Identify important programs. Evaluate their success/failure. Who opposed the New Deal? (ID-3) (WXT6,8) (POL-5)  Evaluate the Second New Deal 1935 – 1938. Were these programs examples of socialism? Which New Deal programs have continued on to this day? How did the Depression impact labor? (ID-3) (WXT6,8) (POL-5)  Explain the impact of the Depression/New Deal on various social groups. Why did this era complete the shift of African-Americans to the Democratic ranks? (ID 7,8) (WXT6,8) (POL-5)  View video dust bowl years (ENV-5)  Identify important cultural trends in the arts, film, and music. Did they reflect reality, escapism, or both? (CUL6,7) Possible Student Activities  Compile lecture and discussion notes into organized notebook. Read Chapter 24 in Possible Student Activities. (Skill Type I 1,2,3)  Students will read Howard Zinn’s Chapter 15 and discuss and debate whether they agree or disagree with his premise. What is the thesis of the chapter? Explain your answers in detail. Debate with peers. (Skill Types: I 1,3. II 5, III 6,7 IV 8,9)  Journal Prompt: Explain the strategy of FDR’s First New Deal Programs. Identify important programs. Evaluate their success/failure. Who opposed the New Deal? (Skill Type IV 8,9)  Write an essay on the following prompt: Outline the factors that led to the crash of the stock market and the deepening of the Great Depression. What factors were already in place by the mid-1920s and what role did WWI play in inaugurating this global depression?(Skill Type: II4,5 III 6,7 IV 8,9)  DBQ- Crash, Depression, & New Deal DBQ Essay. (Skill Type: II4,5 III 6,7 IV 8,9)  Daily quiz grades will follow all reading sections. (Skill Type: IV 8, 9)  Chapter test. (multiple choice and essay format) (Skill Types: III 6,7)

**Extra Credit Reading and Review** You propose a fictional work from the 1930s or early 1940s

Students may also choose to review a film from this era. If there is a movie you wish to view that isn’t on this list, please email a request for permission to Mrs. Creamer. Warm Springs

Weeks 24-27 Historical Period 7 (1890 - 1945) Unit Nineteen: The Second World War (1931 – 1945) While clearly WWII began in 1939 (1941 for the U.S.), some attention will be paid to the rise of totalitarian regimes in Europe and Asia. Additionally we will review a few foreign policy issues related to U.S.-Japanese relations. This is crucial for any true understanding of the period. This will cover Chapter 25.

Objective Questions  Explain why U.S-Japanese relations were poor long before the attack on Pearl Harbor (ID-6) (PEO-6) (POL-6) (WOR-7)  Analyze the role that the global Depression played in fostering the rise of fascist regimes in Europe (POL-6 WXT-6) (WOR-6)  Examine the changing nature of American public opinion from the mid 1930s to 1940 with respect to foreign affairs. What changes drove public opinion? (POL-6) (WOR-4,7)(CUL-7)  Describe the measures taken by the Federal government to prepare America for war. What role did propaganda play in this effort? Explain how the war impacted the American economy (POL-6)(WXT-8) (WOR-4,7)(CUL-7)  Examine the major social impact of the war on women and minority groups. (ID-7,8)(POL-6)(WXT- 8)CUL-7)  Discuss pivotal battles on both fronts and explain how these represented the overall strategies on both sides. (POL-7) (CUL-5)  Debate the decision to use the atomic bomb. Was this justified or, was Truman guilty of war crimes? (POL- 7) (CUL-5)

Possible Student Activities  Compile lecture and discussion notes into organized notebook. Read Chapter 25 in Possible Student Activities. (Skill Type I 1,2,3)  Blog- Students will read Howard Zinn’s Chapter 16 and discuss and debate whether they agree or disagree with his premise. What is the thesis of the chapter? Explain your answers in detail. Debate with peers. (Skill Types: I 1,3. II 5, III 6,7 IV 8,9)  Blog- Debate the decision to use the atomic bomb. Was this justified or, was Truman guilty of war crimes? (Skill Types: I 1,3. II 5, III 6,7 IV 8,9)  Journal Prompt: Examine the major social impact of the war on women and minority groups. (Skill Type IV 8,9)  Write an essay on the following prompt: Describe the measures taken by the Federal government to prepare America for war. What role did propaganda play in this effort? Explain how the war impacted the American economy. (Skill Type: II4,5 III 6,7 IV 8,9)  DBQ- World War II was more important than the Great Depression in fundamentally transforming American society. Assess the validity of this statement based on your knowledge of American society between 1930 and 1945 and the documents below. Essay. (Skill Type: II4,5 III 6,7 IV 8,9)  Daily quiz grades will follow all reading sections. (Skill Type: IV 8, 9)  Chapter test. (multiple choice and essay format) (Skill Types: III 6,7)

**Extra Credit Reading and Review** Linenthal, Edward, L and Tom Engelhardt; History Wars: The Enola Gay and Other Battle for the American Past (New York: Owl Books, 1996 ISBN 080504387X)

Lewis, Sinclair. It Can’t Happen Here (New York: Signet Books, 1997, ISBN 0451 525825). Any version is fine.*

Steinbeck, John. The Moon is Down (New York: Penguin 1995, ISBN 0140187464). Any version is fine.

Students may also choose to review a film from this era. If there is a movie you wish to view that isn’t on this list, please email a request for permission to Mrs. Creamer. Saving Private Ryan Tora! Tora! Tora!

Weeks 27 - 28 Historical Period 8 1945-1980 Unit Twenty: Cold War America (1945 – 1959) This unit reflects Chapter 26. Obviously a single unit on the post war period and Cold War is too unwieldy for our purposes. So, my strategy here is to use Presidential administrations as a type of timeline. This is also critical because approaches to domestic issues and foreign policy often changed by administration. The focus will be Cold War policies of Truman and Eisenhower. There will also be aspects of how Cold War policies affected American Society.

Objective Questions  Explain how the Yalta and Potsdam Conferences represented the origins of the Cold War. How was Truman different from FDR in his treatment of allies?(POL-6) (WOR-7,8)  Explain how the post war policies of the US and Soviet Union served as the framework for the later Cold War. Were the Soviets the aggressors or were they aggressive because of fear of the west? POL-6) (WOR- 7,8)  Evaluate the policy of Containment and describe how the Truman Administration implemented this policy in Europe, Asia, and Latin America. (POL-6) (WOR-7,8)  Compare and Contrast U.S. foreign policies of Truman and Eisenhower administrations in Europe, the Far East, the Middle East, Africa, and Latin America (POL-6) (WOR-7,8)  Discuss how the Cold War impacted America politically and economically during the 1940s and 1950s  Examine the Cold War’s social impact in America. Why did the Red Scare and McCarthyism take hold so deeply? How did the Cold War inspire technological innovation and education? (ID-7) (POL-6) (WOR-7,8) (CUL-5,6)

Possible Student Activities  Compile lecture and discussion notes into organized notebook. Read Chapter 26 in Possible Student Activities. (Skill Type I 1,2,3)  Blog- Examine the Cold War’s social impact in America. Why did the Red Scare and McCarthyism take hold so deeply? How did the Cold War inspire technological innovation and education? Debate with peers. (Skill Types: I 1,3. II 5, III 6,7 IV 8,9)  Journal Prompt: Discuss how the Cold War impacted America politically and economically during the 1940s and 1950s (Skill Type IV 8,9)  Write an essay on the following prompt: Evaluate the policy of Containment and describe how the Truman Administration implemented this policy in Europe, Asia, and Latin America. (Skill Type: II4,5 III 6,7 IV 8,9)  DBQ- What were the Cold War fears of the American people in the aftermath of the Second World War? How successfully did the administration of President Dwight D. Eisenhower address these fears? 2001 College Board DBQ. (Skill Type: II4,5 III 6,7 IV 8,9)  Daily quiz grades will follow all reading sections. (Skill Type: IV 8, 9)  Chapter test. (multiple choice and essay format) (Skill Types: III 6,7)

**Extra Credit** View the film Good Night and Good Luck and write a summary. I have a copy of this you can check out.

**Extra Credit Book Review** Kinzer, Stephen. All the Shah’s Men (Hoboken: Wiley Publishing, 2003 ISBN 0471678783)

Weeks 28-30 Historical Period 8 Unit Twenty-One: The Cold War (1960s and early 1970s) This unit will pull materials predominately from Chapters 27 and 29. Materials on the Civil Rights crusade will be omitted for this unit and the basic discussion will be on the Vietnam War. However, other foreign policy materials will also be featured. This unit will also introduce LBJ Great Society Programs as a key domestic issue of the 1960s.

Objective Questions  Examine the early foreign policy challenges faced by JFK in Europe, Asia, and Latin America. In your view who was the true victor (if any) in the Cuban Missile Crisis? (WOR-7,8) POL-6)  Evaluate JFK and LBJ policies in Vietnam. How do these policies relate to the wider Cold War itself? Could the Vietnam War have been won at any point in the 1960s? Why or why not? (WOR-7,8) POL-6)  Examine LBJ Great Society Programs (War on Poverty) (ID-7) (WXT-6,8) (POL-7)  Explain how did the Cold War in the 1960s impacted politics and the economy of the nation? How did they harm LBJ’s “War on Poverty?” (ID-7) (WXT-6,8) (POL-7)  Explain why the Tet Offensive in 1968 forced a major re-evaluation of U.S. policy in Vietnam? How did the media impact public opinion following the Tet Offensive? (WOR-7,8) POL-6)  Discuss Nixon’s Vietnamization Policy. Was it really “peace with honor?” Discuss also the escalation of the war into Laos and Cambodia. What major foreign policy victories occurred outside of the Vietnam quagmire? (WOR-7,8) POL-6)  Outline the chain of events that led to the fall of Saigon in 1975. What impact if any did Watergate have upon the War in Vietnam and the Cold War itself? (WOR-7,8) POL-6)  Examine U.S. – Soviet Relations during the 1960s and early 1970s. Was there more or less tension than before? What factors may account for the thaw? (WOR-7,8) POL-6) Possible Student Activities  Compile lecture and discussion notes into organized notebook. Read Chapter 27 and 29 in Possible Student Activities. (Skill Type I 1,2,3)  Blog- Examine the early foreign policy challenges faced by JFK in Europe, Asia, and Latin America. In your view who was the true victor (if any) in the Cuban Missile Crisis? (Skill Types: I 1,3. II 5, III 6,7 IV 8,9)  Journal Prompt: Examine LBJ Great Society Programs (War on Poverty). (Skill Type IV 8,9)  Write an essay on the following prompt: Evaluate JFK and LBJ policies in Vietnam. How do these policies relate to the wider Cold War itself? Could the Vietnam War have been won at any point in the 1960s? Why or why not? (Skill Type: II4,5 III 6,7 IV 8,9)  DBQ- Analyze the ways in which the Vietnam War heightened social, political, and economic tensions in the United States. Focus your answer on the period 1964 to 1975. 2008 College Board DBQ. (Skill Type: II4,5 III 6,7 IV 8,9)  Daily quiz grades will follow all reading sections. (Skill Type: IV 8, 9)  Chapter test. (multiple choice and essay format) (Skill Types: III 6,7)

**Extra Credit Reading and Review** Kennedy Robert, F. Thirteen Days: A Memoir of the Cuban Missile Crisis (New York: Norton, 1969, ISBN 0393318346)

Farber, David. The Sixties: From Memory to History (Chapel Hill: The University of North Carolina Press, 1994. ISBN 0807844624)

Students may also choose to review a film from this era. If there is a movie you wish to view that isn’t on this list, please email a request for permission to Mrs. Creamer. Good Night, Good Luck Platoon Nixon

Weeks 29-31 Historical Period 8 (some aspects of 9) Unit Twenty-two: Days of Protest: Civil Rights, Feminism, and the Youth Movement (1950s – 1979) This unit will pull from the following chapters in Possible Student Activities: Chapter 28 ( Objective Questions  Outline and examine the chronology of the Civil Rights movement. Review early trends from the 19th and early 20th Century. (ID-8  Compare and Contrast the strategies/goals of NAACP, SCLC, SNCC, Malcolm X and the Black Panthers. Where did each ultimately fall short?  Examine LBJ and the Great Society. What aspects are still present and how did Vietnam War and racism weaken his vision?  Outline and examine the chronology of the youth movement and protests. Contrast the methods of protest from the late 50s and mid 1960s with SDS and the “Weathermen” of the later 1960s. Explain how Vietnam brought the youth movement and civil rights movement to a common goal.  Outline and examine the origins of the feminist movement in the 1950 – 1970s. Review earlier aspects of feminism and women’s rights. What changes of strategy and goals are discernible?  Compare immigration policies from the Gilded Age, 1920s, and 1960s  Outline and examine the environmental movement. Review its origins at the turn of the century with TR and FDR through the first Earth Day commemoration. (WXT-8) (ENV-5)

Student Objectives  Compile lecture and discussion notes into organized notebook. Read Chapter 28 in Possible Student Activities. (Skill Type I 1,2,3)  Blog- Students will read Howard Zinn’s Chapter 17 and discuss and debate whether they agree or disagree with his premise. What is the thesis of the chapter? Explain your answers in detail. Debate with peers. (Skill Types: I 1,3. II 5, III 6,7 IV 8,9)  Journal Prompt: Outline and examine the origins of the feminist movement in the 1950 – 1970s. Review earlier aspects of feminism and women’s rights. What changes of strategy and goals are discernible? (Skill Type IV 8,9)  Write an essay on the following prompt: Explain how THREE of the following contributed to the social revolutions of the 1960’s: Civil rights movement, counterculture, women’s movement, war in Vietnam. (Skill Type: II4,5 III 6,7 IV 8,9)  DBQ- Analyze the changes that occurred during the 1960's in the goals, strategies, and support of the movement for African American civil Rights. Use the documents and your knowledge of the history of the 1960's to construct your response. 1995 College Board DBQ. (Skill Type: II4,5 III 6,7 IV 8,9)  Daily quiz grades will follow all reading sections. (Skill Type: IV 8, 9)  Chapter test. (multiple choice and essay format) (Skill Types: III 6,7)

**Extra Credit Reading and Review** Fairclough, Adam. Better Day Coming: Blacks and Equality, 1890 – 2000 (New York: Penguin, 2001. ISBN 0142001295 pbk)

Students may also choose to review a film from this era. If there is a movie you wish to view that isn’t on this list, please email a request for permission to Mrs. Creamer. The Help

Week 32 Period 9 1980-Present Unit Twenty-three: Challenges for the Future (1980s – 2001) This will be the culminating unit for the second semester. Here we will tie up some loose ends and project the last 25 years into the future. As the percentage of AP questions here is smaller less time will be spent so that we can budget review days. There will be some domestic and foreign policy issues involved that carry over from the previous unit. For, example the Iranian Hostage Crisis started in 1970s but continued into 1990.

Objective Questions  Examine U.S. foreign policy from 1980 – 2000. Discuss theories about the collapse of the Soviet Union and identify key factors. How has the end of the Cold War impacted foreign policy? (WOR-7,8) (POL-5)  Discuss the rise of religious fundamentalism in the U.S. and abroad. How has this continued to impact politics and society in America? WOR-7,8) (POL-5) (ID-7)  Examine the immigration question and its potential socio-political and economic impact upon Americans PEO-5)(WXT-6,8)  Contrast the Democrats and Republicans on key socio-political, and economic issues from 1980 - 2000 (WXT7,8) (PEO-7) (POL-5,7) (WOR-8) ENV-5) Ford and Carter vs. Stagflation) POL-5,7) (WXT-6,8) The Reagan Revolution (Reaganomics) )(WXT-6,8) George HW Bush and the Clinton Years (NAFTA and Globalization) ) POL-5,7) (WXT-6,8) George W. Bush - Barak Obama (The war on terrorism) (WOR-7,8)  Examine key socio-cultural changes from 1980-Present (ID-6,7)

Possible Student Activities  Compile lecture and discussion notes into organized notebook. Read Chapter 30-31 in Possible Student Activities. (Skill Type I 1,2,3)  Blog- Students will read Howard Zinn’s Chapter 22 and discuss and debate whether they agree or disagree with his premise. What is the thesis of the chapter? Explain your answers in detail. Debate with peers. (Skill Types: I 1,3. II 5, III 6,7 IV 8,9)  Blog- Students will read Howard Zinn’s Chapter 24 and discuss and debate whether they agree or disagree with his premise. What is the thesis of the chapter? Explain your answers in detail. Debate with peers. (Skill Types: I 1,3. II 5, III 6,7 IV 8,9)  Journal Prompt: Students will read Howard Zinn’s Chapter 25 and write a personal reaction in journal. (Skill Type IV 8,9)  Write an essay on the following prompt: Examine U.S. foreign policy from 1980 – 2000. Discuss theories about the collapse of the Soviet Union and identify key factors. How has the end of the Cold War impacted foreign policy? (Skill Type: II4,5 III 6,7 IV 8,9)  Daily quiz grades will follow all reading sections. (Skill Type: IV 8, 9)  Chapter test. (Multiple choice and essay format) (Skill Types: III 6,7)

Students may also choose to review a film from this era. If there is a movie you wish to view that isn’t on this list, please email a request for permission to Mrs. Creamer. Apollo 13 World Trade Center

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