AP US HISTORY COURSE AUDIT PROJECT:
Course Themes: 1. Social Reform – Muck of American history can be threaded together through the evolution of Social reform – This course will explore the gradual expansion social rights including magnifying eras such as: a. Colonial reformers b. Constitutional construction c. The Age of Reformers d. Reconstruction e. Progressivism f. New Deal Humanity g. The Great Society h. Carter and Human Rights i. Clinton and Health Care Reform
2. Economic Growth: a. Mercantilism b. Hamilton’s Program c. Jackson destroys the Bank d. Tariff Conflict e. Manifest Destiny f. Imperialism g. Industrialization/Laissez-Faire Economics h. TR and New Nationalism i. Mellon’s Program j. FDR and Keynesian Economics k. Truman and Cold War defense Spending l. War on Poverty m. Nixon and the Energy Crisis n. Carter and Stagflation o. Reaganomics
3. Presidential History – The course encourages the use of presidential history as a way to organize the massive information that exists in this course – Throughout the course and on each exam the students are asked to chronologically record presidential history, including political party, major reforms, major scandals, and miscellaneous info.
4. Military Engagements: -Two themes run throughout our analysis of War: a. War as an instigator of technological growth b. War and how it exposes contradiction in American culture (Ex. Fighting WWII with a segregated Army 5. Geography Basic skills – elementary map skills are practiced throughout using transparencies and Text book maps – Students are assessed on their geographic skills including the Application of the 5 Themes of Geography throughout American history.
EVIDENCE: - The use of The primary source readings from The American Spirit by David M. Kennedy and Thomas A. Bailey throughout the course will require the students to analyze and use evidence in their comprehension of American History – the students will continue to read and record these documents in their “Primary Source Readings Log:” PRIMARY SOURCE READING JOURNAL – AP AMERICAN HISTORY TITLE: AUTHOR: SOURCE:
TITLE: AUTHOR SOURCE: In addition to primary source documents – Evidence will be presented often by the students – In projects such as The Civil War Museum (description in the syllabus) the students have to gather evidence and create an exhibit that is interactive and evidence based.
ASSESSMENT: The course has a series of exams that are a combination of Multiple Choice questions, Free Response Essays taken from old exams, and DBQ practice – The student will complete 5 DBQ’s before they take the exam – They are interspersed within the syllabus AP US HISTORY COURSE SYLLABUS
COURSE DESCRIPTION:
SUMMER REQUIREMENTS 1. Chapters 1-4 Brinkley A Survey of American History – McGraw Hill Publishers 12 th edition Assignment 1: U.S. HISTORY – ONE PAGERS – 1 for each chapter 1-4 (25 points each) A one pager is a front/back notebook page concerning one chapter in your book. It is a way of making your own pattern of unique understanding of this part of history. It is creative and experimental. It is imaginative and honest. We learn best when we create our own patterns.
Requirements: -Pull out 8-10 quotations and write them – these are springboards to explore your own ideas. -Use visual images or images from the book or computer to create a central focus for your page -Cluster around this visual image impressions, feelings, thoughts, and insights regarding what you have read. -Identify and state the historical significance of 6 individuals in the chapter -Describe and state the historical significance of 5 major issues -Make two personal statements about what you read -Write 4-5 questions about what you read -Keep in mind that an audience should be able to examine your one pager and understand the essence of this chapter -Use color and symbolism -Include geographic highlights including 2 drawn/labeled maps 2. Summer trip to historically significant place Assignment 3: VISIT ONE HISTORICAL PLACE Either by yourself or with a partner you are required to go to one place relevant to American History and complete the following tasks (Individually): 1. Take at least 10 photos (can be digital) with captions – should contain proof you were there that day 2. One page summary of this place’s importance in American history 3. One page response to the visit from a personal perspective – What were the impressions that you left with – why did you choose this place – why should others go there 60 points This Website can be helpful at finding a place wherever you may be traveling www.nationalregisterofhitoricplaces.com/ COURSE SYLLABUS
UNIT 1: 1607-1763 TOPICS: Mayflower Compact Mercantilism and advantages to colonists Settlements (New England, Virginia, Middle colonies) Inner Colonial Trade Headright system Religion: Congregationalism/Halfway covenant/Great Awakening/Anne Hutchinson/John Winthrop/Roger Williams/Thomas Hooker/William Penn/Calvinism/George Whitefield/Lord Baltimore/Deism Bacon’s Rebellion/Slavery John Peter Zenger Trial New England Confederation/Dominion of New England Benjamin Franklin (Albany Plan) French and Indian War – 7 years War
READINGS: Chapters 1-4 (Brinkley) Richard Haklyut (Spirit – 1D2 and 1D4) The Starving Time (Spirit 2A1) “Conformity in the Bay Colony” (Spirit – 3B) Bacon’s Rebellion (Spirit 4B1,2,and 3) The Great Awakening – Edwards and Whitefield (Spirit – 5B1 and 2) The Epochal Zenger Trial (Spirit – 5D1) Wilderness Empire (Eckert)
MAJOR ACTIVITIES: 1. Group Analysis of 5 Colonial Settlements (Plymouth, Mass. Bay, Jamestown, Maryland, Carolina – Each group researches and analyzes one of the above settlements and makes a presentation based upon the following criteria: Government Religion Economy Art and Architecture Conflict Culture All students choose two of the colonies and write a Compare/contrast essay (50 points)
1. Webquest Scavenger Hunt for the French and Indian War 2. Readings of Allan Eckert’s Wilderness Empire to illuminate the Battle of Duquesne and the Native American culture of torture 3. Numbers Review Game for Chapters 1-4 in Brinkley (Example included below – The students play this game at the end of several units – I will only include the first one as an example: NUMBERS GAME
DIRECTIONS: Groups of 3 1. Cut all of the numbers into squares 2. Shuffle numbers and place them face down in a pile in the middle of the table 3. One student holds questions, one student holds answer key, and one student picks a number 4. Whatever number gets chosen the student with the questions reads that number question aloud – If the student who chose the number can answer it then they keep that number (They do not go again) – student with the most numbers at the end is the winner 5. If the student can’t answer or answers incorrectly then the number gets put back into the bottom of the pile – Important the student with the answer key cannot read the answer aloud!!!!!!!!!! Don’t blurt it out!!!!!!!!! 6. ************Rotate – The answer key should go to the student who just tried to answer the question – That way that student can check the answer and know it from now on*********** 7. Winner of each group gets two points on the exam – 2nd place gets one point QUESTIONS 1. The first European nation to travel overseas and trade with the new world was? (Also the home of the great Figo and Christiana Rinaldo) 2. Name at the five nations of the Iroquois? 3. A group of Spanish explorers, including Cortez, Pizarro. And Coronado, who conquered indigenous people’s in the new world became known as the: 4. 1565 in Florida this was the first permanent settlement (set up as a Franciscan missionary? 5. Compared to the British the Spanish were much more interested in ______as a motivation for their colonization: 6. Transforming land from farming to sheep herding in England was referred to as the ______Movement. 7. The goal of a National economy is to increase it’s wealth, by exploration, colonization, and eventually imperialism – This is the definition of ______8. Far more devastating to Indian cultures than military attacks was the spread of (be specific) this disease ______9. ______an Oxford clergyman preached in his writings the need for England to expand for reasons like creating markets, creating work, and attaining resources and goods 10. Calvinism is congruent with the doctrine of ______11. The last of the Tudors in England she, like her predecessor Henry the 8th severed ties with the Catholics 12. He was the first of the Stuarts 13. The concept that colonists remain separate from indigenous people originated in Ireland and eventually led to the ______system made famous by southern (Antebellum) society 14. What was William Johnson’s Mohawk name? 15. These were “Adventure traders,” of French origin who worked with the Algonquins and Hurons trading fur 16. New York was settled originally by the ______(European country) 17. The defeat in 1588 of what naval force paved the way for the English to become more oriented to Mercantilism and expansionism? 18. Early in Jamestown’s existence people were hungry and famine was horrendous – we call this The ______19. The introduction of what crop by John Rolfe in Jamestown obligated it’s leaders to seek more land westward? 20. In 1619 The “House of Burgesses met for the first time in this state ______– It is the first recorded formal assembly in this country’s history: 21. This was the only colony settled by Catholics, although there too they became a quick minority: 22. Bacon’s rebellion led to the direct rise of ______in the south 23. Bacon’s rebellion is seen as the first demonstration of this sectional conflict: 24. The local Indians and friends of the first Pilgrims at Plymouth were the ______25. ______was the military leader of the Plymouth Colony, while ______became the first governor. 26. The Motto of the “Congregationalist church in Mass. Bay Colony was “Complete Liberty to ______.” 27. These were two separatist who refused to conform to the theocracy of John Winthrop’s Mass. Bay: ______founded Connecticut and ______founded Rhode Island. 28. She claimed that some clergy were illegitimate because they had not had a, “Conversion Experience.” She was charged with ______29. These were the three approaches to the, “Indian Problem” in the Northeast. 30. The King Philipps war demonstrated the carnage that could result from the switching of the Matchlock rifle to the ______31. As a result of the English Civil War King James and his ______were replaced by ______and his Cavaliers. 32. James II originally was known as the ______33. George Fox and Margaret Fell founded the Society of Friends or more commonly the ______34. An act of Mercantilism the ______Acts attempted to restrict the American colonies from trading with non British companies 35. The ______revolution restored the power of Colonial ______and as a result is seen as a factor towards American independence 36. As the Spanish settled New Mexico and California they consider the ______from the north to be a bigger threat that the English 37. Identify two factors that made the life expectancy greater in New England than in the Middle and southern colonies: 38. Women in the Chesapeke Colonies had an average of ______children each 39. Identify two popular “puritan” names in the New England Colonies 40. Africans were tied in ______and taken through the middle Passage to the New World 41. The Enlightenment provoked interest in ______and ______as opposed to allegiance to God. 42. A response to “decadence” created by increased immigration/diversity and the Enlightenment The Great Awakening was inspired by the fire and brimstone of these two preachers: 43. Name three European philosophers of the Enlightenment 44. Name three American philosophers of the Enlightenment 45. This is seen as the specific year that the British tried to tighten control of the colonies: 46. “One General Government,” was a proposal made by Benjamin Franklin called The ______. 47. General Braddock was defeated by the French at ______in the first big battle of the French and Indian (7 Years War) 48. Weakened by famine from poor Harvests the British were able to defeat the British at the Battle of ______in 1760 precipitating a French surrender. 49. Led by the Fierce warrior ______the Indians in the west fought for another 50 years but eventually were subdued by the British 50. The land won from the French was needed for ______by the British but not for ______. 51. Settlement in the Indian Territory was supposed to be prevented by the ______but colonial assemblies ignored it and refused to pay taxes 52. Name 4 acts taken by the Grenville Ministry that increase tension between the colonies and England: 53. The ______Movement in 1771 fought a battle (Almanance) against the North Carolina Militia as an example of resistance to colonial legislation and also East v. West conflict 54. The most egregious of the British Mercantile Acts in America was the ______Act 55. ______called for George the third’s head as he blew the “Trumpet of Sedition,” from the Virginia House of Burgesses 56. Although Rockingham repealed the Stamp Act he simultaneously passed the ______Acts or in American the Intolerable Acts, placed a military presence in towns and people’s houses, closed the Port of Boston, and also allowed for the extradition of rebels for treason in courts in England 57. The ______Duties taxed external goods like lead, paint, paper, and Tea 58. ______became the battle cry in the Massachusetts Assembly 59. ______was the Yellow Journalist who used the Boston Massacre as a method of rallying support for the revolution 60. ______was a play write and a “Daughter of Liberty,” who used her pen to rally support for the revolution 61. In 1774 the first Continental Congress met in Virginia and decided: 62. At ______and ______the American Revolution sparked, but at the far bloodier ______it really began______. 63. The study of how historical events are re-interpreted as they are examine in different eras is called ______64. Peter Zenger was represented by the Philadelphia lawyer ______who argued that a libel was not libelous, if it was true. 65. The system of dividing land and acquiring new land in the south for planting was called the ______system 66. This permitted New England residents membership to the church in 1692, although they had not been converted, as long as the had been baptized at infancy, lived by church doctrine, or did not lead a scandalous life: 67. The policy of Britain ignoring the colonies during our gradual development before 1763 became known as ______68. What was your mnemonic device to help you remember the steps that led us to the American Revolution? 69. Finish this quote “______is evidence that God loves us.” B. Franklin 70. Who was the British commander who wanted to seize gun powder from Concord and who eventually is going to pull British troops out of Boston? 71. Because they were slaughter by the “Sun King” at Palantine these new immigrants came to America: 72. William Johnson’s greatest ally and friend among the Iroquois 73. In 1609 the Spanish establish ______as a major western settlement coinciding somewhat with Jamestown – it was economically based on Ranchos. 74. ______wrote “Utopia,” sharing with many this idea that life could be better and even perfect 75. True or false – the Puritans originally wanted to separate from the Anglican Church: ANSWERS 1. Portugal 2. Seneca, Onandaga, Oneida, Cayuga, Mohawk (Tuscarora) 3. Conquistadors 4. St. Augustine 5. Gold 6. Enclosure Movement 7. Mercantilism 8. Small Pox. Influenza, Measles 9. Richard Haklyut 10. Predestination 11. Elizabeth 12. James I 13. Plantation 14. Warraghiyagey 15. Couerers de Bois 16. Dutch (Holland) 17. Spanish Armada 18. Starving Time 19. Tobacco 20. Virginia 21. Maryland 22. Slavery 23. East v. West 24. Wampanoags (Squanto) 25. Miles Standish, William Bradford 26. Stand alone 27. Thomas Hooker and Roger Williams 28. Anne Hutchinson, Antinomiansm 29. Americanize (civilize), remove with treaty, genocide 30. Flintlock 31. Roundheads, Oliver Cromwell 32. Duke of York 33. Quakers 34. Navigation 35. Glorious, Assemblies or legislatures 36. French 37. Clean running water supply, less epidemics, rise of industry 38. 8 39. Prudence, Chastity, Patience, Comfort 40. Coffles 41. science, nature, logic, reason 42. Jon Edwards, John Wesley, George Whitefield 43. Locke, Mill, Rousseau, Descartes, Bacon, Montesquei 44. Paine, Franklin, Jefferson. Hamilton, Madison, Adams 45. 1763 46. The Albany Plan 47. Fort Duquesne 48. Quebec 49. Pontiac 50. Resources and goods not settlement 51. Proclamation of 1763 52. Sugar Act, Mutiny Act, Currency Act, Stamp Act 53. Regulator 54. Stamp Act 55. Patrick Henry 56. Coercive 57. Townshend 58. 92 59. Sam Adams 60. Mercy Otis Warren 61. Rejected a union under Brit. Authority, Called the King sovereign, Military preparations, Conceded that the crown controls trade 62. Lexington, Concord, Bunker Hill 63. Historiography 64. Andrew Hamilton 65. Headright System 66. Halfway Covenant 67. Salutary neglect 68. ______69. Beer 70. Thomas Gage 71. Germans 72. Tiyanoga 73. Santa Fe 74. Tomas More 75. False (Wanted to purify the church)
UNIT 2: 1763 – 1800 TOPICS: Causes of the Revolutionary War Thomas Paine and Thomas Jefferson The Revolution Washington Republican Motherhood Shay’s Rebellion Articles of Confederation (1st DBQ) Constitution Whiskey Rebellion Alien and Sedition Acts Virginia and Kentucky Resolutions Federalism Bill of Rights Venn Diagram for Hamilton vs. Jefferson (Use website) Washington’s Farewell Address Adams Foreign Policy Alien and Sedition Acts
READINGS: Chapters 5-6 (Brinkley) Benjamin Franklin (Spirit 7B1) Patrick Henry (Spirit 7D2) Why an Old Soldier Fought (Spirit – 7E3) Thomas Paine – Common Sense (Spirit 8B1) Jefferson – Declaration of Independence (Spirit 8B3) Tories and Loyalists (Spirit 8D1,2,and 3) Anatomy of a Revolution (Brinton) Shays’s Rebellion (Spirit 9A 1,2, and 3) Mercy Otis Warren Federalist 10 – Madison (Spirit 9E2) Hamilton vs. Jefferson (Spirit 10A2, 10B1,2,3, 10C1,2) All in conjunction with Venn Diagram assignment Washington’s Farewell Address (Spirit F1)
MAJOR ACTIVITIES: 1. Modern Writing of Common Sense – Following Paine’s model the student will write their own pamphlet of grievances against government today taking pains to use common language understandable to even the uneducated 2. Mnemonic Device Activity for Revolution Causes CREATE AND MEMORIZE A MNEMONIC DEVICE THAT HELPS YOU TO REMEMBER THE ACTS/EVENTS THAT LED TO THE AMERICAN REVOLUTION AS OUTLINED ON THE PREVIOUS PAGE. THE DEVICE CAN BE VISUAL OR VERBAL (THE MORE BIZARRE AND OUTLANDISH THE MORE EFFECTIVE)
3. Analysis and group discussion of Federalist 10 (Small Discussion Groups formed to be used throughout the course) 4. Hamilton/Jefferson Comparison following the below assignment:
CREATE A POSTER/VENN DIAGRAM OF HAMILTONIAN VS. JEFFERSONIAN ISSUES – USE THE FOLLOWING TOPICS TO PROVIDE CONTENT
-Background of Hamilton and Jefferson -Role of the central government -Foreign Policy -Economic policy -The west -Who should govern? -Political parties
From this poster (presented Friday) we will write compare/contrast essays of Jeffersonian and Hamiltonian ideas
UNIT 3: 1800-1840 TOPICS: Elections of 1800 – Political Parties Jefferson (Louisiana, Barbary Pirates, Embargo Act) Lewis and Clark Toussaint L’Ouverture Burr v. Hamilton Madison Nationalism Albert Gallantin (Proposals of roads and canals to Jefferson) War of 1812 – (2nd war for independence) Death of Federalist party Era of Good Feelings (Monroe) Marshall Court Decisions (Marbury, McCulloch, Gibbons…Cases of Nationalism) Henry Clay’s American System 50th anniversary of Declaration – July 4th 1826 (Jefferson and Adams both died)
Sectionalism (Use circular overhead) The Missouri Crisis – extension of slavery John Quincy Adams – election of 1828 “The Corrupt Bargain”
Tariff Nullification and Calhoun Jacksonian Democracy – Indian Removal - The Bank war – the tariff issues (2nd DBQ) VanBuren and political parties Panic of 1837
READINGS: Chapters 7-9 (Brinkley) Burr vs. Hamilton (Founding Brothers) Readings for Nationalism: Jefferson and Louisiana (Spirit 11B1,2) Tecumseh (Spirit 12A1) Madison War of 1812 (12 A3,4) John Marshall (Spirit 11A 1,2,3) Jefferson and John Quincy Adams – The Monroe Doctrine (Spirit 12D1,2) Rise of Jacksonian Democracy (Spirit pages 243-245)
Readings for Sectionalism: Joseph Story – Rights of a contract (Spirit 13D1) Roger Taney – “Creative Destruction” (Spirit 13 D2) Jackson on Maysville Road – (Spirit 13 E1) Henry Clay on Maysville Road (Spirit 13 E2) Webster/Hayne Debates (Spirit 13 F 1,2)
Jackson Readings on Nullification Bank and Indian Removal (Spirit 14 A 1,2,3 and B1,2,3 and C1) James Fenimore Cooper and Political Parties (Spirit 14E1) Alexis De Tocqueville – Political Parties (Spirit 14 E2) Confessions of Nat Turner – William Styron
MAJOR ACTIVITIES: 1. Burr Hamilton Duel Simulation RECREATION OF “THE DUEL”
5 CHARACTERS: + 1 director Alexander Hamilton Aaron Burr William Van Ness Dr. David Hosack Nathaniel Pendleton
3 SCENE SKIT 1. Demonstration of Burr’s state of mind and request for the “interview.” 2. Demonstration of Hamilton’s response and preparation 3. Interview at Weehawken July 11, 1804
POST PRODUCTION DISCUSSION TO ANSWER THESE QUESTIONS:
1. How could the duel have been avoided? 2. Who was more to blame? 3. Who fired first? 4. Was Hamilton suicidal? 5. Why could Burr not stay to speak with Hamilton? 6. What were the political consequences of the duel for Burr? 7. What does this story demonstrate about the culture of the Revolutionary era? 8. What did Hamilton actually see as his purpose at Weehauken that morning? 9. Place the Duel into the context of the Revolutionary era – what purpose did it serve? 10.What two political leaders would you be eager to see enter into a code duello today? (why?)
2. Confessions of Nat Turner BOOK 2 – The Confessions of Nat Turner – William Styron
Read the book and complete the elements of the following paper: 1. Summarize Nat Turner’s life including: 3 Important relationships (Include quotes from the story to expose the essence of these relationships) 3 important events and their impact on the story of Nat Turner 3 personal characteristics of Nat Turner (use evidence to support these characteristics)
2. Write about the insights into slavery and the institution of slavery that the book provides the reader – Simply because of this book what did you learn about slavery? 3. Explain the historical significance of Nat Turner’s rebellion; what role did it play in the eventual abolition of slavery (This will require additional research)
4. Discuss the controversy of Styron’s book and its place as an important work of historical fiction. 100 Points
3. Nationalism Activity AFTER THE 1800 ELECTION AMERICANS BEGAN TO EXPERIENCE A RISE IN NATIONALISM AND A CREATION OF OUR NEW NATIONAL IDENTITY – SOMETIMES ARTIFACTS THAT REPRESENT THAT IDENTITY ARE REFERRED TO AS AMERICANA.
BRING IN AN EXAMPLE OF THAT IDENTITY – SOMETHING THAT REPRESENTS A FEELING OF PRIDE AND AFFECTION FOR OUR NATION’S IDENTITY – CAN BE AN ARTIFACT, A PIECE OF MUSIC, A BOOK, A SOUVENIR, OR SOMETHING EDIBLE – AS THIS NATION GREW SO DID OUR PERSONALITY – THIS IS MEANT TO RECOGNIZE THE DEVELOPMENT OF THAT PERSONALITY ANDEXAMINE ITS ORIGINALITY
5. 1st DBQ – Age of Jackson – 1995 DBQ Question on Jacksonian Democracy UNIT 4 1820-1848 TOPICS: Rise of Industry Textiles and The Lowell System Erie Canal – Rise of NYC* Railroads Immigration Cotton Slavery and the Old South Cult of True Womanhood/Cult of Domesticity Antebellum and reformers Transcendentalism and early Utopias Lyceum Seneca Falls Abolitionists
READINGS: Chapters 10 – 12 (Brinkley) Spread of the factory (Spirit 15 A 1-5) The Flocking of Immigrants (Spirit 15B 2 and 3) Erie Canal and Steamboats (Spirit 15D and E) Emerson/Thoreau (Spirit 16D) Dorothea Dix – Succors the Insane (Spirit 16 B2) Elizabeth Cady Stanton’s – Declaration of Sentiments – Seneca Falls Manifesto (16 C1,2,3) Frederick Douglass on Slavery (17 A1,2 and 7) William Lloyd Garrison – The Liberator (Spirit 17C1 and 2) Lincoln at Gettysburg – Wills
MAJOR ACTIVITIES: 1. Guess The Reformer/Lyceum Speech Guess the Reformer
Each of you is being assigned one reformer from the mid 1800’s. For your individual you have two tasks:
1. Prepare a small tombstone (Poster) to be worn around your neck that lists 5 facts about that person and their work – and one quote from that person a. Writing should be big and visible b. Think of a nickname that is relevant to that person and include that too along with the date or birth and death
2. Answer the following questions and present the answers to the rest of the class In a lyceum speech – THE LYCEUM The Lyceum was a 19th century phenomenon founded by Josiah Holbrook (a Yale professor) that was intended to educate the masses of adults in America about important scientific and philosophical issues of that time – It was at the core of the oratory movement – The Lyceum was originally associated with the Greek word for Gymnasium and seen as Aristotle’s birthplace of scientific thought…
In Class Lyceum – Educate us (The adult masses) on a topic that you are a certifiable expert about - Your goal is to enlighten and educate these adults about a social topic about which you have devoted yourself to
5-7 minute oratory
a. What criticisms of American society did they have? b. What methods did the person use to improve American life? c. What success did the person have ensuring reform d. What lasting impact did this person’s work have upon future generations and future reformers?
3. Analysis of Textile Industry – Using two films – a. “The Age of Industry – Textiles.” b. Norma Rae MOVIE REVIEW 4-5 PARAGRAPHS FOLLOWING THE FOLLOWING GUIDELINES: 1. Summarize the movie relating the story, the setting, the major characters, the conflicts, and the climax to a potential viewer (2 paragraphs) 2. Identify and explain one minor scene or character that had an effect on you – make sure to relate it to you personally (1-2 paragraphs) 3. Rate the movie for its effectiveness as an educational/entertainment tool (make up your own rating system) – no thumbs up or down or stars! – write about why you chose that rating!! (1 paragraph)
4. Lincoln At Gettysburgh LINCOLN AT GETTYSBURG – GARY WILLS HISTORICAL/LITARARY ANALYSIS Examine Wills’ thesis that Lincoln’s Gettysburg address accomplished a redefining of not only the Declaration of Independence and the constitution but also this entire nation’s identity, and evaluate the validity of the author’s belief. You should specifically address some of the following, (but not limited to), the following categories/topics as you analyze Wills’ book.
The Civil War ideology The Declaration of Independence The Greek Revival (Pericles) The Rural Cemetery movement Slavery/Abolitionism Transcendentalism Romanticism
In addition here are some important people often mentioned in this book
Edward Everett Ralph Waldo Emerson Theodore Parker William Saunders Daniel Webster Henry Clay George Bancroft
Finally determine the works usefulness and importance from the perspective of a student/historian who is trying to understand Abraham Lincoln and American culture – What did you find interesting about the book, what did you find challenging?
5-6 pages 100 points
5. Lincoln’s Funeral Activity LINCOLN’S FUNERAL – APRIL 15TH, 1865 A sad and tragic day in American History as our nation grieves the loss of our beloved Abraham. In tribute to his influence and importance we will hold funeral services for Abe that not only demonstrate our affection for the great man but also tell the story of his influence. In Oak Ridge Cemetery the body of our president along with his son Willie is being laid to rest. In the spirit of the rural cemetery movement and the Greek Revival we will conduct the funeral in the following method.
Program Lincoln Collage
Introduction – remarks from the historian Oration – remarks from the politician (Seward) Poem #1 Musical selection (Dead March from Saul) Benediction – remarks from the transcendentalist (Emerson) Sermon – Remarks from the abolitionist (Douglass) Poem #2 Musical selection Remarks from the soldier (Grant) Remarks from a young American of today (?) Poem #3 Musical selection
Food and drink
6. Movie - Amistad
UNIT 5 1846-1877 TOPICS: Manifest Destiny Polk Mexican American War (Imperialism) Ostend Manifesto Gold Rush Slave Power Clay/Webster/Calhoun/Hayne Causes of Civil War (Compromise of 1850 – Fugitive Slave Act – Kansas-Nebraska Act) Lincoln/Douglass debates Dred Scott John Brown – Bleeding Kansas Election of Lincoln The Civil War Lincoln’s assassination Reconstruction and the Radical Republicans Compromise of 1877 Jim Crow to Plessy v. Ferguson
READINGS: Lincoln at Gettysburg – Wills Manifest Destiny (Spirit 18A2) War with Mexico (Spirit 18B, C, and D) Wilmot Proviso (Spirit 19A1) John Calhoun (Spirit 19B1) Daniel Webster (Spirit 19B2) Stephen Douglas (Spirit 19D1) Harriet Beecher Stowe – Uncle Tom’s Cabin (Spirit 20 A1) Charles Sumner/Preston Brooks (Spirit 20 B1, 2) Dred Scott (Spirit 20C1) John Brown – Article in class Election of 1860 – Fire eaters!! (Spirit 20 F1) The Uncivil War – Antietam and Andersonville Jail and Sherman’s March (Spirit 22E1,2,3) Reconstruction Readings in Spirit – To be divided by the class and reported upon individually (Spirit 23 A,B.C,D,E,F)
MAJOR ACTIVITIES: 1. Mexican American War – Scavenger Hunt (Webquest) – Too long to include here: 2. Civil War Game time – Students are broken into two teams North and South and compete with each other throughout the unit in a series of fun/challenging games – The winner of the competition buys the other team pizza 3. Movie clips from Ken Burns’ Civil War Series including (1st Bull Run, Antietam, Pickett’s Charge, Sherman’s March, Andersonville Prison, and Appomattox Courthouse. 4. Civil War Museum Project Civil war Museum Project
In remembrance and honor of one of the most important conflict in American and world history we will be creating a chronological Civil War Museum. Each group will be assigned one year of the war and be asked to develop an exhibit composed of several parts that tells the story of that year of the war. Each member of the group will be responsible for one or more aspects of the display. The requirements are as follows:
Written Piece: - a two page written summary of that year of the conflict highlighting major campaigns, decisions, characters, and occurrences off the war
Visual display: - The collection of visual artifacts, maps, photos, artistic representations, models, weapons, recovered documents…to be arranged in a way that tells the story of that year.
5. Civil War Calendar CIVIL WAR CALENDAR – 1861-1865
DIRECTIONS: Create a calendar for one year of the Civil War – Include in each month the following requirements: 1. Photograph and description of the photo 2. Major events and related Civil War occurrences (very short description of what happened) 3. Other noteworthy anniversaries in American history (i.e. July 4th…) 4. Holidays 5. Imbedded quotes from Americans at the time
Calendar should also have a cover page (front and back)
Use the following website for many photos: http://memory.loc.gov/amem/cwphtml/cwphome.html
6. 2nd DBQ - Reconstruction UNIT 6 The West – Mini Unit – Chapter 16 – Open Note Quiz
READINGS: Chapter 16 (Brinkley) Frederick Jackson Turner’s Thesis Helen Hunt Jackson – A Century of Dishonor Black Elk Speaks – Wasichus
MAJOR ACTIVITIES 1. Open Notebook Quiz based on Chapter 16 in Brinkley 2. Movie – Little Big Man 3. 3rd DBQ – On the West including Turner and Helen Hunt Jackson Documents
UNIT 7 1865-1900 TOPICS: Industrialization – Mass production - Railroads Immigration Urbanization and the urban market (Ex. Duke and cigarettes) Advertising Economics: Corporations, monopoly, Captains of Industry/Robber Barons Carnegie – “Capitalism is about turning luxuries into necessities.” Sherman Anti-Trust Act Labor Unions and strikes Gilded Age Philosophy “Two things you don’t want to watch made; one is sausage and the other is legislation.” Mark Twain– Social Darwinism/Gospel of Wealth Triangle Fire Politics: Federal administrations – Stalemate and laissez-Faire, political Machines, corruption, Tammany Hall Populists
READINGS: Chapters 17-19 (Brinkley) Ragtime A Tale of Two Workplaces – Social Darwinism The Strike for Three Loaves Thomas Nast Cartoons
MAJOR ACTIVITIES: 1. Musical Chairs – Illuminates concepts such as: “Survival of the Fittest.” 2. Political Cartoons – Power Point of Nast Cartoon’s – Group discussion/analysis 3. Ragtime: WRITE A BOOK REVIEW FOR RAGTIME FROM ONE OF THE FOLLOWING PERSPECTIVES:
1. Book discussion group – Choosing from the following characters and write a hypothetical dialogue that depicts these characters having a discussion about this book JP MORGAN HENRY FORD HARRY HOUDINI FATHER MOTHER YOUNGER BROTHER COALHOUSE WALKER BOOKER T. WASHINGTON EMMA GOLDMAN TATEH
Characters speak from a first person perspective and discuss things like historical accuracy, cultural observations, conflicts in the story, unexplained occurrences, symbols, passages that they liked (or didn’t), and what ultimately they learned or took from this novel
100 points
UNIT 8 1898-1920 – TOPICS Imperialism – Closing of the frontier 1890 (Bring back Turner?) Venezuela Dispute Hawaii Alaska Spanish American War - TR and the Rough Riders Yellow Journalism Alfred Thayer Mahan/Josiah Strong Philippine Insurrection Boxer rebellion Russo-Japanese War Dollar Diplomacy Panama Canal Mexico
Progressivism TR Bio Progressive Ideals Robert LaFolette – Rise of Democracy Muckraking Upton Sinclair Ida Tarbell Lewis Hine Women’s movement TR’s Square Deal Trust Busting Advocacy for labor – UMW Coal Strike Regulation (Elkins Act, Hepburn Act, ICC, FDA) Conservationism Election of 1912 Woodrow Wilson’s New Freedom Workmen’s comp. Federal Reserve Federal Trade Commission Clayton Anti-Trust Underwood Tariff Umbrella metaphor Progressive Party Platform Booker T. Washington vs. WEB Dubois
READINGS The Jungle – Sinclair Kids at Work – Hine “The Progressive Mind” The Philadelphia Negro – Dubois “The Atlanta Compromise” – Washington Article on Women’s rights (Handout from Katsiff –
MAJOR ACTIVITIES: 1. Philippines debate/persuasive Essay 2. 3rd DBQ – Question involves American Imperialism and includes documents from Mark Twain, Albert Beveridge, William McKinley, and Frederick Bankroft 3. Umbrella Activity PROGRESSIVE UMBRELLA Imagine if you will a dark sky ominous with the storm clouds of greed, corruption and poverty of the Gilded Age, blocking out America’s golden sun of promise. As raindrops fall people, old and young from all walks of life, are drenched by the acid water filled with dreary existence, hunger, extreme fatigue, and corrupt leadership. They are soaking wet shivering and catching a fever which will surely destroy them all. Imagine now a change. The sky does not open into radiant skies, there is still poverty and greed to deal with but now some protection is provided. An UMBRELLA is open over their head and it begins to block out this cold rain. As the people dry they realize that the umbrella was raised first by them, by activists such as Robert LaFollette and Jane Addams. It was opened to full strength by the first Progressive president Theodore Roosevelt. And it was held secure by moral and intelligent president Woodrow Wilson. It did not clear the skies nor did it shelter all people. Blacks were still left to endure the rain. But Progressivism did supply protection and relief to the common person of America and signified a fundamental change in our government - from one that did not interfere with business so as to protect their interest to one that put the interests of the people first.
You have now completed an identifications packet comprised of progressive terms. These will be attached to the umbrella that you designed at the beginning of the unit, to symbolize the protection which progressivism granted through these reforms. 4. Conservation Activity – Bring in Tent/Read the Lorax/ Analyze environmental issues today – Watch movie clip from – Inconvenient Truth
5. FEMINISTS/ACTIVISTS INTERVIEW You will be assigned one of the following individuals and you will participate in a Job Fair that will discuss the following things: 1. The problems your work was trying to address 2. Your goals and accomplishments 3. Your legacy 4. The direction that women’s issues and the Modern Women’s movement should take today (Specific topics i.e. equal pay for equal work, title 9, sexual harassment, abortion rights, body image issues, double standards…)
Ultimately you are interviewing for the position as Director of N.O.W. – Here are the job candidates:
Activists: Jane Addams Lillian Walk Carrie Chapman Catt Alice Paul Frances Willard Anna Howard Shaw Charlotte Perkins Gillman Ida Tarbell Florence Kelly Margaret Sanger
Be prepared to turn in a one page resume about your individual that could theoretically be submitted to the National Organization of Women as she applies for a position of leadership in that organization (Visit the N.O.W.) website to help identify important issues on their agenda today.
50 points
UNIT 9 1914-1919 TOPICS: World War One Causes of the War – M.A.I.N.E. Trench Warfare America’s Entry Unrestricted Sub Warfare – Lusitania Zimmerman Note Nye Report Propaganda “Johnny Get Your Gun.” Homefront Great Migration Belleau Wood Alvin York 14 points 11/11/11 Treaty of Versailles
READINGS: Brinkley Chapter Ch. 23 Chapter 6 – All Quiet on the Western Front Spirit Readings: Chapter 31 – A-1, B-2, C-1,2, D-2 E-3
MAJOR ACTIVITIES: 1. Trench Battle – Simulation of the Battle of Gallipoli 2. Trench letter WWI TRENCH LETTER: The assessment for the unit on WWI is called “A Letter from a Trench.” Your job is to imagine your are in a WWI Trench about to go “Over the Top,” and you are writing an account home about your experiences as a soldier. The letter should successfully complete the following components: 1. Authenticity – The letter should look and read like a real letter might – When I read it should be believable that it was written in 1914-18 by a soldiers in this position 2. Accuracy – The letter should identify and explain a specific battle that you are fighting in. You may choose the side and the battle but you must research that battle and include accurate information in the letter – There are websites listed below along with text readings that will be helpful in your research 3. Explanatory – The soldier may be writing something that is his last chance to explain why he joined this war and what he is fighting for. Include the causes of war in your explanation as the soldier attempts to justify his decision to his family back home. 4. Geography – Clear map of where you are located who you are fighting with and against 5. Technology – The type of equipment that you have on you as you brace for attack. 6. Primary source evidence – from the packet given in class – you must use information from the readings and write descriptively about life in the trenches
There is no one formula for a soldiers letter home – some include sensitive details and some protect a family from knowing what the soldier has witnessed. The letter should be a minimum of three pages long, be handwritten, and sincere.
Due: Rough Draft ______
Final Draft ______
100 points www.pbs.org/greatwar/ www.fidnet.com/~weid/ww1.html http://www.globalhistory.net/WWI.html (use link to BBC: Anniversary of Great War) www.worldwar1.com/tgws/ (great WWI Links) www.firstworldwar.com
UNIT 8 1920-1940 TOPICS Red Scare/Radicalism Strikes/unionism Sacco and Vanzetti Immigration quotas Roaring 20’s Harlem Renaissance Lost generation Prohibition Scopes Trial Popular Culture Political Conservatism Mellon and the Tariff Trickle Down Economics Stock Market Crash Rugged Individualism The Great Depression Causes New Deal – 100 Days 2nd New Deal Anti-New Deal Court packing Eleanor Roosevelt Minorities in the New Deal Lindbergh Baby
READINGS Brinkley – Chapters: 24, 25, 26 Woody Guthrie – A Life by Joe Klein Poems of Langston Hughes and Claude Brown F. Scott Fitzgerald Grapes of Wrath – Steinbeck The Worst Hard Time – Timothy Egan
MAJOR ACTIVITIES: 1. Class Speakeasy – Students play the role of a 20’s personality and come as that person to a party ASSIGNMENT – For the activity we did in class you have several different options in terms of an assignment:
1. Who’s Who gossip column – Imagine you are a reporter for Entertainment Weekly writing about the gala you have just attended. – Be caddie and gush with praise about the stars you rubbed shoulders with… 2. Do a Diary entry from your personality describing the party you attended tonight. Describe the scene and the people you met. How did they make you feel and how did this night have an effect on your life. 3. An artistic representation of this scene – Abstract or real…using any medium you choose create an original piece of art that captures the scene acted out in the speakeasy tonight. 4. A poem that captures the mood, language, and characters of the 20’s – inspired by the activity you participated in. Poem should be of a length that allows you to describe several of the highlights that you witnessed using language/slang of the 20’s. 5. Photo album 2. Movie – Cinderella Man 3. Harlem Coffee House – Poetry of Harlem 4. The Worst hard Time THE WORST HARD TIMES
1. Who was the school teacher who was married to the funeral director Charles whose baby died tragically?
2. Who was the newspaper man who said that the dusters should celebrated and developed the Last Man’s Club?
3. What was the Last Man’s Club?
4. What former rancher/cowboy at the XIT Ranch was not invited to join the Last Man’s Club because he was part Indian?
5. George Alexander Erlich and Gustav Borth were immigrants from Russia but they were actually what ethnicity?
6. Who was Hugh Bennett and what contribution did he make to FDR’s New Deal?
7. Describe the way the people from the Dust Bowl tried to make it rain? (The concussion theory)
8. The worst day of the Dust Bowl – when dust flew all the way east and Charles Lucas crawled to find his missing niece – What was that day called?
9. Who did Ike Osteen give his high school diploma to? 10. What important piece of 1862 legislation did Hugh Bennett blame soil erosion and the Dust Bowl on?
11. What was FDR’s dream in terms of how to break up the wind and prevent further dust erosion?
12. In the summer of 1937 after it rained and Doc Dawson and Bam White planted alphalpha and corn what new hazard now flew in and killed their crop?
13. Describe what people did with rabbits in No Man’s Land and why was there an abundance of them?
14. Who did Uncle Dick Coon give his famous C-Note ($100.00 Bill) to?
15. Where did Dick Hartwell from Nebraska the man who wrote the Dust Journal’s wife Verna move to?
16. Who was Alfalpha Bill and what were his 4 B’s?
17. Whose fingers bled while he played the fiddle right before he died?
18. What disease was killing the most amount of people in No Man’s Land?
19. How did the “Fatman” Will Crawford get his wife?
20. Why did men have trouble shaking each other’s hands in the heart of the dust bowl? E.C. Who fought June 6th 1944 on D-Day from the book?
5. 4th DBQ – New Deal Question
UNIT 9 1931-1945 TOPICS World War Two Rise of fascism/Tripartite Axis (Japan, Italy, and Germany) Isolationism Neutrality Acts Quarantine Speech 1937 Cash and Carry to Lend Lease Atlantic Charter Government’s relationship with scientific community (ex. Artificial rubber) Pearl Harbor Japanese Relocation ETO Casablanca Conference Stalingrad PTO Island Hopping to Leapfrogging Homefront: War Bonds, Office of Price Admin. (OPA), War Labor Board, Women, Blacks, South rejoins America through military bases, Rosie the Riveter, Minorities in the War, demographic shifts (The sunbelt) Leadership (Military legacy into American Politics – Eisenhower) Holocaust.Final Solution and America’s role Dresden German Manhattan Project Hiroshima/Nagasaki GI Bill: Social Mobility (5.8 million students) Yalta Potsdam Cold War Intro.
READINGS Brinkley Chapters 27 and 28 Citizen Soldiers – Ambrose Flags of Our Fathers – Bradley The Good War Excerpts – Terkel The Greatest Thing in History – Truman Spirits Chapters: 36 – A-1, A-2, A-4, C- 1, D-1,2,3
MAJOR ACTIVITIES: 1. WWII Webquest Scavenger Hunt 2. Brinkley One Pagers for Ch. 27 and 28 3. WWII Timeline Project WWII TIMELINE -
With a partner you are to create a WWII Timeline. Use the WWII Chapters 27 and 28 and 29 in your text books and the laptops to create a time line that fulfills the following requirements:
1. 25 dates (can be a combination of important events leading up to the war, important battles, important laws, treaties, dates of deaths and/or surrenders) You choose the dates that you believe to be the most relevant and meaningful. The first event should be in the 1930’s and the last event should be in 1945 at the end of the war. 2. 10 inserted pictures and/or graphics (maps, photographs, charts that highlight one or two particular dates that are integrated into the timeline 3. Descriptions for all of the dates chosen – In your own words that explain the who, what, where, and when of then event.
Most likely you should do a sketch or a rough draft of these events in your notebooks and then use the laptops to create your actually timeline – These will be graded on the following categories:
1. Accuracy 2. Thoroughness of explanation 3. Appearance
4. Atomic Bomb Debate/ Persuasive Essay Beginning with Unit 10 it is based in Seminar and oriented around Brinkley’s readings The novels that the students will read – Two are required READ ONE OF THE FOLLOWING BOOKS (YOUR CHOICE):
NATIVE SON – RICHARD WRIGHT FLAGS OF OUR FATHERS – JAMES BRADLEY CITIZEN SOLDIERS – STEVEN AMBROSE THE INVISIBLE MAN – RALPH ELLISON THE MAN IN THE GREY FLANNEL SUIT – SLOAN WILSON WAIT TILL NEXT YEAR – DORIS KEARNS GOODWIN SILENT SPRING – RACHEL CARSON THE MONKEY WRENCH GANG – EDWARD ABBEY THE FEMINIE MYSTIQUE – BETTY FRIEDAN THE FIFTIES – DAVID HALBERSTAM THE CHILDREN - DAVID HALBERSTAM TRUMAN – DAVID MCCULOGH THE ELECTRIC KOOL AID ACID TEST – TOM WOLFE THE RIGHT STUFF – TOM WOLFE THE THINGS THEY CARRIED – TIM OBRIEN GOING AFTER CACCIATO – TIM OBRIEN A PRAYER FOR OWEN MEANY – JOHN IRVING
BOOK REPORT/REVIEW
1. Summarize the plot, themes, major characters, and climactic events of the book. Use no more than two pages to give the reader an understanding of what this book was about and what its author intended to accomplish 2. Choose one supporting character in the book; describe the impression that this character had upon you and the role that he/she played in the development of the story. Use their words along with personal insight to explain why you identified, appreciated, disliked or even found that character to be intriguing 3. Relate this book specifically to the history of the U.S. and explain how the novel portrayed these particular times. Use specific references in the book (Quotes) to discuss what life in America was like in this era for different people 4. Evaluate and review the book in terms of what it meant to you and its usefulness as an educational, philosophical, historical, literary experience.
100 points In addition the class will watch Movie Clips from: Dr. Strangelove 13 Days All the President’s Men The Long Walk Home The Day Reagan Was Shot
The end of the course and the Post WWII Units are based upon the following packet – It is all of the topics covered: PEOPLE
Harry Truman
Chiang Kai Shek
Mao Zedong
George Kennan
George Marshall
Joseph Stalin
Thomas Dewey
Dean Acheson
Douglas MacArthur
A Phillip Randolph
Adlai Stevenson
Eisenhower Charles DeGaulle
Joseph McCarthy
The Rosenbergs
Alger Hiss
J. Edgar Hoover
John Kenneth Galbraith
Arthur Miller
Winston Churchill
Pat McCarran
John Foster Dulles
Gamal Abdel Nasser
Dr. Benjamin Spock
Jimmy Hoffa
Jonas Salk Robert A. Taft
Jackie Robinson
Jim Lawson
Ralph Abernathy
Robert Weaver
Strom Thurmond
Jack Kerouac
Allen Ginsberg
Saul Bellow
David Riesman
William H. Whyte
JD Salinger
Ayn Rand
Ho Chi Minh Nikita Khrushchev
Chuck Berry
Francis Gary Powers
The Shah of Iran
Fidel Castro
Joe DiMaggio
Marilyn Monroe
James Dean
Thurgood Marshall
Earl Warren
Barry Goldwater
James Meredith
George Wallace
Robert McNamara William Fulbright
Alex Haley
Malcolm X
Ngo Dinh Diem
Eugene McCarthy
Robert Kennedy
Lee Harvey Oswald
James Earl Ray
LBJ
Cesar Chavez
Betty Friedan
Gloria Steinhem
Curtis Lemay
William Calley William Westmoreland
Bob Dylan
Joan Baez
Abby Hoffman
Medgar Evers
Stokely Carmichael
Bobby Seale
Huey Newton
Angela Davis
Pol Pot
Wavy Gravy
Mary Crow Dog
Kate Millet
Sandra Day O’Conner
Geraldine Ferraro Neil Armstrong
Buzz Aldrin
John Glenn
Salvator Allende
Ralph Nader
Nixon
Daniel Ellsberg
Henry Kissinger
Spiro Agnew
Gerald Ford
Jimmy Carter
AnwarSadat
Menachem Begin
William Burger George McGovern
Sir Han Sir Han
Charles Reich
Bob Woodward
Carl Bernstein
Jane Fonda (Hanoi Jane)
Ayatollah Khomeni
Billy Graham
Jerry Falwell
Phyllis Schlafly
John Anderson
Bruce Jenner
James watt
Ronald Reagan
Walter Mondale Jesse Jackson
Mikhail Gorbachev
Boris Yeltsin
Manuel Noriega
Michael Dukakis
Rachel Carson
Oliver North
Colin Powell
Bill Gates
Norman Schwarzkopf
Ferdinand Marcos
Charles Keating
Slobodan Milosevic
Louis Farrakhan Ross Perot
George Stephanopoulos
Momar Qaddafi
EVENT
YALTA CONFERENCE
POTSDAM CONFERENCE
BERLIN AIRLIFT
COAL STRIKE 1946
ISRAEL’S CREATION
HUAC
CHECKERS SPEECH
BABY BOOM
SPUTNIK MONTGOMERY BUS BOYCOTT
ARMY-MCCARTHY HEARINGS
CHALLENGER
KOREAN WAR
STALIN’S DEATH
TRUMAN V. MCARTHUR
SUEZ CRISIS
DIEN BIEN PHU
U-2 INCIDENT
HUNGARIAN REVOLT
CASTRO’S REVOLUTION 1960 ELECTION
BAY OF PIGS
CUBAN MISSILE CRISIS
BERLIN WALL CRISIS
ALASKA AND HAWAII
LITTLE ROCK 9
SIT-INS
FREEDOM RIDES
I HAVE A DREAM
WATTS RIOTS DETROIT RACE RIOTS
JFK ASSASSINATION/WARREN COMMISSION GULF OF TONKIN INCIDENT/RESOLUTION
DIEM ASSASINATION
GUNS AND BUTTER SPEECH
FREEDOM SUMMER
WAR OF NATIONAL LIBERATION/VIETNAM
TET OFFENSIVE
CHICAGO 7/FREE SPEECH MOVEMENT
ASSASINATIONS OF THE 60’S WOODSTOCK
OPERATION WETBACK
STONEWALL RIOT
ELECTION OF 1968
RACE TO THE MOON
CREEP
SUNBELT VERSUS THE FROSTBELT/RUSTBELT
ENERGY CRISIS 1973/OPEC
INVASION OF CAMBODIA
KENT STATE MASSACRE
WATERGATE SATURDAY NIGHT MASSACRE/IMPEACHMENT PROCEEDINGS
NIXON’S CHINA VISIT
6 DAY WAR/YOM KIPPUR WAR
AMERICAN INDIAN MOVEMENT/AIM
NIXON’S PARDON
STAGFLATION
THE IMPERIAL PRESIDENCY
ELECTION OF 1976
CAMP DAVID ACCORDS
IRANIAN HOSTAGE CRISIS
SOVIET INVASION OF AFGHANISTAN
MOSCOW OLYMPIC BOYCOTT
ELECTION OF 1980
LECH WALESA AND POLAND’S SOLIDARITY
REAGANOMICS
IRAN CONTRA AFFAIR
NEW FEDERALISM 1982
ERA
WAR ON DRUGS
GRENADA 1983
IRAN – IRAQ WAR STAR WARS SDI INITIATIVE
VIETNAM VETERANS MEMORIAL
KEATING FIVE
NO NUKES MOVEMENT/NUCLEAR FREEZE MOVEMENT
3 MILE ISLAND
MARCOS IN THE PHILIPPINES
GLASNOST AND PERESTROIKA
BERLIN WALL FALLS – REAGAN “TEAR DOWN THIS WALL” EVIL EMPIRE
TIANANMEN SQUARE FALL OF USSR/END OF COLD WAR
SADDAM HUSSEIN INVADES KUWAIT
OPERATION DESERT SHIELD
OPERATION DESERT STORM
PATRIOT MISSILES AND SCUD MISSILES
IMMIGRATION IN THE 90’S
1ST BOMBING OF WORLD TRADE CENTER
USS COLE
NAFTA AFRICAN EMBASSIES BOMBED
CLINTON’S HEALTH PLAN
ELECTION OF 1992
DOT.COM REVOLUTION/RECESSION/ SILICON VALLEY
YUGOSLAVIA/SERBIAN. BOSNIA/KOSOVA/ PEACEKEEPING MISSION
APARTHEID ENDS
ELECTION OF 2000
WAR IN AFGHANISTAN
WAR IN IRAQ CONTRACT W/ AMERICA
RODNEY KING BEATING/LOS ANGELES RIOTS
POST WWII COURT CASES
SWEATT V. PAINTER
BROWN V. BOARD OF EDUCATION
KOREMATSU V. U.S. 1944
ROSENBERG TRIAL
MIRANDA
GIDEON V. WAINWRIGHT BAKER V. CARR
ROE V. WADE
GRISWALD V. CONNECTICUIT
THE PENTAGON PAPERS
GORE V. UNITED STATES
CONGRESSIONAL ACTS GI BILL
TAFT – HARTLEY ACT
HUAC
MCARRAN INTERNAL SECURITY ACT – NATIONAL SECURITY ACT 1947
LANDRUM GRIFFIN ACT
NATIONAL DEFENSE EDUCATION ACT
MCGARRAN-WALTER IMMIGRATION ACT
CIVIL RIGHTS ACT OF 1957
CIVIL RIGHTS ACT OF 1960
IMMIGRATION ACT OF 1965
CIVIL RIGHTS ACT OF 1964
CIVIL RIGHTS ACT (VOTING RIGHTS ACT) OF 1965
24TH AMENDMENT
CIVIL RIGHTS ACT 1968 WAR POWERS ACT
26TH AMENDMENT
CLEAN WATER ACT
CLEAN AIR ACT
ECONOMIC RECOVERY TAX ACT 1981
AMERICANS WITH DISABILITIES ACT (ADA)
GRAAM-RUDMAN ACT
FOREIGN POLICIES AND TREATIES
TRUMAN DOCTRINE
MARSHALL PLAN
NATO MASSIVE RETALLIATION
BRINKMANSHIP/MAD
EISENHOWER DOCTRINE
OAS
EXCOMM
GENEVA CONFERENCE 1954
FLEXIBLE RESPONSE
GULF OF TONKIN RESOLUTION
PACIFICATION PROGRAM
OPERATION ROLLING THUNDER PARIS ACCORDS 1973
PANAMA CANAL TREATY (CARTER)
SALT I
SALT II
INF TREATY
PANAMA AND NORIEGA (DRUG TRAFFICKING
EUROPEAN UNION
NAFTA
GATT REAGAN DOCTRINE
HELSINKI CONFERENCE
WAR ON TERROR
MISCELLANEOUS
THE CRUCIBLE
LEVITTOWN/ CONFORMITY
RACHEL CARSON (SILENT SPRING)
BETTY FRIEDAN (FEMINIE MYSTIQUE)
VIET CONG
ALLEN GINSBERG (BEATS)
TOM WOLF (ELECTRIC KOOLAID ACIDE TEST) DAVID RIESMAN (THE LONELY CROWD
SCLC
SNCC
FAIR DEAL
NEW FRONTIER
GREAT SOCIETY
DEJURE AND DEFACTO SEGREGATION
VIETNAMIZATION
JAMES EARL RAY JACK RUBY
CHECKERS SPEECH
BLACK PANTHERS
SILENT MAJORITY
KYMER ROUGE
BURGER COURT
HANOI HOTEL
SANDANISTAS AND CONTRAS
TEFLON PRESIDENT
GLOBALIZATION
PLO AGENT ORANGE
The Students will predominantly learn from lecture and independent readings – The Review will include the following activities:
1. Final Numbers Game 2. Supreme Court Cases To Know Packet 3. AP American Outline 4. AP American Academy Awards Activity 5. Review sessions – student and teacher driven 6. AP Practice Exam – Including the 5th DBQ
The class will also take the second trip of the class to the Civil War Round Table in Doylestown PA and The Michener Art Museum also in Doylestown.