Advanced Placement American History Syllabus David Winkleman 8-216 Granbury High School

ADVANCED PLACEMENT AMERICAN HISTORY SYLLABUS DAVID WINKLEMAN 8-216 GRANBURY HIGH SCHOOL

Welcome to Advanced Placement United States History! You have chosen to take a challenging and rewarding class that is intended to prepare you for college courses. This class is taught at college level and uses college level materials. It is expected that everyone who takes this class will take the AP Exam at the end of the year but it is not required. Credit in college is possible depending on how well you do on the exam. You will need to check what scores your college will accept for credit. (It differs greatly). The below information will help guide you through the course this year. Please read the following carefully.

Bibliography

TEXT: THE AMERICAN PAGEANT (16TH edition) by Thomas Bailey, David Kennedy, and Elizabeth Cohen.

Binder, Frederick M. and David M. Reimers, The Way We Lived, DC Heath and Co., Lexington 1996

Shi, David and Holly Mayer, For the Record, WW Norton and Company, New York, 1999

Spoehr, Luther and Alan Fraker, Doing the DBQ; College Board, 1995

Wheeler, Bruce William and Susan D. Becker, Discovering American Past, Houghton Mifflin Co., Boston 1998

ASSIGNMENTS

1. Survey text: You are responsible for reading and studying the survey text by Bailey, Kennedy, and Cohen. You will receive a study guide, reading guide, and reading schedule for the entire trimester. Stick to it! The most important aid to your success in this class is to read and comprehend the text thus preparing you for discussion etc in class. While some of the text will be discussed in detail, much of it will be discovered through independent learning. Approximately 65% of the multiple choice questions on the unit tests will come directly from the text assignment. Daily reading quizzes consisting of 2-15 questions based on the text and reading guide will be given to encourage students to stay abreast of the reading assignments. Since the purpose of these quizzes is to ensure that you are doing your reading, students may use their reading notes or reading guides on the quizzes. Quizzes can be given every day, every other day; whenever, it depends on whether you all are keeping up and the whim of your omnipotent teacher.

2. Supplemental readings: You will be given primary and secondary reading materials (essays, articles, documents, political cartoons, etc) within each unit that will deal with an organizing concept that will be emphasized on the unit writing assignments. The materials are to be read and eventually used to help construct and defend a thesis within a timed written essay. These supplemental readings will take the form of individual reading and response to questions, group assignments, and seminar-type or group discussions.

3. Study groups: Student study groups will be organized of four to five students. Groups will undertake considerable collaboration including preparing for tests, the writing of papers, group presentations, and analysis of assigned readings. These groups will be maintained at least through the first semester and will be an integral part of your AP experience.

4. Notes: Good notes are an asset in any class and particularly in an A.P. class. You are required to take notes on lectures and discussions, and I recommend a spiral notebook for that purpose. Periodically, I will check your notebooks and give daily quiz grades based on your notes from lectures, class discussions and presentations.

5. Research: Research is a significant part of the college level course. You will be required to conduct original research for small papers, cooperative presentations, one pagers etc. Plagiarism can be grounds for dismissal from course with a failing grade.

EVALUATION

1. Tests: At the end of each unit an exam will be given. It may be all multiple choice, essay, or short answer, but will usually be a combination of the above. As stated above, approximately 65% of these questions will be from the text. The other 35% will be from lecture, supplemental readings, and group presentations (discussion). Tests and Papers will count 60%, Notebook grades will count as a major grade. Daily work and quizzes will count 40%, respectively, of your six weeks grade. The semester exam will count as a major grade.

2. Notebook: Your Notebook will consist of a binder devoted soley to APUSH. You will be required to place (divided by class notes, reading guides, terms, assignments as explained later in the syllabus) most if not all of your work in this notebook. Notebook grades will count as both a major and a minor grade. Notebooks will be graded at the end of each six weeks. For notebook requirements see attached page. Your notebook is very important as it will be a significant tool for review for both my finals and the AP Exam.

3. Daily grades: Quizzes (2x), group or individual presentations, selected handouts, participation will be 30% of your six weeks grade. There will be no makeup of quizzes, and I will drop the lowest daily grade each six weeks. If you are absent and miss a quiz that becomes your dropped grade.

4. Test Corrections: Test corrections will be the only significant source of extra credit for the exams. You need (Trust me) the extra credit. See attached page for details about Test corrections.

5. Makeup: Makeup tests are to be completed by appointment. This appointment must be made and completed within a week after your return to school. If this is not accomplished, the result will be a zero for that test. There is no makeup for quizzes. The lowest daily grade will be dropped. The responsibility for makeup is entirely the student’s.

GENERAL INFORMATION

1. Attendance: The nature and format of this course makes it imperative that you be in class every day. Some of the learning in your absence is virtually impossible to make up, but you can minimize the problem by acquiring notes, works, etc from members of your study group.

2. Materials: A spiral notebook for note-taking and loose-leaf paper plus some type of binder with pockets is suggested. You will also need several yellow legal pads for your tests and essays. Number 2 pencils and black pens are also required. A hole puncher would be helpful.

a. Not required but highly recommended is the A.P. review book by Princeton Review: Cracking the A.P. U.S. History Exam. This can be used as review for unit tests and in preparation for the national exam. b. I will make other recommendations as the year progresses.

3. Movie Night: On the first week of every month we will watch a movie after school dealing with the historical time period we are studying. This is not required but recommended and will earn EXTRA CREDIT DAILY GRADE. Students will bring their own drinks, popcorn, pizza etc. (Don’t forget napkins, the penalty for spillage is disembowelment). Show time will be announced. The approximate time for each movie will be 2-2.5 hours.

4. National Exam: The advanced placement national exam is administered at G.H.S. in May by the counseling staff. It takes approximately 3 hours and consists of two parts: multiple choice and essay. Students receive a score from one to five. Most colleges require a three to grant any credit. It is possible to receive six credit hours of U.S. History survey course. Check with your prospective colleges for their particular requirements or with the A.P. College Board web site.

Review: Immediately after soccer season, every Tuesday and Thursday I will hold reviews from 4:10-6:00. My students are welcome to review in my classroom before school as well. If I am not there feel free to look at the APCDs, CARDS, OTHER REVIEW MATERIAL. Students will be required to take a 3 hour practice exam prior to the test. Dates and Alternate dates will be given 2nd semester. Online reviews at Learnerator and apgilderlehrman.org

NOTEBOOK REQUIREMENTS

Notebooks are a compilation of all your work and should be viewed as a portfolio. The work should be neat, legible, and correct. You will present them to me approximately every 6 weeks (At the end of each grading period) for evaluation. I will be grading them mainly on neatness and completion. Your content grade will come from regularly given notebook quizzes and or graded assignments.

Notebook Organization- These procedures must be followed in compiling your notebook.

1. Your first page in the notebook will be your cover page. It will include your name, the class name and the class period.

2. The first page of each unit will be the unit cover. This may be either a right or a left hand page. It must have:

a. the unit number. b. the unit name. c. a drawing showing what the unit was about. d. it must be in color.

3. Each unit will be divided into (in order):

1. Class Notes

2. Cornell Notes 3. Terms/Vocabulary which will be given at beginning of the Units

4. Assignments

5. Journals

All Cornell Notes will be hand written. No copies will be accepted. No Exceptions!! Terms may be typed and can be divided by your classmates as long as you took part in the process. Allowing someone to copy with out effort is unacceptable.

Test Corrections

1. Test corrections must be completed at school. No tests will be sent home. You will have some class time to finish but if you do not you will have to come in before school, after school (Tue, Thur, or Fri. by appointment), or during the school day. 5th period is my conference or you could come in during the other class period 1st (soccer), 2nd, 3rd, 4th, 5, 6th, 7th, 8th(Soccer). 2. For each wrong answer you are required to write the question, complete the correct answer, explain the right answer in a different color ink or highlight(which will be a short paragraph or several sentences), and to document where you found the correct answer in your text (page number) or date that notes were taken in class (therefore you must date your notes). This documentation will be at the end of your correction explanation. (p. 34 American Pageant) I will check! 3. Simply completing the multiple choice answer is inadequate and will result in no additional points added onto your test. 4. Test corrections will be worth roughly ½ of each question’s worth.

ADVANCED PLACEMENT U.S. HISTORY

COURSE OUTLINE: 2016-17

12 th edition

Curricular Requirements Page(s) CR1a The course includes a college-level 1 U.S. history textbook. CR1b The course includes diverse primary 4,5, 6, 11, 13, 16 sources consisting of written documents, maps, images, quantitative data (charts, graphs, tables), and works of art. CR1c The course includes secondary 1 sources written by historians or scholars interpreting the past. CR2 Each of the course historical periods 2, 3, 4, 6, 7, 9, 11, 12, 14, 15 receives explicit attention. CR3 The course provides opportunities 14, 15 for students to apply detailed and specific knowledge (such as names, chronology, facts, and events) to broader historical understandings. CR4 The course provides students with 2, 5, 7, 9, 14, 15, 16 opportunities for instruction in the learning objectives in each of the seven themes throughout the course, as described in the AP U.S. History curriculum framework. CR5 The course provides opportunities 12, 15 for students to develop coherent written arguments that have a thesis supported by relevant historical evidence. — Historical argumentation CR6 The course provides opportunities 6 for students to identify and evaluate diverse historical interpretations. — Interpretation CR7 The course provides opportunities 9 for students to analyze evidence about the past from diverse sources, such as written documents, maps, images, quantitative data (charts, graphs, tables), and works of art. — Appropriate use of historical evidence CR8 The course provides opportunities 11 for students to examine relationships between causes and consequences of events or processes. — Historical causation CR9 The course provides opportunities 15 for students to identify and analyze patterns of continuity and change over time and connect them to larger historical processes or themes. — Patterns of change and continuity over time CR10 The course provides opportunities 13 for students to investigate and construct different models of historical periodization. — Periodization CR11 The course provides opportunities 4 for students to compare historical developments across or within societies in various chronological and geographical contexts. — Comparison CR12 The course provides opportunities 14 for students to connect historical developments to specific circumstances of time and place, and to broader regional, national, or global processes. — Contextualization CR13a The course provides opportunities 11 for students to combine disparate, sometimes contradictory evidence from primary sources and secondary works in order to create a persuasive understanding of the past. CR13b The course provides opportunities 12 for students to apply insights about the past to other historical contexts or circumstances, including the present.

ADVANCED PLACEMENT U.S. HISTORY COURSE OUTLINE: 2016-17 American Pageant 16 th edition

FIRST SEMESTER

UNIT 1: NATIVE AMERICA, CONTACT, RED, BLACK, AND WHITE 1491-1607 CH. 2 Nash

A. America before European Contact

B. Impact of Contact on North America, Europe, and World

C. Discovery and Settlement.

UNIT 2: COLONIAL BEGINNINGS 1607-1754 CH. 2-5

A. Discovery and Settlement.

B. America and The British Empire.

C. Colonial Society.

D. Great Awakening

UNIT 3: AMERICAN INDEPENDENCE AND THE NEW NATION 1776-1800 CH. 9-10

A. France v. Britain: Wars for Empire.

B. The Road to Revolution.

C. The American Revolution and its Impact

D. Failure of the Articles of Confederation.

E. The Constitution and the New Republic

F. Washington and Adams’ Presidencies.

UNIT 4: TRANSFORMATION: DEMOCRACY AND REFORM 1800-1860 CH. 11-15

A. Revolution of 1800

B. Marshall’s Judicial Nationalism

C. Enlarging the Nation State- Louisiana Purchase

D. Protecting Neutrality and American Rights

E. The War of 1812

F. Jacksonian Democracy.

H. Forging the National Economy 1790-1860.

I. Lowell Mill System J. Clay’s American System

K. 2nd Great Awakening

L. Roots of Reform

M. Reform: Temperance, Education, Women’s Rights

UNIT 5: EXPANSION AND EMERGING DISUNION 1793-1860 CH. 16-19

A. South and Slave System

B. Abolition

C. Manifest Destiny.

D. Renewing Sectional Struggles.

E. Decade of Crisis 1850-1860.

UNIT 6: CIVIL WAR AND ITS AFTERMATH 1790-1860 CH. 20-22

A. The War for Southern Independence.

B. The Impact of War on Society.

C. Reconstruction.

UNIT 7: INDUSTRIALIZATION, IMMIGRATION, URBANIZATION CH. 24-25

A. Industrialization.

B. Urbanization.

C. New Immigrants

SECOND SEMESTER

UNIT 8: THE GILDED AGE 1865-1900 CH. 23 & 26

A. Politics in the Gilded Age.

B. End of Reconstruction

C. The Great West D. Conquest of the Indians.

E. Challenge of the Farmers: Rise of the Populists.

UNIT 9: AMERICA’S PATH TO EMPIRE 1890-1909 CH. 27

A. New Manifest Destiny.

B. Latin American Affairs.

C. America on the World Stage.

UNIT 10 : PROGRESSIVISM AND WWI 1900-1920 CH. 28-29

A. Roosevelt and the Progressives.

B. Taft and the Progressive Insurgency

C. Election of 1912

D. Wilsonian Progressivism and Neutrality.

E. World War I

F. America Enters WWI Why?

G. 14 Points

H. Propaganda and Repression

I. Rejection of the League of Nations

UNIT 11: Boom and Bust: Politics and Life in the Twenties 1920-1932 CH. 30-31

A. The First Red Scare

B. 20s Decade of Conflict

C. 20s Decade of Prosperity?

D. Politics of the 20’s.

E. The Great Depression.

UNIT 12: FREEDOM FROM FEAR-NEW DEAL AND WORLD AT WAR CH. 32-33

A. The New Deal.

B. F.D.R. and Foreign Policy

C. Rise of Totalitarians: WWII Begins, American Response

D. AMERICA ENTERS WWII UNIT 13: WWII AND ORIGINS OF THE COLD WAR 1941-1952 CH.34-35

A. F.D.R. and Foriegn Policy.

B. America in WWII.

C. Truman and the Cold War.

UNIT 14: TRANSITION: THE FIFTIES AND SIXTIES 1952-1973 CH. 36-37

A. The 50s.

B. Civil Rights Movement.

C. Eisenhower and the Cold War

D. Kennedy and the Cold War

E. Great Society’s War on Poverty

F. Vietnam Escalation

G. 1968

H. Nixon.

I. Vietnam and Counterculture.

J. Civil Rights: Women, Blacks, Latino

UNIT 15: CHAOS AND CONSERVATISM 1973-1992 CH. 38-39

A. Watergate and the fall of Nixon

B. Stagflation

C. Iran Hostage Humiliation

D. Reagan Revolution

E. Reagan and Gorbachev

F. Iran Contra Scandal

G. Reagan’s Legacy

H. Bush and the End of the Cold War

I. Persian Gulf War

UNIT 16: BRAVE NEW WORLD-POST COLDWAR TO PRESENT 1992- PRESENTCH. 40-41

A. Clinton B. Contract with America C. 1990s Boom D. GW Bush

E. Katrina

F. 9/11 and Wars v. Iraq and Afghanistan

G. Great Recession

H. Barack Obama

Course Outline(Lesson Plans) 2016-17 First Semester

Unit One: Precolonial America and Contact August 22-26 Readings: Nash, Chapter 2

Handouts: Historical Viewpoints: Interpretations Colombian Exchange

Content: America 1491 before European Contact Impact of Contact Colombian Exchange Red, White, and Black Spanish, French beginnings

Activities/Assessment Pair/Share Socratic Questioning Quiz Exam Lecture

Day 1 Introduction to class. Paper work Upside down map and discussion of perspective/ point of view

Day 2 Quiz Discuss Reading Look at When Historians Disagree. Read Excerpts from A Patriot’s History and A People’s History

Day3 Quiz Discuss Reading

Day 4 Quiz Discuss Reading Seminar over Historiography Day 5 Exam Unit One Open Hand Written Notes

Unit Two: Colonial Beginnings 1607-1754 August 29-September 15

Readings: American Pageant, Chapters 2-5 Discovering American Past, Chapter 3

Handouts: City Upon a Hill Great Awakening Sinners in the Hands of an Angry God Rhythms of Colonial Life

Content: -Characteristics of English Colonization and the American Experience. -Push/ Pull factors of Immigration. -Comparison/ Contrast of the three regions: New England, Middle, and Southern Colonies by Social, Political, Economic, Religious, and Military categories as well as an analysis of why regional difference differences occurred. -Decline in the Puritan mission: ie. Halfway Covenant, Jeremiads, and Salem Witch Trials. -Impact of Great Awakening on Colonial Society. -Economic and Demographic factors contributing to economic decline in Massachusetts on the eve of the American Revolution.

Activities/Assessment:

*Lecture *Analyze and deconstruct a poem advertising Virginia. Ode to the Virginian Voyage 1619. Discuss in terms of propaganda. *Create a chart identifying Colonial cultures in North America including Date Founded, Motivation for colonization, How founded, Major Characters, Ethnic make up, Political Structure, and Economic Base. *Discuss and analyze Puritan Documents such as John Winthrop’s City Upon a Hill , Rules for Puritan Children, and Anne Bradstreet’s Poems. *DBQ Analysis 1993 DBQ explaining why regional differences existed between New England and the Chesapeake Bay Colonies. *In class analysis of relevant statistics seeking an explanation for the Salem Witch Hysteria. *Cooperative analysis of demographic statistics to explain why pre-revolutionary Massachusetts was ripe for revolution. (Economic decline and stagnation) *Discussion Question analysis of possible essays.

Day 1 Introduction to class. Paper work Upside down map and discussion of perspective/ point of view Day 2 Journal/ Discussion Lecture: Characteristics of English Colonization Quiz: Reading Misery and Virginia Promotional: Discussion of POV, propaganda

Day 3 Journal/ Discussion Quiz Seminar: Chesapeake Society Statistics Coops: City upon a Hill

Day 4 City upon a Hill/Discussion Computer Day: Facts on File and other resources in library and online Groups assigned for Colonial Prospectus assignment

Day 5 Coops work on Colonial Prospectus assignment

Day 6 Colonial Prospectus presentations

Day 7 Journal/Discussion: Backcountry Rebellions DBQ Exercise SPERM CHART Coops

Day 8 Journal/Discussion SPERM CHART Box Chart and examination of DBQ documents together Discussion of why Chesapeake and New England were different societies

Day 9 Lecture: Religion in the Colonies Decline in Puritanism Examination of facts/ theories explaining Salem Witch Trials Great Awakening Handout Colonial Rhythms/ Discussion Seminar

Day 10 Unit One Exam: Multiple Choice and Short Essay

Exam: Short Essay and Multiple Choice. Unit Three: American Independence 1754-1800 September 16- October 15 Readings: American Pageant, Chapters 6-10 The Way We Lived, Chapter 7 American Profiles: Apostle of Republican Liberty; Eugene R. Sheridan A Man For the 90s: Fred Burbish The Constitution: Was It an Economic Document? Henry Steele Commager

Handouts: How Radical Was the American Revolution? Forrest MacDonald and Gordon S. Wood. The Americans Who Risked Everything Rush Limbaugh. (I can’t believe I use something from old Rush, but I do.) Common Sense, Thomas Paine Declaration of Independence The Path to Revolution The Effects of the Revolution The Constitution-Balancing Competing Interests The Development of Political Parties Alien and Sedition Acts

Content: -The place of the American Colonies within the British Empire. No intolerable burden. -Impact of the French and Indian War on Colonies. Colonial security, Potential expansion, and Introduction of New Imperial Policy. -Colonial reaction to New Imperial Policy: Constitutionally and with Violence. -How both British and Colonial perceptions differed and led to conflict. The British felt that they should have the right of taxation and the colonies were cheap and selfish. The Colonials thought their precious rights were endangered by first a rapacious Parliament and then a tyrannical King. -Elements leading to the Declaration of Independence. -Emergence of American Unity and Identity. American Identity furthered by the Continental Army. -Significance of Important Battles such as Saratoga and Yorktown. -The political, economic, and social effects of the American Revolution. -Evaluation of the successes and weaknesses of the Articles of Confederation. -The Development of the United States Constitution and The Bill of Rights. -The Development of Political Parties with a focus on the two leaders Thomas Jefferson and Alexander Hamilton. -The impact of Hamilton’s Financial Program. -Attempt at One Party control. Alien and Sedition Acts. Long term impact of States Right’s arguments about the Doctrine of Interposition. -The establishment of Isolation as American Foreign Policy.

Activities/Assessment *Lecture *Cooperative Analysis of Lord Grenville’s options and decision to initiate the New Imperial Policy. *The Path to Revolution Handout which requires a chart of both the British and American Colonists reaction and rationale in response to the major events leading to the American Revolution including among others Stamp Act, Townshend Act, Boston Tea Party, Intolerable Acts, Lexington and Concord. *Quartering techniques will be used to analyze political cartoons from this era. *Analyze Common Sense according to APPARTS and list and discuss each of Thomas Paines’s arguments independence. *Discussion of the Declaration of Independence and matching justifications with actual events. *Analysis of excerpt from J. Franklin Jameson’s American Revolution Considered as a Social Movement. Discuss Social Effects of the American Revolution in Seminar. *Cooperatives develop a Thesis, Box Chart (Essay Organization), Analysis, and evidence to be used to answer 1999 DBQ (Degree of American Unity and Identity 1750-1776) *Grade sample essays/ Discuss requirements. *Multiple Choice Exam and Short Essay graded on the 9 point AP standard. *Lecture *Essay Organization and Thesis Writing practice. The Articles of Confederation-The Challenge of Sovereignty. Students develop categories and thesis about the few successes and many weaknesses of the Articles of Confederation. *The Constitution-Balancing Competing Interests. Students create chart to show the fears that the Constitution addressed stressing the compromise nature of the document. *Students read excerpts from Beard’s Thesis and Commager’s rebuttal of the economic nature of the constitution. *Cooperatives develop thesis and opening paragraph (categories) to the question “Why did political parties develop in the United States?” *Alien and Sedition Acts and an analysis of the Kentucky Resolution. Discussion of the Doctrine of Interposition. 1985 DBQ Articles: Success or Failure

Day 1 Journal/ Discussion Review Exam Unit One Test Corrections first half of class Interactive Lecture: The Colonies within the British Empire

Day 2 Journal/ Discussion Interactive Lecture: The French and Indian War leads to the New Imperial Policy Cooperatives: What Should Lord Grenville Do? Preparation. Pairs Compare

Day 3 Journal/ Discussion Pairs Share and write plan of action for Lord Grenville Discussion of Grenville’s plan Path to Revolution Handout due Interactive Lecture: Road to Revolution

Day 4 Journal/Discussion Interactive Lecture: Road to Revolution Analysis of Revolutionary War Political Cartoons using Quartering Techniques. Pairs/Share to complete analysis.

Day 5 Journal/Discussion: The Americans Who Risked Everything-10 minutes APPARTS Common Sense due Discussion of Common Sense Cooperative analysis of Declaration of Independence

Day 6 Journal/Discussion Interactive Lecture: American Revolution Find My Rule: Torries v. Patriots Explanation of Level One, Two, and Three Questions

Day 7 Journal/Discussion Effects of the American Revolution due. 3-4-3 questions Seminar

Day 8 Journal/Discussion Cooperatives: Pairs/Share Develop Thesis and Box Chart for 1999 DBQ

Box Chart and examination of DBQ documents together

Day 9 Journal/Discussion Seminar discussion of DBQ Examine samples and grading comments for this DBQ

Day 10 Lecture Day 11 Journal/Discussion Cooperative exercise Pair Share Essay writing: Developing Thesis and Categories addressing the success/failure of the Articles of Confederation. Day 12 Journal/ Discussion Find my rule Articles of Confederation v. Constitution Articles of Confederation HO Due

Day 13 Journal/ Discussion Find my rule: Anti-Federalists v. Federalists Constitution: Balancing Competing Interests due Seminar Discussion

Day 14 Journal/ Discussion Find my rule: Jeffersonian Democratic-Republics v. Hamiltonian Federalists Interactive Lecture: Washington’s Policies especially Hamilton’s Economic Plan. APPARTS Washington’s Farewell Address due

Day 15 Journal/Discussion Interactive Lecture: Adams’ Policies: Quasi War w/ France, Alien and Sedition Acts, Doctrine of Interposition

Day 16 Cooperatives: Pair Share-Develop Thesis and Opening Paragraph to answer key question. Why did Political Parties develop? Develop Chart as pairs share with other pairs. Discussion

Day 17 Seminar Discussion: 3-4-3 questions

Day 18 Exam: Multiple Choice and Essay DBQ

Unit Four: Transformation: Democracy and Reform 1800-1860 October 12- November 13 Readings: American Pageant, Chapters 11-15 Jefferson’s Inaugural Address Chapter 9-10 For the Record American Pageant, Chapters 13-14 Chapter 11 and 12 For the Record Excerpt from Self Reliance; Ralph Waldo Emerson Seneca Falls Declaration of Rights and Sentiments

Handouts Marbury v. Madison The Role of the Judiciary in Creating the National State Coming Together Evolution of Democracy from Jefferson to Jackson Jackson Document Set Lowell Mill System Handout

Content -The nature of the Jeffersonian Revolution. In what way was it a revolution? In what way was it not? -Change in party position. -Louisiana Purchase as long term Jeffersonian Policy. Impact of Louisiana Purchase. Jefferson’s broad interpretation of the Constitution in reference to the purchase. -Jeffersonian Diplomacy: Neutrality challenged by Napoleonic Wars. -Madison’s Diplomacy: Decision to go to War. Causes of War of 1812. -Rise of Nationalism. -Reemergence of Sectionalism with the Missouri crisis. Southern Nationalism. -Clay’s American System -Era of Good Feelings. -Monroe’s Diplomacy: Monroe Doctrine and Florida Problem -The emergence of the 2nd American Party System. Birth of the Democratic Party. -Jacksonian Democracy: Why, How, and When. -Role of Women in America. Especially Middle Class and Upper Class women’s Cult of Domesticity. Domestic Feminism. -Change from Jeffersonian Democracy to Jacksonian Democracy. -Issues during Jackson’s Presidency such as Spoils System, Eaton Malaria, Nullification Crisis, Conflict with the U.S. Bank, Indian Removal Policy. -German and Irish Immigration and Nativist reaction. -Change from subsistence, local, barter economy to a regional, national, world wide Market economy. -Transportation Revolution Age of Perfection. Causes, inspiration for the Reform Movement of the 1830s, 40s, and 50s. -Effect of the 2nd Great Awakening on Reform. Activities/Assessment *Lecture *APPARTS analysis of Jefferson’s First Inaugural Address. *Seminar style discussion. Inside/outside discussion of Causes of War of 1812; Monroe’s Foreign Policy; Decline and reemergence of sectionalism. *Cooperatives develop thesis and opening paragraph (categories) for “Why and to what extent did an increase of American nationalism become apparent by the middle of the 19th century?” *Coming Together Handout Discussion. *Students will create outlines of possible essays listed on Web Page. *Role of Judiciary in creating the national state Handout/ Discussion Exam: 1998 DBQ and Multiple Choice Exam *Lecture *Cooperatives determine the Change in democracy from Jefferson to Jackson in Social, Political, Economic and Religious categories.. *Seminar discussion over Jackson Document Set. *Cooperatives read Lowell Mill Handout and develop thesis and opening paragraph for “Why was the Lowell Mill System created?” *Students analyze several political cartoons using the quartering method. *Student prepared presentations illustrating various elements of The Age of Perfection including religion/utopian societies, education and science, social reform (penal, treatment of the mentally ill, and temperance), and women’s rights.

*Thesis, opening paragraph and anaysis of 1990 DBQ. *Essay outlines for possible essays on Web page Exam: Essay and Multiple Choice

Day 1 Journal/Discussion APPARTS Jefferson’s Inaugural due Pair Share Audience and Purpose Interactive Lecture: Collapse of Revolutionary Consensus and Jefferson’s attempts to restore it. Find a rule Marshall’s Decisions specifically Madison v. Madison and McCulloch v. Maryland. Day 2 Journal/ Discussion Interactive Lecture: Jefferson’s Policies Day 3 Journal/ Discussion Interactive Lecture: Embargo to War of 1812 Day 4 Journal/ Discussion Interactive Lecture: War of 1812 Significance Cooperatives: Pair Share DBQ Box Chart and Analysis of Documents

Day 5 Journal/Discussion Discuss DBQ Cooperatives: Coming together project

Day 6 Cooperatives: Coming Together Project

Day 7 Presentations and Discussion

Day 8 In Class DBQ Exam

Day 9 Journal/Discussion Cooperatives: Pair/Share Evolution of Jefferson to Jackson Democracy Day 10 Journal/ Discussion Discussion of Evolution of Jefferson to Jacksonian Democracy Day 11 Journal/ Discussion Interactive Lecture: Rise of Jacksonian Democracy

Day 12 Journal/ Discussion Interactive Lecture: Rise of Jacksonian Democracy Find my rule: Jackson v. Clay/Biddle.

Day 13 Journal/Discussion Pair Share Quartering different Jacksonian Cartoons Discussion Sprint Quiz

Day 14 Journal/Discussion Jacksonian Seminar: Questions due

Day 15 Journal/Discussion Cooperatives: Cult of Domesticity Thesis and Opening paragraph. How and why did Industrialists turn to young unmarried women as a labor source in the first half of the 19th century. Document Analysis

Day 16 Cult of Domesticity Analysis Review of Lowell Mill System (Did not discuss in last unit) Cooperatives Research in Computer lab on Age of Reform Presentations

Day 16 Cooperatives Research in Computer lab on Age of Reform Presentations

Day 17 Age of Reform (Perfection) Presentations. Students (Audience) take notes and ask questions.

Day 17 Exam DBQ Jacksonian Essay timed in class

Unit Five: Expansion and Emerging Disunion November 4-18

Readings: American Pageant, Chapters 16-19 Chapter 13 and 15 For the Record William Lloyd Garrison’s Prospectus for The Liberator South Carolina’s Ordinance of Nullification Time Mag. Civil War Causes Excerpt from Lincoln’s speech on the War with Mexico Excerpt from Dred Scott v. Sandford

Handouts: Slave Inventory Jackdaw over Slavery Enlarging the National State Road to War Content: - -Slavery and the Southern Economic and Social System. -African American reaction to slavery. -Impact of the Abolition Movement -Southern Reaction to Abolition

-Geographical and economic expansion. -Effect of expansion on sectionalism. -Increased Southern political and economic isolation. -Manifest Destiny and Mexican War -The nature of political compromise in delaying sectional crisis in 1820, 1833, and 1850. The impact of that delay. -The Politics of Slavery: Abolitions, Compromise of 1850, Fugitive Slave Law, Uncle Tom’s Cabin, Kansas-Nebraska Act, Bleeding Kansas, Dred Scott Decision, Lincoln-Douglas Debates, Harper’s Ferry, Election of Lincoln,

Activities/Assessment *Lecture *Students will use the APPARTS format to analyze a slave inventory of a Louisiana plantation. *Analysis of Jackdaw document set on Slavery and Abolition. *Seminar: Inside/outside circle based on Jackdaw set. *Lecture *Enlarging the National State/ Discussion *Students create essay outline over all possible essays. *Cooperative presentation where 1. Students brainstorm the 10 most significant events during the 1850s that led to the Civil War. 2. One group prepares an overhead or powerpoint on each of the events brainstormed that teaches the facts. 3. One group taking the Southern perspective on each of the events prepares a position paper and prepares to debate the North. 4. One group taking the Northern perspective on each of the events prepares a position paper and prepares to debate the South. 5. The last group conducts class and prepares papers explaining the three most important reasons for the Civil War; whether the Civil War was inevitable; and the extent of the Civil War’s importance. *DBQ Analysis of John Brown’s Raid.

Exam: Essay and Multiple Choice.

Day 1 Journal/Discussion Jackdaws Research/ Slavery Documents: Make two insightful observations and two insightful questions about each document and Broadsheet.

Day 1 Lecture Southern Economy and Social System Jackdaw Research

Day 2 Lecture: Recolonization to Abolition- The Evolution of the Anti Slavery Movement. Jackdaw Research

Day 3 Seminar focusing on Jackdaw Research Roast and Toast Presentations Day 4 Journal/Discussion Enlarging the National State Assigned: Cooperatives

Day 5 Journal/Discussion Lecture: Politics of Expansion Day 6 Journal/Discussion Enlarging the National State Due Cooperatives: The Mexican War- Was it in the National Interest? HO assigned Day 7 Journal/Discussion Mexican War HO Due Lecture: Politics of Expansion Day 8 Journal/Discussion Discuss significance of Compromises of 1820/1833/1850 Cooperatives: Compromise and Conflict Presentation Preparation Day 9 Journal/Discussion Cooperatives: Compromise and Conflict Presentation Preparation Day 10 Journal/Discussion Presentations: Compromise and Conflict Day 11 Journal/Discussion Presentations: Compromise and Conflict finished if necessary Review Seminar Day 12 Multiple Choice and Essay Exam

Unit Six: Civil War and its Aftermath 1861-1877 November 19-December 5

Readings: American Pageant, Chapters 20-22 Chapter 16 and 17 For the Record Discovering the American Past: The Decision to Use African American Troops. Republican Platform 1860 The Emancipation Proclamation Lincoln’s 2nd Inaugural The Black Codes of 1865

Handouts: What Caused the Civil War Who Freed the Slaves The Decision to Use African American Troops The Barrow Plantation Sea Island Experiments

Content: -Military strategies, strengths and weaknesses, events and outcomes. -Turning point battles, political, and diplomatic decisions such as Antietam, Gettysburg, Vicksburg, Emancipation Proclamation, Charles Francis Adams and British decision to not side with South. -Social, economic, and political impact of the Civil War. -Revolutionary nature of the Civil War and Reconstruction. -The decision to use African American troops and the Civil War’s effect on African Americans. -Presidential v. Congressional Reconstruction. -Civil War Music.

Activities/Assessment *Lecture *Determine Thesis and evidentiary points from short essays “What Caused the Civil War” and “Who Freed the Slaves”. *Cooperatives Read Decision to Use African American Troops and create thesis and opening paragraph for the question, Why and to what extent did both the North and the South change their position on the use of African American Troops. *Essay Review analysis.

Exam: DBQ Essay(Revolutionary nature of the Civil War and Reconstruction) and Multiple Choice.

Day 1 Journal/Discussion Test Corrections Quiz What Caused the Civil War: Thesis and Evidentiary points-Discussion IC

Day 2 Journal/Discussion Lecture: Overall Causes of the Civil War Day 3 Journal/Discussion Lecture: Civil War Who Freed the Slaves: Thesis and Evidentiary points-Discussion IC

Day 4 Journal/Discussion Lecture: Civil War Cooperatives: Decision to Use African American Troops. Thesis and opening paragraph to question- Why and to what extent did both the North and the South change their original positions against the use of African American Troops?

Day 5 Journal/Discussion APPARTS Lincoln’s 2nd Innaugural Lecture: Reconstruction Day 6 Journal/Discussion Civil War Music Exercise: Reaction paragraphs on two pieces. Day 7 Journal/Discussion Battle Cry of Freedom: Questions Due Seminar/Review Focused on Battle Cry of Freedom and Reconstruction Questions

Day 8 DBQ Exam Two Reaction Paragraphs Civil War Music due

Unit Seven: Industrialization and Urbanization December 6-December 16

Readings: American Pageant, Chapters 24-25 Chapter 21 and 22 For the Record Excerpt from Wealth; Andrew Carnegie

Handouts: Horizontal and Vertical Integration: Carnegie’s Steel Empire Immigration Jackdaw Molly Maguire Handout The Emergence of Industrial America The Philosophy of the Industrialists Labor Unions- The Failure to Gain Public Acceptance The Growing Economic Crisis of the Late Nineteenth Century

Content: -Social, economic, and political impact of industrialization. -Role of government in economic growth and regulation. -True nature of “laissez faire”. -Push/Pull factors for immigration. -New Immigrants replace the Old Immigrants. Impact and reaction. -Different approaches to forming national labor unions; National Labor Union, Knights of Labor, and American Federation of Labor. -Degree of success of Knights of Labor v American Federation of Labor -Tactics used against Labor Unions

Activities/Assessment *Lecture *Chart Carnegie’s steps to building his steel empire. Horizontal v. Vertical Integration. *Growing Economic Crisis Handout. Analysis of economic charts showing deflationary pressures 1867-1900. *Essay outline of possible essays. *Seminar Discussion/ Jackdaw assignments Immigration. Exam: Essay and Multiple Choice.

Day 1 Journal/Discussion Test Corrections Cooperatives: Factors Contributing to the Emergence of Industrialization Day 2 Journal/Discussion Factors HO Thesis and Categories due Lecture: Rise of the Captains of Industry/Robber Barrons Cooperatives: In class charting of Carnegie’s Steel Empire Day 3 Journal/Discussion Lecture: Rise of Labor Unions Labor Unions: The Failure to Gain Public Acceptance HO In Class

Day 4 Journal/Discussion Booker T. Washington v. WEB Dubois debate Resources Two Views of Integration HO/Washington and Dubois: African American alternatives in the New South. Focus on differing educational and civil rights strategies (Atlanta Exposition v. Niagara Movement) Day 5 Journal/Discussion Immigrant Jackdaws Research Day 6 Journal/Discussion Seminar Immigrants Day 7 Review/Final Unit 9 will be emphasized on the Semester Final which will also be cumulative for the semester.

December 15 and 16 will be Finals

Unit Eight: The Gilded Age 1865-1900 January 2-11

Readings: American Pageant, Chapters 23 and 26 Chapter 19 and 22 For the Record The Atlanta Compromise: Booker T. Washington Excerpts from Century of Dishonor: Helen Hunt Jackson Populist Platform 1892

Handouts: Two Views of Integration The Problems of the Farmer 1983 Populists DBQ The Shaping of Jim Crow: Plessy v. Ferguson Content: -Gilded Age Politics: Party alignment, Political corruption and reform. -Changes in American Indian Policy; Impact of Century of Dishonor; Forced Assimilation; Carlisle Indian Boarding Schools. -Nativist reaction to immigration. -Jim Crow and the Birth of the Civil Rights movement (Niagra movement) -Rise of the Populist Party. Why 3rd party somewhat successful. -Effect of economic depressions of 1873 and 1893. Activities/Assessment *Lecture *Essay outline possible essays *Two Views of Integration Assessment of effect of events and Court cases on social, political, and economic equality for African Americans. Seminar: Inside/Outside circles. *Cooperative Analysis of 1983 (Populists)DBQ. *Breakfast with the Industrialists

Exam: 1989 DBQ (BTW v. WEB Dubois) Essay and Multiple Choice.

Day 1 Journal/Discussion Test Corrections Lecture: Politics of the Gilded Age

Day 2 Journal/Discussion Lecture: Politics of the Gilded Age

Day 3 Journal/Discussion Lecture: Politics of the Gilded Age Day 4 Journal/Discussion Problem of the Farmers HO Omaha Platform HO Day 6 Journal/Discussion Seminar Day7 Journal/Discussion Lecture: Populist Movement The Populist Movement: The Value of 3rd Parties HO Day 8 Journal/Discussion Breakfast/Lunch with Gilded Age Characters Day 9 Exam

Unit Nine: America’s Path to Empire 1890-1909 January 12-18

Readings: American Pageant, Chapters 27 Chapter 23 For the Record Platform of the American Anti-Imperialist League Discovering American Past: Justifying American Imperialism; The Louisiana Purchase Exposition, 1904

Handouts: Researching the Causes

Content: -The Emergence of the United States from Isolation to World Power. -Roots of American Imperialism. -Territorial Expansion: Samoa, Hawaii, Spanish American War. -Open Door Policy. -Acquisition of Panama Canal. -Roosevelt Corollary to the Monroe Doctrine: Roosevelts Big Stick Diplomacy. -Roosevelt’s affect on International Diplomacy.

Activities/Assessment *Lecture *Chart evaluating causes of Spanish American War. *Essay outline of possible essays.

Exam: DBQ (Comparing Manifest Destiny/Continental Expansion with late 19th Century expansion) Essay and Multiple Choice. Day 1 Journal/Discussion Test Corrections Cooperatives: Examination of White Man’s Burden and anti imperialist mock poems/Discussion In Class

Day 2 Journal/Discussion Lecture: Reasons/Rationale for American Imperialism Day 3 Journal/Discussion Lecture: Building an Empire- Coaling Stations, Jingoism, Hawaii, and the War with Cuba Day 4 Journal/Discussion Researching the Causes HO due Lecture: Roosevelt and Expansion-Panama and the Roosevelt Corollary Day 5 Journal/Discussion Cooperatives: Foreign Policy for a New Age HO Day 6 Journal/Discussion Foreign Policy for a New Age due Seminar Review: Based on Discussion Questions Day 7 Exam DBQ

Unit Ten: Progressivism and WWI 1900-1920 January 19-31

Readings: American Pageant, Chapters 28-29 Chapter 24-25 For the Record Excerpts from The Jungle Why Women Should Vote: Jane Addams

Handouts: Progressivism: Liberal Reform or Conservative Reaction Did Progressivism Fail? 14 Points WWI Jackdaws

Content: -Roots of Progressivism: Elements of Conservative and Liberal Reform. -Impact of Muckrakers. -Women’s issues and roles. -Conservation, Consumer Protection, and Control of Corporations. -Roosevelt, Taft, and Wilson administrations respond to Progressive movement. -US motives in WWI and post war agreements. -Wilson’s Moral or Missionary Diplomacy. -Neutrality in response to WWI. WWI as war to “make the world safe for democracy”. -WWI Home Front: Economic impact, harassment of German Americans, Women and minorities (Great Migration), Espionage and Sedition Acts, Creel Committee-Wartime propaganda. -Treaty negotiations and Senate rejection of Versailles Treaty. Activities/Assessment *Lecture *Quartering propaganda billboards/ Analysis *Progressive Reform at the National, State, and Local level Chart. *Essay outline of possible essays * Analysis of WWI DBQ Seminar

Exam: Essay and Multiple Choice Exam

Day 1 Journal/Discussion Test Corrections Cooperatives: Progressivism Chart HO assigned Day 2 Journal/Discussion Lecture: Roots of Progressivism Day 3 Journal/Discussion Lecture: 3Cs National Progressivism Day 4 Journal/Discussion DBQ Analysis/ Cooperatives/ Discussion Day 5 Journal/Discussion Lecture: Progressivism under Taft and Wilson Day 6 Journal/Discussion Breakfast/Lunch with Progressives Day 7 Journal/Discussion Progressivism Chart due Examination of Progressivism: Liberal or Conservative Seminar

Day 8 Journal/Discussion Lecture: Causes of US Entry into WWI SLUTZ WWI Jackdaws Research Observations and Broadsheet Questions

Day 9 Journal/Discussion WWI Jackdaws Research Observations and Broadsheet Questions Lecture: America and WWI Analysis of Propaganda Seminar based on Jackdaws. WWI Jackdaw Observations and Broadsheet Questions due

Day 10 Exam

Unit Eleven: Boom and Bust: Life in the Twenties 1920-32 February 1-13

Readings: American Pageant, Chapters 31-32 Chapter 25 For the Record

Handouts: Harding Article Causes of Depression

Content: - -1920s: Postwar recession and agricultural problems, Intolerance, Revival of KKK, Immigration restriction, Impact of Model T, Red Scare, Prohibition and Organized Crime, Jazz age and Harlem Renaissance. Business growth and consolidation. -Harding, Coolidge, Hoover administrations: Scandals, Mellon’s economic policies, “Business of America is Business”, Stock Market, Foreign Policy.

Activities/Assessment *Lecture *Essay outline of possible essays *20s Document Set/ Seminar

Day 6 Journal/Discussion Lecture: 20s Decade of Conflict Day 7 Journal/Discussion Lecture: 20s Decade of Conflict Day 8 Journal/Discussion Seminar based on 20s Packet 20s Packet Questions Due Journal/Discussion Test Corrections Lecture: Republicans Ascending-Politics of the 20s

Day 2 Journal/Discussion Cooperatives/ Writing exercise/ Thesis/ Categories Causes of the Depression

Day 3 Journal/Discussion Causes of the Depression due Lecture: America in Depression-Big Picture Day 4 Journal/Discussion Depression Packet/Jackdaws Lecture: America in Depression Day 5 Journal/Discussion Depression Packert/Jackdaws Lecture: America in Depression

Day 9 Exam

Unit Twelve: America Boom and Bust 1933-41 February 14-24

Readings: American Pageant, Chapters 32-33 Chapter27-28 For the Record

Handouts: New Deal Packet New Deal and Great Depression Jackdaws

Content: - -Hoover v. Roosevelt in dealing with the Depression. -New party alignment: New Deal Coalition -New Deal Relief, Reform and Recovery. -Impact of Great Depression on African Americans, Mexican Americans, Women. 1930s entrenched isolationism. -Emergence from isolation: Cash and Carry, Destroyer Deal, Lend Lease. -Pearl Harbor and U.S. response.

Activities/Assessment *Lecture *Essay outline of possible essays *Students examine a variety of documents (Jackdaws) create questions for Seminar Discussion. *New Deal Packet

Day 1 BAP assigned Journal/Discussion The Crucible: The New Deal (Documentary) Day 2 Journal/Discussion The Crucible: The New Deal (Documentary) Day 3 Journal/Discussion: Focus Court Packing Plan Lecture/Discussion: Why and How did the New Deal End? Discussion of its legacy Day 4 Journal/Discussion Seminar based on Depression Packet and New Deal Packet Observations on Depression Packet/ Broadsheets due

BAP due (Big Awesome Packet)Test Grade Day 6 Journal/Discussion Test Corrections Lecture: Roosevelts Foreign Policy: Isolation to Engagement

Day 7 Journal/Discussion Lecture: Roosevelts Foreign Policy: Isolation to Engagement

Day 8 Exam Unit Thirteen: WWII and Origins of Cold War Feb 27-March 10

Readings: American Pageant, Chapters 34-35 Chapter 29-33 For the Record

Handouts: WWII Homefront Jackdaws Truman Doctrine DBQ Decision to drop the atomic bomb Origins of the Cold War

Content: - -Military Strategy: Germany First, Second Front Debate, Island Hopping, Dday, Atomic Bomb. -Home Front: Japanese American Internment, Women and minorities in workplace, Demographic impact. -Wartime Diplomacy: Atlantic charter, Teheran Conference, Yalta Conference, San Francisco, Potsdam Conference. -US adopts new role as peacetime leader in post war world. -Origins of the Cold War: Berlin crisis, Truman Doctrine, Marshall Plan, NATO, Korean War. -Fair Deal -GI Bill of Rights. -Loyalty Program/ McCarthyism Activities/Assessment *Lecture *Essay outline of possible essays *Analysis of WWII DBQ Seminar *WWII and Cold War Jackdaw Exercise and Seminar

WWII Home Front Jackdaws: Observations Journal/Discussion Lecture: WWII WWII Home Front Jackdaws: Observations Day 2 Journal/Discussion Seminar: WWII Homefront Observations Due Japanese Internment HO due Day 3 Journal Discussion: Excerpt from “Saving Private Ryan” D-Day Invasion: Omaha Beach Lecture: End of the War in Europe; End of the War in the Pacific DBQ Analysis: The Decision to Drop the Atomic Bomb Day 4 Journal/Discussion Lecture: Origins of the Cold War Cooperatives Red Scare Handout Day 5 Journal/Discussion Lecture: Origins of the Cold War Day 6 Journal/Discussion Lecture: Origins of the Cold War Day 7 Cold War Jackdaws: Analysis and Observations Day 8 Seminar: Cold War Jackdaws Atomic Café Day 9 Atomic Café Day 10 Multiple Choice Exam Day 11 Exam: Decision to Use the Atomic Bomb DBQ

Unit Fourteen: Transition-The Fifties and Sixties 1952-1973 March 20-31

AP Field Trip to Dallas (Sixth Floor Museum)

Readings: American Pageant, Chapters 36-37 Chapter 34-35 For the Record Excerpt from Feminine Mystique

Handouts: Were the 1950s America’s “Happy Days”? Separate But Equal? African American Educational Opportunities and the Brown Decision Vietnam—A Reappraisal New Frontier and Great Society Chart Mississippi Voter Literacy Test

Content: -Struggle for civil liberties and civil rights. -Eisenhower’s Administration: McCarthyism, Modern Republicanism, Interstate Highway Act, Brown v. Board of Education of Topeka, Warren Court. -Kennedy/ Johnson Administrations: Civil Rights Movement: Popular and government response, New Frontier, War on Poverty, Great Society, Counterculture. -Asia Policies of Eisenhower, Kennedy and Johnson -Johnson’s escalation of War in Vietnam -Nixon Vietnamization, Nixon Doctrine, Triangular Diplomacy, Détente, Cambodianization, Pentagon Papers,

Activities/Assessment *Lecture *Essay outline of possible essays *Analysis of scholarly article: Determine thesis and evidentiary points. *APPARTS Mississippi Voter Literacy test. Graded as if they were black. *Analysis of DBQ (1968 as a turning point)

Exam: DBQ (Civil Rights 1995) Essay and Multiple Choice Exam

Day 1 Journal/Discussion Test Corrections Cooperatives: 1950s Happy Days or Not Eisenhower DBQ Analysis Prep. Day 2 Journal/Discussion Debate: 1950s Happy Days or Not Prep Sheet Due Discussion of DBQ Day 3 Journal/Discussion Lecture Civil Rights Movement Separate but Equal Reading due Day 4 Journal/Discussion Lecture Civil Rights Movement Voter Literacy Test Graded as if they are Black Day 5 Journal/Discussion New Frontier/Great Society HO due Lecture: Eisenhower/New Frontier/ Great Society/Vietnam Day 6 Journal/Discussion Lecture: New Frontier/ Great Society/Vietnam Day 7 Journal/Discussion Cooperatives: Analysis of 1968 DBQ. Thesis and Box Chart due Discussion/Seminar based on DBQ Day 8 Journal/Discussion Seminar Continued 1995 DBQ/ Eisenhower DBQ Review Seminar Day 9 Journal/Discussion Test Corrections Cooperatives: Vietnam a Reappraisal HO Review Groups assigned Due May 4 Day 10 Journal/Discussion Cooperatives: Vietnam a Reappraisal HO due

Day 11 Journal/Discussion Lecture: Warren Court, New Left

Day 12 DBQ Exam?

Unit Fifteen: Chaos and Conservatism 1973-1992 April 3-14

Readings: American Pageant, Chapters 31-32 Chapter 37 For the Record

Handouts: Crimes of Nixon

Content: -Nixon: Watergate. -Imperial Presidency: Limitations-War Powers Act, US v. Nixon, Watergate. -Carter: Human rights policies, Camp David Accords, SALT II, Iran Revolution and hostage crisis. -Reagan: Escalation of Cold War, Strategic Defense Initiative, End of Cold War, Reaganomics, Big Government. -Bush Persian Gulf War, Economy, Ross Perot -Clinton Failed? Reform, Economy, Impeachment, Recovery, Activities/Assessment *Lecture *Essay outline of possible essays

Day 8 Exam

Unit 16: Brave New World- Post Cold War to Present 1992-Present

April 17-21

4/24 -5/5 Review

April 30 Practice Exam Extra Credit Major Grade 9-12:00pm April 25-May 5Review May 6 AP US History Exam

Readings

American Pageant Ch 40-41

Handouts

Content Clinton to Obama

Activities Lecture and Review

Review Assignments

F 5/5 AP US History Exam Kick Butt!!! Take no prisoners!! All of the Military/Coaching axioms that I can remember right now!

Review Breakfast 7:00am Firehouse Café 8:00am Report to Breakfast 8:15am In seats M 5/9 T 5/10 W 5/11 Th 5/12 F 5/13 M 5/16 Oral History Projects Presentations and evaluations T 5/17 W 5/18 Th 5/19 Presentations of Oral History F 5/20 May 23 Notebooks Due (Terms and Notes only from Unit 16) Presentations of Oral History

M 5/23 Presentations of Oral History T 5/24 Review for Finals W 5/29 Finals Th 5/30 Finals Graduation WOO HOO! F 5/31 Finals Last Day of School!!! Unless we have to make up a bad weather day…W 5/31