AP United States History Syllabus Unit One Colonial America (1492 to 1754) Textbook Chapters 1-5

Focus Questions: Why did people come to the “New World” and where did they settle? What was the relationship with Native Americans? What were the different social, religious, economic and political systems that developed? How and why did slavery develop and what was its impact?

Themes: Demographic Changes, Economic Transformations, Globalizations, Environment, Religion, Slavery and American Diversity

District Standards: Compare and contrast the experiences of different ethnic, national, and religious groups, including Native American Indians, in the United States, especially New Mexico, explaining their contributions to American society and culture

Day 1 In class: Introduction to class, have supplies (i.e. 2 spirals, binder, tabs, and printouts 8/18 from website) set up Three Ring Binder set up binder, notebook and start AP Booklet Unit 1 Homework: Read/Cornell Note Reformation/Enlightenment packet

Day 2 In class: Finish AP booklet, unit one; explanation of APPARTS (handout) with primary 8/19-20 source documents, set up quick write notebook, Lecture on English Revolution, Reformation and migration, Age of Exploration and the slave trade. Homework: Read/Cornell Note Migration Packet

Day 3 In class: Lecture on migration to New World 8/23-8/24 Essential question: Was migration to colonial America motivated primarily by economic, religious or political factors?

Day 4 In class: Lecture on New England colonies. Documents: Salem witch trials 8/25-8/26 Essential question: Was migration to colonial America motivated primarily by economic, religious or political factors? To what extent did religious beliefs determine the character of the 13 colonies? Homework: Read/Cornell Note “Massacre at Mystic” reading

Day 5 In class: Historical Writing Day 8/27

Day 6 In class: Lecture on settlement in the middle and Southern colonies 8/30-8/31

Day 7 In class: Lecture on Native Americans and slavery with discussion of reading. 9/1-9/2 Documents: Virginia Slave Code Essential questions: In what ways did economic, geographic and social factors encourage the development of slavery in the American colonies? Homework: AP Booklet Unit 1 Due next class! Day 8 Unit One Exam! (80 multiple-choice questions) 9/3 Unit 1 Booklet Due! Homework: Bring AP Booklet Unit 2 for next class Unit Two Revolution and Birth of America (1754 to 1789) Textbook Chapters 6-7

Focus Questions: What were the long-term and short-term causes of the American Revolution? How did the U.S. gain its independence? What were the problems in creating a new nation (Articles of Confederation)? Was the American Revolution revolutionary?

Themes: American Identity, Politics and Citizenship, and War and Diplomacy

District Standard: Analyze the ideological origins of the American Revolution, the Founding Fathers’ philosophy, the failure of the Articles of Confederation, the debates on the drafting and ratification of the Constitution, and the addition of the Bill of Rights.

Day 9 In class: Movie – John Adams: Episode 1 9/7-9/7

Day 10 In class: Movie – John Adams: Episode 2 9/9-9/10

Day 11 In class: AP booklet Unit 2. Lecture on French and Indian War. 9/13-9/14 Homework: Road to Revolution Worksheet due next class

Day 12 In class: Lecture on Colonial relationship to Britain post 1763. Documents: 9/15-9/16 Proclamation of 1763, Boston Massacre and Tea Party Essential question : To what extent did changes in British policies towards the American colonies after 1763 cause the American Revolution? Homework: Read/Cornell Note “Declaring Independence” and “Give me Liberty or Give me Death”

Day 13 In class: Discussion of readings. Lecture on American Revolution 9/17 Documents: George Washington to Continental Congress, map of American Revolution, pictures of Washington and Battle of Trenton Essential question : To what extent were the American colonists united in their opposition to the British during the American Revolution? To what extent did Americans rely on the support of foreign governments for victory in the American Revolution? Homework: A. Read the Articles of Confederation. Answer these questions: What are the principles laid out in this document? How does it achieve its goal? What are the problems? What are principles in this document that continue on in American ideology? B. Read/Cornell note “Shay’s Rebellion”

Day 14 In class: Lecture on Articles, its failures and the formation of a new government with 9/20-9/21 discussion of the Articles of Confederation and from the reading. Document: William Mannings’ observation of Shay’s Rebellion. Hand out DBQ. Essential question: To what extent did the failures, if any, of the Articles of Confederation lead to the Constitutional Convention of 1787? Homework: AP Booklet Unit 2 due next class. Day 15 9/22- 9/23 Unit 2 Exam! (80 multiple-choice questions, 1 FRQ Essay) AP Booklet Unit 2 Due! Homework: Do APPARTS for DBQ documents Day 16 9/24 In class: DBQ Essay Homework: Print out worksheet on Constitutional Debates Worksheet and also Federalist/Anti-Federalist Ideas handout: MUST have for next class! Printout AP Booklet Unit 3 for next class Unit Three Growth of American Democracy (1787 to 1824) Textbook Chapters 8-9

Focus Questions: What was the Constitutions’ impact on the new nation? What were the differing views on the Constitution and how to run the new nation? How did these views effect America” What was the impact of the first presidents on the foundation of the nation? What led to the “Second War of Independence” and what were the consequences? How did the federal government maintain power over the states?

Themes: Politics and Citizenship, Demographic Changes, American Identity, American Culture, and War and Diplomacy

District Standards: Examine how the Constitution established three branches of government creating a foundation for the American political system between 1789 and 1815. Identify and examine the international background and consequences of the Louisiana Purchase, the War of 1812, and the Monroe Doctrine

Day 17 In class: AP booklet unit 3. Discussion of Federalist and Anti-Federalist ideas 9/27-9/28 Homework: Read/Cornell Note “The Founding Fathers.” Read and summarize documents from Constitution Debate Worksheet (A-J), Begin Tenuous Beginnings Worksheet!

Day 18 In class: Finish Constitutional Debates Worksheet. Discussion of Constitution 9/29-9/30 Essential Question : Was the Constitution created primarily from compromise or consensus? Homework: Read/Cornell arguments by Jefferson and Hamilton on the constitutionality of the Bank. Read/Cornell Note “The Contested Election of 1800”

Day 19 In class: Lecture on Washington, Hamilton’s Financial Plan, Adams and the Election 10/1 of 1800. Documents: Bill of Rights, Washington on the Whiskey Rebellion, Washington’s farewell address (summarized) Essential question: Was Washington’s Farewell Address prophetic? Homework: Tenuous Beginnings worksheet terms due next class.

Day 20 In class: Tenuous Beginnings worksheet terms due. In group, finish worksheet. 10/4-10/5 Timed Writing (35 minutes): Analyze the extent to which the American Revolution represented a radical alteration in American political ideas and institutions from 1775- 1800. Homework: Read Jefferson’s First and Second Inaugural Addresses take notes on key ideas in each and then compare the two. Read/Cornell Note Barbary Wars Packet.

Day 21 In class: Lecture on Jefferson. Documents: Map LA purchase/Lewis and Clark, 10/6-10/7 Jefferson’s Letter on LA purchase, Embargo Act Cartoon Essential question: To what extent was Thomas Jefferson’s presidency a “revolution” in regard to economic, constitutional, and social developments? Homework: Print out Evaluating Jefferson worksheet for next class. Brainstorm at home about tomorrow’s timed writing: “To what extent did the actions of the first three presidents establish a stable and effective national government?” Day 22 In class: Lecture on Jefferson (Cont.). Evaluating Jefferson worksheet. 10/11-10/12 Timed Writing: To what extent did the actions of the first three presidents establish a stable and effective national government? Peer edit. Homework: Read/Cornell Note War of 1812 Packet

Day 23 In class: Lecture on Madison, War of 1812, New Nationalism, and Monroe. 10/13-10/14 Documents: Star spangled banner, Pictures of battles, Monroe Doctrine Essential question: To what extent could the war of 1812 be considered the Second War of Independence?

Day 24 DBQ 10/15 Homework: AP Booklet Unit 3 due next class.

Day 25 Unit 3 Exam! (80 multiple-choice questions and 1 FRQ Essay) 10/18-10/19 AP Booklet Unit 3 Due! Homework: Printout AP Booklet Unit 4 for next class Unit Four Westward Expansion (1824 to 1860) Textbook Chapters 10-15

Focus Questions: What was “Mass Democracy” and did it include the masses? How did the Market Revolution affect the country? (positive and negative)What were the effects of the Second Great Awakening and the reform culture on the nation? How did the westward movement of Americans change the social, political and economic landscape of the nation? Was the country strong enough to stay together in the face of growing hostilities and growing pains?

Themes: Demographic changes, Economic Transitions, American Identity, American Culture, politics and Citizenship, Religion, Reform, War and Diplomacy, and Slavery

District Standards: Evaluate how the factory system and the transportation and market revolutions shaped regional patterns of economic development. Discuss the impact of increasing participation in state and national politics to the evolving democratic ideal. Analyze how Americans tried to reform society and create a distinct culture. Explain the causes of the Texas War for Independence and the Mexican- American War and evaluates the provisions and consequences of the Treaty of Guadalupe Hidalgo as well as the different perspectives on the Mexican- American War. Distinguish the differences between the North and the South and evaluates the major crises that led to the Civil War.

Day 26 In class: AP booklet Unit 4. PowerPoint overview of time period 10/20-10/21 Homework: Read/Cornell Note Jackson packet

Day 27 In class: Lecture on Jacksonian Democracy with readings Documents: Election graphs, 10/22 Jackson cartoons and pictures Essential question: Was the reemergence of the two party system in the 1820s caused primarily by difference in economic policies, states rights or political personalities? Homework: Read/Cornell Note from American Political Tradition Chapter 3 due next class.

Day 28 In class: Continue Lecture on Jackson. Documents: Trail of Tears 10/25 Essential question: To what extent did the reforms of the Jacksonian Era (1824 -1848) amount to a victory for “common” Americans? Homework: Read/Cornell Note John Kasson “Civilizing the Machine” and Second Great Awakening packet

Day 29 In class: Lecture on Market Revolution, Industrialization, Immigration, and the Second 10/28-10/29 Great Awakening. Essential Question: To what extent did America transform from 1800-1860? Homework: Read /Cornell Note Democracy in America excerpt Day 30 In class: Lecture on Reform Movements 11/1-11/2 Essential question: To what extent did the reform movements of the 1810-1848 period bring about changes in American society and politics? Homework: Read/Cornell Note “Gold Rush”

Day 31 In class: Lecture and PowerPoint on Manifest destiny through art 11/3-11/4 Essential Question: Was the territorial expansion of the United States between the years 1803 -1848 motivated primarily by economic, political, or ideological factors? Homework: Read/Cornell Note Nat Turner’s Rebellion and Slavery packet

Day 32 In class: Lecture on Slave culture and views of slavery. Discussion of Nat 11/5 Turner’s Rebellion Documents: pictures of slavery Essential question: Were the national differences over slavery before 1850 due primarily to economic political, legal, or moral disagreements? What changed? Homework: Read/Cornell Note Eric Foner “Free Labor and Slavery”

Day 33 In class: BRING BOOK!!!! Worksheet on Sectionalism 11/8-11/9 Essential question : To what extend had America developed into different regions with distinct characteristics?

Day 34 In class: Lecture on Sectionalism 11/10, 11/12 Essential question: Were sectional disagreements after 1848 more difficult to compromise due to economic differences, a fight for political control of the nation, or differences over the morality of slavery?

Day 35 In class: Lecture on events leading to civil war. 11/15-11/16 Essential question: Was the Dred Scott decision the turning point leading to the Civil War? Homework: AP Booklet Unit 4 due next class.

Day 36 Unit 4 Exam! (80 multiple-choice questions and 1 FRQ Essay) 11/17-11/18 AP Booklet Unit 3 Due!

Day 37 In class: DBQ - Peer Edit 11/19 Homework: Printout AP Booklet Unit 5 for next class Unit Five Civil War and Reconstruction (1861 to 1877) Textbook Chapter 16-17

Focus Questions: Was slavery the cause of the Civil War? How was the Civil War won by the north? What was Lincoln’s role in changing America? How was America changed socially, politically and economically by the Civil War and Reconstruction?

Themes: War and Diplomacy, American Diversity, American Identity, American Culture, Economic Transformations, Reform, Politics and Citizenship and Slavery and its legacy

District Standards: Analyze and compare the human resources, leadership, military technology, and social impact of the Union and Confederacy Contrast the Reconstruction policies, Congressional divisions, and resulting major legislation as reflected in the Compromise of 1877 Explain the economic and social problems facing the South and appraise their impact on different social groups (e.g., share-cropping, carpetbaggers, Jim Crow Laws, KKK, corruption, civil rights laws from 1865 through Plessy v. Ferguson)

Day 38 In class: AP booklet Unit 5. Lecture and discussion on causes of the Civil War. 11/23-11/24 Essential question: To what extent was slavery the main cause of the Civil War? Homework: Read/Cornell Note “Volunteer Soldiers” and “Antietam” due next class.

Day 39 In class: Continue lecture on Civil war with discussion of readings. 11/29-11/30 Essential question: To what extent was a northern victory in the Civil War inevitable? Homework: Read/Cornell Note Lincoln packet and other readings on Lincoln for next class.

Day 40 In class: Lecture on Lincoln and packet. Discussion of differing views of Lincoln 12/1-12/2 from readings. Essential question: To what extent did Lincoln’s beliefs (Civil War) prompt a turning point in US History? Homework: Read/Cornell Note Reconstruction packet

Day 41 In class: Lecture on Reconstruction ideas (Congress’ and Presidents’). 12/3 Essential question: Was the attempt of Johnson’s impeachment motivated by political differences over Reconstruction or a power struggle between Congress and the President?

Day 42 In class: Continue Lecture on Reconstruction (end and lasting effects) 12/6-12/7 Essential Question: To what extent was the Civil War and Reconstruction a revolution socially, economically, and constitutionally? Homework: AP Booklet Unit 5 due next class. Day 43 In class: DBQ 12/8-12/9 Homework: AP booklet Unit 5 Due!!! Print out Presidents Project Template and instructions. BRING BOOK next class!!!!

Day 44 In class: Presidents Project 12/10

Day 45 Final Exam Review 12/13-12/14

Day 46 Final Exam Review 12/15

Day 47 Final Exam! 12/16-12/17 Homework: Download and complete Winter Recess Project (Due Day 1 of Semester 2) Printout AP Booklet Unit 6 for first day of class! Unit Six Industrial America “The Gilded Age” (1878 to 1900) Textbook Chapter 18-20 (to p. 600)

Focus Questions: What were the consequences of the railroad? What were the causes and results of new policies toward Native Americans? What were the positive and negative effects (socially, politically, and economically) of industrialization?

Themes: Demographic Changes, Economic Transitions, Globalization, environment, Politics and Citizenship, Slavery and its legacy

District Standards: Analyze the effects of development on American Indians and Mexican Americans, including Indian Wars, establishment of reservations, and land displacement Examine the availability of cheap land and transportation, including the role of the railroads and the use of immigrant Chinese and Irish labor Analyzes the development of resources the resulting population and economic patterns, including mining, ranching, and agriculture Trace the economic development of the United States and its emergence as a major industrial power, including its gains from trade and the advantages of its physical geography Describe the changing landscape, including the growth of cities linked by industry and the development of cities divided according to race, ethnicity, and class Discuss the impact of industrialization and urbanization on social, economic and political practices Analyze the effect of urban political machines and responses to them by immigrants and the middle-class Analyzes the efforts of workers to improve working conditions, including organizing labor unions and strikes

Day 48 In class: Winter Recess Project Due! AP booklet unit 6. 1/5-1/6 Homework: Read/Cornell Note Native American Packet

Day 49 In class: Lecture on Native Americans and the New West/South 1/7 Essential Question: To what extent did the policies of the US Government lead to the mistreatment of Native Americans? Homework: Read/Cornell Note “The Homestead Strike”

Day 50 In class: Lecture on Industrialization, railroads, laissez-faire, social Darwinism, the 1/10-1/11 Gospel of Wealth, and Politics of the Gilded Age. Discussion “Wizard of Oz” Homework: Print out “Assessing the Gilded Age,” BRING BOOK next class!

Day 51 In class: Worksheet on Assessing the Gilded Age 1/12-1/13

Day 52 In class: FRQ. Peer editing with AP Rubric. 1/14 Homework: AP booklet unit 6 due next class

Day 53 Unit 6 Exam. (80 Multiple Choice Questions and 1 FRQ) 1/18-1/19 AP Booklet Unit 6 Due! Homework: Print out AP Booklet Unit 7 for next class!

Unit Seven New Imperialism, Progressivism and War (1900 to 1920) Textbook Chapters 20-22

Focus Questions: What were the causes and effects of new manifest destiny and imperialism on America? Why did the progressive movement come about and what was its impact on business, women, blacks and the poor? How did the progressive presidents change the role of the government? What were the causes of the US entry in WWI and what was the impact of the war on America (long-term and short-term)?

Themes: Reform, Politics and Citizenship, American Identity, American Diversity, American Culture, Globalization, and War and Diplomacy

District Standards: Analyze the origins of Progressivism, its leaders, and major accomplishments (i.e., economic and social reforms) Explain the impact of Progressive ideas about political reform on the expansion of democracy in local and state governments, especially New Mexico, and the federal government Analyze the causes and effects of change in foreign policy from isolationism to interventionism Analyze the expanding influence in the Western Hemisphere (e.g., the Panama Canal, Roosevelt Corollary, the “Big Stick” policy, “Dollar Diplomacy) Analyze the United States involvement in foreign affairs (e.g., acquisition of Hawaii, Boxer Rebellion, and Spanish American War) and a willingness to engage in international politics Identify and examine the key events, people, and groups associated with World War I. Analyze and explains the causes of World War I and how it led to the United States involvement in the conflict Analyze the political, economic and social ramifications of World War I on the home front

Day 54 In class: AP Booklet unit 7. Lecture on New Imperialism/Spanish American War 1/20-1/21 Homework: Read/Cornell Note “Murder at the Fair: The Assassination of McKinley”

Day 55 In Class: DBQ - New Imperialism and Peer Edit 1/24-1/25 Homework: Read and Cornell Note “Theodore Roosevelt: Conservative as Progressive”

Day 56 In class: Lecture on politics of the Gilded Age, motivations for progressive movement, 1/26-1/27 and the role of Teddy Roosevelt with discussion of readings. Essential Question: Was the Progressive Movement primarily caused by the states, the government or the people? Homework: Print out Progressive Legislation Worksheet for next class. Start the Progressive Reformers Project!!!

Day 57 In class: Legislation Worksheet due. Lecture on Progressive movement (Taft and 1/28 Wilson). Continue discussion of readings. Essential Question : To what extent did the Progressive reforms of 1901-1917 effectively address the problems created by the growth of American industry? Homework: Progressive reformers project due next class! Print out Assessing Progressive Quotes for next class! Day 58 In class: Progressive Reformers Project due! Progressive quotes worksheet using project 1/31-2/1 information. Homework: Printout Assessing Progressivism worksheet for next class!

Day 59 In class: Assessing Progressivism worksheet. 2/2-2/3

Day 60 In class: Timed FRQ Essay, Peer Edit 2/4 Homework: Read/Cornell Note World War I packet #1

Day 61 In class: Lecture on World War I 2/7-2/8 Essential Question: What were the ways the federal government sought support on the home front of WWI? Homework: Read/Cornell Note World War I packet #2

Day 62 In class: Continue Lecture on WWI 2/9-2/10 Homework: Read/Cornell Note “Woodrow Wilson and a World Safe for Democracy” for next class.

Day 63 Lecture: Lecture on Treaty of Versailles with discussion on readings. 2/11 Essential Question: To what extent did the US successfully meet its objectives in WWI?

Day 64 In class: Lecture on post-WWI 2/14-2/15

Day 65 In class: DBQ - Treaty of Versailles, Peer Edit 2/16-2/17 Homework: AP Unit 7 Booklet due next class!

Day 66 Unit 7 Exam! (80 Multiple Choice Questions) 2/18 AP Booklet Unit 7 Due! Homework: Print out AP Booklet Unit 8 for next class! Unit Eight Roaring 20s, Great Depression, WWII (1920 to 1950) Textbook Chapter 23-25

Focus Questions: What were the social, political and economic conflicts that appeared in the 20s? What were the causes and the effects of the conflicts? How did the culture of the 20s lead to the Great Depression? What were the effects of the Great Depression on the US and the world? Why did the US enter WWII and how did we end it? What were the effects of WWII on the US domestically and internationally?

Themes: American Identity, American Culture, American Diversity, Religion, Demographic changes, Globalization, reform, Economic Transitions, Slavery and its legacy, and War and Diplomacy

District Standards: Identify and examine the key events, people, and groups associated with the 1920’s. Trace the development of mass/popular culture and its role in the worldwide diffusion of popular culture Identify and examine the causes, key events, steps taken by federal government, people, groups associated with the Great Depression and the lasting impact of the expanded role of the federal government since the 1930s. Examine the origins of American involvement in World War II, with an emphasis on the events that precipitated attack on Pearl Harbor and the impact of events on the home front. Explain the key events (especially New Mexican), people, final outcome of World War II, the decision to drop the atomic bombs and its consequences, the effect of the discovery of German and Japanese atrocities, and the decision to conduct war crime trials

Day 67 In class: AP Booklet unit 8. PowerPoint overview of 1920s 2/22-2/23 Homework: Read/Cornell Note “Scopes: The Battle for America’s Soul” and “Langston Hughes and Carl Van Vecter”

Day 68 In class: Lecture on 1920s Cultural. 2/24-2/25 Essential question : How did advertising, mass production, and entertainment help shape American cultural in the 1920s? Homework: Read/Cornell Note and compare Roosevelt’s and Obama’s Inaugural Addresses. Print out Inaugural Address worksheet.

Day 69 In class: PowerPoint on causes of Great Depression. Comparison of inaugural addresses 2/28-3/1 Homework: Print out and complete New Deal Worksheet

Day 70 In class: Lecture on the New Deal 3/2-3/3 Homework: Read/Cornell Note “The Great Depression and the New Deal”

Day 71 In class: Continue lecture on the New Deal 3/4 Homework: Print out and complete the 3R’s chart Day 72 In class: Continue lecture on the New Deal 3/7-3/8 Essential Question : To what extent was the New Deal effective in dealing with the Great Depression? (Long-term and short-term) Homework: Read/Cornell Note WWII Packet #1

Day 73 In class: Lecture on WWII 3/9-3/10 Essential Question: To what extent did the US adopt isolationist policies in the 20s and 30s? To what extent did the US violate its neutrality in the 30s? Homework: Read/Cornell Note WWII packet #2 and “Einstein’s Letter”

Day 74 In class: Continue WWII 3/11 Essential Question: What was the home front experience during WWII for African Americans, Japanese Americans, and Mexican Americans?

!!!!!!!!!!!!!SPRING BREAK!!!!!!!!!!!!!

Day 75 In class: REVIEW 3/21-3/22 Homework: AP Booklet Unit 8 due next class

Day 76 Unit 8 Exam! (80 Multiple Choice Questions and 1 DBQ Essay) 3/23-3/24 AP Booklet Unit 8 Due! Homework: Print out AP Booklet Unit 9 for next class! Unit Nine Cold War to Current Events (1950 to Present) Textbook Chapter 26-31

Focus Questions: Why did the Cold War come about, what were the conflicts and how did it end? What was the effect of the Cold War on the U.S. socially, politically, and economically? How were the 1960s a turning point in U.S. history? How has our current world been shaped by the events of the past 60 years? What are the new challenges facing our world?

Themes: War and Diplomacy, Politics and Citizenship, Demographic changes, Economic Transitions, Globalization, American Diversity, American Culture, American Identity, Slavery and its legacy, Reform, Religion

District Standards: Identify and examines the key events, people, programs, and groups associated with the Cold War. Analyze the Cold War and the effects on competition and the policy of containment both on foreign and domestic policies Discuss the roots of the civil rights movement of African Americans, American Indians, Asian Americans, Hispanic Americans and women and advances influenced the agendas, strategies, and effectiveness of the quests for civil rights and equal opportunities Discuss the reasons for the nation’s changing immigration policy, with emphasis on how the Immigration Act of 1965 and the successor acts have impacted American society Describe the effects on society and the economy of technological developments from 1945 onward including changes in communication, advances in medicine, and improvements in agricultural technology Describe the end of the Cold War and its effect on contemporary American society including economics and foreign policy

Day 77 In class: AP Booklet Unit 9 3/25 Homework: Read/Cornell Note Cold War Packet

Day 78 In class: Lecture on Cold War 3/28-3/29 Essential Question: Analyze the successes and failures in the U.S. policy of containment from 1945 to 1975.

Day 79 In class: DBQ - Peer Edit 3/30-3/31 Homework: Read/Cornell Note 1950s packet and “When America was rocked!”

Day 80 In class: Lecture on 1950s cultural 4/1 Essential Question: To what extent were the 1920s similar to the 1950s in impact of technology, intolerant ideas, and literary developments? Homework: Read/Cornell Note “Freedom Summer” and Chapter 17 “or Does if Explode?” Day 81 In class: Lecture: Day 94 50s and 5/10-5/11 60s civil rights Day 95 movement 5/12-5/13 Essential Question: How effective was the civil rights movement of the with 1950-1960 compared to the Reconstruction Era? discussion In class: Lecture: 50s and 60s Civil Rights Movement with discussion of Howard Zinn. of Zinn. Essential Question: How effective was the civil rights movement of the 1950-1960 4/9 compared to the Reconstruction Era? Homework: Read/Cornell Note Vietnam Packet

In class: Finish Civil Rights Lecture and start lecture on Vietnam Day 82 Essential Question: In what ways did the antiwar and civil rights movements transform 4/12-4/13 American society in the 1960s and 1970s? Homework: Read/Cornell Note 1960s-1980s Packet!

In class: Finish lecture on Vietnam and start lecture on 1960s counterculture (35 Min. Day 83 Timed Essay) 4/14-4/15 In class: Lecture on 1970s and Watergate Day 84 4/16 In class: PowerPoint on Essential Information from 1960s-present Day 85 4/19-4/20 In class: AP Booklet Unit 9 Due! Start Review for AP Exam! Day 86 4/21-4/22 In class: Review for AP Exam! Day 87 4/23 In class: Review for AP Exam! Day 88 4/26-4/27 In class: Review for AP Exam! Day 89 4/28-4/29 In class: Review for AP Exam! Day 90 4/30 In class: Review for AP Exam! Day 91 5/3-5/4 In class: Presidents Project! Day 92 5/5-5/6 THE AP EXAM!!!! Day 93 5/7 TBD TBD