FREEHOLD REGIONAL HIGH SCHOOL DISTRICT OFFICE OF CURRICULUM AND INSTRUCTION SCHOLARS’ CENTER FOR THE HUMANITIES AP UNITED STATES HISTORY Grade Level: 11 Credits: 5 BOARD OF EDUCATION ADOPTION DATE: AUGUST 2007 SUPPORTING RESOURCES AVAILABLE IN DISTRICT RESOURCE SHARING APPENDIX A: ACCOMMODATIONS AND MODIFICATIONS APPENDIX B: ASSESSMENT EVIDENCE APPENDIX C: INTERDISCIPLINARY CONNECTIONS Board of Education Mrs. Patricia Horvath, President Ms. Diana Cappiello, Vice-President Mrs. Bunny Hammer Mrs. Kathie Lavin Mr. Ronald G. Lawson Mrs. Joan Leimbach Mr. Christopher Placitella Mrs. BonnieSue Rosenwald Mr. Michael Wright, Sr. Central Administration Dr. James Wasser, Superintendent Dr. Patricia Emmerman, Assistant Superintendent Mr. Frank Tanzini, Assistant Superintendent Dr. Joan Nesenkar Saylor, Assistant Superintendent Dr. Suzanne Koegler, Assistant Superintendent Scholars’ Center for the Study of Humanities Supervisor Mr. Stan Koba AP US History Course Description US Cultures II AP is an Advanced Placement course designed to continue the work of US Cultures I AP and prepare its students for the Advance Placement exam in American History all while keeping in spirit with the philosophies of the Freehold Regional High School District Scholars‘ Center for the Humanities Learning Center. The scope of the course ranges from the end of reconstruction through post September 11th America and the war on terror. In the instruction of this class, special consideration should be given to examining history in light of contemporary policy. Examining this period in American history from a historical, economic, and social point of view is essential to effective understanding. AP US History Scope and Sequence of the Course This course is divided into eleven chronological units. Common themes are traced throughout with the use of enduring understandings and essential questions. Overarching understandings and questions tie the units together and are rooted in the New Jersey Core Curriculum Content Standards. The Course is divided as follows: Unit I: Issues and Concepts of Industrialization and Urbanization How did America‘s transformation from an agricultural to industrial economy impact the lives of its citizens? Unit II: Imperialism How and why did the United States gradually shift from an isolationist nation to an imperial power? Unit III: The Progressive Era In what ways did the size, responsibility, and scope of the government adjust to address the changing needs of the American people? Unit IV: WWI , The War to End War In what ways did the Great War force Americans to analyze and evaluate their place in the world community? Unit V: The Roaring Twenties In what ways did the decade following the Great War represent a departure from first twenty years of the 20th century? Unit VI: The Great Depression and The New Deal How did the American response to The Great Depression change the role of the American government? Unit VII: WWII, The Great Arsenal of Democracy How did the Allied Powers go about defeating the Axis Powers? Unit VIII: Post war America and the 1950s How did America‘s victory in WWII lead to both great prosperity and also new problems? Unit IX: The 1960s How did the 1960s represent an end of American innocence? Unit X: America Enters the Modern Age How is our present day America shaped by the previous twenty five years? Unit XI: “The Fog of War” and A Student Vision for Tomorrow What is the proper role for the United States to assume in the global community as it enters the 21st century? Suggested Resources for AP US History The following resources may be used to enhance the curriculum, to enhance the teacher‘s understanding of content, or to supplement regular classroom resources. It is by no means an exhaustive list, but rather a starting place for background information and primary sources to aid in the teaching of the US Cultures II. Class Text Bailey, T. The American Pageant Boston: Houghton Mifflin, 1998. Newman, J. and Schalback, J. United States History – Preparing for the Advanced Placement Examination. New York City: AMSCO, 2004. Kennedy, D. and Bailey, T. The American Spirit Vol. 2 Boston: Houghton Mifflin, 1998. Supplemental Resources Alter, J. The Defining Moment: FDR’s Hundred Days and the Triumph of Hope New York City: Simon & Schuster, 2006. Ambrose, S. Nothing Like It In the World: The Men Who Built the Transcontinental Railroad 1863-1869 New York City: Simon & Schuster, 2001. American Memory: http://memory.loc.gov/ammem Arsenault, R. Freedom Riders: 1961 and the Struggle for Racial Equality London: Oxford University Press, 2007 Beatty, J. Age of Betrayal: The Triumph of Money in America 1865-1900. New York City: Alfred A. Knopf, 2007 Bernstein, C and Woodward, B. All the President’s Men. New York City: Simon & Schuster, 1974 Blight, J. and McNamara, R. Wilson’s Ghosts: Reducing the risk of conflict, killing, and catastrophe in the 21st century. New York City: Public Affairs, 2001 Cobbs, E. Major Problems in American History Since 1865 Boston: Houghton-Mifflin Co., 2006 Compston, C and Seidman, R.F. Ed. Our Documents: 100 Milestone Documents from the National Archives New York City: Oxford University Press, 2003 Cooper, J.M. The Warrior and the Priest: Woodrow Wilson and Theodore Roosevelt Cambridge, Ma.: Belknap Press, 2007. Dallek, R. Nixon and Kissinger New York City: Harper Collins, 2007. Dallek, R. and Golway, T. Ed. Let Every Nation Know: John F. Kennedy in His Own Words Naperville, Il: Sourcebooks Media Fusion, 2006. Degregorio, W. The Complete Book of U.S. Presidents Fort Lee, NJ: Barricade Books, 2005. Drehle, R. Triangle: The Fire that Changed America New York City: Grove Press, 2003. Ellsberg, D. Secrets: A Memoir of the Vietnam War and the Pentagon Papers New York City: Penguin, 2003. Fitzgerald, F.S. The Great Gatsby New York City: Penguin, 2007 Gonick, L. Cartoon History of the United States New York City: Collins Reference, 1991 Hofstadter, B. and Hofstadter, R Ed. Great Issues in American History: From Reconstruction to the Present Day (1865-1981) New York City: Vintage Books, 1982. Heffner, R. A Documentary History of the United States London: Signet, 2002. Kennedy, R. and Schlessinger, A. 13 Days: A Memoir of the Cuban Missile Crisis New York City: W.W. Norton & Company, 1999. Kerouac, J. On the Road New York City: Penguin,1999. Loewen, J. Lies My Teacher Told Me New York City: Touchstone, 1995. Macmillan, M. Paris 1919: Six Months That Changed the World New York City: Random House Trade Paperbacks, 2003 McCullough, D. Truman New York City: Simon & Schuster, 2003. Merrill, D. and Paterson, G. Major Problems in American Foreign Relations: Documents and Essays Boston: Houghton Mifflin, 2005. Morris, E. The Fog of War: Eleven Lessons from the Life of Robert S. McNamara Sony Pictures, 2004 National Archives: http://www.archives.gov Roberts, R. Papa Jack: Jack Johnson And The Era of White Hopes New York City: Free Press, 1985. RubiStar: http://rubistar.4teachers.org/index.php Schlessinger, A. and Sobel, D. A Thousand Days: John F. Kennedy in the White House New York City: Black Dog & Leventhal Publishers, 2005. Schlessinger, A. The Imperial Presidency New York City: Mariner Books, 2004. Steinbeck, J. The Grapes of Wrath New York City: Penguin 2002 Woodward, B. Plan of Attack New York City: Simon & Schuster, 2004. Zinn, H. A People’s History of the United States (1492-Present) New York City: Harper Collins, 2003 AP US History Unit I: Issues and Concepts of Industrialization and Urbanization Timeframe: Approximately two weeks Overarching Question: How did America’s transformation from an agricultural to industrial economy impact the lives of its citizens? Established Goals: NJCCS: History, Language Arts, and Technology 6.1 - All students will utilize historical thinking, problem solving, and research skills to maximize their understanding of civics, history, geography, and economics 6.2 All students will know, understand, and appreciate the values and principles of American democracy and the rights, responsibilities, and roles of a citizen in the nation and the world. 6.3 All students will demonstrate knowledge of world history in order to understand life events in the past and how they relate to the present and the future. 6.4 All students will demonstrate knowledge of United States and New Jersey History in order to understand life and events in the past and how they relate to the present and the future 6.5 All students will acquire an understanding of key economic principals 6.6 All students will apply knowledge of spatial relationships and other geographic skills to understand human behavior in relation to the physical and cultural environment 8.1 All students will use computer applications to gather and organize in formation and to solve problems 3.5 All students will access, view, evaluate, and respond to print, non-print, and electronic texts and resources 3.1 H4 Read and critically analyze a variety of works, including books and other print materials (e.g., periodicals, journals, manuals), about one issue or topic, or books by a single author or in one genre, and produce evidence of reading. 3.3 All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes. 3.2 All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. Enduring Understandings: Students will understand that: Essential Questions: - The use of primary and secondary sources is essential to studying the past. 1 What fueled the modern industrial economy? - The Gilded Age was termed such because surface prosperity hid underlying 2. What factors influenced American growth and expansion in the late nineteenth and early twentieth century? corruption and poverty 3. What technological factors made urbanization possible? - The late 19th century was a time of great economic change 4.