Mr. Warner Stevensville High School Rm. E112 Phone: (406) 777-5481 ext. 112 Email: [email protected]

American Studies

Course Description:

American Studies is a college-level course combining the Advanced Placement English Language curriculum with the Advanced Placement United States History curriculum. Students will survey American history from the colonial era to the present, with special emphasis on historical and rhetorical analysis. Students will gain the skills necessary to write effectively as scholars, professionals, and private individuals. The course will train students to think and read both critically and analytically, as well as communicate clearly in writing and speech.

At the end of the year, students will take the CollegeBoard’s Advanced Placement United States History and English Language Exams. * Each test costs approximately $90, and the district will pay for half the cost of each exam. Most colleges will award between 6 and 9 credits for a passing score on each exam, which would cost over $1500 at a state school and upwards of $10,000 at some private institutions. Total fee waivers for students with financial need are available through the counseling office.

*ote: Students who opt not to take the Advanced Placement Exams will forfeit the AP designation and weighted grade on their transcript and will have to take a cumulative final exam of comparable difficulty and scope at the end of the year.

Texts:

American Literature. Columbus, Ohio: Glencoe, 2009. Fitzgerald, F. Scott. The Great Gatsby. New York: Simon & Schuster, 1995. Hersey, John. Hiroshima. New York: Bantam Books, 1985. Kennedy, David M., Thomas A Bailey, and Lizabeth Cohen. The American Pageant. Houghton Mifflin: Boston, 2006. Miller, Arthur. The Crucible . New York: Penguin Books, 1981. O’Brien, Tim. The Things They Carried. New York: Broadway Books, 1998. Shaara, Michael. The Killer Angels . New York: Ballantine Books, 1974. Twain, Mark. The Adventures of Huckleberry Finn. New York: Permabound, 1988.

Grading System:

Grades will be based upon the following required assignments. In addition to these assignments, students will also take a cumulative semester exam, worth ten percent of their SEMESTER grades. Semester grades will be assigned based upon the 90, 80, 70, 60 scale. Please note that since this is an Honors course, student GPA will be calculated on a 5.0 scale rather than a 4.0

Syllabus is tentative and is subject to change scale (i.e. a “C” in this class is entered into cumulative GPA as a 3.0, rather than a 2.0 as it would be in a non-Honors course).

Essays (35%): Almost all essays begin as timed in-class assignments that are first graded as rough drafts. Rough drafts are revised and peer-edited both in and out of class before being submitted as typed final drafts. Students must submit all drafts with final copies. Final papers must be typed in proper MLA style. Anticipate at least one formal writing assignment every two weeks, including, but not limited to essays (compare/contrast, analysis, definition, description, persuasive, narrative), editorials, letters, and reviews.

Tests (25%): Tests will be multiple choice and essay in the AP Exam format. They will be given every 2-4 chapters. Tests will also be given on memorization of the US Presidents, their dates in office, and political parties, as well as on the states and capitals of the US.

Quizzes (15%): Quizzes are used to see if reading assignments have been done and understood. They will also be used to assess vocabulary knowledge and grammatical concepts. They are unscheduled and will be given at the instructor’s discretion.

Participation (25%): This includes classroom participation and written assignments. These assignments can include preliminary steps to creating a larger whole, such as plans, research, drafts, journals, vocab/grammar exercises, and textual annotations.

*ote: Participation means attending class prepared with writing tools, a notebook organized per the guidelines in this syllabus, the textbook, and any documents provided by the instructor for that day’s topics. Also, participation includes answering, and, most importantly, asking questions on a daily basis. It is impossible to receive an “A” and difficult to receive a “B” in American Studies without raising your hand daily both to ask and to answer questions.

Quarter Book/Film Assignments:

Every quarter, each student must watch a film and read a book from the lists provided by the instructor and then write a historical review for each. The film review is due the week before midquarter, and the book review is due the week before the end of each quarter. Further information regarding historical reviews will be provided in future handouts.

Academic Honesty:

Plagiarism of any sort will not be tolerated. This includes deliberate copying, use of information/language without citation, and the borrowing of ideas without giving credit. The MLA Style Manual considers the use of three or more consecutive words from another source without proper citation to be plagiarism, so, when in doubt, cite your sources. Confirmed plagiarism will result in an automatic zero on the assignment, with the possibility of failure for the academic marking period and/or removal from the course at the instructor’s prerogative.

Exam Overview:

Syllabus is tentative and is subject to change

All exams will be formatted exactly as the CollegeBoard’s AP US History Exam or AP English Language Exam, with 60-80 multiple choice questions, and 3 essays. Exams will take both periods to complete.

Essay Overview:

Both exam essays and out of class essays will follow generally the same format. The AP US History Exam has two types of essays, the DBQ, and the Standard Essay. The AP English Language Exam has three types of essays, the Synthesis Essay, the Free Response Essay, and the Analysis Essay.

The DBQ provides students with between 8 and 14 historical documents and a question regarding those documents. The student must then formulate a response using the documents as evidence.

The Standard Essay requires students to analyze themes in US History across several groups or time periods. Students are required to write two Standard Essays on the AP US History Exam.

The Synthesis Essay, much like the DBQ, will provide students with a variety of source materials and ask them to answer a question using those sources as evidence.

The Free Response Essay will ask students to take a position on an issue and defend their thesis with relevant evidence from personal experience and prior knowledge.

The Analysis Essay will provide students with one or more pieces of non-fiction prose and ask them to analyze the author(s)’ use of style and rhetoric to support the purpose or purposes of each document.

More detailed information and scoring rubrics for each question will be provided in future handouts. Remember, all out of class essays must be typed in standard MLA format.

Essay Commentary:

In the six years that I have been teaching Advanced Placement courses, I have noticed that writing extensive commentary on student papers rarely leads to any significant improvement in student writing. In effect, it becomes an exercise in penmanship for the instructor. Therefore, I have stopped writing commentary, and instead simply score each essay based upon the 9 point rubrics developed by the CollegeBoard. This is not to say that I do not believe in the necessity of feedback in improving writing; feedback is vital. This is why I make myself available before school from 7:45 am to 8:30 am, during lunch from 12:10 pm to 12:45 pm, and after school from 3:30 pm to 4:00 pm to conference with students about each individual essay. After each essay is handed back, every student is encouraged to read back through the essay, reexamine the prompt, come up with any questions, and then make an appointment to conference with me about that essay. During the conference, I will provide line by line commentary to the student, answering

Syllabus is tentative and is subject to change any questions and providing verbal feedback that the student will record on his or her paper. As this is a college-level course, it is up to each student to take the initiative to make an appointment.

Assignment Procedures:

Assignments will be collected at the beginning of the period on the day they are due. They will be passed to the front of the room, stacked, and then paperclipped together before being placed in the wooden in-box on the corner of my desk. All assignments must have an MLA style header written on the upper left corner of the page, noting the student’s full name, the instructor’s name, the course title, and the due date of the assignment. Any assignments in the inbox that are not paperclipped with the rest of the class’s papers will be assumed to have been turned in late without reason and will be docked points unless an explanation is clearly written on the top of the assignment. In the event of printer malfunctions or other difficulties, assignments may be emailed to me at [email protected] and will not be counted late if received prior to the end of the period on the day that they are due.

Course Supplies:

The following items will be necessary to complete this course. If you have difficulty obtaining any of these supplies, please see the instructor. *Pens (blue or black ink) and Pencils—BRING BOTH EVERY DAY! *A three ring binder devoted solely to this course—I recommend at least 3” rings *Seven notebook dividers labeled as noted in the NOTEBOOK ORGANIZATION section of this syllabus *Loose-leaf, college-ruled paper—several reams *Two book covers (our textbooks cost over $100 each, so treat them well) *A highlighter

otebook Organization:

As every exam in this course is cumulative, the ability to organize and access information is essential to success. To assist you in this task, the Advanced Placement instructors in the Stevensville High School Social Studies and English Departments have designed a notebook system which you will be required to follow, with minimal variation, for the next two years of AP Social Studies and English courses. Your notebook will consist of the following 7 sections:

1) Class otes: As this is primarily a lecture course, this section will be the largest in your binder. Every day you will have an entry of some sort in your class notes section, and often times you will take 3-5 pages of notes in a single day. 2) Reading otes: You are required to take notes on every chapter in the textbook. Anticipate reading approximately 2 chapters per week, or between 75 and 125 pages per week. Close reading of the text is essential, as not all material for the exams will be covered in lecture. Reading notes will be checked on the day that each chapter is due, and they may be used on daily quizzes, but not on Unit Exams.

Syllabus is tentative and is subject to change 3) Terms: Your textbook provides a list of key terms at the end of each chapter. You are required to identify each term and explain its historical significance, including a date or date range. Instructor may also provide other key terms in lecture. 4) Vocab: You will be provided with 10 important vocabulary words each week, which must be logged in your notebook, defined, and used in a sentence. 5) Documents: All documents provided to you throughout the course must be kept in this section in chronological order. 6) Graded Assignments: All essays, quizzes, and tests handed back to you must be assembled in this section in chronological order. 7) Handouts: Any instructional or procedural handouts provided by your instructor (including this syllabus) need to be kept in this section for easy reference.

Make Up and Late Work:

Students who miss class for any reason must hand in makeup work no later than two days after their return. All make up work must be marked “Make up” in the upper right hand corner, accompanied with an explanation of the absence. I will consider making exceptions to this rule ONLY if students conference with me prior to their absences or, at the very latest, on the day they return.

All work that was due on the day of the absence is due THE DAY that the student returns to class. No exceptions will be made. The only late work I will accept is make up work from absences. Students who are present and who do not hand in their assignments at the beginning of the period on the day that the assignment is due will receive a zero for that assignment.

I will, however, accept late essays and major projects, but students who hand essays or projects in late will be docked one letter grade for every day they are late. That is to say, an A paper handed in three days late would receive a D grade.

Contacting the Instructor:

Email is the best way for both parents and students to contact me. I check my email several times per day and try to respond within a few hours to any inquiries. Because I am teaching, prepping, or monitoring the halls all day, telephone calls will most likely go directly to my voicemail, which I check at most once per day. Expect a one to two day turn around for phone calls because my room is in use all day, so finding an empty space to return a confidential call is very difficult. Also, email allows me to keep a record of our conversations for future reference. Therefore, I urge both parents and students to email me at [email protected] with any questions or concerns about grading or classroom policies.

Course Website:

Syllabus is tentative and is subject to change Class lesson plans, readings, and assignments will be available on the instructor’s website at http://warnerc.pbworks.com . If you are absent, please check the course website to get the day’s assignments so that you are able to participate in class on the day you return.

PASS System:

Please check your grades frequently on the PASS system, which can be accessed on the school website at http://www.stevensvilleschool.net . You will need your school ID# and PIN #. If you do not know these numbers, you can get them from the high school office. If you have difficulty accessing grades for this course, please email me and let me know. Remember, the PASS system is only updated once per week on Friday afternoons.

Classroom Management Plan:

Expectations:

1) Respect yourself • Be prepared for class (i.e. bring books, writing instruments, papers/notebooks to EVERY class period) • Be through the doorway when the bell stops ringing • Stay apprised of your grades 2) Respect others • Raise your hand in class and wait to be called on • Use positive comments • Respect all opinions • Listen to others • Do not enter or exit the class after the bell without a pass • Remain in your seat until I release you • Refrain from asking me “What are we doing today?” • Leave computer settings, screensavers, and desktop backgrounds alone 3) Take responsibility for your actions • Keep the classroom clean • Return any borrowed items • Keep your hands and feet to yourself • Shut the computers down when finished with them • Seventh period students are responsible for placing the trash cans outside the door and the chairs on top of the tables

Consequences:

1) Failure to meet any of the above expectations will result in successive implementation of the following interventions. a) Positive behavior incentive (ex. preferential seating) b) Classroom consequence (ex. staying in at lunch or after school to clean the classroom)

Syllabus is tentative and is subject to change c) Parent contact (ex. phone call) 2) If expectations are still not met after three interventions, a referral will be sent to the MBI Green Team.

Course Reading and Assignment Outline:

Summer Reading —Chapters 1-5 American Pageant . Test first day of class.

Unit 1 —DISCOVERY AND COLONIZATION

Readings: The Iroquois Constitution , Dekanawida (excerpt), The Diary of Christopher Columbus (excerpt), Christopher Columbus, The Mayflower Compact , Sinners in the Hands of an Angry God, Jonathan Edwards

Media: Pilgrims at Plymouth Rock (woodcut), scene from Alex Haley’s (capture of Kunta Kinte), Columbus’ Map of the Atlantic, Triangle Trade Diagram

Lecture Topics: Pre-Columbian America, Treaty of Tordesilles, Columbian Exchange/Triangle Trade, Types of English Colonies (New England vs. Chesapeake PowerPoint), Puritans and Salem Witch Trials, Pilgrims vs. Puritans, Bacon’s Rebellion, Slave Trade, First Great Awakening, Education, French and Indian War

Paper topics: 1) Analyze the views of Native peoples presented in The Iroquois Constitution , The Diary of Christopher Columbus , and The Pilgrims at Plymouth Rock .. 2) Analyze the use of imagery in Edwards’ Sinners in the Hands of an Angry God as it is used to support his rhetorical purpose.

Unit 2—REVOLUTION

Readings: The Declaration of Independence , , The American Crisis (excerpts), Thomas Paine, “Speech in the Virginia Convention,” Patrick Henry, “The Vietnam War,” John Pike, “England’s Vietnam,” Richard Ketchum, Lee Resolution , Richard Henry Lee, “Concord Hymn,” Ralph Waldo Emerson, “The Midnight Ride of Paul Revere,” Henry Wadsworth Longfellow, Timeline of the Revolutionary War, Chapters 6-8 American Pageant

Media: Washington, DC, License Plate (No Taxation without Representation), Boston Custom House photograph, Washington Crossing the Delaware , Emanuel Leutze, Boston Massacre , Paul Revere, “Join or Die,” Benjamin Franklin

Lecture Topics: Colonial Economics (Mercantilism and Taxes), Founding Fathers and George III, Declaration of Independence, Constitution, Saratoga and Yorktown

Paper topics: 1) Analyze Paine’s use of diction to support his purpose. 2) Compare/contrast the stylistic devices used in the Revolutionary War poetry as they are used to support each author’s purpose.

Syllabus is tentative and is subject to change Unit 3—A NEW NATION

Readings: The Constitution of the United States of America , The Federalist Papers (excerpts), The Articles of Confederation , First Inaugural Speech , George Washington, Bill of Rights , Farewell Address , George Washington, Chapters 9-10 American Pageant

Media: The Great Seal of the United States

Lecture Topics: Articles of Confederation, Compromises, Federalists/Anti-federalists, Bill of Rights, Hamilton’s Financial Policies, Whiskey Rebellion, Shays Rebellion, Federalists vs. Democratic-Republicans, Washington’s Administration vs. Adams

Paper topics: 1) Using evidence from the readings in the past two units, synthesize an essay discussing what the individual’s duty is to the government, and the government’s duty is to the individual. 2) Compare/contrast the powers of the states and central government in the Constitution and the Articles of Confederation.

Unit 4—THE RISE OF DEMOCRACY: JEFFERSON AND JACKSON

Readings: The Monroe Doctrine , Journals of Lewis and Clark (excerpts), “Jefferson’s Secret Message to Congress Regarding the Lewis and Clark Expedition,” Thomas Jefferson, Alien and Sedition Acts , Louisiana Purchase Treaty , Marbury v. Madison , Message to Congress on Indian Removal , Andrew Jackson, Billy Budd , Herman Melville, War of 1812 Timeline, “Origin of the Anglo-,” Alexis de Tocqueville, Chapters 11-13 American Pageant

Media: Great Falls of the Missouri (drawing), Great Falls Dam (photo), Marias-Missouri Junction (photo), Natchez Road Map, “The Battle of New Orleans,” Johnny Horton, Gulf of New Orleans (photo)

Lecture Topics: Jeffersonian Democracy, Louisiana Purchase, The Embargo, War of 1812, Hartford Convention, The American System, Era of Good Feelings, John Marshal, Florida/Oregon, Monroe Doctrine, Corrupt Bargain, Jackson’s Presidency, Indian Removal, Banking policies

Paper topics: 1) Travel journal: Re-write an excerpt from the Lewis and Clark journals from the perspective of one of the enlisted men 2) Analyze Jackson’s use of organization to support his purpose in the Message to Congress on Indian Removal

Unit 5—INDUSTRY, TRANSPORTATION AND BIRTH OF AMERICAN LITERATURE

Readings: Chapters 14-15, 17 American Pageant , “The Erie Canal” song lyrics, Education and the National Welfare,” Horace Mann, The Declaration of Sentiments , “Lowell Mill Girls,” Harriet Robinson, “I Hear America Singing,” Walt Whitman, “In a Library,” Emily Dickinson, “The Transcendentalist,” Ralph Waldo Emerson, Patent for the Cotton Gin, “Somnambulism,” Charles Brockden Brown, “The Cask of Amontillado,” Edgar Allen Poe, “The Birth-mark”, Nathaniel Hawthorne, “On the Duty of Civil Disobedience,” Henry David Thoreau

Syllabus is tentative and is subject to change

Media: Steamboat images, map of railroad system, anti-Irish propaganda, clipper ship image, cotton gin animation, McCormack Reaper image, “The Erie Canal,” Pete Seeger, scythe image, transparent eyeball drawing, Mexican-American War images, “Peg and Awl,” Growling Old Men, “Mill Worker,” James Taylor

Lecture Topics: Immigration (Irish and Germans), Industrialization, Proto-feminist movement, urbanization, 2 nd Great Awakening (Mormonism), Transportation Systems (Railroad, Canal, Steamboat, Road), Education, Transcendentalism, Darwin, Manifest Destiny, Mexican American War

Paper topics: 1) Compare and contrast the views of American transportation provided in this unit’s readings. 2) Analyze the changing roles of women in America during this time period

Unit 6—A SERIES OF CRISES

Readings: Chapters 16, 18-19 American Pageant, The Kansasebraska Act , The Missouri Compromise , “A House Divided Speech,” Abraham Lincoln, Compromise of 1850, Dred Scott v. Sanford, ’s Cabin , Harriet Beecher Stowe (excerpts), Fountain Hughes narrative, “John Brown’s Body” song lyrics, The Adventures of Huckleberry Finn, Mark Twain

Media: Stephen Douglas (photo), Preston Brooks Beating Charles Sumner engraving, “John Brown’s Body,” Fountain Hughes audio clips, John Brown painting and photograph, Underground Railroad map, Olivia and Samuel Clemens photos

Lecture Topics: Plantation system, Southern economics, (Underground Railroad), slave revolts, expansionism/, Free Soilers, Series of Crises (Kansas-Nebraska to Lincoln), Lincoln

Paper topics: 1) Analyze the use of imagery in Lincoln’s speech as it is used to support his purpose 2) Compare and contrast the use of rhetorical strategies in the Kansas-Nebraska Act and the Missouri Compromise.

Unit 7—THE CIVIL WAR

Readings: Telegram Announcing the Surrender of Ft. Sumter, The Gettysburg Address , Abraham Lincoln, The Emancipation Proclamation , Abraham Lincoln, War Department General Order 143: Creation of the U.S. Colored Troops, Second Inaugural Address , Abraham Lincoln, Articles of Agreement Relating to the Surrender of the Army of orthern Virginia, Killer Angels , Michael Shaara (excerpts), Chapters 20-21 The American Pageant, “Dixie,” “The Battle Hymn of the Republic,” 13 th Amendment of the Constitution, Civil War Timeline, Chapters 20-21 American Pageant

Media: Matthew Brady photography, “Battle Hymn of the Republic,” “Dixie,” Unfinished Capitol drawing, Abe Lincoln photos

Syllabus is tentative and is subject to change Lecture topics: Northern industrialism, Wartime economics, Lincoln’s Domestic Policy, Lincoln’s Foreign Policy, Abridgment of Civil Liberty, War over Union turns to War over Slavery (Antietam), Gettysburg, Vicksburg, April 1865 (end of the war and the consequences)

Paper topics: 1) At what point did the Civil War become inevitable? Use evidence from all the units we have studied so far. 2) Compare and contrast the views of the Civil War presented in Killer Angels and the Matthew Brady photography. How does medium affect message?

Unit 8—RECONSTRUCTION AND THE GILDED AGE

Readings: American Pageant Chapters 22-23, The Gilded Age , Mark Twain, 13 th Amendment , 14 th Amendment, 15 th Amendment ,

Media: “Strange Fruit,” Birth of a ation (excerpts)

Lecture Topics: April 1865, War Statistics, Problems in post-Civil War South, White and African-American responses to end of slavery, Presidential vs. Congressional Reconstruction, Johnson Impeachment, Ku Klux Klan and militant whites, Legacy of Reconstruction, Grant’s Presidency, Hayes-Tilden and Compromise of 1877, Jim Crow

Paper topics: 1) Compare/Contrast the two opposing viewpoints on Reconstruction found in the Hicks notes on chapter 22. 2) In what ways and to what extent did constitutional and social developments between 1860 and 1877 amount to a revolution?

Unit 9—THE WEST

Readings: American Pageant Chapter 26, Homestead Act , Treaty of Fort Laramie , Act Establishing Yellowstone ational Park , Dawes Act, Significance of the Frontier in American History (excerpts), Frederick Jackson Turner, Fool’s Crow (excerpt), James Welch

Media: Manifest Destiny , John Gast, Hudson River Artists, Cross of Gold

Lecture Topics: Indian Wars, Little Bighorn, Reservations and Indian Agents, Ranchers vs. Farmers, Bryan vs. McKinley, The Agrarian Vote

Paper Topics: 1) Explain the historical significance of the Bryan-McKinley election, including reference to the “Cross of Gold” speech 2) Write two essays, one pro and one con, analyzing the position taken in Frederick Jackson Turner’s Significance of the Frontier in American History

Unit 10 —AMERICAN AT THE TURN OF THE CENTURY

Readings: American Pageant Chapters 24-25, 29 (28 in 13 th ed.), The Jungle (excerpts), Upton Sinclair, Chinese Exclusion Act, Sherman AntiTrust Act, Plessy v. Ferguson , Howard Zinn on labor unions (excerpt), KeatingOwen Child Labor Act

Media: New Immigrants Media Clip, Lewis Hines photography,

Syllabus is tentative and is subject to change

Activities: Robber Barons vs. Industrialists Debate

Lecture Topics: Trust system, child labor, urbanization, New Immigration, women’s rights, Civil Rights (W.E.B. Dubois vs. Booker T. Washington), Populism and Progressivism, Environmental movement

Paper topics: 1) Deconstruct the organization of the Plessy v. Ferguson decision. What logical steps does the author use to support his argument? 2) How successful was organized labor in improving the position of workers in the period from 1875-1900? Analyze the factors that contribute to the level of success achieved 3) Analyze the rhetorical strategies utilized by Upton Sinclair to support the duel purposes of his narrative.

Unit 11—AMERICAN IMPERIALISM

Readings: American Pageant Chapters 27-28 (just 27 in 13 th ed.), “The White Man’s Burden,” Rudyard Kipling, Joint Resolution to Provide for Annexing the Hawaiian Islands to the US, Corollary to the Monroe Doctrine , Theodore Roosevelt

Media: The Explosion of the Maine

Lecture Topics: American imperialism, Cuba, Philippines, Spanish-American War, Panama Canal, Banana Republics

Paper Topics: 1) Agree or disagree with Theodore Roosevelt’s assertion in his Corollary to the Monroe Doctrine . Does America have the rights and responsibilities that he believes it does? 2) Explain how the author of the Hawaiian annexing act uses appeals to support his position.

Unit 12—AMERICA AND WWI

Readings: American Pageant Chapters 30-31 (29-30 in 13 th ed.), Zimmerman Telegram, Joint Address to Congress Leading to a Declaration of War Against Germany , Woodrow Wilson, Fourteen Points , Woodrow Wilson, All Quiet on the Western Front , Enrich M. Remarque (excerpts)

Media: WWI War Propaganda Posters

Lecture Topics: The Election of 1912, American Neutrality, America’s WWI entrance, social/cultural impacts of the war, Treaty of Versailles

Paper topics: 1) Compare/contrast the views of WWI portrayed in Remarque’s narrative and the propaganda posters. 2) Analyze organization and diction as they are used to support Wilson’s purpose in the Fourteen Points.

Unit 13—THE ROARING 20s

Syllabus is tentative and is subject to change Readings: American Pageant Chapters 32-33 (31-32 in 13 th ed.), The Great Gatsby, F. Scott Fitzgerald

Media: Harlem Renaissance images

Lecture Topics: Prohibition, evolution, mass consumption, cultural revolution, causes of the Crash of 1929

Paper topics: 1) Compare/contrast the views of the 1920s in The Great Gatsby and the Harlem Renaissance images. 2) Discuss the tone created by the images on the cover of The Great Gatsby . How is the cover art related to the content of the novel?

Unit 14—THE GREAT DEPRESSION

Readings: American Pageant Chapter 34 (33 in 13 th ed.), The Grapes of Wrath, John Steinbeck (excerpts), Tennessee Valley Authority Act , Social Security Act, ational Industrial Recovery Act, ational Labor Relations Act, Annual Message to Congress , Franklin Delano Roosevelt

Media: Dorothea Lange photography, Hopper and Wood paintings

Lecture Topics: FDR and the New Deal, FDR vs. Supreme Court, Growth of Federal Gov

Paper topics: 1) Compare/contrast the views of the 1930s portrayed in Steinbeck and the Dorothea Lange photography. 2) Characterize Steinbeck’s view of the function and responsibilities of government.

Unit 15—AMERICA AND THE SECOND WORLD WAR

Readings: American Pageant Chapters 35-36 (34-35 in 13 th ed.), LendLease Act, Executive Order 8802: Prohibition of Discrimination in the Defense Industry, Joint Address to Congress Leading to a Declaration of War Against Japan , Franklin Delano Roosevelt, Executive Order 9066: Resulting in the Relocation of Japanese, Manhattan Project otebook, Hiroshima, John Hershey, Surrender of Germany, Surrender of Japan

Media: WWII Propaganda Posters, War photography from National Archives and Records Administration

Lecture Topics: Neutrality arguments, American entrance, Pearl Harbor, Domestic mobilization, Island hopping, D-Day, Atomic Bomb, cultural impact of war

Paper topics: 1) Analyze the rhetorical strategies used in Executive Order 9066 and relate them to the document’s purpose. 2) Compare/contrast the use of language in two surrender documents.

Unit 16—THE 1950s

Syllabus is tentative and is subject to change Readings: American Pageant Chapters 37-38 (36-37 in 13 th ed.), United ations Charter, Truman Doctrine , Harry S. Truman, Marshall Plan, Press Release Announcing US Recognition of Israel, Executive Order 9981: Desegregation of the Armed Forces, Armistice Agreement for the Restoration of the South Korean State, The Crucible , Arthur Miller, TrumanMcCarthy Telegrams, Joseph McCarthy and Harry S. Truman, Senate Resolution 301: Censure of Senator Joseph McCarthy, Brown v. Board of Education, ational Interstate and Defense Highways Act, Executive Order 10730: Desegregation of Central High School, Letters from Birmingham Jail , Martin Luther King, Jr., On the Road , Jack Kerouac (excerpts)

Media: Jackson Pollack paintings and abstract expressionism, Department of Civil Defense Atomic Safety images, The Atomic Bomb Movie

Lecture Topics: Suburbia, Eastern Europe, Korea, Red Scare, McArthyism, Little Rock, Sputnik

Paper topics: 1) The 1950s has been called the Age of Anxiety by some scholars. Using examples from your readings, explain why that label would be applied. 2) Define heroism, using examples from your own experiences, your knowledge of history, and your readings.

Unit 17—THE 1960s

Readings: American Pageant Chapter 39 (38 in 13 th ed.), President’s Farewell Address , Dwight D. Eisenhower, First Inaugural Address , John F. Kennedy, Transcript of Official Communication with the Command Center , John Glenn, Test Ban Treaty, Official Program for the March on Washington, Civil Rights Act of 1964, Tonkin Gulf Resolution, Social Security Act Amendments, Voting Rights Act of 1965, The Things They Carried, Tim O’Brien, The Pentagon Papers (excerpts), Peace with Honor, Richard M. Nixon, War Powers Act

Media: Aerial Photographs of Missiles in Cuba, The Fog of War, dir. Errol Morris, Vietnam War photography from the National Archives and Records Administration, Judd minimalism, Warhol pop-art

Lecture Topics: MIC, New Frontier, Kennedy assassination, flexible response, counter culture, Vietnam escalation, Vietnam as expansion of Manifest Destiny, Tet Offensive, Rolling Thunder, Hanoi Hilton, Robert McNamara, Civil Rights movement, RFK, MLK Jr., Space Race

Paper topics: 1) Define Military Industrial Complex, using examples from your knowledge of history and your readings. 2) Analyze the ways that O’Brien manipulates point-of-view to support his rhetorical purpose.

Unit 18—THE 1970s

Readings: American Pageant Chapter 40 (39 in 13 th ed.), Occupational Safety and Health Act, The ational Environmental Policy Act, Watergate Tapes, Richard M. Nixon, First Watergate Speech , Richard M. Nixon, Second Watergate Speech, Richard M. Nixon, Articles of Impeachment of President Richard M. ixon, Clean Air Act, Roe v. Wade, Proclamation 4311:

Syllabus is tentative and is subject to change Granting Pardon to Richard ixon, Gerald R. Ford, Human Rights and Foreign Policy , Jimmy Carter

Media: Studio 54 images

Lecture Topics: Nixon and Vietnam, Watergate, Nixon in China, the “Silent Majority,” Energy Crisis, The Middle East in the 1970s

Paper topics: 1) Deconstruct Ford’s reasoning for pardoning Nixon. Write a letter-to-the-editor either defending or attacking Ford’s decision. 2) Analyze the rhetorical strategies Carter uses to support his purpose in Human Rights and Foreign Policy.

Unit 18—THE 1980s

Readings: American Pageant Chapter 41 (40 in 13 th ed.), Evil Empire Speech , Ronald Reagan, Final Report of the Independent Counsel for IranContra Matters , Letter to William Bennett against the “War on Drugs,” Milton Friedman, Americans with Disabilities Act, Democracy and Foreign Policy, State of the Union 1992 , George Bush

Media: Map of the Invasion of Panama, Map of the Invasion of Grenada, Map of the First Gulf War, Map of Operations in Somalia, Keith Harring Graphiti Art

Lecture Topics: End of the Cold War, Reaganomics, Iran-Contra Affair, War on Drugs, neoconservatives and the New Right

Paper topics: 1) Analyze the ways in which Friedman manipulates tone to support his purpose in the letter to William Bennett. 2) Compare/contrast the rhetorical strategies used by Reagan in his Evil Empire speech with those used by George Bush in the 1992 State of the Union Address.

Paper topic: FINAL ESSAY—Analyze the changes and continuities in the American character from colonization to the present. Use evidence drawn from sources from all units.

Syllabus is tentative and is subject to change