Advanced Placement American History September 2017-June ...schools.smcps.org/gmhs/images/Social Studies Department/AP American... · Advanced Placement American History September

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Advanced Placement American History

September 2017-June 2018

Contact Information Email: [email protected]

Course Description

AP American History is a challenging course that is intended to be the equivalent of a freshman college class and

can earn students college credit. Throughout the school year, students will gain content and practical knowledge of U.S.

history, pursue critical thinking activities, and learn effective techniques that will better prepare them for the exam at the

end of the year, as well as their future educational endeavors.

The course is divided into time periods which will emphasize many themes in American history. Economic

changes and the adaptation of American foreign and domestic policy, and the effects of changes in technology and

industry will be covered in this class. The changing perception of women and minorities throughout U.S. history will

also be studied. Further focus will be placed on the misconceptions that have been portrayed as factual history in the

past. Each unit will show the students how decisions in the past have impacted future generations. Additionally, the

seven frameworks of historical thinking skills established by College Board and continued through Stanford Education’s

“Reading Like A Historian” will be manifested throughout the course.

In order to succeed in this course, students should have strong reading and writing skills, as well as considerable

time to devote to homework and studying. Essay writing and the interpretation of original documents is an important

component of this course. IF a student is not willing to put college-level time into their reading of primary documents

then their grade will reflect this transgression. The focus on developing these writing strategies and note-taking methods

is designed to benefit students in their future academics. The AP American History exam will take place on Friday, May

6th at 8:00 am.

Course Goals

Students will:

Master a broad range of historical knowledge

Challenged daily to approach themes and theories with true historical thinking skills

Have a concrete understanding of historical chronology

Comprehend how the past, forms the present and influences our lives today

Develop more interest in a particular history topic

Continue to development of writing skills

Use historical data to support an argument or position

Interpret and apply data from original documents

Use analytical skills of evaluation, cause and effect, compare and contrast

Work independently, as well as effectively with others

Prepare for the rigors of higher level high school classes

Prepare for and pass the Advanced Placement exam

mailto:[email protected]

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Required Texts

Kennedy, David M.; Cohen, Lizabeth; and Thomas A. Bailey. The American Pageant. Boston:

Houghton Mifflin Co., Twelfth Edition, 2002

Supplemental Readings

Hofstadter, Richard. Great Issues in American History, Volumes I and II. New York: Random

House, 1982.

Hofstadter, Richard. The Progressive Movement, 1900-1915. New Jersey: Prentice-Hall,

1963.

Bradley, James. Flags of Our Fathers. New York: Delacort Press, 2001.

Bradley, James. Flyboys. Boston: Little, Brown, and Company, 2003.

Brokaw, Thomas. The Greatest Generation. New York: Random House, 1998.

Ellis, Joseph. Founding Brothers. New York: Alfred A. Knopf, 2000.

Hillenbrand, Laura. Unbroken. New York: Random House, 2010.

McCullough, David. 1776. New York: Simon and Schuster, 2005. = County Summer Assignment

O’Brien, Tim. The Things They Carried. Boston: Houghton Mifflin, 1990.

Shaara, Michael. Killer Angels. New York: Ballantine Books, 1996.

Steinbeck, John. The Grapes of Wrath. New York: Viking Penguin, 1939.

Supplemental Resources

The History Channel

Newsweek

Political Cartoons

Various government websites

Various maps

John Green’s Crash Course U.S. History

PBS.org

Stanford Education “Reading Like A Historian”

Classroom Expectations

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RESPECT

o Respect Your Teacher

DO NOT TALK when Mr. Sheppard is speaking

Be prepared to learn, wasted time results in more work outside of class

Mr. Sheppard will not talk over you

Be prepared to learn. Don’t waste Mr. Sheppard’s time

o Respect Your Classmates

Do Not Talk when a classmate volunteers

Volunteers must raise their hand

Treat others as you would like to be treated, banter/teasing are unacceptable

Humor can be a powerful tool, use it in a positive way

o Respect Your School

Cussing and foul language will not be tolerated

Be positive, GMHS is ‘your school’, take pride in it

o Respect Your Family

They gave you your name, make them proud of your accomplishments!

NO ELECTRONICS (Visible, In Use or Charging)

o No phones

o No IPods

o No headphones

o No charging your electronics

o No exceptions

FOLLOW CLASSROOM PROCEDURE (School Rules)

o No bathroom passes

o No drink passes

o Be punctual- in assigned seat before bell rings

o Stay in your assigned area -no wandering around during the period

o Mr. Sheppard will dismiss class

Remain seated, unless otherwise directed, until formally dismissed

o Follow the student handbook when in doubt

Course Expectations

As a college equivalent course, all work, products, and attitudes are expected to be college level.

Students are responsible for all independent reading and related assignments. The material may or may not be

taught in class.

Writing is a very necessary component of this course. Students must be able to develop and defend their ideas in

a logical, substantiated manner. Frequent written essays must be legible (typed assignments are preferable).

Participation is essential. When contributing to class discussions, students must be informed and respectful.

Attendance and punctuality are crucial.

Students are expected to come to class prepared everyday, this includes textbook, a pen or pencil, and a

notebook.

Electronic devices may NOT be used in the classroom. Students who disregard this school rule will receive a

referral.

All work is due on time, late work is not accepted.

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Make-up work is a student’s responsibility. It is school policy that students have 5 days from their return date to

turn in any missed work. Note that long-term assignments, such as papers or projects, are due on the original

assigned date, regardless of student absence. . Tests and quizzes can only be made up after school, please see me

to schedule.

Suggested Student Supplies

3 ring binder specifically for this class

o “Classroom folders” are also provided

Loose leaf paper

Writing utensil (pen or pencil)

Highlighters

Grading Scale

*Grades are not curved

Grade Category Percentage Includes

Test 70% Tests, Quizzes, Projects

Homework 20% Homework/Free-Response

Questions

Performance 10% Participation/Work

Maturity/Evaluation of

Reading

College Board Summary Outline for AP U.S. History

Time Periods Percentage Goals of Examination Content

Area

Pre-Columbian-1789 20%

1790-1914 45%

1915-present 35%

Within those time periods, the topic breakdown is as follows:

Topics Percentage Goals of Examination Content

Area

Policy institutions, behavior, and public policy 35%

Social and cultural developments 40%

Diplomacy and international relations 15%

Economic developments 10%

Class Schedule/Reading Guide

Following each unit, students will take a multiple choice test and write a DBQ (Document based question)

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1. Pre-Columbian Societies to Columbus (1-2 weeks)

Pageant chapter 1, pages 4-24

Native American empires and cultures

The concept of “discovery”

Viking, Irish, Chinese, & Afro-Phoenician seafarers and evidence of their reaching the New World

Misconceptions of Columbus vs. Significance of Columbus

PRIMARY DOCUMENT PRACTICE- Students will complete a primary document chart that includes

audience, purpose, point of view, format, argument, limitations, and context on two different excerpts of

Christopher Columbus’ journal (one from 1492/one from 1493)

Ecological consequences of Columbus’ discovery

Slavery in the New World


audience, purpose, point of view, format, argument, limitations, and context on two different primary

documents (de Las Casas’ History of the Indies & Ferdinand Columbus’ diary on the Quota System = one

anti-slavery/one pro-slavery)

LEARNING OBJECTIVE BY THEME = Ideas, Beliefs, and Culture #7- CUL-1 = Compare the cultural

values and attitudes of different European, African American, and native peoples in the colonial period

and explain how contact affected intergroup relationships and conflicts

Columbian Exchange and its lasting impact on the world today

LEARNING OBJECTIVE BY THEME = Work, Exchange, & Technology #2- WXT 1 = Explain how

patterns of exchanging commodities, peoples, diseases, and new ideas around the Atlantic world

developed after European contact and shaped North American colonial-era societies

LEARING OBJECTIVE BY THEME ACTIVITY = Work, Exchange, & Technology #2- WXT 1 =

Students will divide into 3 groups (North America, Europe, and Africa), research and then debate which

continent was most drastically impacted by the Columbian Exchange.

LEARNING OBJECTIVE BY THEME = People #3- PEO-4 = Analyze the effects of that migration,

disease, and warfare had on the American Indians after contact with Europeans

LEARNING OBJECTIVE BY THEME = Environment and Geography- Physical & Human # 6- ENV 1 =

Explain how the introduction of new plants, animals, and technologies altered the natural environment of

North America and affected interactions among various groups in colonial periods

Supplementary readings

King Ferdinand’s Letter to the Tainoa-Arawaks (textual)

Cahokia: A Pre-Columbian American City

Olmec Heads (artifact)

Diary of Christopher Columbus’ first voyage to America (textual)

Ferdinand Columbus’ Diary on the Slave Trade- Indians vs. Africans (textual)

Bartholomew de Las Casa “Critique of the Slave Trade” (textual)

Crisis and Change: North America on the Eve of European Invasion

Viking Map of Vinland (map)

2. Explorers of the Americas [and Impact on Native Americans] (3 days-1 week)

Pageant chapter 1-2, pages 20-30

Competition amongst Europeans

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The introduction of new diseases


patterns of exchanging commodities, peoples, diseases, and new ideas around the Atlantic world

developed after European contact and shaped North American colonial-era societies

LEARING OBJECTIVE BY THEME ACTIVITY = Work, Exchange, & Technology #2- WXT 1 =

Students will pick up a card that has already been selected as one of the commodities, peoples, and

diseases that were transferred among continents through trade. Examples = pigs, corn, potatoes, small

pox, syphilis. Students then have to go to the group of desks that represent the continent were this item

originated and then physically demonstrate this item going to a different continent via the Columbian

Exchange and Colonial Trade and then tell the class their item’s importance.

LEARNING OBJECTIVE BY THEME = People #3- PEO-4 = Analyze the effects of that migration,

disease, and warfare had on the American Indians after contact with Europeans

LEARING OBJECTIVE BY THEME ACTIVITY = People #3- PEO-4 = In order to analyze the effects

of disease on American Indians after contact, each student will pick up a card on the way into class. Each

card has a symbol on it. Based on the percentage of American Indians killed by disease the majority of the

class will have cards marked with a skull and cross bones meaning they were killed by disease. Other

cards are labeled with what disease. Students with a diseased card must give up their desk and sit on the

floor. This is a visual demonstration of how devastating disease was to the American Indian populations

as must of the class will be by percentage on the ground.

Beginnings of an economic war (leading to French and Indian War)

Diversity of living in the New World and its colonies

The establishment of different colonies and their differing fates

Case Study: Starvation at Jamestown

HISTORICAL INTREPRETATION PRACTICE- After reading John Smith’s Starving Time, watching a

Colonial Williamsburg video on Jamestown, and reading the Smithsonian Article on Cannibalism in

Jamestown, students will split into groups and debate whether or not cannibalism is justifiable in the case

of Jamestown and if not is cannibalism ever justified?

Indentured Servitude & Slavery in the New World

LEARNING OBJECTIVE BY THEME = Ideas, Beliefs, and Culture #7- CUL-1 = Compare the cultural

values and attitudes of different European, African American, and native peoples in the colonial period

and explain how contact affected intergroup relationships and conflicts

LEARNING OBJECTIVE BY THEME ACTIVITY = Complete a map locating and chart comparing and

contrasting the settlements established by the British, French, and Spanish in the New World

LEARNING OBJECTIVE BY THEME ACTIVITY = Complete a map locating and chart comparing and

contrasting the settlements established in the colonies by religious groups such as the Puritans, “Rogue

Islanders”, Quakers, and Catholics in Maryland.


The Starving Time (textual)

Smithsonian Article- Cannibalism in Jamestown?

Constitution of the Iroquois Confederation (textual)

John Smith’s map of the New World (map)

“King Powhatan” & John Smith Political Cartoon (visual)

Recina Edita totius Novi Belgii in America Septentrionali {map of settlements} (map)

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3. The Beginnings of Colonial America (1 week)

Pageant chapters 2-4, pages 25-83

Cultural and political climate in England pre-colonization

Conflict between religions in England and in the New World

Impact on the Native Americans

Cultural and economic differences in the colonies

Discussion of the Mayflower Compact (primary document)

The Quaker experiment and the spread of religious colonies

Tobacco culture and the beginnings of slavery



documents (Indentured Servitude in the Chesapeake & John Woolman’s 1754 Essay of Some

Consideration of Keeping the Negroes, Quakers’ anti-slavery)

HISTORICAL INTREPRETATION PRACTICE- Using these same primary documents, compare and

contrast indentured servitude with slavery in the new colonies established by the British.

The beginnings of regionalization and compare & contrast colonies in New England, Mid-Atlantic, and

the South based on social, political, religious, and economic themes

LEARNING OBJECTIVE BY THEME = Work, Exchange, & Technology #2- WXT 2 = Analyze how

innovations in markets, transportation, and technology affected the economy and the different regions of

North America from the colonial period through the end of the Civil War.

LEARNING OBJECTIVE BY THEME ACTIVITY = Create a brochure to encourage settlement of your

colonial region (North, Mid-Atlantic, or South). Be sure to include why one would want to settle in this

particular region (such markets, economics, transportation, technology, industry, and jobs/land available

as well as how this “better” (different) then the other two colonial regions.

DBQ-Immigration to colonial America

DBQ- New England Colonies vs. Chesapeake Colonies (1993)

Supplementary reading

Winthrop’s City Upon a Hill (textual)

Were the Puritans Puritanical? Essay

Salem Witch Hunt Analysis

Indentured Servitude in the Chesapeake (textual)

Bacon’s Declaration in the Name of the People 1676 (textual)

Primary Document Packet = Two political cartoons of Bacon’s Rebellion (visual)

Primary Document Map of New Amsterdam (map/visual)

4. The Road to Independence (2 weeks)


Colonial relationship with England in the 16th and 17th centuries

Structure of colonial society

The role of religion in the colonies and The Great Awakening

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Tension rises between New France and the colonies, including the French and Indian War

Impact of the French and Indian War (revolutionary sentiment, colonial militia training & economic

consequences for Great Britain)

The ramifications of the mercantilism economic system on British colonies in the New World

HISTORICAL INTREPRETATION PRACTICE- Constitution of the Iroquois (primary document- text)

& US Constitution (primary document- text) & Benjamin Franklin’s Albany Plan Cartoon- Join or Die

(primary document- cartoon). Compare and contrast the primary documents. How did the Constitution of

the Iroquois impact Franklin’s patriotic push for colonial alliance and later influence the creation of the

U.S. Constitution?

Colonial grievances with England-The Sugar Act, the Stamp Act, Townshend Tea Tax leading to the

Boston Massacre

LEARNING OBJECTIVE BY THEME = America in the World #5- WOR-2= Explain how the exchange

ideas among different parts of the Atlantic World shaped belief systems and independence movements.

LEARNING OBJECTIVE BY THEME ACTIVITY = Write an essay describing the impact that

mercantilism (instituted after the French & Indian War) had on American colonists rejecting the British

crown after the French and Indian War.

Common Sense (primary document) and its impact on the Revolution

Conflict between the Patriots and the Tories

LEARNING OBJECTIVE BY THEME = Identity #1- ID 1 = Analyze how competing concepts of

national identity were expressed in the development of political institutions and cultural values from the

late colonial through the antebellum periods.

LEARNING OBJECTIVE BY THEME ACTIVITY- Identity #1- ID 1= After analyzing primary

documents by Benjamin Franklin (patriot) and his son (loyalist), student will debate the POV (point of

view) of whether or not the colonies should rebel against the crown. {Patriot vs. Loyalist Debate}. Also,

students will be completing an FRQ on the societal changes due to the American Revolution.

Relationship between the colonies and France

The Declaration of Independence (primary document)

LEARNING OBJECTIVE BY THEME ACTIVITY- Students create their own model of the Declaration

of Independence based on the grievances that they have with their own school

Impact of the Treaty of Paris on the world

DBQ-Economic opportunities in the American Colonies

FRQ-the societal changes due to the American Revolution

FRQ-the radical political changes due to the American Revolution

Supplemental reading

Great Issues in American History

Chief Canasatego vs. Chief Pontiac POV (Point of View) on the British and French (textual)

Primary Document Oil Painting of Chief Pontiac (artwork/visual)

Primary Document- New World Maps- French version vs. British version (map/visual)

Portion of Last of the Mohicans by James Fennimore Cooper

On the Principle of Mercantilism by Adam Smith from The Wealth of Nations (textual)

Stamp Act “Skull and Cross Bones” Political Cartoon (visual)

Tea Act Political Cartoon (visual)

Tar and Feathered Political Cartoon (visual)

Image Metal Pressed Version of the Boston Massacre (artwork/visual)

Primary Document Packet of Accounts of the Boston Massacre = Captain Thomas Preston of the British Army,

Anonymous Account by Patriot, Boston Massacre Oration by Dr. Joseph Warren (textual)

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Lexington Newspaper Article and Images (visual/textual)

1776 (Summer Assignment)

5. Creation of the United States (1 week)


Military aspects of the Revolutionary War and how the American colonies “won” the war

Compare and contrast Revolutionary War battles and how the North and South was affected socio-

economically and political by this fighting

Development of Sectionalism

Conflict between states’ rights and the federal government

Development of the Articles of Confederation and its weaknesses

The impact of the Constitutional Convention on George Washington and the first government

Shay’s Rebellion and its effects on the political system and military of the new nation



documents (Thomas Jefferson’s Letter on Shay’s Rebellion- the tree of liberty & Thomas Jefferson’s

Letter on the Haitian Revolution = one pro-revolution/one anti-revolution)

HISTORICAL INTREPRETATION PRACTICE- Why would Jefferson contradict himself in these two

letters? Could it be because the Haitian Revolution was a slave revolt?

HISTORICAL INTREPRETATION PRACTICE- Compare and contrast the views held by Alexander

Hamilton and Thomas Jefferson in regards to Shay’s Rebellion. How might this later impact American

politics?

Federalist v. Antifederalists

The Federalist Papers and their impact (primary document)-numbers 10 and 15

The creation of the political parties

Compromise leading to the Bill of Rights

Impact of the French Revolution on American political and social life

Washington’s Farewell Address (primary document)

Jay’s Treaty and its impact on our relationship with France

Tensions between the Federalists and the Democratic-Republicans

LEARNING OBJECTIVE BY THEME = Politics and Power #4- POL-2 = Explain how and why major

party systems and political alignments arose and changed from the early Republic through the end of the

20th century

LEARNING OBJECTIVE BY THEME ACTIVITY = Create a pamphlet that would create members and

voters to either the Federalists or the Democratic-Republicans. Be sure to include the party’s major beliefs

and leaders as well as why this particular party is better for the nation that its opposition. (Does this seem

similar to political races today?)

DBQ-Societal role of women 1775-1800

DBQ-Ratifying the Constitution

FRQ-the strengths and weaknesses of the Articles of Confederation and how the Constitution tried

to correct the flaws

FRQ-assessing the impact of George Washington, James Monroe, and Thomas Jefferson on the

formation of American foreign policy


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Declaration of Independence (textual)

Singing Their Lives Away = Each student given a specific signer of the Declaration of Independence

Portions of the Articles of Confederation (textual)

The Annapolis Convention 1786 (textual)

Thomas Jefferson’s Letter on Shay’s Rebellion (textual)

Alexander Hamilton’s Letter on Shay’s Rebellion (textual)

John Jay’s Letter to Thomas Jefferson: Lack of Congressional Authority 1786 (textual)

James Madison’s Proposed Amendments vs. the Bill of Rights (textual)

George Washington’s Farewell Address (textual)

Jay’s Treaty (textual)


6. Adams, Jefferson, the War of 1812, and the Era of Good Feelings (1 week)


Accuracies and inaccuracies of the HBO series John Adams

The importance of Hamilton to the growth of the nation and its economy

Jefferson vs. Hamilton (France vs. Britain)

HISTORICAL INTREPRETATION PRACTICE- Compare and contrast accounts of the Hamilton and

Aaron Burr duel. Then reenact the duel in your groups based on your analysis of the primary documents

provided and your textbook.

Jeffersonian “Revolution of 1800”



20th century

LEARNING OBJECTIVE BY THEME ACTIVITY = After reviewing both Adam’s and Jefferson’s

campaign and platform, perform class vote on who they would have elected if they had been alive for the

Election of 1800. After counting the results, have a class discussion on why the “class election” turned out

in the manner it did. Then review a map of the election vote based on region and how each region voted

for the presidential candidates.

Territorial growth of the United States and how this affected the US Government

Cause and effect of the Louisiana Purchase and Lewis & Clark’s Expedition

Marbury v. Madison and its lasting effects on the power of the US Government

The Madison administration and the causes/effects of the War of 1812

The importance of the War of 1812 to America’s political and economic status around the world

The political impact of the Monroe Doctrine (primary document)

The ripple effect of the War of 1812 on the Native American population (Seminole Wars)

DBQ-the growth of political parties

FRQ-analyze how the Louisiana Purchase, the War of 1812, Marbury v. Madison, and how the

Monroe Doctrine represented a shift in the ideals of Jeffersonian Democracy

FRQ-Evaluate the validity that the Monroe Doctrine became the basis of American foreign policy

in the late 19th century



Alexander Hamilton’s “Opinion on the Constitutionality of the Bank of the United States” 1791 (textual)

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Bank Constitutionality Political Cartoon by Federalists (visual)

Sedition Act of 1798 (textual)

Virginia Resolution (textual)

Kentucky Resolution (textual)

Primary Document Alien and Sedition Act Political Cartoon (visual)

Alexander Hamilton and the Election of 1800 (textual)

Smithsonian Article- Jefferson and His Slaves (and Sons): The Dark Side

Jefferson on the Haitian Revolution (textual)

Primary Document Map of the Louisiana Purchase (map/visual)

Primary Document Packet of Lewis & Clark’s Expedition Journal including letters and scientific sketches

(textual/visual)

Primary Document Political Cartoon on Embargo “O Grab Me” (visual)

John Adams on Aaron Burr (textual)

Impressment (primary document packet- textual)

Outrage over Impressment by John Adams (textual)

Tecumseh Oil Painting (artwork/visual)

Burning of the White House Oil Painting (visual)

Slavery in the Early Republic by William Few (textual)

The Missouri Crisis (textual)

7. Jackson’s Impact on America (2 weeks)


Biography of Andrew Jackson and his rise to power

Jackson’s domestic and foreign policies

The development of the two party system

Fight with the Supreme Court over the (Cherokee) Indian Removal Act

Trail of Tears and Jackson’s push for Westward Expansion

The nullification crisis and the battle for states’ rights

The impact of the Panic of 1837

The election of 1840-Hard Cider and Log Cabin Campaign and accompanying political cartoons of Hard

Cider & Log Cabin (primary document- visual)

HISTORICAL INTREPRETATION PRACTICE- Using American Lion by John Meacham and John

Green’s Crash Course U.S. History video on Andrew Jackson, students groups will create their own short

video on the life and impact on one of America’s most loved and hated presidents

DBQ-Evaluate America’s war with Mexico, and whether it is valid to say that the war was

unprovoked, unjustifiable, and that it was a war of aggression and territorial aggrandizement

DBQ-Evaluate how the abolitionists had radicalized the antislavery movement from 1776-1836

FRQ-Explain the meaning of Jackson’s statement, “The bank, Mr. Van Buren, is trying to kill me,

but I will kill it.”


American Lion by John Meacham

Jackson’s Veto of Renewal of Second Bank of U.S. Charter (textual)

Primary Document Political Cartoon of the “Jackass” (visual)

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Primary Document Political Cartoon of “King Andrew” (visual)

Primary Document Political Cartoon of “Mr. Van Buren, the Bank is trying to kill me, but I shall kill it” (visual)

Primary Document Political Cartoon “Bank War Boxing Match” (visual)

John C. Calhoun’s Nullification (textual)

South Carolina’s Ordinance of Nullification (textual)

Jackson’s Proclamation on Nullification (textual)

Primary Document Political Cartoon “Nullification Crisis” (visual)

Zachary Taylor’s Campaign against the Seminoles (textual)

Constitution of the Cherokee Nation (textual)

Indian Removal Act (textual)

Primary Document Map of Proposed Cherokee Relocation (visual/map)

Worcester v. Georgia (textual)

The Trail of Tears Letter by Chief Ross (textual)

McCullough v. Maryland (textual)

Seneca Falls Declaration (textual)

8. Moving West (1 week)


The economic, political, and social causes and effects of the settlers moving west

The significance of the Alamo and its fall

HISTORICAL INTREPRETATION PRACTICE- Compare and contrast primary documents that are from

Antonio Lopez de Santa Anna’s POV (point of view) with the POV of Texans such as Sam Houston on

the fall of the Alamo

Research through the primary document and visual images from the Digital Story on Remember the

Alamo

The impact of the Mexican-American War not only on Texas and the West, but the rest of the United

States

The rise of sectionalism and regional development in the United States

Tensions surrounding slavery during the 1840’s-1850’s

Line of week presidencies and its effect on the nation (fake quiz on the vital importance of these

presidents)

Increased immigration from Ireland and the German 48ers and its socio-political, economic, and cultural

impact on the United States

LEARNING OBJECTIVE BY THEME = Peopling #3- PEO 2 = Explain how changes in the numbers

and the sources of international migrants from the 19th and 20th Century altered the ethnic and social

makeup of the U.S. population.

LEARNING OBJECTIVE BY THEME ACTIVITY = Create a political cartoon demonstrating your own

response to the votes that new immigrants held and effect of this new power. Your cartoon can be either

pro or con, but most clearly represent one or the other stance.

Impact of the Gold Rush on society and the economy

FRQ-How did Congress respond to the problem of slavery in the territories?

FRQ-Did popular sovereignty solve the problem of slavery in the new territories?


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Smithsonian Article- Dinner for Two (the Donner Party & Cannibalism)

Tragic Fate of the Donner Party Essay

Primary Document of Political Cartoon on Immigration such as the Irish Whiskey Votes and German Beer Votes

(visual)

Primary Document of Political Cartoon of Campaign Slogan “Tippecanoe & Tyler Too” (visual)

9. Ante Bellum/Pre-Civil War (1 week)

The reality of slavery and the South’s dependence on this labor force

Social and religious awakening that led to the Abolitionist Movement and the result this had on

slavery and regional division

Second Great Awakening and its spiritual impact on women and slavery

Transcendentalism and its impact on 19th century America

Discuss how the previous invention cotton gin altered the economic history of America and what this

meant to the South and the institution of slavery

LEARNING OBJECTIVE BY THEME = Work, Exchange, & Technology #2- WXT 2 = Analyze how

innovations in markets, transportation, and technology affected the economy and the different regions

of North America from the colonial period through the end of the Civil War.

LEARNING OBJECTIVE BY THEME ACTIVITY = Work, Exchange, & Technology #2- WXT 2 =

History is like a story. The story of history was altered by Eli Whitney’s Cotton Gin. Imagine that the

cotton gin had never been invented. Describe how America (and its history) would be different if the

cotton gin had never been invented

Dred Scott v. Sanford and the importance of this case on the status of slaves as human beings

Cause and effects of the Fugitive Slave Law

Case study of the Amistad Affair

HISTORICAL INTREPRETATION PRACTICE- Compare and contrast The Amistad Affair

(primary document- textual) with the representation of this pivotal Supreme Court case in the film,

Amistad.

The ramifications of the Kansas-Nebraska Act and inevitable conflict

LEARNING OBJECTIVE BY THEME = Politics and Power #4- POL-3= Explain how activists and

reform movements, such as antebellum reformers, civil rights activists, and social conservatives, have

changed to state institutions and U.S. society

Bloody Kansas, John Brown and his rebellion, and the fight against slavery prior to the Civil War

The Lincoln-Douglas debates (primary document) and their significance

The Election of 1860 and as a result Southern secession

The demographic makeup of the South and the relationship between blacks and whites

Socio-political and economic reasons and effects of a wave of immigration



The Amistad Affair (textual)

A portion of Uncle Tom’s Cabin (textual)

Henry David Thoreau’s Civil Disobedience (textual)

1839 Methodist Camp Meeting Oil Painting (artwork/visual)

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Dred Scott Decision (textual)

Cotton is King (textual)

Primary Document of Painting of “Mad John Brown” (artwork/visual)

A portion of Lincoln’s “A Housed Divided” Speech (textual)

10. Civil War and Reconstruction (3 weeks)


The causes and effects of the Civil War

LEARNING OBJECTIVE BY THEME = Politics and Power #4- POL-6= Analyze how debates over

political values (such as democracy, freedom, and citizenship) and the extension of American ideals

abroad contributed to the ideological clashes and military conflicts of the 19th century and the early 20th

century

Lincoln’s federal jurisdiction (should this be allowed at times of war?)

Advantages and disadvantages of the United States and the Confederacy

New military technologies and its impact on the death toll of both sides

Significant battles and leaders of the Civil War (Gettysburg, Antietam, Shiloh, Sherman’s March to the

Sea/McClellan, US Grant, Stonewall Jackson, Robert E. Lee)

The Emancipation Proclamation, the Gettysburg Address (primary documents- textual) and the 13th,

14th, and 15th Amendments (primary documents- textual)

Domestic issues and mobilization during the war

Social, economic, and political impact of the war

Immigrants turned soldiers (Irish) and anti-draft sentiment by the Union

Analyze Primary Document Packet of Letters and Photos of African American Soldiers fighting for

the Union (visual/textual) in order to gain an understanding of the involvement of African Americans in

their own fight for freedom

The assassination of Lincoln (and other assassination attempts on the federal government) and how this

affected America post-war

Presidential (Lincoln vs. Johnson) vs. Congressional Reconstruction- Compare, contrast, evaluate…

The Rise of the Radical Republicans and evaluate whether or not this group was successful

Carpetbaggers and scallywags in the “New South”

Compromise of 1877 and how this doomed Reconstruction

Successes and failures of Reconstruction and how this impacted segregation

When did Reconstruction truly end? The Compromise of 1877 or Plessy v. Ferguson (1896) = Create an

argument that persuades your audience that either the Compromise of 1877 or Plessy v. Ferguson ended

Reconstruction…

Booker T. Washington compared to W.E.B. Du Bois Essay Assignment

The negatives of tenant farming and sharecropping

The Wild West after the Civil War and the social, political, religious, and economic connotations with the

construction of the Railroad, new freedom for African Americans (Great Migration), end of American

Indian way of life, gunslingers versus federal law, and religious freedom to the West for the Mormons.

LEARNING OBJECTIVE BY THEME = Peopling #3- PEO 3 = Analyze the causes and effects of major

internal migrations such as urbanization, suburbanization, westward movement, and the Great Migration

in the 19th and 20th Centuries.

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LEARNING OBJECTIVE BY THEME ACTIVITY = Create a map with a partner that illustrates the

migration patterns of African Americans after the Civil War and during Reconstruction. Use the Maryland

Historical Society’s Primary Document Packet to explain what freed slaves encountered in Washington,

D.C., Baltimore, northern cities, and the West.

LEARNING OBJECTIVE BY THEME ACTIVITY = Create a board game that illustrates the trek of the

Mormons and their religious reasons for leaving for the West.

DBQ-to what extent was the break up of the Union due to slavery, and to what extent was it due to

other factors?

DBQ-Antebellum reforms

FRQ-In what ways did the federal government expand its power in the North during the Civil

War?

FRQ-Explain the validity of the statement “The Civil War had started to preserve the Union, but

for the majority in the North, it had become a war to create a more perfect Union.”

FRQ-Examine the significance of the statement “With the end of Reconstruction we in the South

can now return to our normal lives” for both blacks and whites

FRQ-Evaluate the impact of slavery as a political issue on the different political parties



Killer Angels

Image Packet of the Dead (primary document of photos) at Gettysburg (visual)

Image Packet of the Dead (primary document of photos) at Antietam (visual)

Emancipation Proclamation (textual)

Primary Document Packet of Letters and Photos of African American Soldiers fighting for the Union

(visual/textual)

Primary Document Political Cartoons of Scalawags and Carpet Baggers (visual)

Primary Document Oil Painting = American Progress by John Gast (artwork/visual)

John L. O’Sullivan’s ‘Manifest Destiny’/”Annexation in the Democratic Review” (textual)

Chief Joseph’s Surrender (textual)

Primary Document Photograph of Chief Joseph (visual)

Letter of Acceptance of Rutherford B. Hayes = Compromise of 1877 (textual)

Plessy v. Ferguson (textual)

11. Industrialization and the Gilded Age (2 weeks)


Economic and social issues that changed the west and the treatment of the Native Americans, including

the Dawes Act, and the creation of the Reservation System

Causes and effects of the Industrialization of America (why America?)

LEARNING OBJECTIVE BY THEME = Peopling #3- PEO 2 = Explain how changes in the numbers

and the sources of international migrants from the 19th and 20th Century altered the ethnic and social

makeup of the U.S. population.

LEARNING OBJECTIVE BY THEME = Peopling #3- PEO 3 = Analyze the causes and effects of major

internal migrations such as urbanization, suburbanization, westward movement, and the Great Migration

in the 19th and 20th Centuries.

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Construction and completion of the Transcontinental Railroad

HISTORICAL INTREPRETATION PRACTICE- Compare and contrast primary documents created by

“Captains of Industry” on the railroad with letters and photos of Irish and Chinese laborers in the West.

How does the POV (point of view) differ in these primary documents?


Union Pacific and Central Pacific Railroad leaders like Thomas C. Durant and those of their workers

through letters and photos of Irish and Chinese laborers. How does the POV (point of view) differ in these

primary documents? How does popular culture portray this historical theme? Does the AMC show “Hell

on Wheels” accurately or inaccurately portray this?

The social and economic impact of immigrants on urbanization

Geographic racism and discrimination (North, South, and West)

The rise of Robber Barons and their effect on society (methods, accomplishments, and failures)


business leaders (Carnegie, Rockefeller, JP Morgan, Vanderbilt) and labor leaders of the time. Were the

business leaders “Captains of Industry” or “Robber Barons”?

The beginnings of labor unions and their leaders. Samuel Gompers on the Needs of the Workers

(primary document- textual)

The Grange and the fight over the gold or silver standard

“Cross of Gold” speech (primary document- textual)

Factors and fails that led to Immigration and Urbanization during the Industrial Era

Case Study of the Great Fire of Chicago

The working conditions that the working class faced

Case Study of the Triangle Shirt Fire

The outburst of labor strikes across America = Homestead Strike, Pullman Strike, Haymarket Affair, and

Great Railroad Strike of 1877

Why did this era become known as the Gilded Age? What is gilded mean? Determine the underlying

factors that would lead to change, reform, and progress = Progressive Era

The rise of political cartoons to demonstrate national dissatisfaction (Thomas Nast champions)

DBQ-The nativist response to immigration

DBQ-Account for the high level of political participation in the Gilded Age, despite the apparent

lack of differences between the political parties

FRQ-After its startling successes in the late 1880s and early 1890s, why did the Populist Party

quickly fade into oblivion after 1896?

FRQ-In the late 1800s, the U.S. embarked on a new wave of expansionism during which it acquired

overseas territories. Explain the reasons for this new wave of expansionism

FRQ-To what extent do James Blaine, John D. Rockefeller, and Andrew Carnegie fit the names

Robber Baron and Captain of Industry?


Custer’s Last Stand by Red Cloud (textual)

The Progressive Movement

Cross of Gold Speech- Bryan (textual)

Jacob Riis Photos (visual)

Image Packet of (primary document photos) Building the Railroad (visual)

Rock Springs Massacre Primary Document (textual)

Tons of Lumber used in Chicago after the Great Fire of 1871 (quantitative data)

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Tons of Steel Produced Chart (quantitative data)

Stanford Ed.’s Reading Like A Historian’s “Triangle Shirt Fire” Document Packet (textual/visual)

Andrew Carnegie’s Wealth and Its Uses (textual)

Andrew Carnegie’s Gospel of Wealth (textual)

The Strike at Homestead Primary Document Newspaper Article and Image (textual/visual)

Great Railroad Strike of 1877- B&O Railroad = 2 Newspaper Articles and Images (textual/visual)

Letters on the Pullman Strike (textual)

Haymarket Martyr Albert Parson’s Letter (textual)

Petition to Separate Chinese Schools (textual)

Chinese Exclusion Act (textual)

Mark Twain’s “Gilded Age” Primary Document (textual)

Painted Gilded Age Ring (artwork/visual)

Thomas Nast’s Political Cartoon of the Animal Party- first representation of the Republican Elephant (visual)

Thomas Nast’s Political Cartoon “The Brains” (Boss Tweed- Money Bag Head) (visual)

Thomas Nast’s Political Cartoon of the “Tammany Tiger” (visual)

Smithsonian Article- Tammany Hall Today and Its Benefits

12. The Progressive Era, Imperialism, and WWI (2 weeks)


Similarities and differences between the administrations’ attitudes towards domestic policies

The Progressive Party Platform (primary document)

Local and state progressive movements

Theodore Roosevelt and the Square Deal’s Impact on Socio-Economic themes in the U.S.

The Impact of Teddy Roosevelt’s (John Muir’s, Ansel Adam’s, Gifford Pinchot’s) environmentalism and

the creation of National Parks


and why the role of the federal government in regulating the economic life and the environment has

changed since the end of the 19th Century.

LEARNING OBJECTIVE BY THEME = Environment and Geography- Physical & Human # 6- ENV 5=

Explain how and why debates about and policies concerning the use of natural resources and the

environment more generally have changed since the late 19th century

LEARNING OBJECTIVE BY THEME ACTIVITY- Using PBS’s website on Teddy Roosevelt’s

involvement in the National Parks, complete a Web Quest activity that demonstrates students’ knowledge

of how Roosevelt, Muir, Pinchot, and other environmentalists started a trend of preserving the United

States for future generations.

William Howard Taft and busting trusts/the rise of the Bull Moose Party

Woodrow Wilson and the meaning of New Freedom (primary document)

The social and economic impact of the muckrakers

Upton Sinclair’s The Jungle, his take on the Chicago stockyards

The state of American workers, women, minorities. John Spargo on Child Labor, Ray Stannard Baker on

the Condition of the Negro (primary documents)

The prolonged effort of the Women’s Rights Movement in comparison to Women’s Rights today

Start of Prohibition with the influence of Women Liberty groups and the WCTU and the result in the rise

of organized crime in America

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Causes and effects of American Imperialism in Asia, Central and South America, and the Spanish-

American War

Construction of the Panama Canal and its economic significance

Filipino Genocide of 1898 and its impact on anti-imperialism in the United States

LEARNING OBJECTIVE BY THEME = America in the World #5- WOR-6= Analyze the major aspects

of domestic debates over US expansion in the 19th century and early 20th century

Anti-Imperialistic Sentiment by Andrew Carnegie, Mark Twain, and William Jennings Bryan

The impact of Imperialism on the United States’ global relations today

LEARNING OBJECTIVE BY THEME ACTIVITY =

Presidential policies that championed American expansion, military, and economy


changes in transportation, technology, and the integration of the U.S. economy into world markets have

influenced U.S. society since the Gilded Age.

Americans and their attitudes towards WWI

Causes of WWI and American “neutrality”: Was America truly neutral?

Major battles that American soldiers were involved and trench life conditions

Wilson’s 14 Points (primary documents- textual)

Conflict between Wilson and Congress over the Treaty of Versailles and the creation of the League of

Nations

DBQ-The Progressive Movement

DBQ-Was the United States ever really neutral in WWI?

FRQ-Analyze the reasons for the popularity of the Progressive movement

FRQ-Who were the muckrakers and why were they important to Progressivism?

FRQ-Compare the work of the Progressives at the state and local levels


The Progressive Movement

Political Cartoons “Trustbuster”, “Lion tamer”, “Pump” (visual)

“Welcome to the Political Zoo”/Bull Moose Party Political Cartoon (visual)

The Jungle (textual)

Title IX (textual)

Carrie Nation (“Tomahawk Nation” & the WCTU) Political Cartoon (visual)

Chart of the Rise of Homicides in Chicago during Prohibition (quantitative data)

Rise of Organized Crime Political Cartoon (visual)

St. Valentine’s Day Massacre Photographs (visual)

Ralph Capone’s Letter to Transfer Al Capone to Alcatraz (textual)

Alfred T. Mahan’s “Sea Power” (textual)

Four Primary Document Newspaper Articles and Posters of the “Sinking of the Maine” (visual)

Buffalo Soldier Journal of San Juan Hill (textual)

Platt Amendment (textual)

Primary Document Packet on Filipino Genocide (visual/textual)

Open Door Policy (and the keys to China) Political Cartoon (visual)

Political Cartoon of Teddy’s “Big Stick” (visual)

William Jennings Bryan’s Anti-Imperialism Speech (textual)

Teddy Roosevelt’s Progressive Party Speech (audio/textual)

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Wilson’s First Inaugural Address (textual)

Declaration of Neutrality by Wilson (textual)

Strict Accountability {Submarine Warfare} by Wilson (textual)

Primary Document Packet of Images of the Sinking of the Lusitania (visual)

Primary Document British Painting of the Sinking of the Lusitania (artwork/visual)

Zimmerman Telegram (artifact/textual)

Wilson’s Declaration of War to Congress (textual)

In Flander’s Field (textual)

Primary Document Painting “Blind Leading the Blind” Trench Warfare (artwork/visual)

The Versailles Treaty (textual)

Wilson’s Fourteen Points (textual)

Political cartoons of the shortcomings of the League of Nations (visual)

13. The Roaring 20’s and the Great Depression/New Deal (2 weeks)


Cultural developments of the Roaring ‘20s and attitude after the war [use F. Scott Fitzgerald’s The Great

Gatsby and the recent Gatsby movie to demonstrate and compare & contrast]

Social desire for a “return to normalcy” and the resulting political elections

The social, political, and economic failures of Prohibition

Social ramifications of organized crime, jazz, and the Harlem Renaissance

LEARNING OBJECTIVE BY THEME = Ideas, Beliefs, and Culture #7- CUL-6 = Analyze the role of

culture and arts in the 19th and 20th century movements for social and political change

LEARNING OBJECTIVE BY THEME ACTIVITY = Create a postcard illustration and note that shows

what New York City/Harlem would have been like in the 1920’s if you had visited there on “vacation”

Causes of the Great Depression and its impact on life in the United States

Buying on margin and speculation and their impact on the Depression

The stock market collapse and how this was the final straw

Compare and contrast the Recession of 2007 and the Great Depression based on the causes of both

economic dips

Compare and contrast Hoover’s and FDR’s attempts to bring the U.S. out of the Great Depression

Dust Storms and ecological consequences of outdated farming

Primary Document Graph Chart on how dry the years of the Dust Bowl were comparative to the

previous 100 years (quantitative data)

Social transformation and migration = Okies, Rt. 66, and cultural impact on California and the West Coast

HISTORICAL INTREPRETATION PRACTICE- After reading selected portions of John Steinbeck’s

Grapes of Wrath and American Exodus: The Dust Bowl Migration and Okie Culture by James N.

Gregory, write a letter home from California explaining why you left the Dust Bowl and what you

experiencing in your new home in California.

LEARNING OBJECTIVE BY THEME = Identity #1- ID 6 = Analyze how migration patterns to, and

migration within the US have influenced the growth of racial and ethnic identities and conflicts over

ethnic assimilation and distinctiveness.

LEARNING OBJECTIVE BY THEME ACTIVITY = Identity #1 ID 6- Using the primary documents on

immigration to the Southwest by Mexican-American migrant workers and individual research, create a

graph that demonstrates the rise and fall of Mexican-American migrant workers immigrant numbers.

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Students will see that immigration rates to the Southwest declined during the Great Depression as many

Americans were in search of these same jobs. This activity ties directly into the racial discrimination

during Great Depression section covered as well.

The Great Depression’s impact on immigration and racial discrimination during the Great Depression to

multiple groups and based by region


and why the role of the federal government in regulating the economic life and the environment has

changed since the end of the 19th Century.

How did FDR’s New Deal Programs like the CCC, PWA, and TVA alter the role government and

promote environmental awareness




LEARNING OBJECTIVE BY THEME ACTIVITY = Create a map of the Tennessee Valley Authority

and the power plants that were established during the New Deal and then describe the short-term and

long-term impact that the TVA had on the Appalachia Region

LEARNING OBJECTIVE BY THEME = Identity #1- ID 3 = Analyze how US involvement in

international crisis such as the Spanish-American War, World War I and II, the Great Depression, and

the Cold War influenced public debates about American identity in the 20th Century.

New Deal legislation and its critics and rising role of the federal government

FDR’s court-packing plan and how this impacted politics



20th century

DBQ-FDR and the New Deal (2003 DBQ)

FRQ-How did Harding and Coolidge respond to the public’s desire for a “return to normalcy?”

FRQ-What were the immediate and long-range problems in the nation’s economy and world trade

that led to the Depression?

FRQ-Compare and contrast the fundamental differences between Herbert Hoover’s and FDR’s

approach to the Great Depression and summarize the effectiveness of each.

FRQ-Explain how social and economic issues in the U.S., war debt and reparations, and political

ideology influenced U.S. foreign policy in the 1920s.

FRQ-Compare the impact of the railroad to the impact of the automobile with regard to the social,

economic, cultural, and political structures in the 1870s and the 1920s.


The Greatest Generation

The Great Gatsby by F. Scott Fitzgerald – Chapter 3 (textual)

Palmer Raids (textual)

Archangel Invasion (textual)

Primary Document Graph on the Stock Market Crash (quantitative data)

Bonus Army Photographs (visual)

Primary Document Graph Chart on how dry the years of the Dust Bowl were comparative to the previous 100

years (quantitative data)

Dust Bowl Image Packet (visual)

Hoovervilles Image Packet (visual)

“Migrant Mother” Photo (visual/image)

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FDR’s 1st Inaugural Address (audio/textual)

FDR’s Fireside Chats (audio/textual)

The Grapes of Wrath

American Exodus

The Top 1% Article

14. WWII (2 weeks)


Causes and effects of American involvement in WWII

American attempts to stay neutral and the shifting tide towards war




century

Efforts to mobilize on the home front-women and children in the workplace, the impact of Rosie the

Riveter

Strategies involved in war-fighting Germany first then island-hopping in the Pacific

The Manhattan Project and lasting effects of the Atomic Bombs

The creation of internment camps, and Korematsu v. the United States.

Compare and contrast internment camps in the United States for Japanese-Americans with liberation of

Holocaust Camps under Nazi Germany




The creation of the Atlantic Charter, and the U.N.

Meetings at Potsdam, Tehran, and Yalta

Beginnings of the Cold War

DBQ-Evaluate how the Pearl Harbor disaster could have been prevented and who was primarily

responsible-the government officials in Washington or the local commanders at Pearl Harbor?

FRQ-Why did the Grand Alliance between the U.S., Great Britain, and the Soviet Union break

down with the collapse of Germany and Japan in 1945?


Flags of Our Fathers

Flyboys

Unbroken

FDR’s “Day Infamy” Speech (audio/textual)

D-Day Images and Letters Home Packet (visual/textual)

Executive Order 9066- Japanese Internment (textual)

Map of Japanese Internment Locations (map/visual)

Chart of Increased Production in Detroit showing 1920’s-1950’s = spike during war (map/quantitative data)

Primary Document Packet of Images, Reports, and Graphs of the Aftermath of the Atomic Bombs

(visual/textual/chart- quantitative data)

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15. Life in the 1950’s and the Cold War (2 weeks)


Election of Truman and the Truman Doctrine

Impact of the Policy of Containment

Korean War and China’s involvement and its impact on North and South Korea today as well as the

United States’ military

Compare and contrast the Primary Document Packet of Letters of the Korean War with the television

show MASH. Does MASH provide an accurate representation of the Korean War?

McCarthyism and the HUAC and the Red Scare within American life

Social effects of modern media and advertising

Cultural changes due to the development of suburbia, television, fast food, the interstate highway system,

etc.




Brown v. Board of Education and the beginning of the modern civil rights movement

DBQ-Cold War fears (2001 DBQ)

DBQ-McCarthyism and the media

FRQ-Assess the degree to which American foreign policy shifted in the post-WWII era, considering

European, Asian, and Latin American nations on your response



Truman Doctrine (textual)

Marshall Plan (textual)

Letters of the Korean War Packet (textual)

Oppenheimer’s “I am Death. Destroyer of Worlds” Speech (film/visual/audio)

“Bert the Turtle” Educational Video of Preparing for an Atomic Bomb (film/visual/audio)

Brown v. Board of Education 1954 (textual)

PBS Emmett Till Documentary

Civil Rights in Mississippi Primary Document Archive (visual, textual, audio)

Graph of Lynchings by State after the Civil War Map (map/quantitative data)

16. The 1960’s and Vietnam (2 weeks)


Social, political, and economic effects of Kennedy’s New Frontier, Cuban Missile Crisis, and the Bay of

Pigs

Johnson’s Great Society programs and the social impact of the US Government’s involvement




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MLK Jr., the March on Washington, SNCC, CORE, SCLC, sit-ins, the Black Panthers, Malcolm X, and

the Civil Rights Act of 1964

LEARNING OBJECTIVE BY THEME = Identity #1- ID 8 = Explain how Civil Rights Activism in the

20th Century affected the growth of African American and other identity-based political and social

movements.

HISTORICAL INTREPRETATION PRACTICE- After listening to MLK’s “I Have A Dream” and “I

Have Been to the Mountaintop” Speeches, listen to Malcolm X’s “By Any Means Necessary” compare

and contrast the goals of both black leaders. Afterward, discuss the spiritual nature of both MLK’s Soul

Force and Malcolm X’s Islamic-faith based Black Power Movement and the connection of faith to both.

The development of the counterculture and evolution of protest music (Ex: Woodstock 1969)

Early American involvement in Vietnam and why the United States entered due to the Domino Theory




century

Reaction to American involvement in Vietnam




LEARNING OBJECTIVE BY THEME ACTIVITY = In groups, create your own protest rally that

protests the Vietnam War. Groups will be dressed time appropriately, be playing music, have protest signs

like the counterculture movement did in the 60’s. Groups are expected to be historically accurate and

“march” different spots in the school (Gym, Social Studies Hallway, and English Hallway).

The importance of year 1968 on American history (MLK & RFK assassinations)…

DBQ-Did the attitudes and policies of the United States government regarding the war in Vietnam

reflect the attitudes of the American people during the time of war?

FRQ-Describe the events leading to the Cuban Missile Crisis of 1962 and explain its significance to

the relationship between the United States and the Soviet Union as well as its impact on Kennedy’s

presidency and Khrushchev’s leadership of the Soviet Union.

FRQ-Discuss the ways in which social and economic issues in the U.S., including the Civil Rights

Movement and the Vietnam War changed both the social fabric and the political structure of the

U.S. in the 1960s.


The Things They Carried

JFK and Nixon Debate Live (film/video/audio)

Camelot Era Article

JFK’s Assassination Live Stream Video (film/visual/audio)

Interviews with the Freedom Riders (film/visual/audio)

“I Have a Dream Speech” by MLK (film/audio/visual/textual)

Malcolm X’s Journey Speech (audio/visual/textual)

Initiation of the Black Panthers (textual)

Free Huey Posters (visual)

Gulf of Tonkin Resolution (textual)

Good Morning Vietnam (film/visual)

Protest Era Music- Video shows Kent State and CCR’s Fortunate Son to Draft Protests (film/audio/textual/visual)

Portions of Woodstock Concert Video (film/audio/textual/visual)

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17. The 1970s, Ford, and Carter (1 week)


The impact of the Vietnamization policy

Watergate and Nixon’s resignation

The Ford Administration, inflation, and economic stagnation

Economic effects of the OPEC policy



20th century

The election of 1976 and the Carter Administration

Environmental push during the 1970’s




LEARNING OBJECTIVE BY THEME ACTIVITY = Complete a Web Quest assignment that looks into

the Bald Eagles near extinction and how the environmental acts of the 1960’s and 1970’s have impacted

the endangered species lists and resources in the United States

Camp David Accords, the Iran Hostage Crisis, and the election of 1980

LEARNING OBJECTIVE BY THEME = America in the World #5- WOR-8= Explain how U.S. military

and economic involvement in the developing world and issues such as terrorism and economic

globalization have changed U.S. foreign policy goals since the middle of the 20th century

DBQ-To what extent did the African American Civil Rights Movement achieve its goals?


Watergate transcripts (textual)

Nixon’s “Dog” Speech (film/audio/video)

Nixon’s Resignation Speech (film/audio/video/textual)

Frost vs. Nixon Interview (film) compared to Frost v. Nixon movie

Carter’s New Generation Speech (audio/textual)

Clean Air Act & Clean Water Act (textual)

Silent Spring by Rachel Carson (textual)

Camp David Accords (textual)

Hostage Crisis in Iran Newspaper Articles (visual/textual)

News Reports on Hostage Crisis (film/visual)

18. Reagan to the Present (2 weeks)


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Reaganomics and its impact on the United States

Détente initiative and its impact on U.S. foreign policy

Perestroika and glasnost

The end of the Cold War and the causes of fall of the Berlin Wall

Soviet Invasion of Afghanistan of 1979: Compare and contrast the Soviet Union’s success in Afghanistan

with the US Military’s.

The Iran-Contra Affair

George H.W. Bush, his economic policies, and the fall of communism




Operation Desert Storm and its impact on US foreign policy



20th century

The election of 1992 and the Clinton Administration

The effects of events in Kosovo and Somalia

The impact of increasing terrorist hijackings and bombings

The 2000 election and George W. Bush

Al Gore’s Court Case and later his environmental push and policies




The role of 9/11 in our current foreign policies

LEARNING OBJECTIVE BY THEME = America in the World #5- WOR-8= Explain how U.S. military

and economic involvement in the developing world and issues such as terrorism and economic

globalization have changed U.S. foreign policy goals since the middle of the 20th century

The Patriot Act and its effects on our civil liberties (primary document)

Current controversy of the NSA and its effects on our civil liberties

HISTORICAL INTREPRETATION PRACTICE- Compare and contrast primary documents and cartoons

on the current issue of the Patriot Act, NSA, and wiretapping with students prior knowledge and review

primary documents and cartoons of the Espionage and Sedition Acts of Woodrow Wilson during World

War I. (primary documents- textual/visual)

The War on Terror and its socio-economic effects on American society

The Rise of Russia & the Ukrainian Crisis and its current impact on American society (is the Cold War

being resumed?)

Issues of immigration in the 21st Century and the socio-political and religious response to Latino children

in the United States of America.

LEARNING OBJECTIVE BY THEME = Peopling #3- PEO 7 = Explain how and why debates over

immigration to United States have changed since the turn of the century.

HISTORICAL INTREPRETATION PRACTICE- Compare and contrast primary documents on

immigration and changing POV’s (point of views) throughout US history. John McCain’s Speech on

Immigration and 1920’s Immigration Policy of Mexican-Americans and changes during the Great

Depression.

DBQ-How has American changed since the 1950s?

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Reagan’s Star Wars Speech (textual)

C-Span Coverage (film/audio/textual)

Live Coverage of the Fall of the Berlin Wall (film/visual)

Primary Document Packet of Images and Letters of the Fall of the Berlin Wall (visual/textual)

Smithsonian Article- Was Reagan Responsible for the end of the Cold War?

TIMES Article (on Clinton)- Impeachment?

Bush’s Thousand Points of Light Speech (film/audio/visual/textual)

CNN Live Feed of September 11th (film/visual)

George W. Bush’s post-9/11 State of the Union (film/audio/visual/textual)

Bush v Gore (textual)

The Patriot Act (textual)

Chart and Graphs of Spending on the US Military (quantitative data)

19. AP Exam Review (1 week)

Test-taking skills

Practice DBQs and FRQs

Practice multiple choice tests

Class creation of visual timeline of entire course of American history

Exam-Wednesday, May 14th, 8:00 am

20. Film Presentations

Students present visual slideshow and write an essay on the accuracies and inaccuracies of how

modern culture portrays American history through film.

*Many factors may necessitate alterations to this syllabus. Students will receive adequate notice of changes.

Advanced Placement American History September 2017-June ...schools.smcps.org/gmhs/images/Social Studies Department/AP American... · Advanced Placement American History September

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