Advanced Placement American History Syllabus - 1 Placement American History Syllabus ... unit tests, the DBQ and ... How did the Columbian exchange lead to redistribution of power

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Revised 10/23/2014

Advanced Placement American History Syllabus DESCRIPTION: This is an advanced course in American History; students should be prepared to work on

a college level. Test and test materials are the same as those used by the CWC professors, along

with Advanced Placement United States History (APUSH) course and exam specific materials.

The first semester will cover American History from pre-Columbian societies through the Civil

War and Reconstruction. Second semester will cover from the end of Reconstruction to the

present. Three semester hours of CWC concurrent enrollment credit per semester can be

earned by students, as well as the ½ credit per semester of Lander Valley High School (LVHS)

credit. Students have the option of taking the national APUSH exam in May. (Those who choose

to take the national APUSH exam will work at an accelerated rate in the spring as they prepare

for that test. This test is optional and NOT necessary for earning the concurrent enrollment

credit. It is recommended that those students choosing to take the APUSH exam purchase and

use APUSH study guides as well as utilizing online study resources.) The course will be taught as

if every student will be choosing to take the APUSH, so the class will involve extensive practice in

use of primary and secondary sources as we address overarching themes and questions related

to historic units, ideas, and concepts. There will be several written assignments reflecting

APUSH timed essays called Document Based Questions (DBQs), as well as Free Response

Questions (FRQs) requiring critical thinking skills, analysis and synthesis of knowledge and use of

primary and secondary sources, and application of writing skills. In addition, students will be

involved in reading, research, discussion, projects, debates, simulations, and assignments

specific to chapters and units. Along with chapter assignments, quizzes, unit tests, the DBQ and

FRQ essays, there will be a major project assigned each semester. Students enrolling in this

class must have received A or B grades in previous social studies and language arts classes as

well as complete the summer reading assignment for AP American History. Students must sign

up for concurrent enrollment through CWC in September, and must earn a C or better to earn

concurrent enrollment credit.

The course will be divided into the following major units:

∙ Summer reading assignment: Chapters 1 and 2: Early pre-Columbian societies, early exploration and

Settlement, 1492 -1607

∙ Unit 1: Chapters 3, 4, 5: Colonial beginnings and development, 1607-1754

∙ Unit 2: Chapters 6 and 7: British Empire, French and Indian War, Colonial Crisis, and the

American Revolutionary Period, 1750-1789

∙ Unit 3: Chapters 8, 9, 10: Early Republic, 1775-1824

∙ Unit 4: Chapters 11, 12. 13: Westward expansion, Manifest Destiny, and the economic, political,

and religious development of the nation, slavery, and the resulting

Sectionalism, 1800-1860

∙ Unit 5: Chapters 14, 15, 16: The Crisis of the Union, the Civil War and Reconstruction, 1850-1877

∙ Unit 6: Chapters 17, 18, 19, 20: The Contested West, Rise of Big Business, Industrialization, Growth

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of Technology and Urbanization, Immigration, the Gilded Age, Labor

Movements and Reforms, 1865-early 1900s

∙ Unit 7: Chapters 21, 22: Grassroots and Progressivism, Emergence of America as a World

Power, Imperialism, Isolationism, and WWl, 1900-1918

∙ Unit 8: Chapters 23, 24, 25: The Roaring 20s, the Great Depression, and WWll and the Home front,

1920-1945

∙ UNIT 9: Chapter 26, 27: Cold War Politics and the Politics and Culture of Abundance in the

1950s, 1945→1950s

∙ UNIT 10: Chapters 28, 29, 30: Turbulent 60s: Reform, Rebellion and Reaction; Vietnam War;

America’s Move to the Right; End of the Cold War, 1960-1989

Chapter 31: Post Cold War America and Globalization, 1989→Present day

(Embedded throughout will be connections our pluralism, a changing dynamic democracy, connections

to the Constitution, and America’s role, past and present, on the world stage. Connections will also be

made to Wyoming’s history and its intricate role in American history.)

LVHS: ½ credit per semester = 1 full credit fulfilling the American History requirement for 11th grade

CWC: Hist 1210 and 1220. Three semester hours per semester are available through the concurrent

enrollment program. This course fulfills the American History requirement for all Wyoming and regional

public colleges.

Texts, Secondary Sources, and Primary Sources:

Roark, James L. et al. The American Promise, 4th edition. Boston: Bedford/St. Martin’s, 2009. (Primary

textbook)

Gardner, Sarah E. Instructor’s Resource Manual, The American Promise, 4th edition, Boston: Bedford/St.

Martin’s. 2009

Johnson, Michael P. Reading the American Past, Selected Historical Documents, volume 1: To 1877, 4th

Edition. Boston: Bedford/St. Martin’s, 2009.

--- Reading the American Past, Selected Historical Documents, volume 2: from 1865, 4th edition. Boston:

Bedford/St. Martin’s, 2009.

Brinkley, Alan. American History, Connecting With the Past, AP Edition. New York: McGraw-Hill, 2012.

(support textbook)

Henretta, James A. et al. America’s History, for Advanced Placement, 7th Edition. Boston: Bedford/St.

Martin. 2011. (support textbook)

Dollar, Charles M. American Issues, A Documentary Reader. New York: Glencoe/McGraw-Hill. 2002.

Bender, David L. et al. Opposing Viewpoints in American History, volume 1: From Colonial Times to

Reconstruction. San Diego: Greenhaven Press, Inc. 1996.

---Opposing Viewpoints in American History, volume 2: From Reconstruction to the Present. San Diego:

Greenhaven Press, Inc. 1996.

Hofstadter, Richard. Great issues in American History, Volumes l, ll, and lll.

Johnson, Paul. A History of the American People. New York: Harper Collins Publishers, 1998.

Maderas and SoRelle. Taking Sides: Clashing Views in United States History, Volumes l and ll, edition

16. Iowa: McGraw-Hill/Dushkin, revised 2014

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National Center for Constitutional Studies. The Constitution of the United States with the Declaration of

Independence. (pocket size text) nccs.net. 2010.

Constitutional Rights Foundation. Landmarks: Historical U.S. Supreme Court Decisions. 2007.

Constitutional Rights Foundation. Landmarks: Historical U.S. Supreme Court Decisions, Teacher’s Guide.

2007.

National Endowment for the Humanities. Picturing America, Teacher’s Resource Book. Washington, D.C.

2008.

Leland, Anne. et al. American War and Military Operations Casualties: Lists and Statistics. CRS Report

For Congress. Congressional Research Service, 2010.

Various released AP practice tests and booklets

Various materials acquired through attendance of Cherry Creek AP Summer Institutes, 2010 and 2013.

United States History. Workshops conducted by Kathy Williams (2010) and George Henry, Jr.

(2013).

Various primary documents available online or from personal collection, other textbook supplements,

Fremont County Public Library and the LVHS library

Various short segments of films, contemporary and recent news/opinions

Requirements:

- Students must complete the summer reading and assignment that are mailed the last week

of July. Failure to turn in assignment on the first day of class may result in being dropped

from the class into the regular American History class. (Students who sign up for the class

within a few days of class starting will be given 48 hours from the first day of class to

complete the reading and submit the assignment.)

- Students will be reading approximately a chapter per week, along with supplemental

materials.

- Students will complete various assignments, quizzes, projects, papers, related to chapters,

and units.

- Students will complete one major project per semester:

o Semester 1: “Play It Forward” – a comparison of a prominent issue, event, person

or groups, topic from the time period between 1815-1850 to an issue, event,

person, or groups, topic in the last decade of American history.

o Semester 2: “Night at the Museum” – students use an artifact from their family as

the basis for a project where they interview family members, research the artifact,

the time period and key historical events that it is connected to, write papers

concerning the family history and historic time period related to the artifact,

prepare a museum type exhibit for the artifact, and present to the public at the

annual “Night at the Museum,” usually scheduled in March. (All LVHS AP American

History and regular American History students are required to participate in and

complete this project.) (examples: Students grandfather served on the USS

Argonne during WWll. Artifact may be his pins, a piece of his uniform, his discharge

papers, or a photo of him in his uniform. Project would focus on the bombing of

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Pearl Harbor and the USS Argonne, and grandfather’s experience in the U.S. Navy

during WWll.)

- Students will take unit tests that usually cover 3-5 chapters, along with a 1st semester and

2nd semester final. Those finals are not cumulative, but reflect the last unit of study. Those

tests will also incorporate aspects of the APUSH exam including document based questions

(DBQs) and free response questions (FRQs).

- Some instructional time will be devoted to practicing responses for various DBQ and FRQ

type questions. Extensive practice within chapters and units will be devoted to identifying

and using historical thinking skills for analysis, interpretation and synthesis of American

history: chronological reasoning, identifying cause and effect, recognizing continuity and

change over time, recognition of time periods and eras, comparison and contextualization of

historical developments, argumentation, evaluating historical evidence, and uncovering

bias.

- Students will complete 4 DBQ type essays, simulating the APUSH exam experience. Those

will be spread out throughout the year.

- Students are expected to read, write, and perform at the academic level of regular CWC

students, maintaining at least a C average. There will be opportunities for revision of

written work.

- Students are expected to keep a notebook as a tool of organization that includes chapter

assignments, notes, handouts, etc.

- Students who choose to take the APUSH exam in May will be expected to do some studying

on their own time, and will work at an accelerated pace in March and April as they prepare

for that exam. (Again, taking the APUSH exam is OPTIONAL.)

Grading per semester:

Semester 1: Four unit tests worth 100 points each (including DBQ and FRQ essays) 400 pts

“Play It Forward” project 200 pts

(semester final is the Unit 5 test)

Semester 2: Five unit tests worth 100 points each (including DBQ and FRQ essays) 500 pts

“Night at the Museum” project 200 pts

“Decade Panel Presentations” (time permitting) 150 pts

(semester final is the Unit 10 test)

Semester One: SUMMER READING ASSIGNMENT

Chapters 1 and 2: Early pre-Columbian societies, early exploration and settlement, 1492 -1607

Key objectives: Students will:

Describe some of North America’s first human inhabitants and developments that

allowed them to survive and migrate throughout the continent.

Identify major Native American cultures on the eve of Columbus’s arrival.

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Explain similarities and differences between various tribes based on geographical

locations.

Identify the technological shifts that allowed for European exploration of the world.

Explain the Columbian exchange, its costs and benefits for Europeans and Indians.

Describe the impact of Spanish conquest and colonization in the New World, and the

relationship of that to its ambitions in Europe.

Overarching Questions:

IDENTITY:

How did the identities of colonizing and indigenous American societies change as a

result of contact in the Americas?

WORK, EXCHANGE and TECHNOLOGY:

What were some of the strategies used by various Native American societies and

cultures that contributed to their survival and diversity?

ENVIRONMENT and GEOGRAPHY:

For over 12,000 years Native Americans successfully adapted to environmental changes

in North America. How did various Native American groups produce significant changes

in the environments around them? Discuss specific examples of how Native Americans

changed the North American landscape. Cite archaeological evidence to back your

examples.

PEOPLING:

Describe some of North America’s first human inhabitants and developments that

allowed them to survive and migrate throughout the continent.

POLITICS and POWER:

How did the Columbian exchange lead to redistribution of power and population? How

did various tribes benefit and suffer under contact with and conquest by European

explorers?

AMERICA in the WORLD:

How did European attempts to dominate the Americans shape relations between Native

Americans, Europeans, and Africans?

IDEAS, BELIEFS, and CULTURE

What is the difference between archaeologists and historians? What are the limitations

of each field? How do historians need and benefit from the work of archaeologists?

Historical Thinking Skill Focus: Skill 4 and 5: Comparison and Contextualization

Discuss developments within Native American societies (paleo → 1492) and European

civilization and exploration (16th Century) that impacted contact, relationships, and

expectations between the various tribes and explorers of the New World.

LEARNING ACTIVITY related to WORK, Exchange and Technology: Field trip to Castle Gardens,

a Wyoming archaeological rock art site with multiple pictographs and petroglyphs,

somebelieved to be as old as the 1600s. Also visitation to firepits in Riverton, Wyo.

area, possibly dating back 1000 years, reflecting multiple use of area by early tribes.

Students work with state archaeologist on documentation and care of site, speculation

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as to reasons for use of the site, evidence of hunting, tool making, proximity to water

sources, etc. State archaeologists in classroom one full class period prior to field trip.

Assessments: Chapter assignments and quiz over chapters 1 and 2.

UNIT 1: Chapters 3, 4, 5: Colonial beginnings and development, 1607-1754

Learning Objectives: Students will:

Describe religious, economic and/or social development of various early colonies

Identify how tobacco impacted the Chesapeake region and shaped the Virginia colony

Describe how British development of slave labor system in the West Indies, Carolinas

and the Chesapeake effected the economic, social and political development of the

Southern colonies.

Discuss the social, political, and economic inequalities of Bacon’s Rebellion.

Describe England’s development as a Protestant nation, the emergence and discontent

of the Puritans and separatists, and their influence on the social, political, and economic

development of the New England colonies where they settled.

Discuss the founding and settlement of the middle colonies, identifying how those

colonies differ from the New England and Southern colonies.

Explain how the English monarchy moved to consolidate its authority over the American

colonies, and how that shared experience united the culture of the diverse colonies of

British North America.

Understand how the British Empire provided a common framework of political

expectations and experiences for American colonists.

Describe the dynamics of relationships between the British, American colonists, and

Native Americans


IDENTITY

What were the chief similarities and differences among the development of English,

Spanish, Dutch, and French colonies in America?

WORK, EXCHANGE, and TECHNOLOGY

How did the British development of the slave labor system in the West Indies, Carolinas,

and the Chesapeake effect the economic, social, and political development of the

Southern colonies?

PEOPLING

How did the economic, geographical, and social factors encourage the growth of slavery

as an important part of the economy of the southern colonies between 1607 and 1775?

POLITICS and POWER

For the period before 1750, analyze the ways in which Britain’s policy of salutary neglect

influenced the development of American society as illustrated in the following:

legislative assemblies, commerce, religion.

AMERICA and the WORLD

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How did the competition between the European empires around the world affect

relations among the various peoples in North America?

ENVIRONMENT and GEOGRAPHY

“Geography was the primary factor in shaping the development of the British colonies in

North American.” Access the validity of this statement in the 1600’s.


Compare the ways in which religion shaped the development of colonial society (to

1740) in two of the regions: New England, Chesapeake, Middle Atlantic

Historical Thinking Skill Focus: Skill 1: Chronological reasoning – Historical Causation

Compare the ways in which TWO of the following reflected tension in colonial society:

Bacon’s Rebellion (1676), Pueblo Revolt (1680), Salem witchcraft trials (1692), Stono

Rebellion (1739)

Use of primary and secondary source documents:

Winthrop’s sermon from the Arabella, New England colonial map, and various excerpts

(2010 DBQ documents)

Bacon’s Rebellion: Bacon’s Declaration in the Name of the People, Governor Berkeley

on Bacon’s Rebellion and the treaties with the tribes in 1646 and 1647.

Arrest warrant of Elizabeth Proctor and Sarah Cloyce

Behavioral psychologist, Linda Caporael’s theory of ergot poisoning as an explanation of

bizarre behavior in Salem accusers

Learning Activity reflecting IDEAS, BELIEFS, and CULTURE: Students look at primary source

documents and other readings related to the Salem Witch Trials, including the

research of Linda Caporael’s theory of ergot poisoning. In groups students break

down and analyze the various readings, theories and their historical understanding of

the situation through a biospychosocial-cultural approach. The activity culminates

into a Socratic discussion of how and why the girls of Salem accused various people of

witchcraft in 1692.

Assessments: Chapter reading assignments, debate between parties of Bacon’s Rebellion, DBQ

practice using prompt related to the Puritans, Unit 1 exam

UNIT 2: Chapters 6 and 7: British Empire, French and Indian War, Colonial Crisis, 1754-1775 and

the American Revolutionary Period, 1750-1789


Describe the ways in which the French and Indian War of the 1760s laid the groundwork

for tension between the British leaders, the American colonists, and Native Americans.

Explain the dynamics and complexities of the dual identity of American colonists as

British subjects.

List and explain the intent of key British parliamentary acts and laws as well as identify

how the response of American colonists.

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Identify the goals and purposes of the First Continental Congress.

Explain the progression of events, the dynamics and the impact of each of the following:

Boston Massacre, Boston Tea Party, and the battles at Lexington and Concord.

Discuss the concept of “taxation without representation” for American colonists as

colonists and as British subjects.

Identify the objectives of the Second Continental Congress.

Identify ways in which the colonists organized to oppose British power.

List the strength and weaknesses and challenges of the British and the American armies

in the beginning years of the American Revolution.

Explain the conflicts between patriots and loyalists, and identify how those played out at

local levels

Explain King George lll’s southern strategy

Identify the Battle of Saratoga and the British surrender at Yorktown as turning points in

American history


IDENTITY

Discuss the activism of the American colonists in their resistance of British policies. Cite

specific examples.


How did Great Britain’s mercantilist policies affect the various colonies? Cite specific

examples.

PEOPLING

How did the American Revolution and its aftermath reorient white-American Indian

relations and affect subsequent population movements?

POLITICS and POWER

The French and Indian War (1754-1763) altered the relationship between Britain and its

North American colonies. Assess this change with regard to TWO of the following in the

period between 1763 and 1775: Land acquisition, politics, economics

Evaluate the relative importance of TWO of the following as factors prompting

Americans to rebel in 1776: parliamentary taxation, restriction of civil liberties, British

military measures, the legacy of colonial religious and political ideas.

AMERICA in the WORLD

The question of whether colonists’ loyalty would be to the new government or to the

old king was crucial during the Revolutionary War. Discuss the importance of loyalty to

the outcome of the conflict. In your answer, consider both military and political strategy.


Explain the dynamics and complexities of the dual identity of American colonists as

British subjects.


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Why did disputes over taxation figure so prominently in the deteriorating relations

between Britain and the colonies? In your answer, refer to specific disputed British

attempts to raise revenue and the colonial response.

Historical Thinking Skill Focus: Skill 6: Historical Argumentation

The Second Continental Congress’s adoption of the Declaration of Independence

confirmed a major shift in the conflict between the colonies and Britain. Why did the

colonies make this decisive break in 1776? In your answer discuss some of the

arguments for and against independence.


Paul Revere etching of the Boston Massacre

Olive Branch Petition

Declaration of Independence

Student research of specific signers of the Declaration of Independence, looking for

historical evidence of their perspective as representatives of specific colonies.

Portraits of colonists painted by John Singleton Copley

LEARNING ACTIVITY for POLITICS and POWER: (noted and serves as the ASSESSMENT for this

UNIT: Students re-enact the gathering of the Second Continental Congress, addressing

the question as to whether colonies should sever ties with Great Britain or continue to

“work things out” with royally appointed colonial officials, Parliament, and King

George lll. Students are assigned the role of an actual delegate and meet as

delegations from their colony, where they outline specific issues for their colony.

Using a t-chart, students come up with specific reasons to sever ties with Great

Britain, specific reasons to remain loyal, and finally , a unanimous recommendation

from their colonial delegation as to course of action. The delegation prepares a

speech as to their specific situation and recommendation. Post delivery of all colonial

delegation speeches, students in assigned roles, debate whether to declare

independence or remain loyal to Great Britain. A 1 vote per delegation follows

debate, which leads to class in-depth examination of the Declaration of Independence

as a list of specific grievances.

Assessments: Chapter reading assignments, “reenactment” of the Second Continental

Congress, Unit 2 exam.

UNIT 3: Chapters 8, 9, 10: Early Republic, 1775-1824


Identify the strengths and weaknesses of the Articles of Confederation

List problems of the new republic -

Describe various state governments, their various definitions of citizenship, and how

they handled slavery -

Explain the need for a strong central government and recognition of state rights as

exemplified by the opinions of Alexander Hamilton and Thomas Jefferson.

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Explain how the U.S. Constitution came into existence; identifying the Virginia and New

Jersey Plans, and the Great Compromise, and Three-fifths clause; explaining ratification

process and why the need for Bill of Rights

Identify the differences between the Federalists and Antifederalists and their visions for

federal and state governments.

Washington’s legacy as the first U.S. President

Describe the Northwest Ordinance, its purpose and effect on the United States, and

eventually Wyoming.

Describe Alexander Hamilton’s economic plan and the controversy surrounding it.

Explain the events, list key players, and identify the outcomes of the Whiskey Rebellion.

Describe various domestic and foreign conflicts and their influence on the new republic:

the Ohio Valley, the Haitian Revolution, French Revolution.

Explain the development of the Federalist and Republican parties and how they were

shaped by the 1796 election, the XYZ affair, and the Alien and Sedition Acts.

Identify the key players, their roles and positions in the Midnight Judges, Marbury v.

Madison, and the establishment of the power of the judicial branch through exercise

and establishment of judicial review.

Explain how the electoral college works, its intent, (and how it has effected Wyoming)

Identify agendas, actions, challenges, and accomplishments of the presidencies of

Jefferson, Madison, and Monroe.

List the reasons for the War of 1812, identify the various participants, and identify the

turning points of the war.

Discuss the role of white women in the early republic and their various avenues of

participation: mothers, wives, educators, religious expression, social networks.

Discuss the aspects and provisions of the Missouri Compromise (1820)

Discuss the Monroe Doctrine.


IDENTITY

Twenty-first century Americans see the profound tension between the revolutionary

ideals of liberty and equality, and the persistence of American slavery. How did

Americans of the late eighteenth century see this tension? In your answer, be sure to

discuss factors that might have shaped various responses such as region, race, and class.


How did the growth of mass manufacturing in the rapidly urbanizing North affect

definitions of, and relationships between workers and those for whom they worked?

How did the continuing dominance of agriculture and the slave system affect southern

social, political, and economic life?

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PEOPLING

How did the continued movement of individuals and groups into, out of, and within the

United States shape the development of new communities and the evolution of old

communities?

POLITICS and POWER

Why did many Revolutionary leaders shaping the government of the new nation begin

to find the principle of democracy troubling? How did they balance democracy with

other concerns in the new government? Use TWO of the following to construct your

response: men without property, women, and slaves; Shay’s Rebellion; Constitutional

Convention; organization of the new government.


The domestic politics of the new nation were profoundly influenced by conflicts beyond

the national borders. Discuss how conflicts abroad contributed to domestic political

developments in the 1790s.

ENVIRONMENT and GEOGRAPHY:

How did environmental and geographic factors affect the development of sectional

economies and identities?


To what extent and in what ways did the role of women change in American society in

the early years of the Republic (up to 1820)? Respond with reference to TWO of the

following areas: domestic, economic, political, social.

Historical Thinking Skill Focus: Skill 8 and 9: Historical Interpretation and Synthesis: Shay’s

Rebellion:

Students, in small groups will read various letters, opinions, and editorials; assume

various roles related to Shay’s Rebellion; conduct interviews of other group members as

they play out their role; and will create an editorial page of a local newspaper.


various editorials and letters concerning Shay’s Rebellion (i.e. Abigail Adams, Plough

Jogger, Thomas Jefferson)

focus on textbook interpretation of Shays’ Rebellion: Roark, James L. et al. The

American Promise, 4th edition. Boston: Bedford/St. Martin’s, 2009

focus on reading of Bryant White’s research, interpretation, and critique of Shays’

Rebellion

http://shaysrebellion.stcc.edu/shaysapp/person.do?shortName=daniel_shays

Parts of the Federalist Papers

Parts of the U.S. Constitution

LEARNING ACTIVITY related to IDENTITY: Students read historic account of Shays Rebellion,

1787, and various primary source documents related to the event. Classes are divided

into 2 editorial staffs with assigned tasks to create an editorial page reflecting various

opinions as to whether Daniel Shays should be pardoned for his role in “rebellion

against the Commonwealth of Massachusetts.” Activity is designed to illuminate the

http://shaysrebellion.stcc.edu/shaysapp/person.do?shortName=daniel

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more conservative view of radicalism now adopted by Samuel Adams, John Hancock,

and George Washington as leaders seek to establish a new nation under the weak

Articles of Confederation. Also struggling farmers seek representation as they cannot

pay taxes and face a depressed post-war economy. THIS ACTIVITY REQUIRES

STUDENTS TO ANALYZE PRIMARY SOURCE DOCUMENTS FOR AUDIENCE, PURPOSE,

POINT OF VIEW, ARGUMENTS, AND LIMITATIONS AS THEY READ THE VARIOUS

SOURCES AND DISCUSS, CONTRIBUTE TO AND CREATE AN EDITORIAL PAGE AS TO

WHETHER DANIEL SHAYS SHOULD BE PARDONED.

Assessments: Chapter reading assignments, student generated editorial pages for Shay’s

Rebellion, simulation of U.S. Supreme Court hearing of Madison v. Marbury, 1803, Unit

test.

UNIT 4: Chapters 11, 12. 13

Westward expansion, Manifest Destiny, and the economic, political, and religious

development of the nation, slavery, and the resulting sectionalism. 1800-1860

Learning objectives: Students will:

For the Buffalo Bill Historical Center Field Trip for “Manifest Destiny”:

Look for various examples of the human and environmental benefits and costs of

“manifest destiny” ideology reflected through the artifacts, collections and exhibits of

the museum: Draper Natural History exhibit, Cody Firearms Collection, Whitney

Western Art Collection, Plains Indian Museum, Buffalo Bill Cody exhibits

Photograph various artifacts, displays that depict the benefits and costs of “manifest

destiny”

Will create a brief presentation, discussing the artifacts and displays they saw at the

museum that evidenced human and environmental benefits and costs of manifest

destiny.

For the “Play It Forward” projects:

Students choose their own topics from the time period, 1812-1860, and present day

Through the work of three groups (each group reflecting a respective chapter: 11, 12,

13), will choose various topics reflected in their assigned chapter (i.e. Lowell factory,

the Jacksonian era; the tariff of Abomination; the National bank crisis, Worcester v.

Georgia, 1832, Second Great Awakening, temperance movement, abolitionist

movement, mechanization and industrialization, inventions like the McCormick reaper

and the cotton gin and interchangeable parts, development of railroads, free labor,

westward movement, the Mormon exodus, Bear Flag Revolt, Mexican-American War,

transcendentalists, utopians, women’s rights activists, Cotton Kingdom, Plantation

economy, slavery, etc. )

Will research chosen topics

Will compare and contrast, draw parallels, make connections between their chosen

Chapter 11, 12, 13 topics and a topic, event, group, significant individuals from the last

10 years. (Examples: the suffragettes and Hillary Clinton, Sarah Palin; the tariff of

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Abomination and the economic bailout of 2008; mechanization, the McCormick reaper

and GPS/precision farming; Panic of 1819 and the recession of 2007-09; Mexican

American War and the current border crisis in Texas, etc.)

Will write 2 of their own overarching questions reflecting their chosen Chapter 11, 12,

13 and their chosen topic from the last decade.

Will write a reflective essay discussing their research, primary and secondary sources as

part of research, and comparing, contrasting, and making connections to the topic

chosen from the last 10 years.

Will use overarching questions as they present to classmates

Will make a presentation to their classmates.

Will take notes on other project presentations

Overarching questions:

Students write their own overarching questions reflecting their chosen topic from

Chapters 11, 12, and 13, and reflecting their topic from the last ten years.

IDENTITY


PEOPLING

POLITICS and POWER (overarching questions will be

AMERICA in the WORLD student generated)



“Although Americans perceived Manifest Destiny as a benevolent movement it was in

fact an aggressive imperialism pursued at the expense of others.” Assess the validity

this statement with specific reference to American expansionism in the 1840s.

Historical Thinking Skill Focus:

Skill #2: Patterns of continuity and change over time –

Analyze and evaluate historical patterns of continuity and change over time.

Connect patterns of continuity and change over time to larger historical

processes or themes.

Skill #9: Synthesis –

Apply insights about the past to other historical contexts or circumstances,

including the present (through the “Play It Forward” projects).


1872 painting, “Spirit of Columbia” for discussion of Manifest Destiny

Field trip to Buffalo Bill Historic Center in Cody, Wyoming (Smithsonian quality

museum) using the theme of “Manifest Destiny” and its effect on the West as the lens

for our overall perspective for our tour

Primary source documents found and used by students as they research their topics for

the “Play It Forward” projects (requirement of the project)

Parts of John L. O’Sullivan’s essay on “Annexation” concerning Manifest Destiny

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LEARNING ACTIVITY for ENVIRONMENT AND GEOGRAPHY and PEOPLING:

ALSO Historical CAUSATION: Cause and Effect

Students participate in a field trip to Buffalo Bill Historic Center in Cody, Wyoming

(Smithsonian quality museum) using the lens of “Manifest Destiny” and its effect on

the West as the critical perspective of our tour. Exhibits include an extensive Great

Plains Indians exhibit, WESTERN ARTISTS and their authentic masterpieces(Remington,

Russell, Gutzon Borglum, Albert Bierstadt, Catlin, etc) an amazing firearm collection,

and a natural history gallery with environmental exhibits and tour concerning the role

of the beaver, fur trappers and traders particularly in Wyoming. Students come back

to class the following day, assembling their photographs into an essay of concerning

the benefits and human and environmental impact of “Manifest Destiny”. Students

create photo essays of Manifest Destiny reflecting experience of those exploring and

settling the west, as well as the devastating impact on Plains Indian culture and the

unique ecosystems, especially exploitation of the beaver and the buffalo. They then

present their photo essay to their classmates.

ALSO “PLAY IT FORWARD” project and paper for PERIODIZATION:

Students choose their own topics from the time period, 1812-1860, and present day

(2000-2014).Through the work of three groups (each group reflecting a respective

chapter: 11, 12, 13), students will choose various topics reflected in their assigned

chapter (i.e. Lowell factory, the Jacksonian era; the tariff of Abomination; the

National bank crisis, Worcester v. Georgia, 1832, Second Great Awakening,

temperance movement, abolitionist movement, mechanization and industrialization,

inventions like the McCormick reaper and the cotton gin and interchangeable parts,

development of railroads, free labor, westward movement, the Mormon exodus, Bear

Flag Revolt, Mexican-American War, transcendentalists, utopians, women’s rights

activists, Cotton Kingdom, Plantation economy, slavery, etc. ) They will research

chosen topics, will compare and contrast, draw parallels, make connections between

their chosen chapter 11, 12, 13 topics and a topic, event, group, significant individuals

from the last 10 years. (Examples: the suffragettes and Hillary Clinton, Sarah Palin;

the tariff of Abomination and the economic bailout of 2008; mechanization, the

McCormick reaper and GPS/precision farming; Panic of 1819 and the recession of

2007-09; Mexican American War and the current border crisis in Texas, etc.). Students

will also write their own overarching questions reflecting their chosen Chapter 11, 12,

13 and their chosen topic from the last decade. They will write a reflective essay their

research, (primary and secondary sources as part of research), and comparing,

contrasting, and making connections to the topic chosen from the last 10 years.

Presentations will be made to classmates.

Assessments: Chapter reading assignments, brief presentations of artifact and museum displays

reflecting benefits and human toll of Manifest Destiny from field trip to BBHC; “Play It

Forward” project papers and presentations, quizzes related to presentations

15

UNIT 5: Chapters 14, 15, 16 The Crisis of the Union, the Civil War and Reconstruction, 1850-1877


Describe the debate over extension of slavery to federal territories and how those

debates affected the election of 1848.

Identify the goal of the Wilmot Proviso

List the provisions of the Compromise of 1850.

Describe the provisions of the Fugitive Slave Act and its influence on the North and the

South

Discuss the impact of Harriet Beecher Stowe’s Uncle Tom’s Cabin on the North and the

South.

Explain the shift and realignment of political parties: Whigs and Democrats; Know

Nothings and Republicans; and how those reflected regional and sectional ideas and

beliefs.

Identify the regional differences between the North, the South and the growing West.

Explain why the Kansas-Nebraska Act was so controversial and its polarizing effect

Describe the Dred Scott decision

Discuss Abraham Lincoln as a politician.

Explain how various events of the late 1850s lead to the collapse of the Union in 1861.

Discuss John Brown’s goals, how he was perceived by the abolitionists, the North, and

the South.

Describe the dynamics of the election of 1860; how that election lead to the secession

of the South

Identify the perspective of the North and the South about the firing at Ft. Sumter

Identify the goals and believes of the Union and the Confederacy, of President Lincoln

and Jefferson Davis.

Discuss King Cotton and its impact on the economy of the South

Identify various battles, their participants, and outcomes: First Bull Run (Manassas),

Shiloh, Antietam, Gettysburg, Vicksburg, Sherman’s March to the Sea. Siege of

Richmond, surrender at Appomattox Courthouse.

Discuss Abraham Lincoln’s purpose for issuing the Emancipation Proclamation

Discuss the Congressional dynamics in debate and passage of the 13th Amendment

Describe the transformation of the Civil War from a war to save the Union to a war to

end slavery.

Describe the policy of conscription for the Union and the resulting New York riots.

Describe the transformation of emancipated slaves, to contraband, to freemen.

Compare and contrast the components of the reconstruction plans: Lincoln’s,

Congressional, President Johnson’s.

Discuss the significance and provisions of the 14th and 15th Amendments.

Identify the impact of military rule in the South, politically and socially.

16

Describe the impeachment process and explain why some in Congress wanted to

impeach President Johnson.

Discuss the abandonment of reconstruction by the North, and the effect of President

Grant’s troubled presidency on that erosion.

Explain how white supremacy prevailed in the South.

Discuss the election of 1876, the resulting Compromise of 1877, and the end of

reconstruction.


IDENTITY

The process of compromise contained tensions between slave and free states since the

nation’s founding and finally collapsed in 1861. Why did compromise fail in this

moment? Address specific political conflicts and attempts to solve them between 1846

and 1861.


How did the maturing of northern manufacturing and the adherence of the South to an

agricultural economy change the national economic system by 1877?

PEOPLING

Access the moral arguments and political actions of those opposed to the spread of

slavery in the context of TWO of the following: Missouri Compromise, Mexican War,

Compromise of 1850, Kansas-Nebraska Act.

POLITICS and POWER

“I am not, nor have I ever been, in favor of bringing about in any way the social and

political equality of the white and black races.” How can this statement of Abraham

Lincoln be reconciled with his 1862 Emancipation Proclamation?

Discuss the political, economic, and social reforms introduced in the South between

1864 and 1877. To what extent did these reforms survive the Compromise of 1877?


Explain why and how the role of the federal government changed as a result of the Civil

War with respect to TWO of the following during the period of 1861-1877: race

relations, economic development, westward expansion.


Evaluate the impact of the Civil War on political and economic developments in TWO of

the following regions: the South, the North, the West.


Brilliant military strategy alone did not determine the outcome of the Civil War; victory

also depended on generating revenue, material mobilization, diplomacy, and politics. In

light of these considerations, explain why the Confederacy believed it would succeed,

and why it ultimately failed.

17

Historical Thinking Skill Focus: Skill 6 and 7: Crafting Historical Arguments from Historical

Evidence

Students will practice a DBQ type response. They will have a number of options to

choose from, including the following: War has been termed the continuation of politics

by other means. Judging from the documents included, what key political conflicts

shaped the course and outcome of the Civil War?


map of the United States in 1850. Focus on territories Wyoming (what eventually

became Wyoming) sat under.

Tables comparing the death and casualty rates for various battles and wars

American War and Military Operations Casualties: Lists and Statistics. CRS Report

for Congress. Congressional Research Service, 2010, as means of comparing Civil War

to American Revolution, War of 1812, Mexican War, Spanish-American War, WWl,

WWll, the Korean War, the Vietnam Conflict, and the Persian Gulf War

For the DBQ:

President Lincoln’s 1st Inauguration speech; Letter to Horace Greeley; Gettysburg

Address, Emancipation Proclamation

Report of the Committee of Merchants for the Relief of Colored People Suffering from

the Late Riots in the City of New York, 1863

Diary, 1864 of a Virginia woman, Nancy Emerson, who confronts Union foragers

Various correspondences in 1864 between General Sherman, General Hood

commanding forces in Georgia, and James C. Calhoun, Mayor of Atlanta.

Statement from an Anonymous Former Slave from New Orleans, 1863

Assessments: Chapter reading assignments, simulation of the Dred Scott hearing, graphic

Organizer comparing various Civil War battles, practice on DBQ-like essay on the Civil

War, Unit 5 test as semester final

Semester Two: UNIT 6: Chapters 17, 18, 19, 20 The Contested West, Rise of Big Business, Industrialization, growth of

Technology and Urbanization, Immigration, the Gilded Age, labor

movements and reforms, 1865-early 1900s


Explain the federal policy on Native Americans during the last decades of the 19th

century.

Identify the resistance and results for the Sioux, Arapaho, Shoshone, and Chiricahua

Apache.

Explain the impact of the gold and silver mining on the West and its political, economic

and social development.

Explain how commercialization and industrialization impacted the development of the

West.

18

Describe the role of the railroad industry and its impact on the United States and its

territories.

Identify the rise and interests of Gould, Carnegie, Rockefeller, J.P. Morgan; how they

shaped corporate America through laisses-faire economic policy, and theories of Social

Darwinism and the Gospel of Wealth.

Identify the various inventions and inventors of the latter 1880s and their role in the

development of the United States industry and agriculture.

Identify the role of politics in the lives of Americans in the late nineteenth century.

Discuss what was meant by the term “Gilded Age.”

Explain the dynamics of the free silver verse gold standard controversy.

Explain the role of immigration and industrialization’s demand for cheap labor in the

development of cities and its impact on African Americans. What role did women and

children play in it?

Identify the economic and social ills, the problems and working conditions of common

laborers and farmers during the late 19th century. List the ways that workers and

farmers organized, their strategies and philosophies.

Discuss the kinds of city governments that emerged in America’s cities. (Chicago,

Tammany Hall, etc.)

Identify and describe the labor wars and protests of the 1890s, their results and impact.

Explain the reason/s for the difference in the results of the Homestead Strike and the

Cripple Creek protest.

Discuss the types of reforms American women engaged in during the last decade of the

19th century, their progress and setbacks.

Discuss the emergence of the United States as a world power. Explain the issues

surrounding the debate about U.S. expansionism and imperialism.

Explain the role of muckrakers in terms of reform and what they accomplished.

Discuss the Populist movement.


IDENTITY

From the 1840s through the 1890s, women’s activities in the intellectual, social,

economic, and political spheres effectively challenged traditional attitudes about

women’s place in society. Access the validity of this statement.


In what ways did farming become increasingly more commercialized and ranching

increasingly industrialized? Use TWO of the following in your explanation, discussing

the impact that commercialization and industrialization had on them specifically:

homesteaders, speculators, ranchers, cowboys, tenants, sharecroppers.

PEOPLING

19

How were the lives of the Plains Indians in the second half of the 19th century affected

by technological developments, and governmental policies and actions? Cite specific

examples in your response.

POLITICS and POWER

“The reorganization and consolidation of business structures was more responsible for

the late 19th century American industrialization than was the development of new

technologies.” Assess the validity of this statement.


How did the Spanish American War contribute to the emergence of United States as a

world power? In what ways did assumptions about imperialism and racial superiority

affect the treatment of Cubans and Filipinos?


Although the economic development of the Trans-Mississippi West is popularly

associated with hardy individualism, it was in fact largely dependent on the federal

government. Assess the validity of this statement with specific reference to western

economic activities in the 19th century.


Explain how TWO of the following individuals responded to the economic and social

problems created by industrialization during the 19th century: Jane Addams, Andrew

Carnegie, Samuel Gompers, Jacob Riis, Upton Sinclair.

Historical Thinking Skill Focus: Skill 3: Periodization

Skill 4: Comparison

Skill 5: Contextualization

DBQ type essay related to the City and Its Workers during the Gilded Age: Students

choose one of the prompts:

o How did the people described in two of the documents you chose define

economic justice and injustice? In their view, what might lead to greater

justice? Politics? Unions? Bosses? Religion?

OR

o These documents focus on the deep class divisions in American society in the

late nineteenth century. Judging from these documents, what created those

divisions, and what might have been done to bridge them? To what extent did

working people share the same ideals and aspirations of employers?

Use of Primary and Secondary Sources:

Homestead Act of 1862

Dawes Act, 1887

Pacific Railroad Act, 1862

Political cartoons of Thomas Nast

Photography of Jacob Riis and Lewis Hine

Various muckraker excerpts: Ida Tarbell’s “The Oil War of 1872,” Jacob Riis’ “How the

Other Half Lives,” Upton Sinclair’s, “The Jungle.”

20

FOR THE DBQ type essay practice

Diary entries and testimonies of various immigrants on their living and working

conditions:

o Thomas O’Donnell, Testimony before a U.S. Senate Committee, 1885

o Interviews with Journalist Helen Campbell, 1880s – domestic household

servants

o Jacob Riis, excerpt from “How the Other Half Lives,” 1890: “Waifs of New York

City’s Slums”

o New York journalist account of S. Merlino, “Italian Immigrants and Their

Enslavement, 1893.”

o William L. Riordon’s account of boss politics in Tammany Hall: “Plunkitt of

Tammany Hall, 1905.”

o Chapter 19 of our textbook: maps, pie chart, line graph, and bar graphs

related to immigration from Europe, impact on the geographic areas of the

United States, women as workers , 1870-1910. Roark, James L. et al. The

American Promise, 4th edition. Boston: Bedford/St. Martin’s, 2009.

Learning Activity: Historical Thinking Skill: Causation – cause and effect

Also theme: POLITICS AND POWER:

Exploration of the dynamics of the growth of business and industry (Carnegie,

Rockefeller, J.P. Morgan) and their exploitation of inventors (Edison, Tessla,, etc.) and

immigrant labor (as reflected through the photos of Jacob Riis and Lewis Hine, court

testimony, journals accounts, etc.). Students produce a group presentation in which

they defend various entrepreneurs of the Gilded Age as either Captains of Industry or

Robber Barons. Also students analyze Thomas Nast cartoons and the photos of Jacob

Riis and Lewis Hine (1880s-1920s) as they expose the exploitation of women, children ,

and immigrant labor. Impacts “boss” and party politics, ghetto and tenements, and

leads to growth of the railroads and cities, and eventually, political and social reforms.

Assessments: Chapter reading assignments, research and debate on Robber Barons vs. Captains

of Industry, DBQ type essay practice, comparison and discussion of the Populist

movement with Baum’s “Wizard of Oz” and historians various critiques of it as an

intended allegory, Unit 6 test.

UNIT 7: Chapter 21, 22 Grassroots and Progressivism, Emergence of America as a World Power,

Imperialism, Isolationism, and WWl, 1900-1918


Identify the grassroots movement, its proponents and participants, their goals for

reform and the results. Discuss how the philosophies of reform Darwinism, pragmatism,

and social engineering influenced the movement.

Discuss President Theodore Roosevelt’s influence as a trustbuster, conservationist,

diplomat

Discuss the election of 1912, the various parties and their objectives, and the outcome.

21

Describe the “Open door policy,” the role of missionaries, and the attitudes of

expansionists

Discuss President Wilson as president in terms of his views on the tariff issue, banking,

trusts, foreign affairs, progressivism, neutrality and isolationism.

Explain the limits of progressive reform, and identify the organizations with more radical

views.

Outline the events that lead to war in Europe, and the eventual involvement of the

United States.

Explain America’s domestic preparation and development of military strategy.

Discuss the Sedition Act, Schneck v. the U.S.,

Describe President Wilson’s vision for a postwar world, how that was affected by the

Treaty of Versailles, the U.S. Senate, and why it faced so much opposition.

Discuss the threats to American democracy in the immediate postwar period.

Discuss the gains of the suffragettes by the 1910s.

Explain President Wilson’s reasons for support of the 19th Amendment.


IDENTITY

Compare President Roosevelt’s ‘big stick diplomacy,’ President Taft’s ‘dollar diplomacy,’

and President Wilson’s ‘moral diplomacy’. Cite specific examples of how those policies

affected foreign relations for each President.


Discuss and give examples of the technological advancements used during WWl.

Include the positive and negative effects of those “advancements.”

PEOPLING

Discuss the factors that contributed to the labor upheaval and Red Scare that swept the

nation, post WWl. How did those upheavals shape the postwar political spectrum?

During WWl, the nation witnessed important demographic changes. Discuss the

migrations of African Americans and the Mexican migration to the North. Explain the

significance of these developments to those who migrated and to the nation.

POLITICS and POWER

“The United States entered the Great War not to “make the world safe for democracy”

as President Wilson claimed, but to safeguard American economic interests.” Assess the

validity of this statement.


To what extent did the role of the federal government change under President

Theodore Roosevelt in regard to TWO of the following: labor, trusts, conservatives,

world affairs?

Assess the relative influence of THREE of the following in the American discussion to

declare war on Germany in 1917: German naval policy, American economic interests,

Woodrow Wilson’s idealism, allied propaganda, America’s claim to world power.

22


Discuss how President Roosevelt’s Big Stick diplomacy played out in Latin America, Asia,

and Europe.


Discuss the diverse approaches to reform that came under the umbrella of

progressivism. Cite the work of three progressive reformers working at the grassroots

level in your discussion.

Describe and account for the rise in nativism in American society from 1900 to 1930.

Compare and contrast the attitudes and philosophies of Booker T. Washington and

W.E.B. DuBois as to how to gain racial equality and justice.

Historical Thinking Skill Focus: Skill 1: Historical causation,

Skill 2: Patterns of continuity and change over time

Using a graphic organizer and 10+ documents, students working in groups:

unpack prompt, brainstorm/list of what they know, read and discuss the various

documents, categorize them for custom, precedent, understanding of federalism.

DBQ Prompt: Evaluate the degree to which each of the following informed the ruling in

Plessy v. Ferguson; custom, precedent, understanding of federalism.


Plessy v. Ferguson arguments

President Wilson’s Fourteen Points

Schneck v. the U.S., 1919

Espionage Act, 1917

Political cartoons concerning President Roosevelt

For DBQ practice:

Declaration of Independence, 1776

Thomas Jefferson’s, Notes on the State of Virginia, 1787

The Constitution of the United States, Article 1, Section 2, Paragraph 3, 1789

Tenth Amendment, 1791

Thomas Jefferson to Henri Gregoire, 1809

Argument of John Quincy Adams, Amistad Case, 1841

“The American Declaration of Independence Illustrated,” 1861

Section of the 14th Amendment, 1868

Civil Rights Cases, 1883

Final Judgement, Plessy v. Ferguson, 1896

Majority Opinion (6-1), Plessy v. Ferguson, 1896

Dissenting Opinion, Plessy v. Ferguson, 1896

“At the Bus Station,” 1940

Assessments: Chapter reading assignments, simulation of the Plessy v. Ferguson case, Unit test

23

UNIT 8: Chapter 23, 24, 25 The Roaring 20s, the Great Depression, and WWll and the Home front,

1920-1945


List the ways in which the 1920s were a “new era”

Explain the growth of consumer culture.

Identify how prohibition shaped the 1920s

Describe the “new woman” and “new Negro” movements

Explain ways the United States limited immigration and why

Jim Crow laws and the reemergence of the KKK

Describe the issues, identify the key players, and explain the outcome of the Scopes

Monkey trial

Discuss the dynamics, key players, and outcome of the Teapot Dome Scandal (Wyoming)

List and explain various contributing factors to the Great Crash of 1929

Describe the effect of the Great Depression on the lives of local people (Fremont

County), the United States, and the world. Identify those who suffered the most during

the Great Depression and explain why.

Explain the contributing factors of the Dust Bowl, identifying areas most devastated

Compare and contrast the approaches of President Hoover and President FD Roosevelt

for dealing with the Great Depression.

Identify the actions taken by President Roosevelt during his first 100 days in office.

Identify the objectives of the New Deal, explain specific programs and their intent, and

identify those programs that were deemed unconstitutional and why. (Identify the

specific works of the CCC in Wyoming.)

Discuss the short term effects, long term results, and the enduring legacy of the Great

Depression.

Describe the tension between the New Deal advocates and their various critics and

challengers

Discuss the foreign policy dilemmas that confronted the United States during the inter-

war years.

Identify the series of events that lead Europe into war against the Axis powers.

Describe the United States’ gradual abandonment of its policy of neutrality in favor of

becoming the “arsenal of democracy.”

Identify the event that catapulted the U.S. into the war.

Discuss the U.S. military strategy in the Pacific and identify the turning point.

Discuss the prime military objectives in the European theatre and identify the turning

point.

Discuss the contributions and sacrifices of the United States’ home front; the role of

women and families in the war effort.

Describe ways that racial prejudice shaped the U.S. war effort.

Identify key military and diplomatic events between 1943-1945 that contributed to an

Allied victory

24

Identify the contributing factors to the U.S. victory over Japan.

Explain the U.S. development of the atomic bomb, and why President Truman decided

to drop it on Japan.


IDENTITY

In what ways did economic conditions and development in the arts and entertainment

help create the reputation of the 1920s as the Roaring Twenties?


How did TWO of the following help shape American national culture in the 1920s?

Advertising, Entertainment, Mass Production

PEOPLING

Explain the reasons for population shifts in terms of locations within the United States

as a result of entrance into Wall for TWO of the following: African Americans, Mexican

Americans, Japanese-Americans.

POLITICS and POWER

How and for what reasons did the United States foreign policy change between 1920

and 1941? Use specific examples to construct your response.


To what extent did the United States adopt an isolationist policy in the 1920s and

1930s?


How successful were the programs of the New Deal in solving the problems of the Great

Depression? Assess with respect to TWO of the following: Relief, recovery, reform.

Include specific examples from various regions of the United States in your response.

IDEAS, BELIEFS, and CULTURE:

Analyze the responses to President Franklin Delano Roosevelt’s administration to the

problems of the Great Depression. How effective were the responses? How did they

change the role of the federal government? Use specific examples from 1929 -1941 to

construct your answer.

Historical Thinking Skill Focus:

Potential to hit various and multiple skills through “Night at the Museum” project,

paper, exhibit, and presentation

Skill 1: Causation: (example: Irish ancestor leaves Ireland during potato famine,

immigrates to the United States, and brings cherished teapot in trunk in 1850s.)

Skill 2: Patterns of Continuity and change: (example: Japanese American uncle serves in

the 442nd all Japanese infantry. Other family members spend time in Heart Mountain

Internment camp. LVHS student of family serves as tour guide for dedication of the new

visitor center and museum at Heart Mountain.)

25

Skill 3: Periodization: (example: multiple students present artifacts reflecting WWll,

Korean War, and the Vietnam War eras; Oregon and Mormon Trail artifacts.)

Skill 4: Comparison: (example: local family views and connections to larger historical

events – uncle burns draft card in protest of Vietnam War)

Skill 5: Contextualization: (example: some older members of our community lied about

their age in 1941 in order to enlist in WWll and avoid the effects of the Great Depression

in Lander, Wyoming)

Skill 6: Historical Argumentation: (point of view of family members in relationship to

the larger historical events. Student’s great- grandfather was on board the USS Argonne

and witnessed the sinking of the USS Arizona)

Skill 7: Appropriate use of historical evidence: Almost everything about this project

hinges around this skill as students research, interview family members, and give

meaning and validity to their artifact.

Skill 8: Interpretation: Much of this project is about this skill. As students research,

interview family members, write papers reflecting their family connection to larger

historical events, their own understanding of that history deepens.

Skill 9: Synthesis: Some LVHS students make a deeper connection, gain greater

insights, and have a better appreciation for their family history due to participation in

this project. (Example: great grandmother hordes Tupperware containers due to the

fact that her family lived through the Great Depression. She was taught, as a child

during that era, to never throw anything away. Today, her cupboards overflow with

unused plastic containers.)


French poem concerning Hitler – Alexandrian type containing dual contrasting poems in

same poem

FDRs Pearl Harbor Speech, December 8, 1941, film footage as he addresses Congress

asking for a declaration of war.

Various maps showing the fall of Europe to Hitler between 1937 – 1941

Executive Order #9066

Propaganda cartoons, posters, film footage for WWll home front

Documents, diary entries, photographs, etc. as artifacts – Night at the Museum

Learning Activity for AMERICA IN THE WORLD: “NIGHT AT THE MUSEUM” project description:

This project is designed to connect all junior American History students to American

History through their family histories. Students must find an artifact in their family

that predates 1979 (teapot that came with ancestor during immigration from Ireland,

Seabees uniform from WWll, short-snorters from WWll, v-mail from WWll, Vietnam

veterans dog tags, rocking chair that survived the migration via Oregon/Mormon trail,

eight track recording of Johnny Cash’s performance at Folsom Prison, wind up Victrola

phonograph with recording of William Jennings Bryan’s “Cross of Gold Speech,” great

uncle’s KKK membership card during the 1930s in eastern Wyoming, bell from 1900

26

one-room school house in Lyons Valley here in Fremont County, etc.). They interview

appropriate family members or members of the community concerning the artifact;

research the artifact through library, local pioneer museum and online; and write a 3-4

page paper reflecting the family history centered around the artifact and the time

period or major historical event that it is connected to (example: ration book from

WWll and how the family members used the ration book and U.S. practice of rationing

and planting victory gardens as part of the WWll home front effort). All LVHS

American History students create a museum quality exhibit for their artifact and

reflect its connection to their family and major American history events. All students

present their exhibit during a designated 3 hour event called “Night at the Museum”

that is open to the public. (LVHS did their 6th Annual Night at the Museum the evening

of March 17th, 2014.) It has become a popular event among students and a highly

anticipated event for our community. MANY PROJECTS MAKE FAMILY CONNECTIONS

TO WWll, KOREAN AND VIETNAM WAR, the OREGON AND MORMON TRAIL, and

NATIVE AMERICAN TRIBAL HISTORIES (especially Shoshone and Arapaho).

Assessments: Chapter reading assignments, Night at the Museum project, Unit test

UNIT 9: Chapter 26, 27 Cold War Politics and the Politics and Culture of Abundance in the 1950s,

1945→1950s


Describe U.S. foreign policy shift to containment of communism: Europe, Asia, Middle

East

Identify the origins of the Cold War

Explain how superpower rivalry effected foreign policy: Truman Doctrine, Marshall Plan,

Berlin Airlift, Korean Conflict

Explain President Truman’s Fair Deal (and its limited success) and conversion to peace-

time economy.

Identify causes, consequences of the policy of containment, costs, and results of the

Korean Conflict

Describe “McCarthyism,” HUAC, and its effect on American society

Gains and losses of women and minorities in terms of social, economic, and political

equality

Discuss the Eisenhower administration in terms of conservatism, “Middle Way,” “New

Look” foreign policy, policies of containment in Asia, Middle East, Latin America,

escalation of the nuclear arms race

Describe the “culture of abundance” in the 1950s, identifying how it affected American

society and culture.

Explain the role that consumption, religion, domesticity, television played in that

culture.

27

Discuss counterculture and their criticisms during the 1950s.

Identify the origins of the modern civil rights movement and discuss how activists used

the courts and mass protest to address racial segregation: Brown v. Board of Education,

Little Rock Nine, Montgomery Bus Boycott, SCLC, CORE


IDENTITY

Analyze the ways in which TWO of the following contributed to the changes in women’s

lives in the United States in the mid-twentieth century: Wars, literature and/or popular

culture, medical and/or technological advances.


Explain how the Cold War shaped the economy, world trade, and technology under the

Truman and Eisenhower administrations. Be sure to discuss at least TWO of the

following in your response: Marshall Plan, Berlin airlift, interstate highway system,

military industrial complex, nuclear arms development

PEOPLING

What states experienced the largest population growth and why? What role did

technology and the Cold War play in those population shifts?

POLITICS and POWER

Compare and contrast the Cold War foreign policies of President Truman (1945-1953)

and President Eisenhower (1953-1961).


What were the Cold War fears of the American people in the aftermath of WWll? How

successfully did the administration of President Eisenhower address these fears?


What impact did the growth of the interstate highway system have on migration

patterns in the United States? What benefits did the new interstate highways bring to

Americans and at what costs?


To what extent did the decade of the 1950s deserve its reputation as an age of political,

cultural, and social conformity?

While the United States appeared to be dominated by consensus and conformity in the

1950s, some Americans reacted against the status quo. Analyze the critiques of United

States society made by TWO of the following: youth, civil rights activists, intellectuals

Discuss the effect of television on American culture during the 1950s.

Historical Thinking Skill Focus: Skill 2: Patterns of continuity and change over time

Students will compare and contrast the opinions for 3 cases:

Dred Scott v. Sandford, 1857; Plessy v. Ferguson, 1896; Brown v. Board of

Education, 1954

Students will discuss and cite social and political reasons for slow progress over the

course of 97 years. From the vantage point of the end of the 1950s, students will

discuss unfinished business / civil rights work needed. They will also identify other

28

minority groups and their needs and goals in the continuing struggle for equality in

America.


Review of Taney Court concurring and dissenting opinions for Dred Scott v. Sandford,

1857; Fuller Court concurring opinion as well as Justice Harlan’s dissenting opinion for

Plessy v. Ferguson, 1896; comparing previous cases to concurring opinion of Warren

Court for Brown v. Board of Education, 1954

Census data comparison from the 1930s, 50s, 2000 Demographic Trends in the 20th

Century, Census 2000 Special Reports, U.S. Department of Commerce Economics and

Statistics Administration, U.S. CENSUS BUREAU CENSR-4,Issued November, 2002.

Live birth rate data, 1910-2005, Department of Health and Human Services, National

Center for Health Statistics, www.dhhs.gov

Selected readings from “The Politics of Culture and Abundance, 1952-1960,” including

o Rosa Parks’ “My Story,” 1992

o President Eisenhower’s “Farewell Address,” January 1961 – warning about the

dangers of the military industrial complex

Learning Activity for PERIODIZATION: Comparison of Scott v. Sandford, 1857, Plessy v.

Ferguson,1896, and Brown v. Board of Education, 1954. Students will compare and

contrast the opinions for 3 cases: Students will discuss and cite social and political

reasons for slow progress over the course of 97 years, paying special attention to the

dynamics of the pre-civil war, post Civil War Jim Crow laws, and social dynamics of the

1950s, especially in the South. From the vantage point of the end of the 1950s,

students will discuss unfinished business / civil rights work needed. They will also

identify other minority groups and their needs and goals in the continuing struggle for

equality in America.

Assessments: Chapter reading assignments, Unit test

UNIT 10: Chapters 28, 29, 30, Turbulent 60s: Reform, Rebellion and Reaction; Vietnam War;

America’s Move to the Right; End of the Cold War, 1960-1989

Chapter 31 Post Cold War America and Globalization, 1989→Present day


Chapter 28 Turbulent 60s:

Explain why the 1960s are considered the height of liberalism

Describe President Kennedy’s agenda and vision/goals for the “new generation” of

leadership. Identify his achievements as President.

Identify the goals and achievements of President Johnson’s Great Society

Explain why the civil rights movement of the 1960s is called the “second reconstruction”

Identify how civil disobedience and grassroots activism shaped the civil rights

movement of the 1960s. Identify various groups, their strategies, achievements

Discuss the civil rights movements inspired by the African Americans of the 1960s:

Native American, Latino, student rebellions, the New Left, feminists

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Identify the counterculture and their critics.

Chapter 29 Vietnam Conflict, 1961-1975:

Discuss President Kennedy’s handling of the Bay of Pigs, the Berlin Crisis, and the Cuban

Missile Crisis

Identify the progression of events from President Kennedy, to Johnson, to Nixon in

terms of levels of U.S. involvement in the Vietnam War.

Explain how the American people were polarized by the war. Identify the contributing

factors to that polarization

Explain why 1968 became known as a year of upheaval and a turning point in the

Vietnam War

Explain Nixon’s détente policies with the Soviet Union and China

Explain Nixon’s policy of Vietnamization and his reason for bombing Cambodia.

Discuss the peace accords and the fall of Saigon

Explain how the War Powers Act of 1973 is a limitation of executive power.

Describe the content of the Pentagon Papers, the Mai Lai Massacre, and the effect of

those on American’s view of the war.

Identify the legacies of the Vietnam War. Compare that legacy to the legacy of the

“greatest generation” and WWII.

Chapter 30 America Moves to the Right, 1969-1989

Identify the post-war factors that contributed to the emergence of a grassroots

conservative movement.

Identify significant achievements of the Nixon administration.

Discuss the constitutional crisis confronted by the U.S. during the Nixon administration.

Describe the events that led to the Watergate scandal and Nixon’s resignation

Explain why President Ford decided to pardon President Nixon and the effect of that on

his presidency.

Discuss President Carter’s administration: retreat from liberalism, energy crisis and gas

rationing, environmental regulation, human rights, Cold War escalation, Carter Doctrine,

the Iran hostage crisis

Identify how Ronald Reagan’s presidency represents the height of conservatism during

the 1980s. Give examples of various groups that supported his presidency.

Explain “Reaganomics.” Identify those who gained and those who struggled under his

economic policies during the 1980s and explain why.

Describe President Reagan’s confrontation with “the evil empire,” his outline for

increased militarization, and U.S. interventions abroad.

Describe the Iran-Contra scandal, President Reagan’s level of involvement, and result

Identify the factors that contributed to the thaw in Soviet-American relations.

Describe the significance of the fall of the Berlin Wall.

Chapter 31 Post Cold War and the Challenges of Globalization, 1989→present

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Describe President George H. W. Bush’s “kinder, gentler nation” and what he meant by

“new world order.”

Identify the factors leading up to U.S. intervention in the Persian Gulf and eventual war

with Iraq.

Discuss the successes, failures and shortcomings of the Persian Gulf War

Describe the continuing erosion of communism throughout Eastern Europe: crisis in

Bosnia

Discuss President Clinton’ two term presidency: 1993-2001. Economic boom of the

1990s; struggle for universal health care; move to center politics – “don’t ask, don’t

tell”, Defense of Marriage Act, welfare reform; Monica Lewinsky scandal and

impeachment; use of diplomatic and military power; NATO

Explain the effect of the booming economy of the 1990s on American culture.

Identify ways in which the United States became “internationalized” during the 1990s.

Identify the reasons for increased immigration to the U. S. during the 1990s, particularly

from Asia and Latin America

Describe how technology and the demand for oil created and advanced a global

marketplace

Explain the phenomena of the outsourcing of labor and its effect on the United States

economy

Describe the controversy surrounding the disputed election of 2000 and how it was

resolved

Discuss the Presidency of George W. Bush: economic growth through tax cuts and

limiting size of the federal government, growing dependence on China, environmental

policy and withdrawing from the Kyoto Protocol, development of sources of energy, “No

Child Left Behind,” health care reform for senior citizens

Identify the ways that the terrorist attack of September 11th, 2001 changed the United

States.

Explain President Bush’s policy of preemption and unilateralism.

Explain why the United States invaded Afghanistan (2001) and went to war with Iraq in

2003.


IDENTITY

“Between 1960 and 1975, there was great progress in the struggle for political and

social equality.” Assess the validity of this statement with respect to TWO of the

following groups during that period: African Americans, Native Americans, Asian

Americans, Latinos, women


Describe the technological developments that created the global marketplace of the

1990s and its effect on the United States and its relationship with other countries.

PEOPLING

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Explain the causes and consequences of TWO of the following population movements in

the United States during the period 1945-1985: Suburbanization, growth of the Sunbelt,

immigration to the United States.

POLITICS and POWER:

Assess the success of the United States policy of containment in Asia between 1945 and

1975.

Describe and account for changes in the American presidency between 1960 and 1975,

as symbolized by Kennedy’s “Camelot,” Johnson’s “Great Society,” and Nixon’s

“Watergate.” In your answer address the power of the presidency and the role of the

media.


Analyze the effects of the Vietnam War on TWO of the following in the United States in

the period between 1961 to 1975: the Presidency, the population between 18 and 35

years old, Cold War diplomacy


While the United States has viewed itself as a superpower defended by a superior

military force, it has struggled with the environmental and geographical features that

significantly hampered success in the following conflicts. Discuss the nature of those

environmental and geographical struggles, strategies used by the United States military,

and results for TWO of the following: Vietnam War, Persian Gulf War, and War on

Terror in Afghanistan and Iraq.


African American leaders have responded to racial discrimination in the United States in

a variety of ways. Compare and contrast the goals and strategies of the African

American leaders in the 1890s-1920s with the goals and strategies of African American

leaders in the 1950s-1960s.

Historical Thinking Skill Focus: Skill # 3 Periodization

Students will work in small groups assigned to a particular decade or era: the 1960s,

Vietnam War era, the 1970s, the 1980s, 1990s.


Presentations by two local Vietnam veterans with very different experiences

Presentation of the “1980s Man” – local principal was a teenager in Billings, Montana

during the 1980s. Talks about culture and politics of the 1980s

As part of the Decade Panel Projects, students must come up with a primary source

document reflecting their assigned role and perspective: example – Martin Luther King,

Jr’s Letter from Birmingham Jail, 1963; Rachel Carson’s Silent Spring, 1962;

Learning Activity for PERIODIZATION: Decade panel projects

Students will work in small groups assigned to a particular decade or era: the 1960s,

Vietnam War era, the 1970s, the 1980s, 1990s. Each member of the group will have

choose a particular approach and product as means of presentation. Project includes

research, creation of a product that reflects chosen role, topic, perspective and

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presentation in that role: example - Rachel Carson’s environmental concerns in the

1960s.

Assessments: Chapter reading assignments, Decade panel projects, Unit test as semester final