Edward J. Weber, Principal Advanced Placement U.S. History 2014-15 Mrs. Brigitte Gabriel Course Description: AP U.S. History covers the spectrum of American history from pre‐ Columbian days to the present. Using chronological and thematic approaches to the material, the course exposes students to extensive primary and secondary sources and to the interpretations of various historians. Class participation through seminar reports, discussions, debates, and role‐playing activities is required; special emphasis is placed on critical reading and essay writing to help students prepare for the AP examination. The course is structured chronologically, divided into 21 units. Each unit includes one or more of the nine periods and/or key concepts outlined in the AP U.S. History curriculum framework. Key Themes: The course is structured both chronologically and thematically. The themes include: Identity, Work, Exchange and Technology, Peopling, Politics and Power, America in the World, Environment and Geography, and Ideas, Beliefs, and Culture. Elements of these themes are included in most unit assignments. Skills Developed: In each unit, students will get practice developing the following content‐ driven skills: Crafting Historical Arguments from Historical Evidence (including Historical Argumentation and Appropriate Use of Relevant Historical Evidence), Chronological Reasoning (including Historical Causation, Patterns of Continuity and Change over Time, and Periodization), Comparison and Contextualization, and Historical Interpretation and Synthesis. In addition, class activities and assignments will address the following academic skills: Reading for comprehension and recall, improving study skills in preparation for assessments, improving formal writing skills (addressed below), improving public speaking skills in class discussions and activities, and improving skills of map reading and interpretation.
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Edward J. Weber, Principal
Advanced Placement U.S. History
2014-15
Mrs. Brigitte Gabriel
CourseDescription:APU.S.HistorycoversthespectrumofAmericanhistoryfrompre‐Columbiandaystothepresent.Usingchronologicalandthematicapproachestothematerial,thecourseexposesstudentstoextensiveprimaryandsecondarysourcesandtotheinterpretationsofvarioushistorians.Classparticipationthroughseminarreports,discussions,debates,androle‐playingactivitiesisrequired;specialemphasisisplacedoncriticalreadingandessaywritingtohelpstudentspreparefortheAPexamination.Thecourseisstructuredchronologically,dividedinto21units.Eachunitincludesoneormoreofthenineperiodsand/orkeyconceptsoutlinedintheAPU.S.Historycurriculumframework.
KeyThemes:Thecourseisstructuredbothchronologicallyandthematically.Thethemesinclude:Identity,Work,ExchangeandTechnology,Peopling,PoliticsandPower,AmericaintheWorld,EnvironmentandGeography,andIdeas,Beliefs,andCulture.Elementsofthesethemesareincludedinmostunitassignments.
SkillsDeveloped:Ineachunit,studentswillgetpracticedevelopingthefollowingcontent‐drivenskills:CraftingHistoricalArgumentsfromHistoricalEvidence(includingHistoricalArgumentationandAppropriateUseofRelevantHistoricalEvidence),ChronologicalReasoning(includingHistoricalCausation,PatternsofContinuityandChangeoverTime,andPeriodization),ComparisonandContextualization,andHistoricalInterpretationandSynthesis.Inaddition,classactivitiesandassignmentswilladdressthefollowingacademicskills:Readingforcomprehensionandrecall,improvingstudyskillsinpreparationforassessments,improvingformalwritingskills(addressedbelow),improvingpublicspeakingskillsinclassdiscussionsandactivities,andimprovingskillsofmapreadingandinterpretation.
WritingFocus:Historicalworkatacollegiatelevelrequiresstudentstowriteproficiently.Forthisreason,writingisemphasizedineveryunitofthiscourse.Studentsreceive“essentialquestions”toframeclassdiscussions;theseareoftenusedaswritingassignments.Assessmentofessaysaremeasuredbythefollowing:thedegreetowhichtheyfullyanddirectlyanswerthequestion,thestrengthofthesisstatement,levelandeffectivenessofanalysis,amountandqualityofsupportingevidence,andorganizationalquality.Inadditiontothesestandards,DBQsaregradedonthebasisofthedegreetowhichasignificantnumberofthedocumentshavebeenusedtosupportthethesis,andtheamountandqualityofoutsideinformationincludedintheresponse.
HistoricalInterpretations:Anotherkeytoworkatthecollegiatelevelisanunderstandingofbasichistoriography.Toprovidestudentswithanintroductiontothisaspectofhistoricalstudy,Theseauthorshelpstudentstorecognizehowhistoricalinterpretationschangeovertime,andexaminehowemergingtrendscaninfluencetheprocessofhistoricalinquiry.
Course Texts: Textbook: Carnes, Mark C. and Garraty, John. The American Nation, 13th edition. [CR1a]
SupplementalTexts:
Lowen, James, Lies My Teacher Told Me, Simon & Schuster, 2007
O’Brien, Tim,The Things They Carried
UNIT1:SETTLEMENTANDEXPANSIONOFCOLONIALAMERICA[CR2]
Textsandothermaterialsutilized:TheAmericanNation,Chapters1‐2;MayflowerCompact;andLowen,Chapter2
PrimarySources:
a. “On the Pleistocene Antiquity of Monte Verde, Southern Chile” b. “Jamestown starving time” c. “Requerimiento” d. “Pueblo Revolt” e. Deer Skin Map f. Hermon Moll Map g. Black Codes Virginia h. Portion of “Sinners in the Hands of an Angry God”
Themes:ID,WXT,PEO,POL,WOR,ENV
MajorTopics:EarlycontactsamonggroupsinNorthAmerica,andNorthAmericansocietiesinthecontextoftheAtlanticWorld;SpanishexplorationandthedevelopmentofcoloniesintheAmericas;theriseoftheEnglishasanimperialpower,includingtheconflictwiththeSpanish;initialEnglishcolonialsettlements,includingsuccessesandfailures,andtheuniqueattributesofeachofthecolonies;theevolutionofrelationsbetweenthecoloniesandEngland,includingthedebateovercitizenshipandrepresentation;andthemilitaryconflictswiththeFrench,culminatingintheFrenchandIndianWar.
EssentialQuestions:TracetheriseoftheEnglishnation‐statebetween1492and1607.Whatimportantfactorsinfluencedthisrise?Inwhatwaysdidlatercolonizationeffortsattempttolearnfromearlierexperiences?Towhatextentwastherereligiousfreedominthecolonies?ExplainthecausestheconflictbetweentheBritishandtheNativeAmericansandFrenchin1754.Howdidthewarchangethegeopoliticalstandingofeachgroupbytheendofthewar?Howwerethecoloniesalikeandhowweretheydifferent?
UnitActivities:ClassdiscussionsontheriseoftheEnglishstateanditsimpactonmigrationtothecolonies.Documentanalysisactivity:theMayflowerCompact.Historicalinterpretationslesson:AdamSmithandtheMarketSystem.BydrawingonselectionsfromTheAmericanNationandvideosupplements,studentswriteanessaythatexplorestheevolutionofidentitybasedonrace,ethnicity,regionality,andnationality.(ID‐4)[CR4]StudentswriteanessayinwhichtheyevaluatetheimpactoftheColumbianExchangeonNativeAmericansinNorthAmericaduringthe16thcentury.[CR12]StudentsreadLowen,Chapter2,1493TheTrueImportanceofChristopherColumbus.StudentsworkingroupstodeterminewhathistorybooksandournationtodaygetsrightandwrongaboutColumbusbasedonLowen’swork.Followupcomputeractivitytoclarify.
AssignmentsandAssessments:Homeworkassignmentontopicslistedabove.Multiplechoicetestontopicsabove,andseveralmapsfromthecolonialperiod.TakehomeDBQfrom1992TheNorthandtheSouthessayonthequestion,“WhatwerethefactorswhichledtotwodistinctcolonialsocietiesintheNorthandtheSouth?”
UNIT2:BIRTHOFTHENEWNATION(1759‐1789)[CR2]Textsandothermaterialsutilized:TheAmericanNation,Chapters3‐4;TheBirthoftheRepublic(1763‐1789)byEdmundMorgan;andexcerptfromCommonSense,byThomasPaine.RebelsandRevolutionepisodesofAmericatheStoryofUs.
PrimarySources:
i. “Legacy of the Seven Years War” j. “Pontiac’s Speech” k. “Resolutions of the Stamp Act Congress”
l. “State Constitution of Pennsylvania” m. “Recalling the Middle Passage”
Themes:ID,WXT,PEO,POL,WOR,CUL
Major Topics: Political and social causes of the French and Indian War; military engagements andconsequencesoftheFrenchandIndianWar;growingtensionsbetweenthecoloniesandParliamentovertaxationandrepresentation;diplomaticrelationsbetweenthecolonies,theBritishParliament,andtheFrench strategies of both sides in the Revolutionary war, and the course of the battles; origins andstructureoftheArticlesofConfederation;political,socialandeconomicchallengesoftheCriticalPeriod;circumstances surrounding the Constitutional Convention and the structure of the Constitution; andargumentoverratificationandthedevelopmentoftheBillofRights.
EssentialQuestions:WastheAmericanRevolutioninevitable?Towhatextentcouldeithersidehavecontributedtoapeacefulresolutiontotheirdifferences?Analyzethewaysinwhichthecolonistsusedbothlegalandextra‐legalmeansofprotesting.Whichtacticprovedmoresuccessfulandwhy?Whowerethegreatestgeneralsofthewarandwhy?InwhatwayswastheArticlesofConfederationdesignedtocorrecttheperceivedinjusticesofthecolonialera?Whatweretheresultingstrengthsandweaknessesofthedocument?
UnitActivities:StudentscreateavisualcalledTheRoadtoRevolutionshowingandexplainingthekeyeventsleadinguptotheAmericanRevolutionaryWar.Then,debateingroupswhetherthewarwasthebeginningorendoftherevolutionaryperiod.Compareanswersaloud
AssignmentsandAssessments:MultiplechoicetestandDBQ:The1780s,ACriticalPeriod.
UNIT3:THEEARLYNATIONALPERIOD(1789‐1812)[CR2]Textsandothermaterialsutilized:TheAmericanNation,Chapters5‐6;DBQontheAlienandSeditionActs;andexcerptfromMarburyv.Madisondecision.
PrimarySources:n. TecumsehandTenskwatawao. PresidentMadison’sWarMessagep. TreatyofGhentq. FreeTradeandSailors’Rightsr. RedStickWars. MexicanIndependence”
Themes:ID,WXT,PEO,POL,WOR,ENV
MajorTopics:Birthofanewnationandstruggleforidentity;growingpainsoftheNewRepublic;GeorgeWashingtonandthedevelopmentoftheroleofthePresident;thedebateovertheBankofthe
UnitedStates,andtheemergenceofpoliticalparties;foreignrelations,includingtheJayTreaty,thePinckneyTreaty,theXYZAffair,theconflictwiththeBarbaryPirates,andthegrowingtensionswithEuropeduringtheNapoleonicWars;Marburyv.MadisonandthedevelopmentoftheroleoftheSupremeCourt;JeffersonianRepublicanism,includingpoliciesregardingtheBank,Louisiana,AaronBurr,andforeignrelations;andelectionsfrom1789to1812.
EssentialQuestions:TowhatextentcoulditbesaidthattheAnti‐Federalistsprevailedinthefightoverratification?InwhatwaysdidtheUnitedStatesgovernmentworktoachievestability,bothdomesticallyandinternationallyduringthe1790s?ShouldtheAlienandSeditionActsbeviewedasunconstitutional,orweretheyjustanearlyexampleofhardballpolitics?IsitaccuratetosaythattheSupremeCourtdidnotbecomeaco‐equalbranchofthegovernmentuntilaftertheappointmentofJohnMarshall?HoweffectivewastheUnitedStatesinrespondingtothegeopoliticalchallengesitfacedduringthisperiod?
UnitActivities:ClassdiscussionsonU.S.BankandtheLouisianaPurchaseandhowbothreflectedargumentsforastrictorlooseconstructionoftheConstitution.In‐classdebateontheAlienandSeditionActs.In‐classdocumentanalysisactivity:excerptfromMarburyv.Madisondecision.
AssignmentsandAssessments:Homeworkassignmentonvocabularytermslistedabove.In‐classessayonFederalistsandRepublicans.Chaptermultiplechoicetest.Take‐homeDBQontheAlienandSeditionActs.
UNIT4:THEWAROF1812ANDITSAFTERMATH(1812‐1828)[CR2]Textsandothermaterialsutilized:TheAmericanNation,Chapters7‐8;andCourtCaseBriefsfromAStudent’sGuidetotheSupremeCourt,byJohnJ.Patrick.
PrimarySources:t. Jefferson“FirebellintheNight”u. “Maine not to be Couple with the Missouri Question” Poem v. The Confessions of Nat Turner
w. José Maria Sanchez, reporting on Anglo‐Mexican Relations in Texas Before the Revolution
Themes:ID,POL,WOR,CUL
MajorTopics:GrowingpainsoftheNewRepublic;foreignrelationsbetweentheUnitedStatesandFranceandBritain;causesandcourseoftheWarof1812;political,social,andeconomicaftermathoftheWarof1812,includingthedeathoftheFederalistParty,theemergenceoftheSecondBankoftheUnitedStates,andtheconflictoverinternalimprovements;thecontestedelectionof1824andtheendoftheEraofGoodFeeling;tariffsandthespecterofnullification;majordecisionsoftheMarshallCourt;theMonroeDoctrineandthegrowthoftheUnitedStatesinregionalpolitics;andtheriseofimmigrationandnativism.
EssentialQuestions:WerethepoliciesoftheUnitedStatesgovernmentnewormerelyacontinuationofpoliciesalreadyinplace?Howdidtheaddition,andsettlement,ofsouthernandwesternlandscontributetothepoliticalstrugglethatresultedintheCivilWar?Towhatextentdidthecottonboomfundamentallytransformsouthernsociety,economicallyandculturally?Inwhatwayswastheemergenceofthefactoryeconomyofthenorthbeneficialtotheregionandthenation?Whatwerethenegativeaspectsoftheneweconomy?WhyisthisperiodoftenconsideredthegoldenageforAmericantransportation?
UnitActivities:Classdiscussionsonthetwo‐partypoliticalsystemandtheAmericanSystem.Mapskillsactivity:battlesoftheWarof1812.Debateonthecontestedelectionof1824.CourtCaseManiaactivity—eachstudentwillresearchonelandmarkcourtcaseandpresentabrieftotheclass.
AssignmentsandAssessments:Homeworkassignmentonvocabularytermslistedabove.In‐classfreeresponseessayononeoftheessentialquestionslistedabove.Multiplechoicetestcoveringthematerialinthetextbookandclassdiscussionsandactivities.
UNIT5:JACKSONIANDEMOCRACY(1828‐1840)
Textsandothermaterialsutilized:TheAmericanNation,Chapter9;DBQonJacksonianDemocracy;andexcerptsfromWebster’sdebateandJackson’sbankveto,ADocumentaryHistoryoftheUnitedStates.PrimarySources:
v. J.C.Nott–TypesofMankindw. CherokeeRemovalDocumentsx. Portionof“LettersofWyoming” y. Pro‐slavery(anti‐FreeLabor)
Themes:ID,WXT,POL,CUL
MajorTopics:Circumstancessurroundingtheelectionsof1824and1828;riseoftheJacksonianDemocraticparty,includingitsbeliefs,policies,andimportantmembers;andtheFourMainCrisesoftheAgeofJackson:theexpandingviewofdemocracy(spoilssystem,rotationinoffice),theNativeAmericanquestion(courtcasesandIndianremoval),thenullificationcrisis,andeconomicissuesoftheperiod(SecondBankoftheUnitedStatesandthePanicof1837).
EssentialQuestions:TowhatextentweretheJacksonianDemocratstrulytheguardiansoftheConstitution,politicaldemocracy,individualliberty,andequalityofeconomicopportunity?InwhatwaysdidAndrewJacksondifferfromhispredecessorsandinwhatwaysdidhecontinuethetraditions,orreflectthetraditionalvaluesoftheearlynationalperiod?TowhatextentdidTheJacksonianPeriodliveuptoitscharacterizationastheeraofthe"commonman”intermsofeconomicdevelopment,politics,
andexpansion.Inwhatwaysdidtheconflictsovernullificationandthebankpointtothelargersectional,economic,andpoliticaltensionsintheJacksonianage?UnitActivities:TheJacksonGame—simulationactivityrequiringstudentstoresearchpositions,writespeeches,ask/answerquestionsfromthepointofviewoftheircharacters,andcompleteaformalreflectiveessay.In‐classdocumentanalysisactivity:excerptfromDanielWebster’sdebatewithRobertHayne,andAndrewJackson’sbankveto.AssignmentsandAssessments:Homeworkassignmentvocabularytermslistedabove.In‐classDBQessayonJacksonianDemocracy—measuringthemasteryofmaterial,useofdocumentsinsupportingthesisstatement,sophisticationofargumentinresponsetotheprompt,andqualityofformalwriting.Multiplechoicetestcoveringthematerialinthetextbookandfromclassdiscussionsandactivities.UNIT6:REFORMERAPOLICIESANDPRACTICES(1800‐1850)Textsandothermaterialsutilized:TheAmericanNation,Chapter10;Douglass,Frederick,TheNarrativeoftheLifeofFrederickDouglassclassroomset;excerptsfromwritingsbyRalphWaldoEmersonandHenryDavidThoreau;andexcerptfrom“DeclarationofSentiments.”PrimarySources:
z. TemperancePamphletaa. JohnC.Calhoun,SlaveryaPositiveGoodbb. AntonioLopezdeSantaAnnaPresentsHisViewoftheBattleoftheAlamoofSan
Antonio
Themes:WXT,POL,CUL
MajorTopics:Trendsinimmigration,urbanization,industrialization;socialandculturalreactionstotheindustrialage,includingtheSecondGreatAwakening,utopianmovements,andreformers;reformmovementsinvolvingtreatmentofthepoor,theblind,thedeaf,theinsane,andcriminals;thetemperancemovement;reformmovementsinvolvingcivilrights,includingthestatusofslavesandwomen;andartisticandphilosophicalmovementsoftheage,includingtheHudsonRiverSchool,romanticauthors,andtranscendentalists.
EssentialQuestions:TowhatextentwerethereformandutopianmovementsareflectionofJacksonianideals,andtowhatextentweretheyareactiontothoseideals?Inwhatwaysdidthephilosophers,reformers,artists,andauthorsofthistimeperiodcontributetothedevelopmentofauniquelyAmericanidentity?Whatwerethelargersocialgoalsofthereformers,andtowhatextentweretheysuccessfulinachievingthese?Inwhatwayswerestridesmadebyadvocatesforabolitionism,temperance,andwomen’srights?Whichgroupmadethemostprogress?
UnitActivities:ClassdiscussionsontheSecondGreatAwakeningandutopiansocieties.ReformersChecklistGroupActivity.In‐classdocumentanalysisactivity:“DeclarationofSentiments”SenecaFallsConventionof1848.Historicalinterpretationslesson:WaltW.Rostow’sstagesofeconomicgrowth.
AfterreadingtheworkofhistoriansRichardHofstadterandRonaldG.Walters,studentsareaskedtowriteanessayagreeingordisagreeingwithHofstadter’sargumentsbyreferencingonereformmovementfromtheantebellumorprogressiveeras.
AssignmentsandAssessments:Homeworkassignmentonvocabularytermslistedabove.Take‐homeessayonthetranscendentalistmovement.ExcerptfromTheNarrativeoftheLifeofFrederickDouglass.Multiplechoicetest—multiplechoicewithacumulativeessayquestiondrawnfromoneoftheessentialquestionslistedabove.
UNIT7:WESTWARDEXPANSION(1819‐1850)
Textsandothermaterialsutilized:TheAmericanNation,Chapters11‐12;ReginaldHorseman,RaceandManifestDestiny,excerptfromthetextofCompromiseof1850;andJoaquinHerreraproclamation(1845),JamesPolkspeech(1846),andJohnSloatproclamation(1846).
Primary Sources:
a. Turner, Frederick J., author. “The Problem of the West.” Article.
b. Painting‐ American Progress
Treaty of Guadalupe Hidalgo
Lincoln’s Spots Resolutions
Wilmont Proviso
Themes:ID,PEO,POL,WOR
MajorTopics:Trendsinwestwardexpansion,specificallyindependenceinTexasandstatehoodissuesinvolvingslavery;lifeonthetrail;OregonandCalifornia;bordercrisisinvolvingMexicoandtheMexicanWar;andnegotiationoftheTreatyofGuadalupe‐HidalgoandshiftingpowerstructureinNorthAmerica.
EssentialQuestions:WhateffectdidJohnTyler’spresidencyhaveuponthesectionaltensionsoftheera?WhatmotivatedsettlerstocometoTexasinthe1820sand1830s?HowdidthesemotivescontributetotheconflictthatledtoTexanindependence?WhatweretheissuesinthedebateovertheadmissionofTexastotheUnion?HowdidthegoldrushandtheestablishmentoftheOregonTrailcontributetomanifestdestinyandthegrowingsectionalcrisis?
UnitActivities:ClassdiscussionsonTexasindependence,theWilmotProviso,andtheCompromiseof1850.AfterlookingatAPeople’sHistoryoftheUnitedStates,thetextbook,ReginaldHorseman’sRaceandManifestDestiny,andspeeches/proclamationsofleaders(Herrera,Polk,Sloat)atthetime,studentshaveaclassroomdebateonthequestion,"WastheMexican
Warajustifiedactofselfdefenseoranunjustifiedactofimperialism,andaretherecomparisonstothepresentwarsinIraqandAfghanistan?”
AssignmentsandAssessments:Homeworkassignmentonvocabularytermslistedabove.Multiplechoicetest,includingmapsoftheMexicanWar.In‐classDBQonManifestDestiny.StudentswriteessayontheCompromiseof1850.
UNIT8:COMINGOFTHECIVILWAR(1830‐1860)
Textsandothermaterialsutilized:TheAmericanNation,Chapter13;excerptfromtheDredScottDecision,DivisionepisodeofAmericatheStoryofUs.
More Primary sources:
a. Personal Letters from Abraham Lincoln
b. Dred Scott Decision
c. Lincoln‐Douglas Debates
Themes:ID,WXT,PEO,POL,CUL
MajorTopics:EffectsoftheMexicanWarintermsoflandacquisition,slavery,economics,andpolitics;TheFourHorsemenoftheAmericanApocalypse,includingUncleTom'sCabin,theKansas‐NebraskaAct,theDredScottDecision,andJohnBrown'sRaid;andtheSecessionCrisis.
EssentialQuestions:Inwhatwaysdidthedebatesoverimmigrationandexpansionmerelymasktheconflictoverslavery?Atwhatpointdidsecessionbecomeinevitable?ProvidesupportingevidenceforwhyyoubelievetheCivilWarcouldhavebeenavoidedbeforethatpoint—ornot.Towhatextentdidthe“FourHorsemenoftheAmericanApocalypse”thatwediscussedinclasscontributetothegrowingdivisioninthecountry?
UnitActivities:ClassdiscussionsontheeffectofUncleTom’sCabinandJohnBrown’sraidatHarpersFerry.DocumentanalysisoftheDredScottDecision.SimulationoftheLincoln‐Douglasdebates.
AssignmentsandAssessments:Homeworkassignmentonvocabularytermslistedabove.In‐classessayontheFourHorsemenoftheAmericanApocalypse.Multiplechoicetestandtake‐homeessayontheconstitutionalityofsecession.
UNIT9:ERAOFTHECIVILWAR(1858‐1865)
Textsandothermaterialsutilized:TheAmericanNation,Chapter14;“TheGettysburgAddress”and“SecondInauguralAddress;”andhistoricalinterpretationslessondrawnfromHughTulloch’sTheDebateontheAmericanCivilWarEraandJamesMcPherson’sBattleCryofFreedom.
Themes:ID,POL,WOR,ENV,CUL
MajorTopics:Outbreakofthemilitaryconflictbetweennorthandsouth,andthecourseofthewar;political,diplomatic,socialandeconomicconsequencesofthewar,northandsouth;religionandtheabolitionistcause;theEmancipationProclamationanditseffectsonthewareffortandtheslavepopulation;andgeneralsandleadershipduringthecrisis,northandsouth.
EssentialQuestions:Towhatextentwerethemilitaryfortunesofthenorthandsouthshapedbytheirgeneralsandthepoliticalfortunesshapedbytheleaders?InwhatwaysandtowhatextentdidthenatureofwarfarechangeasaresultoftheCivilWar?Whoaretheheroesofthistimeperiodandwhatmakesthemso?WasitinevitablethattheSouthwouldlosetheCivilWar?Whyorwhynot?
UnitActivities:ClassdiscussionsonUnionandConfederategenerals,wartimediplomacy,andturningpointsinthewar.StudentledsimulationofajointpressconferencewithPresidentsLincolnandDavis,June30,1863.Debateoncivillibertiesduringwartime.Documentanalysisactivity:theGettysburgAddressandLincoln’sSecondInauguralAddress.Historicalinterpretationslesson:economic,political,andideologicalinterpretationsofthecausesandeffectsoftheCivilWar.StudentsanalyzethefactorsthatledtoAbrahamLincoln’sissuanceoftheEmancipationProclamationanditsresultingimpactsontheUnion’swareffort.
AssignmentsandAssessments:Homeworkassignmentonvocabularytermslistedabove.Take‐homeessay:newspaperarticlecoveringthepressconference.In‐classfreeresponsequestiononhistoricalinterpretations:studentschooseanddefendoneinterpretationoftheCivilWar.MultiplechoicetestwithanessayquestiondrawnfromthelistofessentialquestionsandmapsoftheCivilWar.UNIT10:RECONSTRUCTION(1865‐1877)Textsandothermaterialsutilized:TheAmericanNation,Chapter15,andAmendmentXIVoftheUnitedStatesConstitution.Themes:ID,POL,CUL
PrimarySources:
ThaddeusStevensSpeechDecember18,1865
Re‐Construction,oraWhiteMan’sGovernment,CurrierandIvesCartoon
FrederickDouglass,“Reconstruction”,AtlanticMonthly,December1866
ReportoftheJointCommitteeonReconstruction,June20,1866
FourteenthAmendmenttotheU.S.Constitution
MajorTopics:CompetingmodelsforReconstruction:Presidential,Congressional,andWhiteSouthern;theassassinationofPresidentLincolnanditsimplicationsforReconstructionandthepoliciesofAndrewJohnson;militaryoccupationofthesouth,theemergenceofblackrepublicangovernments;impeachmentofAndrewJohnson;RadicalizationofReconstruction;13th,14thand15thAmendments,whiteresistance,theKKKandthespiralofviolence;andreadmittingsouthernstates,theGrantscandals,therestorationofconservativewhitegovernments,andthegradualdenialofblackrightsintheSouth.
EssentialQuestions:TowhatextentdidtheassassinationofAbrahamLincolncontributetomoreharshReconstructionpolicies?TracethewaysinwhichCongressattemptedtosecurerightsforfreedslavesandthestepssouthernstatestooktoobstructCongressionalactions.InwhatwaysdidtheimpeachmentofAndrewJohnsonrevealthefaultlinesofAmericanpoliticsintheyearsfollowingtheCivilWar?HowdidthescandalsoftheGrantAdministrationunderminethegoalsofReconstruction?TowhatextentwasCongressionalReconstructionasuccess?
UnitActivities:ClassdiscussionsoftheReconstructionActs,andonArthurSchlesinger’sscaleofpresidentialgreatnessasitappliestoJohnsonandGrant.SimulationoftheImpeachmentofAndrewJohnson.Documentanalysisactivity:AmendmentXIV.
AssignmentsandAssessments:Homeworkassignmentonvocabularytermslistedabove.OnlinemessageboardpostingongoalsandaccomplishmentsofReconstruction.Readingquizonmajortopicsinthechapterandamultiplechoicetestonthe1870s.
UNIT11:WESTWARDEXPANSIONANDINDUSTRIALIZATION(1880‐1900)
Textsandothermaterialsutilized:TheAmericanNation,Chapters16‐17;andexcerptfromAndrewCarnegie’s“Wealth.”CitiesepisodeofAmericatheStoryofUs.
Primary Sources:
Treaty of Guadalupe Hidalgo
Petition of Amelia Bloomer Regarding Suffrage in the West
Homestead Act of 1862
Themes:ID,WXT,PEO,POL,CUL,ENV
MajorTopics:Socialandeconomiceffectsofpost‐bellumindustrializationintheNorthandtheSouth;theexpandingeconomicpoweroftheUnitedStatesintheworldeconomy;impactofanunregulatedeconomyonthedevelopmentofheavyindustryandtheemergenceofbusinesstycoons;casestudiesonRockefeller,Carnegie,Morgan,andVanderbilt;earlyattemptstoreininbigbusinessbythegovernmentatthestateandfederallevels;westwardexpansionasseeninthecontextoftherailroadindustryandemergingeconomicinterests;conflictsbetweenNativeAmericansandsettlers,ranchers,miners;andmilitaryconflictswithNativeAmericans.
EssentialQuestions:Towhatextentis“TheGildedAge”anaptdescriptionofthetimeperiod?InwhatwaysdidthecourtsundermineReconstructioneffortstobringaboutracialequality?TracetheriseofAmericanindustrialization.WhatfactorscontributedtoAmericanindustrializationinthelate19thCentury?
FRQ:TowhatextentwasthepolicyoftheUnitedStatestowardNativeAmericansacontinuationofanearlypolicy,andtowhatextentwasitnew?
UnitActivities:ClassdiscussionsonMaterialism,Marxism,andtheIndianWars.Mapskillsexercise:NativeAmericansoftheGreatPlains.Student‐ledroundtabledebateonthesocialeffectsofwestwardexpansionandindustrialization.Documentanalysisactivity,“Wealth”byAndrewCarnegie.
AssignmentsandAssessments:HomeworkassignmentontopicslistedaboveandmessageboardpostingonthegoodandnegativesidesofRockefeller,CarnegieandMorgan.Multiplechoicetest,includingatake‐homefreeresponseessayon"Rockefeller,CarnegieandMorgan:RobberBaronsorIndustrialStatesmen.”
UNIT12:THEGILDEDAGE(1880‐1900)
Textsandothermaterialsutilized:TheAmericanNation,Chapters18‐19;GildedAgeDBQ;and
excerptfromWilliamJ.Bryan’s“CrossofGold”speech
Themes:WXT,PEO,POL,WOR,ENV,CULPrimary Sources:
Bryan’s Cross of Gold Speech
Photographs of Lewis Hine: Documentation of Child Labor
MajorTopics:Industrialization,urbanization,andculturaltransformations;domesticandglobalchallengesandthecreationofmassculture;culturaleffectsofderegulation,industrialization,andwestwardexpansion;urbanizationandthecompetingidealsofcityandrurallifeinAmerica;immigration,minorityrights,andarigidclasssystem;corruptionandmachinepoliticsinstateandlocalgovernments;theriseofagrariandiscontentandthePopulistresponse;andcompetingargumentsabouttheproperroleofgovernmentinthisera,leadingtoanintroductionofProgressiveideals.
EssentialQuestions:Towhatextentdidstate/federalgovernmentsattempttoregulatebigbusinessduringthelastquarterofthenineteenthcentury?InwhatwaysdidreformmovementsandorganizationsattempttosolvethesocialproblemsfacingU.S.society?Towhatextentwassociety“reformed”bytheseefforts?UnitActivities:Classdiscussionsontrendsinimmigration,industrializationandtheSocialGospel.In‐classdebateontheproperroleofgovernmentduringthisera.In‐classdocumentanalysisactivity:Bryan’s“CrossofGold”speech.Historicalinterpretationslesson:WaltW.Rostow’sstagesofeconomicdevelopment.
AssignmentsandAssessments:Homeworkassignmentonvocabularytermslistedabove.DBQ:TheFederalGovernment&LaissezFaire.Multiplechoicetest.DBQ:ThePopulists
UNIT13:THEPROGRESSIVEERA(1890‐1920)
Textsandothermaterialsutilized:TheAmericanNation,Chapters20‐21;U.S.censusandimmigrationchartsfrom1890,1900,1910,1920;LewisHinesandJacobRiisphotos;JaneAddamsstatementonreform;andmapsofurbangrowth.Primary Sources:
Majority Opinion in Plessy V. Ferguson
Platform Adopted by National Negro Committee 1909
NAACP Charts its Future‐ 1919
W.E.B. Du Bois “Of Mr. Booker T. Washington and Others” speech 1903
Atlanta Compromise
Number of Immigrants to the U.S. per Decade (1820‐1990)
Themes:ID,WXT,POL,CUL
MajorTopics:Progressivismdefined,goalsofProgressivism,andtypesofProgressives;muckrakers,socialreform,andtheuseofthemediatoachievesocial,economic,andpoliticalgoals;radicalmovements,theIWWandSocialistParty,thechangingroleingovernment(includingstateandlocal);roleofPresidentsRoosevelt,Taft,andWilsoninpromotingProgressiveagendasatthefederallevel;andsuccessesandfailuresoftheProgressiveEra.
EssentialQuestions:Whatweretherootcausesoftheprogressivemovement?Whydidthemovementflourishinthenorthandwest,butlacksupportinthesouth?Towhatextentdidstateandlocalgovernmentsinfluencethemovementatthenationallevel?IsitaccuratetodescribeRoosevelt,Taft,andWilsonasprogressives?Whowasthemostprogressiveandwhy?Theleast?Weretheconditionsoffarmers,thepoor,women,andAfrican‐AmericansimprovedbyprogressivereformsfromtheElectionof1896totheoutbreakofWorldWarI?
StudentsusedocumentsmadebytheSocialistLaborParty,EmmaGoldman,andtheIWWandmakeanargumentforthevalidityoftheradicalideasandmovementsthatcameoutoftheindustrialage.
StudentsusematerialfromcensusdataaboutimmigrationtomakepresentationsondifferentethnicandnationalgroupsandthecreationoftheImmigrationAct1924.UnitActivities:ClassdiscussionsontheroleofmuckrakersandonthirdpartycandidaciesintheProgressiveEra.In‐classdebatefocusingonthestrengthsandweaknessesoftheProgressivemindset,aswellasthesuccessesandfailuresofProgressiveprograms.In‐classdocumentanalysis:excerptsfromTheJunglebyUptonSinclairandTheHistoryoftheStandardOilCompanybyIdaTarbell.AssignmentsandAssessments:Homeworkassignmentonvocabularytermslistedabove.Formalessayonthecontentdiscussedinthedebates.Multiplechoicetest,includingafreeresponseessayquestiononindustrialization.
UNIT14:FROMISOLATIONTOIMPERIALISM(1890‐1914)[CR2]
Textsandothermaterialsutilized:TheAmericanNation,Chapter22;DBQonImperialism;anddocument:“TheRooseveltCorollary.”
PrimarySources:
RooseveltCorollary
ExcerptfromMahan,InfluenceofSeaPower
Anti‐ImperialistLeaguespeeches
PoliticalCartoons
Themes:ID,POL,WOR
MajorTopics:Industrialization,urbanization,andculturaltransformation;domesticandglobalchallengesandthecreationofmassculture;earlyexpansionism,fromYoungAmericatotheChileanandVenezuelanconflicts;Mahan,CoalingStations,thebuildingoftheUnitedStatesnavy,andinitialimperialisticefforts,includingHawaii;AmericaninvolvementandinfluenceintheSpanish‐AmericanWar,theFilipinoInsurrection,andthePanamanianCrisis;Mexico,Americaninvolvement,theTampicoIncident,andPanchoVilla;andnon‐interventioninEuropeanaffairsattheoutbreakofthefirstWorldWar.
EssentialQuestions:TowhatextentdidthedomesticandinternationalpoliciesofTheodoreRooseveltreflectthevaluesofhisera?Whatwerethecauses,course,andeffectsoftheSpanish‐AmericanWar?Whatwerethechiefargumentsoftheimperialistsandanti‐imperialists;whatwastheparticularsignificanceoftheRooseveltcorollary?HowdidtheAmericaninterestinthedevelopmentofacanalinPanamaevolve?
UnitActivities:StudentsengageinclassdebateanalyzingtheextenttowhichtheSpanish‐AmericanWarwasaturningpointinthehistoryofU.S.foreignrelations.ClassdiscussiononthediplomacysurroundingstatusoftheCanalZone,thebuildingoftheCanal,andonthePhilippineInsurrection.SimulationontheOpenDoorPolicy.Debateonthecauses,effects,andrelativemeritsofimperialism.Documentanalysis:theRooseveltCorollary.
AssignmentsandAssessments:Homeworkassignmentonvocabularytermslistedabove.Take‐homedocumentbasedquestiononAmericanimperialism.Multiplechoicetestwithshortanswerresponses.Mapskillstake‐homeassignment:theAmericansphereofinfluenceafter1898.DBQ‐TheTreatyofParisof1899.
UNIT15:WORLDWARIANDITSAFTERMATH(1914‐1932)
Textsandothermaterialsutilized:TheAmericanNation,Chapter23;SchenckcasebriefhandoutfromTheSupremeCourtoftheUnitedStates,AStudentCompanion;andexcerptfrom“TheFourteenPoints.”Primary Sources:
Zimmermann Telegram
Treaty of Versailles
Sow the Seeds of Victory!
Posters from the Food Administration During World War I
Themes:WXT,PEO,POL,WOR,CUL
MajorTopics:Domesticandglobalchallengesandthecreationofmassculture;initialoppositiontoAmericaninvolvementintheFirstWorldWar;theLusitania,theSussexPledge,theZimmermanTelegram,andunrestrictedsubmarinewarfare;thecourseofthewar,beforeandafterAmericaninvolvement;CivilRightsforAmericansduringandafterthewar;theTreatyofVersaillesandtheSenatefightoverratificationandtheLeagueofNations;WarrenG.Harding,Normalcy,andtheendoftheProgressiveEra;andsocial,political,economic,andculturaltrendsduringthe1920s.
EssentialQuestions:InwhatwayswereAmericanrelationswithMexicoademonstrationoftheUnitedStatesasthedominantpowerinthehemisphere?Howdidregionalrelationsevolveduringthisperiod?Whatweretheeventsandpoliciesthatculminatedinthedecisiontogotowarin1917?AssessWoodrowWilsonintermsofhiswartimeleadershipandhisvisionforapostwarworld.InwhatwaysweretheLeaguefightandtheRedScareemblematicoftheshiftinAmerica’sworldviewintheyearsfollowingtheGreatWar?WerethemajorsocialissuesandconflictsoftheTwentiesuniquelymodern,orweretheymerelycontinuationsofearlierissuesandconflicts?Towhatextentisthefollowingstatementvalid:“TheTwentieswerethenewGildedAge.”TowhatextentdidthewritersandartistsoftheTwentiesreflectandchallengetraditionalAmericanvalues?
UnitActivities:ClassdiscussionsonAmericandiplomacybefore,during,andafterWorldWarI,theroleofthenationalgovernmentduringthe1920s,andtheSchenckv.U.S.decision.SimulationactivityontheratificationoftheTreatyofVersailles.Documentanalysisactivity:WoodrowWilson’sFourteenPoints.
AssignmentsandAssessments:Homeworkassignmentonvocabularytermslistedabove.Take‐homeessay:positionpaperrulingontheSchenckcase.OnlinemessageboardpostingonNormalcy,drawnfromoneoftheessentialquestionslistedabove.Multiplechoicetestwithseveralshortanswerquestions.
UNIT16:THEGREATDEPRESSIONANDTHENEWDEAL(1929‐1941)Textsandothermaterialsutilized:TheAmericanNation,Chapter26;DBQontheNewDeal;andStudsTerkel’sHardTimes
PrimarySources:
WPAslavenarratives
DorotheaLangePhotographs
FDR'sFirstInauguralAddress
FDR'sFiresideChatonthePurposesandFoundationsoftheRecoveryProgram
Themes:ID,WXT,POL,CUL,ENV
MajorTopics:EconomictrendsinthewakeoftheFirstWorldWar,andthecollapseoftheworldeconomy;theStockMarketCrash,cropfailures,andthecollapseofthebankingindustryby1932;theBonusArmy,Hoovervilles,andthesocialcrisissurroundingtheelectionof1932;FDR,HundredDays,theFirstandSecondNewDeals,andtherecastingoftheroleofgovernment;courtchallengestotheNewDealprograms,andotherdissentingvoices,includingeconomicandreligiouscritics;theoveralleffectsoftheNewDealprogramsontheeconomy,politics,andthepopularunderstandingoftheroleofgovernmentinAmericansociety.
EssentialQuestions:WhatweretheunderlyingcausesoftheGreatDepressionandtheinitialattemptsbytheHooveradministrationtomitigateitseffects?TowhatextentdidthereformsoftheNewDealtrulytransformtheroleofgovernment,andtowhatextentdidtheymerelybuilduponanearlierfoundation?WhatwastheevolutionoftheconflictbetweenFDRandtheSupremeCourtfromthebeginningofhisfirsttermtothebeginningoftheSecondWorldWar?WhatwerethemajorargumentsmadebyNewDealcritics?TowhatextentdidAmericansacceptandapproveofthechangeswroughtbyNewDealpoliciesandlegislation?HowdidFDRreconcilehisownbeliefsaboutinterventionwiththeisolationistmoodofthecountryatthetime?
UnitActivities:ClassdiscussionsontheoriginsoftheGreatDepression,ontheHundredDays,andonNewDealcritics.Student‐directedrole‐playingactivityabouttheCourtPackingPlan.Documentanalysisactivity:ImagesoftheGreatDepressionandtheNewDeal.UsingtheSOAPSTonehandout,studentsanalyzeandcontrastoralhistoriesfromtheGreatDepression,suchasStudsTerkel’sHardTimesandtheWPAslavenarratives.AssignmentsandAssessments:Homeworkassignmentonvocabularytermslistedabove.In‐classdocumentbasedquestionontheNewDeal.Multiplechoicetest,withanessayquestiondrawnfromtheessentialquestionslistedabove.
UNIT17:AMERICAANDTHESECONDWORLDWARTextsandothermaterialsutilized:TheAmericanNation,Chapter27;excerptfrom“TheFourFreedoms,”ADocumentaryHistoryoftheUnitedStates;andhistoricalperspectiveslessondrawnfromTheSecondWorldWar:ACompleteHistory,byMartinGilbert.Primary Sources:
Executive Order 9066
Remarks of President Roosevelt and Her Majesty Wilhelminia, on the transfer of a ship under the Lend‐
Lease Act, August 6, 1942
The Atlantic Charter
Various Pieces of Propaganda
Themes:ID,WXT,PEO,POL,WOR
MajorTopics:Americanisolationisminthe1930s,theNeutralityActs,andtheslowdrifttowardinterventionby1941;PearlHarbor,involvementintheWar,mobilization,anditseffectsonAmerican
economy,society,andpolitics;civillibertiesduringthewar,especiallythestatusofJapaneseAmericans;thecourseofthewarinthePacificandinEurope,includingthedroppingoftheatomicbombandtheendofthewar;anddiplomacyduringthewar,fromtheAtlanticChartertothePotsdamConference.
EssentialQuestions:Citingleaders,battles,andotherevents,whatwerethehighpoints,lowpoints,andturningpointsofthewarinEurope?Citingleaders,battles,andevents,whatwerethehighpoints,lowpoints,andturningpointsofthewarinthePacific?Towhatextentcanthetwowarsbecomparedintermsof(a)treatmentofminorities,(b)opportunitiesforwomen,(c)civilliberties,and(d)plansforthepost‐warorder?Tracethecourseofdiplomaticrelationsbetweenalliesfromthebeginningofthewartotheend.Howdidthegoalsandstrategieschangeovertime?Whatweretheargumentsforandagainstdroppingtheatomicbombin1945?
UnitActivities:ClassdiscussionsonPearlHarbor,thetwofrontsofthewar,andwartimediplomacy.Debateonthedecisiontodroptheatomicbomb.Documentanalysisactivity:FourFreedoms.Mapskillslesson:EuropeanandPacificTheatersofWar.Historicalperspectiveslesson:JapaneseInternment.
AssignmentsandAssessments:Homeworkassignmentonvocabularytermslistedabove.Take‐homeessayonU.S.strategyanddiplomacyduringWWII.MultiplechoicetestonWWII.DBQ‐TheDecisiontoDroptheAtomicBombUNIT18:ORIGINSOFTHECOLDWAR(1945‐1968)[CR2]Textsandothermaterialsutilized:TheAmericanNation,Chapters28‐29;“TheSourcesofSovietConduct.”Primary Sources:
President Harry Truman, Address before a Joint Session of Congress, March 1947
Telegram from George Kenan
North Atlantic Treaty
John Foster Dulles,, Address before the Associated Press April 1957
Themes:WXT,POL,WOR,CUL
MajorTopics:Theemergenceoftwoopposingsuperpowers;containment,theMarshallPlan,NSC‐68,andthegrowingmilitaryandeconomicburdenoftheColdWar;initialconflictsinGreeceandTurkeyproducetheTrumanDoctrineasacornerstoneofU.S.foreignpolicy;divisionofKorea,theinvasionofthesouthin1950andthecourseoftheKoreanConflict;theroleoftheUnitedStatesinColdWarconflictsinEgypt,Hungary,FrenchIndochina,andCuba;andKennedyandtheColdWar:BayofPigs,Berlin,andtheSpaceRace.
EssentialQuestions:InwhatwayswastheMarshallPlananattempttoavoidthemistakesthathadbeenmadeaftertheTreatyofVersailles?TowhatextentdidrelationsbreakdownbetweentheUnitedStatesandtheSovietUnioninthewakeoftheSecondWorldWar?InwhatwaysdidthecontainmentpolicyandthefalloutfromtheChineseRevolutioncontributetothecultureoffearandconservatismduringthe1950s?InwhatwaysweretheBayofPigs,theSpaceRace,andtheCubanMissileCrisisrelated?
UnitActivities:ClassdiscussionsonthewarinKoreaandtheCubanMissileCrisis.TheMcCarthyProject:student‐directedsimulationactivityexaminingthefearandsuspicionduringtheRedScare.In‐classdocumentanalysis:excerptfrom“TheSourcesofSovietConduct,”byGeorgeKennan.StudentsworkinginsmallgroupscomparetheunderlyingcausesofWWI,WWII,andtheColdWarandmakeanargumentthatU.S.foreignpolicyinthe20thcenturydidordidnotpromotedemocraticgovernmentsaroundtheworld.
AssignmentsandAssessments:Homeworkassignmentonvocabularytermslistedabove.McCarthyProjectformalessay.UNIT19:COLDWARCULTUREANDSOCIETY(1950‐1970)Textsandothermaterialsutilized:TheAmericanNation,Chapters29‐30;excerptfrom“LetterfromBirminghamJail.”PrimarySources:LetterfromBirminghamJailTheCivilRightsActof1964TheVotingRightsActof1965Themes:ID,WXT,POL,CUL,ENVMajorTopics:Trendsinpopularmediaandcultureduringthe1950sand1960s;theRedScareanditsimpactonculturalconformity,andthebacklashagainstthatconformityduringthe1960s;themoderncivilrightsmovement,includingBrownv.Board,theMontgomeryBusBoycott,Sit‐Ins,theCivilRightsActandVotingRightsAct,Dr.MartinLutherKing,MalcolmX,HueyNewton,theBlackPanthers;civilrightsmovementsbyothergroups,includingwomen,NativeAmericans,andgays;post‐warreligioustrends;youthandfarmworkers;andbaby‐boomersandtheemergenceofanti‐institutionalism.EssentialQuestions:Whowerethegreatfiguresinpost‐warartandliterature?Specifically,whatdidtheirworksayaboutthepost‐warsocietyandvalues?Towhatextentwasthesexualrevolutionrevolutionary?Towhatextentwasitacontinuationofpastmovements?WhatwerethehighandlowpointsoftheCivilRightsMovement,from1954to1968,andtowhatextentwerethecivilrightsofAfricanAmericansextended?Howdidtheroleofstudentsevolveduringthisperiod?StudentscompareNAACPmaterialsfromthe1920sand1930sonlynchingandcivilrightswith1950scivilrightsmaterials.Studentsmustmakeapresentationonwhythereweredifferencesandsimilaritiestotheclass.
UnitActivities:Student‐directedroundtabledebateonthesubjectofthemoderncivilrightsmovement.In‐classdocumentanalysis:“LetterfromBirminghamJail.”Studentswriteanessaythatcomparesthewomen’smovementofthe1960swiththewomen’smovementattheturnofthe20thcentury.Studentsmustmakeanargumentaboutthenatureoftheideas,strategies,andaccomplishmentsofwomenfrombotheras.Weretheysimilarordifferent?AssignmentsandAssessments:Homeworkassignmentonvocabularytermslistedabove.Multiplechoicetest,includingseveralshortanswerquestionsaboutthesocialmovementsofthe1960s.UNIT20:THEVIETNAMWARANDITSAFTERMATH(1961‐1975)Textsandothermaterialsutilized:TheAmericanNation,Chapters29‐30;DBQonpost‐warAmerica;LyndonB.JohnsonandAmericanLiberalism;andAPeople’sHistoryoftheUnitedStates.
PrimaryDocuments:LetterfromHouseMinorityLeaderGeraldR.FordtoPresidentRichardM.Nixon
Giddeonv.Wainwright
Escobedov.Illinois
LetterfromKennedytoNgoDinhDiem
VietnamVeteransAgainsttheWarStatement
Themes:ID,PEO,POL,WOR,CUL
MajorTopics:DienBienPhu,HoChiMinh,theassassinationofDiem,andthegrowthofAmericaninvolvementinFrenchIndochina;theGulfofTonkinincidentandtheexpansionofAmericaninvolvementinthewar;thecourseofthewarfrom1964to1975,includingbombingcampaignsoftheNorth,theTetOffensive,theincursionintoCambodia,theParisPeaceAccords,andtheFallofSaigon;andAmericansupportforandoppositiontothewarinVietnam,anditseffectsonthepolitical,economic,andsocialsituationintheUnitedStatesduringthistime.
EssentialQuestions:InwhatwaysdidthewarinVietnamreflectthegeopoliticalstrugglesoftheColdWar?TowhatextentdidgrowingdiscontentwiththewarinfluencechangesinAmericanpolicybetween1968and1975?Howeffectivewerethetacticsusedbyopponentsofthewar?Towhatextentwasthecounterculturemovementdrivenbyoppositiontothewar,andtowhatextentwereothercontributingfactorsatwork?
UnitActivities:Classdiscussiononthecounterculturemovement,theCambodianIncursionandKentStatekillings.DebateontheGulfofTonkinResolution.Mapskillslesson:theTetOffensive.Inaneight‐pageessay,studentscomparetheinterpretationsofVietnaminLyndonB.JohnsonandAmericanLiberalismandAPeople’sHistoryoftheUnitedStates.Whatmadethesehistoriansseethesameeventsodifferently?
AssignmentsandAssessments:Homeworkassignmentonvocabularytermslistedabove.Take‐homedocumentbasedquestiononthepost‐WWIIperiod.Multiplechoicetest,includingin‐classessaydrawnfromtheessentialquestionslistedabove.
UNIT21:SOUNDBITESOCIETY(1970‐PRESENT)
Textsandothermaterialsutilized:TheAmericanNation,Chapters31‐32;“TheContractwithAmerica.”
Themes:ID,WXT,PEO,POL,WOR,ENV,CUL
MajorTopics:IncreasingprosperityandglobalresponsibilitiesafterWWII;globalizationandredefiningnationalidentity;creationoftheEnvironmentalProtectionAgency;Watergate,theresignationofPresidentNixon,andtheemergingdistrustofgovernment;expandingroleofthepopularmedia;modernreligionandpoliticalactivism;Reaganism:deregulation,increaseinmilitaryspending,andtheIran‐contrascandal;liberalismonthewane:theRepublicanRevolutionof1994,theImpeachmentofPresidentClinton;RodneyKingandAnitaHill;WelfareReformActof1996;theelectionof2000,terrorismandthewarsinAfghanistanandIraq,andemergingquestionsaboutcivillibertiesandtheroleofthefederalgovernmentduringatimeofcrisis.
EssentialQuestions:WhatwaysdidthevariousMiddleEasternconflictsfirstsymbolizeandlaterreplacethemajorconflictsoftheColdWar?TowhatextentweretheReagan/BushpresidenciessuccessfulinrollingbackreformsoftheNewDealandGreatSocietyandinreshapingtheroleofgovernment?TowhatextentwasAmericatransformedbysocietalchanges—fromtelevisiontoracerelationstoAIDSandcrackcocaine?HowdidtheroleofthePresidentchangeintheyearsfromtheWatergatescandalthroughtheterroristattacksofSeptember11th?
UnitActivities:ClassdiscussionsontheReaganRevolution,thecollapseofcommunism,andmodernimmigration.DebateonFord’spardonofNixon,andtheriseoftheNewRight.Documentanalysisactivity:ContractwithAmerica.UsingLisaMcGirr’sSuburbanWarriors,studentsmaptheideasandstrategiesoftheNewRightandcomparethismovementtoearliermoments(1880s,1920s,1950s)ofconservativeactivism.Whatvaluesremainedconstantoverthislongperiodoftime?
Studentswriteasixtoeight–pageessaythatexaminestheevolutionofideasandpoliciesrelatedtotheenvironmentfrom1900to1975.Theessaymustuseatleastsixsecondarysourcesandmakeanargumentaboutwhytheenvironmentbecameworthyofregulationby1970.
AssignmentsandAssessments:Homeworkassignmentonvocabularytermslistedabove.In‐classessayontheculturalmalaiseofthe1970sand1980s.Multiplechoicetest,includingtake‐homeessayfromessentialquestionslistedabove.war;trendsinimmigration;andthe2008election.
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