American History (AP) COURSE OVERVIEW This yearling course is divided into four quarters consisting of a total of forty-two chapters broken down into sub-sections (units) ranging from two to three “subunits” per Unit. Each unit is then tested over using approximately one-hundred multiple-choice questions, a group of thirty to forty matching (People/Places and Events), a group of three to five identifications and a choice of one of three “thematic essay” questions. Each unit is introduced with a summary and listing of “People, Places and Events” relevant to that specific unit, these are to be defined and turned in on the day of the unit test. In addition, each student is divided into a study group that is responsible for the “Readings List” for classroom discussions, debates and written assignments. Students are also assigned a DBQ question that pertains to each individual unit. Primary Textbook Information: Kennedy, Cohen and Bailey (Advanced Placement Edition) The American Pageant, Boston & New York: Houghton Mifflin Company: copyright 2006 Supplemental Textbook Resources: Out of Many, A History of the American People : Faragher, Bulhe, Czitrorm & Armitage America, Pathways To the Present : Clayton, Perry, Reed, Winkler United States History : Preparing For The Advanced Placement Examination Primary Sources: Various primary sources are used throughout this course including, but not intended as an inclusive list below Carl J. Guarneri, America Compared, Second Edition, Vol., I & II. Kennedy & Bailey, The American Spirit, Eleventh Edution, Vol., I & II.
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American History (AP)
COURSE OVERVIEW
This yearling course is divided into four quarters consisting of a total of forty-two chapters
broken down into sub-sections (units) ranging from two to three “subunits” per Unit. Each
unit is then tested over using approximately one-hundred multiple-choice questions, a group
of thirty to forty matching (People/Places and Events), a group of three to five identifications
and a choice of one of three “thematic essay” questions. Each unit is introduced with a
summary and listing of “People, Places and Events” relevant to that specific unit, these are
to be defined and turned in on the day of the unit test. In addition, each student is divided
into a study group that is responsible for the “Readings List” for classroom discussions,
debates and written assignments. Students are also assigned a DBQ question that pertains
to each individual unit.
Primary Textbook Information:
Kennedy, Cohen and Bailey (Advanced Placement Edition) The American Pageant,
Boston & New York: Houghton Mifflin Company: copyright 2006
Supplemental Textbook Resources:
Out of Many, A History of the American People: Faragher, Bulhe, Czitrorm & Armitage
America, Pathways To the Present: Clayton, Perry, Reed, Winkler
United States History: Preparing For The Advanced Placement Examination
Primary Sources: Various primary sources are used throughout this course including,
but not intended as an inclusive list below
Carl J. Guarneri, America Compared, Second Edition, Vol., I & II.
Kennedy & Bailey, The American Spirit, Eleventh Edution, Vol., I & II.
Summer Readings
John Lewis Graddis, The Cold War (A New History) Penguin Books 2005
Newman & Schmalbach, United StatesHhistory (Preparing for the Advanced Placement
1. Is the thesis clear and well-developed? ________ (1 Point)
2. Is the thesis statement distinguishable in the opening paragraph? _______ (1
Point)
3. Is the essay easy to read and follow, contain 3-5 paragraphs and free of
significant errors? ________ (3 points)
4. Does the author use at least two substantial, meaningful quotes from the
documents? ____________ (2 Points)
5. Does the author incorporate at least one piece of “outside” information into the
main body of the essay? _________ (1 Point)
6. Does the closing paragraph contain the re-stated thesis statement and contain a
concise conclusion to the essay? _________ (2 Points)
Total Points: _________________ / 10 Points Possible
Grading Scale:
9-8= Outstanding 5-4= Solid Effort
7-6= Great Effort 3-2= Needs some work...
Comments: Please give a brief overview of both positive and negative comments concerning this essay: Positive Comment- Negative Comment-
A.P. United States History Syllabus
COURSE OVERVIEW
COURSE OBJECTIVES
The Advanced Placement American History course is designed to provide our
students with a college-level experience. Preparation for the AP Exam in May
provides the focal point and conceptual framework for this class. Special emphasis
is placed on interpreting documents (primary sources), mastering a significant body
of factual information, and the writing of critical essays (DBQ’s).
Students will:
- master a broad body of historical knowledge.
- demonstrate an understanding of historical chronology.
- use historical data to support an argument or position.
- differeniate between historiographical schools of thought.
- interpret and apply data from original documents, including cartoons,
graphs, letters, etc.
- effectively use analytical skills of evaluation, cause and effect,
compare and contrast.
- work effectively with others to produce products such as DBQ’s, Power
Point Presentations, Review Sheets, and Group Review Study Packets.
- prepare for and successfully pass the A.P. U.S. History Exam.
2007-2008 School Year
A.P. Practice Testing Dates:
A.P. Practice Test #1 October 18th Last Day of 1st Quarter
A.P. Practice Test #2 January 9th Last Day of 2nd Quarter
A.P. Practice Test #3 March 14th Last Day of 3rd Quarter
A.P. Practice Test #4 May 2nd
Study Group Sesssions:
A.P. Cram Packet (Review Packet) Distribution- Friday, January 4th
A.P. Group Study Sessions- Jan., 19th
, Feb., 16th
, March, 15th
, April 19th
& 26th
,
May 3rd
& 10th
DBQ Essays:
DBQ Essays: Due at the end of each of the Seventeen Units
A.P. American History
Unit Outlines (First Semester)
Unit One: Discovery and Exploration (33,000 B.C.-1769)
Chapter One (Kennedy)
Unit Two: Colonization (1500-1775)
Chapters Two, Three, Four and five
Unit Three: From Empire to Independence (1608-1783)
Chapters Six, Seven, Eight
Unit Four: The Formation of the United States Government
Chapters Nine and Ten
Unit Five: Jeffersonian Republic & War of 1812 (1800-1824)
Chapters Eleven and Twelve
Unit Six: Mass Democracy, National Economic, and Reform (1824-1860) Chapters Thirteen, Fourteen and Fifteen
Unit Seven: Manifest Destiny, Sectionalism and Disunion (1841-1861)
Chapters Sixteen, Seventeen, Eighteen and Nineteen
Unit Eight: Division, Civil War and Reconstruction (1861-1877)
Chapters Twenty, Twenty-One, and Twenty-Two
Unit Nine: The Gilded Age (1869-1900)
Chapters Twenty-Three, Twenty-Four, Twenty-Five and Twenty-Six
Unit Ten: Imperialism and Progressivism (1890-1912)
Chapters Twenty-Seven and Twenty-Eight
Unit Eleven: Progressivism and World War I
Chapters Twenty-Eight, Twenty-Nine and Thirty
(Second Semester)
Unit Twelve: Politics and Economics of the “Roaring Twenties”
(1920-1932)
Chapters Thirty-One and Thirty-Two
Unit Thirteen: The Great Depression and the New Deal (1928-1940)
Chapters Thirty-Four and Thirty-Five
Unit Fourteen: The Cold War and Eisenhower Era (1945-1960)
Chapters Thirty-Six and Thirty-Seven
Unit Fifteen: The 1960’s (1960-1968)
Chapter Thirty-Eight
Unit Sixteen: The 1970’s & 80’s (1968-1992)
Chapters Thirty-Nine and Forty
Unit Seventeen: The 1990’s –21st Century (1968-1992)
Chapters Forty-One and Forty-Two
A.P. United States History
Unit One Outline
Course Outline Semester One
(Unit One)
Unit One: Discovery and Exploration (33,000 B.C.-1769)
Textbook Readings:
Textbook, Bailey & Kennedy, The American Pageant (A.P. Edition)
Chapter One:
Textbook, John J. Newman and John M. Schmalbach: United States History
Chapter One:
Textbook, Faragher, Buhle, Czitrom and Armitage: Out of Many (A.P. Edition)
Chapter One:
Project Assignment / Assessments:
Develop a Country of Exploration Chart explaining each of the following concepts: motive for
exploration, primary geographical location of exploration, political, social, and economic
organization for each of the following countries: England, Spain, France, The Dutch, Italy,
and Portuguese. Create a chart of the primary Cultural Exchanges between Europe, Africa
Asia and the Americas.
DBQ / Essay Writings: Guide to Writing an Essay: Stating Your Thesis
Textbook: United States History: Preparing for the A.P. Exam
Pages: 16-22 DBQ- Assemble and present proofs that the Native Americas of North
America possessed a varied and diverse collection of cultures. Make certain that you
present evidence in your essay regarding religious beliefs, social structure, and economic
organizations of each.
Global Themes & Objectives
- Summarize the conditions of the Americas prior to European Discovery.
- Outline the reasons for European exploration (including conditions in Europe that
influenced exploration) and subsequent discovery of the Americas.
- Identify the major Native American tribes (and their important characteristics) that
inhabited North and Central America at the time of European discovery.
- Explain the role that the European Renaissance played in the exploration of the
Americas.
- Summarize West African culture(s) and the influence that they played in this
period of Exploration.
- Describe the role that early slave trade played in the development of European,
West African and American cultures and societies.
- Provide an overview of the early life of Christopher Columbus and summarize the
important events surrounding his voyages to the Americas.
- Identify both positive and negative impacts of Columbus’s voyages to the Americas.
Important Vocabulary: Nomad, kinship, clan, oral history, barter, feudalism, crusades, middle class, (New) Technologies, Magna Carta, Renaissance, Reformation, Lineage, Scarce, Columbian Exchange, Treaty of Tordesillas, Cash Crop, Moors, Technology, Prince Henry, Amerigo Vespucci, Conquistadores, Asiento System, Joint-Stock Company, Royal Colony, Puritans, Separatists, Pilgrims, Mayflower Compact, Virginia House of Burgesses, Ferdinand & Isabella, Cabral, Balboa, Ponce de Leon, Cortes, Pizarro, Coronado, de Soto, Cabot, Verrazano, Cartier, Champlain, Marquette, de le Salle, Hudson, Serra, John Smith, Rolfe, Winthrop and Great Migration.
Readings List Packet: (Primary Sources)
Christopher Columbus, Letter to Luis de Sant’Angel (1493)
Alvar Nunez Cabeza de Vaca, “Indians of the Rio Grande” (1528-1536)
Bartolome de Las Casas, “Of the Island of Hispaniola” (1542)
Jacques Marquette, from The Mississippi Voyage of Jolliet and Marquette (1673)
Readings List: (Articles)
Malcolm Jones, Jr., When The Horse Came (Newsweek)
Sharon Begley, The First Americans (Newsweek)
U.S. News and World Report: (July 1991) American Before Columbus
John Schwartz, The Great Food Migration (Newsweek)
David Gates, Who was Columbus? (Newsweek)
A.P. United States History Unit Two Outline
Course Outline Semester One
(Unit Two)
Unit Two: Colonization (1500-1775)
Textbook Readings
Textbook, Bailey & Kennedy, The American Pageant (A.P. Edition)
Chapters Two, Three, Four, and Five:
Textbook, John J. Newman and John M. Schmalbach: United States History
Chapters Two, Three and Four:
Textbook, Faragher, Buhle, Czitrom and Armitage: Out of Many (A.P. Edition)
Chapter Two, Three, Four and Five:
Project Assignment / Assessments:
Development of a Colonial Chart (poster) indicating the following characteristics for
each of the American Colonies: motive for founding, political, social, economic
organization, degree of self-government, economic base, opportunities for social and
political mobility and educational opportunities. Also, label each of the colonies in
one of the following categories: Proprietary, Royal or Charter Colonies.
DBQ / Essay Writings:
1. Explain how English colonies in the New World were different from one
another in terms of government, population, and origin.
2. What role did religion play in the establishment of English colonies in North
America?
Global Themes & Objectives
- Motives for European Colonization (Push/Pull Factors/Mercantilism)
- Compare and Contrast New England, Middle and Southern Colonies.
- Identify the important cultural, social and political differences between the American
Colonies and Europe.
Important Vocabulary
St. Augustine, Fla. (significance), Conquistadores, Reconquista System, Encomienda
Plantations,New England Colonies,Old Deluder Law,Dame Schools, Harvard College,indigo,
artisan, Privateers,Lords of Trade, Middle Passage,mutiny,Stono Rebellion,Gullah language,
itinerant
Readings List Packet: (Primary Sources)
David Hackett Fischer, Albion’s Seed
Stephanie Grauman Wolf, As Various As Their Land
Charles Bergquist, The Paradox of Development in the Americas
Winthrop D. Jorday, Mulattoes and Race Relations in Britain’s New World Colonies
John Smith, “The Starving Time” (1624)
Bacon’s Rebellion: The Declaration (1676)
Excerpt from the Trial of Anne Hutchinson (1637)
William Bull, Report on the Stono Rebellion (1739)
Gottlieb Mittelberger, The Passage of Indentured Servants (1750)
Olaudah Equizno, The Middle Passage (1788)
Jonathan Edwards, from”Sinners in the Hands of an Angry God” (1741)
James Oglethrope, Establishing the Colony of Georgia (1733)
The Colonial Experience - Higher Education in Place of Higher Learning
(Pages: 178-184)
A.P. United States History
Unit Three Outline
Course Outline Semester One
(Unit Three)
Unit Three: From Empire to Independence (1608-1783)
Textbook Readings:
Textbook, Bailey & Kennedy, The American Pageant (A.P. Edition)
Chapter Six, Seven, and Eight:
Textbook, John J. Newman and John M. Schmalbach: United States History
Chapter Four and Five:
Textbook, Faragher, Buhle, Czitrom and Armitage: Out of Many (A.P. Edition)
Chapter Six and Seven:
Project Assignment / Assessments
Project One:
Students are assigned a research topic covering one of the following perspectives: British,
American Colonist and Tory. Students are divided into groups of four to five and must come
up with a “research packet” of ten documents that reflect their assigned perspective. Each
group is expected to distribute, read, decipher, and develop an overview of the purpose and
intent of their respective document(s). Students are also to provide a visual aid that depicts
their assigned perspective.
DBQ / Essay Writings
DBQ- Deciding What Position to Argue (Pages: 72-73 of United States History, “Newman”) DBQ Question- Pages 74-76, United States History Textbook.
Global Themes & Objectives
Students are divided into groups of four or five and assigned the readings listed below. Each
group has to come up with a list (visual aid…poster, power point, informational video) of social,
political and economic similarities and differences and present their findings to the class.
Individual students must then write a take-home essay taking a position on whether the
independence movements in France and the United States were conservative or radical in nature
and design.
Readings: 1. Two Revolutions written by Charles Mc Carry. Write an essay comparing and contrasting
the American and French Revolutions.
2. The American Revolution in Comparative Perspective, by R.R. Palmer.
3. Independence and Revolution in the Americas, by Anthony McFarlane
Important Vocabulary
French and Indian War, Albany Plan of Union, Peace of Paris (1763), salutary neglect, Whigs,
Edward Braddock, Pontiac’s Rebellion, Proclamation Line of 1763, Sugar Act (1764), Quartering
Act (1765), Stamp Act (1765), Stamp Act Congress, Sons and Daughters of Liberty, Declaratory
Act (1766), Townshend Acts (1767), Boston Massacre, Committees of Correspondence, Gaspee
incident, Tea Act (1773), Boston Tea Party (1773), Intolerable Acts, Coercive Acts (1774),
Quartering Act, Quebec Act (1774), Deism, rationalism, Locke, Rousseau, Samuel Adams, Lord
Frederick North, First Continental Congress, Patrick Henry, John Adams, John Dickinson, John
Jay, Joseph Galloway, Suffolk Resolves, Declaration of Rights and Grievances, Revere, William
Dawes, Minutemen, Lexington & Concord, Battle of Bunker Hill, Second Continental Congress
(1775), Olive Branch Petition, Prohibitory Act (1775), Thomas Paine, Common Sense,
Declaration of Independence, Thomas Jefferson, Loyalists, Valley Forge, Continentals, George
Rogers Clark, Battle of Saratoga, Battle of Yorktown, Treaty of Paris (1783), Articles of
Confederation, unicameral/bicameral legislature, Land Ordinance of 1785, Northwest Ordinance
of 1787, Shays’ Rebellion, Mary McCauley, Deborah Sampson, and Abigail Adams.
Readings List Packet: (Primary Sources)
John Dickinson, from Letters from a Farmer in Pennsylvania (1768)
Address of the Inhabitants of Anson County to Governor Martin (1774)
Patrick Henry, “Give Me Liberty or Give Me Death” (1775)
George Washington, The Newburgh Address (1783)
Publius (James Madison), Federalist Paper #10 (1788)
George Mason, Objections to This Constitution of Government (1787)
A.P. United States History Unit Outline
Course Outline Semester One
Unit Four: The Formation of the United States Government
(1776-1800)
Textbook Readings:
Textbook, Bailey & Kennedy, The American Pageant (A.P. Edition)
Chapter Nine and Ten
Textbook, John J. Newman and John M. Schmalbach: United States History
Chapter Six, Seven, Eight, and Nine
Textbook, Faragher, Buhle, Czitrom and Armitage: Out of Many (A.P. Edition)
Chapter Eight and Nine
Project Assignment / Assessments
Construct a chart/timeline concerning the evolution of the United States Government
System. Included in this chart/timeline should be reference and correlation to the following
concepts: Magna Charta, The Mayflower Compact, The Albany Plan of Union, Stamp Act
Congress (1765), Committees of Correspondence (1772), First Continental Congress,
Second Continental Congress, Declaration of Independence, and The Articles of
Confederation. Construct a timeline detailing the debate between the Federalists vs. the
Anti-Federalists. Include in your timeline the following items: leaders of both groups,
arguments supporting each side, strategies both sides used to win favor, advantages and
disadvantages of both sides.
DBQ / Essay Writings Essay One- Analyze the role and relative influence of the following in the debate over the ratification of the Constitution: Anti-Federalists, The Federalists Papers and the Bill of Rights compromise. DBQ- (Chapter Six of A.P. Book, textbook pages 116-120, answer question #6)
Global Themes & Objectives
1. Explain the impact of British rule and Colonial experiences on the development of
the United States governmental system.
2. Identify three “outside sources” that had a lasting influence on the development of
the U.S. Constitution. (See Document#7, The American Revolution in Comparative
1. Analyze the reasons countries gain control of territory through Imperialism and
the impact on people in conquered territories.
2. Trace the development of the United States as a world power with an emphasis
on role that the Spanish American War played in this development.
3. Identify the role of the United States involvement in the following areas: Far East,
South Pacific, Caribbean and Latin America.
4. Analyze the patterns and processes of movement of people
(immigration/migration), products (trade) and resource allocation.
5. Analyze the process and outcome of cross cultural integration, exchange, cultural
practices, cultural diffusion, and enculturation as it relates to United States
Imperialism.
DBQ / Essay Writings
DBQ- United States History (pages 419-423)
DBQ- United States History (pages 444-446)
Important Vocabulary
Arbitration, Imperialism, Matthew Perry, Treaty of Kanagawa, Yellow Press, Sphere of
Influence, William H. Seward, Seward’s Folly, Jingoism, Caleb Cushing, Alfred T.
Mahan, Theodore Roosevelt,Henry Cabot Lodge, Queen Liliuokalani, Joseph Pulitzer, Richard
Outcault, W.R. Hearst, Dupuy de Lome, George Dewey, Rough Riders,
Alabama, Treaty of Washington, Maximilian, Napoleon III, Tutuila, Pago Pago, Joint
Protectorate, Organization of American States, Nationalism, Banana Republic, Monroe
Doctrine, Alfred T. Mahan, Arbitration, Jingoism, Platt Amendment, Sphere of Influence,
Open Door Policy, Concessions, Roosevelt Corollary, Dollar Diplomacy, Racism, Great White
Fleet, Panama Canal, William Randolph Hearst, Jose Marti, Sino-Japanese War, William
Seward, “New Imperialism”, International Darwinism, Pan-American Conference, Valeriano
Weyler, Yellow Journalism, De Lome Letter, U.S.S. Maine, Teller Amendment, George
Dewey, Hawaii, Emilio Aguinaldo, Xenophobia, Boxer Rebellion, William Gorgas, Treaty of
Portsmouth, PanchoVilla, Big Stick Diplomacy, Dollar Diplomacy, Moral Diplomacy, John J.
Pershing, Root-Takahira Agreement
Readings List Packet: (Primary Sources)
Robin W. Winks, American Imperialism in Comparative Perspective (Guarneri- America
Compared, (Pages 144-159)
Vince, Bourdreau, America’s Colonial rule in the Philippines (Guarneri- America Compared,
(Pages: 160-178)
Joseph Pulitzer Demands Intervention (1897) The American Spirit (Pages 172-173)
William Randolph Hearst Stages a Rescue (1897) The American Spirit (Pages 173-174)
President McKinley Submits a War Message (1898) The American Spirit (Pages 174-175)
Albert Beveridge Trumpets Imperialism (1898) The American Spirit (Pages 177-178)
John Hay Twists Colombia’s Arm (1903) The American Spirit (Pages 182-183)
Roosevelt Launches a Corollary (1904) The American Spirit (Pages 185-186)
The Gentleman’s Agreement (1908) The American Spirit (Pages 189-190)
A.P. United States History Unit Outline
Unit Eleven: Semester Two
(1901-1918)
Progressivism and World War I
Textbook Readings:
Textbook, Bailey & Kennedy, The American Pageant (A.P. Edition)
Chapters: Twenty Eight – Thirty
Textbook, John J. Newman and John M. Schmalbach: United States History
Chapter : Twenty One and Twenty Two
Textbook, Faragher, Buhle, Czitrom and Armitage: Out of Many (A.P. Edition)
Chapter: Twenty One and Twenty Two
Key Discussion Topics:
Roots of progressivism, muckraking journalism, female reformers, social reformers, political
reformers and economic reformers, social, political and economic issues concerning Middle
Class Americans during the Progressive Era, role of women in progressive reform era, consumer
protection and environmental conservation as examples of “middle Class” concerns, discuss the
contrast between Roosevelt’s regulatory New Nationalism and Wilson’s more libertarian New
Freedom?
Development of a Character Sketch on one of the following people…
1. Lincoln Steffens
2. Ida Tarbell
3. Upton Sinclair
4. Frederick W. Taylor
5. Teddy Roosevelt
6. Woodrow Wilson
7. Florence Kelley
8. Mary Harris “Mother” Jones
9. Henry George
10. Robert M. La Follette,
11. William Howard Taft
12. Susan B. Anthony
Global Themes & Objectives
1. Identify the key goals and objectives of Progressivism
2. Explain how the ideas of progressive writers help to inspire new reform movements.
3. Identify the reform organizations and women reformers that participated during the
Progressive Era.
4. Explain some of the resistance movements that progressive reformers met with
during this time.
5. Tell how Progressives attempted to expand the role of government during this time
period.
6. Identify important municipal and stare reforms that were achieved during this time
period.
7. Identify the main causes of World War I
8. Describe how the excessive entanglement of the secret alliance system helped to
draw various countries into the War.
9. List ways that the United States attempted to remain neutral at the start of World
War I.
10. Explain what role propaganda played in helping to bring the United States into World
War I.
11. Identify the important social, political, and economic conditions of both the United
States and Europe prior to World War I.
12. Outline the process by which the United States entered World War I.
13. Identify the economic “conditions” in Europe at the end of World War I.
14. Explain the steps that the U.S. government took to help finance the war and manage
the economy.
15. Identify the process or steps that the federal government took to ensure/enforce
loyalty during the war effort.
16. Explain how the war helped to shape the social, political and economic culture of the
United States during the post WWII era.
DBQ / Essay Writings
#1 Using the documents, analyze the extent to which the Progressives were concerned with
the interests and values of the middle class and neglected the interests of the working
class.
#2 “The ideals used to justify U.S. involvement in World War I disguised the real reasons
for Wilson’s change in policy from neutrality to war and, in fact, violated the traditional
values of the American nation.”
Important Vocabulary: Progressive Era, muckraker, injunction, social welfare program, municipal, home
rule, direct primary, initiative, referendum, recall, holding company, conservationist, New Nationalism, Bull Moose Party, Clayton Antitrust Act, Federal Trade Commission, Federal Reserve System, Civil Disobedience, National American Women Suffrage Association, Congressional Union, pragmatism, Frederick W. Taylor, Scientific Management, Muckrakers, Ida Tarbell, Lincoln Steffans, Australian Ballot, Robert La Folette, Square Deal, Elkins Act, Hepburn Act, Newlands Reclamation Act, Gifford Pinchot, William Howard Taft, Mann-Elkins Act, Eugene V. Debs, Nineteenth Amendment, Payne-Aldrich Tariff,
Readings List Packet: (Primary Sources)
Exposing the Meatpakcers (1906) The American Spirit
Theodore Roosevelt Roasts Muckrakers (1906) The American Spirit
Lincoln Steffens BaresPhiladelphia Bossiam (1904) The American Spirit
The Triangle Shirtwaist Company Fire Claims 146 Lives (1911) The American Spirit
Roosevelt Defends the Forest (1903) The American Spirit
Gifford Pinchot Advocates Damming the Hetch Hetchy Valley (1913) The American
Spirit
Ida M. Tarbell, from The History of the Standard Oil Company (1904) America Throught the
Eyes of Its People (Vol., II)
A women Assails Women Suffrage (1910) The American Spirit
President Wilson Breaks Diplomatic Relations (1917) The American Spirit
George Creel Spreads Fear Propaganda (c. 1918) The American Spirit
Woodrow Wilson Versus Theodore Roosevelt on the Fourteen Points (1918) The American
Spirit
General John Pershing Defines American Fighting Tactics (1917-1918) The American Spirit
Robin W. Winks, American Imperialism in Comparative Perspective
Alan Dawley, Woodrow Wilson and the Failure of Progressivism at Versailles
A.P. United States History
Unit Outline
Unit Eleven:
(1920-1932)
Politics and Economics of the “Roaring Twenties”
Textbook Readings:
Textbook, Bailey & Kennedy, The American Pageant (A.P. Edition)
Chapters: Thirty-One - Thirty-Two
Textbook, John J. Newman and John M. Schmalbach: United States History
Chapter: Twenty Three
Textbook, Faragher, Buhle, Czitrom and Armitage: Out of Many (A.P. Edition)
Chapter: Twenty-Three
Key Discussion Topics:
Issues with the rise of the Bolsheviks in Russia, growing intolerance towards immigrants
(immigrant quotas & Immigration Act of 1929), the re-emergence of the Ku Klux Klan, the
prohibition movement (18th Amendment), growth of massive automobile production, spin-off
of the automobile production, social cultural, “Harlem Renaissance”, Sacco & Vanzetti,
economic challenges to Victorian values of the 1920’s, jazz age, mass media and flappers,
economic conditions behind the stock market crash, social affects of the stock market crash,
economic and political policies of President Hoover, Disarmament and isolation, The Harding
Scandals, Calvin Coolidge’s foreign policies, Hoover and the Great Depression.
Global Themes & Objectives
1. Connect developments/conditions related to World War I with the onset of World
War II.
2. Analyze the impact of the Great Depression and World War II on the economy of the
United States and the resulting expansion of the role of the federal government.
3. Trace the evolution of the “Red Scare” and the role that this played on the culture of
the 1920’s.
4. Trace the evolution of the Women’s Suffage Movement.
5. Identify the cultural and social changes that resulted from the African American
migration from the South to the North.
6. Explain the impact of the following events on the 1920’s: immigration restrictions,
nativism, race riots and the reemergence of the KKK.
7. Define/explain what is meant by the “Roaring Twenties” and the “Harlem
Renaissance.”
8. Outline the events of the Great Stock Market Crash of 1929.
9. Analyze the causes and consequences of major political, economic, and social
developments of the 1920’s.
Special Activity:
Development a “Character Sketch” of the following Presidencies: Harding, Coolidge, and
Hoover.
Select a prominent person related to the Prohibition Period/Organized Crime period and write a
brief biographical sketch of the person as they relate to the prohibition period.
Important Vocabulary:
Bolshevik lynching anarchy alien Prohibition
Disarmament speakeasy assembly line Calvin Coolidge
Immigration quotas Sacco and Vanzetti Case temperance movement
18th Amendment 19
th Amendment T.S. Eliot F. Scott Fitzgerald
Warren G. Harding Charles G. Dawes William G. McAdoo Al Smith
John W. Davis Charles Bryan Progressive Party Miriam Ferguson
Nellie T. Ross The Jazz Age The Lost Generation “nickelodeon”
“the Roaring Twenties” Charles Lindbergh Model T Henry Ford
Flappers barrio “Lucky Lindy” Amelia Earhart Mass Media
The Harlem Renaissance Bootlegging Al Capone Fundamentalism
Scopes Trial Marcus Garvey Schenck v. U.S. Gitlow v. New York
Boston Police Strike Isolationism Disarmament Teapot Dome Scandal
Kellogg-Briand Pact Consumer Economy General Electric Gross National Product
Model T Welfare Capitalism Speculation Buying on Margin
DBQ / Essay Writings
1. “Major social issues of the 1990’s have their origins in the conflicts and controversies of the
1920’s.” Page 491 United States History: Preparing for the Advanced Placement
Examination…
2. DBQ- Page 838 of the Out of Many textbook (Faragher)
Readings List Packet: (Primary Sources)
Kathryn Kish Sklar, Women and the Creation of the American Welfare System: Carl J. Guarneri:
America Compared.
Jeffrey H. Jackson, the Meanings of American Jazz in France: Carl J. Guarneri: America
Compared
Eric Hobsbawm, Into the Economic Abyss: Carl J. Guarneri: America Compared
Randolph Bourne Defends Cultural Pluralism (1916) The American Spirit
Two Views of Immigration Restriction (1921, 1924) The American Spirit
A Methodist Editor Clears the Klan (1923) The American Spirit
The WCTU Upholds Prohibition (1926) The American Spirit
Margaret Sanger Campaigns for Birth Control (1920) The American Spirit
The Supreme Court Declares That Men and Women Are Equal (1923) The American Spirit
President Harding Hates His Job (c. 1920) The American Spirit
A.P. United States History Unit Outline
Unit Twelve:
The Great Depression and the New Deal (1928-1940)
Textbook Readings:
Textbook, Bailey & Kennedy, The American Pageant (A.P. Edition)
Chapters: Thirty Three
Textbook, John J. Newman and John M. Schmalbach: United States History
Chapter: Twenty-Four
Textbook, Faragher, Buhle, Czitrom and Armitage: Out of Many (A.P. Edition)
Chapter: Twenty- Four
Key Discussion Topics
Presidential Election of 1928, The First Hundred Days (1933), Relief, Recover, and Reform
programs, Depression Demagogues, The National Recovery Administration (1933-1935), The
TVA, Social Security, Labor and the New Deal, Presidential Election of 1932, Comparison of
Hoover and Roosevelt’s Depression Policies, The Supreme Court and Court Packing, Dust
Bowl Demographic issues, “extremist” viewpoints-Father Coughlin, Long and Townshend.
Global Themes & Objectives
1. Explain the proposals that were made during the New Deal to cure the Depression.
2. Outline the major programs initiated by Roosevelt during his first hundred days in
office.
3. Describe how Roosevelt’s administration shifted in emphasis from recovery to
reform after the 1934 Congressional elections.
4. Explain the long-term effects of programs initiated during Roosevelt’s second term.
5. Discuss the history of the Social Security program in detail.
6. Evaluate the effects of the New Deal on American life.
7. Analyze differing historians’ viewpoints on the era.
8. Describe some of the problems faced by farmers in the 1930s and describe some New
Deal efforts to solve those problems.
9. Discuss the distribution of tenant farms in the United States in 1930.
10. Describe the situation of black Americans in the 1930s.
11. Evaluate the relationship between the federal government and black Americans
during the New Deal.
12. Tell why blacks abandoned the Republican party and joined the Democratic party at
this time.
13. Describe the status of women in the 1930s and give examples of the increased role of
women in Franklin D. Roosevelt’s administration.
14. Give reasons for the growth of labor unions in the 1930s and compare the AFL to the
CIO.
15. Analyze accounts (primary sources) of the 1937 Memorial Day Massacre for
accuracy.
Important Vocabulary:
Bank Holiday Lame Duck Legal Tender Keynesian
Parity Anti-Semitism Social Security Organized labor