advanced placement u · 2015-06-22 · advanced placement u.s. history syllabus troy high school...

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Advanced Placement U.S. History Syllabus Troy High School 2008-09 Academic Year 2200 East Dorothy Lane Bruce G. Dickey, Ph.D. Fullerton, California Course Description

Advanced Placement U.S. History is a year-long, college-level survey of North American history from the 16th to the 21st century with emphasis on the founding and growth of the United States of America.

The course stresses both mastery of a body of historical information, including interpretation of primary source materials, and critical analysis of historical viewpoints.

Through readings, lectures, and in-class activities, students learn the chronological development of U.S. political doctrines and institutions, diplomatic policies, economic trends, social structures, cultural expressions, and intellectual movements. In addition, students are introduced to major debates on the interpretation of U.S. history and they frequently practice writing analytical and interpretative essays.

While the class is not intended to be a test preparation course, the information and skills students acquire in the class should equip them to successfully pass the College Board’s A.P. U.S. History exam, in addition to preparing them for life-long learning, civic responsibility, and participation in the national dialogue on America’s past, present, and future. Textbook

Kennedy, David M., Lizabeth Cohen, and Thomas A. Bailey. The American Pageant, A History of the Republic. 12th edition (New York: Houghton Mifflin Co., 2002)

Supplemental Texts

Major Problems in American History, Volume 1: To 1877, 2nd edition, Documents and Essays edited by Elizabeth Cobbs Hoffman and Jon Gjerde, (Boston: Houghton Mifflin Company, 2007)

Major Problems in American History, Volume 2: Since 1865, 2nd edition, Documents and Essays edited by Elizabeth Cobbs Hoffman and Jon Gjerde, (Boston: Houghton Mifflin Company, 2007) American Spirit: United States History as Seen by Contemporaries, 2nd edition, edited by Thomas Bailey, (Lexington: D.C. Heath and Company, 1968) Henry, Michael, Threads of History: A Thematic Approach to Our Nation’s History for AP U.S. History (New Jersey: The Peoples Publishing Group, 2006)

Course Organization

The course is organized chronologically into thirteen units, but important themes are tracked across the passage of time. These themes include:

• Changing ideas of the national identity and character; • Changing notions of government’s role in the lives of Americans; • The extension of rights and privileges to more groups and greater numbers of Americans; • Changing demographic and immigration patterns; • Changing ideas about gender roles and equalizing gender opportunities; • Social, political, and cultural legacies of slavery; • Changing role of the U.S. in the world and international affairs; • Influence of religion on American politics, society, and culture; • Economic and labor trends, including management of natural resources; • Changing intellectual and cultural trends (both high and low) plus significant subcultures.

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Student Work Requirements Students’ homework consists in reading and preparing for in-class activities, quizzes, exams, and

timed writings. Students write a document-based essay for almost every unit and participate in a debate/discussion/simulation, which requires analyzing primary source materials and evaluating different historical perspectives. Unit Summaries

Unit 1 - European Discovery and Colonization of America to 1763 Tentative Schedule, 11 Days Required Reading

• American Pageant, 12th edition, chapters 1, 2, 3, 4, 5, pp. 2-105. • Selections from Major Problems in American History, Volume 1: To 1877, 2nd edition, chapters

2 & 3, pp. 1-95. • Selections from American Spirit: United States History as Seen by Contemporaries, 2nd edition,

chapters 1, 2, & 4, pp. 3-42 and 62-82. Major Themes:

• Changing ideas of the national identity and character; • Changing notions of government’s role in the lives of Americans; • Changing demographic and immigration patterns; • Social, political, and cultural legacies of slavery; • Influence of religion on American politics, society, and culture;

Unit Contents • We survey the origins and civilizations of the earliest Americans, then analyze the reasons that

Europeans began to explore the western hemisphere. • We examine the claims that European nations made to North America, we investigate the first

settlements they established there, and we analyze those settlements’ distinguishing characteristics with special attention to their interaction with native populations.

• We explore in depth the English settlements on the eastern seaboard and their growth, over 150 years, into 13 independent colonies with different governing structures, economies, and societies based on climate, geography, preference, and historical happenstance.

• We study Britain’s political and economic policies toward the American colonies and their effects.

• Finally, we analyze the influence of religious convictions and the Enlightenment worldview on the political and social ideas of colonists in North America.

Assigned DBQ • Although New England and the Chesapeake region were both settled largely by people of

English origin, by 1700 the regions had evolved into two distinct societies. Why did this difference in development occur?

In-Class Activity A role-play panel discussion among representatives of the southern, middle, and New England colonies on the comparative strengths, weaknesses, and attractions of their regions.

Primary sources used • Selections from Major Problems in American History, Volume 1: To 1877, 2nd edition,

Documents and Essays edited by Elizabeth Cobbs Hoffman and Jon Gjerde, (Boston: Houghton Mifflin Company, 2007), chapter 2, “The Southern Colonies and British America,” and chapter 3, “Colonial New England and the Middle Colonies in British America.”

• Selections from American Spirit: United States History as Seen by Contemporaries, 2nd edition, edited by Thomas Bailey, (Lexington: D.C. Heath and Company, 1968), chapter 2, “New England and the Middle Colonies,” and chapter 4, “Life in the Colonies.”

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Secondary literature used • Kennedy, David M., Lizabeth Cohen, and Thomas A. Bailey. The American Pageant, A History

of the Republic. 12th edition (New York: Houghton Mifflin Co., 2002), chapter 2, “The Planting of English America,” chapter 3, “Settling the Northern Colonies,” chapter 4, “American Life in the Seventeenth Century,” and chapter 5, “Colonial Society on the Eve of Revolution.”

• Brown, Kathleen M., “The Anxious World of the Slave-owning Patriarch,” from Kathleen M. Brown, Good Wives, Nasty Wenches, and Anxious Patriarchs: Gender, Race, and Power in Colonial Virginia (Chapel Hill: U. of North Carolina Press, 1996). Reprinted in Major Problems,Vol. 1, pp. 46-55.

• Morgan, Phillip D., “The Effects of Paternalism Among Whites and Blacks,” from Phillip D. Morgan, Slave Counterpoint: Black Culture in the Eighteenth-Century Chesapeake and Lowcountry (Chapel Hill: U. of North Carolina Press, 1998). Reprinted in Major Problems, Vol. 1, pp. 55-64.

• Henretta, James A., “Families and Farms: Mentalite in Pre-Industrial America,” William and Mary Quarterly, 3rd series, 35 (1978). Reprinted in Major Problems, Vol. 1, pp. 80-87 as “The Northern Colonies as a Family-Centered Society.”

• Breen, T. H., “An Empire of Goods” (Chicago: U. of Chicago Press, 1986). Reprinted in Major Problems, Vol. 1, pp. 88-95 as “The Northern Colonies as an Empire of Goods.”

Unit 2 – The American Revolution, 1763 to 1783 Tentative Schedule, 11 days Required Reading

• American Pageant, 12th edition, chapters 6, 7, 8, pp. 106-163. • Selections from Major Problems in American History, Volume 1: To 1877, 2nd edition, chapters


chapters 3, 5, 6, 7, pp. 43-62 and 83-140. Major Themes:

• Changing ideas of the national identity and character; • Changing notions of government’s role in the lives of Americans; • The extension of rights and privileges to more groups and greater numbers of Americans; • Changing ideas about gender roles and equalizing gender opportunities; • Social, political, and cultural legacies of slavery; • Changing role of the U.S. in the world and international affairs;

Unit Contents • We analyze the causes and immediate consequences of the American Revolution. • Beginning with the French and Indian War—a high point in British/American cooperation—we

track the American colonists’ growing hostility toward British fiscal policy, which ultimately led to a violent rebellion and declaration of independence.

• We examine the strengths and strategies of the British and Americans in the Revolutionary War, the significant battles, the expansion of the war into a global conflict, and America’s struggle to build political leadership and unity during the conflict.

• Finally, we investigate the war’s immediate effects on America’s society, economy, and foreign policy.

Assigned DBQ • In what ways did the French and Indian War (1754-63) alter the political, economic, and

ideological relations between Britain and its American colonies?

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In-Class Activity A role-play debate on American independence representing the loyalist, patriot, and moderate viewpoint.


Documents and Essays edited by Elizabeth Cobbs Hoffman and Jon Gjerde, (Boston: Houghton Mifflin Company, 2007), chapter 4, “The American Revolution.”

• Selections from American Spirit: United States History as Seen by Contemporaries, 2nd edition, edited by Thomas Bailey, (Lexington: D.C. Heath and Company, 1968), chapter 5, “The Eve of Rebellion.”


of the Republic. 12th edition (New York: Houghton Mifflin Co., 2002), chapter 8, “America Secedes from the Empire.”

• Wood, Gordon S., “Radical Possibilities of the American Revolution,” from Gordon S. Wood, The Radicalism of the American Revolution (Alfred A. Knopf, 1992). Reprinted in Major Problems, Vol. 1, pp. 110-117.

• Holton, Woody, “Elite Concerns About the American Revolution,” from Woody Holton, Forced Founders: Indians, Debtors, Slaves and the Making of the American Revolution in Virginia (Chapel Hill: U. of North Carolina Press, 1999). Reprinted in Major Problems, Vol. 1, pp. 117-124.

Unit 3 – The Early National Period, 1783 to 1824 Tentative Schedule, 13 days Required Reading

• American Pageant, 12th edition, chapters 9, 10, 11, 12, pp. 164-255. • Selections from Major Problems in American History, Volume 1: To 1877, 2nd edition, chapters


chapters 8, 9, 10, 11, 12, pp. 141-229. Major Themes:

• Changing ideas of the national identity and character; • Changing notions of government’s role in the lives of Americans; • Changing role of the U.S. in the world and international affairs; • Economic and labor trends, including management of natural resources; • Changing intellectual and cultural trends (both high and low) plus significant subcultures.

Unit Contents • We examine the struggles of post-Revolutionary-War America to realize a stable and enduring

government that preserved individual liberty while strengthening national unity. • We analyze the domestic and foreign policy issues facing the administrations of Presidents

George Washington through James Monroe, and the country’s social, political, and economic evolution.

• We end with the so-called “era of good feelings” when the country took a temporary respite from political wrangling, consolidated its land claims, and entered a long period of isolationism.

Assigned DBQ (One of two) • “From 1781 to 1789 the Articles of Confederation provided the United States with an effective

government.” Evaluate this statement. • The debate over the Alien and Sedition Acts of 1789 revealed bitter controversies on a number of

issues. Discuss the issues and explain why these controversies developed.

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In-Class Activity A role-play debate between Jeffersonians and Hamiltonians and a class discussion of whose viewpoint prevails today.


Documents and Essays edited by Elizabeth Cobbs Hoffman and Jon Gjerde, (Boston: Houghton Mifflin Company, 2007), chapter 6, “Competing Visions of National Development in the Early National Period.”

• Selections from American Spirit: United States History as Seen by Contemporaries, 2nd edition, edited by Thomas Bailey, (Lexington: D.C. Heath and Company, 1968), chapter 8, “The Hamilton-Jefferson Clash.”


of the Republic. 12th edition (New York: Houghton Mifflin Co., 2002), chapter 10, “Launching the New Ship of State.”

• Kerber, Linda K., “The Fears of the Federalists,” from Linda K. Kerber, Federalists in Dissent: Imagery and Ideology in Jeffersonian America (Ithaca: Cornell University Press, 1970). Reprinted in Major Problems, Vol. 1, pp. 166-175.

• McCly, Drew R., “The Fears of the Jeffersonian Republicans,” from Drew R. McCly, The Elusive Republic: Political Economy in Jeffersonian America (Chapel Hill: U. of North Carolina Press, 1981). Reprinted in Major Problems, Vol. 1, pp. 176-183.

Unit 4 – The Age of Jackson, 1824 to 1840 Tentative Schedule, 12 days Required Reading

• American Pageant, 12th edition, Chapters 13, 14, 15, pp. 256-347 (91 pages) • Selections from Major Problems in American History, Volume 1: To 1877, 2nd edition, chapters

8, 9, 10, 11, pp. 215-334. • Selections from American Spirit: United States History as Seen by Contemporaries, 2nd edition,

chapters 13, 14, 15, 16, 17, 18, pp. 230-351. Major Themes:

• Changing ideas of the national identity and character; • Changing notions of government’s role in the lives of Americans; • The extension of rights and privileges to more groups and greater numbers of Americans; • Changing demographic and immigration patterns; • Social, political, and cultural legacies of slavery; • Influence of religion on American politics, society, and culture; • Economic and labor trends, including management of natural resources; • Changing intellectual and cultural trends (both high and low) plus significant subcultures.

Unit Contents • We trace the rise of mass democracy associated with the administration of President Andrew

Jackson. • We analyze how Jackson’s forceful use of presidential powers promoted the rights of the

common man, but also polarized American politics and led to the formation of a new political party, the Whigs.

• We analyze the connection of the religious revival in the 1820s and 1830s with the efforts to reform American social institutions and behaviors in the same period.

• We investigate the technological advances of the period, and examine their far-reaching effects on transportation, manufacturing, agriculture, and patterns of commerce.

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• We study the causes and effects of a new wave of European immigration to the U.S. in the 1830s and 1840s.

• Finally, we outline the growth of a uniquely American identity in art and literature during the period.

Assigned DBQ (One of two) • “Reform movements in the United States sought to expand democratic ideals.” Assess the

validity of this statement with specific reference to the years 1825-1850. • Jacksonian Democrats viewed themselves as the guardians of the United States Constitution,

political democracy, individual liberty, and equality of economic opportunity. In light of your knowledge of the 1820s and 1830s, to what extent do you agree with the Jacksonians’ view of themselves?

In-Class Activity A role-play mock trial of Andrew Jackson for murder, adultery, promoting political corruption, fiscal irresponsibility, “ethnic cleansing,” and violating the balance of power in government.


Documents and Essays edited by Elizabeth Cobbs Hoffman and Jon Gjerde, (Boston: Houghton Mifflin Company, 2007), chapter 7, “Foreign Policy, Westward Movement, and Indian Removal in the Late Eighteenth and Early Nineteenth Centuries,” chapter 9, “Nationalism, Sectionalism, and Expansionism in the Age of Jackson.”

• Selections from American Spirit: United States History as Seen by Contemporaries, 2nd edition, edited by Thomas Bailey, (Lexington: D.C. Heath and Company, 1968), chapter 13, “The Advent of Jacksonian Democracy, 1824-1830,” chapter 14, “The Heydey of Jacksonian Democracy.”


of the Republic. 12th edition (New York: Houghton Mifflin Co., 2002), chapter 10, “The Rise of Mass Democracy.”

• Perdue, Theda, “Indians Utilizing a Strategy of Accommodation,” from Theda Perdue, Cherokee Women: Gender and Culture Change, 1700-1835 (Lincoln: U. of Nebraska Press, 1998). Reprinted in Major Problems, Vol. 1, pp. 207-214.

• Ryan, Mary P. “Antebellum Politics as Raucous Democracy,” from Mary P. Ryan, Civic Wars: Democracy and Public Life in the American City during the Nineteenth Century (Berkeley: University of California Press, 1997). Reprinted in Major Problems, Vol. 1, pp. 258-265.

• Altschuler, Glenn C, and Stuart M. Blumin, “Antebellum Politics as Political Manipulation,” from Glenn C. Altschuler and Stuart M. Blumin, Rude Republic (Princeton, N.J., Princeton University Press, 2000). Reprinted in Major Problems, Vol. 1, pp. 265-272.

Unit 5 – Expansion and the Rise of Sectionalism, 1840 to 1860 Tentative Schedule, 13 days Required Reading

• American Pageant, 12th edition, chapters 16, 17, 18, 19, pp. 348-433. • Selections from Major Problems in American History, Volume 1: To 1877, 2nd edition, chapters


chapters 19, 20, 21, pp. 352-412. Major Themes:

• Changing ideas of the national identity and character; • Changing notions of government’s role in the lives of Americans;

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• The extension of rights and privileges to more groups and greater numbers of Americans; • Changing demographic and immigration patterns; • Changing ideas about gender roles and equalizing gender opportunities; • Social, political, and cultural legacies of slavery; • Changing role of the U.S. in the world and international affairs; • Economic and labor trends, including management of natural resources;

Unit Contents • We examine America’s territorial expansion to the Pacific Ocean and analyze the country’s

political disintegration into civil war. • We investigate the differences in the economies and societies of the northern and southern states. • We trace the causes and consequences of western expansion, including the war with Mexico and

the California gold rush, and analyze how the addition of western lands increased political sectionalism.

• We consider the repeated attempts to resolve the issue of extending slavery into new territories and their ultimate failure, which led to southern secession from the Union.

Assigned DBQ (One of two) • By the 1850s, the Constitution, originally framed as an instrument of national unity, had become

a source of sectional discord and tension and ultimately contributed to the failure of the union it had created. Using your knowledge of the period 1850-1861, assess the validity of this statement.

• In the early nineteenth century, Americans sought to resolve their political disputes through compromise, yet by 1860 this no longer seemed possible. Analyze the reasons for this change. Use your knowledge of the period 1820-1860 in constructing your response.

In-Class Activity A role-play panel discussion among “fire-eater” and “barnburner” Democrats, “cotton” and “conscience” Whigs, and Free-Soilers on the expansion of slavery.


Documents and Essays edited by Elizabeth Cobbs Hoffman and Jon Gjerde, (Boston: Houghton Mifflin Company, 2007), chapter 12, “Agricultural Development and Slavery in the South at Midcentury,” chapter 13, “Careening Toward Civil War.”

• Selections from American Spirit: United States History as Seen by Contemporaries, 2nd edition, edited by Thomas Bailey, (Lexington: D.C. Heath and Company, 1968), chapter 19, “The South and the Slave System,” chapter 20, “The Fires of Sectional Conflict, 1848-1854.”


of the Republic. 12th edition (New York: Houghton Mifflin Co., 2002), chapter 16, “The South and the Slave Controversy,” chapter 18, “Renewing the Sectional Struggle,” chapter 19, “Drifting Toward Disunion.”

• Johnson, Walter, “Slaves and the ‘Commerce’ of the Slave Trade,” from Walter Johnson, Soul by Soul: Life Inside the Antebellum Slave Market (Cambridge, Mass.: Harvard University Press, 1999). Reprinted in Major Problems, Vol. 1, pp. 348-353.

• Oakes, James, “Slaveholders and Liberal ‘Rights,’” from James Oakes, Slavery and Freedom, (Alfred A. Knopf, 1990). Reprinted in Major Problems, Vol. 1, pp. 353-360.

• Potter, David M., “The Sectional Divisions that Led to the Civil War,” from David M. Potter, Impending Crisis 1848-1861, completed and edited by Don E. Fehrenbacher (HarperCollins Publishers, 1976). Reprinted in Major Problems, Vol. 1, pp. 377-384.

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• Holt, Michael F., “The Political Divisions that Contributed to Civil War,” from Michael F. Holt, The Political Crisis of the 1850s, (New York: W.W. Norton & Company, 1983). Reprinted in Major Problems, Vol. 1, pp. 384-390.

Unit 6 – Civil War and Reconstruction, 1860 to 1877 Tentative Schedule, 10 days Required Reading

• American Pageant, 12th edition, chapters 20, 21, 22, 23 1st half, pp. 434-509. • Selections from Major Problems in American History, Volume 1: To 1877, 2nd edition, chapters


chapters 22, 23, 24, 25, pp. 413-498 Major Themes:

• Changing ideas of the national identity and character; • Changing notions of government’s role in the lives of Americans; • The extension of rights and privileges to more groups and greater numbers of Americans; • Social, political, and cultural legacies of slavery; • Influence of religion on American politics, society, and culture; • Economic and labor trends, including management of natural resources;

Unit Contents • We examine the effects of the American Civil War on the politics, society, and economies of the

North and the South. • We analyze the strengths and weaknesses of the Confederacy and the Union, their respective war

strategies, and we consider the war’s most important battles. • We analyze the efforts to restore the South to the Union after the war and to protect the rights of

freed slaves. • We finish by reviewing the fiscal policies and scandals of the Grant administration in specific,

and the corruption of the so-called Gilded Age in general. Assigned DBQ

• In what ways and to what extent did constitutional and social developments between 1860 and 1877 amount to a revolution?

In-Class Activity A class debate on the successes and failures of Reconstruction and how it could have been improved.


Documents and Essays edited by Elizabeth Cobbs Hoffman and Jon Gjerde, (Boston: Houghton Mifflin Company, 2007), chapter 15, “Reconstruction.”

• Selections from American Spirit: United States History as Seen by Contemporaries, 2nd edition, edited by Thomas Bailey, (Lexington: D.C. Heath and Company, 1968), chapter 24, “The Negro and Reconstruction.”


of the Republic. 12th edition (New York: Houghton Mifflin Co., 2002), chapter 22, “The Ordeal of Reconstruction.”

• Hahn, Steven, “Continuing the War: White and Black Violence During Reconstruction,” from Steven Hahn, A Nation Under Our Feet: Black Political Struggles in the Rural South (Cambridge, Mass.: The Belknap Press of Harvard University Press, 2000). Reprinted in Major Problems, Vol. 1, pp. 437-446.

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• Blight, David W., “Ending the War: The Push for National Reconciliation,” from David W. Blight, Race and Reunion: The Civil War in American Memory (Cambridge, Mass.: The Belknap Press of Harvard University Press, 2001). Reprinted in Major Problems, Vol. 1, pp. 446-453.

Unit 7 – The Rise of Industry and the Closing of the West, 1865 to 1900 Tentative Schedule, 11 days Required Reading

• American Pageant, 12th edition, Chapters 23 (2nd half), 24, 25, 26, pp. 509-622 • Selections from Major Problems in American History, Volume 2: Since 1865, 2nd edition,

chapters 2 & 3, pp. 33-86. • Selections from American Spirit: United States History as Seen by Contemporaries, 2nd edition,


• Changing notions of government’s role in the lives of Americans; • The extension of rights and privileges to more groups and greater numbers of Americans; • Changing demographic and immigration patterns; • Changing ideas about gender roles and equalizing gender opportunities; • Social, political, and cultural legacies of slavery; • Economic and labor trends, including management of natural resources;

Unit Contents • We review the events that led to the settlement of America’s last frontier, the Great Plains, and

caused the forced confinement of the Plains Indians on reservations. • We examine the causes of America’s rapid industrialization in the last 35 years of the 19th

century and the profound effects it had on society, politics, the economy, and the landscape. • We study the impact of the new immigrants who began arriving in droves on America’s shores in

the 1870s. • We explore the causes of the rapid growth of American cities in the last half of the 19th century

and the issues this raised. • We analyze the dominant political issues of the Gilded Age at the national level, including

Populism and the free coinage of silver. Assigned DBQ (One of two)

• How successful was organized labor in improving the position of workers in the period from 1875 to 1900? Analyze the factors that contributed to the level of success achieved.

• In the late nineteenth century (1880-1900) many farmers saw threats to their way of life. Explain the reasons for agrarian discontent and evaluate the validity of the farmers’ complaints.

In-Class Activity A class discussion on the Turner thesis and the role of the frontier in American history.

Primary sources used • Turner, Frederick Jackson, “The Frontier in American History,” at

http://xroads.virginia.edu/%7EHYPER/TURNER/ • Selections from Major Problems in American History, Volume 2: Since 1865, 2nd edition,

Documents and Essays edited by Elizabeth Cobbs Hoffman and Jon Gjerde, (Boston: Houghton Mifflin Company, 2007), chapter 2, “Western Settlement and the Frontier.”

• Selections from American Spirit: United States History as Seen by Contemporaries, 2nd edition, edited by Thomas Bailey, (Lexington: D.C. Heath and Company, 1968), chapter 29, “Westward Expansion.”

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of the Republic. 12th edition (New York: Houghton Mifflin Co., 2002), chapter 26, “The Great West and the Agricultural Revolution,” pp. 590-622.

• Caplow, Theodore, Louis Hicks and Ben Wattenberg, The First Measured Century: An Illustrated Guide to Trends in America, 1900-2000 (Washington, D.C.: The AEI Press, 2001).

• Billington, Ray Allen, “America’s Frontier Heritage,” from Ray Allen Billington, America’s Frontier Heritage (New York: Holt, Rinehart and Winston, 1967). Reprinted in Major Issues, Vol. 2, pp. 44-50.

• Limerick, Patricia Nelson, “The Frontier as a Place of Conquest and Conflict,” from Patricia Nelson Limerick, The Legacy of Conquest: The Unbroken Past of the American West (New York: Norton, 1987). Reprinted in Major Issues, Vol. 2, pp. 50-59.

Unit 8 – The Rise of Empire, 1880 to 1909 Tentative Schedule, 6 days Required Reading

• American Pageant, 12th edition, chapters 27, 28, pp. 623-663. • Selections from Major Problems in American History, Volume 2: Since 1865, 2nd edition, chapter

4, pp. 87-109. • Selections from American Spirit: United States History as Seen by Contemporaries, 2nd edition,

chapters 31 & 32, pp. 590-629. Major Themes:

• Changing ideas of the national identity and character; • Changing role of the U.S. in the world and international affairs;

Unit Contents • We investigate the causes of America’s renewed involvement in foreign affairs after nearly a

century of isolation. • We examine the origins of the Spanish-American War and its effects on American foreign and

domestic affairs. • Finally, we analyze President McKinley’s approach to relations with Asia and the Caribbean

nations, and compare them with the policies of his successors, Theodore Roosevelt and Taft.

Unit 9 – Progressive Reforms and the Great War, 1900 to 1920 Tentative Schedule, 11 days Required Reading

• American Pageant, 12th edition, chapters 29, 30, and 31, pp. 664-727. • Selections from Major Problems in American History, Volume 2: Since 1865, 2nd edition,



• Changing ideas of the national identity and character; • Changing notions of government’s role in the lives of Americans; • Changing demographic and immigration patterns; • Changing ideas about gender roles and equalizing gender opportunities; • Influence of religion on American politics, society, and culture; • Economic and labor trends, including management of natural resources; • Changing intellectual and cultural trends (both high and low) plus significant subcultures.

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Unit Contents • We examine the social and political reform movements known as Progressivism, plus the social,

legal, and constitutional changes the Progressives made, including the role of individual reformers.

• We look critically at America’s reaction to the outbreak of the Great War. • We study Wilson’s approach to foreign policy and we trace the events that led the U.S. into

WWI. • We analyze the political, social, and economic ramifications of WWI for the nation.

Assigned DBQ (One of two) • It was the strength of the opposition forces, both liberal and conservative, rather than the

ineptitude and stubbornness of President Wilson that led to the Senate defeat of the Treaty of Versailles.

• Evaluate the effectiveness of Progressive Era reformers and the federal government in bringing about reform at the national level. In your answer be sure to analyze the successes and limitations of these efforts in the period 1900-1920.

In-Class Activity A panel discussion on the nature of Progressivism. Was it a triumph of conservatism or a victory for liberalism?

Primary sources used • Selections from Major Problems in American History, Volume 2: Since 1865, 2nd edition,

Documents and essays edited by Elizabeth Cobbs Hoffman and Jon Gjerde, (Boston: Houghton Mifflin Company, 2007), chapter 5, “The Progressive Movement.”

• Selections from American Spirit: United States History as Seen by Contemporaries, 2nd edition, edited by Thomas Bailey, (Lexington: D.C. Heath and Company, 1968), chapter 33, “Roosevelt and the Reformers,” chapter 34, “Taft and the Progressive Tide,” and chapter 34, “Wilsonian Idealism.”


of the Republic. 12th edition (New York: Houghton Mifflin Co., 2002), chapter 29, “Progressivism and the Republican Roosevelt,” and chapter 30, “Wilsonian Progressivism at Home and Abroad,” pp. 664-704.

• Rodgers, Daniel T., “American Progressivism in the Wider Atlantic World,” from Daniel T. Rodgers, Atlantic Crossings: Social Politics in a Progressive Age (Cambridge: Belknap of Harvard University Press, 1998). Reprinted in Major Issues, Vol. 2, pp. 122-129.

• Rauchway, Eric, “A Distinctive American Progressivism: Women, Immigrants, and Education,” from Eric Rauchway, The Refuge of Affections: Family and American Reform Politics (New York: Columbia University Press, 2001). Reprinted in Major Issues, Vol. 2, pp. 129-134.

Unit 10 – The Roaring 20s, the Great Depression, and the New Deal, 1920-1940 Tentative Schedule, 12 days Required Reading

• American Pageant, 12th edition, chapters 32, 33, 34, pp. 728-805. • Selections from Major Problems in American History, Volume 2: Since 1865, 2nd edition,


chapters 39, 40, 41, 42, pp. 746-821. Major Themes:

• Changing notions of government’s role in the lives of Americans; • The extension of rights and privileges to more groups and greater numbers of Americans;

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• Changing demographic and immigration patterns; • Changing ideas about gender roles and equalizing gender opportunities; • Changing role of the U.S. in the world and international affairs; • Influence of religion on American politics, society, and culture; • Economic and labor trends, including management of natural resources; • Changing intellectual and cultural trends (both high and low) plus significant subcultures.

Unit Contents • We analyze the major political, social, economic, technological, and cultural developments of the

1920s. • We study the causes of the Great Depression and the actions the government took to resolve the

economic and social crisis. • We examine the expanded role of the federal government by analyzing the major programs it

established to relieve the suffering of the depression, to bring economic recovery, and to promote economic reform.

• We discuss the Great Depression’s imprint on the American social fabric and we investigate the toll exacted by the Dust Bowl.

• We look at prominent critics of the New Deal, and we explore the revitalized labor movement of the 1930s plus the reaction of business and government to labor’s demands.

Assigned DBQ (One of two) • The 1920s were a period of tension between new and changing attitudes on the one hand and

traditional values and nostalgia on the other. What led to the tension between old and new and in what ways was the tension manifested?

• Analyze the response of Franklin D. Roosevelt’s administration to the problems of the Great Depression. How effective were these responses? How did they change the role of the federal government?

In-Class Activity A debate on the legacy of the New Deal. Did it save democratic-capitalism or spend recklessly and aggrandize the government into a bloated, bungling, and intrusive agency in American life?


Documents and essays edited by Elizabeth Cobbs Hoffman and Jon Gjerde, (Boston: Houghton Mifflin Company, 2007), chapter 8, “The Depression, the New Deal and Franklin D. Roosevelt.”

• Selections from American Spirit: United States History as Seen by Contemporaries, 2nd edition, edited by Thomas Bailey, (Lexington: D.C. Heath and Company, 1968), chapter 42, “Battling for the New Deal.”

• From Terkel, Studs, Hard Times: An Oral History of the Great Depression, (New York: Pantheon Books, 1986).


of the Republic. 12th edition (New York: Houghton Mifflin Co., 2002), chapter 34, “The Great Depression and the New Deal,” pp. 777-805.


• Kennedy, David M., “FDR: Advocate for the American People,” from David M. Kennedy, Freedom from Fear: The American People in Depression and War (New York: Oxford University Press, 1999). Reprinted in Major Issues, Vol. 2, pp. 206-215.

• Higgs, Robert, “FDR: Opportunistic Architect of Big Business,” from Robert Higgs, Against Leviathan: Government Power and a Free Society (Oakland, CA: The Independent Institute, 2004). Reprinted in Major Issues, Vol. 2, pp. 215-221.

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Unit 11 – World War II and the Origins of the Cold War, 1940-1950 Tentative Schedule, 12 days Required Reading

• American Pageant, 12th edition, chapters 35, 36, 37, pp. 806-886. • Selections from Major Problems in American History, Volume 2: Since 1865, 2nd edition,



• Changing ideas of the national identity and character; • The extension of rights and privileges to more groups and greater numbers of Americans; • Changing ideas about gender roles and equalizing gender opportunities; • Changing role of the U.S. in the world and international affairs; • Economic and labor trends, including management of natural resources; • Changing intellectual and cultural trends (both high and low) plus significant subcultures.

Unit Contents • We analyze the causes of World War II and we study America’s response to escalating Italian,

German, and Japanese aggression. • We examine allied strategies and major battlefronts of the war, and we analyze America’s

foreign policy goals during the war plus the country’s response to the Nazi holocaust. • We investigate conditions on the home front during WWII, including the experiences of women,

African Americans, and Japanese Americans. • We explore the technological advances made during the war, including the development of the

atomic bomb and President Truman’s decision to drop the bomb on Japan. • We examine America’s role in rebuilding Europe after WWII and the effects of U.S. aid. • We analyze the origins of the Cold War, America’s foreign policy including its actions to thwart

the spread of communism, and the role of multinational organizations and alliances, such as the United Nations, the International Monetary Fund, and NATO, in maintaining world order.

• We discuss the adjustment of America’s economy and society from war to peacetime in the last half of the 1940s, and we examine the fate of the New Deal in that period.

Assigned DBQ • Compare and contrast United States foreign policy after the First World War and after the

Second World War. Consider the periods 1919-1928 and 1945-1950. In-Class Activity Whose “fault” was the Cold War? A debate on the causes of the Cold War and the roles of American and Soviet political leaders and opinion shapers in its creation.


Documents and essays edited by Elizabeth Cobbs Hoffman and Jon Gjerde, (Boston: Houghton Mifflin Company, 2007), chapter 10, “The Cold War and the Nuclear Age.”

• Selections from American Spirit: United States History as Seen by Contemporaries, 2nd edition, edited by Thomas Bailey, (Lexington: D.C. Heath and Company, 1968), chapter 45, “Truman and the Rift with Russia,” and chapter 46, “Truman and the Fateful Fifties.”


of the Republic. 12th edition (New York: Houghton Mifflin Co., 2002), chapter 37, “The Cold War Begins,” pp. 858-886.


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• LaFeber, Walter, “Truman’s Hard Line Prompted the Cold War,” from Walter LaFeber, America, Russia, and the Cold War, 1945-2000 (New York: McGraw-Hill, 2001). Reprinted in Major Issues, Vol. 2, pp. 266-274.

• Gaddis, John Lewis, “Stalin’s Hard Line Prompted a Defensive Response in the United States and Europe,” from John Lewis Gaddis, We Now Know: Rethinking Cold War History (New York: Oxford University Press, 1997). Reprinted in Major Issues, Vol. 2, pp. 274-281.

Unit 12 – From Eisenhower to the Fall of Nixon, 1952 to 1974 Tentative Schedule, 11 days Required Reading

• American Pageant, 12th ed., chapters 38, 39, and 40 to p. 955, pp. 887-955. • Selections from Major Problems in American History, Volume 2: Since 1865, 2nd edition,

chapters 11, 12, 13, 14, pp. 283-402. • Selections from American Spirit: United States History as Seen by Contemporaries, 2nd edition,


• Changing notions of government’s role in the lives of Americans; • The extension of rights and privileges to more groups and greater numbers of Americans; • Changing demographic and immigration patterns; • Changing ideas about gender roles and equalizing gender opportunities; • Changing role of the U.S. in the world and international affairs; • Economic and labor trends, including management of natural resources; • Changing intellectual and cultural trends (both high and low) plus significant subcultures.

Unit Contents • We examine American society and politics in the 1950s—including the post-war economic

boom, the baby boom, the housing boom, and the development of youth culture—against a backdrop of “red menace,” nuclear anxiety, and President Eisenhower’s efforts to thaw the Cold War.

• We analyze the 1,000-day presidency of John F. Kennedy and the international crises of his administration, including the Bay of Pigs invasion, the Berlin standoff, the Cuban missile crisis, and America’s escalating involvement in Vietnam.

• We discuss the ambitious legislative agenda of President Lyndon Johnson, including his change in immigration policy, his war on poverty and Great Society programs, and how the war in Vietnam undercut his domestic goals.

• We investigate the Civil Rights movement and the landmark federal legislation relating to it. • We explore the war in Vietnam and the youth movements of the 1960s. • We analyze the accomplishments of President Nixon in his first term of office.

Assigned DBQ (One of two) • What were the Cold War fears of the American people in the aftermath of the Second World

War? How successfully did the administration of President Dwight D. Eisenhower address these fears?

• How did the African American Civil Rights movement of the 1950s and 1960s address the failures of Reconstruction?

In-Class Activity Debate on the legacy of the 1960s. Did the decade have positive or negative effects? For culture? For society? For politics?

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Documents and essays edited by Elizabeth Cobbs Hoffman and Jon Gjerde, (Boston: Houghton Mifflin Company, 2007), chapter 13, “The Sixties: Left, Right, and the Culture Wars.”


of the Republic. 12th edition (New York: Houghton Mifflin Co., 2002), chapter 39 “The Stormy Sixties,” pp. 916-945.


• Cmiel, Kenneth, “The Politics of Civility,” from The Sixties: From Memory to History, ed. David Farber (Chapel Hill: University of North Carolina Press, 1994). Reprinted in Major Issues, Vol. 2, pp. 356-364 as “The Triumph of the Left: Sixties Revolution and the Revolution in Manners.”

• Carter, Dan T., “Triumph of the Right: George Wallace, Richard Nixon, and the Critique of Federal Activism,” from Dan T. Carter, The Politics of Rage: George Wallace, the Origins of the New Conservatism, and the Transformation of American Politics (Baton Rouge: Louisiana State University Press, Revised edition, 2000). Reprinted in Major Issues, Vol. 2, pp. 365-374.

Unit 13 – From the Fall of Nixon to the End of Clinton, 1972 to 2000 Required Reading: American Pageant, 12th ed., Chapters 40, 41, 42, pp. 953-1034 Selections from Major Problems in American History, Volume 2: Since 1865, 2nd edition, chapter 13, pp. 403-432. Tentative Schedule, 11 days Major Themes:

• Changing ideas of the national identity and character; • Changing notions of government’s role in the lives of Americans; • The extension of rights and privileges to more groups and greater numbers of Americans; • Changing demographic and immigration patterns; • Changing ideas about gender roles and equalizing gender opportunities; • Changing role of the U.S. in the world and international affairs; • Influence of religion on American politics, society, and culture; • Economic and labor trends, including management of natural resources; • Changing intellectual and cultural trends (both high and low) plus significant subcultures.

Unit Contents • We explore the causes and consequences of the Watergate crisis, including the resignation of

Richard Nixon and the political shifts under Presidents Ford and Carter. • We follow the political and social activism of the 1960s into the ‘70s as it grew more radical

(Weather Underground, prison riots, Symbionese Liberation Army), or fragmented and spawned new movements (environmental, women’s, American Indian, Chicano) or devolved into personal improvement and disco hedonism.

• We analyze the causes of the “stagflation” that vexed and perplexed Americans in the 1970s and ‘80s, and we explore the ways various presidents tried to fix it.

• We examine American’s international role in the 1970s as the Fall of Saigon, rising oil prices, and a frustrating hostage crisis seem to signal the end o American’s post-WWII leadership.

• We analyze the political backlash that began in the late 1970s against forced bussing, social liberalism, rising crime, and bloated government, that made political activists out of Bible-believing Christians and swept conservative Ronald Reagan into the White House.

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• We explore Reagan’s optimistic outlook on America and his tough stance against communism, even to the point of bending the laws in pursuit of patriotic goals.

• We examine America’s role in the collapse of the Soviet Union and its position as the sole remaining superpower.

• Finally, we look briefly at the administration of Bill Clinton, who moved the Democratic party to the center, presided over a robust economy, intervened strategically in Haiti and the Balkans, but, in the end, proved to be his own worst enemy.

Detailed descriptions of the units, with learning objectives and review questions, are given to students at the start of each unit. See examples on the pages that follow.

Unit 2 Description, A.P. U.S. History Fall-Winter 2007 Unit 2 Description, A.P. U.S. History Fall-Winter 2007 Unit 2 – The American Revolution, 1763 to 1783 Unit 2 – The American Revolution, 1763 to 1783 Required Reading: American Pageant, 12th edition, Chapters 6, 7, 8, pp. 106-163 (57 pages) Required Reading: American Pageant, 12American Spirit: United States History as Seen by Contemporaries, 2nd edition: American Spirit: United States History as Seen by Contemporaries, 2

th edition, Chapters 6, 7, 8, pp. 106-163 (57 pages)

“Burnaby Scoffs at Colonial Unity (1760),” p. 57 “Burnaby Scoffs at Colonial Unity (1760),” p. 57 “Otis Denounces Search Warrants (1761),” p. 59 “Otis Denounces Search Warrants (1761),” p. 59 “Franklin Testifies Against Stamp Act (1766),” p. 86 “Franklin Testifies Against Stamp Act (1766),” p. 86 “Philadelphia Threatens Tea Men (1773),” p. 89 “Philadelphia Threatens Tea Men (1773),” p. 89

“Leonard Deplores Rebellion (1775),” p. 96 “Leonard Deplores Rebellion (1775),” p. 96 “Paine Talks Common Sense (1776),” P. 105 “Paine Talks Common Sense (1776),” P. 105 “Vengeance on the Tories (1779,” p. 117 “Vengeance on the Tories (1779,” p. 117 “The Hanging of a Loyalist (ca. 1778),” p. 108 “The Hanging of a Loyalist (ca. 1778),” p. 108

nd edition:

Major Problems in American History, Volume 1: To 1877, 2nd edition: Major Problems in American History, Volume 1: To 1877, 2“Abigail Adams Asks Her Husband to ‘Remember the Ladies,’ 1776,” p. 102 “Abigail Adams Asks Her Husband to ‘Remember the Ladies,’ 1776,” p. 102

nd edition:

“Mohawk Leader Joseph Brant Commits the Loyalty of His People to Britain, 1776,” p. 103 “Mohawk Leader Joseph Brant Commits the Loyalty of His People to Britain, 1776,” p. 103 “African Americans Petition for Freedom, 1777,” p. 107 “African Americans Petition for Freedom, 1777,” p. 107 “General Washington Argues for Greater Military Funding, 1778,” p. 108 “General Washington Argues for Greater Military Funding, 1778,” p. 108 Wood, Gordon S., “Radical Possibilities of the American Revolution,” p. 110 Wood, Gordon S., “Radical Possibilities of the American Revolution,” p. 110 Holton, Woody, “Elite Concerns about the American Revolution,” p. 117 Holton, Woody, “Elite Concerns about the American Revolution,” p. 117

Tentative Schedule, 11 days Tentative Schedule, 11 days

Date Lesson Quiz/Test/Homework Due Reading 1 9/17, Mon. French and Indian War pp. 106-121 2 9/18, Tues. Road to Revolution, Part 1 Quiz, chapter 6 terms pp. 122-128 3 9/19, Wed. Road to Revolution, Part 2 pp. 129-133 4 9/20, Thurs. Road to Revolution, Part 3 Quiz, chapter 7 terms pp. 134-148 5 9/21, Fri. Debate on Independence 6 9/24, Mon. Revolutionary War: Lexington - Saratoga pp. 148-155 7 9/25, Tues. Revolutionary War: Saratoga - Yorktown Quiz, chapter 8 terms pp. 155-160 8 9/26, Wed. Results of Revolution pp. 160-163 9 9/27, Thurs. Unit 2 review 10 9/28, Fri. Unit 2 exam Unit 2 exam 11 10/01, Mon. In-class DBQ In-class DBQ

Unit Description: In this unit we analyze the causes and immediate consequences of the American Revolution. Beginning with the French and Indian War—a high point in British/American cooperation—we track the American colonists’ growing hostility toward British fiscal policy, which ultimately led to a violent rebellion and declaration of independence. We examine the strengths and strategies of the British and Americans in the Revolutionary War, the significant battles, and America’s struggle to build political leadership and unity during the conflict. Finally, we investigate the war’s effects on America’s society, economy, and foreign policy.

Gary Larson. The PreHistory of the Far Side: A 10th Anniversary Exhibit. Andrews and McMeel, Inc.: Kansas City, 1989, p. 281 281

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Unit 2 Description, A.P. U.S. History Fall 2007 Unit Objectives: At the end of the unit, students will be able to:

1. Explain why the French and British fought for the control of North America and why the British won.

2. Explain how defeat of the French started the American colonies down the road to revolution. 3. Explain the key British actions and American reactions that led toward revolution. 4. Describe the theory and practice of British mercantilism. 5. Describe the methods of colonial resistance to British efforts to tax and control the colonies. 6. Explain the advantages and disadvantages each side had as the revolution began. 7. Explain the revolutionary ideas found in the Declaration of Independence. 8. Explain the idea of “republicanism” promoted by Thomas Paine and others. 9. Explain why some Americans remained loyal to Britain during the war. 10. Explain the significance of the battles of Trenton, Saratoga, and Yorktown. 11. Describe the terms of the Treaty of Paris of 1783

Unit Review Questions: Be sure you can answer each of the following review questions. They will appear on the unit exam.

1. Why did the British and American colonists win the French and Indian war? 2. What consequences did victory in the French and Indian War bring for the British and their

American colonies? 3. How did the theory and practice of mercantilism help cause the American Revolution? 4. Describe how American colonists protested against British efforts to impose taxes and restrictions on

colonial freedom. 5. Compare how the British and the American

colonists mobilized their resources for war. 6. Describe the advantages and disadvantages for

the rebels at the start of the war. What was the greatest disadvantage? Explain your answer.

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7. In your judgment, was the American Revolution inevitable? Explain.

8. Explain briefly why the Battle of Saratoga was one of the most important in American history.

9. Describe briefly the structure of the Declaration of Independence. What revolutionary ideas does the document express?

10. Who were the Loyalists, what role did they play during the Revolution, and what happened to them after the revolution?

DBQ Topic: You will be asked to write an in-class essay on the following question:

In what ways did the French and Indian War (1754-63) alter the political, economic, and ideological relations between Britain and its American colonies?

Unit Terms: Define each of the following terms. You will be quizzed on your knowledge of them. They will also be useful for review.

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Unit 2 Description, A.P. U.S. History Fall 2007 Chapter 6 1. Samuel de Champlain 2. Quebec 3. Robert de La Salle 4. Fort Necessity 5. The French and Indian War/Seven Years

War

6. General Edward Braddock 7. General James Wolfe and the Battle of

Quebec 8. The Peace of Paris of 1763 9. Chief Pontiac’s War 10. The Proclamation of 1763

Chapter 7 1. The Navigation Acts 2. Salutary Neglect 3. George Grenville 4. Sugar Act of 1764 5. Stamp Act of 1765 6. Taxation without Representation 7. Virtual Representation 8. Stamp Act Congress, 1765 9. Non-Importation Agreements 10. Sons of Liberty 11. Declaratory Act, 1766 12. Charles Townshend 13. Townshend Acts, 1767 14. Boston Massacre, 1770

15. King George III 16. Lord North 17. Committees of Correspondence, 1772 18. British East India Company 19. Boston Tea Party, 1773 20. Coercive/Intolerable Acts, 1774 21. First Continental Congress 22. Declaration of Rights 23. The Association 24. Lexington and Concord, April 1775 25. Minute Men 26. Hessians 27. Loyalists 28. Marquis de Lafayette

Chapter 8 1. Second Continental Congress 2. Ethan Allen/ Ticonderoga 3. Bunker Hill 4. Olive Branch Petition, 1775 5. Thomas Paine and Common Sense, 1776 6. Declaration of Independence 7. Patriots/Whigs 8. Tories

9. General Burgoyne 10. General Benedict Arnold 11. Arnold’s Treason, 1780 12. British war strategy 13. Admiral John Paul Jones 14. Yorktown, 1781 15. Admiral de Grasse 16. Treaty of Paris, 1783

Unit 12 Description, A.P. U.S. History Winter-Spring 2008 Unit 12 – From Eisenhower to the Fall of Nixon, 1952 to 1974 Required Reading: American Pageant, 12th ed., Chapters 38, 39, and 40 to p. 955, pp. 887-955 American Spirit: United States History as Seen by Contemporaries, 2nd edition:

“McCarthy Upholds Guilt by Association (1952),” p. 893 “A Lady Senator Speaks Up (1950),” p. 894 “The Court Rejects Segregation (1954),” p. 898 “100 Congressmen Dissent (1956),” p. 899 “Eisenhower Scolds His Allies (1956),” p. 903 “Eisenhower Sends in Federal Troops (1957) p. 906 “Gromyko Assails American ‘Aggression’ (1960),” p. 910 “Kennedy Faces His Accusers at Houston (1960),” p. 920 “Kennedy is Outraged (1962),” p. 927 “The Harassment of Meredith (1962),” p. 930

“Meredith Outlines His Goals (1963),” p. 931 “Khrushchev Proposes a Swap (1962),” p. 935 “Kennedy Advances a Solution (1962),” p. 936 “Kennedy Submits the Pact to the Senate (1963), p. 938” “Johnson Declares War on Poverty (1964),” p. 942 “A White Journalist visits Watts (1965), p. 945 “The Outlawing of Third-degree Confessions (1966),” p. 950 “The Geneva Agreements (1954),” p. 962 “Congress Gives Johnson a Blank check for War (1964),” P. 970 “President Johnson States His War Aims (1965),” p. 975

Major Problems in American History, Volume 2: Since 1865, 2nd edition: “Congress Outlaws Segregation with the Civil Rights Act of 1964,” p. 320 “Black Muslim Malcolm X Warns: The Ballot or the Bullet,” p. 321

“The National Organization for Women Calls for Equality, 1966” p. 322 “Mexican Americans Form La Raza Unida, 1968,” p. 323

“A Proclamation from the Indians of All Tribes, Alcatraz Island, 1969,” p. 324 “Students for a Democratic Society Advance a Reform Agenda, 1962,” p. 349

“Vice President Spiro Agnew Warns of the Threat to America, 1969,” p. 354 “Undersecretary of State George Ball Urges Withdrawal from Vietnam,

1965,” p. 379 “A Marine Remembers the Idealism of 1965 (1977),” p. 380 “Students for a Democratic Society (SDS) Opposes the War, 1965,” p. 381 Diggins, John Patrick, “A Decade to Make One Proud,” p. 295 Coontz, Stephanie, “Families in the Fifties: The Way We Never Were,” p. 304 Skrentny, John D., “The Minority Rights Revolution: Top Down and Bottom

Up,” p. 335 Cmiel, Kenneth, “Triumph of the Left: Sixties Revolution and the Revolution in

Manners,” p. 356 Carter, Dan T., “Triumph of the Right: George Wallace, Richard Nixon, and the

Critique of Federal Activism,” p. 365 McNamara, Robert, James Blight and Robert Brigham, “Cold War Mindsets and the ‘Mistake’ of Vietnam,” p. 385

Unit 12 Tentative Schedule, 11 days

Date Lesson Quiz/Test/Homework Due Reading 1 3/20, Thurs. “We Like Ike:” The Eisenhower

Presidency pp. 887-908

3/21, Fri Teacher in-service day, no students 2 3/24, Mon. American Life at Mid-Century pp. 891-897

& 908-915 3 3/25, Tues. The Kennedy Administration Quiz, chapter 38 terms pp. 916-923

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4 3/26, Wed. The Civil Rights Movement pp. 923-934 5 3/27, Thurs. LBJ, the Great Society, and Vietnam Quiz, chapter 39 terms pp. 927-931 6 3/28, Fri. Hippies, Yippies, and Hardhats pp. 935-938 7 3/31, Mon. Nixon Administration: First Term Quiz, chapter 40A terms pp. 938-945 8 4/1, Tues. Debate on the Legacy of the 60s pp. 946-955 9 4/2, Wed. Unit 12 review 10 4/3, Thurs. Unit 12 exam Unit 12 exam 11 4/4, Fri. DBQ/Free Response DBQ/Free Response

Spring Break 4/7 – 4/11 Unit Description: In this unit we examine American society and politics in the 1950s—including the post-war economic boom, the baby boom, the housing boom, and the development of youth culture—against a backdrop of “red menace,” nuclear anxiety, and President Eisenhower’s efforts to thaw the Cold War. We analyze the 1,000-day presidency of John F. Kennedy and the international crises of his administration, including the Bay of Pigs invasion, the Berlin standoff, the Cuban missile crisis, and America’s escalating involvement in Vietnam. We discuss the ambitious legislative agenda of President Lyndon Johnson, including his war on poverty and Great society programs, and how the war in Vietnam undercut his domestic goals. We investigate the Civil Rights movement and the landmark federal legislation relating to it. We explore the war in Vietnam and the youth movements of the 1960s, and we analyze the accomplishments of President Nixon in his first term of office.

Bomb Shelter Design

Unit Objectives: At the end of the unit, the student will be able to:

1. Describe the mood of the 1950s and how President Eisenhower’s leadership matched that mood.

2. Describe the rise of Joseph McCarthy and the Red Scare he led.

3. Explain the Eisenhower/Dulles approach to the Cold War, including the policy of massive retaliation.

4. Describe the challenges President Eisenhower faced from the Soviet Union and how his administration responded.

5. Discuss the election of 1960 and why John Kennedy’s election brought high expectations for the future.

6. Analyze the Kennedy doctrine of flexible response in Asia and Latin America.

7. Explain how the United States became involved in the Vietnam quagmire and how the Vietnam War brought turmoil to American society.

8. Describe the Civil rights movement of the period. 9. Describe Nixon’s policy toward Vietnam and how Vietnam

undermined his administration. 10. Describe President Johnson’s Great Society programs and

how he was able to win their adoption by Congress. 11. Analyze Nixon’s domestic policies including the so-called

Southern strategy.

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Unit Review Questions: Be sure you can answer each of the following review questions. They will appear on the unit exam.

1. How did the Cold War impact domestic life in the United States in the 1950s?

2. List and briefly explain the social and economic problems faced by the Eisenhower administration.

3. Summarize Eisenhower’s approach to the foreign policy problems of the Cold War.

4. How did Joseph McCarthy rise to a position of power, and what brought about his ultimate defeat?

5. What were the sources of anxiety found in American life during the Eisenhower years?

6. Describe the beginnings of the Civil Rights movement and how it achieved its successes.

7. List what you believe to be the four most important decisions of the Warren court. Explain your choices.

8. How was the cultural upheaval of the 1960s related to the political changes of the decade? 9. Briefly describe how the war in Vietnam changed from a war between the Vietnamese to an

American war. 10. Describe the 1960 election. How did it change the presidential election process for future

candidates? 11. Describe President Johnson’s Great Society. List and explain

four War-on-Poverty programs. 12. Explain how the war in Vietnam starts as “Mr. Johnson’s

War” and became “Mr. Nixon’s War.” 13. Describe President Nixon’s positive accomplishments as president.

DBQ/Free Response Topics: You will be asked to write an in-class essay

on one of the following topics: 1. What were the Cold War fears of the American people in the

aftermath of the Second World War? How successfully did the administration of President Dwight D. Eisenhower address

these fears? 2. How did the African American Civil Rights movement of the

1950s and 1960s address the failures of Reconstruction?

Unit Terms: Define each of the following terms. You will be quizzed

on your knowledge of them. They will also be useful for review. Chapter 38

1. The Checkers speech, 1952 2. Korean War armistice, 1952 3. General George Marshall 4. Army-McCarthy hearings, 1954 5. Jim Crow laws 6. Executive Order 8802, 1941 7. Thurgood Marshall 8. Rosa Parks, 1955

18. Massive retaliation 19. Geneva Summit, 1955 20. Hungarian uprising, 1956 21. Dien Bien Phu, 1954 22. Geneva Conference on Indo-China, 1954 23. Ngo Dinh Diem 24. Warsaw Pact, 1955 25. Shah of Iran, 1953

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9. Earl Warren 10. Little Rock Central High School, 1957 11. Southern Christian Leadership Conference,

1957 12. Greensboro sit-ins, 1960 13. Student Non-Violent Coordinating

Committee, 1960 14. Indian New Deal, 1934 15. Interstate Highway Act, 1956 16. Merger of AFL and CIO, 1955 17. John Foster Dulles

26. Suez Crisis, 1956 27. Eisenhower Doctrine, 1957 28. OPEC, 1960 29. Sputnik, 1957 30. Missile gap 31. NASA 32. National Defense and Education Act, 1958 33. The Kitchen Debate 34. Nixon-Kennedy Debates, 1960 35. Betty Friedan

Chapter 39 1. Robert Kennedy 2. Robert McNamara 3. The Peace Corps 4. Man on the moon, 1969 5. Vienna Conference, 1961 6. Berlin Wall, 1961 7. Flexible response 8. Alliance for Progress, 1961 9. Peaceful coexistence or détente 10. James Meredith, 1962 11. March on Washington, Aug. 1963 12. Medgar Evers 13. Lee Harvey Oswald, Nov. 22, 1963 14. Civil Rights Act, 1964 15. Affirmative Action 16. War on Poverty 17. Gulf of Tonkin Resolution, 1964

18. Office of Economic Opportunity 19. Medicare 20. Medicaid 21. Project Head Start 22. Voting Rights Act, 1965 23. Malcolm X 24. Elijah Muhammed 25. Black Panther Party 26. Operation Rolling Thunder 27. Domino Theory 28. Credibility Gap 29. Doves and Hawks 30. Tet Offensive, 1968 31. George Wallace 32. Stonewall incident, 1969 33. Students for a Democratic Society (SDS)

Chapter 40 to page 955 1. Vietnamization, 1969 2. Nixon Doctrine 3. My Lai massacre, 1968 4. Cambodian invasion, 1970 5. Daniel Ellsberg 6. Henry Kissinger 7. Strategic Arms Limitation Talks (SALT),

1972

8. Liberal Warren court decisions (See handout)

9. Warren Berger, 1969 10. Rachel Carson, Silent Spring, 1962 11. Nixon’s Southern Strategy