advanced placement u.s. history 2014-15 mrs. brigitte … · unit 1: settlement and expansion of...
TRANSCRIPT
Edward J. Weber, Principal
Advanced Placement U.S. History
2014-15
Mrs. Brigitte Gabriel
CourseDescription:APU.S.HistorycoversthespectrumofAmericanhistoryfrompre‐Columbiandaystothepresent.Usingchronologicalandthematicapproachestothematerial,thecourseexposesstudentstoextensiveprimaryandsecondarysourcesandtotheinterpretationsofvarioushistorians.Classparticipationthroughseminarreports,discussions,debates,androle‐playingactivitiesisrequired;specialemphasisisplacedoncriticalreadingandessaywritingtohelpstudentspreparefortheAPexamination.Thecourseisstructuredchronologically,dividedinto21units.Eachunitincludesoneormoreofthenineperiodsand/orkeyconceptsoutlinedintheAPU.S.Historycurriculumframework.
KeyThemes:Thecourseisstructuredbothchronologicallyandthematically.Thethemesinclude:Identity,Work,ExchangeandTechnology,Peopling,PoliticsandPower,AmericaintheWorld,EnvironmentandGeography,andIdeas,Beliefs,andCulture.Elementsofthesethemesareincludedinmostunitassignments.
SkillsDeveloped:Ineachunit,studentswillgetpracticedevelopingthefollowingcontent‐drivenskills:CraftingHistoricalArgumentsfromHistoricalEvidence(includingHistoricalArgumentationandAppropriateUseofRelevantHistoricalEvidence),ChronologicalReasoning(includingHistoricalCausation,PatternsofContinuityandChangeoverTime,andPeriodization),ComparisonandContextualization,andHistoricalInterpretationandSynthesis.Inaddition,classactivitiesandassignmentswilladdressthefollowingacademicskills:Readingforcomprehensionandrecall,improvingstudyskillsinpreparationforassessments,improvingformalwritingskills(addressedbelow),improvingpublicspeakingskillsinclassdiscussionsandactivities,andimprovingskillsofmapreadingandinterpretation.
WritingFocus:Historicalworkatacollegiatelevelrequiresstudentstowriteproficiently.Forthisreason,writingisemphasizedineveryunitofthiscourse.Studentsreceive“essentialquestions”toframeclassdiscussions;theseareoftenusedaswritingassignments.Assessmentofessaysaremeasuredbythefollowing:thedegreetowhichtheyfullyanddirectlyanswerthequestion,thestrengthofthesisstatement,levelandeffectivenessofanalysis,amountandqualityofsupportingevidence,andorganizationalquality.Inadditiontothesestandards,DBQsaregradedonthebasisofthedegreetowhichasignificantnumberofthedocumentshavebeenusedtosupportthethesis,andtheamountandqualityofoutsideinformationincludedintheresponse.
HistoricalInterpretations:Anotherkeytoworkatthecollegiatelevelisanunderstandingofbasichistoriography.Toprovidestudentswithanintroductiontothisaspectofhistoricalstudy,Theseauthorshelpstudentstorecognizehowhistoricalinterpretationschangeovertime,andexaminehowemergingtrendscaninfluencetheprocessofhistoricalinquiry.
Course Texts: Textbook: Carnes, Mark C. and Garraty, John. The American Nation, 13th edition. [CR1a]
SupplementalTexts:
Lowen, James, Lies My Teacher Told Me, Simon & Schuster, 2007
O’Brien, Tim,The Things They Carried
UNIT1:SETTLEMENTANDEXPANSIONOFCOLONIALAMERICA[CR2]
Textsandothermaterialsutilized:TheAmericanNation,Chapters1‐2;MayflowerCompact;andLowen,Chapter2
PrimarySources:
a. “On the Pleistocene Antiquity of Monte Verde, Southern Chile” b. “Jamestown starving time” c. “Requerimiento” d. “Pueblo Revolt” e. Deer Skin Map f. Hermon Moll Map g. Black Codes Virginia h. Portion of “Sinners in the Hands of an Angry God”
Themes:ID,WXT,PEO,POL,WOR,ENV
MajorTopics:EarlycontactsamonggroupsinNorthAmerica,andNorthAmericansocietiesinthecontextoftheAtlanticWorld;SpanishexplorationandthedevelopmentofcoloniesintheAmericas;theriseoftheEnglishasanimperialpower,includingtheconflictwiththeSpanish;initialEnglishcolonialsettlements,includingsuccessesandfailures,andtheuniqueattributesofeachofthecolonies;theevolutionofrelationsbetweenthecoloniesandEngland,includingthedebateovercitizenshipandrepresentation;andthemilitaryconflictswiththeFrench,culminatingintheFrenchandIndianWar.
EssentialQuestions:TracetheriseoftheEnglishnation‐statebetween1492and1607.Whatimportantfactorsinfluencedthisrise?Inwhatwaysdidlatercolonizationeffortsattempttolearnfromearlierexperiences?Towhatextentwastherereligiousfreedominthecolonies?ExplainthecausestheconflictbetweentheBritishandtheNativeAmericansandFrenchin1754.Howdidthewarchangethegeopoliticalstandingofeachgroupbytheendofthewar?Howwerethecoloniesalikeandhowweretheydifferent?
UnitActivities:ClassdiscussionsontheriseoftheEnglishstateanditsimpactonmigrationtothecolonies.Documentanalysisactivity:theMayflowerCompact.Historicalinterpretationslesson:AdamSmithandtheMarketSystem.BydrawingonselectionsfromTheAmericanNationandvideosupplements,studentswriteanessaythatexplorestheevolutionofidentitybasedonrace,ethnicity,regionality,andnationality.(ID‐4)[CR4]StudentswriteanessayinwhichtheyevaluatetheimpactoftheColumbianExchangeonNativeAmericansinNorthAmericaduringthe16thcentury.[CR12]StudentsreadLowen,Chapter2,1493TheTrueImportanceofChristopherColumbus.StudentsworkingroupstodeterminewhathistorybooksandournationtodaygetsrightandwrongaboutColumbusbasedonLowen’swork.Followupcomputeractivitytoclarify.
AssignmentsandAssessments:Homeworkassignmentontopicslistedabove.Multiplechoicetestontopicsabove,andseveralmapsfromthecolonialperiod.TakehomeDBQfrom1992TheNorthandtheSouthessayonthequestion,“WhatwerethefactorswhichledtotwodistinctcolonialsocietiesintheNorthandtheSouth?”
UNIT2:BIRTHOFTHENEWNATION(1759‐1789)[CR2]Textsandothermaterialsutilized:TheAmericanNation,Chapters3‐4;TheBirthoftheRepublic(1763‐1789)byEdmundMorgan;andexcerptfromCommonSense,byThomasPaine.RebelsandRevolutionepisodesofAmericatheStoryofUs.
PrimarySources:
i. “Legacy of the Seven Years War” j. “Pontiac’s Speech” k. “Resolutions of the Stamp Act Congress”
l. “State Constitution of Pennsylvania” m. “Recalling the Middle Passage”
Themes:ID,WXT,PEO,POL,WOR,CUL
Major Topics: Political and social causes of the French and Indian War; military engagements andconsequencesoftheFrenchandIndianWar;growingtensionsbetweenthecoloniesandParliamentovertaxationandrepresentation;diplomaticrelationsbetweenthecolonies,theBritishParliament,andtheFrench strategies of both sides in the Revolutionary war, and the course of the battles; origins andstructureoftheArticlesofConfederation;political,socialandeconomicchallengesoftheCriticalPeriod;circumstances surrounding the Constitutional Convention and the structure of the Constitution; andargumentoverratificationandthedevelopmentoftheBillofRights.
EssentialQuestions:WastheAmericanRevolutioninevitable?Towhatextentcouldeithersidehavecontributedtoapeacefulresolutiontotheirdifferences?Analyzethewaysinwhichthecolonistsusedbothlegalandextra‐legalmeansofprotesting.Whichtacticprovedmoresuccessfulandwhy?Whowerethegreatestgeneralsofthewarandwhy?InwhatwayswastheArticlesofConfederationdesignedtocorrecttheperceivedinjusticesofthecolonialera?Whatweretheresultingstrengthsandweaknessesofthedocument?
UnitActivities:StudentscreateavisualcalledTheRoadtoRevolutionshowingandexplainingthekeyeventsleadinguptotheAmericanRevolutionaryWar.Then,debateingroupswhetherthewarwasthebeginningorendoftherevolutionaryperiod.Compareanswersaloud
AssignmentsandAssessments:MultiplechoicetestandDBQ:The1780s,ACriticalPeriod.
UNIT3:THEEARLYNATIONALPERIOD(1789‐1812)[CR2]Textsandothermaterialsutilized:TheAmericanNation,Chapters5‐6;DBQontheAlienandSeditionActs;andexcerptfromMarburyv.Madisondecision.
PrimarySources:n. TecumsehandTenskwatawao. PresidentMadison’sWarMessagep. TreatyofGhentq. FreeTradeandSailors’Rightsr. RedStickWars. MexicanIndependence”
Themes:ID,WXT,PEO,POL,WOR,ENV
MajorTopics:Birthofanewnationandstruggleforidentity;growingpainsoftheNewRepublic;GeorgeWashingtonandthedevelopmentoftheroleofthePresident;thedebateovertheBankofthe
UnitedStates,andtheemergenceofpoliticalparties;foreignrelations,includingtheJayTreaty,thePinckneyTreaty,theXYZAffair,theconflictwiththeBarbaryPirates,andthegrowingtensionswithEuropeduringtheNapoleonicWars;Marburyv.MadisonandthedevelopmentoftheroleoftheSupremeCourt;JeffersonianRepublicanism,includingpoliciesregardingtheBank,Louisiana,AaronBurr,andforeignrelations;andelectionsfrom1789to1812.
EssentialQuestions:TowhatextentcoulditbesaidthattheAnti‐Federalistsprevailedinthefightoverratification?InwhatwaysdidtheUnitedStatesgovernmentworktoachievestability,bothdomesticallyandinternationallyduringthe1790s?ShouldtheAlienandSeditionActsbeviewedasunconstitutional,orweretheyjustanearlyexampleofhardballpolitics?IsitaccuratetosaythattheSupremeCourtdidnotbecomeaco‐equalbranchofthegovernmentuntilaftertheappointmentofJohnMarshall?HoweffectivewastheUnitedStatesinrespondingtothegeopoliticalchallengesitfacedduringthisperiod?
UnitActivities:ClassdiscussionsonU.S.BankandtheLouisianaPurchaseandhowbothreflectedargumentsforastrictorlooseconstructionoftheConstitution.In‐classdebateontheAlienandSeditionActs.In‐classdocumentanalysisactivity:excerptfromMarburyv.Madisondecision.
AssignmentsandAssessments:Homeworkassignmentonvocabularytermslistedabove.In‐classessayonFederalistsandRepublicans.Chaptermultiplechoicetest.Take‐homeDBQontheAlienandSeditionActs.
UNIT4:THEWAROF1812ANDITSAFTERMATH(1812‐1828)[CR2]Textsandothermaterialsutilized:TheAmericanNation,Chapters7‐8;andCourtCaseBriefsfromAStudent’sGuidetotheSupremeCourt,byJohnJ.Patrick.
PrimarySources:t. Jefferson“FirebellintheNight”u. “Maine not to be Couple with the Missouri Question” Poem v. The Confessions of Nat Turner
w. José Maria Sanchez, reporting on Anglo‐Mexican Relations in Texas Before the Revolution
Themes:ID,POL,WOR,CUL
MajorTopics:GrowingpainsoftheNewRepublic;foreignrelationsbetweentheUnitedStatesandFranceandBritain;causesandcourseoftheWarof1812;political,social,andeconomicaftermathoftheWarof1812,includingthedeathoftheFederalistParty,theemergenceoftheSecondBankoftheUnitedStates,andtheconflictoverinternalimprovements;thecontestedelectionof1824andtheendoftheEraofGoodFeeling;tariffsandthespecterofnullification;majordecisionsoftheMarshallCourt;theMonroeDoctrineandthegrowthoftheUnitedStatesinregionalpolitics;andtheriseofimmigrationandnativism.
EssentialQuestions:WerethepoliciesoftheUnitedStatesgovernmentnewormerelyacontinuationofpoliciesalreadyinplace?Howdidtheaddition,andsettlement,ofsouthernandwesternlandscontributetothepoliticalstrugglethatresultedintheCivilWar?Towhatextentdidthecottonboomfundamentallytransformsouthernsociety,economicallyandculturally?Inwhatwayswastheemergenceofthefactoryeconomyofthenorthbeneficialtotheregionandthenation?Whatwerethenegativeaspectsoftheneweconomy?WhyisthisperiodoftenconsideredthegoldenageforAmericantransportation?
UnitActivities:Classdiscussionsonthetwo‐partypoliticalsystemandtheAmericanSystem.Mapskillsactivity:battlesoftheWarof1812.Debateonthecontestedelectionof1824.CourtCaseManiaactivity—eachstudentwillresearchonelandmarkcourtcaseandpresentabrieftotheclass.
AssignmentsandAssessments:Homeworkassignmentonvocabularytermslistedabove.In‐classfreeresponseessayononeoftheessentialquestionslistedabove.Multiplechoicetestcoveringthematerialinthetextbookandclassdiscussionsandactivities.
UNIT5:JACKSONIANDEMOCRACY(1828‐1840)
Textsandothermaterialsutilized:TheAmericanNation,Chapter9;DBQonJacksonianDemocracy;andexcerptsfromWebster’sdebateandJackson’sbankveto,ADocumentaryHistoryoftheUnitedStates.PrimarySources:
v. J.C.Nott–TypesofMankindw. CherokeeRemovalDocumentsx. Portionof“LettersofWyoming” y. Pro‐slavery(anti‐FreeLabor)
Themes:ID,WXT,POL,CUL
MajorTopics:Circumstancessurroundingtheelectionsof1824and1828;riseoftheJacksonianDemocraticparty,includingitsbeliefs,policies,andimportantmembers;andtheFourMainCrisesoftheAgeofJackson:theexpandingviewofdemocracy(spoilssystem,rotationinoffice),theNativeAmericanquestion(courtcasesandIndianremoval),thenullificationcrisis,andeconomicissuesoftheperiod(SecondBankoftheUnitedStatesandthePanicof1837).
EssentialQuestions:TowhatextentweretheJacksonianDemocratstrulytheguardiansoftheConstitution,politicaldemocracy,individualliberty,andequalityofeconomicopportunity?InwhatwaysdidAndrewJacksondifferfromhispredecessorsandinwhatwaysdidhecontinuethetraditions,orreflectthetraditionalvaluesoftheearlynationalperiod?TowhatextentdidTheJacksonianPeriodliveuptoitscharacterizationastheeraofthe"commonman”intermsofeconomicdevelopment,politics,
andexpansion.Inwhatwaysdidtheconflictsovernullificationandthebankpointtothelargersectional,economic,andpoliticaltensionsintheJacksonianage?UnitActivities:TheJacksonGame—simulationactivityrequiringstudentstoresearchpositions,writespeeches,ask/answerquestionsfromthepointofviewoftheircharacters,andcompleteaformalreflectiveessay.In‐classdocumentanalysisactivity:excerptfromDanielWebster’sdebatewithRobertHayne,andAndrewJackson’sbankveto.AssignmentsandAssessments:Homeworkassignmentvocabularytermslistedabove.In‐classDBQessayonJacksonianDemocracy—measuringthemasteryofmaterial,useofdocumentsinsupportingthesisstatement,sophisticationofargumentinresponsetotheprompt,andqualityofformalwriting.Multiplechoicetestcoveringthematerialinthetextbookandfromclassdiscussionsandactivities.UNIT6:REFORMERAPOLICIESANDPRACTICES(1800‐1850)Textsandothermaterialsutilized:TheAmericanNation,Chapter10;Douglass,Frederick,TheNarrativeoftheLifeofFrederickDouglassclassroomset;excerptsfromwritingsbyRalphWaldoEmersonandHenryDavidThoreau;andexcerptfrom“DeclarationofSentiments.”PrimarySources:
z. TemperancePamphletaa. JohnC.Calhoun,SlaveryaPositiveGoodbb. AntonioLopezdeSantaAnnaPresentsHisViewoftheBattleoftheAlamoofSan
Antonio
Themes:WXT,POL,CUL
MajorTopics:Trendsinimmigration,urbanization,industrialization;socialandculturalreactionstotheindustrialage,includingtheSecondGreatAwakening,utopianmovements,andreformers;reformmovementsinvolvingtreatmentofthepoor,theblind,thedeaf,theinsane,andcriminals;thetemperancemovement;reformmovementsinvolvingcivilrights,includingthestatusofslavesandwomen;andartisticandphilosophicalmovementsoftheage,includingtheHudsonRiverSchool,romanticauthors,andtranscendentalists.
EssentialQuestions:TowhatextentwerethereformandutopianmovementsareflectionofJacksonianideals,andtowhatextentweretheyareactiontothoseideals?Inwhatwaysdidthephilosophers,reformers,artists,andauthorsofthistimeperiodcontributetothedevelopmentofauniquelyAmericanidentity?Whatwerethelargersocialgoalsofthereformers,andtowhatextentweretheysuccessfulinachievingthese?Inwhatwayswerestridesmadebyadvocatesforabolitionism,temperance,andwomen’srights?Whichgroupmadethemostprogress?
UnitActivities:ClassdiscussionsontheSecondGreatAwakeningandutopiansocieties.ReformersChecklistGroupActivity.In‐classdocumentanalysisactivity:“DeclarationofSentiments”SenecaFallsConventionof1848.Historicalinterpretationslesson:WaltW.Rostow’sstagesofeconomicgrowth.
AfterreadingtheworkofhistoriansRichardHofstadterandRonaldG.Walters,studentsareaskedtowriteanessayagreeingordisagreeingwithHofstadter’sargumentsbyreferencingonereformmovementfromtheantebellumorprogressiveeras.
AssignmentsandAssessments:Homeworkassignmentonvocabularytermslistedabove.Take‐homeessayonthetranscendentalistmovement.ExcerptfromTheNarrativeoftheLifeofFrederickDouglass.Multiplechoicetest—multiplechoicewithacumulativeessayquestiondrawnfromoneoftheessentialquestionslistedabove.
UNIT7:WESTWARDEXPANSION(1819‐1850)
Textsandothermaterialsutilized:TheAmericanNation,Chapters11‐12;ReginaldHorseman,RaceandManifestDestiny,excerptfromthetextofCompromiseof1850;andJoaquinHerreraproclamation(1845),JamesPolkspeech(1846),andJohnSloatproclamation(1846).
Primary Sources:
a. Turner, Frederick J., author. “The Problem of the West.” Article.
b. Painting‐ American Progress
Treaty of Guadalupe Hidalgo
Lincoln’s Spots Resolutions
Wilmont Proviso
Themes:ID,PEO,POL,WOR
MajorTopics:Trendsinwestwardexpansion,specificallyindependenceinTexasandstatehoodissuesinvolvingslavery;lifeonthetrail;OregonandCalifornia;bordercrisisinvolvingMexicoandtheMexicanWar;andnegotiationoftheTreatyofGuadalupe‐HidalgoandshiftingpowerstructureinNorthAmerica.
EssentialQuestions:WhateffectdidJohnTyler’spresidencyhaveuponthesectionaltensionsoftheera?WhatmotivatedsettlerstocometoTexasinthe1820sand1830s?HowdidthesemotivescontributetotheconflictthatledtoTexanindependence?WhatweretheissuesinthedebateovertheadmissionofTexastotheUnion?HowdidthegoldrushandtheestablishmentoftheOregonTrailcontributetomanifestdestinyandthegrowingsectionalcrisis?
UnitActivities:ClassdiscussionsonTexasindependence,theWilmotProviso,andtheCompromiseof1850.AfterlookingatAPeople’sHistoryoftheUnitedStates,thetextbook,ReginaldHorseman’sRaceandManifestDestiny,andspeeches/proclamationsofleaders(Herrera,Polk,Sloat)atthetime,studentshaveaclassroomdebateonthequestion,"WastheMexican
Warajustifiedactofselfdefenseoranunjustifiedactofimperialism,andaretherecomparisonstothepresentwarsinIraqandAfghanistan?”
AssignmentsandAssessments:Homeworkassignmentonvocabularytermslistedabove.Multiplechoicetest,includingmapsoftheMexicanWar.In‐classDBQonManifestDestiny.StudentswriteessayontheCompromiseof1850.
UNIT8:COMINGOFTHECIVILWAR(1830‐1860)
Textsandothermaterialsutilized:TheAmericanNation,Chapter13;excerptfromtheDredScottDecision,DivisionepisodeofAmericatheStoryofUs.
More Primary sources:
a. Personal Letters from Abraham Lincoln
b. Dred Scott Decision
c. Lincoln‐Douglas Debates
Themes:ID,WXT,PEO,POL,CUL
MajorTopics:EffectsoftheMexicanWarintermsoflandacquisition,slavery,economics,andpolitics;TheFourHorsemenoftheAmericanApocalypse,includingUncleTom'sCabin,theKansas‐NebraskaAct,theDredScottDecision,andJohnBrown'sRaid;andtheSecessionCrisis.
EssentialQuestions:Inwhatwaysdidthedebatesoverimmigrationandexpansionmerelymasktheconflictoverslavery?Atwhatpointdidsecessionbecomeinevitable?ProvidesupportingevidenceforwhyyoubelievetheCivilWarcouldhavebeenavoidedbeforethatpoint—ornot.Towhatextentdidthe“FourHorsemenoftheAmericanApocalypse”thatwediscussedinclasscontributetothegrowingdivisioninthecountry?
UnitActivities:ClassdiscussionsontheeffectofUncleTom’sCabinandJohnBrown’sraidatHarpersFerry.DocumentanalysisoftheDredScottDecision.SimulationoftheLincoln‐Douglasdebates.
AssignmentsandAssessments:Homeworkassignmentonvocabularytermslistedabove.In‐classessayontheFourHorsemenoftheAmericanApocalypse.Multiplechoicetestandtake‐homeessayontheconstitutionalityofsecession.
UNIT9:ERAOFTHECIVILWAR(1858‐1865)
Textsandothermaterialsutilized:TheAmericanNation,Chapter14;“TheGettysburgAddress”and“SecondInauguralAddress;”andhistoricalinterpretationslessondrawnfromHughTulloch’sTheDebateontheAmericanCivilWarEraandJamesMcPherson’sBattleCryofFreedom.
Themes:ID,POL,WOR,ENV,CUL
MajorTopics:Outbreakofthemilitaryconflictbetweennorthandsouth,andthecourseofthewar;political,diplomatic,socialandeconomicconsequencesofthewar,northandsouth;religionandtheabolitionistcause;theEmancipationProclamationanditseffectsonthewareffortandtheslavepopulation;andgeneralsandleadershipduringthecrisis,northandsouth.
EssentialQuestions:Towhatextentwerethemilitaryfortunesofthenorthandsouthshapedbytheirgeneralsandthepoliticalfortunesshapedbytheleaders?InwhatwaysandtowhatextentdidthenatureofwarfarechangeasaresultoftheCivilWar?Whoaretheheroesofthistimeperiodandwhatmakesthemso?WasitinevitablethattheSouthwouldlosetheCivilWar?Whyorwhynot?
UnitActivities:ClassdiscussionsonUnionandConfederategenerals,wartimediplomacy,andturningpointsinthewar.StudentledsimulationofajointpressconferencewithPresidentsLincolnandDavis,June30,1863.Debateoncivillibertiesduringwartime.Documentanalysisactivity:theGettysburgAddressandLincoln’sSecondInauguralAddress.Historicalinterpretationslesson:economic,political,andideologicalinterpretationsofthecausesandeffectsoftheCivilWar.StudentsanalyzethefactorsthatledtoAbrahamLincoln’sissuanceoftheEmancipationProclamationanditsresultingimpactsontheUnion’swareffort.
AssignmentsandAssessments:Homeworkassignmentonvocabularytermslistedabove.Take‐homeessay:newspaperarticlecoveringthepressconference.In‐classfreeresponsequestiononhistoricalinterpretations:studentschooseanddefendoneinterpretationoftheCivilWar.MultiplechoicetestwithanessayquestiondrawnfromthelistofessentialquestionsandmapsoftheCivilWar.UNIT10:RECONSTRUCTION(1865‐1877)Textsandothermaterialsutilized:TheAmericanNation,Chapter15,andAmendmentXIVoftheUnitedStatesConstitution.Themes:ID,POL,CUL
PrimarySources:
ThaddeusStevensSpeechDecember18,1865
Re‐Construction,oraWhiteMan’sGovernment,CurrierandIvesCartoon
FrederickDouglass,“Reconstruction”,AtlanticMonthly,December1866
ReportoftheJointCommitteeonReconstruction,June20,1866
FourteenthAmendmenttotheU.S.Constitution
MajorTopics:CompetingmodelsforReconstruction:Presidential,Congressional,andWhiteSouthern;theassassinationofPresidentLincolnanditsimplicationsforReconstructionandthepoliciesofAndrewJohnson;militaryoccupationofthesouth,theemergenceofblackrepublicangovernments;impeachmentofAndrewJohnson;RadicalizationofReconstruction;13th,14thand15thAmendments,whiteresistance,theKKKandthespiralofviolence;andreadmittingsouthernstates,theGrantscandals,therestorationofconservativewhitegovernments,andthegradualdenialofblackrightsintheSouth.
EssentialQuestions:TowhatextentdidtheassassinationofAbrahamLincolncontributetomoreharshReconstructionpolicies?TracethewaysinwhichCongressattemptedtosecurerightsforfreedslavesandthestepssouthernstatestooktoobstructCongressionalactions.InwhatwaysdidtheimpeachmentofAndrewJohnsonrevealthefaultlinesofAmericanpoliticsintheyearsfollowingtheCivilWar?HowdidthescandalsoftheGrantAdministrationunderminethegoalsofReconstruction?TowhatextentwasCongressionalReconstructionasuccess?
UnitActivities:ClassdiscussionsoftheReconstructionActs,andonArthurSchlesinger’sscaleofpresidentialgreatnessasitappliestoJohnsonandGrant.SimulationoftheImpeachmentofAndrewJohnson.Documentanalysisactivity:AmendmentXIV.
AssignmentsandAssessments:Homeworkassignmentonvocabularytermslistedabove.OnlinemessageboardpostingongoalsandaccomplishmentsofReconstruction.Readingquizonmajortopicsinthechapterandamultiplechoicetestonthe1870s.
UNIT11:WESTWARDEXPANSIONANDINDUSTRIALIZATION(1880‐1900)
Textsandothermaterialsutilized:TheAmericanNation,Chapters16‐17;andexcerptfromAndrewCarnegie’s“Wealth.”CitiesepisodeofAmericatheStoryofUs.
Primary Sources:
Treaty of Guadalupe Hidalgo
Petition of Amelia Bloomer Regarding Suffrage in the West
Homestead Act of 1862
Themes:ID,WXT,PEO,POL,CUL,ENV
MajorTopics:Socialandeconomiceffectsofpost‐bellumindustrializationintheNorthandtheSouth;theexpandingeconomicpoweroftheUnitedStatesintheworldeconomy;impactofanunregulatedeconomyonthedevelopmentofheavyindustryandtheemergenceofbusinesstycoons;casestudiesonRockefeller,Carnegie,Morgan,andVanderbilt;earlyattemptstoreininbigbusinessbythegovernmentatthestateandfederallevels;westwardexpansionasseeninthecontextoftherailroadindustryandemergingeconomicinterests;conflictsbetweenNativeAmericansandsettlers,ranchers,miners;andmilitaryconflictswithNativeAmericans.
EssentialQuestions:Towhatextentis“TheGildedAge”anaptdescriptionofthetimeperiod?InwhatwaysdidthecourtsundermineReconstructioneffortstobringaboutracialequality?TracetheriseofAmericanindustrialization.WhatfactorscontributedtoAmericanindustrializationinthelate19thCentury?
FRQ:TowhatextentwasthepolicyoftheUnitedStatestowardNativeAmericansacontinuationofanearlypolicy,andtowhatextentwasitnew?
UnitActivities:ClassdiscussionsonMaterialism,Marxism,andtheIndianWars.Mapskillsexercise:NativeAmericansoftheGreatPlains.Student‐ledroundtabledebateonthesocialeffectsofwestwardexpansionandindustrialization.Documentanalysisactivity,“Wealth”byAndrewCarnegie.
AssignmentsandAssessments:HomeworkassignmentontopicslistedaboveandmessageboardpostingonthegoodandnegativesidesofRockefeller,CarnegieandMorgan.Multiplechoicetest,includingatake‐homefreeresponseessayon"Rockefeller,CarnegieandMorgan:RobberBaronsorIndustrialStatesmen.”
UNIT12:THEGILDEDAGE(1880‐1900)
Textsandothermaterialsutilized:TheAmericanNation,Chapters18‐19;GildedAgeDBQ;and
excerptfromWilliamJ.Bryan’s“CrossofGold”speech
Themes:WXT,PEO,POL,WOR,ENV,CULPrimary Sources:
Bryan’s Cross of Gold Speech
Photographs of Lewis Hine: Documentation of Child Labor
MajorTopics:Industrialization,urbanization,andculturaltransformations;domesticandglobalchallengesandthecreationofmassculture;culturaleffectsofderegulation,industrialization,andwestwardexpansion;urbanizationandthecompetingidealsofcityandrurallifeinAmerica;immigration,minorityrights,andarigidclasssystem;corruptionandmachinepoliticsinstateandlocalgovernments;theriseofagrariandiscontentandthePopulistresponse;andcompetingargumentsabouttheproperroleofgovernmentinthisera,leadingtoanintroductionofProgressiveideals.
EssentialQuestions:Towhatextentdidstate/federalgovernmentsattempttoregulatebigbusinessduringthelastquarterofthenineteenthcentury?InwhatwaysdidreformmovementsandorganizationsattempttosolvethesocialproblemsfacingU.S.society?Towhatextentwassociety“reformed”bytheseefforts?UnitActivities:Classdiscussionsontrendsinimmigration,industrializationandtheSocialGospel.In‐classdebateontheproperroleofgovernmentduringthisera.In‐classdocumentanalysisactivity:Bryan’s“CrossofGold”speech.Historicalinterpretationslesson:WaltW.Rostow’sstagesofeconomicdevelopment.
AssignmentsandAssessments:Homeworkassignmentonvocabularytermslistedabove.DBQ:TheFederalGovernment&LaissezFaire.Multiplechoicetest.DBQ:ThePopulists
UNIT13:THEPROGRESSIVEERA(1890‐1920)
Textsandothermaterialsutilized:TheAmericanNation,Chapters20‐21;U.S.censusandimmigrationchartsfrom1890,1900,1910,1920;LewisHinesandJacobRiisphotos;JaneAddamsstatementonreform;andmapsofurbangrowth.Primary Sources:
Majority Opinion in Plessy V. Ferguson
Platform Adopted by National Negro Committee 1909
NAACP Charts its Future‐ 1919
W.E.B. Du Bois “Of Mr. Booker T. Washington and Others” speech 1903
Atlanta Compromise
Number of Immigrants to the U.S. per Decade (1820‐1990)
Themes:ID,WXT,POL,CUL
MajorTopics:Progressivismdefined,goalsofProgressivism,andtypesofProgressives;muckrakers,socialreform,andtheuseofthemediatoachievesocial,economic,andpoliticalgoals;radicalmovements,theIWWandSocialistParty,thechangingroleingovernment(includingstateandlocal);roleofPresidentsRoosevelt,Taft,andWilsoninpromotingProgressiveagendasatthefederallevel;andsuccessesandfailuresoftheProgressiveEra.
EssentialQuestions:Whatweretherootcausesoftheprogressivemovement?Whydidthemovementflourishinthenorthandwest,butlacksupportinthesouth?Towhatextentdidstateandlocalgovernmentsinfluencethemovementatthenationallevel?IsitaccuratetodescribeRoosevelt,Taft,andWilsonasprogressives?Whowasthemostprogressiveandwhy?Theleast?Weretheconditionsoffarmers,thepoor,women,andAfrican‐AmericansimprovedbyprogressivereformsfromtheElectionof1896totheoutbreakofWorldWarI?
StudentsusedocumentsmadebytheSocialistLaborParty,EmmaGoldman,andtheIWWandmakeanargumentforthevalidityoftheradicalideasandmovementsthatcameoutoftheindustrialage.
StudentsusematerialfromcensusdataaboutimmigrationtomakepresentationsondifferentethnicandnationalgroupsandthecreationoftheImmigrationAct1924.UnitActivities:ClassdiscussionsontheroleofmuckrakersandonthirdpartycandidaciesintheProgressiveEra.In‐classdebatefocusingonthestrengthsandweaknessesoftheProgressivemindset,aswellasthesuccessesandfailuresofProgressiveprograms.In‐classdocumentanalysis:excerptsfromTheJunglebyUptonSinclairandTheHistoryoftheStandardOilCompanybyIdaTarbell.AssignmentsandAssessments:Homeworkassignmentonvocabularytermslistedabove.Formalessayonthecontentdiscussedinthedebates.Multiplechoicetest,includingafreeresponseessayquestiononindustrialization.
UNIT14:FROMISOLATIONTOIMPERIALISM(1890‐1914)[CR2]
Textsandothermaterialsutilized:TheAmericanNation,Chapter22;DBQonImperialism;anddocument:“TheRooseveltCorollary.”
PrimarySources:
RooseveltCorollary
ExcerptfromMahan,InfluenceofSeaPower
Anti‐ImperialistLeaguespeeches
PoliticalCartoons
Themes:ID,POL,WOR
MajorTopics:Industrialization,urbanization,andculturaltransformation;domesticandglobalchallengesandthecreationofmassculture;earlyexpansionism,fromYoungAmericatotheChileanandVenezuelanconflicts;Mahan,CoalingStations,thebuildingoftheUnitedStatesnavy,andinitialimperialisticefforts,includingHawaii;AmericaninvolvementandinfluenceintheSpanish‐AmericanWar,theFilipinoInsurrection,andthePanamanianCrisis;Mexico,Americaninvolvement,theTampicoIncident,andPanchoVilla;andnon‐interventioninEuropeanaffairsattheoutbreakofthefirstWorldWar.
EssentialQuestions:TowhatextentdidthedomesticandinternationalpoliciesofTheodoreRooseveltreflectthevaluesofhisera?Whatwerethecauses,course,andeffectsoftheSpanish‐AmericanWar?Whatwerethechiefargumentsoftheimperialistsandanti‐imperialists;whatwastheparticularsignificanceoftheRooseveltcorollary?HowdidtheAmericaninterestinthedevelopmentofacanalinPanamaevolve?
UnitActivities:StudentsengageinclassdebateanalyzingtheextenttowhichtheSpanish‐AmericanWarwasaturningpointinthehistoryofU.S.foreignrelations.ClassdiscussiononthediplomacysurroundingstatusoftheCanalZone,thebuildingoftheCanal,andonthePhilippineInsurrection.SimulationontheOpenDoorPolicy.Debateonthecauses,effects,andrelativemeritsofimperialism.Documentanalysis:theRooseveltCorollary.
AssignmentsandAssessments:Homeworkassignmentonvocabularytermslistedabove.Take‐homedocumentbasedquestiononAmericanimperialism.Multiplechoicetestwithshortanswerresponses.Mapskillstake‐homeassignment:theAmericansphereofinfluenceafter1898.DBQ‐TheTreatyofParisof1899.
UNIT15:WORLDWARIANDITSAFTERMATH(1914‐1932)
Textsandothermaterialsutilized:TheAmericanNation,Chapter23;SchenckcasebriefhandoutfromTheSupremeCourtoftheUnitedStates,AStudentCompanion;andexcerptfrom“TheFourteenPoints.”Primary Sources:
Zimmermann Telegram
Treaty of Versailles
Sow the Seeds of Victory!
Posters from the Food Administration During World War I
Themes:WXT,PEO,POL,WOR,CUL
MajorTopics:Domesticandglobalchallengesandthecreationofmassculture;initialoppositiontoAmericaninvolvementintheFirstWorldWar;theLusitania,theSussexPledge,theZimmermanTelegram,andunrestrictedsubmarinewarfare;thecourseofthewar,beforeandafterAmericaninvolvement;CivilRightsforAmericansduringandafterthewar;theTreatyofVersaillesandtheSenatefightoverratificationandtheLeagueofNations;WarrenG.Harding,Normalcy,andtheendoftheProgressiveEra;andsocial,political,economic,andculturaltrendsduringthe1920s.
EssentialQuestions:InwhatwayswereAmericanrelationswithMexicoademonstrationoftheUnitedStatesasthedominantpowerinthehemisphere?Howdidregionalrelationsevolveduringthisperiod?Whatweretheeventsandpoliciesthatculminatedinthedecisiontogotowarin1917?AssessWoodrowWilsonintermsofhiswartimeleadershipandhisvisionforapostwarworld.InwhatwaysweretheLeaguefightandtheRedScareemblematicoftheshiftinAmerica’sworldviewintheyearsfollowingtheGreatWar?WerethemajorsocialissuesandconflictsoftheTwentiesuniquelymodern,orweretheymerelycontinuationsofearlierissuesandconflicts?Towhatextentisthefollowingstatementvalid:“TheTwentieswerethenewGildedAge.”TowhatextentdidthewritersandartistsoftheTwentiesreflectandchallengetraditionalAmericanvalues?
UnitActivities:ClassdiscussionsonAmericandiplomacybefore,during,andafterWorldWarI,theroleofthenationalgovernmentduringthe1920s,andtheSchenckv.U.S.decision.SimulationactivityontheratificationoftheTreatyofVersailles.Documentanalysisactivity:WoodrowWilson’sFourteenPoints.
AssignmentsandAssessments:Homeworkassignmentonvocabularytermslistedabove.Take‐homeessay:positionpaperrulingontheSchenckcase.OnlinemessageboardpostingonNormalcy,drawnfromoneoftheessentialquestionslistedabove.Multiplechoicetestwithseveralshortanswerquestions.
UNIT16:THEGREATDEPRESSIONANDTHENEWDEAL(1929‐1941)Textsandothermaterialsutilized:TheAmericanNation,Chapter26;DBQontheNewDeal;andStudsTerkel’sHardTimes
PrimarySources:
WPAslavenarratives
DorotheaLangePhotographs
FDR'sFirstInauguralAddress
FDR'sFiresideChatonthePurposesandFoundationsoftheRecoveryProgram
Themes:ID,WXT,POL,CUL,ENV
MajorTopics:EconomictrendsinthewakeoftheFirstWorldWar,andthecollapseoftheworldeconomy;theStockMarketCrash,cropfailures,andthecollapseofthebankingindustryby1932;theBonusArmy,Hoovervilles,andthesocialcrisissurroundingtheelectionof1932;FDR,HundredDays,theFirstandSecondNewDeals,andtherecastingoftheroleofgovernment;courtchallengestotheNewDealprograms,andotherdissentingvoices,includingeconomicandreligiouscritics;theoveralleffectsoftheNewDealprogramsontheeconomy,politics,andthepopularunderstandingoftheroleofgovernmentinAmericansociety.
EssentialQuestions:WhatweretheunderlyingcausesoftheGreatDepressionandtheinitialattemptsbytheHooveradministrationtomitigateitseffects?TowhatextentdidthereformsoftheNewDealtrulytransformtheroleofgovernment,andtowhatextentdidtheymerelybuilduponanearlierfoundation?WhatwastheevolutionoftheconflictbetweenFDRandtheSupremeCourtfromthebeginningofhisfirsttermtothebeginningoftheSecondWorldWar?WhatwerethemajorargumentsmadebyNewDealcritics?TowhatextentdidAmericansacceptandapproveofthechangeswroughtbyNewDealpoliciesandlegislation?HowdidFDRreconcilehisownbeliefsaboutinterventionwiththeisolationistmoodofthecountryatthetime?
UnitActivities:ClassdiscussionsontheoriginsoftheGreatDepression,ontheHundredDays,andonNewDealcritics.Student‐directedrole‐playingactivityabouttheCourtPackingPlan.Documentanalysisactivity:ImagesoftheGreatDepressionandtheNewDeal.UsingtheSOAPSTonehandout,studentsanalyzeandcontrastoralhistoriesfromtheGreatDepression,suchasStudsTerkel’sHardTimesandtheWPAslavenarratives.AssignmentsandAssessments:Homeworkassignmentonvocabularytermslistedabove.In‐classdocumentbasedquestionontheNewDeal.Multiplechoicetest,withanessayquestiondrawnfromtheessentialquestionslistedabove.
UNIT17:AMERICAANDTHESECONDWORLDWARTextsandothermaterialsutilized:TheAmericanNation,Chapter27;excerptfrom“TheFourFreedoms,”ADocumentaryHistoryoftheUnitedStates;andhistoricalperspectiveslessondrawnfromTheSecondWorldWar:ACompleteHistory,byMartinGilbert.Primary Sources:
Executive Order 9066
Remarks of President Roosevelt and Her Majesty Wilhelminia, on the transfer of a ship under the Lend‐
Lease Act, August 6, 1942
The Atlantic Charter
Various Pieces of Propaganda
Themes:ID,WXT,PEO,POL,WOR
MajorTopics:Americanisolationisminthe1930s,theNeutralityActs,andtheslowdrifttowardinterventionby1941;PearlHarbor,involvementintheWar,mobilization,anditseffectsonAmerican
economy,society,andpolitics;civillibertiesduringthewar,especiallythestatusofJapaneseAmericans;thecourseofthewarinthePacificandinEurope,includingthedroppingoftheatomicbombandtheendofthewar;anddiplomacyduringthewar,fromtheAtlanticChartertothePotsdamConference.
EssentialQuestions:Citingleaders,battles,andotherevents,whatwerethehighpoints,lowpoints,andturningpointsofthewarinEurope?Citingleaders,battles,andevents,whatwerethehighpoints,lowpoints,andturningpointsofthewarinthePacific?Towhatextentcanthetwowarsbecomparedintermsof(a)treatmentofminorities,(b)opportunitiesforwomen,(c)civilliberties,and(d)plansforthepost‐warorder?Tracethecourseofdiplomaticrelationsbetweenalliesfromthebeginningofthewartotheend.Howdidthegoalsandstrategieschangeovertime?Whatweretheargumentsforandagainstdroppingtheatomicbombin1945?
UnitActivities:ClassdiscussionsonPearlHarbor,thetwofrontsofthewar,andwartimediplomacy.Debateonthedecisiontodroptheatomicbomb.Documentanalysisactivity:FourFreedoms.Mapskillslesson:EuropeanandPacificTheatersofWar.Historicalperspectiveslesson:JapaneseInternment.
AssignmentsandAssessments:Homeworkassignmentonvocabularytermslistedabove.Take‐homeessayonU.S.strategyanddiplomacyduringWWII.MultiplechoicetestonWWII.DBQ‐TheDecisiontoDroptheAtomicBombUNIT18:ORIGINSOFTHECOLDWAR(1945‐1968)[CR2]Textsandothermaterialsutilized:TheAmericanNation,Chapters28‐29;“TheSourcesofSovietConduct.”Primary Sources:
President Harry Truman, Address before a Joint Session of Congress, March 1947
Telegram from George Kenan
North Atlantic Treaty
John Foster Dulles,, Address before the Associated Press April 1957
Themes:WXT,POL,WOR,CUL
MajorTopics:Theemergenceoftwoopposingsuperpowers;containment,theMarshallPlan,NSC‐68,andthegrowingmilitaryandeconomicburdenoftheColdWar;initialconflictsinGreeceandTurkeyproducetheTrumanDoctrineasacornerstoneofU.S.foreignpolicy;divisionofKorea,theinvasionofthesouthin1950andthecourseoftheKoreanConflict;theroleoftheUnitedStatesinColdWarconflictsinEgypt,Hungary,FrenchIndochina,andCuba;andKennedyandtheColdWar:BayofPigs,Berlin,andtheSpaceRace.
EssentialQuestions:InwhatwayswastheMarshallPlananattempttoavoidthemistakesthathadbeenmadeaftertheTreatyofVersailles?TowhatextentdidrelationsbreakdownbetweentheUnitedStatesandtheSovietUnioninthewakeoftheSecondWorldWar?InwhatwaysdidthecontainmentpolicyandthefalloutfromtheChineseRevolutioncontributetothecultureoffearandconservatismduringthe1950s?InwhatwaysweretheBayofPigs,theSpaceRace,andtheCubanMissileCrisisrelated?
UnitActivities:ClassdiscussionsonthewarinKoreaandtheCubanMissileCrisis.TheMcCarthyProject:student‐directedsimulationactivityexaminingthefearandsuspicionduringtheRedScare.In‐classdocumentanalysis:excerptfrom“TheSourcesofSovietConduct,”byGeorgeKennan.StudentsworkinginsmallgroupscomparetheunderlyingcausesofWWI,WWII,andtheColdWarandmakeanargumentthatU.S.foreignpolicyinthe20thcenturydidordidnotpromotedemocraticgovernmentsaroundtheworld.
AssignmentsandAssessments:Homeworkassignmentonvocabularytermslistedabove.McCarthyProjectformalessay.UNIT19:COLDWARCULTUREANDSOCIETY(1950‐1970)Textsandothermaterialsutilized:TheAmericanNation,Chapters29‐30;excerptfrom“LetterfromBirminghamJail.”PrimarySources:LetterfromBirminghamJailTheCivilRightsActof1964TheVotingRightsActof1965Themes:ID,WXT,POL,CUL,ENVMajorTopics:Trendsinpopularmediaandcultureduringthe1950sand1960s;theRedScareanditsimpactonculturalconformity,andthebacklashagainstthatconformityduringthe1960s;themoderncivilrightsmovement,includingBrownv.Board,theMontgomeryBusBoycott,Sit‐Ins,theCivilRightsActandVotingRightsAct,Dr.MartinLutherKing,MalcolmX,HueyNewton,theBlackPanthers;civilrightsmovementsbyothergroups,includingwomen,NativeAmericans,andgays;post‐warreligioustrends;youthandfarmworkers;andbaby‐boomersandtheemergenceofanti‐institutionalism.EssentialQuestions:Whowerethegreatfiguresinpost‐warartandliterature?Specifically,whatdidtheirworksayaboutthepost‐warsocietyandvalues?Towhatextentwasthesexualrevolutionrevolutionary?Towhatextentwasitacontinuationofpastmovements?WhatwerethehighandlowpointsoftheCivilRightsMovement,from1954to1968,andtowhatextentwerethecivilrightsofAfricanAmericansextended?Howdidtheroleofstudentsevolveduringthisperiod?StudentscompareNAACPmaterialsfromthe1920sand1930sonlynchingandcivilrightswith1950scivilrightsmaterials.Studentsmustmakeapresentationonwhythereweredifferencesandsimilaritiestotheclass.
UnitActivities:Student‐directedroundtabledebateonthesubjectofthemoderncivilrightsmovement.In‐classdocumentanalysis:“LetterfromBirminghamJail.”Studentswriteanessaythatcomparesthewomen’smovementofthe1960swiththewomen’smovementattheturnofthe20thcentury.Studentsmustmakeanargumentaboutthenatureoftheideas,strategies,andaccomplishmentsofwomenfrombotheras.Weretheysimilarordifferent?AssignmentsandAssessments:Homeworkassignmentonvocabularytermslistedabove.Multiplechoicetest,includingseveralshortanswerquestionsaboutthesocialmovementsofthe1960s.UNIT20:THEVIETNAMWARANDITSAFTERMATH(1961‐1975)Textsandothermaterialsutilized:TheAmericanNation,Chapters29‐30;DBQonpost‐warAmerica;LyndonB.JohnsonandAmericanLiberalism;andAPeople’sHistoryoftheUnitedStates.
PrimaryDocuments:LetterfromHouseMinorityLeaderGeraldR.FordtoPresidentRichardM.Nixon
Giddeonv.Wainwright
Escobedov.Illinois
LetterfromKennedytoNgoDinhDiem
VietnamVeteransAgainsttheWarStatement
Themes:ID,PEO,POL,WOR,CUL
MajorTopics:DienBienPhu,HoChiMinh,theassassinationofDiem,andthegrowthofAmericaninvolvementinFrenchIndochina;theGulfofTonkinincidentandtheexpansionofAmericaninvolvementinthewar;thecourseofthewarfrom1964to1975,includingbombingcampaignsoftheNorth,theTetOffensive,theincursionintoCambodia,theParisPeaceAccords,andtheFallofSaigon;andAmericansupportforandoppositiontothewarinVietnam,anditseffectsonthepolitical,economic,andsocialsituationintheUnitedStatesduringthistime.
EssentialQuestions:InwhatwaysdidthewarinVietnamreflectthegeopoliticalstrugglesoftheColdWar?TowhatextentdidgrowingdiscontentwiththewarinfluencechangesinAmericanpolicybetween1968and1975?Howeffectivewerethetacticsusedbyopponentsofthewar?Towhatextentwasthecounterculturemovementdrivenbyoppositiontothewar,andtowhatextentwereothercontributingfactorsatwork?
UnitActivities:Classdiscussiononthecounterculturemovement,theCambodianIncursionandKentStatekillings.DebateontheGulfofTonkinResolution.Mapskillslesson:theTetOffensive.Inaneight‐pageessay,studentscomparetheinterpretationsofVietnaminLyndonB.JohnsonandAmericanLiberalismandAPeople’sHistoryoftheUnitedStates.Whatmadethesehistoriansseethesameeventsodifferently?
AssignmentsandAssessments:Homeworkassignmentonvocabularytermslistedabove.Take‐homedocumentbasedquestiononthepost‐WWIIperiod.Multiplechoicetest,includingin‐classessaydrawnfromtheessentialquestionslistedabove.
UNIT21:SOUNDBITESOCIETY(1970‐PRESENT)
Textsandothermaterialsutilized:TheAmericanNation,Chapters31‐32;“TheContractwithAmerica.”
Themes:ID,WXT,PEO,POL,WOR,ENV,CUL
MajorTopics:IncreasingprosperityandglobalresponsibilitiesafterWWII;globalizationandredefiningnationalidentity;creationoftheEnvironmentalProtectionAgency;Watergate,theresignationofPresidentNixon,andtheemergingdistrustofgovernment;expandingroleofthepopularmedia;modernreligionandpoliticalactivism;Reaganism:deregulation,increaseinmilitaryspending,andtheIran‐contrascandal;liberalismonthewane:theRepublicanRevolutionof1994,theImpeachmentofPresidentClinton;RodneyKingandAnitaHill;WelfareReformActof1996;theelectionof2000,terrorismandthewarsinAfghanistanandIraq,andemergingquestionsaboutcivillibertiesandtheroleofthefederalgovernmentduringatimeofcrisis.
EssentialQuestions:WhatwaysdidthevariousMiddleEasternconflictsfirstsymbolizeandlaterreplacethemajorconflictsoftheColdWar?TowhatextentweretheReagan/BushpresidenciessuccessfulinrollingbackreformsoftheNewDealandGreatSocietyandinreshapingtheroleofgovernment?TowhatextentwasAmericatransformedbysocietalchanges—fromtelevisiontoracerelationstoAIDSandcrackcocaine?HowdidtheroleofthePresidentchangeintheyearsfromtheWatergatescandalthroughtheterroristattacksofSeptember11th?
UnitActivities:ClassdiscussionsontheReaganRevolution,thecollapseofcommunism,andmodernimmigration.DebateonFord’spardonofNixon,andtheriseoftheNewRight.Documentanalysisactivity:ContractwithAmerica.UsingLisaMcGirr’sSuburbanWarriors,studentsmaptheideasandstrategiesoftheNewRightandcomparethismovementtoearliermoments(1880s,1920s,1950s)ofconservativeactivism.Whatvaluesremainedconstantoverthislongperiodoftime?
Studentswriteasixtoeight–pageessaythatexaminestheevolutionofideasandpoliciesrelatedtotheenvironmentfrom1900to1975.Theessaymustuseatleastsixsecondarysourcesandmakeanargumentaboutwhytheenvironmentbecameworthyofregulationby1970.
AssignmentsandAssessments:Homeworkassignmentonvocabularytermslistedabove.In‐classessayontheculturalmalaiseofthe1970sand1980s.Multiplechoicetest,includingtake‐homeessayfromessentialquestionslistedabove.war;trendsinimmigration;andthe2008election.