ap us history course syllabus: 2006-2007 - maherpages.net · ap us history course syllabus:...

AP US History Course Syllabus: 2006-2007

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General Course Objectives{,jJj�kAd�l�h/`ql�ot�I�.a�h/`�hi�ij�kpa��Yl�h/�E].��d�z/��j��peAdS`/jP��PkAh/�)oZevfpd:_yfqord�j�h[©• ª dxw�h/Ì��jr]U_yj�dY¤EÈhE�vord�eEÂd�hp�Ij�kAd��.aZ^/`pac�Parl�_�Àj«d��id�`MjP�Fz � d�h � ocd:_xÀevj]UdSÀeq�Ohp�p}vÀa<j=d�e��Aj8_yj�d��a��j�h/]=s3�V]�hAw§¬C�M]'h � d�_�`��Ud�j�j�ocdxwmdx`/j�j�hgj�kqd � ]Ud��'d�`/j«_��OeAd$�Ul�]'a<fqd�egfAsgj�kqd:�Yh�]Ud"� �E]P]FaZl��)o�pw�qj�_SÀeA_�]'eq�Ghi�A®�d��°¯yd�].�UdSs�_xÀevj�kAd ®�_yj�aZh/ì_�o)�¡d�`/j�dS]G��h/]G�3a��j�h/]�s�a1`�j�kqdg�il�kEhphqo��•

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Course Description of 35

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Ø _yj�d Â h/]=¤«©Assignments will be penalized one letter grade each day they are late and will not be acceptedmore than four days after they are due.

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US History I Honors Review(15 class periods)

Textbook Review: Boyer, Paul S. et al. The Enduring Vision: A History of the American People Chapters 2 through 16

Significant Assignments:1. Annotated Concept Connection Chart

Each student must complete a chart of at least 25 identifications from units of the US History I coursefrom last year. The identifications must be described in less than two sentences that include the detailsas well as the important of the ID. The 25 identifications must be drawn from at least seven differentunits.

Unit 1 When Worlds Collide: European Invasion of AmericaUnit 2 Colonial America in the 18th CenturyUnit 3 The Road to Revolution and War for IndependenceUnit 4 Forging A Nation: A New Order for the CenturiesUnit 5 The Young Republic; Federalist EraUnit 6 Jeffersonian AmericaUnit 7 Completing the Revolution: America Escapes from EuropeUnit 8 Freedom’s Ferment: America Comes of AgeUnit 9 The Culture and Market RevolutionUnit 10 The South and Slavery: The Peculiar InstitutionUnit 11 Conquering of a Continent: Manifest DestinyUnit 12 The Impending CrisisUnit 13 Ordeal of the Union: The Civil WarUnit 14 Reconstruction

Selected Assignments/Lessons

Comprehensive diagnostic exam

In class exercise and discussion

Students will complete an exam that includes material from the entiretyof the US History I – Honors course. Results from this exam willprovide the foundation for the pre-test review in April, 2007

Concepts and Connections

Class Discussion

Students will present their Annotated Concept Connection Chartand explanations for connections to the class. The connections will bereviewed by the class for validity.

US History I Review of 35

Unit 1 - Frontier and Factory(12 class periods)

Textbook Readings: Boyer, Paul S. et al. The Enduring Vision: A History of the American People Chapter 17: The Trans-Mississippi West, 1860-1900 Chapter 18: The Rise of Industrial America, 1865-1900Zinn, Howard, People’s History of the United States "Robber Barons and Rebels"

Significant Assignments:1. DBQ – Glided Age (To what extent and for what reasons did the federal government violate the

policies of Laissez Faire)Students will review the DBQ scoring method, then write the DBQ in-class under test conditions.Students will then participate in guided peer review.

Focus Questions1. William Seward said that the Civil War was an “irrepressible conflict.” Was this also true of the

conflict between white America and the Plains Indians? How could the situation have beenhandled differently?

2. What was the conflict between the farmers and the railroads? Why did the early state and federalefforts to regulate railroads fail?

3. Is Frederick Jackson Turner’s “frontier theses” correct? Do you see any evidence of it in theAmerican Character today?

4. Explain how the building of the nation's railroad network stimulated American industrializationand the growth of large corporations.

5. Discuss government attempts to stop the growth of trusts and monopolies in the late nineteenthcentury. Why were these efforts ineffective?

6. How would a conservative Social Darwinist view government’s role in terms of poverty and theexploitation of labor. How would the Social Darwinist justify such recommendations? Howwould a Social Darwinist view the AP program?

Identifications

• John M. Chivington and the Sand Creek Massacre • Sitting Bull• George Armstrong Custer • Chief Joseph• Chief Dull Knife • Carlisle Indian School• Helen Hunt Jackson, A Century of Dishonor • Dawes Severalty Act, 1887• Wounded Knee • Pacific Railroad Act, 1862• Homestead Act, 1862 • the Grange and the Granger Laws• Wabash v. Illinois, 1886 • Interstate Commerce Act, 1887• Frederick Jackson Turner's “frontier thesis” • Jay Gould• Interstate Commerce Act • J. Pierpont Morgan• Andrew Carnegie • John D. Rockefeller and Standard Oil

Unit 1 of 35

• Sherman Anti-Trust Act, 1890 • United States v. E. C. Knigbt Co.• Thomas A. Edison • National Labor Union • Terence V. Powderly and the Knights of Labor • Chinese Exclusion Act, 1882• Samuel Gompers • Railroad strikes of 1877• American Federation of Labor • Homestead strike, 1892• Haymarket Square bombing, 1886 • Eugene Debs• Pullman strike, 1894 • Lester Frank Ward• William Graham Sumner • Social Darwinism• Henry George, Progress and Poverty • Edward Bellamy, Looking Backward


Wrestling with the Angel

Teacher Presentation and Class Discussion: Introduction to the courseand historiography

Reading: “A Wrestler with the Angel” (Excerpt from Daniel Boorstin’sHidden History)

Bury my Heart at Wounded Knee

Teacher Presentation and Class Discussion

Review of the experience of the three main types of settlers of the west(cowboys, miners, and ranchers) and significant events in NativeAmerican History from the Fort Laramie Treaty, the Sioux Wars, theGhost Dance Movement and Wounded Knee.

Writing Skills Workshop Homework

Homework Assignment

Students review top ten writing mistakes from History Department ofSouthern Oregon University and participate in online forum discussionconcerning the mistakes that give them the most trouble.

(http://www.sou.edu/history/carney/writing.htm)

Strikes and Riot Chart and annotatedtimeline

In Class Exercise

Creation of an annotated timeline and concept map of the ten mostsignificant events and illustrate using Google Sketchup. Defend choicesin short essay.

Corporate Capitalism and the GildedAge


Review of significant economic developments from the CentennialExhibition in 1876 through the Election of 1896. Particular emphasis isfocused on the corporate models of Carnegie and Rockefeller and the development of the labor movement, strikes and financial crisis of 1873and 1893.

Readings:"How to Succeed in Life" - Andrew Carnegie

Unit 1 of 35

Howard Zinn "Robber Barons andRebels"

In Class discussion

Students review the role of perspective in history. Using excerpts fromthe preface from the book as a gauge, Zinn is assessed by his ownstandards.

Unit 1 of 35

Factors in the Growth of IndustrialAmerica

In Class Exercise

Students review list of factors for growth of industrial America, weightheir relative impact and create categorize to organize them. Studentsthen write a thesis statement that addresses the question: What accountsfor the emergence of the United States as the foremost industrial power inthe world by 1900?

Students then participate in online peer review discussion concerningthesis statements

Ethnic Cleansing at the Carlisle School

Homework Review and Class Discussion

Students review letters of founders, administrators, teachers, parents andstudents of the Carlisle school and participate in class discussion: Howdo we weigh the means and ends of the Carlisle School?

Primary Documents from: Cornel Making of America at CornelUniversity Library and American Memory at Library of Congress(http://moa.cit.cornell.edu/moa/)(http://memory.loc.gov/ammem/index.html)

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Unit 2- A Changing America(12 class periods)

Textbook Readings: Readings: Boyer, Paul S. et al. The Enduring Vision: A History of the American People

Chapter 19: Immigration, Urbanization, and the Transformation of Popular Culture and Everyday Life, 1860-1900

Significant Assignments:1. The Great Enigma Debate

Students role-play a significant thinker or writer of the late 19th century. After writing a 1,000essay outlining his contributions to the national discussion regarding the extreme difference inwealth, each student will make three minute statement at a round-table debate and direct twoquestions to other students. (examples of roles: Thorstein Veblen, Henry George, Frank Norris,Walter Rauschenbusch, Jane Addams, William Graham Sumner, Andrew Carnegie)

Focus Questions1. Explain the Victorian genteel tradition in the arts. Discuss the writers, painters, architects, and

social scientists who broke with it in the late nineteenth century.2. Between 1870 and 1900 nearly 11 million immigrants entered the United States. Discuss who

came, why they came, where they settled, how they fared, and the impact they had on urbanAmerica.

3. Discuss the rise of the urban political machines and bosses. Why did they emerge? What rolesdid they play? Who supported them and why? Who fought them and why?

4. Discuss the Victorian view of the role of women. How did the so-called new woman of the latenineteenth century challenge the Victorian ideal? Which women were the most affected by thenew-woman patterns? Which were least affected by the changes?

5. Discuss the varied responses of nineteenth-century middle-class reformers to urban ethnicdiversity, poverty, and crime.

Identifications• Jacob Riis, How the Other Half Lives • “old immigrants” and “new immigrants”• Castle Garden and Ellis Island • “dumbbell tenements”• Tammany Hall • “Big Jim” Pendergast• William Marcy Tweed • Thomas Nast• Charles Loring Brace • Charity Organization Society• Children's Aid Society • Jane Addams and Hull House• Washington Gladden • Aaron Montgomery Ward• Walter Rauschenbusch • Richard Warren Sears• Social Gospel • John Wanamaker• John Harvey Kellogg and Charles W. Post • Rowland H. Macy• F. W. Woolworth • Marshall Field• Charles W. Eliot • Scott Joplin and ragtime• Henry James • Stephen Crane and the naturalists• Frank Lloyd Wright • Women’s Christian Temperance Union

Unit 2 of 35


Living for the City


Review of images and photographs comparing the estates of Vanderbilt, Carnegie andRockefeller with the work of Jacob Riis. Students participate in an online discussionforum in which they must make a statement and reply to two other student’s comments.Students search the internet for pictures and data that show a similar contrast insocioeconomic classes today.

The Cult of Domesticityand the Reaction: TrueWomen and New Women

In Class Exercise and discussion

Essential QuestionWhat was life like for American middle- to upper-class women in the mid- to late-nineteenth century and early twentieth century?

After reviewing contemporary magazine and newspaper text and images (under categoriessuch as the home, literature, politics, children) students address the essential question in ateacher led discussion. Students then make posts participate in an online discussionregarding the essential question.

Material from: “House and Wife” from American Studies at the University of Virginia(http://xroads.virginia.edu/~MA02/rodriguez/GildedAge/Gilded%20Age%20Advice.html)

Everyday life in theGilded Age


Review of urban social life in the late 19th century. The immigrants experience in additionto the divergence of social classes with the advent of transportations systems anddepartment stores. In addition, disasters like the Great Chicago Fire and the San FranciscoEarthquake are described in terms of their effect on shaping the urban environment.

American LawmakersReact to Flood ofImmigrants in Late 1800s

Homework and class discussion

Student listen to an audiocast from "The Making of a Nation" - from the Voice of Americafor homework. In class, student groups outline similarities between the issue ofimmigration of the late 1800s and today.

Material from (http://www.voanews.com/specialenglish/archive/2005-10/2005-10-26-voa3.cfm)

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Unit 3 - Toward a New Society: The Progressive Era(12 class periods)

Textbook Readings: Boyer, Paul S. et al. The Enduring Vision: A History of the American People Chapter 20: Politics and Expansion in an Industrializing Age, 1877-1900 (not including Expansionist

Stirrings and War with Spain, 1878-1901) Chapter 21: The Progressive Era, 1900-1917Hofstadter, Richard The American Political Tradition and the men who made it Theodore Roosevelt: The Conservative as Progressive

Significant Assignments:1. Who Shot TR?

Using the attempt assassination of Roosevelt by John Schrank in 1912, students create aconspiracy theory behind Schrank, explaining who would have had the motivation to killRoosevelt. Students must write a 800 word essay explaining and proving their theory. Thesepapers are presented to the class with a PowerPoint presentation.

2. Du Bois vs Washington DBQStudents write the DBQ in-class under test conditions. Students will then participate in guidedpeer review.

Focus Questions:1. Describe the rise of Populism in the 1890s. How and why was the Populist party formed? What

did it hope to accomplish? Why did it fail to become a major party and gain control of thefederal government? Did it accomplish anything?

2. Discuss the election of 1896. Who were the candidates? What were the issues? What was theoutcome? Why was it an important watershed election?

3. The author of Chapter 22 states that “on the issue of racial justice,” the record of theProgressives was “generally dismal.” Do you agree with this statement? Why or why not?Support your position with as many relevant examples as possible of the actions of variousprogressives.

4. In Chapter 22 the author concludes that the “Progressive Era… shines forth as a time whenAmerican politics seriously began to confront the massive social upheaval wrought byindustrialization.” But progressivism also “had it’s repressive, illiberal, and coercivedimensions.” Do you agree or disagree with this assessment? Support your position with asmuch specific evidence as possible.

5. One historian has written this about progressive reform: “The Roosevelt Era … had been aperiod of beginnings, of a scattering of pioneer legislation … The Wilson Era, building on thisfoundation, was a period of sweeping achievement.” Do you agree with this statement? Why orwhy not? Support your position with as much specific evidence as possible.

Identifications• Rutherford B. Hayes • Greenback party• Carl Schurtz and the Civil Service Reform League • Pendleton Civil Service Act• Grover Cleveland • Mugwumps• Populist party • Poll tax, and literacy tests• Plessy v. Ferguson • William Jennings Bryan• William McKinley • Alfred T. Mahan, The Influence of Sea Power

upon History• Henry Cabot Lodge • Triangle Shirtwaist fire• International Ladies’ Garment Workers' Union • Payne-Aldrich Tariff

Unit 3 of 35

• Margaret Sanger and birth control • Eugene Debs and the Socialist Party of America• John Dewey • the muckrakers• Constitutional amendments of the Progressive Era:

sixteenth, seventeenth, eighteenth, nineteenth• Anti-Saloon League and Women’s Christian

Temperance Union• Booker T. Washington, Ida Wells-Barnett • W. E. B. Du Bois, and the Niagara Movement• Mary White Ovington, Oswald Garrison Villard,

and the NAACP• Carrie Chapman Catt and the National American

Woman Suffrage Association• Northern Securities Company case • Hepburn Act• Pure Food and Drug Act and Meat Inspection Act • Gifford Pinchot and the conservationists• John Muir, and the Sierra Club • William Haywood Industrial Workers of the World• Federal Reserve Act, Federal Reserve Board • Federal Trade Commission• Clayton Antitrust Act


Politics in the Gilded Age


Review of politics from the compromise of the 1876 election(the end of Reconstruction) through the election of 1896.

Populism as a Product of a Movement Culture


Student review primary documents (National Farmers andAlliance Association, Tom Watson, Omaha platform ofPopulist Party) to determines if this is a social or politicalmovement, if it looks to the past of the future and if is reformoriented or truly radical.

The Dark Side of the Rainbow


After viewing clips of the 1939 film “Wizard of Oz” whilelistening to Pink Floyd’s “Dark Side of the Moon” andintroducing the concept of unintended coincidence, studentstry to link excerpts from of Frank Baum’s original novel withconcepts and people from the Gilded Age and the populistmovement.

Based on the 1964 article in American Quarterly by HenryLittlefield's "The Wizard of Oz: Parable on Populism."

Theodore Roosevelt: Conservative asProgressive

In Class discussion

Review of Hofstadter’s writing style and thesis. How does heprove his point? Is he correct?

Essential Question: Does it take a conservative to dosomething liberal?

Political Party Platform Positions (1865-1919)

Homework Assignment

Students complete chart of parties’ position on: The CivilWar, tariff, foreign policy, spoils system, civil service reform,etc.

Unit 3 of 35

Unit 4 The Great War(12 class periods)

Textbook Readings: Boyer, Paul S. et al. The Enduring Vision: A History of the American People

Chapter 20: Politics and Expansion in an Industrializing Age, 1877-1900 - Expansionist Stirrings and War with Spain, 1878-1901 Chapter 22: Global Involvements and World War I, 1902-1920

Zinn, Howard, People’s History of the United States "The Empire and the People"

Significant Assignments:

1. DBQ – Was it the strength of the opposition or the ineptitude and stubbornness of Wilson thatled to the Senate’s rejection of the Treaty of Versailles

Students write the DBQ in-class under test conditions. Students will then participate in guidedpeer review.

2. Should the U.S. Annex the Philippines?Student review primary documents and categorize them into opinion and perspective sets. Material From: The Debate over the Philippines, 1898-1900, Roland Marchand, University ofCalifornia. (http://marchand.ucdavis.edu/lessons/philippines/philippines.html)

Focus Questions

1. In 1898 the United States declared war on Spain, although there seemed to be little provocation.Why did the majority of Americans and most government leaders favor war?

2. With the annexation of the Philippines, the United States for the first time imposed its rule on adistant people by military force. How can you account for this change in U.S. foreign policy?What pressures and groups led the nation in this imperialistic direction? Were therecountergroups trying to prevent this course? If so, why were they unsuccessful?

3. In what ways did U.S. policy in Asia and Latin America between 1900 and 1917 foreshadowU.S. intervention in World War 1?

4. In 1914 Woodrow Wilson, proclaimed U.S. neutrality and asked the American people to beneutral in thought as well as action. In April 1917 Wilson asked Congress to declare was onGermany. What brought about this turnabout in American policy toward World War I?

5. During World War I how did the U.S. government attempt to mobilize the economy, influencepublic opinion, and silence all dissent?

6. Woodrow Wilson wanted to draw up a liberal settlement at the end of the war that would ensurepeace and democracy for generations thereafter. What prevented the realization of his plans?

Unit 4 of 35

Identifications• Alfred t. Mahan, The Influence of Sea Power upon

History• Social Darwinism

• William Randolph Hearst, The Journal, andYellow Journalism

• Teller Amendment vs. Platt Agreement

• Emilio Aquinaldo • Anti-Imperialist League• Open Door Policy and Boxer Rebellion • Gentlemen's Agreement• Roosevelt Corollary • dollar diplomacy• General John J. Pershing • U-Boat• Lusitania • Jane Addams, Carrie Chapman Catt, and the

Woman's Peace party• Sussex threat and pledge • Zimmermann telegram• Bernard Baruch and the War Industries Board • Herbert Hoover and the Food Administration• American Expeditionary Force • George Creel and the Committee on Public

Information• Espionage and Sedition acts, 1917, 1918 • Schenck v. United States and the "clear and

present danger" doctrine• East St. Louis race riot, 1917; Chicago race riot,

1919• Wilson’s fourteen-point peace plan

• Treaty of Versailles and Covenant of the League ofNations

• Henry Cabot Lodge, reservationists andirreconcilables

• Red Scare, 1919-1920, and the Palmer raids •


Spanish American War Presentation – Rise ofAmerican Imperialism


US Entry into World War I – a documentarychronology

In Class Exercise and Discussion

Students review annotated timeline of hundreds of events beforeWorld War One and chose the ten most important to include onthe definitive timeline of US. involvement in World War I..Students then defend a hypothesis for U.S. entry into WorldWar I, supported by specific evidence.

Source Material from United States Entry into World War I: ADocumentary Chronology of World War I. EDSITEment,National Endowment for the Humanities (http://edsitement.neh.gov/view_lesson_plan.asp?id=474)

Unit 4 of 35

The Great War


Review of military strategy of World War I, the role of the USin the end of the War.

Reading:"Strike Against War" - speech by Helen Keller at Carnegie Hall(http://gos.sbc.edu/k/keller.html)

Unit 4 of 35

Inflammatory words in a Crowded Theatre: CivilRights in Wartime


Review of Clear and Present Danger in Schenck v. UnitedStates, Debs v. United States, Abrams v. United States

Reading:War Talk; Free speech in times of armed conflict By David M.Skover, Legal Times (http://www.law.uchicago.edu/news/stone_peri_legaltimes.html)

African-American Soldiers After World War I:Had Race Relations Changed?


Students review newspaper articles from the Ohio HistoricalSociety collection at the Library of Congress. You must findarticles that illustrate race relations and the African-Americanexperience before, during and after the war.

Source Material: The African-American Experience in Ohio,1850-1920 from American Memory at the Library of Congress

(http://memory.loc.gov/ammem/award97/ohshtml/aaeohome.ht)ml

Making the World Safe for Democracy? TheTreaty of Versailles

In Class Exercise

Student track their changing opinions as they review individualpieces of evidence regarding the rejection of the Treaty ofVersailles by the Senate in 1919.

Unit 4 of 35

Unit 5 - Boom to Bust in the Jazz Age(13 class periods)

Textbook Readings: Boyer, Paul S. et al. The Enduring Vision: A History of the American People

Chapter 23: The 1920s: Coping with Change


1. Channeling the 1920s : Is the Country Moving in the Right Direction?Students create characters (name, occupation, opinion) and summarize this information on a onePowerPoint slide. Each student must also submit an editorial (at least 400 words) written (in thefirst person) from the perspective of their character. The Editorial must present an opinion of asingle issue or group of issues.

2. DBQ – 1920s Students write the DBQ in-class under test conditions. Students will then participate in guidedpeer review.

Focus Questions1. What accounts for the economic growth and prosperity of the 1920s? Who benefited most from

that prosperity? Who did not share it and why?

2. Sharp social conflicts existed in American society in the 1920s. These conflicts produced fear,intolerance, and attempts to "purify" the country by legislation and coercion. What were some ofthe attempts of government and private groups to bring back a more traditional and homogenousAmerica?

3. The 1920s were a time of changing manners and morals and of cultural ferment. What were someof the changes that took place in popular culture and among artists and intellectuals?

Identifications• Henry Ford • the open shop and the “American Plan”• Teapot Dome and the other scandals of the

Harding administration• Fordney-McCumber (1922) and Smoot-Hawley

(1930) tariffs• Robert La Follette and the Progressive party • Alice Paul and the National Woman's party• Charles A. Lindbergh • F. Scott Fitzgerald• Sinclair Lewis • Ernest Hemingway• George Gershwin • Harlem Renaissance• the Immigration Acts • Sacco and Vanzetti• Marcus Garvey and the Universal Negro

Improvement Association• John T. Scopes and the “monkey trial”

• Volstead Act, “wets,” and “drys” • Alfred E. Smith versus Herbert Hoover

Unit 5 of 35


The 1920s: The Decade that Roared


Review of major social, economic and political events of the1920s. This presentation is also available in a webcastavailable on the course website

(http://www.maherpages.net/mrmaher/apus/apus_unit_5/cast_web_1920.htm)

Consumer Culture : from Innie to Outie


Student review advertisements to assess how the product isbeing sold and the social implications of advertising and impacton American culture

Source material from: History Teaching Institute at Ohio StateUniversity(http://hti.osu.edu/content/lessonplans/1920sconsumercult.cfm)and The Emergence of Advertising in America: 1850 – 1920 atDuke University (http://scriptorium.lib.duke.edu/eaa/index.html)

Is everything all right?

Homework assignment

Student listen to Frank Harris’ “Everything's Gonna Be AllRight!” (1926) and analyze lyrics to identify evidence ofchanging social norms of the 1920s

A Flapper's Appeal to Parents

Homework assignment

After reading an contemporary magazine article students createa chart comparing flapper women and youth of the 1920's. Onthe left side of the chart, list things the flapper woman wasbegging her parents for during the 1920's. On the right side ofthe chart, they list the things that they would request of theirparents in the 2000's. Highlight the things that are similarbetween your requests and the flapper's requests. Students mustdefine at least 5 details for each side of the chart.

Source material from:(http://faculty.pittstate.edu/~knichols/flapperappeal.html)

Unit 5 of 35

Unit 6 Depression and New Deal(13 class periods)


Chapter 24: The Great Depression and the New Deal, 1929-1939Causes of the Great Crash, John Kenneth Galbraith


1. 1930s – The Decade in MediaUsing materials available through the University of Virginia’s American Studies “America in the1930s” students create a media review including newspapers, magazines, posters, photographsand radio recordings that illustrate the experience for most Americans in the 1930s.

Focus Questions1. What was it about the issues and the personalities in the election of 1932 that made it a

“no-brainer”? What can candidates for president today learn from that election? 2. What were the basic purposes and programs of the First New Deal? Evaluate the

effectiveness of these programs. 3. Analyze the basic purposes and programs of the Second New Deal and discuss how they

differed from those of the First New Deal. 4. What were the political implications of Roosevelt’s overwhelming landslide in the

election 1936? How did that election affect Roosevelt’s presidency? Is there evidencethat FDR misjudged his mandate?

5. Describe the psychological impact of poverty and unemployment during the Depression. How did individuals and families respond to hardships? Do you think that generation’sexperience shapes how they view your generation?

6. Describe the role of mass culture (radio, music and movies) as a form of escapism duringthe Depression. How did films reflect the values or social problems of the era? Can youranswer to this question tell you anything about the role of mass culture today?

Identifications

• Reconstruction Finance Corporation • Bonus Marchers• Dust Bowl • Frances Perkins• Harold Ickes and the Public Works Administration • the Hundred Days• Civilian Conservation Corps • Federal Deposit Insurance Corporation• Federal Emergency Relief Act • Harry Hopkins• Tennessee Valley Authority • Agricultural Adjustment Acts, 1933, 1938• National Recovery Administration and Section 7a • Federal Securities Act and the Securities and

Exchange Commission• Southern Tenant Farmers' Union • “fireside chats”• Second New Deal • Charles E. Coughlin, Francis E. Townsend, and

Huey Long• Works Progress Administration • National Youth Administration• John Maynard Keynes and Keynesian economics • Resettlement and Farm Security administrations

Unit 6 of 35

• National Labor Relations (Wagner) Act • Social Security Act• Revenue Act of 1935 (“Soak the Rich” law) • National Housing Act, 1937• “Court-Packing” Plan • Fair Labor Standards Act, 1938• John L. Lewis • Committee for Industrial Organization, later

Congress of Industrial Organizations (CIO)• Walter Reuther, the United Automobile Workers,

and the sit-downs• Henry Ford, Harry Bennett, and the Battle of the

Overpass• Scottsboro boys • John Collier and the Indian Reorganization Act,

1934• Marx Brothers • Public Works Administration


Causes of the Great Crash, JohnKenneth Galbraith

In Class discussion

Essential Question: How are the forces that brought on the Depressionstill present in our economy today?

The Great Depression


Narrative review of the economic, political and social consequences ofthe Depression

Readings: Dear Mrs. Roosevelt (http://newdeal.feri.org/eleanor/)

Critics of the New Deal


Francis Townsend, Huey Long and the Supreme Court. Students reviewthreat of each and analyze Roosevelt’s reaction to each.

Alphabet Soup

In Class Exercise

Students complete chart of New Deal Agencies

Depression Documents Information andInference


Using documents from the College Board’s 2003 DBQ – (FDR’sresponse to the Depression), students analyze documents for informationand inferences. Results are then compared with the College Boardsofficial grading guideline which provides a comprehensive documentanalysis

Excel(ing) the Depression


Using Excel, students create spreadsheet and charts compiling data onbank suspensions, stock prices, unemployment, wholesale price indexand expenditures for new construction to test theories for the cause of theDepression and weigh the effectiveness of the New Deal. Student thenwrite a memorandum to Herbert Hoover in 1928 and Franklin Rooseveltin 1938.

Unit 6 of 35

Unit 7 - World War II(12 class periods)


Chapter 25: Americans and a World in Crisis, 1933–1945


1. DBQ – Atomic Bomb (Was it dropped as a diplomatic measure or simply to end the warquickly?)

Students write the DBQ in-class under test conditions. Students will then participate in guidedpeer review.

2. Death the Destroyer of Worlds: The Decision to Drop the Bomb

Focus Questions1. What was the strength of isolationist sentiment in the United States in from 1939 until

December of 1941? Did President Roosevelt lead the American people or follow them? Could he have done more to help the allies before the attack on Pearl Harbor?

2. Why did the Japanese attack Pearl Harbor? What did they hope to accomplish? 3. How well did the American military forces perform during the early years of the war?

What were the reasons for these successes or failures? How did the events overseas affectpublic opinion about the war at home?

4. How did World War II change American business, labor and government? 5. What were the effects of World War II on Mexican-Americans, African-Americans and

Japanese- Americans. Why were these effects different? 6. Discuss the effects of World War on women, marriage and the family. 7. Why did the United States drop atomic bombs on Hiroshima and Nagasaki? What

explanations have been offered? Do you feel the United States actions were justified?

Identifications• Good Neighbor Policy • Nye Committee Hearings • voyage of the St. Louis• fascism and Nazism • Francisco Franco, Spanish

Loyalists, and the Spanish CivilWar

• Nazi-Soviet Pact, 1939

• Benny Goodman, Count Basie,and Glenn Miller

• William Faulkner • Good Neighbor policy

• Benito Mussolini • Adolf Hitler, Mein Kampf • Munich Conference, 1938• Neutrality Acts of 1935, 1936,

1937• Kristallnacht, and the “final

solution”• Battle of Britain

• Henry L. Stimson • Henry Wallace • Wendell Wilkie• America First Committee • lend-lease • Atlantic Charter• Office of Price Administration

(OPA)• James F. Byrnes and the Office

of War Mobilization• Smith-Connally War Labor

Disputes Act• Manhattan Project and J.

Robert Oppenheimer• GI Bill of Rights • Operation Torch and Operation

Overlord• Battle of the Bulge • Battles of Coral Sea and

Midway• “Rosie the Riveter”

Unit 7 of 35

• Executive Order 8802 • Korematsu case (1944) • United Nations• the Second Front • Dwight D. Eisenhower and

Douglas MacArthur• Jiang Jieshi (Chiang Kai-shek)

versus Mao Zedong (Mao Tse-tung)

• Tehran Conference • Potsdam Conference • Yalta Conference


American War on the Home Front: Powers ofPersuasion - Poster Art of World War II


Students review posters to determine if they were intended toinstill patriotism, confidence, and a positive outlook, or whetherthey sought to ward off complacency with grim, unromanticvisions of war. Students attempt to determine the date of theposter based on its intent and the situation of the war at that time.

During this lesson students listen to period music including theAndrew Sisters “Shoo Shoo Shoo Baby” and Carson Williams“We’re Gonna have to slap that Dirty Little Jap”

From Infamy to Inferno


Review of military and diplomatic progress of events fromDecember 1941 through May of 1945.

Nisei Relocation and Internment


After review headlines and excerpts from articles appeared in TheLos Angeles Times between December 1941 and February 1942,students analyze the requirements of Japanese Interment and thereality of the “fourth column” Students then view excerpts fromthe PBS film, Rabbit in the Moon.

(http://www.pbs.org/pov/pov1999/rabbitinthemoon/index.html)

Letter from the Camps

Homework Assignment

Student review letters written by children in the JapaneseInterment camps and write a newspaper article describing thecamps. These articles are then exchanged with other studentsacting as government censors who must decide if they can bepublished.

Source matieral from the Japanese American National Museum(http://www.janm.org/exhibits/breed/title.htm)

America and the Holocaust

Film and Class Discussion

After viewing the PBS American Experience film “America andthe Holocaust” students will discuss the obligation of the UnitedStates in foreign affairs – would we have the same reaction today.Students then write a short essay regarding the role of thegovernment in shaping the news available to the public in WorldWar II

Unit 7 of 35

Unit 8 – American at Midcentury: The Cold War(14 class periods)


Chapter 26: Cold War America, 1945–1952Chapter 27: America at Midcentury, 1952-1960

Zinn, Howard, People’s History of the United States "A People’s War?"

Significant Assignment:1. The Cold War Debate - The Way we see it

The debate will focus on the origins and continuing tension of the Cold War. Who bearsresponsibility for the Cold War? Which nation was more antagonistic as it progressed? With thestudents in two groups, one from each side will focus on a major event of the Cold War andexplain how their particular side views the debate. Students then write 1500-2,000 wordexpository essay that explains the perspective of either the Soviet or American interpretation ofevents of the particular time period.

Focus Questions1. One historian has argued that President Truman was at least partially responsible for

McCarthyism and the popular obsession with communist subversion that gripped the UnitedStates in the late 1940s and 1950s. Discuss your reasons for either agreeing or disagreeing withthat change

2. Another historian has observed, “If the Truman years represent an era of progress, however,limited, in civil rights, [for black Americans], they represent an era of retrogression in civilliberties [free exercise of the rights guaranteed in the First Amendment].” Discuss the statementand support or refute it with specific evidence from Chapter 26.

3. What was the containment policy? How did the Truman administration implement it in Europeand Asia?

4. Who is more responsible for the start of the Cold War? What actions of the US or the USSRsupport your conclusion?

5. “Balance and moderation . . .characterized Eisenhower’s domestic record. But his middle-of-the-road policies pleased neither liberals nor conservatives.” Do you agree or disagree with thisstatement?

6. Why is the section of Chapter 27 dealing with American society and culture in the 1950s titled“Consensus and Conservatism.” Considering the major trends in American family life, religion,education, the arts, and entertainment during the fifties, is this an appropriate title?

Unit 8 of 35

Identifications• GI Bill of Rights (Servicemen's

Readjustment Act of 1944)• International Monetary Fund

and World Bank• Employment Act of 1946 and

the Council of EconomicAdvisers

• Yalta Declaration of LiberatedEurope

• George F. Kennan and thecontainment policy

• James F. Byrnes

• Winston Churchill's ironcurtain speech

• Atomic Energy Act and theAtomic Energy Commission

• Truman Doctrine

• George C. Marshall and theMarshall Plan

• Berlin blockade and airlift • North Atlantic TreatyOrganization and Warsaw Pact

• General Douglas MacArthur • National Security Council andNSC-68

• Edward Teller, J. RobertOppenheimer, and thehydrogen bomb

• Taft-Hartley Act • J. Strom Thurmond and theDixiecrats

• Henry A. Wallace and theProgressive party

• Thomas E. Dewey • House Un-American ActivitiesCommittee

• Federal Employee LoyaltyProgram

• Smith Act, Dennis v. UnitedStates

• Alger Hiss, WhittakerChambers, and Richard M.Nixon

• Ethel and Julius Rosenberg

• Joseph R. McCarthy andMcCarthyism

• Interstate Highway Act, 1956 • Adlai Stevenson

• “new conservatives” or radicalright

• Earl Warren • Brown v. Board of Educationof Topeka, 1954

• Little Rock High desegregationfight

• Civil Rights Acts of 1957 and1960

• John Foster Dulles and“brinksmanship”

• Third World • Allen Dulles, the CentralIntelligence Agency, and covertaction

• Ho Chi Minh, the Vietminh,and the National LiberationFront

• the “domino theory” in Asia • military-industrial complex • Rachel Carson, Silent Spring• George Meany, Walter

Reuther, and the AFL-CIO• baby boom • Rosa Parks, Martin Luther

King, Jr., and the Montgomerybus boycott

• Southern Christian LeadershipConference

• Elvis Presley and rock and roll • the Beats,

• Betty Friedan, The FeminineMystique

Unit 8 of 35


Eisenhower Siesta: Fifties Conformity from Korea toSputnik


Review of social and cultural history of the 1950s, withparticular emphasis on the baby boom, suburbia,conformity, the career of Kimmons Wilsona nd RayKroc and the growing discontent of the Beat Movement.

The Cold War


Review of the significant events of the Cold War fromthe Truman Doctrine, Marshall Plan and formation of theFederal Republic of Germany

The Math of the Berlin Airlift

Homework

Cross-curricular project with math teacher. Studentsdraft plans to supply a city of two million people witheverything they need to survive with C-54s. Studentsmust plan flight paths, determine cargo and loadingpatterns.

Atomic Cafe

Film In Class discussion

Students view independent film of collection of1950s/60s United States government issued propagandafilms designed to reassure Americans that the atomicbomb was not a threat to their safety. For homework,students write a short essay projecting the effectivenessof such propaganda today.

Cracks in the Foundation: Anti-Conformity in the 1950s

In Class discussion

Split into groups, one team of students read selections ofAllen Ginsberg, Jack Kerouac, Neil Cassady, and BettyFriedan and the other Ray Kroc, Kimmons Wilson,William Whyte's, David Riesman, to assess the opposingsocial forces of the 1950s.

Unit 8 of 35

Unit 9 - The Flowering of the American Century(15 class periods)


Chapter 28: The Liberal Era, 1960-1968 Chapter 29: A Time of Upheaval, 1968-1974

Zinn, Howard, People’s History of the United States “Or does it Explode?”

"The Impossible Victory: Vietnam"


1. Make your Own DBQStudent collect documents and draft question and create grading rubric for a Document BasedQuestion. Students then exchange questions for an in-class writing exercise

Focus Questions1. What were the real accomplishments and failures of John F. Kennedy’s thousand-day

presidency? How do these differ with the popular conception of JFK? What accounts for thedifference?

2. Discuss the developments of the 1960s civil-rights movement. What were its successes and itsfrustrations? How and why did it change?

3. Compare and contrast the United States in the 1950s and the 1960s. How do you account for thegreat differences between these two decades? What trends of the 1960s actually started in the1950s?

4. What are the differences between the reality of the 1960s and the popular conception of thedecade prevalent today?

5. What did Richard Nixon contribute to the success of the Republican party in the early 21stcentury?

6. Some historians claim that the outcome of Watergate proved the constitutional system worked.Others believe that it further eroded trust in government and the ability of presidents to leadeffectively. What is your interpretation of the outcome of Watergate and its impact on the UnitedStates?

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Identifications• Montgomery Bus Boycott • Emmitt Till • Autherine Lucy• Greensboro and other sit-ins,

1960-1961• Congress of Racial Equality

(CORE) • Student Non-Violent

Coordinating Committee• Freedom Riders • Civil Rights Act, 1964 • Mississippi Freedom Summer

Project, 1964• Voting Rights Act, 1965 • Malcolm X and the Black

Muslims• Stokely Carmichael, H. Rap

Brown, and Black Power• Southern Christian Leadership

Conference (SCLC)• Huey Newton, Bobby Seale, and

the Black Panthers• Kerner Commission

• César Chávez • National Organization forWomen (NOW)

• John F. Kennedy

• Peace Corps • Alliance for Progress • Bay of Pigs invasion • Cuban missile crisis • New Frontier • Rachel Carson, Silent Spring• Lyndon B. Johnson • Great Society • Economic Opportunity Act Job

Corps, VISTA, Head Start) andwar on poverty

• Barry Goldwater • Medicare and Medicaid • Immigration Act, 1965• National Endowments for the

Arts and the Humanities• Baker v. Carr • Miranda v. Arizona

• Gideon v. Wainwright • Mapp v. Ohio • Ralph Nader• Vietnam • Ngo Dinh Diem • National liberation Front

(Vietcong)• Gulf of Tonkin Resolution • Students for a Democratic

Society, the Port HuronStatement, and Tom Hayden

• Kent State

• Jackson State killings • Tet offensive • My Lai massacre• 1968 • Eugene McCarthy • Robert Kennedy• Hubert Humphrey • George Wallace • Chicago, 1968 - Mayor Richard

Daley versus the Yippies• Henry Kissinger • SALT I • Neil Armstrong and Apollo II• Richard Nixon • Daniel Ellsberg and the

Pentagon Papers• Spiro Agnew

• George McGovern • Committee to Reelect thePresident (CREEP)

• the White House “plumbers”and the Watergate break-in andcover-up

• Saturday Night Massacre • Gerald Ford

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Eyes on the Prize Documentary Excerpts

Film and Class Discussion

Students view the episode focusing on the Freedom Ridersand reflect on the effectiveness of non-violence and civildisobedience and its connections with Gandhi and Thoreau

Brown v. Ferguson

Homework Assignment and Class Discussion

Students read excepts from Supreme Court decisions tocompare and contrast the decision in Plessy v. Ferguson andBrown v. Board of Education

Civil Rights: Before and After Chart

Homework Assignment

Students complete chart summarizing the effects ofsignificant events in the history of civil rights with emphasison Brown v. Board, the Montgomery Bus boycott, theFreedom Riders, the Sit-ins, the Watts Riots, the CivilRights Act of 1964 and the Voting Rights Act of 1965

Martin Luther King, Jr. and Malcolm X: ACommon Solution: Eyes on the Same Prize?


Readings:Martin Luther King “Letter from a Birmingham Jail” (http://www.thekingcenter.org/prog/non/letter.html)Robert C. Weaver, "The Negro as an American"(http://www.vlib.us/amdocs/texts/weaver.html)Malcolm X “Letter to Whitney Young”(http://www.brothermalcolm.net/mxwords/letters/lettert)owhitney.html)

Invasion of Centaurs: The Age of Aquarius fromBerkley to Woodstock and Altamont


A Review of the social development of the countercultureand its connections with civil rights and the anti-warmovement. Significant focus on the drug culture, sexualrevolution and the means through which fashion and musicinfiltrated middle class culture

Pieces of American Pie

Homework Assignment

Students listen to and review lyrics of sets of reselectedsongs of the 1960s. Students must and determines whattrends were reflected by the songs, what the songs should benamed as a group and what other songs could be added tothe list.

An Irresistible Force and an Immoveable Object :The Vietnam War


Review of the military and political events and implicationsof the war Dien Bien Phu through 1975.

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Unit 10- Toward the Right and Toward the Future(10 class periods)


Chapter 29: A Time of Upheaval, 1968-1974 (The Crisis of the Presidency, pg 929-931) Chapter 30: Society, Politics, and World Events from Ford to Reagan, 1974-1989

Significant Assignments:1. What’s the Matter with Kansas?

Listen to podcast of Thomas Frank discussing his book What’s the Matter With Kansas? HowConservatives Won the Heart of America at an event hosted by the U.Va Center for Politics.Students must write a 500 word review of his description of the recent political atmosphere ofthe United States. They must also prepare a one minute summary of his presentation andparticipate in a round table discussion.

Focus Questions1. Some historians claim that the outcome of Watergate proved the constitutional system worked.

Others believe that it further eroded trust in government and the ability of presidents to leadeffectively. What is your interpretation of the outcome of Watergate and its impact on theUnited States?

2. What is meant by the term “Reagan Revolution”? What accounts for the appeal of RonaldReagan and his policies to the American electorate in the 1980s?

3. “The Iran-Contra Affair represented a far greater danger to our Constitution than Watergate”.Do you agree or disagree with this conclusion of a college paper written by Mr. Maher in 1988?

Identifications• Three Mile Island • Roe v. Wade• National Organization for Women (NOW) • Equal Rights Amendment• Jerry Falwell and the Moral Majority; Pat

Robertson and the Christian Coalition• Camp David Israeli-Egyptian Accords

• Iranian hostage crisis • political action committees (PACs)• Reaganomics • Sandinistas versus contras• Palestine Liberation Organization (PLO) • Strategic Defense Initiative (Star Wars)• Sandra Day O’ Connor • Walter Mondale and Geraldine Ferraro• Intifada and Middle East terrorist attacks • the Iran-contra scandal• Jesse Jackson and Michael Dukakis • Mikhail Gorbachev and Boris Yeltsin• General Manuel Noriega •

Unit 10 of 35


That Seventies Lecture


Review of the significant social, economic and politicaldevelopments from the election of Richard Nixon through theelection of Ronald Reagan.

Watergate

In Class Exercise and DiscussionStudents Review Justice Department MemorandumConsidering Indictment of Richard M. Nixon and determinewhich sections of the Condition applies to the crimes of Watergate

Source Material from: National Archives and RecordsAdministration(http://www.archives.gov/education/lessons/watergate-constitution/)

Morning in America: Sleepwalking ThroughHistory with Ronald Reagan


Reading: Ronald Reagan's First Inaugural Address(http://www.yale.edu/lawweb/avalon/presiden/inaug/reagan1.htm)

Iran-Contra Scandal


Review of events from the Boland Amendment and the Contras,through Beirut and TOWs to Iran. Can the Executive Branchoperate outside of the oversight of the Congress and even thechief executive?

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Unit 11- AP US History Review (10 class periods)


1. Student Created Review Packets & PodcastsGroups of students will focus on each of the units listed below. Each group much produce areview packet of identifications for the unit and a visual depiction of the data in the unit.Students must also produce a 12 minute audio cast to accompany the packet

When Worlds Collide: European Invasion of America

Colonial America in the 18th Century

The Road to Revolution and War for Independence

Forging A Nation: A New Order for the Centuries

The Young Republic; Federalist Era

Jeffersonian America

Completing the Revolution: America Escapes from Europe

Freedom’s Ferment: America Comes of Age

The Culture and Market Revolution

The South and Slavery: The Peculiar Institution

Conquering of a Continent: Manifest Destiny

The Impending Crisis

Ordeal of the Union: The Civil War

Reconstruction

Frontier and Factory

A Changing America

Toward a New Society: The Progressive Era

The Great War

Boom to Bust in the Jazz Age

Depression and New Deal

War II

America at Mid-century: The Cold War

Flowering of the American Century

Toward the Right and Toward the Future

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Unit 12- Project LifeCourse – End of Year Project(15 class periods)

The year end project is assigned immediately after the College Board AP in May, it iscompleted the last day of school the third week in June.

The project requires an in-depth analysis of the cyclical and generational interpretation ofhistory of Neil Howe and William Strauss. Students study the theory and act as advisors to aninvestment bank considering a hostile take-over of Strauss and Howe’s consulting business“Lifecourse Associates”.

Student General Instructions:

Kohlberg Kravis Roberts & Co. (KKR) is an investment bank that assembles funds from institutionaland wealthy investors to buy companies with the intent of improving them and then selling them for aprofit. The firm's website claims that KKR has completed "more than 150 transactions involving inexcess of $279 billion of total financing". Although they have 90 professionals dedicated to sourcing,analyzing, executing and managing investments, they know little of US History. That's where thescholars of AP US History come in.

KKR is reviewing a possible takeover target, (LifeCourse Associates), and they need your expertise inUnited States History to assess the historical theories upon which the business is based.

LifeCourse Associates (LCA) is a publishing, speaking, and consulting company founded on the theoryof history advanced by Neil Howe and William Strauss. They not only sell books, but provide providecompanies like Ford, Honda, Merrill Lynch and Walt Disney with marketing advice in the form ofpredictions of buying and living habits of the public.

The profits of LifeCourse Associates are based on a conception of history - if that conception is correct,LCA profits would be enormous - which explains the interest of KKR. However, if this theory is toogeneral or inaccurate, making a move on this company would be a complete waste.

Therefore your group will act as consultants to Kohlberg Kravis Roberts & Co. They need tounderstand the historical foundation upon which LifeCourse Associates is based, they must also figureout whether this theory is valid.

You are expected to create the products outlined below in a polished, professional manner. Adherenceto interim due dates in the creation of high quality presentations and well-documented, fully referencedand comprehensively researched reports are assumed.

Unit 12 of 35

Student Instructions for Main Project Products

I. Your first task is to provide a synopsis of the theories of history and generation of Neil Howe andWilliam Strauss in a stand-alone media product (video or narrated PowerPoint) that will not last longerthan 8 minutes. The representatives of our client do not have the time to listen to high school studentsmake presentations, they need a product that they can view when they have the opportunity.

II. Your second task is to provide a written report of not less than 2,500 and not more than 3,000 wordsthat explains a purchase recommendation for KKR.

III. Your third task is to present the written report to the class in rehearsal for the formal presentationto KKR.

Unit 12 of 35