Grade Eleven History and Social Science: Advanced Placement U.S. History

Grade 11 A.P. U.S. History Curriculum for Loudoun County Public Schools Ashburn, Virginia, 2016

This curriculum document for 11th Grade Social Science is organized to help teachers plan and carry out their instruction conceptually, so that students can see patterns and connections among and between ideas and points of information. In this document, each unit’s learning outcomes or objectives are listed first, followed by a conceptual mind map connecting the content. Following the mind map in each unit is a more linear and traditional textual outline with references to points of content that students must learn in AP U.S. History. Each section of the unit outline is framed by important conceptual questions that serve as a foundation for the teaching and learning of that section. All conceptual questions appear in italics. There are nine units in this A.P. curriculum. SOL connections are listed in red on the “Objectives” page for all units, but also appear in the branches of the mind maps. Since the College Board recently updated its AP US History curriculum to include key Themes, these are also listed in red on the “Objectives” pages. For this AP course in Loudoun County, Units I and II are meant to last a total of 5 weeks. Units III, IV, and V are meant to last a total of 13 weeks. Units VI, VII, VIII, and IX should last a total of 11 weeks. These time allocations parallel the proportionate attention given to these content topics by the College Board in their “acorn” book. The AP Exam will usually takes place at the end of the first week in May. We hope teachers find that the 11th Grade concepts contained and explained in this document serve as a productive mental framework for students and for themselves. This instructional layout and approach offers cognitive structures that are essential to the solid comprehension of our curriculum content.

http://americaincontext.files.wordpress.com/2008/01/roccosurrender.jpg

Social Science & Global Studies William F. Brazier, Supervisor Patricia Coggins, Specialist 571-252-1370

Content Cluster 1: Pre-Columbian Period to 1789

Suggested pacing recommendations for Units I and II: 5 weeks.

Grade 11 A.P. U.S. History Unit I: Invasion or Settlement? SOLs Included: VUS.1c,d,f,i; VUS.2; VUS.3

At the end of this unit, students will be able to: 1. Describe the earliest inhabitants of the Americas and their cultural beliefs. (Includes: VUS.2) 2. List and describe the European settlements in the Americas by region. Who settled where, and what were the bases of

their settlement economies? (Includes: VUS.2) 3. Explain how and why European settlements transitioned from servant economies to slave economies. (Includes: VUS.3) 4. Describe the various religions being practiced in the Americas as the Europeans settled. (Includes: VUS.2) 5. Explain why various peoples in the Americas—both indigenous and European--rebelled against European authority in the

early years of colonization. (Includes VUS.1c,d,i) Suggested themes to emphasize in this unit: American Diversity, Culture, Demographic Changes, and Economic Transformations.

UNIT I: INVASION OR SETTLEMENT?

A. BEFORE IT WAS "AMERICA" HOW DID THE CULTURES OF EARLY AMERICAN INHABITANTS VARY FROM REGION TO REGION?

A.1 EARLY INHABITANTS

A.1.1 Cultures VUS.2

A.2 EMPIRES OF MESO-AMERICA, SOUTHWEST, MISSISSIPPI VALLEY

B. EUROPEAN CONTACTS: REGIONS OF SETTLEMENT WHY DID THE EUROPEAN EXPLORERS SETTLE IN PARTICULAR REGIONS, AND WHAT MADE THEIR SETTLEMENTS DIFFERENT FROM EACH OTHER?

B.1 SOUTH AMERICA: SPAIN

B.2 CANADA: FRANCE

B.3 NORTHEAST, MID-ATLANTIC, SOUTH: ENGLAND

C. EUROPEAN CULTURE IN AMERICA VUS.2 WHAT ASPECTS OF EUROPEAN CULTURE IN AMERICA DROVE VARIOUS GROUPS TO RESIST EUROPEAN AUTHORITY?

C.1 ECONOMICS VUS.3

C.1.1 Agriculture

C.1.2 Servitude

C.1.3 Slavery

C.2 RELIGIONS

C.3 ASSERTION OF RIGHTS

C.3.1 Europe vs. Indigenous People: Pueblo Rebellion

C.3.2 Europe vs. Europe: Bacon's Rebellion

Grade 11 A.P. U.S. History Unit II: 1690-1790: Economic Transformations Lead to Political Changes SOLs Included: VUS.1a; VUS.4a,b,c,d; VUS.5a,b,c,d

At the end of this unit, students will be able to: 1. Describe the ways in which British and European economic interests were the primary drivers of colonial settlements and immigration to

America. (Includes: VUS.4c) 2. Explain how British and American economic interests led to differing regional settlements and interests, the French and Indian War, and the

War for Independence. (Includes: VUS.4c,d) 3. Show how the documents and principles of American democratic government emerged from the economic and political interests of the parties

involved in the War for Independence. (Includes: VUS.4d) 4. Describe and explain the various arguments and theories surrounding the drafting and ratification of the US Constitution. (Includes: VUS.1a;

VUS.5b,c,d) 5. Explain the connections between the pursuit of economic freedom, democracy and the War for Independence, and new thoughts and

philosophies of the 18th Century such as the Enlightenment and the Great Awakening. (Includes VUS.4a,b; VUS.5a) Suggested themes to emphasize in this unit: Demographic Changes, Economic Transformations, Politics & Citizenship, and War and Diplomacy.

UNIT II: 1690-1790: ECONOMIC TRANSFORMATIONS LEAD TO POLITICAL CHANGES

A. ECONOMICS IN WHAT WAYS DID ECONOMIC FORCES DRIVE POLITICAL AND SOCIAL EVENTS DURING THIS 100 YEAR PERIOD?

A.1 AMERICAN REGIONS AND THEIR ECONOMIES

A.1.1 Expansion into the "Back Country"

French and Indian War

British Finances

War for Independence VUS.4d

Charters and Documents VUS.1a

State Constitutions VUS.5c

Declaration of Independence VUS.4b

Articles of Confederation

U.S. Constitution VUS.5a,b,d

A.2 BRITAIN'S IMPERIAL AIMS AND POLICIES VUS.4C

A.2.1 Colonial Economic Interests

Immigration to America

From England and Europe

Forced Immigration: Africa

B. THE WORLD OF IDEAS VUS.4A IN WHAT WAYS WERE THE ENLIGHTENMENT AND THE GREAT AWAKENING DRIVEN BY HUMAN POLITICAL OR ECONOMIC EXPERIENCE—AND TO WHAT EXTENT DID THEY DRIVE POLITICAL OR ECONOMIC FEATURES OF SOCIETY?

B.1 THE ENLIGHTENMENT

B.2 THE GREAT AWAKENING

Content Cluster 2: From New Nation through Industrialism: 1790-1914

Suggested pacing recommendations for Units III, IV, and V: 13 weeks.

Grade 11 A.P. U.S. History Unit III: From Young Republic to Developing Society: 1790-1830s SOLs Included: VUS.1b, VUS.5e, VUS.6a,b,c,d,e

At the end of this unit, students will be able to: 1. Explain how and why the early political parties emerged in the United States. (Includes: VUS.1b; VUS.5e; VUS.6a,d,e) 2. Articulate and explain the reasons for federal and state conflicts during the Jackson period. (Includes: VUS.6e) 3. Describe the role of economic forces in US westward expansion, and explain how the expansion contributed to conflicts

with American Indians and the British in 1812. (Includes: VUS.6b,c) 4. Explain how economic forces contributed to racial divides, slavery, prejudice, and intolerance of new immigrants before

the Civil War. (Includes: VUS.1b) 5. Explain how and why ideas of reform and new social issues developed during the period of the New Nation and the pre-

Civil War period. (Includes VUS.6e) Suggested themes to emphasize in this unit: American Diversity, Demographic Changes, and Economic Transformations, Reform, Slavery and its Legacies in North America.

UNIT III: FROM YOUNG REPUBLIC TO DEVELOPING SOCIETY: 1790-1830S

A. THE NATIONAL QUESTION VUS.1B WHY DID POLITICAL PARTIES DEVELOP?

A.1 WASHINGTON, HAMILTON, JEFFERSON VUS.5E

A.2 POLITICAL PARTIES VUS.6A

A.3 SECOND PARTY SYSTEM AND ANDREW JACKSON VUS.6D

A.3.1 The Bank, Tariffs, and Nullification VUS.6e

B. THE ECONOMIC ENGINE IN WHAT WAYS WAS “SECTIONALISM” OR OTHER FORCES OF DIVISION CONNECTED TO ECONOMIC EXPANSION?

B.1 TRANSPORTATION ON A NATIONAL SCALE

B.2 EXPANSION ACROSS THE APPALACHIANS

B.2.1 American Indians VUS.6b

B.2.2 War of 1812 VUS.6c

B.3 PLANTERS, FARMERS

B.3.1 Slavery

B.4 INDUSTRY AND SOCIAL CLASSES

B.4.1 Immigration and Nativism VUS.1b

C. SOCIAL QUESTIONS AND NEW IDEAS HOW DID US EXPANSION (ECONOMIC OR GEOGRAPHIC) CONTRIBUTE TO NEW IDEAS IN THE YOUNG REPUBLIC?

C.1 SECOND GREAT AWAKENING

C.2 REFORM, REVIVALISM, UTOPIAS, AND THE ARTS

C.3 ABOLITION VUS.6E

C.4 WOMEN VUS.6E

Grade 11 A.P. U.S. History Unit IV: Expansion Aggravates Divergent Economic Development: 1830s-1877 SOLs Included: VUS.1a,b,h; VUS.7a,b,c,d,e,f

At the end of this unit, students will be able to: 1. Describe the events and conflicts over “slavery vs. freedom” (1820-1859) and explain how the political system of the US struggled to deal

with these conflicts. (Includes VUS.7a) 2. Explain how westward expansion of European cultures and populations in the United States intensified the “slave” vs. “free” debate. (Includes:

VUS.7a; VUS.1a,b,h) 3. Describe and explain the strategies both North and South envisioned and tried to follow to win the Civil War. (Includes: VUS.7b) 4. Describe the role played by African Americans during the Civil War. (Includes: VUS.7c) 5. Explain what effects the war had on the societies of the Northern, Southern, and Western regions of the US. (Includes VUS.7e) 6. Describe the various interests of different groups in the United States during the Reconstruction, and explain how those interests influenced

actions and events during the Reconstruction period through 1877. (Includes: VUS.7d,f) Suggested themes to emphasize in this unit: American Diversity, American Identity, Demographic Changes, Economic Transformations, Politics & Citizenship, Reform, Slavery and its Legacies in North America, and War and Diplomacy.

UNIT IV: EXPANSION AGGRAVATES DIVERGENT ECONOMIC DEVELOPMENT: 1830S - 1877

A. WESTWARD MIGRATION & MANIFEST DESTINY WAS THE US “DESTINED” TO DIVIDE ITSELF AND FIGHT BECAUSE OF ITS ECONOMIC BASIS IN CONTINUOUS EXPANSION?

A.1 WAR WITH MEXICO

A.2 SLAVE OR FREE? IS AMERICA REALLY THE "LAND OF LIBERTY"? VUS.7A

A.2.1 Kansas-Nebraska; Election of Lincoln VUS.1a,b,h

A.2.2 Civil War

Strategies and Major Figures VUS.7b

Role of African Americans VUS.7c

Reconstruction: What status for African Americans Now?

President vs. Congress

Southern States: What Role Now?

Compromise of 1877 and the Effects of the Period VUS.7d,f

Social, Political, Economic Effects on Societies in North, South, West VUS.7e

A.2.3 Compromises--1840-1850

A.3 FORCED REMOVALS: AMERICAN INDIANS

Grade 11 A.P. U.S. History Unit V: The U.S. Becomes a Developed Nation: 1860-1900 SOLs Included: VUS.1a,b,; VUS.8a,b,c,d

At the end of this unit, students will be able to:

1. List and describe the competing groups working to assure their own economic and social survival during the era of industrialization in the United States (Includes VUS.8a)

2. Explain how “development” unfolded in the various regions of the United States after the Civil War. (Includes: VUS.8b) 3. Describe the role that racial and gender intolerance played in all three major regions of the developing United States. (Includes: VUS.1a,b;

VUS.8a,c,d) 4. Explain the effects technology and invention had on corporations, laborers, and farmers. (Includes: VUS.8a,b,d) 5. Describe and explain the differing perspectives on social progress and social reform that emerged during the period of industrialization.

(Includes VUS.1a; VUS8c,d) Suggested themes to emphasize in this unit: American Diversity, American Identity, Demographic Changes, Economic Transformations, Politics & Citizenship, Reform, Slavery and its Legacies in North America.

UNIT V: THE U.S. BECOMES A DEVELOPED NATION: 1860-1900

A. RE-IMAGINING ECONOMIC AND POLITICAL DEVELOPMENT: SOUTH AND WEST IN THE SOUTH AND WEST, WAS ECONOMIC COMPETITION BETWEEN GROUPS DUE TO ETHNOCENTRISM—OR WAS ETHNOCENTRISM DUE TO ECONOMIC COMPETITION?

A.1 COMPETITORS FOR NEW OPPORTUNITIES VUS.8A

A.1.1 Miners, Ranchers, Homesteaders

A.1.2 Settlements and Railroads VUS.8a

A.1.3 Plains Indians

Government Policy and "Assimilation"

A.1.4 African Americans and Southern White Farmers

Sharecropping

Jim Crow VUS.1b; VUS.8c

A.1.5 Women and Asian Immigrants

A.1.6 Manufacturing and Industry Increase in the South VUS.8b

B. TECHNOLOGY AND INDUSTRY VUS.8B HOW ARE TECHNOLOGY AND INVENTION RELATED TO SOCIAL IDEAS?

B.1 EFFECTS ON AGRARIAN LIFE

B.1.1 Populism

B.2 IDEAS

B.2.1 Culture and Entertainment

B.2.2 Social Darwinism-Social Gospel VUS.8d

Role of Women

Progressivism

Left Out of Reform: African Americans and Civil Rights

Washington and DuBois VUS.1a, VUS.8c

B.3 WORKERS AND LABORERS

B.3.1 Urbanization VUS.8a

Machine Politics

B.3.2 Immigration VUS.8a

B.3.3 Unions VUS.8d

B.4 THE CORPORATION AND ITS POWER

Content Cluster 3: The Twentieth Century and Beyond

http://thetruthorthefight.files.wordpress.com/2009/04/imf-trapping-countries-in-debt.jpg Suggested pacing recommendations for Units VI, VII, VIII and IX: 11 weeks.

Grade 11 A.P. U.S. History Unit VI: The Price of Development: 1900-1938 SOLs Included: VUS.1a, VUS.9a,b; VUS.10a,b,c,d

At the end of this unit, students will be able to: 1. Explain how economic competition for markets contributed to imperialist policies and conflicts among developed

nations. (Includes: VUS.1a; VUS.9a,b) 2. Describe how the Post-WW I economy in the US shifted to consumer products, and explain how the shift is connected

to scientific advancements and cultural “modernism.” (Includes: VUS.10a) 3. Explain how the economic forces in the US after WW I contributed to the economic collapse of 1929. (Includes: VUS.10c) 4. Describe two differing philosophies on the role of government in the economy, and explain the connection of these

philosophies to the policies of Coolidge, Hoover, and Franklin Roosevelt. (Includes: VUS.10b,c,d) 5. Explain how the realities of the Great Depression and the government policies of Coolidge, Hoover, and Roosevelt

affected the citizens of the U.S. and American society. (Includes VUS.10c,d) Suggested themes to emphasize in this unit: Culture; Demographic Changes; Economic Transformations; Reform; Globalization.

UNIT VI: THE PRICE OF DEVELOPMENT: 1900-1938

A. RESOURCES AND MARKETS: THE IMPERIALIST DRIVE VUS.9A TO WHAT EXTENT WAS ECONOMIC COMPETITION RESPONSIBLE FOR WW I?

A.1 TRADE WITH EUROPE

A.1.1 Shipping and WW I VUS.9b

WW I at Home

Versailles VUS.1a

A.2 NEW "ACQUISITIONS"--HAWAII, PUERTO RICO, CUBA, PHILIPPINES

B. ECONOMIC"DEMAND" AFTER THE WAR: FROM GUNS TO BUTTER VUS.10C WHAT WERE SOME OF THE SOCIAL IDEAS OF THE 1920S—AND DID THEY COME ABOUT BECAUSE OF WW I?

B.1 CULTURE: A NEW "MODERNISM" VUS.10A

B.1.1 Science fails to Deter Racism: the Continued Struggle for African Americans

B.1.2 New Roles for Women?

B.1.3 Science, the Arts, Entertainment

Reaction to "Modern" Ideas

Religious Fundamentalism

Nativism

Prohibition

B.2 ECONOMIC PHILOSOPHY OF GOVERNMENT NONINVOLVEMENT: HARDING, COOLIDGE

B.2.1 Crash and Depression VUS.10b

Hoover's Response

The New Deal: Government Involvement VUS.10d

Effects on People and Society VUS.10c

Grade 11 A.P. U.S. History Unit VII: The Offspring of Imperialism: Economic Nationalism and the Conflict of Patriotic Ideologies SOLs Included: VUS.1a,b,d,i,; VUS.11a,b,c,d,e; VUS.12a,b,c,d; VUS.13a,b,c

At the end of this unit, students will be able to:

1. Explain how the economic depression contributed to the rise of fascism and militaristic governments. 2. Explain why the US was in an isolationist “mood” before WW II, and explain how and why US opinions developed and changed before and

during WW II. (Includes: VUS.11a; VUS.12d) 3. Describe the social changes that took place in the US during WW II. (Includes: VUS.12a,b,c,d) 4. List and describe the US goals during WW II, and explain how the US pursued its goals through and during the events of the war. (Includes:

VUS.11b,c,d,e) 5. Describe the US position in the world after WW II, and explain why and how the US pursued an anti-communist policy. (Includes VUS.1b,d,i;

VUS.13a,b,c) Suggested themes to emphasize in this unit: American Diversity, American Identity, Demographic Changes, Economic Transformations, Politics & Citizenship, War and Diplomacy.

UNIT VII: THE "OFFSPRING" OF IMPERIALISM: ECONOMIC NATIONALISM AND THE CONFLICT OF PATRIOTIC IDEOLOGIES

A. WORLDWIDE DEPRESSION TO WHAT EXTENT CAN THE RISE OF FASCIST GOVERNMENTS BE BLAMED ON ECONOMIC DISASTER?

A.1 FASCISM AND MILITARISM

A.1.1 Japan, Italy, Germany

B. ISOLATIONISM, AND NEUTRALITY AS PATRIOTISM VUS.11A IS US PUBLIC OPINION NATURALLY ISOLATIONIST?

B.1 PEARL HARBOR AND THE US RESPONSE VUS.11A

B.1.1 A Global War with Many "Fronts" (including the Holocaust) VUS.11b,e

Contributions of Many Americans VUS.11c

War Aims & Conferences VUS.1a, VUS.11d

The US in the World: 1945 VUS.13a

Origins of the Cold War VUS.13b

Containment VUS.1d,i, VUS.13c

Policies of Eisenhower and JFK

Asia

Europe

Red Scare and the Impact of the Cold War on US Society VUS.1b

B.2 WAR ON THE HOMEFRONT

B.2.1 Mobilization VUS.12a

Women and the Family VUS.12b

Government Role in Economy and Society

Civil Liberties at Wartime VUS.12c

Propaganda VUS.12d

Demographic Changes VUS.12b

Grade 11 A.P. U.S. History Unit VIII: US Society from Conformity to Upheaval: 1950-1989 SOLs Included: VUS.1a,c,d,g,h,i; VUS.13d,; VUS.14a,b; VUS.15a,d

At the end of this unit, students will be able to:

1. List and describe the factors—scientific, economic and social—that transformed US society from conformity to revolt, from the 1950s to the 1960s. (Includes VUS.1a,h; VUS.14a,b; VUS.15a)

2. Explain how the US was involved in Cold War conflicts while at the same time pursuing détente through the “strategic triangle.” (Includes: VUS.1c,d,g,i)

3. List and describe the reasons for the US shift from “revolt” of the 1960s back to established policies and traditions in the late 1970s. (Includes: VUS.1a)

4. Explain how the “conservatism” of the 1980s resulted in changes in US economic and foreign policies. (Includes: VUS.13d; VUS.15d) Suggested themes to emphasize in this unit: American Diversity, American Identity, Demographic Changes, Economic Transformations, Environment, Politics & Citizenship, Reform, War and Diplomacy.

UNIT VIII: US SOCIETY FROM CONFORMITY TO UPHEAVAL: 1950-1989

A. THE STAGE IS SET FOR QUESTIONING WHAT ARE THE FACTORS OF THE 10-YEAR POST-WW II PERIOD THAT CONTRIBUTED TO THE “CONFORMITY” OF THE 1950S, AND THE “REVOLT” OF THE 1960S?

A.1 SCIENTIFIC, TECHNOLOGICAL, AND MEDICAL ADVANCES

A.1.1 Economic Well-Being and White Suburbia

A.2 RACIAL EXCLUSION AND THE QUESTIONING OF "PROSPERITY"

A.2.1 Social Criticism and Non-Conformity

Emerging and Expanding Civil Rights Movement VUS.1a,h; VUS.14a,b

The Great Society

Anti-War Movement

Court Cases VUS.15a

A.3 CONTINUING INTERNATIONAL CONFLICT

A.3.1 Cold War Confrontations

SE Asia

Latin America

Europe

A.3.2 Movement toward Detente with the Strategic Triangle

B. DISILLUSIONMENT AND THE RESULTING "RENAISSANCE" FOR AMERICAN IDEOLOGY HOW COULD US SOCIETY MOVE FROM PROTEST AND REBELLION IN THE EARLY 1970S TO THE “REBIRTH” OF TRADITIONAL BELIEFS AND POLICIES IN THE 1980S?

B.1 1968 AND ISSUES OF US CONFIDENCE

B.1.1 Vietnam

B.1.2 Watergate VUS.1a

B.1.3 Economic Adjustments

B.2 THE REAGAN RIGHT'S REASSERTION OF "AMERICA"

B.2.1 Economy VUS.15d

B.2.2 Foreign Policy VUS.13d

Grade 11 A.P. U.S. History Unit IX: The US in the Globalized World SOLs Included: VUS.1a,f,i; VUS.13e; VUS.15a,b,c,e,f

At the end of this unit, students will be able to:

1. List and describe the factors—economic, environmental, technological—that work to dissolve borders between nations and make international connections easy and numerous—for better or for worse. (Includes VUS.1i; VUS.15c,e,f)

2. Explain the tensions that exist in US foreign policy between multilateralism and unilateralism. Which presidents pursue which policies--and why? (Includes: VUS.13e)

3. Explain the reasons for the trends in immigration to the United States. (Includes: VUS.1a,f; VUS.15b) 4. Explain how globalization and trends in immigration affect society and politics in the US. (Includes: VUS.15a)

Suggested themes to emphasize in this unit: American Diversity, American Identity, Demographic Changes, Economic Transformations, Environment, Politics & Citizenship, War and Diplomacy.

UNIT IX: THE UNITED STATES IN THE GLOBALIZED WORLD

A. THE ELECTRONIC REVOLUTION AND NEW BIOTECHNOLOGIES VUS.15C HOW HAVE NEW DEVELOPMENTS IN ELECTRONICS AND MEDICINE INTEGRATED THE US AND WORLD ECONOMIES?

A.1 THE US ECONOMY GLOBALIZED VUS.15E

B. THE NEW INTERNATIONAL PICTURE WHY HAVE THE FACTORS OF GLOBALIZATION RAISED THE QUESTION IN US FOREIGN POLICY OF MULTILATERALISM VS. UNILATERALISM?

B.1 ENVIRONMENTAL AND ECONOMIC ISSUES DISSOLVE BORDERS

B.2 GLOBAL TERRORISM VUS.15F

B.3 US FOREIGN POLICY TODAY: MULTILATERAL OR UNILATERAL? VUS.13E

C. NEW DEMOGRAPHIC PATTERNS VUS.1A WHAT EFFECTS HAVE DEMOGRAPHICS AND NEW IMMIGRATION TRENDS HAD ON US POLITICS AND SOCIETY?

C.1 US POPULATION SHIFTS SOUTHWEST

C.2 NEW IMMIGRATION TO THE US VUS.1F; VUS.15B

C.2.1 Multicultural Politics in the US VUS.15a