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NEW PROVIDENCE HIGH SCHOOL NEW PROVIDENCE, NJ

U.S. HISTORY II

United States History II has been designed to cover chronologically the events in American history from 1877 to present. In addition there will be an emphasis on selected interpretations, research, and writing skills. PROFICIENCY REQUIREMENTS

Attendance: A student enrolled in this course is expected to be present at least 90% of the days the class is in session.

Achievement: A student must maintain a D- or better average for the four marking periods and

semester and final examinations as reflected by tests and class work based upon the objectives of the course.

Research: A thesis paper must be completed to fulfill the New Providence Board of Education

requirements for United States History II students. OBJECTIVES Upon completion of the course, the student will be able to:

1. List four reasons for the growth of American industry between the Civil War and 1900. 2. List three characteristics of laissez-faire capitalism. 3. Identify briefly the following terms: chain stores, partnership, corporation, pools, trusts, holding

company, monopoly, financial capitalism, industrial capitalism, Interstate Commerce Act. 4. List five demands of the Populist Party of 1892. 5. State how each of the following historical events affected the economic interests of the American

worker in the period under discussion: l) immigration, 2) owner-worker relations, 3) the business cycle and 4) formation of labor unions.

6. Identify the following: “square deal”, “New Freedom”, muckracker, the Australian ballot, monopoly, “good” and “bad” trusts, progressives, “He Kept Us Out of War”, “standpatters”, the “progressive amendments”.

7. Describe from the following list what was involved in the reform and the purpose of the reform: direct primary, the initiative, referendum, recall and city manager plan.

8. Draw a conclusion about the definition of the “progressive movement” from historical data on the following: the Meat Inspection Act, the Coal Strike of 1902, the Northern Securities Case, and the Pure Food and Drug Act.

9. Explain a fundamental difference between the Republican Party, the Progressive Party, and the Socialist Party.

10. State the content of the progressive Amendments – the Sixteenth, Seventeenth, Eighteenth, and Nineteenth Amendments.

11. State the purpose and content of the following pieces of legislature: Underwood Tariff, Federal Reserve System Law, Federal Trade Commission Act, and Clayton Anti-Trust Act.

12. Explain, in an essay of 200 words, two reasons why the United States went to war against Spain in 1898.

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13. Identify the following terms: Platt Amendment, Spheres of Influence, Extra-Territoriality, Open Door, Yellow Press, the Great White Fleet, Emilion Aqiunaldo, “Dollar Diplomacy”, Watchful Waiting.

14. Explain, in an essay of 150 words, two reasons for the promulgation of the Roosevelt Corollary to the Monroe Doctrine, what was in the Roosevelt corollary and two results.

15. Identify on a map of Europe three members of the Triple Entente and three members of the Triple Alliance.

16. List the first five of Wilson’s Fourteen Points and explain their importance. 17. Define the following: laissez-faire capitalism, buying on margin, the business cycle, common stock,

stock exchange, deficit spending, a balanced budget, New Deal. 18. List and describe four causes for the Great Depression of the 1930’s. 19. Describe the characteristics of the following pieces of New Deal legislation: Public Works

Administration, Civilian Conservation Corps, Securities Exchange Act, National Recovery Act, Social Security Act, Fair Labor Standards Act, National Labor Relations Act.

20. List four characteristics of what is considered a “liberal” approach and four characteristics of what is considered a “conservative” approach toward American politics.

21. Write a short essay that demonstrates an understanding of the conservative criticism of the New Deal.

22. Identify or define as appropriate: Totalitarianism, fascism, pacifism, appeasement, Nazism, axis powers, holocaust, Greater East Asia Co-Prosperity Sphere.

23. Explain in essay form the content and significance of the Munich Crisis of 1938. 24. Given the following events of the Thirties, place them in chronological order and explain the cause

and effect relationship between the events: Hitler’s accession to power, Italy’s aggression in Ethiopia, the Neutrality Acts, German Annexation by Austria, the Munich Pact, the German-Russian Non-Aggression Pact, the German invasion of the policy corridor, the Tripartite Agreement.

25. List three reasons for tension between the United States and Japan in the 1920’s and 1930’s. 26. Describe three features of the negotiations between the United States and Japan from July 1941 to

December 1941. 27. Locate the following places that pertain to World War II: Germany, Austria, the Sudetenland,

Poland, Czechoslavakia, Manchuria, Polish corridor, Korea, China, Indo-China, Philippines, Japan, Taiwan.

28. Describe three features of the holocaust in Germany and, in a brief statement, relate to the ideology of Nazism.

29. Outline the arguments for and against the use of the atomic bomb in August 1945. 30. Define or identify the following terms as appropriate: Cold War, McCarthyism, Fair Deal,

Dixiecrats, the Veto Power, Containment, Marxist-Leninism, Communism, Iron Curtain, Third World.

31. Identify on a map: East Germany, West Germany, Berlin, Greece, Poland, North Korea, South Korea, China, French Indo-China, Israel.

32. Explain the term communism so that Marx’s theory of class conflict and Lenin’s theory of revolution are related.

33. Describe the content and significance of the following events of the Cold War: The Yalta Agreements, the Truman Doctrine, the Marshall Plan, Berlin Air-Life, NATO.

34. List the main agencies of the United Nations and state the main power of each. 35. List and describe the four phases of the Korean war. 36. State the facts and summarize the Supreme Court’s decision in Brown vs. School Board. 37. Identify or define the following as appropriate: “baby boom”, Sputnik, Dwight Eisenhower, Adlai

Stevenson, Martin Luther Ling, “The Silent Generation,” Civil Rights Movement, Dienbienphy, SEATO.

38. Identify on a map the following: North Vietnam, South Vietnam, 17th Parallel, Laos, Cambodia, Taiwan, China.

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39. Identify or define as appropriate: The New Frontier, Robert Kennedy, Barry Goldwater, Hippies, “Hawks”, “Doves”, Black Power, Bay of Pigs, Lyndon Johnson, Nuclear Test Ban Treaty.

40. Define the combined domestic philosophy of the New Frontier and the Great Society and describe five major accomplishments of that philosophy.

41. In essay form, describe the background of the Cuban Missile Crisis and evaluate its final settlement. 42. In essay form, describe the background, nature, and significance of the Bay of Tonkin Resolution. 43. Describe the nature of the Tet offensive and explain its impact on the Vietnamese Way and domestic

politics in the United States. 44. Define or identify as appropriate: vietnamization, détente, Henry Kissinger, nuclear proliferation,

MIA’s, Salt I, Shuttle Diplomacy, George McGovern, John Sirica, the Committee to Re-Elect the President, Spiro Agnew, Kent State killings, OPEC, stagflation, Mayanguez incident.

45. Describe the background and the nature of the final peace settlement in Vietnam in 1973. 46. Describe the policy of détente under Richard Nixon in regard to Russia and China. 47. Describe the origins and nature of the energy Crisis of 1973-1974. 48. Describe the following phases of the Watergate Crisis: the burglary, the cover-up, the Presidential

tapes, “The Saturday Night Massacre,” the impeachment process. 49. Define and identify as appropriate: Three Mile Island, ERA, the BAKKE Case, reverse

discrimination, Salt II Treaty, Islamic Fundamentalism, the Camp Dave Agreements, Panama Canal Treaty, Anwar Sadat, The Ayatollah, Menachem Begin, Six-Day War, Yom Kippur War, the Hostage Crisis.

50. On a map, locate the following: Israel, Syria, Egypt, Golan Heights, Sinai Peninsula, Jordan, Irag, Persian Gulf, Iran, Afghanistan.

51. Describe the background and achievement of the Camp David Accords. 52. Define or identify as appropriate: deficit spending, fiscal policy, monetary policy, supply side

economics, interest rates, David Stockman, OMB, George Bush, Tip O’Neil, Water Mondale, party realignment, Reaganomics.

53. In outline form, compare the Iranian hostage crisis of 1978 during the Carter Administration and the TWA hostage crisis of 1985.

54. In outline form, compare the Iranian hostage crisis of 1978 during the Carter Administration and the TWA hostage crisis of 1985.

55. In a brief statement, explain President Reagan’s attitude toward the Soviet Union and strategic arms talks.

56. State the Reagan position on the following parts of the social agenda: the abortion issue, aid for religious schools, Affirmative Action, and the Miranda Rights.

57. Write a research paper and an opinion or critical paper. 8/03

USII‐ How to Document Brodeur 

 How to Complete HW / Reading Checks / Online Assessments 

• Go to: http://www.quia.com/web/studentZoneBegin.html • Using the username and password that has been assigned (Check your email): LOG IN • Click on the class home page  • Complete the required assignment and SUBMIT 

 

 How to Complete Presentations 

• Choose a topic and a presentation day • You need to create a Research Question regarding your topic that is innovative 

o Resource‐ http://www.libs.uga.edu/researchcentral/defining/creating.html • Research Questions must be submitted 7 calendar days prior to the presentation. For every calendar day 

late on submission you will be deducted one full letter grade on your presentation. o Submit Question on this form‐ 

https://docs.google.com/spreadsheet/viewform?formkey=dDdSTTNjaDhrdDdzSHFwOWdtMlhMbFE6MQ 

• Complete your presentation based on the research question you develop and the rubric provided • Your presentation should BEGIN WITH YOUR RESEARCH QUESTION and be formatted as if you were 

presenting an answer to an essay question • The presentation should be completed and shared on GoogleDocs by the date required regardless of 

presence in school • If you are unprepared on your presentation date you have one presentation day to make it up and will 

receive a full grade penalty  

 How to Complete Reaction Papers 

• Reaction Papers fall into two categories: Assigned Readings and Current Event Responses o You are required to complete 2 Assigned Reading Reaction Papers each Marking Period o You are required to complete 2 Current Event Reaction Papers each Marking Period o You are only allowed to complete 1 Reaction Paper a week so it is important that you pace yourself o There will be 8‐9 chances to complete Reaction Papers each Marking Period 

• Both Reaction Papers will be completed on GoogleDocs • See Reaction Paper Instructions for more detailed instructions 

 

 How to Study for Tests 

• You should use many resources for studying for all Tests o Your Notebook should provide you with the information covered in class including IDs and class 

activities o Your Textbook should be used as a broad overview of the time period o Your Reading Checks can give you a specific focus regarding which pieces of information may be 

important o Outside readings can be very important to understand the events and individuals of the era 

 Completing notebooks is very important and is covered on an additional sheet. 

UNITED STATES HISTORY II REACTION PAPER INSTRUCTIONS 

 ASSIGNED READING REACTION PAPERS  LENGTH:  

Unless otherwise instructed, I am looking for at least fifteen (15) sentences. This is a BARE MINIMUM number. You will want to spend significant time on this assignment, and your response should reflect that process. 

 PARAGRAPHING:  

You must make a habit of dividing your writing into paragraphs. This should come automatically to you. I am looking for at least three (3) paragraphs in a reaction paper.  

 HOW DO I START?  

Sometimes the hardest part is knowing where to begin. The following are suggestions of ways you can organize your thoughts when writing a reaction paper. Try using one of the four: 

THREE THINGS I HAVE LEARNED...  THREE THINGS I HAVE QUESTIONS ABOUT...   IN MY OPINION...   I NEVER REALIZED 

 HOW DO I END?  

Get used to the idea of adding a concluding paragraph every time you write a paper. The reaction paper is no different. Don't just stop writing ‐ always take time to look back at what you wrote and summarize your major point(s). 

 

CURRENT EVENT REACTION PAPERS  PURPOSE:  

One of the major goals of the history field is to be able to analyze current issues from a historical perspective. We often take for granted the extent to which the major concepts, people, and events in history mirror those in the present. As history students, the connection between current events and historical ideas can be mutually reinforcing in your learning of the social studies. In addition, the skills in writing and integrative analysis that you will develop through this assignment will be critically important to you in your future education and careers. 

 LENGTH:  

Unless otherwise instructed, I am looking for 1‐2 pages in standard format (12 pt. font, SINGLE‐spaced, one‐inch margins) with documentation to sources. News articles should be LINKED and A FULL BIBLIOGRAPHIC citation is required. You will want to spend significant time on this assignment, and your response should reflect that process. 

 HOW DO I START?  

The best CURRENT EVENT REACTION PAPERS will minimize descriptive summary and maximize integrative analysis. To do so, each entry should: 

• Make connections between course materials and current events; • Analyze events using the tools provided in the course, including readings, theories, perspectives, and key 

concepts; • State personal opinion explicitly; • Make policy critiques and recommendations where appropriate. 

 HOW DO I END?  

Get used to the idea of adding a concluding paragraph every time you write a paper. The reaction paper is no different. Don't just stop writing ‐ always take time to look back at what you wrote and summarize your major point(s). 

Presentation Rubric   

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Name:                         Period:     Topic:                      Due Date:           

  Criteria 

Lacks an understanding of the task. 

Fails to address all aspects of the task. 

Addresses all aspects of the task in a limited manner. 

Addresses all aspects of the task in a detailed and complete manner. Task 

 2X  F  E  D‐  D  C‐  C  B‐  B  A‐  A 

Many mistakes made.  Does not show an 

adequate knowledge of the topic. 

Some, but not many, mistakes made.  Good knowledge shown. 

Few, if any, mistakes and are minor in nature.  Very good knowledge of the topic 

shown. 

No mistakes, scholarly and accurate.  Excellent 

knowledge of the topic shown. 

Content & Accuracy 

  

3X  F  E  D‐  D  C‐  C  B‐  B  A‐  A 

Includes few facts, examples, and details, 

and may include information that 

contains inaccuracies. 

Includes some facts, examples, and details. 

Includes relevant facts, examples, and details, but may not support all answers 

evenly. 

Richly supports the answer with relevant and historical facts, examples and details. Support 

  

2X  F  E  D‐  D  C‐  C  B‐  B  A‐  A 

Poorly organized, lacking focus. 

Satisfactorily developed speech, demonstrating a 

general plan of organization. 

Well‐developed speech, demonstrating a logical and clear plan of organization 

most of the time. 

Well‐developed speech, consistently demonstrating a 

logical and clear plan of organization 

Organization 

F  E  D‐  D  C‐  C  B‐  B  A‐  A 

No eye contact with audience. 

Displayed minimal eye contact with audience 

Consistent use of direct eye contact with audience 

Holds attention of entire audience with the use of 

direct eye contact. Eye Contact 

F  E  D‐  D  C‐  C  B‐  B  A‐  A 

Poor, distracts audience and is hard to read 

Adds nothing to presentation 

Thoughts articulated clearly but not engaging 

Visual aid enhances presentation, all thoughts articulated and keeps 

interest 

Use of Visuals 

F  E  D‐  D  C‐  C  B‐  B  A‐  A 

Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to 

hear. 

Student’s voice is low. Student incorrectly pronounces terms. 

Audience members have difficulty hearing presentation. 

Student’s voice is clear.  Student pronounces most words correctly. Most 

audience members can hear presentation. 

Student uses a clear voice and correct, precise 

pronunciation of terms so that all audience members can hear presentation. 

Elocution 

F  E  D‐  D  C‐  C  B‐  B  A‐  A Totals:

Multiplier  0.0  0.0  0.5  1.0  1.5  2.0  2.5  3.0  3.5  4.0 

Notes:  

Essay Rubric Brodeur 2012‐2013 

USII 

 

Name:                         Period:     Topic:                      Due Date:            

  Criteria 

No thesis Lacks a thesis, or thesis may be confused or 

undeveloped 

Contains a clear thesis with limited development 

Clear, well developed thesis  

Thesis  

2X  F  E  D‐  D  C‐  C  B‐  B  A‐  A 

May simply paraphrase or 

restate the question 

Ignores complexity; may deal with one part of the question, or all elements 

of the question in a superficial way 

Limited or lack of understanding of 

complexity; may deal with one part of the question in some depth, or in a more 

general way 

Understands the complexity of the question; deals with all parts of the question in 

depth 

 Understanding 

of the Question 

 2X  F  E  D‐  D  C‐  C  B‐  B  A‐  A 

No analysis  Weak or inappropriate analysis 

Limited analysis; mostly describes 

Provides effective analysis of the question; 

some imbalance permissible 

Analysis   

3X  F  E  D‐  D  C‐  C  B‐  B  A‐  A 

Contains many major or minor 

errors 

May contain major errors 

May contain minor errors that do not detract from overall 

essay 

May contain insignificant errors 

Grammar and Structure 

    F  E  D‐  D  C‐  C  B‐  B  A‐  A 

Incompetent, inappropriate responses 

Lacks supporting information, or 

information given is minimal 

Supports thesis with some factual information 

Supports thesis with substantial, relevant 

information 

Supportive Information 

 2X  F  E  D‐  D  C‐  C  B‐  B  A‐  A 

Disorganized and poorly written 

Weak organization and writing 

Clearly organized and written, but not exceptional 

Well organized and well written 

Organization and Writing 

Style   F  E  D‐  D  C‐  C  B‐  B  A‐  A 

Totals: Multiplier  0.0  0.0  0.5  1.0  1.5  2.0  2.5  3.0  3.5  4.0 

 

NOTEBOOK GUIDELINES & EVALUATION  BRODEUR  

WHAT DO I NEED? Each student will need to obtain a notebook JUST FOR THIS CLASS. I suggest getting a 3‐ring binder (1‐1 1/2 inches) and loose leaf COLLEGE RULED paper. Some additional items you may want to get: (I will have some in class to use) Colored Pencils, and/or Highlighters. Markers bleed through the notebook paper. PURPOSE: The interactive notebook will facilitate and enhance your organizational skills. It will also enable you to be a creative, independent and reflective thinker and writer throughout the year.  Interactive notebooks will be used for class notes as well as for other activities where you will be asked to express your own ideas and process and or apply the information and skills learned in this class.  

ORGANIZATION OF THE NOTEBOOK: Your notebook will be organized into a Left Side and a Right Side. You are required to keep an updated table of contents that correlates with each assignment. We will put ALL information in this notebook, so it is important to KEEP IT ORGANIZED. You will need to keep EVERY assigned page in the notebook numbered.  

WHAT GOES ON THE RIGHT SIDE OF MY NOTEBOOK? Any activity assigned by your teacher for the notebook should be done on the right side of your notebook.  Examples of assignments might be creating a pie chart from a worksheet of slavery statistics given by Mr. Brodeur or composing an essay to support the opinion that President Johnson did not have the authority to escalate the war in Vietnam after the Gulf of Tonkin.    

WHAT GOES ON THE LEFT SIDE OF MY NOTEBOOK? The left side of your notebook will be used for a variety of different activities.  Left side activities will ask you to demonstrate your understanding of new ideas.  You might, for example, create an illustrated timeline of events that caused the US Civil War on the left side opposite a set of notes you had just taken from Mr. Brodeur.    It is expected that you revisit your right side information by applying it on the left side of your notebook.  Normally any work that you will do on your left side is unassigned.  This means that you must consistently go back to your notes, activity, or essay that had been assigned by Mr. Brodeur to further process or apply what you have learned.  That is what makes the notebook “interactive” and causes the student to revisit and study concepts more frequently.  

WHAT QUESTIONS SHOULD I ASK MYSELF ON THE LEFT SIDE?  What’s my purpose for this reading this?   What do I already know about this topic?   What’s the BIG picture here?   What’s going to happen next?   What are the “expert” questions?   What questions does this information raise for me?   What information is important here?  

How can I paraphrase and summarize this information?   How can I organize this information?   How can I picture this information?   What’s my “hook” for remembering this information?   How does this information fit in with what I already 

know?   What more do I need to know?

 

WHAT ARE EXAMPLES OF UNASSIGNED, LEFT‐SIDE WORK?• Venn Diagram • Word Gram • Mind Notes  • Map  • Concept Web  • Chart/Graph 

• Timeline • Cause/Effect Charts • Drawn/ClipArt • Metaphors • Flow Charts • Connect to Today 

• Personal Responses  • Processed Article  • Illustrated Proverbs  • Poem  • Comic Strips • Political Cartoon  

• Illustrated Definitions • Essay  • Point of View • Pictoword 

 Any of these can be done for the left side of each right side page. Examples of each of these types of assignments can be found on the internet, be creative and diligent. Every individual right side assignment must have an accompanying left side activity. WHICH ASSIGNMENTS YOU CHOOSE ON THE LEFT SIDE ARE UP TO YOU. 

Left Side – student input/application  Reorganize new information in 

creative formats  Express opinions and feelings  Explore connections to what has 

been learned  Apply skills learned (diagrams, 

analogies, political cartoons) 

       Right Side – teacher input  Title and Unit pages  Unit Calendars  Class, reading, and discussion notes  Informative Handouts  Essays  Personal Responses 

WHAT HAPPENS IF I AM ABSENT? It is your responsibility to get the class notes from another student. Any handouts may be obtained from the instructor at an appropriate time.   HOW WILL MY NOTEBOOK BE GRADED? Periodically and often without warning, I will check the notebooks and mark them for completeness. At this time I may be grading one or several class assignments in the notebook. All class notes, assignments, etc… are to be included EVEN for the days you were absent. Your notebook should be neat and organized. You are expected to keep it up‐to‐date.   I will also check the entire notebook at the end of the current unit. You will receive a notebook grade based on the criteria listed below. This notebook is to be JUST FOR THIS CLASS‐ if other subjects are combined with your notebook when collected at the end of the unit you will receive a zero on the notebook. 

The following rubric is used for end of unit notebook collection: 

  Criteria Many of the 

requirements are NOT PRESENT 

Most requirements are evident (maybe 3 or 4 are 

missing) 

All of the requirements are evident  

All of the requirements are evident and 

EXCEEDED Requirements 

F  E  D‐  D  C‐  C  B‐  B  A‐  A  * 

The product is  POORLY done and POORLY organized 

The product is done and minimally organized 

The product is neatly done and well organized 

The product is VERY neatly done and EXTREMELY well 

organized 

Neatness and Organization 

F  E  D‐  D  C‐  C  B‐  B  A‐  A  * The product shows no creativity or 

effort 

The product shows little creativity/variety and is 

illustrated 

The product shows some creativity/variety and is colorfully illustrated 

The product shows plenty of creativity/variety and is 

colorfully illustrated Creativity (Left Side) 

F  E  D‐  D  C‐  C  B‐  B  A‐  A  * 

Not submitted  Incomplete or Late    Completed on time Completion & Timeliness 

F  E  D‐  D  C‐  C  B‐  B  A‐  A  * Totals:

Multiplier  0.0  0.0  0.5  1.0  1.5  2.0  2.5  3.0  3.5  4.0  4.0 & +.5 

HOW WILL IT BE POSSIBLE TO EARN AN “A” ON MY NOTEBOOK? A student that expects to earn an A‐ or higher grade on the notebook will be the one who has taken the time to consistently include unassigned left side assignments that show application of concepts and skills taught in class for each right side work assigned by Mr. Brodeur.  Once you have a good understanding of the kinds of left side activities that can be done, it should take you about 10 minutes to complete a left side.   Share the information of this handout with a parent, then sign on the line below. _______________________________________ _______________________ Student Signature Date ________________________________________ _______________________ Parent Signature Date