us history 2 ap - public schools of edison township / … · 2014-12-03 · ideology,...

PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION

US HISTORY 2 AP

Length of Course: Term_ Elective/Required: Required School: High Schools Student Eligibility: Grade 10 Credit Value: 5 Credits Date Approved: August 25, 2014

US HISTORY 2 AP

TABLE OF CONTENTS

Statement of Purpose 3

Historical Thinking Skills, Thematic Learning Objectives, Common Core Standards 4 CONTENT OUTLINE Unit 1. Colonial America 6 Unit 2. The Revolution and the Constitution 12 Unit 3. The New Nation, 1789-1824 19 Unit 4. The Age of Jackson 27 Unit 5. Shaping the National Identity, 1790-1860 33 Unit 6. Civil War and Reconstruction 37 Unit 7. Industrial America 44 Unit 8. America on the World Stage 53 Unit 9. America Between Wars, 1920-1939 59 Unit 10. World War II and After 66 Unit 11. Modern America, 1969 to the Present 74 Course Requirements 80 Modifications will be made to accommodate IEP mandates for classified students.

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STATEMENT OF PURPOSE

The Advanced Placement United States History program is designed to provide students with the analytic skills and factual knowledge necessary to deal critically with the problems and materials in the American history. The program prepares students for beginning college courses by marking demands upon them equivalent to those of full-year introductory college courses. Students will learn to assess historical materials - their relevance to a given interpretive problem, their reliability and their importance - and to weigh the evidence and interpretations presented in historical scholarship. The Advanced Placement American History course will also develop the skills necessary to arrive at conclusions on the basis of an informed judgment and to present reasons and evidence clearly and persuasively in essay format.

As the name suggests, the Advanced Placement United States History course is aligned with the College Board’s Advanced Placement program. Each teacher of the course submits a variation of this guide, along with their assignments and assessments, for approval to the College Board, as part of that organization’s newly adopted audit process. This guide has also been aligned to the 2009 state Social Studies standards. The relevant Cumulative Progress Indicators are listed alongside the Mastery Objectives at the outset of each unit. Included throughout are references to “6.1 U.S. History: America in the World”, “6.3 Active Citizenship in the 21st Century”, and “8.1 Educational Technology.” Essential questions, highlighting five themes that run through the course, are also highlighted at the outset of each new unit. This curriculum guide was revised/updated by: Dave Allen – John P. Stevens High School

Leanne Rubiano – Edison High School Coordinated by: Martin Malague - Supervisor, Edison High School Jonathan Miller - Supervisor, John P. Stevens High School

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Historical Thinking Skills, Thematic Learning Objectives,

Common Core Standards This course is designed to provide a college-level experience and preparation for the Advanced Placement (AP) Examination in May of each year. We have placed emphasis on mastery of a significant body of factual information, interpretation of documents, and writing critical essays. Topics include: life and thought in colonial America, revolutionary ideology, constitutional development, Jeffersonian and Jacksonian democracy, nineteenth-century reform movements, and Manifest Destiny. Other topics include the Civil War and Reconstruction, immigration, industrialism, Populism, Progressivism, World War I, the Jazz Age, the Great Depression, the New Deal, World War II, The Cold War, the post-Cold War era, and the United States at the beginning of the twenty-first century. In addition to the topics listed above, the course will emphasize a series of key themes throughout the year. These themes have been determined by the College Board as essential to a comprehensive study of United States history. The themes will include discussions of diversity and the development of a unique American identity and culture, demographic changes over the course of America’s history, economic trends and transformations in technology and the workplace, issues dealing with both the physical environment and human geography, the development of political institutions and the components of citizenship, social reform movements, the role of religion in the making of the United States and its impact in a multicultural society, the history of slavery and its legacies in this hemisphere, war and diplomacy, and finally, the place of the United States in an increasingly global arena. As presented by the College Board, the AP US History Course will be organized under seven themes. 1. Identity (ID) 2. Work, exchange and technology (WXT) 3. Peopling (PEO) 4. Politics and Power (POL) 5. America in the World (WOR) 6. Environment and Geography – physical and human (ENV) 7. Ideas, beliefs and culture (CUL)

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Throughout the course, students will work on nine specific historical skills as they

study each unit. Each of these skills will be emphasized through a variety of classroom activities and will be visited in each unit throughout the year.

1. historical causation 2. patterns of continuity and change over time 3. periodization 4. comparison 5. contextualization 6. historical argumentation

7. appropriate use of relevant historical evidence

8. interpretation 9. synthesis

This course is also critically aligned with the Common Core Standards. Teachers will

emphasize the goals of the common core throughout each of the units to help students develop their skills in reading, writing, speaking and listening.

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UNIT 1. EXPLORATION & COLONIAL AMERICA, Periods 1 & 2 Essential Questions: 1. Does the United States live up to the ideals embodied in its founding documents?

How have various groups found themselves outside their seeming protections? 2. How does the world see America? How does America see itself in the world? 3. How have economic, political, and technological developments changed the

American way of life? 4. From colonies to country, how has power shifted between people and government

and between levels of government itself? 5. When should a country go to war? Who should do the fighting? Is there such a

thing as a fair and lasting peace?

Master Course Objectives and Enduring Understandings - After completing this

unit, the student will: 1. Understand the changes taking place in Western Europe that stimulated in

colonization. 2. Describe conditions in 16th- and 17th-century England that spawned colonizing efforts.6.1.12.A.1.a 3. Describe the distinctive characteristics of English colonization patterns in the New

World and identify common features and differences among the Southern, New England and Middle colonies. 6.1.12.B.1.a

4. Identify population patterns in the colonies and explain their impact on institutions and the development of the colonies. 6.1.12.A.1.a

5. Explain the land and labor systems developed in the colonies, the reasons for their development and their long-range influences on the colonies. 6.1.12.B.1.a 6. Identify the major tenets of Puritanism and assess its impact on both colonial

America and America's long-range development. 7. Describe the role, status and significance of women in colonial America.

6.1.12.C.1.b 8. Describe the role of slavery in the society and economy of colonial America. 9. Describe the major features of social life in the American colonies in the 17 th and

18th centuries. 10. Explain the impact of the Enlightenment and the Great Awakening upon colonial

development. 11. Explain the major institutions of colonial government and their significance. 12. Describe the nature of French colonization of North America and compare

France's colonial policy with that of Britain. 13. Explain the underlying reasons for the British victory over the French on this

continent in the French and Indian War and identify the terms of peace ending the war. 6.1.12.D.1.a

14. Discuss the effects of the French and Indian War on colonial attitudes toward Britain and vice versa.

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Period 1: 1491-1607 Key Concept 1.1 – Emphasize the diversity of native populations before the arrival of Europeans and their accommodations to the environment. Topic: Pre-Colombian Cultures in the Americas.

Pre-Columbian cultures flourished by adapting their civilizations to the differing environments. Compare those civilizations in South and Central America with those in the southwest part of North America and in the Mississippi Valley. Some were semi-nomadic and practiced agriculture and hunting-gathering. (PEO 1) (ENV1) (ENV2) ------------------------------------------------------------------------------------------------------------------ Key Concept 1.2 – The impact of the Columbian Exchange on the entire Atlantic Rim Topic: The Colombian Exchange Early explorations led to major changes among the peoples involved on both sides of the Atlantic, particularly with the advent to the Columbian Exchange (PEO4) (PEO5) (ENV1) (WXT4) (WOR1) (CUL1)

The introduction of European-style slavery and European diseases further changed the economy and demographics of the Atlantic Rim. Spanish and Portugese slaving activities also led to changes in Africa as well. (R1) (PEO1) (WXT1) Spanish and French colonial claims quickly came into conflict in the Americas. (POL1) (WOR1)

------------------------------------------------------------------------------------------------------------------ Key Concept 1.3 – Contacts among American Indians, Africans and Europeans challenge the worldviews of each group

Topic: Evolving Worldviews.

American Indians and Africans who were brought to the Americas responded to their treatment by Europeans by trying to maintain some political and cultural autonomy. Many cultural and linguistic characteristics were preserved. (ID4) (POL1) (CUL1) (ENV2)

The rise of mercantilism further encouraged European imperial competition (WOR1) (WXT1)

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Period 2: 1607 – 1754 Key Concept 2.1 – Differences in imperial goals, cultures, and the North American environments that different empires confronted led Europeans to develop different patterns of colonization Topic: Comparison of British, French, and Spanish Colonization; 1607-1754 British colonization differed from French and Spanish colonization in social and economic goals and cultural assumptions, leading to different models of colonization. The Chesapeake and southern British colonies maintained ties with Caribbean economies playing a role in British mercantilism. Slavery was a part of this system, particularly in the southern colonies. (WXT2) (PEO1) Primary Source Reading: "To Be in England Again" An Indentured Servant in Virginia.” What does Richard Frethorne’s letter to his parents say about the life of an indentured servant? ------------------------------------------------------------------------------------------------------------------ Key Concept 2.2 – European colonization efforts in North America stimulated intercultural contact and intensified conflict between the various groups of colonizers and native peoples. Topic: A Comparison of British Colonies; Chesapeake and New England. New England colonies differed from others in North America due to religious emphasis, a mixed economy, and flourishing exports (WXT2) (WXT4) (ENV2) (PEO5) (CUL4)

Key Concept 2.3 – The increasing political, economic, and cultural exchanges within the “Atlantic World” had a profound impact on the development of colonial societies in North America.

Topic: Labor and the Evolution of the Colonies.

North American colonies became a part of the Atlantic World in ways that shaped relations with native peoples, directions for economic development, and led to a reliance on the slave trade rather than the use of indentured servants. (WXT1) (WXT4) (WOR1) (CUL4)

Conflicts developed among different colonies, as well as between colonists and native peoples and colonists and British officials over access to land and resources. These social and economic conflicts led to changes in all three cultures. Colonists increasingly saw themselves as able to manage their own affairs and resent British efforts to enforce mercantilist policies. (WXT1) (PEO1)) (WOR1) (POL1) (ENV1)

Differences developed among the colonies in terms of the role of religion, the importance of public education, and the shape of local governments (CUL4)

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Common Core Standards – Emphasis for this Unit

CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

CCSS.ELA-Literacy.WHST.9-10.1 Write arguments focused on discipline-specific content.

CCSS.ELA-Literacy.WHST.9-10.1a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.

CCSS.ELA-Literacy.WHST.9-10.1b Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.

CCSS.ELA-Literacy.WHST.9-10.1c Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

CCSS.ELA-Literacy.WHST.9-10.1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

CCSS.ELA-Literacy.WHST.9-10.1e Provide a concluding statement or section that follows from or supports the argument presented.

http://www.corestandards.org/ELA-Literacy/RH/9-10/1/

http://www.corestandards.org/ELA-Literacy/WHST/9-10/1/

http://www.corestandards.org/ELA-Literacy/WHST/9-10/1/a/

http://www.corestandards.org/ELA-Literacy/WHST/9-10/1/b/

http://www.corestandards.org/ELA-Literacy/WHST/9-10/1/c/

http://www.corestandards.org/ELA-Literacy/WHST/9-10/1/d/

http://www.corestandards.org/ELA-Literacy/WHST/9-10/1/e/

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OUTLINE OF TOPICS I. European Explorations of North America

A. Factors in European Development Which Encouraged Exploration B. Christopher Columbus and His Voyages C. Spanish Conquest in the New World D. English Background to Colonization E. Founding the Southern Colonies: Virginia, Maryland, the Carolinas, Georgia F. Founding the New England Colonies: Plymouth, Massachusetts Bay, Rhode

Island, Connecticut G. Founding the Middle Colonies: New Jersey, New York, Pennsylvania,

Delaware II. Life and Thought in Colonial America

A. Colonial Population B. Colonial Social Structure C. Growth of Slavery D. Puritan New England E. Life and Labor in the Southern Colonies F. Colonial Political Developments G. Role of Women in Colonial America H. Intellectual and Cultural Developments 1. The Great Awakening 2. Educational and cultural development 3. The impact of the Enlightenment

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III. The Duel for North America

A. Origins of the French Empire in America B. Imperial Wars for North America, 1689-1754 C. French and Indian War, 1754-1763 1. Causes 2. Treaty of Paris, 1763 3. Consequences/results Key Vocabulary

joint stock company, staple crops, proprietorship, cavaliers, Protestant Reformation, predestination, town meeting, Quakers, Huguenots, primogeniture, indentured servant, triangular trade, established churches, Anglican church, Halfway Covenant

Key People Columbus, Roger Williams, William Penn, William Pitt, George Whitefield,

Jonathan Edwards, John Peter Zenger, John Trumbull, Anne Bradstreet, Anne Hutchinson

Key Events Maryland Act of Toleration, establishing the House of Burgesses, Enlightenment,

Fundamental Orders of Connecticut, Salem witchcraft hysteria, Glorious Revolution, Bacon's Rebellion, Albany Plan of Union, capture of Quebec, Pontiac's Rebellion, Treaty of Paris 1763, the Great Awakening

Key Places

Jamestown, Plymouth Colony, Salem, New Netherland, Quebec, Ohio Valley, New Orleans, St. Lawrence River, Hudson River, Great Lakes, Mississippi River, Great Lakes

Texts Norton, A People and a Nation, Chapters 1-3

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UNIT 2. THE REVOLUTION AND THE CONSTITUTION, Period 3

Essential Questions: 1. Does the United States live up to the ideals embodied in its founding

documents? How have various groups found themselves outside their seeming protections?

2. How does the world see America? How does America see itself in the world?

3. How have economic, political, and technological developments changed the American way of life?

4. From colonies to country, how has power shifted between people and government and between levels of government itself?

5. When should a country go to war? Who should do the fighting? Is there such a thing as a fair and lasting peace?

Mastery Course Objectives and Enduring Understandings - After completing this

unit, the student will: 1. Explain how the British victory over France in 1763, the new government of

George III and other factors worked together to produce a new British imperial policy. 6.1.12.A.1.a

2. Describe the Grenville plan to raise revenues for England within the colonies in terms of the specific acts passed to implement it and colonial reaction to these acts. 6.1.12.A.1.a

3. Explain the interplay of British actions and colonial reactions from the repeal of the Stamp Act to the revolution. 6.1.12.A.1.a

4. Analyze the intellectual origins of the major ideas expressed in the Declaration of Independence. 6.1.12.A.2.a

5. Compare and contrast military assets and liabilities of both American and British forces in the Revolutionary Way.

6. Explain the major military strategies, failures and successes of the war, focusing on the turning points.

7. Assess the degree to which the Revolution was a social revolution: the impact of the war on slavery, women, religion and socio-economic levels. 6.1.12.C.2.a

8. Describe the diplomatic maneuvering involved in ending the Revolution and the major terms of the peace settlement signed in 1783. 6.1.12.A.2.d, 6.1.12.C.2.a, 6.1.12.C.2.a

9. List and explain the accomplishments and problems facing the Articles of Confederation in diplomacy, land policy, commerce and finance. 6.1.12.A.2.d

10. Account for the movement to adopt a new constitution and assess the degree to which a new government was needed. 6.1.12A.2.c, 6.1.12.A.2.b

11. Identify the major issues of conflict during the Constitutional Convention of 1787 and explain the resolutions finally adopted. 6.1.12A.2.c, 6.1.12.A.2.d

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12. Explain the key historiographical analysis of the Constitution-making process including the ideas of Charles Beard and his critics. 6.1.12.A.2.d, 6.1.12.D.2.b, 8.1.12.A.1

13. Analyze how the United States has attempted to account for regional differences while also striving to create an American identity. 6.1.12.B.2.1

14. Evaluate the effectiveness of the Northwest Ordinance in resolving disputes over Western lands and the expansion of slaver. 6.1.12.B.2b

15. Relate events in Europe to the development of American trade and American foreign and domestic policies. 6.1.12.D.2.c

16. Analyze arguments for new women’s roles and rights, and explain why 18 th century society limited women’s aspirations. 6.12.D. 2.d

17. Determine the impact of African American leaders and institutions in shaping free Black communities in the North. 6.1.12.D.2.e

Period 3: 1754 – 1800 Key Concept 3.1 – Britain’s victory over France in the imperial struggle for North America led to new conflicts among the British government, the North American colonists and American Indians, culminating in the creation of a new nation, the United States.

Topic: The War for the Empire; 1754-1763

The end of the French and Indian War led to clear disputes between the colonists and Great Britain over economic autonomy, the right to expand west of the Appalachians, and relations with native peoples. Colonists began to think of themselves as other than simply British subjects and found themselves more willing to consider resistance. (ID4) (POL1) (ENV4) (CUL1) Using the maps in the text, explain how the French and Indian War changed the hopes and aspirations of most American colonists. How did British decisions about the changes in this territory lead to the next step toward revolution?

------------------------------------------------------------------------------------------------------------------ Key Concept 3.2 – In the late eighteenth century, new experiments with democratic ideas and republican forms of government, as well as other new religious, economic, and cultural ideas, challenged traditional imperial systems across the Atlantic World. Topic: Salutary Neglect and The Great Awakening. The end of salutary neglect pushed colonists to move toward independence, a movement supported by people from many different walks of colonial society. The ideals of the Enlightenment shaped much of the colonists’ revolutionary philosophy. The traditional views of religion and politics, as well as social organization began to lead people to consider new paths. (ID1) (WXT1) (POL1) (POL5) (WOR1) (CUL2) (CUL4)

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Primary Source Readings: Documentary History of the US – Chapter 1 Common Sense Thomas Paine The Declaration of Independence John Locke, “Two Treatises of Government,” Rousseau, “The Social Contract,” and Montesquieu,” The Spirit of the Laws,”. Key Concept 3.3 – Migration within North America, cooperative interaction and competition for resources raised questions about boundaries and policies, intensified conflicts among peoples and nations, and led to contests over the creation of a multiethnic, multiracial national identity. Topic: Westward Migration and the Evolving Culture in the Colonies. The United States had to develop a separate foreign policy as the Revolution progressed, thereby playing a greater role in the “Atlantic World.” The American Revolution also brought changes to life on the home front, the role of women and the war, and questions about both the geographical boundaries of the new nation but the future of slavery as well. (WOR5) (POL2) Using the political cartoons in the text and additional examples from the Internet from the Revolutionary War period, compare and contrast different opinions expressed about the American Revolution. How can these different perspectives be explained? What do the images say about how the different sides viewed each other? Primary Source Readings: Compare Patriot George R. T. Hewes “Memoir” about the

Boston tea Party with Loyalist Daniel Leonard s “To the Inhabitants of the Province of Massachusetts Bay, 1774-1775.” What do these two accounts say about the justifications of those on each side of the fight? Common Core Standards – Emphasis for this Unit

CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

CCSS.ELA-Literacy.WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

CCSS.ELA-Literacy.WHST.9-10.2a Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.



http://www.corestandards.org/ELA-Literacy/WHST/9-10/2/a/

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CCSS.ELA-Literacy.WHST.9-10.2b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

CCSS.ELA-Literacy.WHST.9-10.2c Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.

http://www.corestandards.org/ELA-Literacy/WHST/9-10/2/b/

http://www.corestandards.org/ELA-Literacy/WHST/9-10/2/c/

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OUTLINE OF TOPICS I. The Road to Revolution

A. The Problem of Empire, 1763 B. Mercantilism C. Inaugurating a New Imperial Policy, 1763-1770 1. Western problem 2. Early tax measures, 1763-1766 D. Colonial Response E. Townshend Acts, 1767-1770 F. Drift Toward Independence, 1769-1776 1. Tea Act, 1773 2. Coercive (Intolerable) Acts, 1774 3. First Continental Congress 4. Lexington and Concord II. The War for Independence, 1776-1783

A. Opposing Forces B. Military Operations, 1776-1777 C. Saratoga and the French Alliance D. Military Operations, 1778-1781 E. Yorktown F. Treaty of Paris, 1783

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III. The Confederation and the Constitution

A. Aftermath of War 1. Political changes 2. Social and economic changes B. Articles of Confederation 1. Nature of the Articles 2. Merits and defects of the Articles C. Problems of the Articles 1. Western problem and the Northwest Ordinance 2. Foreign problems 3. Financial and monetary problems 4. Shay's Rebellion D. Constitutional Convention, 1787 1. Membership 2. Preliminary plans 3. Conflicts and compromise 4. Basic principles E. Ratification Process, 1787-1790 Key Vocabulary

mercantilism, royal vets, virtual representation, non-importation agreements, Loyalists, First Continental Congress, armed mentality, Virginia Plan, New Jersey Plan, Great Compromise, Federalists, anti-Federalists

Key People

George Grenville, Charles Townshend, Lord North, George III, Samuel Adams, John Adams, John Hancock, George Washington, Thomas Paine, Thomas Jefferson, Ben Franklin, Patrick Henry, Alexander Hamilton, James Madison

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Key Events

Sugar Act 1764, Stamp Act, Stamp Act Congress, Townshend Acts, Boston Massacre, Boston Tea Party, Intolerable Acts, Boston Port Act, Battle of Saratoga, French Alliance 1778, Battle of Yorktown, Treaty of Paris 1783, Declaration of Independence, Land Ordinance 1785, Northwest Ordinance 1787, Shay's Rebellion, Articles of Confederation, Ratification of the Constitution

Key Places

Boston, Quebec, Lexington, Concord, Williamsburg, Saratoga, Trenton, Charleston, SC, Newport, RI, Yorktown, Vermont

Texts Norton, Chapters 4-6

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UNIT 3. THE NEW NATION, 1789-1824, Periods 3 & 4 Essential Questions:

1. Does the United States live up to the ideals embodied in its founding documents? How have various groups found themselves outside their seeming protections?





Mastery Course Objectives and Enduring Understandings- After completing this

unit, the student will: 1. Identify the major proposals presented by Alexander Hamilton to establish a

sound financial program for the country. 2. Distinguish between the basic philosophies of Federalists such as Hamilton

and Republicans such as Jefferson and Madison and identify the geographic, economic and political sources of their strength. 6.1.12.A.2.f

3. Describe diplomatic problems with Britain, France and Spain which faced the new nation and explain the resolution of each.

4. Explain the significance of the elections of 1796 and 1800. 5. Explain the importance of the Alien and Sedition Acts and the Kentucky and

Virginia Resolutions as parts of continuing conflicts between individual liberty and government authority; and states' rights vs national government authority.

6. Evaluate the extent of continuity and change in policies between the Republican party that came to power in 1800 and the Federalists policy that preceded it.

7. Understand the growth of the judicial branch under John Marshall and its significance in American history. 6.1.12.A.2.e

8. Discuss the factors leading to the sale of the Louisiana Territory by France and its purchase by the United States; describe the impact of this acquisition on American political and economic growth. 6.1.12.A..3.b, 6.1.12.D.3.a

9. Evaluate the causes of the War of 1812 and draw a conclusion about their relative importance.

10. Explain the impact of the War of 1812 on the United States. 11. Explain the emergence of nationalism after the War of 1812 on the

economy, the government, diplomacy, Supreme Court decisions and policies. 6.1.12.A.3.d

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12. Discuss the role of slavery and economic depression in ending the "era of good feelings" and precipitating a revival of sectional and political strife. 6.1.12.A.3.h, 8.1.12.A.1

Period 3: 1754 – 1800

Topic: The Confederation Period

The ideals of the Enlightenment helped shape the form of the new nation’s government as well as the role of religion in that government. The Articles of Confederation and the Constitution reflect many of the ideals of the Enlightenment. Federalism, separation of powers, and the balance between liberty and order are debated. Wartime diplomacy continues to expand the position of the United States internationally. (ID1) (POL5) (WOR1) (CUL4)

The Articles did create an orderly method for the creation and admission of new states, though conflict often resulted with people already living in the newly acquired areas (POL1) (PEO4) (WOR5)

The limits of the Articles of Confederation were addressed in the new Constitution, though issues of states’ rights vs. federal power, remained unresolved. (WXT6) (POL5) (WOR5) Also unaddressed were the rights of minorities, particularly women, slaves, and native people, though the revolutionary model began to have international appeal as a model for other nations seeking independence. (ID4) (WOR1) (POL5) (CUL2)

The new country expanded westward, leading to interactions with different groups, including native peoples and other European settlers, resulting in competition of resources, shifting alliances, and cultural blending. (POL1) (WOR1) (WOR5) (ID5) (PEO5) A distinctly American culture began to emerge as the nation expanded. (ID5) (ID6) (WXT2) (WXT4) (POL2) (CUL-2) (ENV3)

Primary Source Readings: Documentary History of the United States: Chapter 2 (CR7) The Articles of Confederation The Constitution of the United States Federalist Number Ten Topic: The Constitution and the Age of Federalism

The Federalists provided a bridge between the Revolutionary period and the Jeffersonians and Democratic-Republicans that would follow.

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(ID1)(POL2) Washington and Adams balanced the needs of the new country with the demands of becoming an independent part of the “Atlantic World.” (WOR1) Increasing regional differences emerged despite Washington’s determination to see the new country as one entity. (ID5) (WXT4) (ENV2) Using the Chart of Hamilton’s Financial Structure in the text, explain his plans for the new nation’s economy and his need for a Bank of the United States. What might some segments of the new nation found objectionable in his plans? Primary Source Readings: Documentary History of the United States: Chapters 3 and 4 (CR7) Federalists and Republicans, the Constitutionality of the Bank Washington’s Farewell Address Kentucky and Virginia Resolutions Period 4: 1800 – 1848 ------------------------------------------------------------------------------------------------------------------ Key Concept 4.1: The United States developed the world’s first modern mass democracy and celebrated a new national culture, while Americans sought to define the nation’s democratic ideals and to reform its institutions to match them. Topic: The First Modern Mass Democracy Democracy became more participatory, although debates remained over the scope of federal power and the rights and responsibilities of individuals. (POL2) (POL5) POL6) (ID5)

Key Concept 4.2: Developments in technology, agriculture and commerce precipitated profound changes in U.S. settlement patterns, regional identities, gender and family relations, political power, and distribution of consumer goods.

Topic: Technology and Change

Nationalism, The War of 1812, The Era of Good Feeling, The American System, the diplomacy of expansion, helped to forge a new national identity (ID6) (WXT2) (POL2) (ENV4) Primary Source Reading: Read an excerpt from Thomas S. Woodcock’s diary, “An account of a trip to the ‘Falls of Niagara’” and study the map in the text of the route of

the Erie Canal. Who might have supported the canal and who would have opposed it? How does the canal change the economy of the nation?

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CCSS.ELA-Literacy.RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

CCSS.ELA-Literacy.WHST.9-10.2d Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.

CCSS.ELA-Literacy.WHST.9-10.2e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

CCSS.ELA-Literacy.WHST.9-10.2f Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).


http://www.corestandards.org/ELA-Literacy/WHST/9-10/2/d/

http://www.corestandards.org/ELA-Literacy/WHST/9-10/2/e/

http://www.corestandards.org/ELA-Literacy/WHST/9-10/2/f/

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OUTLINE OF TOPICS

I. The Federalists Period, 1789-1800

A. Beginnings of the Washington Administration B. Hamilton's Financial Measures 1. Funding the national debt 2. Assumption of state debts 3. Creation of Bank of the U.S. C. The Whiskey Rebellion D. Emergence of Political Parties E. Western Problems of the Washington Administrations 1. Indian relations in the Northwest 2. Spanish-American conflicts in the Southwest F. Foreign Problems of the Washington Era 1. French Revolution and the United States 2. Relations with England 3. Jay's Treaty, 1794 4. Relations with Spain G. Administration of John Adams, 1797-1801 1. Election of 1796 2. Conflicts with France 3. Alien and Sedition Acts, 1798 4. Virginia and Kentucky Resolutions H. Election of 1800

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II. Triumph of Jeffersonian Democracy, 1800-1808

A. Philosophy of Jeffersonians B. Jefferson and the Judiciary C. Conflicts with Federalist Policies D. John Marshall and the Supreme Court E. Jefferson and Foreign Problems F. Election of 1804 G. Conflict over Neutral Rights 1. Conflict with France 2. Conflict with England 3. American retaliation: Embargo of 1807 III. Origins of the War of 1812

A. Election of 1808 B. Drift Toward War, 1808-1812 1. Madison's economic warfare 2. Western demand for war C. War of 1812 1. Preparation of war 2. Military campaigns and strategy 3. Battle of New Orleans 4. Treaty of Ghent 5. Hartford Convention D. Aftermath of War

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IV. Postwar Upsurge of Nationalism, 1815-1824

A. Economic Nationalism 1. The National Bank 2. Tariff of 1816 3. Internal improvements B. Era of Political Harmony 1. Election of 1816 2. Era of Good Feelings C. Diplomatic Developments 1. Canada and Florida 2. The Monroe Doctrine D. Diminishing Political Harmony 1. Panic of 1819 2. The Missouri Compromise 3. Election of 1824 Key Vocabulary

Bill of Rights, strict construction, loose construction, Bank of the United States, implied powers, states rights, elastic clause, compact theory, nullification, spoils system, judicial review, impressment, Orders in Council, War Hawks, Mr. Madison's War, nationalism, sectionalism, Bonus Bill, Era of Good Feelings, "wildcat" banks, American System

Key People

Albert Gallatin, Alexander Hamilton, Thomas Jefferson, Citizen Genet, Talleyrand, Aaron Burr, John Marshall, James Monroe, Napoleon Bonaparte, Henry Clay, William Henry Harrison, John C. Calhoun, Daniel Webster, George Canning, John Quincy Adams

Key Events debate over Hamilton's financial plan, Tariff of 1789, Judiciary Act of 1789,

Whiskey Rebellion, French Revolution, Neutrality Proclamation, Battle of Fallen Timbers, Pinckney Treaty, Jay Treaty, XYZ Affair, Alien and Sedition Acts, Quasi War, Election of 1800,

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Key Places

Virginia, Kentucky, Tripoli, Lake Erie, Fort McHenry, New Orleans, 36, 30' North Latitude, Missouri River

Texts Norton, Chapters 7 & 8

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UNIT 4. THE AGE OF JACKSON, Period 4 & 5 Essential Questions:







unit, the student will: 1. Cite the factors that gave citizens new status during the Jacksonian era. 2. Explain the economic and political issues involved in the tariff controversy;

discuss the differing political philosophies of John Calhoun and Daniel Webster on the nature of the Union as well as the significance of this debate.

3. Describe the factions for and against the National Bank during the 1830s; evaluate the contributions of the bank to the national economy and indicate the role its demise played in bringing on the depression at the end of the decade. 8.1.12.A.1

4. Describe the major characteristics of the two-party system during the Jacksonian era; indicate its similarities and dissimilarities to the first two-party System. 6.1.12.A.2.f

5. Assess the significance of Jacksonian Democracy on American history including key historical analyses of the period.

6. Define Manifest Destiny as Americans applied the term and cite examples to indicate the actual operation of this motivating force in American expansion to the Pacific. 6.1.12.A.3.a

7. Trace the history of Texas from its early settlement through its establishment as an independent republic to its annexation to the United States in 1845; indicate the political problems in the status of Texas raised in the U.S. in the 1830s and 1840s)

8. Analyze the causes of the Mexican War. 9. Cite the provisions of the Treaty of Guadalupe Hidalgo and explain the

problems the treat raised for the country. 10. Discuss and analyze the policies of the United States toward the American

Indian during the first half of the nineteenth century and the varying responses of Indians to these policies.

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Period 4: 1800 – 1848

Key Concept 4.3: U.S. interest in increasing foreign trade, expanding its national borders and isolating itself from European conflicts shaped the nation’s foreign policy and spurred government and private initiatives.

Topic: The Rise of a Mass Democracy in the United States.

As the nation grew politically, economically and socially, people struggled to match democratic ideals with limitations and social realities. (CUL2) (POL6) (WOR1)

Jacksonian democracy and the Whigs, national policy toward American Indians, the era of the “common man,” expansion with the Texas revolution, slavery and sectionalism shaped the direction of the country and its increasingly diverse population (PEO3) (POL2) (WOR5) (ENV3) (CUL5) (CUL6) Topic: Creating a National Economy

The rise of a global market and communication revolution along with technological changes, led to major changes in agriculture and manufacturing. (WXT2) (WXT5) (WXT7) Regional specialization shaped settlement patterns and the national and international economies. (PEO2) (PEO3) (WXT2) (WXT5) (WXT6)

Immigration and the increase in nativism, women in the work place, the factory system, the transportation revolution and expansion west brought further change to the nation. (WXT2) (PEO2) (WOR1) (ENV3)

Economic changes caused by the market revolution affected migration patterns gender and family relations, and distribution of political power. (WXT2) (PEO2) (PEO3) (ID5)

Foreign trade and continental expansion were seen as critical to achieving an independent global presence for the United States (WOR5) (WOR6) Primary Source Reading: read an excerpt from Alex de Toqueville’s Democracy in

America. Who are the “three races” he finds in America? What future does he see for Europeans, blacks and Native Americans and why? Topic: The Ferment of Reform and Culture

The Second Great Awakening and the growth of reform and advances in education and the sciences led to changes in women’s roles. (CUL2) (POL3) (CUL4) (CUL6)

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Blending Old World and New World ideas and influences led to the creation of a variety of new national cultures (ID1) (ID5) (CUL2) (CUL5) Primary Source Reading: The Seneca Falls Declaration of Sentiments and Resolutions– Evaluate the demands of this Declaration in light of the promises in the

Constitution. (CR7) Topic: The Peculiar Institution

Cotton culture, southern society and the impact of the plantation system became a part of the national debate over slavery and continental expansion. (ENV3) (POL6) (ID2) The rise of abolitionist movements at the same time as extensive national expansion further polarized the nation on the issue of slavery. (ID6) (POL3) (CUL5)

Regional economic differences led to different settlement patterns and political expectations, as the country moved into both national and international world markets. (PEO2) (PEO3) (WXT2) (WXT5) (WXT6)

Market changes were reflected in shifting political alliances. Regional interests conflict with national concerns. (WXT2) (PEO2) (PEO3) (ID5) Period 5: 1844 – 1877 Key Concept 5.1: The United States became more connected with the world as it pursued an expansionist foreign policy in the Western Hemisphere and emerged as the destination for many migrants from other countries.

Topic: Manifest Destiny and Economic Determinism

Manifest Destiny, the push for new lands and markets, and territory acquired by war led to increased ideological and political conflict. (ID2) (WXT2) (WOR6) (ENV3) (ENV4) Westward expansion increasing immigration, and the debate over slavery led to questions and conflicts over cultural identity, citizenship, and access to and protection of individual rights. (WXT6) (PEO2) (PEO5) (PEO6)(POL6)

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CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

CCSS.ELA-Literacy.WHST.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.



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OUTLINE OF TOPICS I. Rise of Jacksonian Democracy

A. Growth of a Democratic Spirit B. Presidency of John Q. Adams 1. Adams' character and plans 2. Adams' mistakes 3. Tariff of 1828 C. Election of 1828 D. Jacksonian Presidency 1. Jacksonian philosophy 2. Spoils System 3. Peggy Eaton Affair 4. Maysville Road Veto 5. Webster-Hayne Debate II. Jacksonian Democracy at Flood Tide

A. Nullification Crisis B. Jackson's Indian Policy C. The Bank Controversy 1. The nature of the debate 2. Jackson's veto message 3. Election of 1832 4. Jackson's removal of deposits D. Van Buren's Presidency 1. Election of 1836 2. Panic of 1837 E. Emergence of the Whigs 1. Sources of support 2. Whig coalition 3. Democratic coalition 4. Election of 1840

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III. Manifest Destiny in the 1840s

A. The Tyler Years

B. The Idea of Manifest Destiny 1. Maine 2. Oregon and California 3. Annexation of Texas

C. Election of 1844

D. Polk's Presidency E. The Mexican War 1. Causation 2. Annexation of California 3. Campaigns 4. Opposition to the war 5. Treaty of Guadalupe Hidalgo 6. War's legacy Key Vocabulary

New Democracy, King Caucus, spoils system, rotation in office, kitchen cabinet, nullification, National Republicans, Democratic Republicans, "pet banks"

Key People

Andrew Jackson, Henry Clay, John C. Calhoun, Martin Van Buren, Nicholas Biddle, Black Hawk, Sam Houston, Santa Anna, William Harrison, John Tyler, James K. Polk, Zachary Taylor, Winfield Scott, John C. Fremont

Key Events

Election of 1824, South Carolina Exposition, Tariff of Abominations, Webster-Hayne Debate, Tariff of 1832, Force Bill, Specie Circular, Cherokee Removal, Webster-Ashburton Treaty, Annexation of Texas, Slidell's Mission to Mexico

Key Places

British West Indies, San Jacinto, Adams, Goliad, Willamette Valley, 49th Parallel, Nueces River, Rio Grande, Oregon Trail

Texts

Norton, Chapter 12

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UNIT 5. SHAPING THE NATIONAL IDENTITY, 1790-1860, Period 5 Essential Questions:







unit, the student will: 1. Explain changes in agriculture from 1790 - 1860 and describe their social

and economic impact. 6.1.12.C.3.a, 6.1.12.C.3.b 2. List and describe improvements in transportation from 1790 to 1860.

6.1.12.C.3.a 3. Account for the emergence of the factory as a method of production and

assess its economic and social impact on the nation. 6.1.12.C.3.a, 8.1.12.A.1

4. Describe the nature of immigration prior to 1860 and the reaction of native Americans to this new immigration. 6.1.12.D.3.b

5. Identify the trends in religious thought during the early 19th-century that influenced the rise of reform movements. 6.1.12.A.3.4

6. Cite specific examples of the contributions of 19th-century reformers to the improved care of criminals and the mentally ill, the temperance movement and the expansion of public education. 6.1.12.A.3.f, 6.1.12.A.3.g, 6.1.12.D.3.d

7. Trace the emergence of American literature through the writers who appeared in the early 19th-century. 6.1.12.D.3.e

8. Describe the roles and status of early 19th-century American women and account for the growing interest in women's rights. 6.1.12.D.2.d

Period 5: 1844 – 1877 Key Concept 5.2: Intensified by expansion and deepening regional divisions, debates over slavery and other economic, cultural, and political issues led the nation into civil war.

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Topic: Renewing the Sectional Struggle The 1840s and 1850s saw increasing controversy over slavery, regional and demographic changes and territorial expansion. Lines were increasingly drawn between the North and the South as sectionalism intensified. (ID5) (POL3) (POL5) (POL6)

Primary Source Readings: John C. Calhoun on the “Slavery Question” William Grayson, “The Hireling and the Slave” – what are the different views of slavery presented here and how would different parts of the American public react to these opinions. For an additional example, read Henry Hammond’s “Letter to an English Abolitionist, 1845.” ---------------------------------------------------------------------------------------------------- Topic: Drifting Toward Disunion Attempts at compromise, including popular sovereignty, the Compromise of 1850 and the Fugitive Slave Law, failed to bring about solutions, leading to the bitter election of 1860 and the secession of the southern states. (POL2) (POL6) (PEO5) (ID5) Primary Readings: Documentary History of the United States: Chapters 11 and 12 Dred Scott v. Sanford – read this decision and evaluate the four main points made in the majority opinion. Explain how different people might have reacted at the time: a northern factory worker, an abolitionist, a southern planter, a free black living in New Orleans, a farmer on the frontier, a Chinese immigrant in California, a yeoman farmer in North Carolina. (CR6) Common Core Standards – Emphasis for this Unit

CCSS.ELA-Literacy.RH.9-10.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.

CCSS.ELA-Literacy.WHST.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.



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OUTLINE OF TOPICS I. Shaping the National Economy

A. Growth of Industry 1. Coming of the factory system 2. Capitalists and workers 3. Labor organizations B. Transportation Revolution 1. Rivers and canals 2. Development of railroads 3. Clipper ships and international trade C. Emergences of a Continental Economy 1. Internal improvements 2. Commercial agriculture II. Creating an American Character A. Immigration 1. Characteristics 2. German and Irish 3. Nativist reaction B. The Role of Religion 1. Unitarianism and Universalism 2. Religious revivals 3. New religious groups C. Educational Advances 1. Level of literacy 2. Public school reforms 3. Development of higher education 4. Education for women

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III. The Ferment of Reform and Culture

A. Movements of Reform

1. Temperance 2. Prison reform 3. Treatment of the insane

B. Utopian Experiments

1. Forms 2. Impacts

C. Crusade for Women's Rights

1. Status of Women 2. Seneca Falls Convention 3. Gains and setbacks

D. National Literature

1. Romanticism 2. Transcendentalism 3. American writers 4. The popular press Key Vocabulary

Industrial Revolution, cotton gin, Fulton's Folly, Clinton's Big Ditch, clipper ships, Lowell factory girls, Pony Express, Nativism, Mormons, Unitarianism, American Temperance Society, Brook Farm, Shakers

Key People

Samuel Slater, Eli Whitney, Elias Howe, Isaac Singer, Cyrus H. McCormick, Robert Fulton, Samuel Morse, Joseph Smith, Brigham Young, Horace Mann, Horace Greeley, Dorothea Dix, Lucretia Mott, Elizabeth Cady Stanton, Susan B. Anthony, Grimke Sisters, Washington Irving

Key Events Tariff of 1816, Second Great Awakening

Key Places

Lowell, MA, Lancaster Turnpike, Erie Canal, Salt Lake City, Seneca Falls, NY Texts

Norton, Chapters 9 and 10

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UNIT 6. CIVIL WAR AND RECONSTRUCTION, Period 5 Essential Questions:







unit, the student will: 1. Analyze and explain the economic, social and political development of the

ante bellum South. 6.1.12.A.4.a 2. Describe the main features of black slave society and explain the various

methods used by slaves to resist oppression. 3. Trace the rise of the abolitionist movement, indicating the common

ideological and moral principles guiding its major leaders as well as the areas of disagreement among them. Relate the impact of the Supreme Court decision regarding the Amistad to the antislavery movement. 6.1.12.A.3.i.

4. Discuss the philosophical and political arguments advanced by the South to justify its "peculiar institution".

5. Describe the arguments of those favoring and opposing the extension of slavery into the territories and indicate the role or popular sovereignty as a compromise. 6.1.12.D.3.c

6. Consider the ways in which the provisions of the Compromise of 1850 were designed to reconcile key goals of northern and southern factions and describe reactions to the compromise in the North and South after 1850.

7. Identify the provisions of the Kansas-Nebraska Act of 1854, its major supporters and how it contributed to the breakdown of a national consensus within both political parties.

8. Explain the meaning and importance of the Supreme Court ruling in the Dred Scott case and describe the broader implications of the court's argument regarding popular sovereignty and the role of Congress. 6.1.12.A.4.a

9. Trace the series of events between 1856 and 1861 which led to the breakdown of consensus and indicate how this chain of events led to secession and war.

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10. Describe the difficulties encountered in holding the Border States within the Union and cite examples of the methods used by Lincoln to carry out this goal.

11. Indicate how the steps taken by Lincoln and the northern congress to finance the Civil War, to establish a national transportation and supply network and to convert industry to wartime needs contributed to the development of a modern national economy. 6.1.12.B.4.a

12. Describe the conditions provoking Lincoln to issue the Emancipation of Proclamation and indicate its immediate and long-range effects at home and abroad.

13. Trace the major strategic and military developments of the Civil War, including the relative advantages each side enjoyed. 6.1.12.A.4.c, 6.1.12.C.4.a

14. Explain the circumstances which led to radical reconstruction and identify the specific provisions that led to the conflict between President Jackson and Congress. 6.1.12.D.4.c

15. Trace the contributions made to civil rights by congressional founding documents, reconstructionists, particular in the provisions of the Civil Rights Act of 1875, the 13th, 14th and 15th amendments to the Constitution and in the work of the Freedman's Bureau. 6.1.12.A.4.d, 6.1.12.A.4.b, 6.1.12.D.4.e

16. Evaluate the successes and failures of the reconstruction period and assess its impact on the future development of the country. 6.1.12.B.4.b, 6.1.12.D.4.d

17. Discuss the role that women played on both sides of the conflict. 18. Compare and contrast the immediate and long-term effects of the Civil War

on the economies of the North and South. 6.1.12C.4.b, 8.1.12.A.1 19. Explain why the Civil War was more costly to the America than previous

conflicts were. 6.1.12.C.4.C 20. Compare and contrast the roles of African Americans who lived in the Union

and Confederate states during the Civil War. 6.1.12.D.4.a 21. Compare and contrast the impact of the American Civil War and the impact

of a past or present civil war in another country in terms of the consequences for people’s lives and work.

Period 5: 1844 – 1877 Topic: Girding for War

Repeated attempts at compromise ultimately fail and sectional tension took over political parties and the election of 1860. (POL2) (POL6) (PEO5) (ID5) Using the charts in the text of “Manufacturing by Sections in 1860” and “Immigration to the United States, 1860-1866” make an argument for why the North could have been expected to win the Civil War.

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Primary Source Documents: Abraham Lincoln’s First Inaugural Address. What are the points Lincoln stresses and what does this say about his feelings about the coming war? Compare the speech of Robert Toombs to the Georgia Legislature on November 13, 1860 to that of Alexander H. Stephens on November 14, 1860. How do these two men represent differing views of the coming Civil War in the state of Georgia? What might account for these differences? Topic: The Furnace of the Civil War

Lincoln’s election ended attempts at compromise and the country moved on to war. (POL-20 (POL6) (PEO5) (ID5)

Wartime diplomacy and economic changes in both the North and South resulted in new global connections for the country at the war’s end. The position of women and issues of civil liberties in wartime reshaped domestic politics and views of personal rights. (POL5) (CUL2) (ENV3) (WOR5) The North won through greater resources, strong leadership, the moral push for emancipation, and failure of European countries to come to the aid of the South. (POL5) (CUL2) (ENV3) The War changed the relationship between state and federal governments, through social and economic powers remained largely unchanged (CR9)

Primary Source Readings: Documentary History of the United States: Chapters 13 and 14 (CR7) The Emancipation Proclamation The Gettysburg Address How do these two documents illustrate both changes in the aims of the war and attempts to bring the nation back together? Next read “Three days of Terror” The New York City Draft Riots” – what challenges did the ideals of Abraham Lincoln face even in the North and why? Key Concept 5.3: The Union victory in the Civil War and the contested Reconstruction of the South settled the issues of slavery and secession, but left unresolved many questions about federal government power and citizenship rights. Topic - The Ordeal of Reconstruction

The Civil War and Reconstruction altered the balance of power between states and the federal government, as well as the balance among the three branches of government. Many social and economic patterns remained unchanged although much change was promised.

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(POL5) (POL6) (ID5) (SK20 (SK8) (SK9) Constitutional changes involving citizenship, particularly for African-Americans, women, and other minorities, led to new political and social conflicts. (POL6)

Primary Source Readings: Documentary of the United States: Chapter 15 Lincoln’s Second Inaugural Address – What happened to Abraham Lincoln’s hopes for a smooth and harmonious return to a united country at the end of the war? Why did things happen as they did? (CR7) Topic: The West; A Clash of Cultures

The West was no longer seen as The Great American Desert. And the opportunities offered to the miners, farmers and ranchers altered the landscape. But the mythical “frontier” popularized by dime store novels and movies bore little resemblance to these images. Examine the Amerindian cultures which existed in the region prior to the movement west. Explore the other cultural factors which altered the landscape. These include: Indians, Mexicans, French, British Canadians, and Asians. Examine the “myth of the yeoman farmer” as discussed by Hofstadter. Familiarize the students with the work of Frederick Jackson Turner and his “Frontier Thesis.” Common Core Standards – Emphasis for this Unit

CCSS.ELA-Literacy.RH.9-10.6 Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.

CCSS.ELA-Literacy.WHST.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.



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OUTLINE OF TOPICS

I. The South and Slavery

A. The Economy of the Cotton Kingdom

B. White Society in the South 1. The planter 2. The middle class 3. Poor whites 4. Professionals and other types

C. Black Society in the South 1. Free blacks 2. Slaves 3. The slave community

D. Antislavery Movement 1. Early opposition to slavery 2. Abolitionist crusade 3. The underground railroad E. Reactions to Antislavery Agitation II. Drifting Toward Disunion, 1848-1861

A. Quarrels arising from the Mexican War 1. Wilmot Proviso 2. Popular Sovereignty 3. Election of 1848 B. Compromise of 1850 1. Terms 2. Fugitive Slave Act 3. Uncle Tom's Cabin 4. Election of 1852 C. Kansas-Nebraska Act 1. Terms 2. Formation of the Republican party 3. "Bleeding" Kansas 4. Election of 1856

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D. Crisis of Union, 1856-1861

1. Dred Scott decision 2. Lincoln-Douglas debates 3. John Brown's raid 4. Election of 1860 5. Secession begins III. Civil War, 1861-1865

A. War of the Union

1. Fort Sumter 2. New precedents 3. Relative advantages 4. Strategy and campaigns 5. Emancipation Proclamation 6. Defeat of the Confederacy B. Behind the Lines 1. Financing the war 2. Wartime diplomacy 3. Politics North and South 4. Lincoln and civil liberties 5. Lasting impact of the war IV. Reconstruction A. War's Aftermath B. Lincoln's Approach to Reconstruction C. Andrew Johnson and Reconstruction D. Radicals E. Congressional Reconstruction F. Fourteenth Amendment G. Impeachment of Johnson H. Radical Rule in the South I. Legacy of Reconstruction

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Key Vocabulary King Cotton, one-crop economy, poor whites, free blacks, middle passage, free-

soldiers, abolitionism, emancipation, underground railroad, "fireeaters", popular sovereignty, Lecompton Constitution, know-nothings, greenbacks, commerce raiders, copperheads, radical republicans, scalawags, carpetbaggers

Key People

Sir Walter Scott, Frederick Douglass, Theodore Weld, William Lloyd Garrison, Harriet Tubman, Sojourner Truth, Martin Van Buren, William H. Seward, Franklin Pierce, Stephen A. Douglas, Harriet Beecher Stowe, John Brown, James Buchanan, Charles-Sumner, John C. Breckenridge, Jefferson Davis, Robert E. Lee, Stonewall Jackson, U.S. Grant, Abraham Lincoln, George McClellan, Charles Francis Adams, Andrew Johnson, Thaddeus Stevens, Hiram Revels

Key Events Denmark Vesey's uprising, Nat Turner's uprising, Clayton-Bulwer Treaty, Perry's

opening of Japan, Ostend Manifesto, Kansas-Nebraska Act, Fugitive Slave Law of 1850, Dred Scott Decision, Panic of 1857, Tariff of 1857, Freeport Doctrine, Lincoln-Douglas debates, election of 1860, Secession of South Carolina, failure of the Crittenden Compromise, Emancipation Proclamation, New York draft riots, Border States, Trent Affair, Morrill Tariff Act, Suspension of habeas corpus, Freedmen's Bureau, reconstruction amendments 13, 14, 15, Lincoln's 10% Plan, Johnson's plan of reconstruction, Congressional reconstruction, Force Acts of 1870 and 1871, Purchase of Alaska

Key Places Liberia, Gadsden Purchase region, Potawatomie Creek, Kansas, Harpers Ferry,

Vicksburg, Gettysburg, Antietam, Fort Sumter Texts Norton, Chapters 11, 13-15

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UNIT 7. INDUSTRIAL AMERICA, Period 6 & 7 Essential Questions:







unit, the student will:

1. Discuss reasons for the rapid industrial development of the United States in the second half of the nineteenth century including the impact of technological innovation, the role of the individual entrepreneur in the development of particular industries, and the attempts at government regulation. 6.1.12.A.5.a, 6.1.12.D.6.a

2. Account for the growth of railroads in the post-Civil War era and explain the importance of railroads both in encouraging other communication and transportation services and in fostering a managerial revolution in business. 6.1.12.B.5.a, 8.1.12.A.1

3. Understand the factors that contributed to the settlement of the last frontier. 4. Discuss the military, economic and cultural means by which the American

government and settlers forced the virtual extinction of the Plains Indians. 6.1.12.A.5.c

5. Identify Frederick Turner's thesis about the effect of the "closing of the American frontier" in 1890 and evaluate his interpretation of the distinctive contributions to American life made by the frontier.

6. Identify basic sources of support for the Republican and Democratic parties and presidents from 1869 to 1900, evaluating the impact of civil service reform and tariff issues on party development. 6.1.12.D.6.b

7. Describe factors contributing to the growth of urban areas in the late 19 th century including the impact of the influx of new immigrants in the 1880's and 1890's. 6.1.12.B.5.b

8. Explain the basic principles of the Gospel of Wealth; show the relationship of this doctrine to Spencer's theory of Social Darwinism and outline the suggested reforms of major dissenters from these theories.

9. Describe trends in philosophy, education, literature and art during the Gilded Age and the early 20th century.

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10. Trace factors leading to the regulation of railroads and control of trusts; discuss provisions and effects of the Interstate Commerce Act and the Sherman Antitrust Act. 6.1.12.C.5.a

11. Trace the rise of the labor movement; explain differences between various labor organizations and describe the resulting conflicts with industry. 6.1.12.D.5.b, 6.1.12.B.6.a

12. Explain causes for the rise of the populist movement and evaluate contributions of the populists to social and economic reforms.6.1.12.A.6.a

13. Explain causes and goals of the progressive movement; describe, with examples contributions of the progressives and evaluate the lasting impact of the progressive movement on American society. 6.1.12.D.5.c

14. Discuss the industrial development of the state of New Jersey. 6.1.12.D.5.a 15. Analyze the successes and failures of efforts to expand women’s rights.

6.1.13.D.6.c Period 6: 1865 – 1898 Key Concept 6.1: The rise of big business in the United States encouraged massive migrations and urbanization, sparked government and popular efforts to reshape the U.S. economy and environment, and renewed debates over U.S. national identity. Topic: The Rise of Big Business The rise of big business along with massive migration and urbanization led to efforts to reshape both the economy and the environment of the country. The “Gilded Age” brought mass marketing, increased consumption, and the creation of monopolies (WXT3) (WXT6) (WOR3) (CUL3) (CUL5)

Technological changes, large-scale production, and pro-business government policies led to a “Gilded Age” that was also marked by corruption, the growth of monopolies, and the expansion of both domestic and international markets. (WXT3) (WXT6) (WOR3) CUL3) (CUL5)

Primary Source Reading: Mark Twain, The Gilded Age, A Tale of Today. Explain what

Twain meant in his essay about American society at this point in history? Was he correct? Why or why not? Key Concept 6.2: The emergence of an industrial culture in the United States led to both greater opportunities for, and restrictions on, immigrants, minorities, and women. Topic: Industry Comes of Age

The late-nineteenth century was the era of the Robber Barons, with increasing distance between the lives of the rich and the working classes. The growth of unionism, of government and politics of regulation, and the expansion of the United States in the world economy characterized this period.

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(WXT5) (WXT6) (PEO6) (ID5) Gilded Age politics and corruption ultimately led to the beginnings of reform efforts both in government and in addressing social concerns. (ID2) (ID6) (POL6) Cultural and intellectual movements both supported and challenged the social order of the Gilded Age (ID6) (CUL3) (CUL5) Big business was challenged by groups representing regional interests as well as new labor organizations. (WXT5) WXT6) (PEO6) (ID5)

Primary Source Readings: Documentary History of the United States: Chapter 16 (c)

Andrew Carnegie, Wealth and William Graham Sumner, What Social Classes Owe Each Other. Read and compare the writings of these two “Robber Barons.” How are they different in the beliefs and how might that difference be explained? Which view had the most influence during this period of history? Primary Source Reading: Samuel Gompers, Letter on Labor in Industrial Society.

Evaluate Gompers’ arguments. How successful was he and why? Key Concept 6.3: The “Gilded Age” witnessed new cultural and intellectual movements in tandem with political debates over economic and social policies. Topic: America Moves to the City

The late-nineteenth century was characterized by urbanization, new waves of immigration, renewed instances of nativism, cultural life in urban America, the “New Woman,” African-American push for expanded civil rights (PEO2) (PEO3) (PEO6) (POL3)

Movement of both internal and international populations changed the makeup of America, early reformers try to address some of the concerns associated with urbanization and immigration (PEO2) (PEO3) PEO-6) (PEO3) Big business faced increasing challenges from labor movements and those supporting regional concerns (WXT5) (WXT6) (PEO6) (ID5) As migration both within the United States and from overseas increased rural and urban populations, reformers began to try to address gender, racial, ethnic, religious, and socioeconomic equalities (PEO2) (PEO3) (PEO6) (POL3)

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Topic: The Turner Thesis and the Agricultural Revolution

Westward migration, the close of the frontier and its impact, industrialization of agriculture new forms of transportation, and political dissent among farmers led to political and popular conflicts. (ENV5) (WXT5) (POL3) (PEO3) PEO5) (WXT7)

Primary Source Readings; Documentary History of the United States: Chapter 17 and 18 (CR7)

Frederick J. Turner, The Significance of the Frontier in American History. What argument does Turner make about the importance of the frontier in American development? What are the implications for future expansion? Populist Party Platform – Be able to identify and evaluate the major components of the Populist Platform. Which did they achieve? Which were the unable to achieve and why? Which became realities over a decade later and why at that time rather than sooner? William Jennings Bryan, Cross of Gold Speech. What made Bryan the standard bearer for both the Democrats and the Populists at this time? Why, in spite of this appeal, was he never successful politically? Using the chart in the test of “Marriages and Divorces, 1890-2008,” what conclusions can be drawn about the changing role of women at this time? What might have contributed to making those changes possible? ----------------------------------------------------------------------------------------------------- Topic: The Great West- Agricultural Revolution

Transcontinental railroads and the destruction of the buffalo and the Plains Indian culture pushed a government policy of increased reservations and assimilation (PEO4) (ENV5) (POL6) Period 7: 1890 – 1945 Topic: Progressivism and the Republican Roosevelt Growth and consolidation of industries promoted urbanization and economic growth. Business cycles continued to fluctuate (WOR3) (ID7) (WXT5) (POL3)

Progressive reformers called for government intervention in the economy, greater social justice, and conservation of natural resources. (WXT6) (WXT7) (WXT8) (POL3) (ENV5) (CUL5)

T. Roosevelt added executive clout to the efforts of Progressive reformers. (POL6)

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Topic: Wilsonian Progressivism at Home and Abroad Taft and Wilson continued to support Progressive reform and pursue the diplomacy of neutrality as Europe moved closer to war. (WXT6) (WXT7) (WXT8) (POL3) ENV-\5) (CUL5) (WOR7)

Primary Source Readings: Documentary History of the United States: Chapter 20

(CR7) Theodore Roosevelt, The New Nationalism Woodrow Wilson, The Old Order Changeth How did the Progressive presidents change the direction of American politics and society? Common Core Standards – Emphasis for this Unit

CCSS.ELA-Literacy.RH.9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

CCSS.ELA-Literacy.WHST.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.



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OUTLINE OF TOPICS

I. Industry Comes of Age, 1865-1900

A. Causes of the Economic Revolution

1. Raw materials 2. Available capital 3. Labor 4. Railroad boom 5. Speculation and financiers

B. The New South

C. Lords of Industry

II. Closing the Frontier, 1865-1890

A. Mining Frontier

B. Cattle Frontier

C. Conquest of the Indians

D. Industrialization of Agriculture

E. Closing the Frontier

1. Economic effects 2. Psychological effects 3. Turner's thesis III. Politics in the Gilded Age, 1869-1889

A. Grant's Administration

1. Domestic problems 2. Foreign problems 3. Corruption and reform 4. Depression of the 1870's

B. Hayes-Arthur Administrations

1. Disputed election of 1876 2. Civil service reform 3. Election of 1880

C. Grover Cleveland, 1885-1889 1. Election of 1884 2. The tariff issue

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IV. America Moves to the City, 1865-1900

A. Rise of the City 1. Reasons for urbanization 2. Urban environment B. New Immigration 1. Characteristics 2. Nativist response C. Wealth and Poverty 1. Gospel of Wealth 2. Social Darwinism 3. Critics of the social order 4. Social gospel D. Reform Movements 1. Struggle for women's rights 2. Attack on the liquor trade 3. Racial minorities E. The City and Cultural Progress 1. Educational renaissance 2. Literary achievements F. Harmful results of urbanization 1. Harmful results of urbanization 2. Beneficial results of urbanization V. Assault on Laissez Faire, 1868-1890 A. Attack on the Railroads 1. Granger movement 2. Advent of federal regulation B. Attack on Industrial Monopoly 1. Growth of labor 2. Trust deregulation

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C. Revolt of the Debtor, 1889-1900 1. Causes of agrarian unrest 2. Farmer's organize 3. The tariff and the panic of 1893 4. Election of 1896 VI. The Progressive Era, 1900-1917

A. Origins of Progressivism B. Progressivism in Cities and States 1. Democratic reforms 2. Social legislation C. Roosevelt and Progressivism 1. Roosevelt and the trusts 2. Railroad regulation 3. Conservation movement D. Taft's Administration 1. Election of 1908 2. Taft and progressivism E. Wilson's Administration 1. Election of 1912 2. Tariff reform 3. Currency and banking reform 4. Regulation of business F. An Appraisal of Progressivism Key Vocabulary stalwarts, half-breeds, mugwumps, Bessemer process, Gospel of Wealth, new

immigration, Knights of Labor, barbed wire, sooners and boomers, Ghost Dance, gerrymander, muckrakers, initiative, recall, referendum, Australian ballot, dollar diplomacy, new freedom, Bull Moose Party

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Key People

James A. Garfield, Chester Arthur, James G. Blaine, Grover Cleveland, Benjamin Harrison, Horace Greeley, Jay Gould, Cornelius Vanderbilt, Alexander Graham Bell, Thomas Edison, Andrew Carnegie, J.P. Morgan, William Graham Sumner Booker T. Washington, W.E.B. DuBois, Joesph Pulitzer, William Randolph Hearst, Edward Bellamy, Mark Twain, William Dean Howells, Frank Norris, Ida Tarbell, Crazy Horse, Chief Joseph, Geronimo, William Jennings Bryan, Marcus Hanna, William McKinley, Thorstein Veblen, Lincoln Steffens, Theodore Roosevelt, William Taft, Woodrow Wilson

Key Events Pendleton Act of 1883, railroad-building, Credit Mobilier Scandal, Wabash case,

Interstate Commerce Act of 1887, discrimination against immigrants, Immigration Act of 1882, Chautauqua movement, Sand Creek Massacre, Homestead Act of 1862, Dawes Act of 1887, Populist movement, Jim Crow laws, Homestead strike, Pullman strike, Bryan's Cross of Gold Speech, Pure Food and Drug Act, Meat Inspection Act, Suffrage Movement of 1890, anthracite coal strike, Elkin's Act, Hepburn Act, Panic of 1907, trustbusting begins, Mann-Elkins Act of 1910, Clayton Antitrust Act, Underwood Tariff, Federal Reserve Act, occupation of Vera Cruz

Key Places

Haymarket Square, Little Big Horn, Wounded Knee, Vera Cruz, Cuba, Haiti, Dominican Republic


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UNIT 8. AMERICA ON THE WORLD STAGE, Period 7 Essential Questions:








1. Explain factors that brought about our expansionist foreign policy in the 1890s and indicate how these factors influenced the growth of American interest in the Pacific. 6.1.12.B.6.a

2. Identify causes of the Spanish-American War including specific provocation's rising from the Cuban rebellion and domestic factors that led to growing American involvement through the 1890's.

3. Evaluate the successes and failures of the Spanish-American War in terms of our avowed goals and actual territorial and strategic gains; explain how the war led to a growing debate among Americans regarding the acquisition of an empire.

4. Discuss American foreign policy objectives in the Pacific and Far East, 1901-1920; indicate specific means by which the United States sought to accomplish its objectives and evaluate successes and failures of our Pacific policy. 6.1.12.D.6.b

5. Discuss American foreign policy objectives in the Caribbean, 1900-1920; indicate specific means by which the United States sought to accomplish its objectives and evaluate successes and failures of our Caribbean policy.

6. Discuss problems encountered by the Wilson administration in trying to adhere to neutrality during the period 1914-1917 and describe the nature of the historical debate regarding reasons why the United States entered World War I. 6.1.12.A.7.a, 6.1.12.B.7.a, 6.1.12.D.7.a

7. Describe how the nation mobilized for war; discuss the growth of presidential power, violations of civil liberties and how the war affected African-Americans and women. 6.1.12.A.7.b, 6.1.12.D.7.b

8. Describe Wilson's efforts to end the war and cite major provisions of the Treaty of Versailles; discuss reasons for the unwillingness of the United States to ratify the treaty. 6.1.12.A.7.c, 6.1.12.C.7.b

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9. Evaluate the impact of American foreign policy, 1890-1920, on American history and cite views of major historians concerning our involvement on the world stage during this period. 6.1.12.B.7.a

Period 7: 1890 – 1945 Key Concept 7.1: Government, political and social organizations struggled to address the effects of large-scale industrialization, economic uncertainty, and related social changes such as urbanization and mass migration. Topic: Empire and Expansion

Many Americans began to advocate overseas expansionism in the late nineteenth century, leading to new territorial annexations and acquisitions in the Western Hemisphere and the Pacific. (WOR6) (WOR7) (ENV5) (POL6) Primary Source Readings: Documentary History of the United States: Chapter 19 (CR7) Alfred T. Mahan, The United States Looking Outward Theodore Roosevelt, Corollary to the Monroe Doctrine How did both of these men change the direction of American expansion? Also read “Letters from the Battlefront and the Home Front, Debating War in the Philippines.” How does this present a different picture of imperialism from the two readings above? Topic: The Leadup to War; Wilson and Neutrality The United States found itself entering World War I in spite of Wilson’s efforts at Neutrality (WOR7) The national and global impact of World War I, including the push for increased immigration, led to restrictive legislation, limiting rights to come to the US, particularly for those from Asia and Southern and eastern Europe (WOR4) (PEO2) (PEO6) (PEO7) (POL7)

Primary Source Readings: Documentary History: Chapter 21 (CR7)

Woodrow Wilson, War Message to Congress Woodrow Wilson, The Fourteen Points Evaluate Wilson’s reasons for going to war and his hopes for what US involvement would bring about at the war’s conclusion. Was he a realist or an idealist and why? Primary Source Readings: Stanley B. Norvell, Letter to Victor F. Lawson, 1919. How

does this letter illustrate the situation of many African-Americans at the end of the war? What did they find on returning home and how does this lead to changes in society as a whole?

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Topic: The War to End War

War in Europe and the impact of war on the home front involved issues of propaganda and civil liberties. Wilson faced the political frustrations of helping to create the Treaty of Versailles and then seeing its rejection by the US Senate. (WOR4) (WOR6) (WOR7) (POL6)

World War I and its aftermath led to further questions about the nation’ role in the world and how to achieve national security and pursue national interests. (WOR4) (WOR7) (ID-30 (ID6) (POL6)


CCSS.ELA-Literacy.RH.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author’s claims.

CCSS.ELA-Literacy.WHST.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.



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OUTLINE OF TOPICS I. The Path of Empire

A. Sources of American Expansionism B. American Policy in the Pacific, 1869-1895 1. Alaska 2. Hawaiian Islands 3. Samoa C. Latin-American Policy, 1877-1895 1. Pan-Americanism 2. Venezuelan boundary dispute D. Spanish-American War 1. Cuban problem 2. Events leading to war 3. Defeat of Spain 4. Treaty of Paris, 1898 II. American on the World Stage, 1898-1920

A. New Pacific Policy 1. Hawaii and the Philippines 2. Chinese problem 3. Open door policy 4. American and Japan B. Latin America Policy 1. Panama Canal 2. Roosevelt corollary 3. Dollar diplomacy 4. Wilson and Mexico C. Appraisal of America's Foreign Policy

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III. United States and World War I

A. Road to War 1. European background 2. Problem of neutrality 3. Submarine warfare B. Entry into World War I 1. Events leading to war 2. Causes for entry C. The United States in World War I 1. Home front 2. European front D. Wilson and the Peace Conference 1. Wilsonian idealism 2. Terms of Treaty of Versailles 3. Rejection of the treaty E. Modern Implications of World War I Key Vocabulary

yellow journalism, de Lome letter, Rough Riders, white man's burden, open door, big stick diplomacy, great white threat, contraband, central powers, allied powers, preparedness, liberty loan drives, black list, American Expeditionary Force, censorship, Big Four, Article X of the League's Covenant

Key People Kaiser Wilhelm II, Alfred T. Mahan, Queen Liliuokalani, General Weyler, Emilio

Aguinaldo, Dr. Walter Reed, Cipriano Castro, Theodore Roosevelt, John Hay, Colonel William Gorgos, Colonel George Washington Goethals, Charles Evans Hughes, Walter Page, General John J. Pershing, Georges Clemenceau, Lloyd George, Hiram W. Johnson

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Key Events

Venezuela boundary crisis, Samoan crisis 1889, Hawaiian revolution 1893, annexation of Hawaii 1898, Treaty of Paris 1898, Spanish-American War, Teller Amendment, Platt Amendment, Boxer Rebellion, Hay-Pauncefote Treaty, Panama revolution, Hay-Bunau-Varilla Treaty, Venezuela Crisis 1900, Russo-Japanese War, Gentlemen's Agreement 1907-1907, Root-Takahira Agreement 1908; sinking of Lusitania, Sussex pledge, unrestricted submarine warfare, Zimmerman note, Fourteen Points, Russian revolution, Espionage Act 1917, Sedition Act 1918, debate on Versailles Treaty, Wilson's Tour 1919

Key Places San Juan Hill, Havana, Manila Bay, Pago Pago, Port Arthur, Portsmouth, NH,

Chateau Thierry, Belleau Wood, the Saar, the Rhineland, Fiume, Shantung Texts

Norton, Chapters 22 and 23

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UNIT 9. AMERICA BETWEEN WARS, 1920-1939, Period 7 Essential Questions:








1. Discuss, citing economic, political and social examples, steps taken by the Harding administration to return the United States to normalcy after 1920. 6.1.12.A.8.a, 6.1.12.A.8.b, 6.1.12.B.8.a

2. Cite examples of rural-urban, black-white and nativist-immigrant conflict in society during the 1920s. 6.1.12.D.8.a

3. Explain how American culture in the 1920s reflected both the optimism and social alienation of the period. 6.1.12.A.8.c

4. Discuss the contributions of the African-American writers and artists during the Harlem Renaissance. 6.1.12.D.8.b

5. Explain underlying causes of the Depression and identify the immediate factors leading to the stock market crash of 1929. 6.1.12.A.9.a, 6.1.12.B.9.a, 6.1.12.C.9.b, 6.1.12.C.9.c, 6.1.12.C.9.d, 6.1.12.D.9.a

6. Indicate the steps taken by the Hoover administration to meet the Depression and show how Hoover's philosophy of government affected the pace of recovery. 6.1.12.B.10.a

7. Describe basic theories underlying the first phase of the New Deal, 1933-1935, and relate the legislation passed during the period of those theories. 6.1.12.C.9.a, 6.1.12.A.10.c

8. Describe New Deal policies that tended to improve the social, economic and political conditions of labor, blacks, ethnics and women; indicate prevailing reaction to revolutionary alternatives of the New Deal. 6.1.12.C.8.b, 6.1.12.D.9.b

9. Assess factors leading to the end of the New Deal including the Supreme Court fight and the rise of the conservative coalition. 6.1.12.A.10.a

10. Evaluate the legacy of the New Deal including the growth of presidential power, the new role of government in ensuring economic stability and the impact of the Roosevelt coalition on future political developments. 6.1.12.A.10.a, 6.1.12.C.10.a, 6.1.12.D.10.b

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11. Explain why the Great Migration led to heightened racial tensions, restrictive laws, and a rise of repressive organizations. 6.1.12.D.8.a

12. Discuss, citing examples, major political and economic aspects of Roosevelt's Good Neighbor policy. 6.1.12.A.11.a

13. Explain domestic factors underlying American isolationism until 1941; identify major groups favoring isolation and their reasons; describe how isolationist legislation affected the conduct of foreign policy in the 1930's.

14. Explain major congressional acts designed to regulate American relations with nations at war from the Embargo Act of 1935 to the Lend-Lease Act of 1941; describe the shift in policy from neutrality to intervention on behalf of the allies. 6.1.12.A.11.a, b

15. Discuss problems for American foreign policy presented by Japanese

aggression in China during the 1930s and trace the steps that led to the Japanese attack on Pearl Harbor. 6.1.12.A.11.c

16. Explain the reason for United States policy toward the persecution of the Jewish people in Europe during the 1930's.

17. Explain how key individuals, including minorities and women, shaped core ideologies and policies of the New Deal. 6.1.12.D.10.c

Period 7: 1890 – 1945

Key Concept 7.2: A revolution in communications and transportation technology helped to create a new mass culture and spread “modern” values and ideas, even as cultural conflict between groups increased under the pressure of migration, world wars, and economic distress. Topic: The Twenties The “Red Scare” and immigration issues, a mass-consumption economy, the Jazz Age and the Harlem Renaissance, traditionalism versus modernism; economic dislocations caused by World War I led to migration both to and within the United States (ID8) (PEO3) (WOR4)(CUL7) New technologies led to social transformations and changed the lives of many, while at the same time contributing to increasing political and cultural conflicts. (ID8) (WXT3) (WXT5) (CUL3) (CUL6) Xenophobia swept the United States as the global impact of World War I became evident through social tensions over immigration issues involving Europe and Asia and the restrictive legislation that resulted. (WOR4) (PEO2) (PEO6) (PEO7) (POL7)

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Primary Source Readings: Lucy Burns and Alice Paul, “Prison Notes” – trace the development of the modern women’s movement through the experiences of these two women. Assemble a portfolio of pictures from this period of women’s history. What conclusions can be drawn about women in the 1920s from these images and the writings of women involved in the fight for the vote and an Equal Rights Amendment? Topic: Harding and Coolidge; the Politics of Laissez-faire. Isolationism in the 1920s, foreign debt and diplomacy, the coming of the Great Depression, and a new role for technology brought changes to the United States. Did the economic and political decisions made in the 1920s make the Depression of the 1930s inevitable? (ID8) (WXT3) (WXT5) (CUL3) (CUL6) (CUL7) (SK6) The United States must reassess its new role in the world as the country sought national security and tried to safe-guard American interests (WOR4) (WOR7) (ID3) (ID6) (POL6) Primary Source Reading: Documentary History of the United States: Chapter 22 (CR7)

Herbert Hoover, Rugged Individualism. What was Herbert Hoover’s formula for the recovery of the country and why was he unsuccessful? Topic: The Great Depression and the New Deal

Franklin Roosevelt and the New Deal transformed the United States into a limited welfare state. (WXT8) (POL2) (POL4) (ID3) (CUL5)

Economic dislocations from the war led to greater migration within the United States as well as from elsewhere in the Western Hemisphere (ID8) (PEO3) (WOR4)

“Recovery, relief, reform,” demographic changes associated with the Depression, cultural changes in the 1930s, the Supreme Court and the balance of political power in government were all a part of Roosevelt’s program in the 1930s. Examine the photographs of migrant workers that were taken by the Federal Writers

Project. Do these constitute propaganda for the new Deal? In a short essay, explain why or why not. Primary Source Readings: Documentary History of the United States, Chapter 23 (CR7) Franklin Roosevelt’s First Inaugural Address. How does Roosevelt change the nation’s attitude toward the Great Depression with this address? How does what he proposes differ from the course Hoover had followed?

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CCSS.ELA-Literacy.RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.

CCSS.ELA-Literacy.WHST.9-10.9 Draw evidence from informational texts to support analysis, reflection, and research.



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OUTLINE OF TOPICS I. Era of Normalcy, 1920-1932

A. Readjustments to Peacetime Economy 1. Economic demobilization 2. Prohibition 3. Women's suffrage 4. Red scare B. Politics of the 1920s 1. Harding's administration 2. Election of 1924 3. Election of Hoover C. Domestic Scene 1. Economic boom 2. Social conflicts 3. Music and literary trends 4. Revolution in manners and morals D. Foreign Policy 1. Disarmament and isolation 2. War debts 3. Relations with the Far East 4. Relations with Latin America E. Panic and Depression, 1929-1932 1. Crash of 1929 2. Hoover and the Depression F. Era of Normalcy: an Appraisal II. The New Deal

A. Election of 1932 B. Philosophy of the New Deal C. The Hundred Days, 1933

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D. New Deal Domestic Program, 1933-1936 1. Relief measures 2. Recovery measures 3. Reform measures E. Climax of the New Deal, 1936-1939 1. Election of 1936 2. Roosevelt coalition 3. Supreme court fight 4. New Deal and labor 5. New Deal, women and minorities F. Evaluation of the New Deal III. Foreign Policy of the New Deal, 1933-1941

A. Good Neighbor Policy 1. Philippine independence 2. Withdrawal from the Caribbean 3. Reciprocal trade agreements B. Problem of Neutrality, 1933-1939 1. World scene 2. Rise of isolationism 3. Neutrality legislation C. Road to War, 1939-1941 1. War in Europe 2. American response 3. End of neutrality 4. Pearl Harbor Key Vocabulary prohibition, bull market, Ku Klux Klan, non-recognition, Bonus Army,

Reconstruction Finance Corporation, Good Neighbor Policy, Brain Trust, laissez faire, Hundred Days, Blue Eagle, 21st Amendment, Dust Bowl, sit-down strike, reciprocal trade agreements, America First Committee, Committee to Defend America by Aiding the Allies

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Key People

Warren G. Harding, Charles Evans Hughes, Andrew Mellon, Herbert Hoover, Henry Ford, Babe Ruth, Charles Lindbergh, H.L. Mencken, F. Scott Fitzgerald, Robert LaFollette, Calvin Coolidge, Harry Hopkins, Father Coughlin, Huey Long, Francis Townsend, John L. Lewis, Eleanor Roosevelt, Cordell Hull, Benito Mussolini, Adolph Hitler, Emperor Hirohito

Key Events

Washington Disarmament Conference, Five-Power Treaty, Four-Power Treaty, Nine-Power Treaty, Sacco-Vanzetti case, Emergency Tariff Act of 1921, Immigration Act of 1924, Teapot Dome Scandal, Scopes trial, Volstead Act, 18 th Amendment, Kellogg-Briand Pact, Hawley-Smoot Tariff, Wall Street crash of Adjustments Act of 1933, Works Progress Administration, National Recovery Administration, Social Security Act, National Labor Relations Act, Fair Labor Standards Act, Neutrality Acts of 1935, 1936 and 1937, conquest of Ethiopia, Spanish Civil War, China Incident of 1937, Roosevelt's quarantine speech, Hitler's occupation of the Rhineland, annexation of Austria, Sudetenland crisis, Russo-German non-aggression pact, fall of France, Battle of Britain, destroyer deal, Lend-lease Act, Atlantic Charter, attack on Pearl Harbor

Key Places

Rhineland, Ethiopia, Spain, France, Munich, English Channel, Pearl Harbor, Sudetenland, Austria


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UNIT 10. WORLD WAR II AND AFTER, Period 7 & 8 Essential Questions:








1. Describe steps taken by Roosevelt and Congress to mobilize the country during wartime; indicate the social and economic impact of the war on New Jersey, African-Americans, women and other minorities including the impact of the war effort on social change and civil rights. 6.1.12.C.11.a, 6.1.12.D.11.b, 6.1.12.D.11.c

2. Describe military action in Europe, explaining agreement and disagreement on military strategy among the Allies in the campaign against Hitler; evaluate the impact of strategic decisions emerging from these differing viewpoints. 6.1.12.A.11.e, 6.1.12.B.11.a, 6.1.12.C.11.b, 6.1.12.D.11.a

3. Describe military action in the Pacific, including strategic considerations; cite political and military factors leading to Truman's decision to drop the atom bomb on Japan in 1945. 6.1.12.A.11.d

4. Assess the responses of the United States and other nations to the violation of human rights that occurred during the Holocaust and other genocides and compare the varying perspectives of victims, survivors, bystanders, rescuers, and perpetrators. 6.1.12.A.11.e, 6.1.12.D.11.d, 6.1.12.D.11.e

4. Describe wartime and postwar events as well as misconceptions of both East and West that helped bring on the Cold War. 6.1.12.A.12.a

5. Identify major aspects of Truman's containment policy and explain how the Truman Doctrine, the Marshall Plan, the Berlin airlift and NATO helped to implement containment. 6.1.12.B.12.a

6. Cite major provisions of Truman's Fair Deal and indicate major successes and failures in implementing social and economic reforms during Truman's tenure.

7. Describe major issues of the Korean War, from the decision to defend an area outside our defense perimeter to disagreements on military strategy. 6.1.12.A.12.b

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8. Explain domestic and international factors leading to the rise of McCarthyism and Red scares from 1949 through early 1950s; account for McCarthy's downfall and discuss the legacy of McCarthyism on domestic and international policies. 6.1.12.D.12.b, 6.1.12.D.12.c

9. Indicate aspects of social and economic progress and stalemate during the Eisenhower years, including major successes and failures of African-Americans during the period. 6.1.12.C.12.a, 6.1.12.C.12.b, 6.1.12.C.12.c, 6.1.12.C.12.d, 6.1.12.C.13.b, 6.1.12.C.13.d, 6.1.12.D.13.d, 6.1.12.D.13.f

10. Identify distinctive aspects of the Eisenhower-Dulles foreign policy; explain how Dulles' emphasis on military alliances, pushing back communism in Eastern Europe and global commitments to anti-Communist strategies widened the gulf between East and West.

11. Distinguish Kennedy's outlook on American foreign policy; indicate military and political actions taken by President Kennedy in response to Soviet infringement on American spheres such as Latin America and Europe. 6.1.12.D.13.e

12. Identify major legislation constituting Lyndon Johnson's Great Society and

indicate how his foreign policy undermined his domestic programs. 6.1.12.C.13.c, 6.1.12.A.14.d

13. Explain how the Arab-Israeli conflict influenced American foreign policy. 6.1.12.A.12.c.

13. Evaluate the rationale offered for gradual escalation of our commitment to Vietnam; trace steps taken to escalate that commitment from 1960 to 1968; describe factors leading to the gradual alienation of the American public from the war. 6.1.12.D.12.d, 6.1.12.D.12.e

14. Identify major successes and failures of black movements for civil rights and socioeconomic improvement from 1960-68; explain the rise of "black power" and factors encouraging increasing black militancy during the 1960s. 6.1.12.A.13.b, 6.1.12.A.13.a, 6.1.12.C.13.a, 6.1.12.D.12.a, 6.1.12.D.12.b, 6.1.12.D.12.c

15. Describe the horrors of the Holocaust and the factors that led up to this genocide.

16. Discuss the major technological changes that affected the United States' economy during and after World War II. 6.1.12.A.13.c, 6.1.12.B.13.a

17. Analyze how the Supreme Court has interpreted the Constitution to define the rights of the individual, and evaluate the impact o public policies. 6.1.12.A.14.b

Period 7: 1890 – 1945

Key Concept 7.3: Global conflicts over resources, territories and ideologies renewed debates over the nation’s values and its role in the world, while simultaneously propelling the United States into a dominant international, military, political, cultural, and economic position.

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Topic: FDR and the Shadow of War Attempts at maintaining a position of neutrality and isolation ultimately failed. Yet the study of diplomacy and economics of the pre-war years illustrated the changing nature of America and her role in the world. This unit traces the evolution in thought from the Washington Naval Conference to the attack on Pearl Harbor. (WOR4) (WOR7) (ID3) (ID6) (POL6)

Primary Source readings; Documentary History of the United States: Chapter 24

Franklin Roosevelt, The Quarantine Speech Franklin Roosevelt, The Four Freedoms Speech The Atlantic Charter Topic: America in World War II; The Homefront The United States’ involvement in World War II vaulted the country into global political and military prominence. In the process, America’s relationship with the rest of the world was transformed. But what was happening at home? Here we look at the situation from three perspectives, wartime propaganda, the working woman and the Japanese interned on the West Coast. (WOR4) (WOR7) (ID3) (ID6) (POL5) Primary Source Readings: (Department Library) Fanny Christina Hill, “Rosie the Riveter” – her account of her work in the munitions industry during the War. Period 8: 1945 – 1980 Key Concept 8.1: The United States responded to an uncertain and unstable postwar world by asserting and attempting to defend a position of global leadership, with far-reaching domestic and international consequences. Topic: The Cold War; 1945-1954 The United States emerged as a major as a world power and had to deal with the domestic and international consequences of this reality. Postwar prosperity and the Baby Boom followed but so did an era of the expansion of communism and subsequent containment policies (WOR4) (WOR7) (WOR8)

Foreign policy issues in addition to containing communism were further complicated by nationalist movements around the world, shifting international alliances, regional conflicts, and global economic and environmental changes. (ENV5) (WOR3) (WOR7) (WOR8)

Our school has a large Asian-American population. As such, we will spend time with the Korean conflict, using the History Channel production of Fire and Ice; A History of the Korean War.

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Primary Source Reading; Documentary History of the United States: Chapters 25 (CR7)

George F, Kennan. “The Long Telegram.” Kennan outlines containment NSC-68: US Objectives and Programs for National Security,1950 Joseph McCarthy, Speech delivered in Wheeling,West Virginia, February 9, 1950. Topic: The Truman - Eisenhower Era The Cold War led to debates over the proper power of the federal government and the proper balance between personal liberty and maintaining order. They began with the Truman Administration and HUAC, then continued through Eisenhower’s two terms. (POL7) (ID3) (CUL5) (WOR-4)

Rapid economic and social changes in American society led to a sense of optimism in the postwar years though there were also underlying concerns about how these changes were affecting American society. (WXT3) (WXT5) (CUL5) (CUL6) (CUL7) (PEO3) Topic: The Civil Rights Movement; 1940 - 1968 Civil rights activists and political leaders had some success in bringing an end to segregation, though actual implementation of their gains came slowly. (ID6) (POL3) (POL4)

Growing awareness of inequalities in American society highlighted by the Civil Rights movement spread to other groups who worked to promote equality and social justice. (POL3) (ID8) (CR11)

Primary Source Readings: Documentary History of the United States: Chapter 26 (CR7)

Brown v. the Board of Education decision. What is to be the fate of the traditional Jim Crow system in the American South? Key Concept 8.2: Liberalism, based on an anticommunism abroad and a firm belief in the efficacy of governmental and especially federal power to achieve goals at home, reached its apex in the mid-1960s and generated a variety of political and cultural responses. Topic: The Sixties; “It was the best of times, it was the worst of times.” The Cold War continued, expansion of the war in Vietnam, the civil rights revolution and evolution, Johnson’s Great Society was a high water mark for liberalism, immigration and demographic changes continued at a rapid pace (POL2) (POL5) (POL7) (CUL6) As federal programs expanded and economic growth reshaped American society, many sought greater access to prosperity even as critics began to question the growing demand on natural resources. (PEO2) (PEO3) (PEO7) (ENV5) (WXT8)

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Primary Source Readings: Documentary History of the United States: Chapter 27 (CR7) John Kennedy, Inaugural Address – How does this speech chart a new course for the country? What was the “New Frontier” about which he spoke? Lyndon Johnson, The Great Society speech. In what ways did Johnson set out to complete the work begun by Franklin Roosevelt with the New Deal? Common Core Standards – Emphasis for this Unit

CCSS.ELA-Literacy.RH.9-10.10 By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently

CCSS.ELA-Literacy.WHST.9-10.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.



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OUTLINE OF TOPICS

I. America in World War II

A. Home Front

1. Mobilizing the economy of war 2. Civil liberties in wartime 3. Women, blacks and minorities 4. Economic and social impact of war

B. War in Europe, 1942-1945

1. North Africa and Italy 2. Opening the second front 3. Collapse of Germany 4. The Holocaust

C. War in the Pacific, 1942-1945

1. Turning the tide in the Pacific 2. Island-hopping strategy 3. Hiroshima and Nagasaki

D. Wartime Diplomacy

1. Roosevelt, Churchill and Stalin 2. Wartime conferences II. Truman and the Cold War

A. Domestic Problems 1. Election of 1944 2. Military demobilization 3. Economic demobilization 4. Eightieth Congress 5. Election of 1948 6. Fair Deal program B. Foreign Problems 1. Origins of the Cold War 2. Containment policy 3. Truman Doctrine 4. Marshall Plan and NATO 5. The Korean War C. Election of 1952

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III. Eisenhower Era, 1953-1960

A. Domestic Developments

1. Characteristics of Eisenhower's administration 2. McCarthyism 3. Supreme Court and desegregation 4. Age of affluence 5. Popular culture: conflict and conformity

B. Foreign Policy Developments 1. Characteristics of Eisenhower's foreign policy 2. Dulles and massive retaliation 3. Developments in the Far East 4. Middle East and the Eisenhower Doctrine 5. U.S. - Soviet relations C. Election of 1960 IV. The 1960s: Years of Turmoil A. The Kennedy Years 1. Domestic policy 2. Problem of Cuba 3. Civil rights 4. Dallas B. The Johnson Years 1. Civil rights 2. Great Society 3. Election of 1964 4. Foreign policy C. Social Change and Protest 1. Civil rights movement 2. Youth rebellion 3. The counter culture

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D. Vietnam 1. Growth of American involvement to 1963 2. Gulf of Tonkin and American escalation 3. Impact on American society 4. Tet offensive E. Election of 1968 Key Vocabulary Second Front, unconditional surrender, Security Council, big-power veto, Iron

Curtain, Cold War, satellites, Third World, G.I. Bill of Rights, massive retaliation, New Frontier, Sputnik, Peace Corps, flexible response, Great Society, sit-ins, segregation, integration, suburb, nonviolent demonstrations, Black Power, civil disobedience, balance of power, sphere of influence, appeasement, McCarthyism, baby boom, domino theory, containment, escalation

Key People

Harry S. Truman, Douglas MacArthur, Dwight Eisenhower, Richard Nixon, Alger Hiss, Joseph McCarthy, Thomas Dewey, Chiang Kai-shek, Julius and Ethel Rosenberg, Dean Acheson, Adlai Stevenson, Earl Warren, Orval Faubus, Rosa Parks, Martin Luther King, Jr., George Kennan, Ho Chi Minh, Ngo Dinh Diem, John Foster Dulles, Nikita Krushchev, Fidel Castro, John F. Kennedy, Lyndon B. Johnson, Lee Harvey Oswald, Malcolm X, Eugene McCarthy, Hubert Humphrey, Robert Kennedy, Francis Gary Powers

Key Events

Japanese-American relocation, Yalta Conference, Potsdam Conference, atomic bombing of Hiroshima, surrender of Germany and Japan, Taft-Hartley Act, Truman Doctrine, Marshall Plan, formation of NATO, "Fall of China," Korean War, Brown v. Board of Education, Battle of Dien Bien Phu, Eisenhower Doctrine, National Defense and Education Act, Berlin Crisis, U-2 Incident, Bay of Pigs, Cuba Missile Crisis, Civil Rights Act of 1964, Selma march, Gulf of Tonkin Resolution

Key Places Yalta, Berlin, East and West Germany, Pusan, Inchon, Yalu, Selma, AL, North and

South Korea, Watts, Los Angeles, DMZ, Saigon, Hanoi, Gulf of Tonkin, Bay of Pigs, Dien Bien Phu, Little Rock


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UNIT 11. MODERN AMERICA, 1969 TO THE PRESENT, Period 8 & 9 Essential Questions:








1. Trace the progress of the war in Southeast Asia from 1968 to 1975; indicate reasons for American withdrawal and evaluate the impact of extended American involvement in the war and the effects of that involvement on this country's perception of its role in world affairs. 6.1.12.A.15.c

2. Describe the economic problems Nixon's administration confronted and solutions the President proposed in the program he termed New Federalism.

3. Delineate the nature of change in Cold War strategy signified by détente; describe the debate the new policy has raised and how the Nixon administration applied this new concept to China and the Soviet Union. 6.1.12.A.15.c

4. Describe the events known collectively as Watergate which led to Richard Nixon's resignation from the presidency; evaluate the efforts of Congress to correct political abuses stemming from the concentration of executive power. 6.1.12.A.14.a

5. Describe the major domestic and foreign problems Ford confronted during his brief tenure as President; evaluate the major reasons for his loss to Jimmy Carter in the 1976 election.

6. Describe the major domestic and foreign problems Carter confronted during his Presidency and evaluate the major reasons for his loss to Reagan in the 1980 election. 6.1.12.A.15.d, 6.1.12.C.15.a, 6.1.12.D.15.b, 6.1.12.D.15.c

7. Describe the goals of the Reagan administration and evaluate his successes and failures. 6.1.12.A.15.b, 6.1.12.D.15.b

8. Evaluate the social and political significance of recent demographic trends regarding the rate and sources of population growth, the changing age composition of the population and the movement of the population to the Sunbelt and the suburbs.

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9. Describe the advances and setbacks of social minorities women, blacks, Hispanic-Americans, Indians - in the past decade.

10. Trace the Downfall of the Soviet Union, its collapse and its influence on world events. 6.1.12.A.15.a

11. Evaluate the instability of the Middle East and the course of the Persian Gulf War. 6.1.12.A.15.e

12. Describe the reform attempts of President Clinton, analyzing his successes and failures.

13. Predict the influence of the information revolution and Generation X. 6.1.12.A.16.a, 6.1.12.A.16.b

14. Analyze the reasons for terrorism and the impact terrorism has had on individuals and government policies. 6.1.12.D.15.d, 6.3.12.D.1

15. Evaluate the dynamics of living in a changing and interconnected world. 6.1.12.B/16/a, 6.1.12.C.16 a, b, and c. 6.1.12.D.16.a,b, and c, 6.3.12.B.1

Period 8: 1945 – 1980

Key Concept 8.3: Postwar economic, demographic and technological changes had far-reaching impacts on American society, politics, and the environment. Topic: The Seventies Many liberal principles that dominated postwar politics and court decisions come under attack from the left as well as from resurgent conservative movements. (POL2) (POL5) (POL7) (CUL6)

Some began to question the direction of the country’s rapid social and economic change. Political and moral debates began to divide the nation. (ID7) (WXT7) (POL5) (CUL6) (CUL7)

Some began to question the ways in which the United States was using natural resources to support the rapid growth of economic prosperity. (PEO2) (PEO7) (ENV5) (WXT8) New demographic and social issues led to significant political and moral debates that sharply divided the nation. (ID7) (WXT7) (POL5) (CUL6) (CUL7)

Primary Source Readings: Documentary History of the United States: Chapters 28

and 29 NOW Statement of Purpose Roe v. Wade, US Supreme Court decision Kate Sarachild, “Feminism and Consciousness Raising” Phyllis Schafly, “The Limits of the Women’s Movement”

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Period 9: 1980 – Present Key Concept 9.1: A new conservatism grew to prominence in the U.S. culture and politics, defending traditional social values and rejecting liberal views about the role of government. Topic: The Resurgence of Conservatism

The Reagan administration pursued a reinvigorated anticommunist and interventionist foreign policy that set the tone for future administrations. (WOR7) (WOR8) Reduced public faith in the government’s ability to solve social and economic problems, new religious fundamentalism and neoconservatism challenged the liberalism of the previous decades. (POL3)

Reaganomics, politics and the Supreme Court brought some conservative changes to the United States political scene. (WXT8) (POL4)

Conservative gains were limited by the popularity and institutional strength of some government programs and also by public support for cultural trends of recent decades. (WXT8) (POL4)

Primary Source Reading: Documentary History of the United States: Chapter 29

(CR7) Ronald Reagan, Inaugural Addresses 1981, 1985. How do Reagan’s speeches set the course of the neoconservative movement in the last decades of the twentieth century? Key Concept 9.2: The end of the Cold War and new challenges to U.S. leadership in the world forced the nation to redefine its foreign policy and global rule. Topic: The End of the Cold War; New Challenges, New Definitions.

In the Clinton era, post-Cold War politics and foreign policy were complicated by economic instability and political, social, and environmental challenges (WXT3) (WOR3) (ENV5) (CUL7) The increasing integration of the United States into the world economy also led to economic instability and major social, environmental, and policy changes. (WXT3) (WOR3) (ENV5) (CUL7) The attack on the World Trade Center and America post-9/11 led America to focus on a war of terrorism, leading to questions about civil rights and homeland security (POL7) (WOR7)

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Student Activity: (ID-5) Write an editorial either in support of or opposed to the continuation of the

Environmental Protection Agency. Include some of the points being made by those currently in political office. (SK6) (SK9) (CR10) CR11) ---------------------------------------------------------------------------------------------------- Key Concept 9.3: Moving into the 21st century, the nation continued to experience challenges stemming from social, economic, and demographic changes.

---------------------------------------------------------------------------------------------------- Topic: The New Century, A New Threat Demographic changes, changes in the family, immigration and related issues led to demographic shifts that had profound cultural and political consequences. (ID6) (ID7) (PEO2) (PEO3) (PEO7)


CCSS.ELA-Literacy.RH.9-10.10 By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently

CCSS.ELA-Literacy.WHST.9-10.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.



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OUTLINE OF TOPICS I. THE STALEMATED SEVENTIES

A. Nixon-Ford Years, 1969-1977 1. Nixon and Vietnam 2. Russia and China 3. Domestic programs 4. 1972 Election 5. Watergate and the downfall of Nixon 6. Ford interlude B. Carter Years, 1977-1981 1. 1976 election 2. Domestic policies 3. Panama and the Middle East 4. the U.S. and Iran

C. Reagan Republicanism, 1981-1989 1. Election of 1980 2. Conservative resurgence 3. Domestic policies and goals 4. Recent foreign policy developments

D. The Bush Administration, 1989-1993

1. The election of 1988 2. Domestic policies and goal 3. The Persian Gulf War 4. Collapse of the Soviet Union

E. The Clinton Administration

1. Domestic Reform Policies 2. Development of New Foreign Policy 3. Scandals 4. Information Revolution

F. G.W. Bush Administration, 2001-2009 1. Election of 2000

G. Barack Obama Administration, 2009- 1. Domestic Agenda 2. Foreign Policy

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II. The American People Since World War II A. Population and demographic trends B. The Economy C. Feminist Revolution D. Postwar Culture E. Generation X F. 21st Century America Key Vocabulary Stagflation, Vietnamization, executive privilege, détente, OPEC, prime rate,

supply-side economics, Contras, twin deficits, service industries, smokestack industries, poverty line, information society, the new immigration, reverse discrimination, "the new woman," right to life, ERA, counterculture, born-again Christians, baby bust, peristroika, glasnost, internet, Generation X, September 11, Afghanistan, Iraq

Key People

Henry Kissinger, Daniel Ellsberg, Sam Ervin, James Dean, Richard Nixon, Gerald Ford, Archibald Cox, Jimmy Carter, Edward Kennedy, Ronald Reagan, Sandra Day O'Connor, Ayatollah Khomeini, Neil Armstrong, Chairman Mao, Mikail Gorbechov, Boris Yeltsin, George Bush, Bill Clinton, George W. Bush, Colin Powell, Bill Gates

Key Places

Iran, Afghanistan, Lebanon, Israel, Nicaragua, El Salvador, Sun Belt, Somalia, Bosnia, Kosovo, Kuwait, Iraq


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PUBLIC SCHOOLS OF EDISON TOWNSHIP OFFICE OF THE SUPERINTENDENT

DIVISION OF CURRICULUM AND INSTRUCTION

COURSE REQUIREMENTS

UNITED STATES HISTORY 2

GRADES: 10 LENGTH OF COURSE: TERM I COURSE CONTENT - This course will consist of the following units of study: A. Colonial America B. The Revolution and the Constitution C. The New Nation D. The Age of Jackson E. Shaping the National Identity, 1790-1860 F. Civil War and Reconstruction G. Industrial America H. America on the World Stage I. America Between the Wars, 1920-1939 J. World War II and After K. Modern America, 1969 to the Present II. COURSE REQUIREMENTS -

To complete this course successfully, students will be required to demonstrate a satisfactory (or higher) level of proficiency in:

A. Using the vocabulary presented during the course B. Understanding key events and trends in American history since 1620 C. Interpreting primary source documents D. Using reading, writing and speaking skills to demonstrate an understanding of

American history E. Writing critical essays F. Locating events and places in their proper geographic setting G. Being aware of significant contemporary issues

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III. EVALUATION PROCESS A. Throughout the length of this course, students will be evaluated on the basis

of: 1. Major tests each marking period 2. Quizzes, announced and unannounced 3. Homework assignments 4. Research assignments 5. Critical essays 6. Participation in class activities 7. Maintenance of a notebook containing class notes and assignments B. An alternate assessment grade, made up of 2 essays, 2 objective exams, and

administered at the end of the 1st and 2nd Quarters will be worth 10% of the final grade.

C. A final examination shall be administered. The academic value of the

examination grade shall be 10% of the final grade. D. Teachers will have the option of making summer assignments. These

assignments may consist of outlines, a critical essay, reading one or two paperback books and writing data cards.

12/87, 5/88, 6/96, 7/01, 6/02