Mercy
High School Curriculum Guide: AP US History
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High School Curriculum Guide: AP US History -Baltimore- |
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Course:
AP U.S. History
Grade Level: 11th
Grade
Number of
Teachers: 1 teacher
Frequency and
Duration: 50 minutes, as scheduled, for 3
semesters
Class Size: 28
students, 1 classes
Course Description:
AP US History is a challenging course that is designed to be the equivalent
of a freshman college course in a high school setting.
It is
a year-long survey of
American
history from the age
of exploration
to the present.
Solid reading and
writing skills,
along with a willingness to
devote considerable time to homework
and study, are necessary to
succeed. Importance is
placed
on critical thinking skills, document
based
questions, free-response essays, and interpretation
of primary and secondary source documents.
This course is divided by different periods
of time and will highlight
political, social,
cultural, diplomatic and economic themes
throughout American
History. The course will place an emphasis
on politics and citizenship,
especially how
the role of
the presidency has
changed
over time, demographic and
cultural changes
from
colonial America to the present day, and finally American diversity by examining the changing role of
women throughout American history.
Course Objectives:
Key
Themes:
This course is structured both chronologically and thematically. Elements of these themes are included in most unit assignments. The themes include:
Skills Developed:
In
each unit, students will get practice developing the following
content-driven
skills:
Crafting
Historical Arguments from Historical Evidence (including Historical
Argumentation and Appropriate Use of Relevant Historical Evidence),
Chronological Reasoning (including Historical Causation, Patterns of
Continuity
and Change over Time, and Periodization), Comparison and
Contextualization, and
Historical Interpretation and Synthesis. In addition, class activities
and
assignments will address the following academic skills: Reading for
comprehension and recall, improving study skills in preparation for
assessments, improving formal writing skills (addressed below),
improving
public speaking skills in class discussions and activities, and
improving
skills of map reading and interpretation.
Historical work at the collegiate level
requires students
to write proficiently. For this reason, writing is emphasized
in every unit of this course. Students
receive “essential
questions” to frame class discussions; these are often
used
as writing essay question
assignments.
Assessment of essays are measured
by
the following: the degree to which they fully and
directly answer
the question, the strength of
thesis statement, level and effectiveness of analysis, amount and
quality of supporting
evidence, and organizational quality. In addition
to these standards, DBQs
are
graded
on the basis of the degree to
which a significant
number
of the documents have been
used
to support the thesis, and
the amount and quality of outside information included
in the response.
Historical Interpretations:
Another key to work at
the
collegiate level
is an
understanding of basic
historiography. To provide students with an introduction
to this aspect of historical study,
readings from After the Fact, The Art of
Historical Detection,
by James West Davidson, and
Mark Hamilton Lytle will be used to help students recognize how
historical interpretations
change over
time, and examine how emerging trends can influence the process
of historical inquiry.
To be meaningful,
the study of history requires
primary source analysis.
For
this reason, most units in this
course provide students with the opportunity to
read
and interpret
a diverse selection
of primary source materials. The teacher
introduces each document, and
then
the students individually read and interpret
the
document. Next, as a
class we discuss the document, noting the style, language,
intent,
and effect. These activities help
students
become more familiar with primary sources.
As a result,
students are better prepared to respond to DBQs
on the AP U.S. History exam.
Textbook:
Henretta,
Hinderaker, Edwards, Self . America's
History, 8th edition
Supplemental Texts:
Cobbs,
Hoffman Elizabeth,
and Jon Gjerde. Major Problems in American History
Volume
I: Documents and
Essays. Boston: Houghton Mifflin,
2002. Print.
Cobbs,
Hoffman Elizabeth.,
and Jon Gjerde. Major
Problems in American History
Volume
II: Documents and Essays.
Boston: Houghton Mifflin, 2002. Print.
Davidson, James
West, and Mark
Hamilton, Lytle. After the Fact: The Art of Historical
Detection.
3rd. ed. Vol. New York: McGraw-Hill, 1992.
Dudley,
Williams and John C. Chalberg. Opposing
Viewpoints, 2 vols. Boston: Houghton Mifflin Harcourt, 2007.
Kennedy,
David and Thomas Bailey. The American Spirit: United States History as
Seen by
Contemporaries. 2 vols. Boston: Houghton Mifflin Harcourt, 2002.
Halsall, Paul, Ed. “Internet
Sourcebooks Project” www.fordham.edu/halsall.10 10
Dec. 2006. 7 March 2013.
Stacy, Jason,
and Stephen Heller. Documenting
United States History: For the Ap Us History Course. Place of
Publication
Not Identified: Bedford Bks St Martin'S, 2015. Print
Newman, John
J., and John M. Schmalbach. United
States History: Preparing for the Advanced Placement Examination.
Iowa:
Amsco, 2015. Print.
Stanford
History Education Group. Reading Like a
Historian. Http://sheg.stanford.edu.
Zinn,
Howard.
A People’s
History of the United
States (2010
ed.) New York, New
York:
Harper Collins.
Part 1: Transformation
of North America 1450-1700
|
Texts and other
materials utilized |
·
o
Chapter 1:
Colliding Worlds 1450-1600 o
Chapter
2: American Experiments 1521-1700 ·
Howard Zinn’s,
A People’s History of the United States- chapter 1 ·
For the Record-
Chapter 1-3, Documenting United States History- Chapters 1-3 ·
Newman &
Schmalback, United States History- Preparing for the Advanced Placement
Examination- Chapters 1-3 |
|
Major Topics: |
·
Early contacts among groups in North America, and North American societies in the context of the Atlantic World ·
Spanish exploration and the development of colonies in the Americas ·
the rise of the English as an imperial power, including the conflict with the Spanish ·
compare and
contrast the Spanish, French, and Dutch empires in North America ·
initial English colonial settlements, including successes and failures, and the unique attributes of each of the colonies ·
the evolution of relations between the colonies and England, including the debate over citizenship and representation. |
|
Essential
Questions: |
1.
What were the
major patterns of American Indian life in North America before
Europeans arrived? 2.
Trace the rise of the English nation-state between 1492 and 1607. What important factors influenced this rise? 3.
Why
did European nations explore and conquer the New World and what impact
did this have on Native Americans? 4.
Why
and how did the English colonize America? 5.
To what extent was there religious freedom in the colonies? 6.
What
role did slavery play in the colonies? |
|
Unit Activities: |
|
|
Assignments and
Assessments |
·
Students will
complete reading and reading questions. ·
Exit tickets
& reading quiz assessing reading comprehension and historical
thinking skills ·
There will be a unit 1 test that will include: multiple choice (traditional and questions based on
the redesign format with documents), matching, short answer, and maps from the pre-colonial and colonial time period. |
|
Texts and other materials utilized: |
·
Brinkley,
Connecting with the Past Chapters 4-6 o
Chapter 3:
The British Atlantic World o
Chapter 4:
Growth Diversity and Conflict
·
Documenting
United States History- Chapters 1-3 ·
Newman &
Schmalback, United States History- Preparing for the Advanced Placement
Examination- Chapters 4-5 ·
Major Problems in American History, chapters 3-4, American Experiences: Readings in American History, chapter 2. HERE HERE |
|
Major Topics |
·
Political and social causes of the French and Indian War ·
military engagements and consequences of the French and Indian War ·
growing tensions between the colonies and the British Parliament ·
Strategies of both sides in the Revolutionary War, and the course of the battles ·
origins and structures of the Articles of Confederation ·
the strengths
and weaknesses of the Articles of Confederation ·
political, social, and economic challenges of the Critical Period ·
circumstances surrounding the Constitutional Convention and the structure of the Constitution ·
argument over ratification and the development of the Bill of Rights.
|
|
Essential
Questions |
1.
In what ways
was the French and Indian War a turning point in American history? 2.
Was the American Revolution inevitable? 3.
To what extent could either side have contributed to a peaceful resolution to their differences? 4.
Analyze the ways in which the colonists used both legal and extra-legal means of protesting. Which tactic proved more successful and why? 5.
Who were the greatest generals of the war and why? 6.
In what ways was the Articles of Confederation designed to correct perceived injustices of the colonial era? What were the resulting strengths and weaknesses of the document? |
|
Unit Activities |
·
French and
Indian War perspectives activity. Students will analyze the
perspectives of the causes of the French and Indian war through a
role-playing activity ·
Class discussions and primary source
analysis on taxation without representation and colonial leadership. ·
Causes of the
American Revolution document analysis using the following- Letter from
John Dickinson, excerpts from Common Sense, Declaration of
Independence, Declaration of the Causes and Necessities of Taking up
Arms, Paul Revere’s Boston Massacre engraving and others ·
Class
discussions on competing interpretations of the American Revolution using readings by Howard
Zinn, “The War for Independence Was Not a Social Revolution” and Gordon
S. Wood’s, “The War for Independence Was a Social Revolution” ·
Students will analyze Pontiac’s Rebellion by completing a conflict analysis chart. ·
In- class debate between Federalists and Anti- Federalists. ·
Students will analyze primary sources from John Locke and Adam Smith to discover the influence of both authors in mainstream American political and economic values. ·
Constitutional
Convention role playing activity ·
Students will
participate in a class debate over the question- Are the Americans
justified in rebelling from the British (students will draw on both
primary and secondary articles, as well as info from the textbook, to
articulate their position with regard to the prompt (Component 4- themes- Work, Exchange, and Technology-1,2,, and American in the World-2, Ideas, Beliefs and Culture-4) |
|
Assignments and
Assessments |
·
Students will
complete reading and reading questions ·
Students will
create an American Revolution timeline highlighting key events leading
up to and during the American Revolutionary War ·
Exit tickets,
reading quizzes, and “do now’s” relating to historical thinking skills ·
Students will complete a practice essay with the option to choose 1 out of 2 questions that they are given. ·
There will be a unit 2 test that will include: multiple choices (traditional and questions based
on the redesign format), matching, short answer, and maps from the Revolutionary time period. |
UNIT 3:
THE EARLY NATIONAL PERIOD & THE WAR OF 1812 (1789-1816)
|
Texts and other materials utilized: |
·
Brinkley-
Connecting with the Past chapters 6-7 o
Chapter 6: The
Constitution and the New Republic o
Chapter
7: The Jeffersonian Era ·
Documenting
United States History- Chapter 4-6 ·
For
the Record- Chapters 6-8 ·
Major Problems in American History, chapters 5-6 ·
American Experiences: Readings in American History, chapter 3 ·
Newman &
Schmalback, United States History- Preparing for the Advanced Placement
Examination- Chapters 6-7 |
|
Major Topics |
·
Birth of a new nation and struggle for identity ·
growing pains of the New Republic ·
George Washington and the development of the role of the President, the debate over the Bank of the United States, and the emergence of political parties; foreign relations, including the Jay Treaty, the Pinckney Treaty, and the XYZ Affair. ·
The growing tensions with Europe during the Napoleonic Wars ·
Marbury
vs. Madison and the development of the role of the Supreme Court ·
Jeffersonian Republicanism, including policies regarding the Bank, Louisiana, Aaron Burr, and foreign relations, and elections from 1789 to 1812. ·
Growing pains of the New Republic; foreign relations between the United States and France and Britain; causes and course of the War of 1812 |
|
Essential
Questions |
1.
To what extent could it be said that the Anti-Federalists prevailed in the fight over ratification? 2.
In what ways did the United States government work to achieve stability, both domestically and internationally during the 1790s? 3.
Should the Alien and Sedition Acts be viewed as unconstitutional, or were they just an early example of hardball politics? 4.
Is it accurate to say that the Supreme Court did not become a co-equal branch of the government until after the appointment of John Marshall? 5.
How effective was the United States in responding to the geopolitical challenges it faced during this period? 6.
What were the
achievements and failures of George Washington, John Adams, and Thomas
Jefferson? Should any of them be considered great presidents, why or
why not? |
|
Unit Activities |
·
Hats of the
President: With a partner, students analyze the varied roles (“Hats”)
of Washington, Adams, and Jefferson as the first three presidents and
determine the degree to which they were successful or unsuccessful in
their roles. ·
Class discussions on U.S. Bank and the Louisiana Purchase and how both reflected arguments for a strict or loose construction of the Constitution. ·
In-class debate on the Alien and Sedition Acts. ·
In-class document analysis activity: excerpt from Marbury
vs. Madison decision. ·
Drawing on primary sources, students will engage in a debate over the question, “Did the Revolution assert British rights or did it create an American national identity?” (Component 4-theme- Identity-1) |
|
Assignments and
Assessments |
·
Students will
complete reading and reading questions ·
Exit tickets,
reading quizzes, and “do now’s” relating to historical thinking skills ·
Students will complete a practice essay with the option to choose 1 out of 2 questions that they are given. ·
There will be a unit 3 test that will include: multiple choices (traditional and questions based
on the redesign format), matching, short answer, and maps and primary sources from the time
period |
UNIT 4: THE WAR OF 1812
AND
ITS AFTERMATH
(1812-1828)
|
Texts and other materials utilized: |
·
Brinkley-
Connecting with the Past chapters 7-8 o
Chapter 7: The
Jeffersonian Era (The War of 1812) o
Chapter 8:
Varieties of American Nationalism ·
Newman &
Schmalback, United States History- Preparing for the Advanced Placement
Examination- Chapters 6 ·
Major Problems in American History, chapters 7-8 ·
American Experiences: Readings in American History, chapter 4. |
|
Major Topics |
o
Growing pains of the New Republic; foreign relations between the United States and France and Britain; causes and course of the War of 1812, including the death of the Federalist Party, the emergence of the Second Bank of the United States, and the conflict over internal improvement o
the contested election of 1824 and the end of the Era of Good Feeling o
tariffs and the specter of nullification o
major decisions of the Marshall Court o
the Monroe Doctrine and the growth of the United States in regional politics o
the rise of immigration and nativism. |
|
Essential
Questions |
1.
Identify the
major causes and consequences of the War of 1812? Which of these were
most important, why? 2.
Were the policies of the United States government new or merely a continuation of policies already in place? 3.
How did the addition, and settlement, of southern and western lands contribute to the political struggle that resulted in the Civil War? 4.
To what extent did the cotton boom fundamentally transform southern society, economically and culturally? 5.
In what ways was the emergence of the factory economy of the north beneficial to the region and the nation? 6.
What were the negative aspects of the new economy? 7.
Why is this period often considered the golden age for American transportation? |
|
Unit Activities |
·
Class discussions on the two-party political system and the American System. ·
Discussion on
the causes and effects of the War of 1812 as a press conference:
Students take the roles of the presidents and principal players in the
War of 1812 with leaders preparing their perspectives and student
reporters asking questions of the leaders. Student
reporters give brief summaries from their perspectives as to the
responses of the “leaders”. ·
Map skills activity: battles of the War of 1812. ·
Debate on the contested election of 1824. ·
Court Case Brief Activity- each student will research one landmark court case and present a brief to the class. |
|
Assignments and
Assessments |
·
Students will
complete reading and reading questions ·
Exit tickets,
reading quizzes, and “do now’s” relating to historical thinking skills ·
Students will complete a practice essay with the option to choose 1 out of 2 questions that they are given. ·
There will be a unit 4 test that will include: multiple choices (traditional and questions based
on the redesign format), matching, short answer, and maps and primary sources from the time
period |
UNIT 5: JACKSONIAN DEMOCRACY (1828-1840)
|
Texts and other materials utilized: |
·
Brinkley-
Connecting with the Past chapter 9 o
Chapter
9:Jacksonian America ·
Documenting
United States History- Chapter ·
For
the Record- Chapters ·
Newman &
Schmalback, United States History- Preparing for the Advanced Placement
Examination- Chapters 10 ·
Major Problems in American History, chapters 9-10 ·
American Experiences: Readings in American History, chapter 5. |
|
Major Topics |
·
Circumstances surrounding the elections of 1824 and 1828 ·
rise of the Jacksonian Democratic Party, including its beliefs, policies, and important members; and the Four Main Crises of the Age of Jackson: the expanding view of democracy (spoils system, rotation in office), the Native American question (court cases and Indian removal), the nullification crisis, and economic issues of the period (Second Bank of the United States and the Panic of 1837) |
|
Essential
Questions |
1.
To what extent were the Jacksonian Democrats truly the guardians of the Constitution, political democracy, individual liberty, and equality of economic opportunity? 2.
In what ways did Andrew Jackson differ from his predecessors and in what ways did he continue the traditions, or reflect the traditional values of the early national period? 3.
To what extent did the Jacksonian Period live up to its characterization as the era of the “common man” in terms of economic development, politics, and expansion? 4.
In what ways did the conflicts over nullification and the bank point to the larger sectional, economic, and political tensions in the Jacksonian age? |
|
Unit Activities |
·
The Jackson Game- simulation activity requiring students to research positions, write speeches, ask/answer questions from the point of view of their characters, and complete a formal reflective essay. ·
The Andrew
Jackson Report Card: students grade Jackson based on his performance as
president dealing with nullification, use of the spoils system and
veto, the Second Bank of the U.S., the Specie Circular and “pet banks”,
Indian removal ·
In class document analysis activity: excerpt from Daniel Webster’s debate with Robert Hayne, and Andrew Jackson’s bank veto. |
|
Assignments and
Assessments |
·
Students will
complete reading and reading questions ·
Exit tickets,
reading quizzes, and “do now’s” relating to historical thinking skills ·
Students will complete a practice essay with the option to choose 1 out of 2 questions that they are given. ·
There will be a unit 5 test that will include: multiple choices (traditional and questions based
on the redesign format), matching, short answer, and maps and primary sources from the time
period |
UNIT 6: REFORM
ERA POLICIES AND PRACTICES (1800-1850)
|
Texts and other materials utilized: |
·
Brinkley-
Connecting with the Past chapter 10 o
Chapter 10-
America’s Economic Revolution o
Chapter
11- Cotton, Slavery, and the Old South o
Chapter
12- Antebellum Culture and Reform ·
Documenting
United States History- Chapter 7 ·
For
the Record- Chapters 12-13 ·
Newman &
Schmalback, United States History- Preparing for the Advanced Placement
Examination- Chapters 11 ·
Major Problems in American History, chapters 11-12 ·
American Experiences: Readings in American History, chapter 6 |
|
Major Topics |
·
Trends in immigration, urbanization, industrialization ·
social and cultural reactions to the industrial age, including the second Great Awakening, utopian movements, and reformers; ·
reform movements involving treatment of the poor, the blind, the deaf, the insane, and criminals ·
the temperance movement ·
reform movements involving civil rights, including the status of slaves and women; and artistic and philosophical movements of the age, including the Hudson River School, romantic authors, and transcendentalists |
|
Essential
Questions |
1.
To what extent were the reform and utopian movements a reflection of Jacksonian ideals, and to what extent were they a reaction of those ideals? 2.
In what ways did the philosophers, reformers, artists, and authors of this time period contribute to the development of a uniquely American identity? 3.
What were the larger social goals of the reformers and to what extent were they successful in achieving these? 4.
In what ways were strides made by advocates for abolitionism, temperance, and women’s rights? Which group made the most progress? |
|
Unit Activities |
·
Awakening and utopian societies. In-class document analysis activity on the: “Declaration of Sentiments” Seneca Falls Convention of 1848. ·
Reformers of
the Early 19th Century mini research project:
Each student is assigned a reformer of the 1820-1860s
period. Students gather information in
response to a set of questions using at least 2 sources outside of
their text. Each student creates a resume
for their reformer which they will bring to class. Students will
interview each other asking each other questions about each reformer’s
criticism of American life, his/her methods to improve American life,
his/her lasting impact on American life, etc. ·
Students will
participate in a small group seminar over the role of women and
immigrants in American society (critical thinking questions based on
the reading will be discussed, students identify the main points and
thesis of the authors, they will offer critiques of the arguments and
offer their own interpretation and analysis of the readings as well as
others within their group, with connections to the present. ·
Students will
also view a power point on how to put together a DBQ essay, and will be given their first DBQ essay to complete. ·
Students will also read the work of historian Richard Hofstadter and Ronald G. Walters, students will write an essay agreeing or disagreeing with Hofstadter’s arguments by referencing one reform movement from the antebellum or progressive eras.(Component 4- theme- Politics and Power-3) |
|
Assignments and
Assessments |
·
Students will
complete reading and reading questions ·
Exit tickets,
reading quizzes, and “do now’s” relating to historical thinking skills ·
Students will complete a practice essay with the option to choose 1 out of 2 questions that they are given. ·
There will be a unit 6 test that will include: multiple choices (traditional and questions based
on the redesign format), matching, short answer, and maps and primary sources from the time
period |
UNIT
7: WESTWARD EXPANSION (1819-1850) & THE IMPENDING CRISIS
|
Texts and other materials utilized: |
·
Brinkley-
Connecting with the Past chapter 13 o
Chapter 13- The
Impending Crisis ·
Documenting
United States History- Chapter 11 ·
For
the Record- Chapters 14-15 ·
Newman &
Schmalback, United States History- Preparing for the Advanced Placement
Examination- Chapters 12-13 ·
Major Problems in American History, chapters 13-14 ·
American Experiences: Readings in American History, chapter 7 |
|
Major Topics |
·
Trends in westward expansion, specifically independence in Texas and statehood issues involving slavery; life on the trail; Oregon and California; border crisis involving Mexico and the Mexican War; and negotiation of the Treaty of Guadalupe-Hidalgo and shifting power structure in North America. ·
Effects of the Mexican War in terms of land acquisition, slavery, economics, and politics; Uncle Tom’s Cabin, the Kansas- Nebraska Act, The Dred Scott Decision, and John Brown’s Raid, and the Secession Crisis |
|
Essential
Questions |
1.
What effect did John Tyler’s presidency have upon the sectional tensions of the era? 2.
What motivated settlers to come to Texas in the 1820s and 1830s? How did these motives contribute to the conflict that led to Texan independence? 3.
What were the issues in the debate over the admission of Texas to the Union? 4.
How did the gold rush and the establishment of the Oregon Trail contribute to manifest destiny and the growing sectional crisis? 5.
How did the
annexation of western territories intensify the conflict over slavery
and lead to deeper divisions between the North and the South? 6.
What
compromises attempted to resolve the conflicts over the expansion of
slavery into new territories? To what degree were these compromises
successful? Why did they eventually fail to resolve the differences
between the North and South? 7.
At what point
did secession become inevitable? Provide supporting evidence for why
you believe the Civil War could have been avoided before that point-or
not. |
|
Unit Activities |
·
Class discussions on Texas independence, the Wilmot Proviso, and the Compromise of 1850. There will be a class debate on the topic: Was the Mexican War a justified act of self-defense or an unjustified act of imperialism, and are there comparisons to the present wars in Iraq and Afghanistan? Students will have to do research to support their opinion. ·
Students will interpret the changing historiography of the start of the Mexican War presented in Chapter 8 of Howard Zinn’s, A People’s History of the United States. They will also research the effect of the war on the lives of the Spanish Americans. (Component 4- themes- Identity-6, Peopling-3,5, and America in the World-5,6) ·
Class discussions on the effect of Uncle Tom’s Cabin and John Brown’s raid at Harpers Ferry. Students will analyze the Dred Scott Decision. Students will also re-create the Lincoln-Douglas Debates |
|
Assignments and
Assessments |
·
Students will
complete reading and reading questions ·
Exit tickets,
reading quizzes, and “do now’s” relating to historical thinking skills ·
Students will complete a practice essay with the option to choose 1 out of 2 questions that they are given. ·
There will be a unit 7 test that will include: multiple choices (traditional and questions based
on the redesign format), matching, short answer, primary sources from the time period
including maps from the Mexican-American War |
UNIT 8:
ERA OF THE CIVIL WAR (1858-1865)
|
Texts and other materials utilized: |
·
Brinkley-
Connecting with the Past chapter 14 o
Chapter 14- The
Civil War ·
Documenting
United States History- Chapter 12 ·
For
the Record- Chapter 16 ·
Newman &
Schmalback, United States History- Preparing for the Advanced Placement
Examination- Chapter 14 ·
Major Problems in American History, chapters 17-18 ·
American Experiences: Readings in American History, chapter 9 |
|
Major Topics |
·
Outbreak of the military conflict between north and south ·
the course of the war ·
political, diplomatic, social and economic consequences of the war, north and south; religion and the abolitionist cause ·
the Emancipation Proclamation and its effects of the war effort and the slave population ·
generals and leadership during the crisis, north and south. |
|
Essential
Questions |
1.
To what extent were the military fortunes of the north and south shaped by their generals and the political fortunes shaped by the leaders? 2.
How
did the North’s mobilization for war differ from mobilization in the
South? What accounts for these differences? 3.
In what ways and to what extent did the nature of warfare change as a result of the Civil War? 4.
Who are the heroes of this time period and what makes them so? 5.
Was it inevitable that the South would lose the Civil War? Why or why not? |
|
Unit Activities |
·
Class discussions on the Union and Confederate generals, wartime diplomacy, and turning points in the war. ·
Debates on civil liberties during wartime. ·
Document analysis of the Gettysburg Address. ·
Students will
also analyze the factors that led Abraham Lincoln to issue the Emancipation Proclamation, and its resulting impacts on the Union’s war effort. |
|
Assignments and
Assessments |
·
Students will
complete reading and reading questions ·
Exit tickets,
reading quizzes, and “do now’s” relating to historical thinking skills ·
Students will complete a practice essay with the option to choose 1 out of 2 questions that they are given. ·
There will be a unit 8 test that will include: multiple choices (traditional and questions based
on the redesign format), matching, short answer, primary sources and maps from the
Civil War Era |
UNIT 9: RECONSTRUCTION (1865-1877)
|
Texts and other materials utilized: |
·
Brinkley-
Connecting with the Past chapter 15 o
Chapter
9:Reconstruction and the New South ·
Documenting
United States History- Chapter 12 ·
For
the Record- Chapter 17 ·
Newman &
Schmalback, United States History- Preparing for the Advanced Placement
Examination- Chapter 15 ·
Major Problems in American History Volume 2- chapters 1-2 ·
American Experiences: Readings in American History, chapter 10 |
|
Major Topics |
·
Competing
models for Reconstruction: Presidential, Congressional, and White
Southern ·
the
assassination of President Lincoln and its implications on
Reconstruction ·
The policies of
Andrew Johnson; military occupation of the South, the emergence of
black republican governments; impeachment of Andrew Johnson ·
the 13th, ·
14th, and 15th
Amendments, white resistance, the KKK and spiral of violence ·
the readmitting
of southern states, the Grant scandals, the restoration of white
conservative governments, and the gradual denial of black rights in the
South. |
|
Essential
Questions |
1.
To what extent did the assassination of Abraham Lincoln contribute to more harsh Reconstruction policies? 2.
Trace the ways in which Congress attempted to secure rights for freed slaves and the steps southern states took to obstruct Congressional actions. 3.
In what ways did the impeachment of Andrew Johnson reveal the fault lines of American politics in the years following the Civil War? 4.
What were the
political achievements and failures of the Grant administration? 5.
To what extent was Congressional Reconstruction a success? |
|
Unit Activities |
·
Class discussions of the Reconstruction Acts, debates over the success and failures of the Johnson and Grant administration. ·
Class reconstruction of the impeachment of Andrew Johnson. |
|
Assignments and
Assessments |
·
Students will
complete reading and reading questions ·
Exit tickets,
reading quizzes, and “do now’s” relating to historical thinking skills ·
Students will complete a practice essay with the option to choose 1 out of 2 questions that they are given. ·
There will be a unit 9 test that will include: multiple choices (traditional and questions based
on the redesign format), matching, short answer, and primary sources from the time period |
UNIT 10:
WESTWARD EXPANSION AND INDUSTRIALIZATION (1880-1900)
|
Texts and other materials utilized: |
·
Brinkley-
Connecting with the Past chapter 16-17 o
Chapter 16- The
Conquest of the Far West o
Chapter 17-
Industrial Supremacy ·
Documenting
United States History- Chapter 13-14 ·
For
the Record Vol. 2- Chapters 19-21 ·
Newman &
Schmalback, United States History- Preparing for the Advanced Placement
Examination- Chapters 16, 17 ·
Major Problems in American History vol. 2- chapters 9-10 ·
American Experiences: Readings in American History, chapter 12. |
|
Major Topics |
·
Social and economic effects of post-bellum industrialization in the North and South ·
the expanding economic power of the United States in the world economy ·
impact of an unregulated economy on the development of heavy industry and the emergence of business tycoons ·
case studies on Rockefeller, Carnegie, Morgan, and Vanderbilt early attempts to rein in big business by the government at the state and federal levels ·
westward expansion as seen in the context of the railroad industry and emerging economic interests ·
conflicts between Native Americans and settlers, ranchers, miners, and military conflicts with Native Americans. |
|
Essential
Questions |
1.
To what extent
is “The Gilded Age” an apt description of the time period? 2.
In what ways
did the courts undermine Reconstruction efforts to bring about racial
equality? 3.
What
factors contributed to Americans industrialization in the late 19th
century? 4.
How did the
arrival and settlement of substantial numbers of Anglo-Americans
transform the society and economy of the West? 5.
Who were some
of the business and industrial titans of the late nineteenth century,
and what did they contribute to America’s industrial growth? |
|
Unit Activities |
·
Have students answer the FRQ: To what extent was the policy of the United State toward Native Americans a continuation of an early policy, and to what extent was it new? ·
classroom discussions on Materialism, Marxism, and the Indian Wars. ·
Hold
student debates on the social effects of westward expansion and industrialization. ·
Have students watch segments of the History Channel series, “The Men Who Built America.” ·
in class debate
over whether or not these business tycoons should be regarded as
“robber barons” or “captains of industry”? |
|
Assignments and
Assessments |
·
Students will
complete reading and reading questions ·
Exit tickets,
reading quizzes, and “do now’s” relating to historical thinking skills ·
Students will complete a practice essay with the option to choose 1 out of 2 questions that they are given. ·
There will be a unit 10 test that will include: multiple choices (traditional and questions based
on the redesign format), matching, short answer, and maps of the Native
Americans on the Great Plains, and railroad lines, as well as other primary sources from the time period |
UNIT 11: THE GILDED AGE (1880-1900)
|
Texts and other materials utilized: |
·
Brinkley-
Connecting with the Past chapter 18 o
Chapter 18- The
Age of the City ·
Documenting
United States History- Chapters 14-17 ·
For
the Record- Chapters 21 ·
Newman &
Schmalback, United States History- Preparing for the Advanced Placement
Examination- Chapters 18 ·
Major Problems in American History vol. 2- chapters 5-6 ·
American Experiences: Readings in American History, chapter 12 |
|
Major Topics |
·
Industrialization, urbanization, and cultural transformations ·
domestic and global challenges and the creation of mass culture; cultural effects of deregulation, industrialization, and westward expansion urbanization and the competing ideals of city and rural life in America ·
immigration, minority rights, and a rigid class system ·
corruption and machine politics in state and local governments ·
the rise of agrarian discontent and the Populist response ·
competing arguments about the proper role of government in this era, leading to an introduction of Progressive ideals. |
|
Essential
Questions |
1.
What were some
of the problems that resulted from rapid urbanization, and how did
urban governments respond to these problems? 2.
To what extent
did state/federal governments attempt to regulate big business during
the last quarter of the 19th century? 3.
In what ways
did reform movements and organizations attempt to solve the social
problems facing U.S. society? 4.
To what extent
was society “reformed” by these efforts? |
|
Unit Activities |
·
Immigration
through Ellis Island role play and analysis of immigrant experiences ·
Analysis of
excerpts from the Chinese Exclusion Act ·
Class discussions on trends in immigration, industrialization and the Social Gospel and discussion on
immigration policy today ·
In- class debate on the proper role of government during this era ·
In- class analysis of Bryan’s “Cross of Gold” speech. |
|
Assignments and
Assessments |
·
Students will
complete reading and reading questions ·
Exit tickets,
reading quizzes, and “do now’s” relating to historical thinking skills ·
Students will complete a practice essay with the option to choose 1 out of 2 questions that they are given. ·
There will be a unit 11 test that will include: multiple choices (traditional and questions based
on the redesign format), matching, short answer, and primary sources from the time
period |
UNIT 12: THE
PROGRESSIVE ERA (1890-1920)
|
Texts and other materials utilized: |
·
Brinkley-
Connecting with the Past chapter 20 o
Chapter 20- The
Progressives ·
Documenting
United States History- Chapter 7 ·
For
the Record- Chapters 23 ·
Newman &
Schmalback, United States History- Preparing for the Advanced Placement
Examination- Chapters 19 & 21 ·
Major Problems in American History, chapters 7-8 ·
American Experiences: Readings in American History, chapter 5. |
|
Major Topics |
·
Progressivism defined, goals of Progressivism, and types of Progressives, muckrakers, social reform, and the use of media to achieve social, economic, and political goals; radical movements, the IWW and Socialist Party, the changing role in government (including state and local) ·
role of Presidents Roosevelt, Taft, and Wilson in promoting Progressive agendas at the federal level ·
successes and failures of the Progressive Era. |
|
Essential
Questions |
1.
What were the root causes of the progressive movement? 2.
Why did the movement flourish in the north and west, but lack support in the south? 3.
To what extent did state and local governments influence the movement at the national level? 4.
Is it accurate to describe Roosevelt, Taft, and Wilson as progressives? Who was the most progressive and why? Who was the least progressive and why? 5.
Were the conditions of farmers, the poor, women, and African-Americans improved by progressive reforms from the Election of 1896 to the outbreak of World War I? |
|
Unit Activities |
·
Class discussions on the role of muckrakers and on third party candidacies in the Progressive Era ·
In-class debate focusing on the strengths and weaknesses of the Progressive mind set, as well as the successes and failures of Progressive programs. ·
In-class document analysis: excerpts from The Jungle by Upton Sinclair and The History of the Standard Oil Company by Ida Tarbell and others. ·
Students will
use documents made by the Socialist Labor Party, Emma Goldman, and the IWW and make an argument for the validity of the radical ideas and movements that came out of the industrial age.(Component 4- theme- Work, Exchange, and Technology-6) ·
Students will
research a key progressive reformer and participate in a progressive
symposium ·
Students will
also use material from census data about immigration to make presentations on different ethnic and national groups and the creation of the Immigration Act of 1924. ·
Students will
complete a progressive presidents report card |
|
Assignments and
Assessments |
·
Students will
work in groups to create a muckraker magazine ·
Students will
create resumes for a Progressive reformer and participate in a
Progressive symposium ·
Students will
complete reading and reading questions ·
Exit tickets,
reading quizzes, and “do now’s” relating to historical thinking skills ·
Students will complete a practice essay with the option to choose 1 out of 2 questions that they are given. ·
There will be a unit 12 test that will include: multiple choices (traditional and questions based
on the redesign format), matching, short answer, and maps and primary sources from the time
period |
UNIT 13: FROM ISOLATION
TO IMPERIALISM (1890-1914)
|
Texts and other materials utilized: |
·
Brinkley-
Connecting with the Past chapter 19 o
Chapter 19-
From Crisis to Empire ·
Documenting
United States History- Chapter 18 ·
For
the Record- Chapter 22 ·
Newman &
Schmalback, United States History- Preparing for the Advanced Placement
Examination- Chapters 20 ·
Major Problems in American History, chapters 9-10 ·
American Experiences: Readings in American History, chapter 14 |
|
Major Topics |
·
Industrialization, urbanization, and cultural transformation ·
domestic and global challenges and the creation of mass culture ·
early expansionism, the Young America to the Chilean and Venezuelan conflicts ·
the building of the U.S. Navy, and initial imperialism efforts, including Hawaii, American involvement and influence in the Spanish-American War, and the non- intervention in European affairs at the outbreak of the first World War |
|
Essential
Questions |
1.
To what extent did the domestic and international policies of Theodore Roosevelt reflect the values of his era? 2.
What were the causes, course, and effects of the Spanish- American War? 3.
What were the chief arguments of the imperialists and anti- imperialists 4.
What was the particular significance of the Roosevelt corollary? 5.
How did the American interest in the development of a canal in Panama evolve? 6.
How did the
United States become an imperial power? |
|
Unit Activities |
·
Students
will discuss whether or not a war can be “just”? ·
Students engage in class debates analyzing the extent to which the Spanish-American War was a turning point in the history of the U.S. foreign relations. ·
Class discussions on the diplomacy surrounding status of the Canal Zone, the building of the Canal. Students will do a document analysis on the Roosevelt Corollary. ·
Students will analyze Theodore Roosevelt by completing a presidential profile chart emphasizing Roosevelt’s role in the Spanish American War and in the development of National Parks. ·
Students will
analyze various political cartoons from the era and discuss whether or
not imperialism is justified ·
(Component 4- themes- Politics and Power-6, Environment and Geography-5) |
|
Assignments and
Assessments |
·
Students will
complete reading and reading questions ·
Exit tickets,
reading quizzes, and “do now’s” relating to historical thinking skills ·
Students will complete a practice essay with the option to choose 1 out of 2 questions that they are given. ·
There will be a unit 13 test that will include: multiple choices (traditional and questions based
on the redesign format), matching, short answer, and maps on the American
sphere of influence after 1898, and
other primary sources from the time period |
UNIT 14: WORLD
WAR I AND ITS AFTERMATH
(1914-1932)
|
Texts and other materials utilized: |
·
Brinkley-
Connecting with the Past chapter 21 o
Chapter 21-
America and the Great War o
Chapter 22- The
“New Era” ·
Documenting
United States History- Chapter 24-25 ·
For
the Record- Chapters ·
Newman &
Schmalback, United States History- Preparing for the Advanced Placement
Examination- Chapters 22-23 ·
Major Problems in American History vol. 2- chapters 11-12 ·
American Experiences: Readings in American History, chapter 15. |
|
Major Topics |
·
Domestic and global challenges and the creation of mass culture ·
initial opposition to American involvement in the First World War; the Lusitania, the Zimmerman Telegram, and unrestricted submarine warfare, the course of the war, before and after American involvement ·
Civil Rights for Americans during and after the war ·
The Treaty of Versailles and the Senate fight over ratification and the League of Nations ·
Warren G. Harding, Normalcy, and the end of the Progressive Era ·
social, political, economic, and cultural trends during the 1920s. |
|
Essential
Questions |
1.
In what ways were American relations with Mexico a demonstration of the United States as the dominant power in the hemisphere? 2.
How did regional relations evolve during this period? 3.
What were the events and policies that culminated in the decision to go to war in 1917? 4.
Assess Woodrow Wilson in terms of his wartime leadership and his vision for a post war world. 5.
In what ways were the League fight and Red Scare emblematic of the shift in America’s worldview in the years following the Great War? 6.
How
did the Great War fail to become the “war to end all wars”? 7.
Were the major social issues and conflicts of the 1920s uniquely modern, or were they merely continuations of earlier issues and conflicts? 8.
What were some
of the cultural conflicts of the 1920s, and what caused them? |
|
Unit Activities |
·
Class discussions on American diplomacy before, during, and after World War I, the role of the national government during the 1920s. ·
Viewing of
film: America in the 20th Century: World War I-
United Streaming Video for pictorial material on WWI ·
Document analysis of Woodrow Wilson’s 14 Points. ·
Debate over the
ratification of the Treaty of Versailles |
|
Assignments and
Assessments |
·
Students will
complete reading and reading questions ·
Exit tickets,
reading quizzes, and “do now’s” relating to historical thinking skills ·
Students will complete a practice essay with the option to choose 1 out of 2 questions that they are given. ·
There will be a unit 14 test
that will include: multiple choices (traditional and questions based
on the redesign format), matching, short answer, maps of World War I, and primary sources from the time
period |
UNIT 15: THE
GREAT DEPRESSION AND
THE NEW DEAL (1929-1941)
|
Texts and other materials utilized: |
·
Brinkley-
Connecting with the Past chapters 23- o
Chapter 23- The
Great Depression o
Chapter 24- The
New Deal ·
For
the Record- Chapters 26-27 ·
Newman &
Schmalback, United States History- Preparing for the Advanced Placement
Examination- Chapter 24 ·
Major Problems in American History vol 2 chapters 13-14 ·
American Experiences: Readings in American History, chapter 16 |
|
Major Topics |
·
Economic trends in the wake of the First World War, and the collapse of the world economy; the Stock Market Crash, crop failures, and the collapse of the banking industry by 1932, the Bonus Army, Hoovervilles, and the social crisis surrounding the election of 1932, FDR, Hundred Days, the First and Second New Deals, and the recasting of the role of government ·
court challenges to the New Deal programs, and other dissenting voices, including economic and religious critics, the overall effects of the New Deal programs on the economy, politics, and the popular understanding of the role of government in the American society. |
|
Essential
Questions |
1.
What were the long and short term causes of the Great Depression and the initial attempts by the Hoover administration to mitigate its effects? 2.
What was the
impact of the Depression on farmers, minorities, and women? 3.
To what extent did the reforms by the New Deal truly transform the role of government, and to what extent did they merely build upon an earlier foundation? 4.
What were the
principal achievements of the “Second New Deal” in 1945? 5.
What was the evolution of the conflict between FDR and the Supreme Court from the beginning of his first term to the beginning of the Second World War? 6.
What were the major arguments made by New Deal critics? 7.
To what extent did Americans accept and approve of the changes brought on by the New Deal policies and legislation? 8.
How did FDR reconcile his own beliefs about intervention with the isolationist mood of the country at the time? |
|
Unit Activities |
·
How Will You
Invest Your Money- stock market exercise on the effects of margin
buying just before the 1929 crash ·
Jigsaw style
activity on the origins of the Great Depression ·
Students will
become members of FDR’s brain trust and analyze various primary
sources, including letters from the time period and write a proposal
advising the president on the conditions that Americans were facing.
Students will share their proposals in a Socratic seminar style
discussion ·
Document analysis activity: Image of the Great Depression and the New Deal. |
|
Assignments and
Assessments |
·
Students will
complete reading and reading questions ·
FDR’s brain
trust Socratic seminar and paper ·
Exit tickets,
reading quizzes, and “do now’s” relating to historical thinking skills ·
Students will complete a practice essay with the option to choose 1 out of 2 questions that they are given. ·
There will be a unit 15 test that will include: multiple choices (traditional and questions based
on the redesign format), matching, short answer, and primary sources from the time
period |
UNIT 16: AMERICA AND THE SECOND WORLD
WAR (1935-1945)
|
Texts and other materials utilized: |
·
Brinkley-
Connecting with the Past chapters 25-26 o
Chapter 25- The
Global Crisis, 1921-1941 o
Chapter 26-
America in a World at War ·
For
the Record- Chapter 28 ·
Documenting
United States History, chapter 18 ·
Newman &
Schmalback, United States History- Preparing for the Advanced Placement
Examination- Chapter 25 ·
Major Problems in American History vol 2 chapters 15-16 ·
American Experiences: Readings in American History, chapter 17 |
|
Major Topics |
·
American isolationism in the 1930s- the Neutrality Acts, and the slow drift toward intervention by 1941; Pearl Harbor ·
involvement in the War, mobilization, and its effects on American economy, society, and politics ·
civil liberties during the war, especially the status of Japanese Americans ·
the
course of the war in the Pacific and in Europe, including the dropping of the atomic bomb and the end of the war diplomacy during the war, from the Atlantic Charter to the Potsdam Conference. |
|
Essential
Questions |
1.
Citing leaders, battles, and other events, what were the high points, low points, and turning points of the war Europe? 2.
To what extent can the two wars be compared in terms of a) treatment of minorities, b) opportunities for women, c)civil liberties, d) plans for the post-war order? 3.
Trace the course of diplomatic relations between allies from the beginning of the war to the end. How did the goals and strategies change over time? 4.
What were the arguments for and against dropping the atomic bomb in 1945? |
|
Unit Activities |
·
Class discussions on Pearl Harbor, the two fronts on the war, and wartime diplomacy. ·
Debate on the decision to drop the atomic bomb. ·
Document analysis activity: life on the home front ·
Map skills lesson: European and Pacific Theaters of War. ·
Historical perspective lesson: Japanese Internment. |
|
Assignments and
Assessments |
·
Students will
complete reading and reading questions ·
Exit tickets,
reading quizzes, and “do now’s” relating to historical thinking skills ·
Students will
create a timeline with key events leading up to U.S. involvement in
World War II and major battles ·
Students will complete a practice essay with the option to choose 1 out of 2 questions that they are given. ·
There will be a unit 16 test that will include: multiple choices (traditional and questions based
on the redesign format), matching, short answer, maps from World War II, and primary sources from the time
period |
UNIT 17: ORIGINS OF THE COLD
WAR (1945-1968)
|
Texts and other materials utilized: |
·
Brinkley-
Connecting with the Past chapters o
Chapter o
Chapter ·
For
the Record- Chapter 29 ·
Documenting
U.S. History chapter 19 ·
Newman &
Schmalback, United States History- Preparing for the Advanced Placement
Examination- Chapter 26-27 ·
Major Problems in American History vol 2 chapters 17-18 ·
American Experiences: Readings in American History, chapter 18 |
|
Major Topics |
·
The emergence of two opposing superpowers, containment, the Marshall Plan, NSC-68, and the growing military and economic burden of the Cold War ·
initial conflicts in Greece and Turkey produce the Truman Doctrine as a cornerstone of U.S. foreign policy ·
division of Korea, the invasion of the south in 1950 and the course of the Korean Conflict ·
the role of the United States in Cold War conflicts in Egypt, Hungary, French Indochina, and Cuba, and Kennedy and the Cold War: Bay of Pigs, Berlin, and the Space Race. |
|
Essential
Questions |
1.
In what ways was the Marshall Plan an attempt to avoid the mistakes that had been made after the Treaty of Versailles? 2.
To what extent did relations break down between the United States and the Soviet Union in the wake of the Second World War? 3.
What
was the theory of containment, and how did it drive U.S. foreign policy
and foreign interventions in postwar era? 4.
Why
did the U.S. government and the American people believe that there was
a threat of internal communist subversion? 5.
In what ways did the containment policy and the fallout from the Chinese Revolution contribute to the culture of fear and conservatism during the 1950s? 6.
In what ways were the Bay of Pigs, the Space Race, and the Cuban Missile Crisis related? |
|
Unit Activities |
·
Student
generated and presented Power Point presentation on Truman and
Eisenhower’s Cold War policies and their hot spots compete with maps,
pictures(each student is responsible for a topic and the slides in
order to create an Early Cold War presentation) ·
Map skills-
students will locate the major “hot spots” of the Cold War ·
Students will
create a presidential report card in which they evaluate Truman,
Eisenhower, and Kennedy during the Cold War ·
Class discussions on the war in Korea and the Cuban Missile Crisis. ·
The McCarthy Project: student- directed simulation activity examining fear and suspicion during the Red Scare. |
|
Assignments and
Assessments |
·
Students will
complete reading and reading questions ·
Exit tickets,
reading quizzes, and “do now’s” relating to historical thinking skills ·
Students will complete a practice essay with the option to choose 1 out of 2 questions that they are given. ·
There will be a unit 17 test that will include: multiple choices (traditional and questions based
on the redesign format), matching, short answer, Cold War maps, and primary sources from the time
period |
UNIT 18: COLD WAR CULTURE AND
SOCIETY (1950-1970)
|
Texts and other materials utilized: |
·
Brinkley-
Connecting with the Past chapters 28-29 o
Chapter 28- The
Affluent Society o
Chapter 29-
Civil Rights, Vietnam, and the Ordeal of Liberalism ·
For
the Record- Chapters 30-32 ·
Newman &
Schmalback, United States History- Preparing for the Advanced Placement
Examination- Chapter 28 ·
Major Problems in American History vol 2 chapters 19-20 ·
American Experiences: Readings in American History, chapter 19 |
|
Major Topics |
·
Trends in popular media and culture during the 1950s and 1960s ·
the Red Scare and its impact on cultural conformity, and backlash against that conformity during the 1960s ·
the modern civil rights movement, including Brown
v. Board, the Montgomery Bus Boycott, Sit-Ins, the Civil Rights Act and Voting Rights Act, Dr. Martin Luther King, Malcom X, Huey Newton, the Black Panthers, civil rights movement by other groups, including women, Native Americans, and gays; post-war religious trends; youth and farm workers; and baby-boomers and the emergence of anti-institutionalism. |
|
Essential
Questions |
1.
Who were the great figures in post-war art and literature? Specifically, what did their work say about the post-war society and values? 2.
To what extent was the sexual revolution revolutionary? To what extent was it a continuation of past movements? 3.
What were the high and low points of the Civil Rights Movement, from 1954-1968, and to what extent were the civil rights of African Americans extended? 4.
How
did the role of students
evolve during this period? |
|
Unit Activities |
·
Student-directed roundtable debate on the subject of modern civil rights movement. In- class document analysis: “Letters from Birmingham Jail” ·
Viewing
of A Time For Justice and class “dinner” discussion on the
Civil Rights Movement 1960-1990 based on homework research of an
assigned Civil Rights Leader. Each student
brings to the discussion her research and the discussion is focused
around four quotes that each student “guest” must respond to as she
reflects the life and goals of her chosen civil rights leader. or ·
Students
will work in groups to complete a presentation on one of the pioneers of 1950s Rock & Roll that will include two songs by the artists and a historical analysis.(Component 4- theme- Ideas, Beliefs, and Culture-6,7, Identity-7) |
|
Assignments and
Assessments |
·
Students will
complete reading and reading questions ·
Exit tickets,
reading quizzes, and “do now’s” relating to historical thinking skills ·
Students will complete a practice essay with the option to choose 1 out of 2 questions that they are given. ·
There will be a unit 18 test that will include: multiple choices (traditional and questions based
on the redesign format), matching, short answer, and primary sources from the time
period |
UNIT 19: THE
VIETNAM WAR AND ITS AFTERMATH: (1961-1975)
|
Texts and other materials utilized: |
·
Brinkley-
Connecting with the Past chapter 29-30 o
Chapter 29-
Civil Rights, Vietnam, and the Ordeal of Liberalism o
Chapter 30- The
Crisis of Authority ·
Newman &
Schmalback, United States History- Preparing for the Advanced Placement
Examination- Chapter 28 ·
Major Problems in American History vol 2 chapters 21-22 ·
American Experiences: Readings in American History, chapter 20 |
|
Major Topics |
·
Dien Bein Phu, Ho Chi Minh, the assassination of Diem, the growth of American involvement in French Indochina ·
the Gulf of Tonkin incident and the expansion of American involvement in the war ·
the
course of the war from 1964 to 1975, including bombing campaigns of the North, the Tet Offensive, the incursion into Cambodia, the Paris Peace Accords, and the Fall of Saigon ·
American support for and opposite to the war in Vietnam, and its effects on the political, economic, and social situation in the United States during this time. |
|
Essential
Questions |
1.
In what ways did the war in Vietnam reflect the geopolitical struggles of the Cold War? 2.
To what extent did growing discontent with the war influence changes in American policy between 1968 and 1975? 3.
How effective were the tactics used by opponents of the war? 4.
To what extent as the counterculture movement driven by opposition to the war, and to what extent were other contributing factors at work? 5.
What events
made 1968 such a turbulent year, both in the United States and
elsewhere in the world? How did these events affect U.S. politics? |
|
Unit Activities |
·
Class discussions on the counterculture movement, the Cambodian Incursion and Kent State killings. ·
Debates on the Gulf of Tonkin Resolution. ·
Map Skills lesson on the Tet Offensive. ·
Students will
also complete a long essay comparing the interpretations of Vietnam in Lyndon B. Johnson and American Liberalism and A People’s History of the United States on what made these historians see the same events so differently? |
|
Assignments and
Assessments |
·
Students will
complete reading and reading questions ·
Exit tickets,
reading quizzes, and “do now’s” relating to historical thinking skills ·
Students will complete a practice essay with the option to choose 1 out of 2 questions that they are given. ·
There will be a unit 19 test that will include: multiple choices (traditional and questions based
on the redesign format), matching, short answer, maps, and primary sources from the time
period |
UNIT 20: SOUND
BITE SOCIETY (1970-PRESENT)
|
Texts and other materials utilized: |
·
Brinkley-
Connecting with the Past chapters 30-32 o
Chapter 30- The
Crisis of Authority o
Chapter 31-
From the “Age of Limits” to the Age of Reagan o
Chapter 32- The
Age of Globalization ·
Newman &
Schmalback, United States History- Preparing for the Advanced Placement
Examination- Chapter 29-31 ·
Major Problems in American History vol 2 chapters 23-24 ·
American Experiences: Readings in American History, chapter 21 |
|
Major Topics |
·
Increasing prosperity and global responsibilities after WWII ·
globalization and redefining national identity ·
creation of the Environmental Protection Agency ·
Watergate, the resignation of President Nixon, and the emerging distrust of government ·
expanding role of the of the popular media ·
modern religion and political activism ·
Reaganism: deregulation, increase in military spending, and the Iran-contra scandal ·
liberalism on the wane: the Republican Revolution of 1994, the Impeachment of President Clinton; Rodney King and Anita Hill; Welfare Reform Act of 1996; ·
the election of 2000, terrorism and the wars in Afghanistan and Iraq, and emerging questions about civil liberties and the role of the federal government during a time of war; trends in immigration; and the election of 2008. |
|
Essential
Questions |
1.
What ways did the various Middle Eastern conflicts first symbolize and later replace the major conflicts of the Cold War? 2.
To what extent were the Reagan/Bush presidencies successful in rolling back reforms of the New Deal and Great Society and in reshaping the role of government? 3.
To what extent was America transformed by societal changes- from television to race relations to AIDS and crack cocaine? 4.
How did the role of the President change in the years form the Watergate scandal through the terrorist attacks on September 11th? 5.
How has
America’s relationship to the rest of the world changed as a result of
the war on terrorism and U.S. involvement in Iraq and Afghanistan? 6.
What was the
digital revolution, and how did it affect U.S. politics, the U.S.
economy, and American society? 7.
What is
America’s place in the world today? What are the challenges and
opportunities facing the nation? |
|
Unit Activities |
·
Class discussions on the Reagan Revolution, the collapse of communism, and modern immigration. ·
Debate on Ford’s pardon of Nixon, and the rise of the New Right. Document analysis activity: Contract with America. ·
Also, using Lisa McGirr’s Suburban Warriors, students will map the ideas and strategies of the New Right and compare this movement to earlier movements (1880s,1920s, 1950s) of conservative activism. Students will be able to answer, what values remained constant over this long period of time? Students will answer this question in a long essay. (Component 4-theme-Ideas, Beliefs, and Culture-7) ·
Students write a mock op-ed article for or against drilling for oil in the Arctic National Wildlife Refuge that cites precedents in U.S. law and history to justify their position (Component 4- theme- Environmental and Geography-5) ·
Tying up the
Threads: students work in and out of class
on a selection of broad themes that have run through the course. Some
topics include: the changing roles and goals of women; the environment,
conservation and the problem of global warming; the globalization of
U.S. trade and its effects; religion’s role in American life and
politics, etc. For each topic, students
must give a chronological historical overview of the topic, provide
information on current issues surrounding the topic and make proposals
as to how the topic issues should be addressed by the nation. Students
submit information as a final paper. |
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Assignments and
Assessments |
·
Students will
complete reading and reading questions ·
Exit tickets,
reading quizzes, and “do now’s” relating to historical thinking skills ·
Students will complete a practice essay with the option to choose 1 out of 2 questions that they are given. ·
There will be a unit 20 test that will include: multiple choices (traditional and questions based
on the redesign format), matching, short answer, and primary sources from the time
period |