AP United States History 337 Course Syllabus Springfield High School

Transcription

1 AP United States History 337 Course Syllabus Springfield High School Course Description: AP U.S. History covers the spectrum of American history from pre- Columbian days to the present. Using chronological and thematic approaches to the material, the course exposes students to extensive primary and secondary sources and to the interpretations of various historians. Class participation through seminar reports, discussions, debates, and role-playing activities is required; special emphasis is placed on critical reading and essay writing to help students prepare for the AP examination. The course is structured chronologically, divided into 41 chapters and 6 units. Each chapter/unit includes one or more of the nine periods and/or key concepts outlined in the AP U.S. History curriculum framework. Key Themes: The course is structured both chronologically and thematically. The themes include: Identity, Work, Exchange and Technology, Peopling, Politics and Power, America in the World, Environment and Geography, and Ideas, Beliefs, and Culture. Elements of these themes are included in most unit assignments. 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. Writing Focus: Historical work at a 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 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, several units, beginning with the summer reading assignment, The Birth of the Republic, by Edmund Morgan, include Historical Interpretations lessons. Textbook materials are supplemented by readings from Charles Beard, Bernard Bailyn, Forrest McDonald, James McPherson, and Walt Rostow. These authors help students to recognize how historical interpretations change over time, and examine how emerging trends can influence the process of historical inquiry.

2 Primary Source Analysis Activities: To be truly 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 students (either alone or in groups) read, interpret, and discuss the document, noting the style, language, intent, and effect. These activities help students become more familiar with primary sources, and develop their abilities to read, understand, and use these sources. As a result, students are better prepared to respond to DBQs on the AP U.S. History exam. Course Texts: Textbook: Kennedy, D.M., & Cohen L. (2013). The American pageant: A history of the American people. Boston, MA: Wadsworth Cengage Learning. Supplemental Texts: [CR1c] Hofstadter, R. (1989) The American political tradition and the men who made it. New York: Vintage Books. Summer Assignment: Students will be required to take notes on the first four chapters of the textbook and turn them in on the first day of school. Students will also be required to read the book The Narrative of the Life of Frederick Douglass and write an essay that explains the role of one of the following to the development of slavery as described by Douglass: freedom, religion, or dehumanization. (Component 4 WXT) UNIT 1: FOUNDING A NEW NATION (c. 33,000 B.C.E 1760 C.E.) Text: The American Pageant, Chapters 1-4; Additional Readings: Warriors and Warfare, by Tom Holm; Puritans and Sex, by Edmund Morgan; The First Real World War and the Making of America, by Fred Anderson; Excerpt from Sinners in the Hands of and Angry God, by Rev. Jonathan Edwards (1b). Themes: ID, WXT, PEO, POL, WOR, ENV Major Topics: Early contact with Native American groups in North America, and North American societies in the context of the Atlantic World and the Columbian Exchange; Spanish exploration and the development of colonies in the Americas; the rise of 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, and the military conflicts with the French, culminating in the French and Indian War. Essential Questions: Trace the rise of the English nation-state between 1492 and What important factors influenced this rise? In what ways did later colonization efforts attempt to learn from earlier experiences? To what extent was there religious freedom in the colonies? Explain the causes of the conflict between the British and the Native Americans and the French in How did the war change the geopolitical standing of each group by the end of the war? Class discussion over rules and procedures; discuss and practice what is needed to write a quality essay; class discussions over assigned readings. We will learn about the implications of the Columbian Exchange and how it helped shape life in the Americas and how it fundamentally changed European life and politics. (Component 4 ENV/WOR)

3 misconceptions about life in Colonial America, and how the gaining of colonies affected the rise and power of European nation-states. We will specifically focus on the role of Native Americans in settling the Americas, how their power grew over time, and how it declined in the years leading up to the French & Indian War. This discussion will be centered on Anderson s reading listed above. (Component 4 POL) Assignments and Assessments: Notes over first four chapters due first day of school; reading assignments on Holm, Morgan, and Anderson readings; test (in 2 parts) over presidents and dates served; test over chapters 1-4 in the text. UNIT 2: BIRTH OF THE NEW NATION ( ) Text: The American Pageant, Chapters 5-8 Additional Readings: Excerpt from Letters from and American Farmer, by J. Hector St. John de Crévecour; Excerpt of Common Sense, by Thomas Paine. Themes: ID, WXT, PEO, POL, WOR, CUL Major Topics: Development of colonial culture and sectional identity; rise of representative democracy in colonial American; 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 Parliament over taxation and representation; diplomatic relations between the colonies, the British Parliament, and the French strategies of both sides in the Revolutionary war, and the course of the battles. Essential Questions: Explain the various ways the colonial governments developed and how these governments came into conflict with the British government. In what ways had the colonists began to develop a sense of unity and identity on the eve of the Revolution? Was the American Revolution inevitable? To what extent could either side have contributed to a peaceful resolution to their differences? Analyze the ways in which the colonists used both legal and extra-legal means of protesting. Which tactic proved to be more successful and why? Who were the major figures in the Revolutionary War and what role did they play? Class discussions over assigned readings; we will go over how to write and effective essay introduction and have the students practice and evaluate their work along with other student s work as well. ((Skill #6 Historical Argumentation, Skill #7 Appropriate Use of Relevant Historical Evidence, & Skill #9 - Synthesis) We will repeat this process throughout the school year leading up to the AP US History Exam in May. We will also begin to look at specific types of primary sources and how to properly analyze them and use them as evidence in writing. Specific examples include the Paine and Crevecour readings, Paul Revere s depiction of the Boston Massacre, and Franklin s Unite or Die cartoon. We will introduce students to our department s Primary Source Analysis Worksheet that works students through the following aspects of primary sources: Date, Author, Audience, Historical Context, Purpose, Main Points, Evidence, Bias, Questions Left Unanswered. The Crevecour reading will also allow us to begin an ongoing discussion of what the American Identity is, starting with his definition of What is an American. This activity will lead to the students answer a DBQ over the extent that Americans were unified and had a common identity on the eve of the Revolution. (Component 4 ID, Component 9) We will also read and discuss the Varying Viewpoints titled How Revolutionary was the Revolution to assess differing interpretations of the reasons for and impact of the American Revolution. (Component

4 Assignments and Assessments: DBQ/Essay activity over colonial unity on eve of the American Revolution; Unit Test over Ch. 1-8 (essay form) UNIT 3: THE EARLY NATIONAL PERIOD AND THE RISE OF NATIONALISM ( ) Text: The American Pageant, Chapters 9-12 Additional Readings: The American Political Tradition and the Men Who Made It, by Richard Hofstadter, Ch. 1; Transcript of Federalist Papers #10 & #51; Thomas Jefferson s Letter to the Danbury Baptist Church; The Great Chief Justice, by Brian McGinty; Excerpt from Marbury v. Madsion decision; The Monroe Doctrine (1823). Themes: ID, WXT, PEO, POL, WOR, ENV, CUL Major Topics: The origins and structure 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 its ratification and the development of the Bill of Rights; the struggle for a unique American 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 of the early U.S.,growing tensions with Europe during the Napoleonic Wars; Marbury v. Madison and the development of the role of the Supreme Court; Jeffersonian Republicanism; and elections from 1789 to 1812; causes and course of the War of 1812; political, social, and economic aftermath of the War of 1812; the contested election of 1824 and the end of the Era of Good Feelings; major decisions of the Marshall Court; the Monroe Doctrine and the growth of the Unites States in sectional politics; and the rise of immigration and nativism. Essential Questions: In what ways was the Articles of Confederation designed to correct the perceived injustices of the colonial era? What were the resulting strengths and weaknesses of the document? What circumstances led to the Constitutional Convention and what were the major divisions faced by its delegates. To what extent could it be said that the Anti-Federalists prevailed in the fight of ratification of the Constitution? In what ways did the United States government work to achieve stability, both domestically and internationally during the 1790s? Should the Alien and Sedition Acts be viewed as unconstitutional, or were they just an early example of hardball politics? Is it accurate to say that the Supreme Court did not become an equal branch of government until after the appointment of John Marshall? How effective was the U.S. in responding to the geopolitical challenges it faced during this period? Were the policies of the U.S. government new or merely a continuation of policies already in place? How did the addition, and settlement, of southern and western lands contribute to the political struggle that resulted in the Civil War? To what extent did the cotton boom fundamentally transform southern society, economically, and culturally? In what ways was the emergence of the factory economy of the north beneficial to the region and the nation? What were the negative aspects of the new economy? Why is this period considered the golden age for American transportation? Class discussions over assigned readings, using the work of Richard Hofstadter and his main critics in looking at the motivations of the Founding Fathers at the Constitutional Convention. (Component #6 & Skill #8 Interpretation) We will introduce the idea of effective peer-editing of free response essays and practice using Essay Blitz activity. Multiple-choice test covering the material in the textbook and class discussions and activities.

5 American artists such as Peale and West. Assignments and Assessments: Questions/notes over assigned readings. Out of class essay assignment over Ch. 10/11 and unit test covering Ch First in class debate over events surrounding the formation of our early political system. UNIT 4: JACKSONIAN DEMOCRACY AND THE ERA OF REFORM ( ) Text: The American Pageant, Chapters Additional Readings: The Jacksonian Revolution, by Robert Remini; Excerpt from Jackson s Message to Congress on Indian Removal (1830) and Jackson s bank veto; Narrative of the Life of Frederick Douglass, by Frederick Douglass; Excerpts from Twelve Years a Slave, by Solomon Northrup; Excerpt from Louisiana Slave Codes; Excerpt from Ten Nights in a Barroom and What I Saw, by T.S. Arthur; Excerpt from Dorthea Dix s report to the Massachusetts Legislature on conditions in asylums; The Declaration of Sentiments. Themes: ID, WXT POL, CUL 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 main issues of the Age of Jackson; the rise of mass democracy, court cases involving Native Americans and the Indian Removal Act, the nullification crisis, and economic issues of the period (including the Bank War and Panic of 1837; trends in immigration, urbanization, industrialization; social and cultural reactions to the industrial age, including the Second Great Awakening and its effects on reform movements, reform movements involving abolition, women s rights, temperance, the treatment of the mentally ill, the poor, the disabled, and criminals; artistic and philosophical movements of the period, including the Hudson River School, transcendentalists, and romantic authors. Essential Questions: To what extent were Jacksonian Democrats truly the guardians of the Constitution, political democracy, individual liberty, and equality of economic opportunity? 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? 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? In what ways did the conflicts over nullification and the banks point to the larger sectional, economic, and political tensions in the Jacksonian Age? To what extent were the reform and utopian movements a reflection of Jacksonian ideals, and to what extent were they a reaction to those ideals? In what ways did philosophers, reformers, and authors of this time period contribute to the development of a uniquely American identity? What were the larger social goals of the reformers, and to what extent were they successful in achieving these? In what ways were strides made by advocates for abolitionism, temperance, and women s rights? Which groups made the most progress? Class discussions over assigned readings and write DBQ Essay on Jacksonian Democracy using peerediting techniques learned from previous unit. We will also read a number of selections in class regarding reform movements of the period including such readings as an excerpt from Ten Nights in a Barroom and What I Saw by T.S. Arthur and an excerpt from Dorthea Dix s report to the Massachusetts legislature on the treatment of the mentally ill.

6 documents in supporting thesis statement, sophistication of argument in response to the prompt, and quality of formal writing. Multiple-choice test covering the material in the textbook and from class discussions and activities. UNIT 5: MANIFEST DESTINY & THE COMING OF THE CIVIL WAR ( ) Text: The American Pageant, Chapters Additional Readings: Excerpts from Uncle Tom s Cabin, by Harriet Beecher Stowe; John Brown: The Father of American Terrorism, by Ken Chowder; Excerpt from Dred Scott v. Sanford decision. Themes: ID, WXT, PEO, POL, CUL, WOR 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 the 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; the role of Uncle Tom s Cabin, Kansas-Nebraska Act, the Dred Scott Decision, and John Brown s raid in bringing the Civil War; and the Secession Crisis. Essential Questions: What effect did John Tyler s presidency have upon the sectional tensions of the era? 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? What were the issues in the debate over the admission of Texas to the Union? How did the gold rush and the establishment of the Oregon Trail contribute to manifest destiny and the growing sectional crisis? In what ways did debates over immigration and expansion merely mask the conflict over slavery? 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. What were the four major events of the 1950s that led to increasing sectional tension and ultimately to the Civil War. Class discussions over assigned readings. Students will also complete a timeline over the events leading to the Civil War and we will have a student-led discussion concerning at what point the Civil War became unavoidable (Component 8 & Skill #1 Historical Causation). Our discussion of how to use sources will look at works of art like American Progress (1b) and specifically at a number of charts and graphs that show the supplies and manpower each side entering the Civil War and maps that show how the geography of the North and South may effect the outcome of the Civil War. Assignments and Assessments: In-class free response essay on one of the essential questions listed above. In class student-led discussion over the major events leading to the Civil War. Multiple-choice test covering the material in the textbook and class discussions and activities. UNIT 6: THE CIVIL WAR AND RECONSTRUCTION ( ) Text: The American Pageant, Chapter Additional Readings: William Tecumseh Sherman s Letter to the Mayor of Atlanta; Lincoln s Journey to Emancipation, by Stephen B. Oates; Lincoln s Second Inaugural Address; 13 th, 14 th, and 15 th Amendments; The Gettysburg Address;

7 Major Topics: Outbreak of the military conflict between north and south, and the course of the war; political, diplomatic, social, and economic consequences of the war in both the North and the South; the abolitionist cause, the Emancipation Proclamation and its effects on the war effort and the slave population, and generals and leadership during the war, both north and south; competing models for Reconstruction: Presidential, Congressional, and White Southern; assassination of President Lincoln and its implications for Reconstruction and the policies of Andrew Johnson; military occupation of the South, the emergence of black republican governments; impeachment of Andrew Johnson; Radicalization of Reconstruction,; the 13 th, 14 th, and 15 th Amendments, white resistance, and the KKK; the readmission of the southern states, the Grant scandals, the restoration of conservative white governments, and the denial of black rights in the South. Essential Questions: To what extent were the military fortunes of the North and the South shaped by their generals and the political fortunes shaped by the leaders? In what ways and to what extent did the nature of warfare change as a result of the Civil War? Who are the heroes of this time period and what makes them so? Was it inevitable that the South would lose the Civil War? Why or why not? To what extent did the assassination of Abraham Lincoln contribute to more harsh Reconstruction policies? Trace the ways in which Congress attempted to secure rights for freed slaves and the steps southern states took to obstruct Congressional actions. In what ways did the impeachment of Andrew Johnson reveal the fault lines of American politics in the years following the Civil War? How did the scandals of the Grant Administration undermine the goals of Reconstruction? To what extent was Congressional Reconstruction a success? Class discussions over assigned readings. We will also begin reviewing for the 1 st semester final exam. Assignments and Assessments: Questions/notes over assigned readings. Multiple-choice unit test over Ch After unit test students will begin studying for the semester I final exam. UNIT 7: THE GILDED AGE, WESTARD EXPANSION, INDUSTRIALIZATION, AND IMPERIALISM ( ) Text: The American Pageant, Chapters Additional Readings: Excerpt from Andrew Carnegie s Wealth ; Leland Stanford on Chinese Labor (1865); Excerpt from Century of Dishonor, by Helen Hunt Jackson; Excerpt from Harriet Robinson s Lowell Girls ; Excerpt from William Jennings Bryan s Cross of Gold speech; Open Door Notes (1899, 1900); Political cartoons concerning the Spanish-American War from the magazine Judge. Themes: ID, WXT, PEO, POL, WOR, CUL, ENV Major Topics: Urbanization and the competing ideals of city and rural life; 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 roles of government in this era, leading to and introduction of Progressive ideals; social and economic effects of post-civil War industrialization in the North and the South; the expanding economic power of the United States in the world economy; impact of an unregulated economy on the development of industry and the mergence of business tycoons; Robber Barons or Captains of Industry (Rockefeller, Carnegie, Morgan, and Vanderbilt); early attempts to rein in big business 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 the U.S. government; Industrialization, urbanization, and cultural transformation; domestic and global challenges and the creation of mass

8 American involvement and influence in the Spanish-American War, the Filipino Insurrection, and the Panamanian Crisis; Mexico, American involvement, the Tampico Incident, and Pancho Villa. Essential Questions: To what extent is The Gilded Age an apt description of the time period? In what ways did the courts undermine Reconstruction efforts to bring about racial equality? Trace the rise of American industrialization. What factors contributed to industrialization in the late 19 th century? Would the major figures behind industrialization like Carnegie, Rockefeller, Vanderbilt, and Morgan best described as Robber Barons or Captains of Industry? Explain. To what extent did state/federal governments attempt to regulate big business during the last quarter of the nineteenth century? In what ways did reform movements and organizations attempt to solve the social problems facing U.S. society? To what extent was society reformed by these efforts? Class discussions over assigned readings. We will also begin learning and practicing looking at and analyzing political cartoons using T.A.C.O.S. technique. We will build on our ability to analyze charts and graphs by looking at examples of both that show the gains and losses of labor unions in this period. We will also begin looking at the issue of immigration throughout U.S. History with a review of German/Irish immigration in the 1840s-50s. This will continue throughout the rest of the year, focusing next on the Progressive Era, post-wwi, the Depression Era, and post-wwii. (Components 9 & 11, Skill 3 Patterns of Continuity and Change & Skill 4 - Comparison) We will also look at U.S. government policies towards farmers in the late 1800s and how this led them to form groups to protect and fight for their interests on the national level. (Component 4 WXT). We will also look at a number of documents relating to the U.S. s leaving behind its isolationistic past and becoming an imperial power. We will focus on the events worldwide that led to this change and what were the main arguments for and against it. We will look at maps of various times where the U.S. has expanded it borders (LA Purchase-p. 215 Mexican Cession-p. 371, Alaska/Hawaii p. 611) (1b) (Component 4 WOR) Assignments and Assessments: Questions/notes due over assigned readings. Peer-edited freeresponse essay over either immigration or the struggles of farmers in this period. Unit test covering material in Ch UNIT 8: THE PROGRESSIVE ERA AND WORLD WAR I ( ) Text: The American Pageant, Chapters Additional Readings: Excerpt from Exposing the Meatpackers ; How the Other Side Lives, by Page Smith; Excerpt from the Sedition Act (1917); Excerpt from the Schenk v. the United States decision; Woodrow Wilson s Fourteen Points ; Woodrow Wilson Wouldn t Yield, by Thomas A. Bailey. Themes: ID, WXT, PEO, POL, CUL, WOR Major Topics: Progressivism defined, goals of Progressivism, and types of Progressives; muckrakers, social reform, and the use of the 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; and successes and failures of the Progressive Era; domestic and global challenges and the creation of mass

9 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. Essential Questions: What were the root causes of the Progressive Movement? Why did the movement flourish in the North and West, but lack support in the South? To what extent did state and local governments influence the movement at the national level? Is it accurate to describe Roosevelt, Taft, and Wilson as progressives? Who was the most progressive and why? The least? 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? To what extent did the domestic and international policies of Theodore Roosevelt reflect the values of his era? What were the causes, course, and effects of the Spanish-American War? What were the Chief arguments of the imperialists and anti-imperialists; what was the particular significance of the Roosevelt Corollary? How did the American interest in the development of a canal in Panama evolve? In what ways were American relations with Mexico a demonstration of the United States as the dominant power in the hemisphere? How did regional relations evolve during this period? What were the events and policies that culminated in the decision to go to war in 1917? Assess Woodrow Wilson in terms of his wartime leadership and his vision for a post war world. In what ways were civil liberties affected during World War I? In what ways were the League of Nations controversy and the Red Scare emblematic of the shift in America s worldview in the years following World War I? Were the major issues of the 1920s uniquely modern, or were they merely a continuation of earlier issues and conflicts? To what extent did the writers and artists of the 1920s reflect and challenge traditional American values? Class discussions over assigned readings. We will look at the movement of people within the United States in the years leading up to World War I, during the war, and after the war. We will have a student-led class discussion over the reasons for this movement and how it affected the United States both economically and racially. (Component 4 PEO, Component 3) Assignments and Assessments: Questions/notes over assigned readings. Multiple question freeresponse unit test over 2-3 topics listed above. UNIT 9: THE GREAT DEPRESSION, THE NEW DEAL, AND WORLD WAR II Text: The American Pageant, Chapters Additional Readings: Langston Hughes I Too ; Excerpt from Everybody Ought to Be Rich, by John J. Raskob; The song Brother Can You Spare a Dime ; FDR s First Fireside Chat; Huey Long s Share Our Wealth speech; Case Study on Korematsu v. United States; The Biggest Decision by Robert James Maddox; Excerpt from No High Ground, by Fletcher Knebel and Charles W. Bailey. Themes: ID, WXT, PEO, POL, CUL, ENV, WOR Major Topics: Warren G. Harding, Normalcy, and the end of the Progressive Era; and social, political, economic, and cultural trends during the 1920s; 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

10 and the popular understanding of the role of government in American society; 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; and diplomacy during the war, from the Atlantic Charter to the Potsdam Conference. Essential Questions: What were the underlying causes of the Great Depression and the initial attempts by the Hoover administration to mitigate its effects? To what extent did the reforms of the New Deal truly transform the role of government, and to what extent did they merely build upon an earlier foundation? What were the major arguments made by New Deal critics? 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? To what extent did Americans accept and approve of the changes wrought by New Deal policies and legislation? How did FDR reconcile his own beliefs about intervention with the isolationist mood of the country during this time period? Citing leaders, battles, and other events, what were the high points, low points, and turning points of the World War II in Europe? Citing leaders, battles, and other events, what were the high points, low points, and turning points of the World War II in the Pacific? To what extent can the World War I and World War II be compared in terms of (a) treatment of minorities, (b) opportunities for women, (c) civil liberties, (d) plans for the post-war order? 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? What were arguments for and against dropping the atomic bomb in 1945? Questions/notes over assigned readings. In class student-led discussion over the major events leading to World War I and/or the government s responses to the Great Depression. We will once again look at a number of primary sources including personal testimonies, government charts/graphs showing effects on unemployment and farming (1b), and political cartoons to show the effects of the Depression and the New Deal on life in the United States. We will also discuss how the Great Depression began and compare it to previous economic panic and recessions in US History and how the Great Depression affected not only life in the United States, but the world as well and set the stage for World War II. (Component 12, Skill #5 Contextualization) We will have a student-led discussion over how the various laws passed and the various government agencies created during the New Deal led to change in the role of government in the lives of Americans. (Component 4 POL) We will answer questions over the two readings (The Biggest Decision by Robert James Maddox and an excerpt from No High Ground, by Fletcher Knebel and Charles W. Bailey) that compare and contrast the different views of the dropping of the atomic bombs on Hiroshima and Nagasaki. (Component 6) Assignments and Assessments: Graded in-class student-led discussion. Multiple-choice unit test over Ch UNIT 10: THE COLD WAR AND MAKING MODERN AMERICA Text: The American Pageant, Chapter Additional Readings: NSC-68, Letter from a Vietnam Soldier reading; How the Seventies Shaped

11 Themes: ID, WXT, WOR, PEO, POL, CUL, ENV 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; and Kennedy and the Cold War: Bay of Pigs, Berlin, and the Space Race; trends in popular media and culture during the 1950s and 1960s; the Red Scare and its impact on cultural conformity, and the backlash against that conformity during the 1960s; the defining moments of the civil rights movement; civil rights movements by other groups, including women, Native Americans, and gays; postwar religious trends; youth and farm workers; and baby-boomers and the emergence of antiinstitutionalism; Events that led to 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; and American support for and opposition to the war in Vietnam, and its effects on the political, economic, and social situation in the United States during this time; 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 popular media; modern religion and political activism; Reaganism: deregulation, increase in military spending, and the Iran-contra scandal; the presidencies of Geroge H.W. Bush and William Clinton; 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 Essential Questions: In what ways was the Marshall Plan an attempt to avoid the mistakes that had been made after the Treaty of Versailles? To what extent did relations break down between the United States and the Soviet Union in the wake of the Second World War? In what ways did the containment policy and the fallout from the Communist Revolution in China contribute to a culture of fear and conservativism during the 1950s? In what ways were the Bay of Pigs, the Space Race, and the Cuban Missile Crisis related? Who were the great figures in post-world War II art and literature? Specifically, what did their work say about post-war society and values? To what extent was the sexual revolution revolutionary? To what extent was it a continuation of past movements? What were the high and low points of the Civil Rights Movement, from 1954 to 1968, and to what extend were the goals of this movement achieved? Who were the movement s most prominent members and what were the similarities and differences among their tactics? In what ways did the war in Vietnam reflect the geopolitical struggles of the Cold War? To what extent did the growing discontent with the war influence changes in American policy between 1968 and 1975? How effective were the tactics used by opponents of the war? To what extent was the counterculture movement driven by opposition to the war, and to what extent were other contributing factors at work? What ways did the various Middle Eastern conflicts starting in the 1950s and 1960s first symbolize and later replace the major conflicts of the Cold War? Explain how political and social developments during the 1970s helped shape the rise of 1980s conservativism. 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? To what extent was America transformed by societal changes from television to race relations to AIDS and crack cocaine? How did the role of the President change in the years from the Watergate scandal through the terrorist attacks of September 11th? Students will construct a timeline of world events that led the U.S. from a period of isolationism to the role of superpower and helped lead the opposition to communism through involvement in organizations

12 Watergate Twitter Activity. We will also look at a number of reading selections concerning the changing role of women as a result of 1950s & 1960s and how this compares to what we learned at the start of the year with Edmund Morgan s Purtians and Sex reading. (Component 4 CUL) Begin reviewing for 2 nd Semester Final Exam and A.P. United States History Exam. This Unit will also allow us to reflect on the skill of Periodization in U.S. History. We will look back at how using different approaches we can organize time periods throughout history in very different and very similar ways (ex. Wars, reform movements, women s history, economic history, social/cultural history, expansion). This will help us look for potential free-response essay topics on the AP Exam. (Skill #4/Component 10 - Periodization) Assignments and Assessments: : Questions/notes over assigned readings. In class student-led discussion over how the events of the 1970s and early 1980s helped shaped the U.S today. Multiplechoice/free-response essay unit test over Ch Our final free-response essay will be require students to analyze how present issues over immigration are simply extensions of similar issues from past eras in U.S. history or a new and unique to the present day. (Component 13b)

13 AP UNITED STATES HISTORY COURSE TEXT READING OUTLINE This is subject to change depending on unforeseen interruptions. WEEK DATE CHAPTERS COVERED IN TEXT 1 Aug UNIT 1- BEGINNINGS THROUGH REVOLUTION Review summer reading Ch. 1-4 of the text and prepare for first exam. 2 Aug. 28-Sept. 1 Review summer reading Ch. 1-4 of the text and prepare for first exam. Chapter 5 Colonial Society on the Eve of the Revolution, Sept. 4-8 Chapter 6, 7 The Duel for North America The Road to Revolution, Sept Chapter 7, 8 The Road to Revolution, America Secedes from Empire, Sept Chapter 8, 9 America Secedes from Empire, The Confederation and the Constitution, Sept Chapter 9, 10 The Confederation and the Constitution, Launching the New Ship of State, Oct. 2-6 Chapter 10, 11 Launching the New Ship of State, The Triumph and Travails of Jeffersonian Democracy, Oct Chapter 12 The Second War for Independence and the Upsurge of Nationalism, Oct Chapter 13 The Rise of a Mass Democracy, Oct Chapter 14 Forging the National Economy, Oct. 30- Nov. 3 Chapter 15 The Ferment of Culture and Reform, Nov Veterans Day Week/Activity 12 Nov Chapters 16, 17 The South and the Slavery Controversy, Manifest Destiny and Its Legacy, Nov Chapter 18 Renewing the Sectional Struggle, THANKSGIVING RECESS (Nov )

14 15 Dec. 4-8 Chapters 20 Girding for War: The North and the South, Dec Chapter 21 & 22 The Furnace of Civil War, The Ordeal of Reconstruction, Dec. Chapter 22 The Ordeal of Reconstruction, Semester I Final Exams FINAL EXAMS DEC WINTER RECESS (Dec. 22-Jan. 3) 18 Jan 3-5 Chapter 23 Political Paralysis in the Gilded Age, Jan Chapter 24 Industry Comes of Age, Jan Chapters 25 America Moves to the City, Jan Chapters The Great West and the Agricultural Revolution, The Path of Empire, America on the World Stage, Jan. 26-Feb. 2 Chapter 29 Progressivism and the Republican Roosevelt, Feb. 5-9 Chapter 30 Wilsonian Progressivism at Home and Abroad, Feb Chapters 31, 32 The War to End War, American Life in the Roaring Twenties, Feb Chapter 33 The Politics of Boom and Bust, Feb. 26-March 2 Chapters 34 The Great Depression and the New Deal, Mar. 5-9 Chapter 35 Franklin D. Roosevelt and the Shadow of War, Mar Chapter 36 America in World War II, Mar Chapters 37, 38 The Cold War Begins, The Eisenhower Era,

15 SPRING BREAK March 31 April 8 31 Apr Chapter 41 The Resurgence of Conservatism and the War on Terror, 1980-Present 32 Apr STATE TESTING/RESEARCH PAPERS DUE We will finish up and review for the A.P. United States History Exam in each class period and before school two days a week. The A.P. Exam will be given on May 11th at Springfield High School. Final exams will be given the following week from May

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