The course includes diverse primary sources consisting of written document, maps, images, quantitative data (charts, graphs, tables) and works of art

1a 1b 1c 2 3 4 5 6 7 8 9 10 11 12 13 a 13 b Curricular Requirements Page(s) The course includes a college-level U.S. history textbook 2 The course includes diverse primary sources consisting of written document, maps, images, quantitative data (charts, graphs, tables) and works of art The course includes secondary sources written by historians or scholars interpreting the past 3,5,7,8,10,1214,15, 16,17,18, 20, 21 3,5,7,10, 14,16, 18, 20 Each of the course historical periods receives explicit attention 3,5,7,10, 12,14,16, 18,20 The course provides opportunities for students to apply detailed and specific knowledge (such as names, chronology, facts, and events) to broader historical understandings The course provides students with opportunities for instruction in the learning objectives in each of the seven themes throughout the course, as described in the APUSH curriculum framework The course provides opportunities for students to develop coherent written arguments that have a thesis supported by relevant historical evidence Historical Argumentation The course provides opportunities for student to identify and evaluate diverse historical interpretations Interpretation The course provides opportunities for students to analyze evidence about the past from diverse sources, such as written documents, maps, images, quantitative data (charts, graphs, tables) and works of art Appropriate use of historical evidence The course provides opportunities for students to examine relationships between causes and consequences of events or processes Historical causation The course provides opportunities for students for students to analyze patterns of continuity and change over time and connect them to larger historical processes or themes Patterns of change and continuity over time The course provides opportunities for students to investigate and construct different models of historical periodization - Periodization The course provides opportunities for students to compare historical developments across or within societies in various chronological and geographical contexts Comparison The course provides opportunities for students to connect historical developments to specific circumstances of time and place, and to broader regional, national, or global processes - Contextualization The course provides opportunities for students to combine disparate, sometimes contradictory evidence from primary sources and secondary works in order to create a persuasive understanding of the past The course provides opportunities for students to apply insights about the past to other historical contexts of circumstances, including the present 5,7,18,20 3,4,6,7,8, 12,14,20, 21 2,3,6,7,8, 14,16, 20 8,13 3, 13, 17 3,7,13,14, 16 16,18,20 10,17 4,5,16,18, 20 3,6,10,12 2,14,15,1 7,18 18,21

Textbook Kennedy, David and Elizabeth Cohen. The American Pageant: A History of the Republic. 13 th Edition. [1a] Grading Grades will be calculated by points Students progress will be evaluated through homework, writing assignments, quizzes and tests o Weekly reading quiz based on American Pageant readings o Unit tests AP practice tests United States History, Preparing for the AP Examination, 2015 edition, Newman, John J. and Schmalabch, John M. By the People, AP Edition Fraser, James W. Students will complete Cornell notes for assigned chapters of the textbook There will be formal writing assignments based on the essay formats required by the APUSH exam o Short essay o Long essay [5] o DBQs [5][13a] Homework will be posted on Edmodo and in-class Students will analyze diverse primary and secondary sources Students must have a 3-ring binder with loose-leaf paper. All work and readings must be kept in each student s notebook. Pre-Content Lessons How to write an AP DBQ and long essay (America s History) Thinking Skills (The Enduring Vision) o Crafting historical arguments from historical evidence Historical argumentation Appropriate use of historical evidence o Chronological reasons Historical causation Patterns of continuity and change Periodization o Comparison and contextualization o Historical interpretation and synthesis Reading skills (America s History) o Before reading o During reading Questioning Clarifying Summarizing Predicting Note taking o After reading 2

Period 1 [2] 1491-1607 On a N.A. continent controlled by American Indians, contact among the peoples of Americas, and West Africa created a new world. Content Demographics of Europe, the Americas, and West Africa Meso-American culture Transatlantic commerce Foundations of slavery Comparison of colonies across America (religion, economies, politics, cultures) Text American Pageant chs (pages): 1-3 [1a] Secondary Sources Crosby, Alfred. The Columbian Exchange [1c] Primary Sources Columbus, Christopher. Letter to Ferdinand and Isabella of Spain [1b] Student Activities After receiving primary source analysis instructions using SOAPSTone (Subject, Occasion, Author, Speaker, Tone), the students will analyze the following primary source: Christopher Columbus: Letter to Ferdinand and Isabella of Spain (CUL-1) [7] Students write an essay in which they evaluate the impact of the Columbian Exchange on Native Americans in North America during the 16 th century [5][12] Students will read David E. Stannard, The American Holocaust: Columbus and the Conquest of the New World from Portrait of America, vol. 1 Ed. Stephen B. Oates and Charles J. Errico. Students will analyze Stannard s argument, evaluate his thesis, evidence, reasoning, and respond to these in an essay focusing on the demographic and economic changes among Native American populations as a result of European colonization. Students will participate in a seminar focusing on the article and the student responses. [1C] [8] Working in groups, students develop a graphic organizer that analyzes reasons for the development of different labor systems in British colonial settlement: New England, the Chesapeake, the southernmost Atlantic and the British West Indies [4] 3

Students will complete a Semantics Features Chart comparing England, France and Spain during these period of exploration and colonization. Once the chart is completed, students will write an essay on the following: Analyze the cultural and economic responses of TWO of the following groups to the Indians of North America before 1750: A) British B) French C) Spanish [11] Students will create Cornell notes for The American Pageant, Chapters 1-2 Review Identity Work, Exchange, and Technology Peopling Politics and Power America in the World Environment and Geography Ideas, Beliefs and Cultures How did the identities of colonizing and indigenous American societies change as a result of contact in the Americas? How did the Columbian Exchange the mutual transfer of material goods, commodities, animals and diseases affect interaction between Europeans and natives and among indigenous peoples in N.A.? Where did different groups settle in the Americas (before contact) and how and why did they move to and within the Americas (after contact)? How did Spain s early entry into colonization in the Caribbean, Mexico, and S. America shape Europe? And American developments in this period? How did European attempts to dominate the Americas shape relations between Native Americans, Europeans, and Africans? How did pre-contact populations of North America relate to their environments? How did contact with Euros. And Africans change these relations in N.A.? How did cultural contact challenge the religious and other values systems of peoples from the Americas, Africa and Europe? 4

Period 2 [2] 1607-1754 Europeans and American Indians maneuvered and fought for dominance, control, and security in N.A., and distinctive colonial and native societies emerged Content European colonization American Indian resistance Economic and population patterns Formations of race and identity Tensions with Britain Text American Pageant chs (pages): 2-5 [1a] Secondary Sources Bremer, Francis J. The Thirteen Colonies [Cr1c] White, William. The Colonial Virginia Frontier and International Native American Diplomacy [Cr1c] Primary Sources Mayflower Compact [1b] Reid, John S. Indenture agreement. [1b] Winthrop, John. City on the Hill [1b] Student Activities Reading Like a Historian Puritans. Were the Puritans selfish or selfless? [ ] Center for Learning Lesson Compare Great Awakening, Puritans, and Enlightenment and the influence of each on colonial ideology and development. [11] Complete a map showing the resources and products for different regions. Describe the settlement of Northern, Middle, and Southern colonies showing motives, location, religious influences, political system, economic structure, labor source, relations with natives, etc. Students will discuss in groups the environmental and geographic impact of the development of each region. [3] After studying colonial development and utilizing all readings, students will write an essay on the following: Early encounters between American Indians and European colonists led to a variety of relationships among the different cultures. Analyze how the actions taken by BOTH American Indians and European colonists 5

shaped those relationships in TWO of the following regions. Confine your answers to the 1600s. A) New England B) Chesapeake C) Spanish Southwest D) New York and France [5] [12] Students will map the Triangular Trade. [4] Students will create Cornell Notes for chapters 2-5 of The American Pageant, 13 th Ed. 6

Period 3 [2] 1754-1800 British imperial attempts to reassert control over its colonies and the colonial reaction to these attempts produced a new American republic, along with struggles over the new nation s social, political, and economic identity. Content British colonial policies Enlightment ideas War for Independence Formation of republic and national identity Work and labor (free and unfree) Regional economic differences Text American Pageant chs (pages): 6-10 [1a] Secondary Sources Anderson, Fred. The Real First World War and the Making of America [1c] Kerber, Linda. The Fears of the Federalists. [1c] McCoy, Drew. The Fears of the Jeffersonian Republicans [1c] Primary Sources Thomas Paine, Common Sense [1b] Declaration of Independence [1b] U.S. Constitution [1b] Articles of Confederation [1b] Smith, Adam. On the Wealth of Nations (excerpt) [1b] Locke, John. On the Second Treatise on Civil Government (excerpt) [1b] Student Activities Students will analyze primary sources from John Locke and Adam Smith to discover the influence of both authors in mainstream political and economic values [3] [4] Introduce the DBQ with students working in groups, reading and analyzing the documents to answer the prompt: In what ways did the French and Indian War (1754-1763) alter political, economic, and ideological relations between Britain and its American colonies? [5] [8] Students will list the 10 events that led directly to the Revolution. Students will defend their choices, and then pick the one event that made the Revolution inevitable. [3] 7

Using a Venn diagram, students will compare the U.S. Constitution and the Articles of Confederation. Students will write an essay on the prompt: Evaluate the extent to which the Articles of Confederation were effective in solving the problems of the new nation. What promises of republicanism did the Articles offer? [5] Students look at primary and secondary sources on the Articles of Confederation and U.S. Constitution, then debate the degree to which the Constitution reflected an emerging sense of American national identity [4] Using OPTICS as an analytical tool, students working in small groups will examine specific works of art by Paul Revere, Joseph Blackburn, Charles Wilson Pearle, John Trumbull, John Singleton Copley, and Benjamin West. Students will then discuss what the work of these artists tells us about the role of class, race, gender, and nationality in late 18 th C America [1b] [6] Using Linda Kerber s The Fears of the Federalists and Drew McCoy s The Fears of the Jeffersonian Republicans as sources, students will compare and contrast the ideologies of Hamilton and Jefferson in terms of the role of government, individual rights, and the economic destiny of the U.S. [6] Students will create Cornell Notes for chapters 6-10 of The American Pageant, 13 th Ed. Review Identity Work, Exchange, and Technology Peopling Politics and Power America in the World Environment & Geography Ideas, Beliefs and Cultures What were the chief similarities and differences among the development of English, Spanish, Dutch, and French colonies in America How did distinct economic systems, most notably a slavery system based on African labor, develop in British N.A.? What was their effect on emerging cultural and regional differences? Why did various colonists go to the New World? How did the increasing integration of the Atlantic world affect the movement of peoples between its different regions? In what ways did the British government seek to exert control over its American colonies in the 17 th and 18 th centuries? How did the competition between European empires around the world affect relations among the various peoples in N.A.? How and why did the English N.A. colonies develop into distinct regions? How did the expansion of cultural contact that took place with permanent colonization alter conditions in N.A. and affect intellectual and religious life, the growth of trade, and the shape of political institutions? 8

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Period 4 [2] 1800-1848 The new republic struggled to define and extend democratic ideals in the face of rapid economic, territorial, and demographic changes. Content Definition of democratic practices Expansion of the vote Market revolution Territorial and demographic growth Two-party system Andrew Jackson Role of the federal government in slavery and the economy Text American Pageant chs (pages): 11-17 [1a] Secondary Sources Appleby, Joyce. National Expansion and Reform, 1815-1860 [1c] Widmer, Ted. Age of Jackson [1c] Walters, Ronald G. The First Age of Reform [1c] Davis, David Brion. Slavery and Anti-Slavery [1c] Primary Sources The Declaration of the Seneca Falls Convention [1b] Student Activities Students will write an essay responding to the following question: To what extent did the debates about the Mexican War and its aftermath reflect the sectional interest of New Englanders, westerners, and southerners in the period from 1845-1855? [12][10] Students will be divided into groups to do presentations on Temperance, Abolition, Women s Suffrage, and Workers Rights. Each presentation will include a poster created in the style of the era and analysis of primary sources related to the topic [1b] Students will compose a poem reflecting the ideals of the Seneca Falls Convention Students will create Cornell notes for chapters 11-17 of The American Pageant, 13 th Ed. Review 10

Identity Work, Exchange, and Technology Peopling Politics and Power America in the World Environment and Geography Ideas, Beliefs and Cultures How did debates over American democratic culture and the proximity of many different cultures living in close contact affect changing definitions of national identity? How did the growth of mass manufacturing in the rapidly urbanizing North affect definitions of and relationships between workers, and those for whom they worked? How did the continuing dominance of agriculture and the slave system affect southern social, political, and economic life? How did the continued movement of individuals and groups into, out of, and within the U.S. shape the development of new communities and the evolution of old communities? How did the growth of ideals of mass democracy, including such concerns as expanding suffrage, public education, abolitionism, and care for the needy affect political life and discourse? How did the U.S. use diplomatic and economic means to project its power in the western hemisphere? How did foreign governments and individuals describe and react to the new American nation? How did environmental and geographic factors affect the development of sectional economics and identities? How did the idea of democratization shape and reflect American arts, literature, ideals and culture? 11

Period 5 [2] 1844-1877 As the nation expanded and it s population grew, regional tensions, especially over slavery, led to a civil war the course and aftermath of which transformed American society. Content Tensions over slavery Reform movements Imperialism Women and non-whites Public education Mexican War Public education Civil War Reconstruction Text American Pageant chs (pages): 17-22 [1a] Secondary Sources The Spectator. White Southerners Defense of Slavery. [1c] Egna, Marc. The Economic Origins of the Civil War [1c] Earle, Jonathan. The Political Origins of the Civil War [1c] Finkleman, Paul. Slavery, the Constitution, and the Origins of the Civil War [1c] Guelzo, Allen C. Lincoln [1c] Primary Sources Lincoln, Abraham. Gettysburg Address [1b] Douglass, Stephen A. Popular Sovereignty Should Settle the Slavery Question [1b] Lincoln, Abraham. Slavery Should Not be Allowed to Spread [1b] Student Activities Students read the sources in a DBQ on the Mexican-American War and engage in a classroom debate on POTUS Polk s motives for entering the war [4] Students will research and then evaluate the thesis that the American Civil War was a total war impacting those on the home front, abroad, as well as those on the battlefield. Your essay must assess the impact of the war on all three areas by focusing on U.S. regional economies and U.S. and Confederate relations with Britain and France [12] Students will read Popular Sovereignty Should Settle the Slavery Question by Stephen A. Douglass and Slavery Should Not be Allowed to Spread by Abraham 12

Lincoln. Students will identify major arguments of each man, and then debate whose argument was more persuasive. Students analysis should address at least two of the following features from each of the documents: audience, purpose, point of view, format, argument, limitations, and content germane to the evidence considered [7] Working in groups of three, and using the following articles as a basis for their arguments, students will have a class discussion focused on the question: What caused the Civil War? 1. The Economic Origins of the Civil War 2. The Political Origins of the Civil War 3. Slavery, the Constitution, and the Origins of the Civil War [8][6] Students will read The Spectator article White Southerners Defense of Slavery. What were the moral, political and economic arguments for slavery? Students will create Cornell notes for chapters 17-22 of The American Pageant, 13 th Ed. Review Identity Work, Exchange, and Technology Peopling Politics and Power America in the World Environment and Geography Ideas, Beliefs and Cultures How did continuing debates over immigration and assimilation reflect changing ideals of national and ethnic identity? How did class identities change in this period? How did movements for political and economic reform take shape in this period, and how effective were they in achieving their goals? Why did public attitudes towards immigration become negative during this time period? How and why did people migrate within the U.S. during the time period? How did reformist ideals change as reformers took them up in different time periods? Why did opposition emerge to various reform programs? Why did U.S. leaders decide to become involved in global conflicts such as the Spanish American War, WW I, and WW II? How did debates over intervention reflect public views of America s role in the world? Why did reformers seek for the government to wrest control of the environment and national resources from commercial interests? How did modern cultural values evolve in response to developments in technology? How did debates over the roles of women in American public life reflect changing social realities? 13

Period 6 [2] 1865-1898 The transformation of the U.S. from an agricultural to an increasingly industrialized and urbanized society brought about significant economic, political, diplomatic, social, environmental, and cultural changes. Content Reconstruction U.S. Imperialism Industrialization Immigration Urbanization Women s movement Working class culture and leisure Text American Pageant chs (pages): 23-26 [1a] Secondary Sources Digital History website Appleby, Joyce. Getting Ready to Lead a World Economy: Enterprise in Nineteenth-Century America DuBois, Ellen. Reconstruction and the Battle for Women Suffrage History Times: A Nation of Immigrants Primary Sources Douglass, Frederick. Racism in the North. [1b] Remember the Maine, 1898 [1b] Summer, Charles. On Reconstruction and the South, 1866 [1b] Workingmen s Party of California pamphlet, 1880 [1b] Student Activities Students will write an essay on this DBQ: In the post-civil War U.S., corporations grew significantly in number, size, and influence. Analyze the impact of big business on the economy and politics and the responses of Americans to these changes. Confine your answer to the period 1870-1900. [8] [13a] Interpret statistics: Using data from the Digital History website on farming in the Gilded Age, students will use OPTICS to discuss their findings in small groups and report their conclusions to the class [1b] Students will compare and contrast the competing interests of labor and capital by completing a Competing Interests Chart [4][13a] 14

Students will analyze a map: major Indian battles and Indian reservations (1860-1900) and compose a thesis paragraph analyzing the effects of westward expansion on Native American peoples. [1b] Reading Like a Historian lesson: Students exam why the U.S. invaded Cuba thus initiating the Spanish-American War [1b] Reading Like a Historian lesson: Students exam how advocates and critics used political cartoons to express their positions on annexation of the Philippines. [1b][13a] Students will create Cornell notes for chapters 23-16 of The American Pageant, 13 th Ed. Review Identity Work, Exchange, and Technology Peopling Politics and Power America in the World Environment and Geography Ideas, Beliefs and Cultures How did the rapid influx of immigrants from other parts of the world than northern and western Europe affect debates about American national identity? How did technological and corporate innovations help to vastly increase industrial production? What was the impact of these innovations on the lives of working people? How and why did the sources of migration to the U.S. change dramatically during this period? How did the political culture of the Gilded Age reflect the emergences of new corporate power? How successful were the challenges to this power? Why did challenges to this power fail? How did the search for new global markets affect American foreign policy and territorial ambitions? In what ways, and to what extent? was the West opened for further settlement through connection to eastern political, financial, and transportation systems? How did artistic and intellectual movements both reflect and challenge the emerging corporate order? 15

Period 7 [2] 1898-1945 An increasingly pluralistic U.S. faced profound domestic and global challenges, debate the proper degree of government activism, and sought to define its international trade. Content Progressive reform Radicalism WW I and Russian revolution First Red Scare First great migration of African Americans Race riots Culture wars of the 1920s Hoover and FDR in the capitalist crisis New Deal WW II Text American Pageant chs (pages): 27-35 [1a] Secondary Sources Des Jardins, Julie. The Politics of Reform [1c] Digital History: The Great Depression Statistics [1] Kennedy, David. The Great Depression: An Overview [1c] Neigberg, Michael. The Zimmerman Telegraph and American Entry into WW I [1c] Zeitz, Joshua. F. Scott Fitzgerald and the Age of Excess [1c] Primary Sources American Spirit, Ch 32 [1b] NAACP, Lynching in America broadside, circa 1926 [1b] Reading Like a Historian Japanese American Internment [1b] Student Activities Students will write a response to the following prompt: Analyze the roles that women played in Progressive Era reforms from the 1880s-1920. Focus your essay on two of the following: Politics; social conditions; labor and working conditions [5] Students will write an essay comparing and contrasting progressive era reform with the antebellum reform movements [9] [11] Students will read selections from Chapter 32 of the American Spirit and write a response to the following: Analyze the origins and outcomes of the intense 16

cultural conflicts of the 1920s. In your response, focus on TWO of the following: Immigration, Prohibition, Religion. [8] Digital History: The Great Depression Statistics in maps maps include data from 1920, 1930, and 1940 that focus on wealth and income broken down by race and gender. What do the numbers say? Not say? In small groups, students will draw conclusions and share results with the large group [1b][7] Students will write an essay on the following: To what extent were the policies of the New Deal a distinct turning point in U.S. history, and to what extent were they merely an extension of Progressive Era policy goals? Confine your answer to programs/policies that addressed the specific needs of American workers [10] Reading Like a Historian lesson: Students investigate a series of primary documents to address the question: Why were Japanese-Americans interned during WW II? [1b] [13a] Students will create Cornell notes for chapters 27-35 of The American Pageant, 13 th Ed. Review Identity Work, Exchange, and Technology Peopling Politics and Power America in the World Environment and Geography Ideas, Beliefs and Cultures How did continuing debates over immigration and assimilation reflect changing ideals of national and ethnic identity? How did class identities change in this period? How did movements for political and economic reform take shape in this period, and how effective were they in achieving their goal? Why did public attitudes towards immigration become negative during this time period? How and why did people migrate within the U.S. during this time period? How did reformist ideals change as reformers took them up in different time periods? Why did opposition emerge to various reform programs? Why did U.S. leaders decide to become involved in global conflicts such as the Spanish-American War, WW I, and WW II? How did debates over intervention reflect public views of America s role in the world? Why did reformers seek for the government to wrest control of the environment and national resources from commercial interests? How did modern cultural values evolve in response to developments in technology? How did debates over the role of women in American public life reflect changing social realities? 17

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Period 8 [2] 1945-1980 After WW II, the U.S. grappled with prosperity and unfamiliar international responsibilities while struggling to live up to its ideals. Content Atomic age and the Cold War Suburban development and the affluent society The other America Vietnam Social movements of the long 1960s Great Society programs Economic and political decline in the 1970s Rise of conservatism Text American Pageant chs (pages): 36-39 [1a] Secondary Sources https://www.gilderlehrman.org/history-by-era Primary Sources Reading Like a Historian Activities Reading Like a Historian lesson. Women in the 1950s. Is the image of the happy 1950s housewife accurate? [1b] Reading Like a Historian lesson. Civil Rights Act. Was JFK a strong supporter of Civil Rights? [1b] Reading Like a Historian lesson Montgomery Bus Boycott. Why did the Montgomery Bus Boycott succeed? [1b] Reading Like a Historian lesson. Great Society. Was the Great Society successful? [1b] Reading Like a Historian lesson. Anti-Vietnam. Why did many Americans oppose the Vietnam War? [1b] Students will research and write an essay regarding the patterns of change and continuity between the first Red Scare of the 1920s and the period of McCarthyism in the 1950s [9] [11] The Cold War Across Time (1945-1990). A Jigsaw with Expert Groups https://www.gilderlehrman.org/history-by-era/postwar-politics-and-originscold-war/resources/cold-war-across-time-1945%e2%80%931990-jigsaw 19

Guided Reading: Anti-Communism at Home https://www.gilderlehrman.org/history-by-era/postwar-politics-and-originscold-war/resources/guided-readings-anti-communism-home Students will write Cornell notes for chapters 36-39 of The American Pageant, 13 th Ed. Review Identity Work, Exchange, and Technology Peopling Politics and Power America in the World Environment and Geography Ideas, Beliefs and Cultures How did the African-American Civil Rights movement affect the development of other movements based on asserting the rights of different groups in American society? How did American involvement in the Cold War affect debates over American national identity? How did the rise of American manufacturing and global economic dominance in the years after WW II affect standards of living and opportunities for different social groups? How did the growth of migration to and within the U.S. influence demographic change and social attitudes in the nation? How did the changing fortunes of liberalism and conservatism in these years affect broader aspects of social and political power? Why did Americans denorse a new engagement in international affairs during the Cold War? How did this belief change over time in response to particular events? Why did public concern about the state of the national environment grow during this period, and what major changes in public policy did this create? How did changes in popular culture reflect or cause changes in social attitudes? How did the reaction to these changes affect political and public debates? 20

Period 9 [2] 1980-Present As the U.S. transitioned to a new country filled with challenges and possibilities, it experienced renewed ideological and cultural debates, sought to redefine its foreign policy, and adapted to economic globalization and revolutionary change in science and technology Content Reagan at home and abroad Growth of poverty Bush Sr. and the end of Cold War Clinton and the internet Race relations NAFTA and other trade agreements 9/11 Patriot Act Education policies of George W. Bush and Obama Environmental policies Text American Pageant chs (pages): 39-42 [1a] Secondary Sources Suri, Jeremi. Postwar Politics and the Origins of the Cold War [1c] Spalding, Elizabeth Edwards. Truman and His Doctrine: Revolutionary, Unprecedented, and Bipartisan [1c] Primary Sources George W. Bush on the 9/11 attacks (excerpt) [1b] President Ford s statement on pardoning Richard Nixon [1b] Ronald Reagan s first inaugural address [1b] Activities Students use a graphic organizer to compare and contrast the causes and goals of each act as described excerpts from the 1924, 1965, and 1990 Immigration Acts. (PEO-7) [4][9] Students write an essay that compares technological developments from 1800 to 2014, noting the impact of technology on culture and politics [3][5][11] Students will complete a compare and contrast chart of 1980s conservative and New Deal philosophies on the role of government [11] 21

Using SOAPStone students will analyze the following document and evaluate the extent to which POTUS Reagan met his goals: Roland Reagan: First Inaugural Address. [13b] Students write a mock op-ed for or against drilling for oil in the ANWR that cites precedents in U.S. law and history to justify their position (ENV-5) [4] Looking at economic data about employment, compensation, and household data broken down by race, gender, and education from the 1970s to 2010, each student will write an essay that makes an argument about whether or not the American Dream existed [1b] Students will create Cornell notes of chapters 39-42 of The American Pageant, 13 th Ed. Review Identity Work, Exchange, and Tech. Peopling Politics and Power America in the World Environment and Geography Ideas, Beliefs, and Cultures How did demographic and economic changes in American society affect popular debate over American national identity How did the shift to a global economy affect American economic life? How did scientific and technological developments in these years change how Americans lived and worked? How did increased migration raise questions about American identity and affect the nation demographically, culturally and politically? How successful were conservatives in achieving their goals? To what extent did liberalism remain influential political and culturally? How did the end of the Cold War affect American foreign policy? How did the terrorist attacks of 9/11 impact America s role in the world? How did debates over climate change and energy policy affect broader social and political movements? How did technological and scientific innovations in areas such as electronics, biology, medicine, and communications affect society, popular culture, and public discourse? How did a demographically diverse population shape popular culture? 22