©2015 To the AP United States History Curriculum ...assets.pearsonschool.com/correlations/AP_By the...

A Correlation of

©2015

To the

AP United States History

Curriculum Framework, Fall 2015, Comprehensive

AP® is a trademark registered and/or owned by the College Board, which was not involved in the production of, and does not endorse, this product.

A Correlation of By the People 1st Edition, AP® Edition, ©2015 to the

AP U.S. History Curriculum Framework, Fall 2015

2

Table of Contents

PERIOD 1: 1491–1607 ............................................................................................................................................. 3

PERIOD 2: 1607–1754 ........................................................................................................................................... 10

PERIOD 3: 1754–1800 ........................................................................................................................................... 21

PERIOD 4: 1800–1848 ........................................................................................................................................... 36

PERIOD 5: 1844–1877 ........................................................................................................................................... 48

PERIOD 6: 1865–1898 ........................................................................................................................................... 60

PERIOD 7: 1890–1945 ........................................................................................................................................... 73

PERIOD 8: 1945–1980 ........................................................................................................................................... 88

PERIOD 9: 1980–Present ..................................................................................................................................... 100



3

AP U.S. History

Curriculum Framework

By the People

1st Edition, AP®, ©2015

Related Thematic

Learning Objectives

PERIOD 1: 1491–1607

Key Concept 1.1: As native populations migrated and

settled across the vast expanse of North America over time,

they developed distinct and increasingly complex societies by

adapting to and transforming their diverse environments.

CHAPTER 1

I. Different native societies adapted to

and transformed their environments

through innovations in agriculture,

resource use, and social structure.

pp. 2-16 MIG-2.0: Analyze causes of internal

migration and patterns of settlement in

what would become the United States,

and explain how migration has affected

American life.

GEO-1.0: Explain how geographic and

environmental factors shaped the

development of various communities,

and analyze how competition for and

debates over natural resources have

affected both interactions among

different groups and the development of

government policies.

A) The spread of maize cultivation

from present day Mexico northward

into the present-day American

Southwest and beyond supported

economic development, settlement,

advanced irrigation, and social

diversification among societies.

pp. 6-11

B) Societies responded to the aridity

of the Great Basin and the

grasslands of the western Great

Plains by developing largely mobile

lifestyles.

pp. 10-12

C) In the Northeast, the Mississippi

River Valley, and along the Atlantic

seaboard some societies developed

mixed agricultural and hunter

gatherer economies that favored the

development of permanent villages.

pp. 11-12

D) Societies in the Northwest and

present-day California supported

themselves by hunting and

gathering, and in some areas

developed settled communities

supported by the vast resources of

the ocean.

pp. 11



4

AP U.S. History


By the People


Related Thematic

Learning Objectives

Selected examples of Historical Individuals, Events, Topics, Sources from:

Period 1: 1491–1607

Key Concept 1.1

MyHistoryLab examples:

Events

Video Series: A New World to 1607:

The First Americans, p. 4

Video: Anasazi Chaco Canyon, p. 7

Closer Look: Cahokia, p. 9

Topics

Video Series: A New World to 1607:

Introduction

Explorer 43: The First Peoples of North

America

Sources

MyHistory Library: A New World to

1607: Dekanawida Myth and

Achievement of Iroquois Unity, p. 11

My History Library: A New World to

1607: Thomas Hariot, The Algonquian

Peoples of the Atlantic Coast, 1588, p.

53

My History Library: A New World to

1607: Jose de Acosta, The Columbian

Exchange, 1590

History Bookshelf: Iroquois Creation

Story

History Bookshelf: Ottawa Origins

Story

History Bookshelf: Pima Indian

Creation Story

By the People textbook examples:

Events

Significant Dates, 3

The Peopling of North America, pp. 4–

8

The Iroquois Confederacy, pp. 11–12

Topics

Migration, pp. 4–8

Sources

Map 1-1: The Earliest Americans, p. 4;

American Voices: The Natchez

Tradition, ca. 800, p. 6

Drawing of a an Iroquois Onondaga

Village, p. 12

American Voices: Richard Hakluyt, The

True Pictures and Fashions of the

People in that Part of American Now

Called Virginia, 1585, p. 13



5

AP U.S. History


By the People


Related Thematic

Learning Objectives

Key Concept 1.2: Contact among Europeans, Native

Americans, and Africans resulted in the Columbian Exchange

and significant social, cultural, and political changes on both

sides of the Atlantic Ocean.

CHAPTERS 2, 3

I. European expansion into the Western

Hemisphere generated intense social,

religious, political, and economic

competition and changes within

European societies.

pp. 28-54 WXT-2.0: Explain how patterns of

exchange, markets, and private

enterprise have developed, and analyze

ways that governments have responded

to economic issues.

WXT-3.0: Analyze how technological

innovation has affected economic

development and society.

WOR-1.0: Explain how cultural

interaction, cooperation, competition,

and conflict between empires, nations,

and peoples have influenced political,

economic, and social developments in

North America.

A) European nations’ efforts to

explore and conquer the New World

stemmed from a search for new

sources of wealth, economic and

military competition, and a desire to

spread Christianity.

pp. 28-54, 16-19

B) The Columbian Exchange brought

new crops to Europe from the

Americas, stimulating European

population growth, and new sources

of mineral wealth, which facilitated

the European shift from feudalism to

capitalism.

pp. 29-35, 39-40, 50-53

C) Improvements in maritime

technology and more organized

methods for conducting international

trade, such as joint-stock

companies, helped drive changes to

economies in Europe and the

Americas.

pp. 16-19, 51



6

AP U.S. History


By the People


Related Thematic

Learning Objectives

II. The Columbian Exchange and

development of the Spanish Empire in

the Western Hemisphere resulted in

extensive demographic, economic, and

social changes.

pp. 28-48

MIG-1.0: Explain the causes of

migration to colonial North America and,

later, the United States, and analyze

immigration’s effects on U.S. society.

WXT-1.0: Explain how different labor

systems developed in North America

and the United States, and explain their

effects on workers’ lives and U.S.

society.









A) Spanish exploration and conquest

of the Americas were accompanied

and furthered by widespread deadly

epidemics that devastated native

populations and by the introduction

of crops and animals not found in

the Americas.

pp. 28-48

B) In the encomienda system,

Spanish colonial economies

marshaled Native American labor to

support plantation-based agriculture

and extract precious metals and

other resources.

pp. 37

C) European traders partnered with

some West African groups who

practiced slavery to forcibly extract

slave labor for the Americas. The

Spanish imported enslaved Africans

to labor in plantation agriculture and

mining.

pp. 17-18, 20-23, 75-77, 97-104

D) The Spanish developed a caste

system that incorporated, and

carefully defined the status of, the

diverse population of Europeans,

Africans, and Native Americans in

their empire.

pp. 19, 32-38, 41-48, 88-90



7

AP U.S. History


By the People


Related Thematic

Learning Objectives

III. In their interactions, Europeans and

Native Americans asserted divergent

worldviews regarding issues such as

religion, gender roles, family, land use,

and power.

pp. 28-54 CUL-1.0: Explain how religious groups

and ideas have affected American

society and political life.

CUL-3.0: Explain how ideas about

women’s rights and gender roles have

affected society and politics.

CUL-4.0: Explain how different group

identities, including racial, ethnic, class,

and regional identities, have emerged

and changed over time.






North America.

A) Mutual misunderstandings

between Europeans and Native

Americans often defined the early

years of interaction and trade as

each group sought to make sense of

the other. Over time, Europeans and

Native Americans adopted some

useful aspects of each other’s

culture.

pp. 28-54, 62-91, 117-119

B) As European encroachments on

Native Americans’ lands and

demands on their labor increased,

native peoples sought to defend and

maintain their political sovereignty,

economic prosperity, religious

beliefs, and concepts of gender

relations through diplomatic

negotiations and military resistance.

pp. 62-91

C) Extended contact with Native

Americans and Africans fostered a

debate among European religious

and political leaders about how non-

Europeans should be treated, as well

as evolving religious, cultural, and

racial justifications for the

subjugation of Africans and Native

Americans.

pp. 37-38



8

AP U.S. History


By the People


Related Thematic

Learning Objectives


Period 1: 1491–1607

Key Concept 1.2


Historical individuals

Profile: King Nzinga Mbemba of

Kongo, p. 22

Christopher Columbus: Document:

When Historians Disagree: How

Should Columbus be Remembered?, p.

31

Document: Bartolomé de Las Casas,

The History of the Indies, p. 37

Document: John Smith, The Starving

Time, 1624, p. 66

Events

Closer Look: A West African View of

the Portuguese, p. 22

Closer Look: An Early European Image

of Native Americans, p. 30

Document: Jose de Acosta: The

Columbian Exchange, 1590, p. 34

Video Series: The Protestant

Reformation, p. 39

Closer Look: Columbian Exchange, p.

34

Video: Jamestown, p. 63

Topics

Explorer 01: Global Exploration

Slavery: Document: When Historians

Disagree: How Different Was African

Slavery in the Americas? p. 23


Historical Individuals

Prince Henry, p. 18

Christopher Columbus, pp. 28–29

Amerigo Vespucci, p. 31

Bartolomé de Las Casas, p. 37

Cabeza de Vaca, p. 42

Jaques Cartier, p. 49

Events

Reconquista, p. 19

Significant Dates, p. 29

Columbian Exchange, pp. 33–34

Table 3-1: England’s American and

Island Colonies, p. 72

King Phillip’s War, p. 79

Topics

Slavery, pp. 20–23

Conquest, pp. 35–36

Sources

Map: African Trade Networks, p. 20

American Voices: The Dedication of

Columbus’s Log to the King and Queen

of Spain, 1493 p. 30

American Voices: Bartolomé de Las

Casas, The History of the Indies,

1550, p. 38

Part 1 AP Practice Test Selections, pp.

57–58

American Voices: Of Plymouth

Plantation, by William Bradford, p. 69



9

AP U.S. History


By the People


Related Thematic

Learning Objectives

(Continued)

Period 1: 1491–1607

Key Concept 1.2

(Continued)

Sources

Map: Asia, 1300–1650, p. 23

MyHistory Library: A New World to

1607: Document: Letters to Columbus

to Ferdinand and Isabella, p. 30

Document: When Historians Disagree:

How Should Columbus be

Remembered?, p. 31

Document: Jose de Acosta: The

Columbian Exchange, 1590, p. 34

Document: Bartolomé de Las Casas,

The History of the Indies, p. 37

My History Library: Beginning of

English Colonial Societies: Chief

Powhatan, Remarks to Captain John

Smith, c. 1609, p. 65

History Bookshelf: Captain John Smith

to Queen Anne (1617)

History Bookshelf: Micmac Chief's

Observations of the French (1691)

History Bookshelf: Jose de Acosta, The

Columbian Exchange (1590)



10

AP U.S. History


By the People


Related Thematic

Learning Objectives

PERIOD 2: 1607–1754

Key Concept 2.1: Europeans developed a variety of

colonization and migration patterns, influenced by different

imperial goals, cultures, and the varied North American

environments where they settled, and they competed with

each other and American Indians for resources.

CHAPTERS 3, 4

I. Spanish, French, Dutch, and British

colonizers had different economic and

imperial goals involving land and labor

that shaped the social and political

development of their colonies as well as

their relationships with native

populations.

pp. 62-91 MIG-1.0: Explain the causes of









North America.

A) Spanish efforts to extract wealth

from the land led them to develop

institutions based on subjugating

native populations, converting them

to Christianity, and incorporating

them, along with enslaved and free

Africans, into the Spanish colonial

society.

pp. 47-48, 88-91

B) French and Dutch colonial efforts

involved relatively few Europeans

and relied on trade alliances and

intermarriage with American Indians

to build economic and diplomatic

relationships and acquire furs and

other products for export to Europe.

pp. 73, 83-88



11

AP U.S. History


By the People


Related Thematic

Learning Objectives

C) English colonization efforts

attracted a comparatively large

number of male and female British

migrants, as well as other European

migrants, all of whom sought social

mobility, economic prosperity,

religious freedom, and improved

living conditions. These colonists

focused on agriculture and settled

on land taken from Native

Americans, from whom they lived

separately.

pp. 62-83 (Continued)

MIG-1.0; WOR-1.0

II. In the 17th century, early British

colonies developed along the Atlantic

coast, with regional differences that

reflected various environmental,

economic, cultural, and demographic

factors.

pp. 62-83, 94-122 NAT-1.0: Explain how ideas about

democracy, freedom, and individualism

found expression in the development of

cultural values, political institutions, and

American identity.

WXT-2.0: Explain how patterns of




to economic issues.





MIG-2.0: Analyze causes of internal




American life.

A) The Chesapeake and North

Carolina colonies grew prosperous

exporting tobacco — a labor-

intensive product initially cultivated

by white, mostly male indentured

servants and later by enslaved

Africans.

pp. 63-66, 71, 75-77, 81-83, 97-104

B) The New England colonies,

initially settled by Puritans,

developed around small towns with

family farms and achieved a thriving

mixed economy of agriculture and

commerce.

pp. 66-71, 75-81, 104-107



12

AP U.S. History


By the People


Related Thematic

Learning Objectives

(Continued)

C) The middle colonies supported a

flourishing export economy based on

cereal crops and attracted a broad

range of European migrants, leading

to societies with greater cultural,

ethnic, and religious diversity and

tolerance.










D) The colonies of the southernmost

Atlantic coast and the British West

Indies used long growing seasons to

develop plantation economies based

on exporting staple crops. They

depended on the labor of enslaved

Africans, who often constituted the

majority of the population in these

areas and developed their own

forms of cultural and religious

autonomy.

pp. 75-77, 97-104

E) Distance and Britain’s initially lax

attention led to the colonies creating

self-governing institutions that were

unusually democratic for the era.

The New England colonies based

power in participatory town

meetings, which in turn elected

members to their colonial

legislatures; in the Southern

colonies, elite planters exercised

local authority and also dominated

the elected assemblies.

pp. 62-83, 94-97, 109-112



13

AP U.S. History


By the People


Related Thematic

Learning Objectives

III. Competition over resources between

European rivals and American Indians

encouraged industry and trade and led

to conflict in the Americas.

pp. 62-91 WXT-2.0: Explain how patterns of




to economic issues.










North America.

A) An Atlantic economy developed in

which goods, as well as enslaved

Africans and American Indians, were

exchanged between Europe, Africa,

and the Americas through extensive

trade networks. European colonial

economies focused on acquiring,

producing, and exporting

commodities that were valued in

Europe and gaining new sources of

labor.

pp. 88-113

B) Continuing trade with Europeans

increased the flow of goods in and

out of American Indian communities,

stimulating cultural and economic

changes and spreading epidemic

diseases that caused radical

demographic shifts.

pp. 109-113

C) Interactions between European

rivals and American Indian

populations fostered both

accommodation and conflict. French,

Dutch, British, and Spanish colonies

allied with and armed American

Indian groups, who frequently

sought alliances with Europeans

against other Indian groups.

pp. 77-83



14

AP U.S. History


By the People


Related Thematic

Learning Objectives

(Continued)

D) The goals and interests of

European leaders and colonists at

times diverged, leading to a growing

mistrust on both sides of the

Atlantic. Colonists, especially in

British North America, expressed

dissatisfaction over issues including

territorial settlements, frontier

defense, self-rule, and trade.

pp. 94-96, 119-122 (Continued)

WXT-2.0; CUL-4.0; WOR-1.0

E) British conflicts with American

Indians over land, resources, and

political boundaries led to military

confrontations, such as Metacom’s

War (King Philip’s War) in New

England.

pp. 78-83, 94-95

F) American Indian resistance to

Spanish colonizing efforts in North

America, particularly after the

Pueblo Revolt, led to Spanish

accommodation of some aspects of

American Indian culture in the

Southwest.

pp. 88-91


Period 2: 1607–1754

Key Concept 2.1



Document: John Smith, The Starving

Time, 1624, p. 66

Events

Video: Jamestown, p. 63

Activity: English Colonization, p. 64



John Smith, pp. 64–66

Pocahontas, p. 65

Governor William Bradford, pp. 68–69

Anne Hutchinson, p. 70

Samuel de Champlain, pp. 84–85

Father Jacques Marquette, pp. 85–86



15

AP U.S. History


By the People


Related Thematic

Learning Objectives

(Continued)

Period 2: 1607–1754

Key Concept 2.1

(Continued)

Topics

Video: New England, p. 68

Video: The Chesapeake, p. 71

Explorer 02: English Colonization

Explorer 03: The Seven Years’ War

Explorer 04: Changes in the

Southwest

Sources

MyHistory Library: Beginning of

English Colonial Societies: Chief

Powhatan, Remarks to Captain John

Smith, c. 1609, p. 65

Document: James I of England, A

Counterblaste of Tobacco, p. 67

Document: James Oglethorpe,

Establishing the Colony of Georgia, p.

75

Document: William Berkeley,

Declaration against the Proceedings of

Nathaniel Bacon, p. 92

MyHistory Library: Beginning of

English Colonial Societies: Agreement

Between Settlers at New Plymouth

(Mayflower Compact)

MyHistory Library: Colonial America:

Establishing the Colony of Georgia

History Bookshelf: England Asserts

Her Dominion through Legislation in

1660

(Continued)

Events


Jamestown, pp. 64–65

Table 3-1: England’s American and

Island Colonies, p. 72

King Philip’s War, pp. 78–79

Topics

Colonization, pp. 62–76, 88–91

Sources

American Voices: Of Plymouth

Plantation, by William Bradford, p. 69

American Voices: Mary Rowlandson,

The Sovereignty and Goodness of God,

p. 80

American Voices: Journal of the

Voyage of Father Jacques Gravier,

p. 86



16

AP U.S. History


By the People


Related Thematic

Learning Objectives

Key Concept 2.2: The British colonies participated in

political, social, cultural, and economic exchanges with Great

Britain that encouraged both stronger bonds with Britain and

resistance to Britain’s control.

CHAPTER 4

I. Transatlantic commercial, religious,

philosophical, and political exchanges

led residents of the British colonies to

evolve in their political and cultural

attitudes as they became increasingly

tied to Britain and one another.

pp. 94-122 NAT-1.0: Explain how ideas about




American identity.

POL-1.0: Explain how and why political

ideas, beliefs, institutions, party

systems, and alignments have

developed and changed.





to economic issues.

CUL-1.0: Explain how religious groups



CUL-2.0: Explain how artistic,

philosophical, and scientific ideas have

developed and shaped society and

institutions.

A) The presence of different

European religious and ethnic

groups contributed to a

significant degree of pluralism

and intellectual exchange, which

were later enhanced by the first

Great Awakening and the spread

of European Enlightenment

ideas.

pp. 96-97, 113-116

B) The British colonies experienced

a gradual Anglicization over

time, developing autonomous

political communities based on

English models with influence

from inter-colonial commercial

ties, the emergence of a trans-

Atlantic print culture, and the

spread of Protestant

evangelicalism.

pp. 94-112



17

AP U.S. History


By the People


Related Thematic

Learning Objectives

(Continued)

C) The British government

increasingly attempted to

incorporate its North American

colonies into a coherent,

hierarchical, and imperial

structure in order to pursue

mercantilist economic aims, but

conflicts with colonists and

American Indians led to erratic

enforcement of imperial policies.


NAT-1.0; POL-1.0; WXT-2.0;

CUL-1.0; CUL-2.0

D) Colonists’ resistance to imperial

control drew on local experiences of

self-government, evolving ideas of

liberty, the political thought of the

Enlightenment, greater religious

independence and diversity, and an

ideology critical of perceived

corruption in the imperial system.

pp. 94-97, 113-115



18

AP U.S. History


By the People


Related Thematic

Learning Objectives

II. Like other European empires in the

Americas that participated in the

Atlantic slave trade, the English colonies

developed a system of slavery that

reflected the specific economic,

demographic, and geographic

characteristics of those colonies.

pp. 97-105 WXT-1.0: Explain how different labor




society.













North America.

A) All the British colonies

participated to varying degrees

in the Atlantic slave trade due to

the abundance of land and a

growing European demand for

colonial goods, as well as a

shortage of indentured servants.

Small New England farms used

relatively few enslaved laborers,

all port cities held significant

minorities of enslaved people,

and the emerging plantation

systems of the Chesapeake and

the southernmost Atlantic coast

had large numbers of enslaved

workers, while the great majority

of enslaved Africans were sent to

the West Indies.

pp. 97-105

B) As chattel slavery became the

dominant labor system in many

southern colonies, new laws created

a strict racial system that prohibited

interracial relationships and defined

the descendants of African American

mothers as black and enslaved in

perpetuity.

pp. 97-105, 81-83



19

AP U.S. History


By the People


Related Thematic

Learning Objectives

(Continued)

C) Africans developed both overt

and covert means to resist the

dehumanizing aspects of slavery and

maintain their family and gender

systems, culture, and religion.


WXT-1.0; CUL-3.0; CUL-4.0;

WOR-1.0


Period 2: 1607–1754

Key Concept 2.2



My History Library: Slavery, Freedom,

and the Struggle for Empire: John

Peter Zenger, The Responsibility of the

Press, p. 95


and the Struggle for Empire: Olaudah

Equino, The Middle Passage, p. 102


and the Struggle for Empire: James

Oglethorpe, The Stono Rebeliion,

1739, p. 103


and the Struggle for Empire: Benjamin

Franklin and George Whitehead, p,

115

Events

Closer Look: African Slave Trade, p.

100

Salem Witch Trials: Document: The

Examination and Confession of Ann

Foster at Salem, p. 106

Triangular Trade: Video: From

Triangular Trade to an Atlantic

System, p. 111

Video: The Great Awakening, p. 114



John Peter Zenger, pp. 94–95

John Locke, p. 96

Olaudah Equino, p. 102

Benjamin Franklin, p. 109

Jonathan Edwards, pp. 114–115

Events

Glorious Revolution, p. 95–96


African Slave Trade, p. 100

The Middle Passage, pp. 100–102

The Stano Slave Rebellion, pp. 102–

103

The Salem Witch Trials, pp. 105–106

The Great Awakening, pp. 114–115

Triangle Trade, pp. 110–111

Wars in British North America, p. 119

Albany Plan of Union, p. 120

Topics


Role of Religion, pp. 114–115

Role of Women, pp. 106–107

Urbanization, pp. 107–109

Role of the Economy, pp. 109–112



20

AP U.S. History


By the People


Related Thematic

Learning Objectives

(Continued)

Period 2: 1607–1754

Key Concept 2.

(Continued)

Topics

Slavery: Closer Look: African Slave

Trade, p. 100

Slavery: Closer Look: Plan and

Sections of a Slave Ship, p. 102

Explorer: The Trans-Atlantic Slave

Trade

Sources

Document: James I on the Divine

Right of Kings, 1598, p. 96


What Caused the Hysteria in Salem, p.

106

History Bookshelf: Witch trials: Trial of

Elizabeth Clawson, Stamford,

Connecticut (1692)

History Bookshelf: Witchcraft in New

England: The Conclusions of the

Massachusetts Bay Elders (1695)

History Bookshelf: Runaway

Indentured Servants, Decisions of the

General Court (1640)

(Continued)

Sources

Quotation from Olaudah Equino, p.

102

American Voices: Benjamin Franklin,

The Way of Wealth, p. 109

American Voices: Jonathan Edwards, A

Treatise Concerning Religious

Affections, p. 116



21

AP U.S. History


By the People


Related Thematic

Learning Objectives

PERIOD 3: 1754–1800

Key Concept 3.1: British attempts to assert tighter control

over its North American colonies and the colonial resolve to

pursue self-government led to a colonial independence

movement and the Revolutionary War.

CHAPTER 5

I. The competition among the British,

French, and American Indians for

economic and political advantage in

North America culminated in the Seven

Years’ War (the French and Indian War),

in which Britain defeated France and

allied American Indians.





American life.






North America.

A) Colonial rivalry intensified

between Britain and France in the

mid-18th century, as the growing

population of the British colonies

expanded into the interior of North

America, threatening French–Indian

trade networks and American Indian

autonomy.

pp. 130-135

B) Britain achieved a major

expansion of its territorial holdings

by defeating the French, but at

tremendous expense, setting the

stage for imperial efforts to raise

revenue and consolidate control over

the colonies.

pp. 130-134

C)After the British victory, imperial

officials’ attempts to prevent

colonists from moving westward

generated colonial opposition, while

native groups sought to both

continue trading with Europeans and

resist the encroachments of

colonists on tribal lands.

pp. 134-136



22

AP U.S. History


By the People


Related Thematic

Learning Objectives

II. The desire of many colonists to

assert ideals of self-government in the

face of renewed British imperial efforts

led to a colonial independence

movement and war with Britain.

pp. 134-136

NAT-1.0: Explain how ideas about




American identity.

POL-2.0: Explain how popular

movements, reform efforts, and activist

groups have sought to change American

society and institutions.






North America.

A) The imperial struggles of the mid-

18th century, as well as new British

efforts to collect taxes without direct

colonial representation or consent

and to assert imperial authority in

the colonies, began to unite the

colonists against perceived and real

constraints on their economic

activities and political rights.

pp. 136-143

B) Colonial leaders based their calls

for resistance to Britain on

arguments about the rights of British

subjects, the rights of the individual,

local traditions of self-rule, and the

ideas of the Enlightenment.

pp. 136-138

C) The effort for American

independence was energized by

colonial leaders such as Benjamin

Franklin, as well as by popular

movements that included the

political activism of laborers,

artisans, and women.

pp. 136-146

D) In the face of economic

shortages and the British military

occupation of some regions, men

and women mobilized in large

numbers to provide financial and

material support to the Patriot

movement.

pp. 146-159



23

AP U.S. History


By the People


Related Thematic

Learning Objectives

(Continued)

E) Despite considerable loyalist

opposition, as well as Great Britain’s

apparently overwhelming military

and financial advantages, the Patriot

cause succeeded because of the

actions of colonial militias and the

Continental Army, George

Washington’s military leadership, the

colonists’ ideological commitment

and resilience, and assistance sent

by European allies.


NAT-1.0; POL-2.0; WOR-1.0


Period 3: 1754–1800

Key Concept 3.1



My History Library: The American

Revolution: Jonathan Boucher, An

Anglican Minister Denounces American

Rebels, 1775, p. 139


Revolution: Patrick Henry, Give Me

Liberty or Give Me Death, 1775, p.

140


Revolution: Benjamin Franklin,

Testimony against the Stamp Act,

1776, p. 141

Document: Phillis Wheatley, Poems on

Various Subjects, Religious, and Moral,

1772, p. 144



George Washington, pp. 130–131,

151, 154–156

Pontiac, p. 134

Patrick Henry, p. 140

Sons of Liberty, p. 140

Paul Revere, p. 141

Thomas Paine, p. 154

Events


The French and Indian War, pp. 131–

134

Pontiac’s Rebellion, pp. 134–135

The Proclamation Line of 1763, p. 136

Table 5.1: Parliamentary Acts that

Fueled Colonial Resistance, p. 140

The Boston Massacre, p. 142

First Continental Congress, p. 144

The Treaty of Paris, p. 159



24

AP U.S. History


By the People


Related Thematic

Learning Objectives

(Continued)

Period 3: 1754–1800

Key Concept 3.1

(Continued)

Events

Video: The Stamp Act

Video: The Boston Tea Party, p. 139

Closer Look: Early Fighting, 1775–

1776, p. 152

Video: Battle of Saratoga, p. 154

Closer Look: Surrender of Lord

Cornwallis at Yorktown, 1781, p. 157

Topics

American Revolution: Video: The

American Revolution as Different

Americans Saw It, p. 137

Explorer 06: The Imperial Crisis

Explorer 07: The American Revolution

Sources


Revolution: Jonathan Boucher, An

Anglican Minister Denounces the

American Rebels, 1775, p. 139


Revolution: Boston Gazette,

Description of the Boston Massacre,

1770, p. 142


Revolution: Thomas Paine, The

American Crisis, 1776, p. 154

Map: Territorial Claims in Eastern

America after the Treaty of Paris,

p. 159

(Continued)

Topics

Revolutionary War, pp. 146–159

Women, pp. 142–143, 156

Sources

Thinking Historically: Pontiac’s Vision,

p. 135

American Voices: Phillis Wheatley,

Poem to the Earl of Dartmouth, 1773,

p. 145

American Voices: Joseph Plumb

Martin, Narrative of a Revolutionary

Soldier, 1775–1783, p. 153



25

AP U.S. History


By the People


Related Thematic

Learning Objectives

(Continued)

Period 3: 1754–1800

Key Concept 3.1

(Continued)

History Bookshelf: Adams Family

Letters (March, April, May 1776)

History Bookshelf: Boston Gazette

Description of the Boston Massacre

(1770)

History Bookshelf: Letter from a

Revolutionary War Soldier (1776)

Key Concept 3.2: The American Revolution’s democratic and

republican ideals inspired new experiments with different

forms of government.

CHAPTERS 6, 7

I. The ideals that inspired the

revolutionary cause reflected new

beliefs about politics, religion, and

society that had been developing over

the course of the 18th century.





American identity.







A) Enlightenment ideas and

philosophy inspired many American

political thinkers to emphasize

individual talent over hereditary

privilege, while religion strengthened

Americans’ view of themselves as a

people blessed with liberty.

pp. 95-97, 113-116, 137-139

B) The colonists’ belief in the

superiority of republican forms of

government based on the natural

rights of the people found

expression in Thomas Paine’s

Common Sense and the Declaration

of Independence. The ideas in these

documents resonated throughout

American history, shaping

Americans’ understanding of the

ideals on which the nation was

based.

pp. 149-151



26

AP U.S. History


By the People


Related Thematic

Learning Objectives

(Continued)

C) During and after the American

Revolution, an increased awareness

of inequalities in society motivated

some individuals and groups to call

for the abolition of slavery and

greater political democracy in the

new state and national

governments.

pp. 148, 171-175 (Continued)

NAT-1.0; CUL-1.0; CUL-3.0

D) In response to women’s

participation in the American

Revolution, Enlightenment ideas,

and women’s appeals for expanded

roles, an ideal of “republican

motherhood” gained popularity. It

called on women to teach republican

values within the family and granted

women a new importance in

American political culture.

pp. 175-178

E) The American Revolution and the

ideals set forth in the Declaration of

Independence reverberated in

France, Haiti, and Latin America,

inspiring future independence

movements.

pp. 137-138, 207-210



27

AP U.S. History


By the People


Related Thematic

Learning Objectives

II. After declaring independence,

American political leaders created new

constitutions and declarations of rights

that articulated the role of the state and

federal governments while protecting

individual liberties and limiting both

centralized power and excessive popular

influence.

pp. 162-189 NAT-2.0: Explain how interpretations of

the Constitution and debates over

rights, liberties, and definitions of

citizenship have affected American

values, politics, and society.





POL-3.0: Explain how different beliefs

about the federal government’s role in

U.S. social and economic life have

affected political debates and policies.





to economic issues.

A) Many new state constitutions

placed power in the hands of the

legislative branch and maintained

property qualifications for voting and

citizenship.

pp. 162-169

B) The Articles of Confederation

unified the newly independent

states, creating a central

government with limited power.

After the Revolution, difficulties over

international trade, finances,

interstate commerce, foreign

relations, and internal unrest led to

calls for a stronger central

government.

pp. 178-189

C) Delegates from the states

participated in a Constitutional

Convention and through negotiation,

collaboration, and compromise

proposed a constitution that created

a limited but dynamic central

government embodying federalism

and providing for a separation of

powers between its three branches.

pp. 178-189



28

AP U.S. History


By the People


Related Thematic

Learning Objectives

D) The Constitutional Convention

compromised over the

representation of slave states in

Congress and the role of the federal

government in regulating both

slavery and the slave trade, allowing

the prohibition of the international

slave trade after 1808.


NAT-2.0; POL-1.0; POL-3.0;

WXT-2.0

E) In the debate over ratifying the

Constitution, Anti-Federalists

opposing ratification battled with

Federalists, whose principles were

articulated in the Federalist Papers

(primarily written by Alexander

Hamilton and James Madison).

Federalists ensured the ratification

of the Constitution by promising the

addition of a Bill of Rights that

enumerated individual rights and

explicitly restricted the powers of

the federal government.

pp. 184-189, 194-195



29

AP U.S. History


By the People


Related Thematic

Learning Objectives

III. New forms of national culture and

political institutions developed in the

United States alongside continued

regional variations and differences over

economic, political, social, and foreign

policy issues.


















society.




institutions.

A) During the presidential

administrations of George

Washington and John Adams,

political leaders created institutions

and precedents that put the

principles of the Constitution into

practice.

pp. 192-215

B) Political leaders in the 1790s took

a variety of positions on issues such

as the relationship between the

national government and the states,

economic policy, foreign policy, and

the balance between liberty and

order. This led to the formation of

political parties — most significantly

the Federalists, led by Alexander

Hamilton, and the Democratic-

Republican Party, led by Thomas

Jefferson and James Madison.

pp. 192-219

C) The expansion of slavery in the

deep South and adjacent western

lands and rising antislavery

sentiment began to create

distinctive regional attitudes toward

the institution.

pp. 171-175, 259-276

D) Ideas about national identity

increasingly found expression in

works of art, literature, and

architecture.

pp. 228-241



30

AP U.S. History


By the People


Related Thematic

Learning Objectives


Period 3: 1754–1800

Key Concept 3.2




Revolution: Thomas Paine, Common

Sense, 1776, p. 149

My History Library: The New Republic:

George Washington, Farewell Address,

1796, p. 165

James Madison, The Virginia Plan,

1787, p. 181

Video: George Washington: The Father

of Our Country, p. 193

Events

Video: Declaring Independence, p.

150

Shay’s Rebellion: MyHistory Library:

Founding a Nation: Daniel Gray,

Massachusetts Take Up Arms in Revolt

Against Taxes, 1786, p. 166; Video:

Shays’ Rebellion

Activity: Ratification of the

Constitution, p. 187

Topics

Video: Revolutionary Legacies, p. 163

Westward Expansion: Map: Territorial

Claims in Eastern America…, p. 167

Video: Race Slavery

Video The Evolution of Slavery

Video Slavery in the Colonies

Video: Slavery and the Constitution

Explorer 07: The American Revolution



John Locke, p. 138

Thomas Paine, pp. 149–150, 154

George Washington, pp. 151, 193

Abigail Adams, pp. 175–177

James Madison, pp. 181–182

Alexander Hamilton, p. 202196

Events

Declaring Independence, pp. 149–151

Republican Motherhood, pp. 175–178

The Articles of Confederation, p. 151


Shay’s Rebellion, pp. 164–165

French Revolution, pp. 207–210

Constitutional Convention, pp. 178–

189

The Bill of Rights, p. 194

Topics

Women, pp. 142–143, 156, 175–178

Slavery, pp. 171–175, 182–183

The Constitution, pp. 178–189

Sources

Table 6.1: Free Black Population in the

Early United States, p. 173

American Voices, Prince Hall, “From

Slavery to Equality,” 1797, p. 174

American Voices: Judith Sargent

Murray, On the Equality of the Sexes,

1792, p. 177



31

AP U.S. History


By the People


Related Thematic

Learning Objectives

(Continued)

Period 3: 1754–1800

Key Concept 3.2

(Continued)

Explorer 08: Ratification of the

Constitution

Sources


Revolution: Thomas Paine, The

American Crisis, 1776, p. 154

Document: Articles of Confederation,

p. 178

Document: The New Jersey Plan,

p. 181

My History Library: Founding a Nation:

The Debates in the Federal Convention

of June 15, 1787, p. 185

Document: The Bill of Rights, p. 194

History Bookshelf: Federalist Number

51: Checks and Balances, 1788

History Bookshelf: Military Reports on

Shays's Rebellion (1787)

History Bookshelf: Congress, Congress

Decides What to Do with the Western

Lands (1785)

(Continued)

American Voices: James Madison, The

Federalist Papers, 1787, and Patrick

Henry’s response, 1788, p. 186

Thinking Historically: Hamilton vs.

Jefferson, p. 200

American Voices: Moses Selxas and

George Washington Letters, p. 202



32

AP U.S. History


By the People


Related Thematic

Learning Objectives

Key Concept 3.3: Migration within North America and

competition over resources, boundaries, and trade intensified

conflicts among peoples and nations.

CHAPTERS 7, 8, 9

I. In the decades after American

independence, interactions among

different groups resulted in competition

for resources, shifting alliances, and

cultural blending.

pp. 228-256 MIG-1.0: Explain the causes of








American life.


















North America.

A) Various American Indian groups

repeatedly evaluated and adjusted

their alliances with Europeans, other

tribes, and the U.S., seeking to limit

migration of white settlers and

maintain control of tribal lands and

natural resources. British alliances

with American Indians contributed to

tensions between the U.S. and

Britain.

pp. 169-171, 241-251

B) As increasing numbers of

migrants from North America and

other parts of the world continued to

move westward, frontier cultures

that had emerged in the colonial

period continued to grow, fueling

social, political, and ethnic tensions.

pp. 167-171, 231-232, 239-255

C) As settlers moved westward

during the 1780s, Congress enacted

the Northwest Ordinance for

admitting new states; the ordinance

promoted public education, the

protection of private property, and a

ban on slavery in the Northwest

Territory.

pp. 167-169



33

AP U.S. History


By the People


Related Thematic

Learning Objectives

(Continued)

D) An ambiguous relationship

between the federal government and

American Indian tribes contributed

to problems regarding treaties and

American Indian legal claims relating

to the seizure of their lands.

pp. 169-171, 203-207 (Continued)

MIG-1.0; MIG-2.0; CUL-4.0;

GEO-1.0; WOR-1.0

E) The Spanish, supported by the

bonded labor of the local American

Indians, expanded their mission

settlements into California; these

provided opportunities for social

mobility among soldiers and led to

new cultural blending.

pp. 90, 322-327

II. The continued presence of European

powers in North America challenged the

United States to find ways to safeguard

its borders, maintain neutral trading

rights, and promote its economic

interests.

pp. 207-219, 239-245 NAT-3.0: Analyze how ideas about

national identity changed in response to

U.S. involvement in international

conflicts and the growth of the United

States.










North America.

WOR-2.0: Analyze the reasons for, and

results of, U.S. diplomatic, economic,

and military initiatives in North America

and overseas.

A) The United States government

forged diplomatic initiatives aimed at

dealing with the continued British

and Spanish presence in North

America, as U.S. settlers migrated

beyond the Appalachians and sought

free navigation of the Mississippi

River.

pp. 207-215, 239-241

B) War between France and Britain

resulting from the French Revolution

presented challenges to the United

States over issues of free trade and

foreign policy and fostered political

disagreement.

pp. 207-215



34

AP U.S. History


By the People


Related Thematic

Learning Objectives

(Continued)

C) George Washington’s Farewell

Address encouraged national unity,

as he cautioned against political

factions and warned about the

danger of permanent foreign

alliances.


NAT-3.0; POL-1.0; WOR-1.0;

WOR-2.0


Period 3: 1754–1800

Key Concept 3.3



George Washington: Document:

Proclamation Regarding the Whiskey

Rebellion, 1794, p. 207


Lewis and Clark Meet the Shoshone, p.

242

Events

Document: Northwest Ordinance,

1787, p. 168



1796, p. 165

Whisky Rebellion: Document: Farmers

Protest the New Whiskey Tax, 1790, p.

206

Document: The Jay Treat, 1794, p.

210

Document: Pinckney’s Treat, 1796, p.

210

Video: The Louisiana Purchase and

Lewis and Clark, p. 241

Video: The War of 1812, p. 244;

Activity: The War of 1812, p. 249



Joseph Brant, p. 171

George Washington, p. 207

Junipera Serra, p. 326

Tecumseh, p. 246

Events

Northwest Ordinance, pp. 168–169

Whiskey Tax and Whiskey Rebellion,

pp. 205–207


1796, pp. 211–212

French Revolution, pp. 205–207

Jay’s Treaty, p. 210

Pinckney’s Treaty, p. 210

Louisiana Purchase, p. 240

Topics

Native Americans, pp. 169–171, 203–

205

Religious Freedom, pp. 234–239, 326–

327



35

AP U.S. History


By the People


Related Thematic

Learning Objectives

(Continued)

Period 3: 1754–1800

Key Concept 3.3

(Continued)

Topics

Explorer 09: The Northwest Territory

Explorer 10: The War of 1812

Explorer 44: The Louisiana Purchase

Sources

Document: The Treaty of Greenville,

p. 205

Map: Map of Louisiana Purchase, p.

242

Closer Look: British Impressment, p.

244

History Bookshelf: Congress,

Territorial Governments Are

Established by Congress (1787)

(Continued)

Sources

Map 7-1: Indian Removals and

Resistance, p. 204

American Voices: Eulalla Perez,

Memories of Mexican California, p. 327

American Voices: William Clark and

Red Bear – Two Views of the Lewis

and Clark Experience, p. 243

American Voices: Tecumseh, Speech

to the Governor of Indiana, p. 247



36

AP U.S. History


By the People


Related Thematic

Learning Objectives

PERIOD 4: 1800–1848

Key Concept 4.1: The United States began to develop a

modern democracy and celebrated a new national culture,

while Americans sought to define the nation’s democratic

ideals and change their society and institutions to match

them.

CHAPTERS 8, 9

I. The nation’s transition to a more

participatory democracy was achieved

by expanding suffrage from a system

based on property ownership to one

based on voting by all adult white men,

and it was accompanied by the growth

of political parties.

pp. 228-232, 279-289 NAT-2.0: Explain how interpretations of





NAT-4.0: Analyze relationships among

different regional, social, ethnic, and

racial groups, and explain how these

groups’ experiences have related to U.S.

national identity.









to economic issues.

A) In the early 1800s, national

political parties continued to debate

issues such as the tariff, powers of

the federal government, and

relations with European powers.

pp. 213-220, 228-231

B) Supreme Court decisions

established the primacy of the

judiciary in determining the meaning

of the Constitution and asserted that

federal laws took precedence over

state laws.

pp. 230-231, 279-280, 298-301

C) By the 1820s and 1830s, new

political parties arose — the

Democrats, led, by Andrew Jackson,

and the Whigs, led by Henry Clay —

that disagreed about the role and

powers of the federal government

and issues such as the national

bank, tariffs, and federally funded

internal improvements.

pp. 280-289



37

AP U.S. History


By the People


Related Thematic

Learning Objectives

(Continued)

D) Regional interests often trumped

national concerns as the basis for

many political leaders’ positions on

slavery and economic policy.


NAT-2.0; NAT-4.0; POL-1.0;

WXT-2.0

II. While Americans embraced a new

national culture, various groups

developed distinctive cultures of their

own.

pp. 259-289 NAT-4.0: Analyze relationships among




national identity.







institutions.





A) The rise of democratic and

individualistic beliefs, a response to

rationalism, and changes to society

caused by the market revolution,

along with greater social and

geographical mobility, contributed to

a Second Great Awakening among

Protestants that influenced moral

and social reforms and inspired

utopian and other religious

movements.

pp. 234-239, 307-313

B) A new national culture emerged

that combined American elements,

European influences, and regional

cultural sensibilities.

pp. 228-239, 356-364

C) Liberal social ideas from abroad

and Romantic beliefs in human

perfectibility influenced literature,

art, philosophy, and architecture.

pp. 309-317

D) Enslaved blacks and free African

Americans created communities and

strategies to protect their dignity

and family structures, and they

joined political efforts aimed at

changing their status.

pp. 364-375



38

AP U.S. History


By the People


Related Thematic

Learning Objectives

III. Increasing numbers of Americans,

many inspired by new religious and

intellectual movements, worked

primarily outside of government

institutions to advance their ideals.

pp. 234-238, 266-279, 307-317 NAT-1.0: Explain how ideas about




American identity.








A) Americans formed new voluntary

organizations that aimed to change

individual behaviors and improve

society through temperance and

other reform efforts.

pp. 308-317

B) Abolitionist and antislavery

movements gradually achieved

emancipation in the North,

contributing to the growth of the

free African American population,

even as many state governments

restricted African Americans’ rights.

Antislavery efforts in the South were

largely limited to unsuccessful slave

rebellions.

pp. 364-375

C) A women’s rights movement

sought to create greater equality

and opportunities for women,

expressing its ideals at the Seneca

Falls Convention.

pp. 376-380



39

AP U.S. History


By the People


Related Thematic

Learning Objectives


Period 4: 1800–1848

Key Concept 4.1



John Marshall: Document: Dartmouth

College v. Woodward, p. 280

Video: John C. Calhoun, p. 284

Henry Clay: Document: Defense of the

American System, p. 286

Andrew Jackson: When Historians

Disagree: Debating Andrew Jackson,

p. 306

My History Library: The Old South and

Slavery: Nat Turner: The Confessions

of Nat Turner, p. 373

William Lloyd Garrison: Document:

From the First Issue of The Liberator,

p. 374

Angelina E Grimke: Document: Appeal

To The Christian Women of the South,

1836, p. 376

Events

Nullification: Document: South

Carolina’s Ordinance of Nullification, p.

304

Closer Look: Chinese Gold Mining in

California, p. 359

Video: Seneca Falls Convention, p.

377

Activity: The Underground Railroad, p.

371



John Marshall, p. 280

Henry Clay, p. 281

Andrew Jackson, pp. 284–285, 293–

295

Harriet Tubman, pp. 371–372

Frederick Douglass, p. 372

Nat Turner, p. 374

William Lloyd Garrison, p. 374

Elizabeth Cady Stanton and Susan B.

Anthony, pp. 377–378

Events

The Missouri Compromise, pp. 281–

283

Nullification, p. 303

Chinese Immigration and the Gold

Rush, pp. 358–360

Irish and German Immigration, pp.

360–362

Seneca Falls Convention, p. 377

Underground Railroad, p. 371

Topics

Reform, pp. 309–310

Immigration, pp. 357–364

Women, 376–380


Abolition, pp. 374–275



40

AP U.S. History


By the People


Related Thematic

Learning Objectives

(Continued)

Period 4: 1800–1848

Key Concept 4.1

(Continued)

Topics

Reform Movement: Video: The

Republic of Reform, p. 309

Slavery: Video: The Slave Trade, p.

364

Explorer 11: The Missouri Compromise

Explorer 13: The Sectional Crisis

Explorer 14: The Underground

Railroad

Explorer 16: The Internal Slave Trade

Sources

Document: Thomas R. Dew, Defense

of Slavery, 1832, p. 366

Document: Levi Coffin’s Underground

Railroad Station, p. 371

Document: When Historians Disagree

Debating Women’s History, p. 376

MyHistory Library: An Age of Reform:

Declaration of Rights and Sentiments,

1848, p. 378

History Bookshelf: A Slave Ship

Surgeon Writes about the Slave Trade

in 1788

History Bookshelf: Slave Tells of His

Capture in Africa in 1798

History Bookshelf: An Early Abolitionist

Speaks Out Against Slavery, (1757)

(Continued)

Sources

Thinking Historically: The Missouri

Compromise, p. 283

Thinking Historically: The Nullification

Crisis, p. 306

Map 12-2: Expanding Slavery, p. 365

American Voices: Edmund Ruffin,

Slavery and Free Labor Described and

Compared, p. 367

American Voices: Susan Merritt,

Memories of Slavery in the 1850s, p.

369



41

AP U.S. History


By the People


Related Thematic

Learning Objectives

Key Concept 4.2: Innovations in technology, agriculture,

and commerce powerfully accelerated the American

economy, precipitating profound changes to U.S. society and

to national and regional identities.

CHAPTER 9

I. New transportation systems and

technologies dramatically expanded

manufacturing and agricultural

production.

pp. 259-279 POL-3.0: Explain how different beliefs








to economic issues.




A) Entrepreneurs helped to create a

market revolution in production and

commerce, in which market

relationships between producers and

consumers came to prevail as the

manufacture of goods became more

organized.

pp. 277-279

B) Innovations including textile

machinery, steam engines,

interchangeable parts, the

telegraph, and agricultural

inventions increased the efficiency of

production methods.

pp. 260-262, 272-276, 510

C) Legislation and judicial systems

supported the development of roads,

canals, and railroads, which

extended and enlarged markets and

helped foster regional

interdependence. Transportation

networks linked the North and

Midwest more closely than either

was linked to the South.

pp. 272-276, 286-289, 292-293



42

AP U.S. History


By the People


Related Thematic

Learning Objectives

II. The changes caused by the market

revolution had significant effects on U.S.

society, workers’ lives, and gender and

family relations.





society.








A) Increasing numbers of

Americans, especially women and

men working in factories, no longer

relied on semi-subsistence

agriculture; instead they supported

themselves producing goods for

distant markets.

pp. 266-279

B) The growth of manufacturing

drove a significant increase in

prosperity and standards of living for

some; this led to the emergence of a

larger middle class and a small but

wealthy business elite but also to a

large and growing population of

laboring poor.

pp. 300-307, 327-330, 396-398

C) Gender and family roles changed

in response to the market

revolution, particularly with the

growth of definitions of domestic

ideals that emphasized the

separation of public and private

spheres.

pp. 314-317, 376-381



43

AP U.S. History


By the People


Related Thematic

Learning Objectives

III. Economic development shaped

settlement and trade patterns, helping

to unify the nation while also

encouraging the growth of different

regions.

pp. 263-279 POL-3.0: Explain how different beliefs








to economic issues.









American life.

A) Large numbers of international

migrants moved to industrializing

northern cities, while many

Americans moved west of the

Appalachians, developing thriving

new communities along the Ohio

and Mississippi rivers.

pp. 162-169, 231-232, 239-240, 356-

364

B) Increasing Southern cotton

production and the related growth of

Northern manufacturing, banking,

and shipping industries promoted

the development of national and

international commercial ties.

pp. 259-277

C) Southern business leaders

continued to rely on the production

and export of traditional agricultural

staples, contributing to the growth

of a distinctive Southern regional

identity.

pp. 259-277

D) Plans to further unify the U.S.

economy, such as the American

System, generated debates over

whether such policies would benefit

agriculture or industry, potentially

favoring different sections of the

country.

pp. 286-289, 300-307



44

AP U.S. History


By the People


Related Thematic

Learning Objectives


Period 4: 1800–1848

Key Concept 4.2



My History Library: Democracy in

America: Henry Clay: Defense of the

American System, p. 286

My History Library: Democracy in

America: Andrew Jackson: Veto of the

Bank Bill, p. 301

Events

Video: The Cotton Gin, p. 261

Closer Look: Meeting of Women Show

Workers at Lynn, MA During the 1860

Shoe Strike, p. 268

Closer Look: Steamboats in New

Orleans Awaiting Bales of Cotton for

Shipment, p. 270


California, p. 359

Topics

Industrialization: Activity: Early

Nineteenth-Century Urbanization and

the Transportation Revolution, p. 274



Sources

My History Library: The Old South and

Slavery: Henry Watson: A Slave Tells

of His Sale at Auction, p. 264

Map: Impact of the Transportation

Revolution on Traveling Time, p. 275



Eli Whitney, pp. 269–270

Henry Clay, pp. 286–287, 301

Andrew Jackson, pp. 287–288, 302

John C. Calhoun, p. 302

Events


The Cotton Gin, p. 261

Lowell, Massachusetts, pp. 267–268

The Erie Canal, pp. 272–273

The American System, pp. 286–287


Rush, pp. 358–360


360–362

Topics

Industrialization, pp. 259–279


Sources

Map 9-1: The Growth of Slavery in the

Black Belt, p. 263

American Voices: Charles Ball, Fifty

Years in Chains; or The Life of an

American Slave, p. 266



45

AP U.S. History


By the People


Related Thematic

Learning Objectives

(Continued)

Period 4: 1800–1848

Key Concept 4.2

(Continued)

History Bookshelf: Senate Report on

the Railroads (1852), Erie Canal

Commissioners

History Bookshelf: Andrew Jackson,

The“ Commoner” Takes Office (1828)

Key Concept 4.3: The U.S. interest in increasing foreign

trade and expanding its national borders shaped the nation’s

foreign policy and spurred government and private initiatives.

CHAPTERS 8, 9

I. Struggling to create an independent

global presence, the United States

sought to claim territory throughout the

North American continent and promote

foreign trade.





American life.






North America.




and overseas.

A) Following the Louisiana Purchase,

the United States government

sought influence and control over

North America and the Western

Hemisphere through a variety of

means, including exploration,

military actions, American Indian

removal, and diplomatic efforts such

as the Monroe Doctrine.

pp. 240-256, 332-348

B) Frontier settlers tended to

champion expansion efforts, while

American Indian resistance led to a

sequence of wars and federal efforts

to control and relocate American

Indian populations.

pp. 245-249, 294-300



46

AP U.S. History


By the People


Related Thematic

Learning Objectives

II. The United States’ acquisition of

lands in the West gave rise to contests

over the extension of slavery into new

territories.

pp. 280-283 POL-2.0: Explain how popular








society.













A) As over-cultivation depleted

arable land in the Southeast,

slaveholders began relocating their

plantations to more fertile lands

west of the Appalachians, where the

institution of slavery continued to

grow.

pp. 170-171, 262-266

B) Antislavery efforts increased in

the North, while in the South,

although the majority of

Southerners owned no slaves, most

leaders argued that slavery was part

of the Southern way of life.

pp. 280-286, 364-375

C) Congressional attempts at

political compromise, such as the

Missouri Compromise, only

temporarily stemmed growing

tensions between opponents and

defenders of slavery.

pp. 280-283, 302-307, 384-396


Period 4: 1800–1848

Key Concept 4.3




Nat Turner: Document: The

Confessions of Nat Turner, p. 373


From the First Issue of The Liberator,

p. 374



Tecumseh, p. 246

James Monroe, p. 281

Henry Clay, p. 281

John C. Calhoun, p. 284

Harriet Tubman, pp. 371–372

Frederick Douglass, p. 372

Nat Turner, p. 374

William Lloyd Garrison, p. 374



47

AP U.S. History


By the People


Related Thematic

Learning Objectives

(Continued)

Period 4: 1800–1848

Key Concept 4.3

(Continued)

Events


371

Video: The Indian Removal Act, p. 295

Activity: Indian Removal, p. 296

Closer Look: The Trail of Tears, p. 299

Topics

Slavery: Video: The Slave Trade, p.

364


371

Explorer 12: Indian Removal


Explorer 14: The Underground

Railroad

Sources

Document: Thomas Jefferson Reacts

to the “Missouri Compromise,” p. 282

Document: The Cherokee Treaty, p.

295

Document: Thomas R. Dew, Defense

of Slavery, 1832, p. 366

Document: Levi Coffin’s Underground

Railroad Station, p. 371

History Bookshelf: Andrew Jackson

Advocates Indian Removal (1830)

History Bookshelf: William Garrison,

“The Governing Passion of My Soul”

(April 14, 1865)

(Continued)

Events

The Missouri Compromise, pp. 281–

283

Election of 1824, pp. 284–285

Indian Removal Act and Trail of Tears,

pp. 294-300

Topics

Native Americans, pp. 245-249, 294-

300


Abolition, pp. 374–275

Sources

Thinking Historically: The Missouri

Compromise, p. 283

American Voices: Perspectives on

Indian Removal, p. 297

Map 12-2: Expanding Slavery, p. 365

American Voices: Edmund Ruffin,

Slavery and Free Labor Described and

Compared, p. 367

American Voices: Susan Merritt,

Memories of Slavery in the 1850s, p.

369

Map 9-1: The Growth of Slavery in the

Black Belt, p. 263



48

AP U.S. History


By the People


Related Thematic

Learning Objectives

PERIOD 5: 1844–1877

Key Concept 5.1: The United States became more

connected with the world, pursued an expansionist foreign

policy in the Western Hemisphere, and emerged as the

destination for many migrants from other countries.

CHAPTERS 11, 12

I. Popular enthusiasm for U.S.

expansion, bolstered by economic and

security interests, resulted in the

acquisition of new territories,

substantial migration westward, and

new overseas initiatives.

pp. 320-348 NAT-3.0: Analyze how ideas about




States.





American life.














North America.




and overseas.

A) The desire for access to natural

and mineral resources and the hope

of many settlers for economic

opportunities or religious refuge led

to an increased migration to and

settlement in the West.

pp. 320-344

B) Advocates of annexing western

lands argued that Manifest Destiny

and the superiority of American

institutions compelled the United

States to expand its borders

westward to the Pacific Ocean.

pp. 320-322, 327-332

C) The U.S. added large territories in

the West through victory in the

Mexican–American War and

diplomatic negotiations, raising

questions about the status of

slavery, American Indians, and

Mexicans in the newly acquired

lands.

pp. 335-348



49

AP U.S. History


By the People


Related Thematic

Learning Objectives

(Continued)

D) Westward migration was boosted

during and after the Civil War by the

passage of new legislation

promoting Western transportation

and economic development.


NAT-3.0; MIG-2.0; GEO-1.0;

WOR-1.0; WOR-2.0

E) U.S. interest in expanding trade

led to economic, diplomatic, and

cultural initiatives to create more

ties with Asia.

pp. 343-348, 358-359, 490-492

II. In the 1840s and 1850s, Americans

continued to debate questions about

rights and citizenship for various groups

of U.S. inhabitants.





national identity.









A) Substantial numbers of

international migrants continued to

arrive in the United States from

Europe and Asia, mainly from

Ireland and Germany, often settling

in ethnic communities where they

could preserve elements of their

languages and customs.

pp. 356-364

B) A strongly anti-Catholic nativist

movement arose that was aimed at

limiting new immigrants’ political

power and cultural influence.

pp. 361-362

C) U.S. government interaction and

conflict with Mexican Americans and

American Indians increased in

regions newly taken from American

Indians and Mexico, altering these

groups’ economic self-sufficiency

and cultures.

pp. 340-343, 479-492, 496-499



50

AP U.S. History


By the People


Related Thematic

Learning Objectives


Period 5: 1844–1877

Key Concept 5.1



MyHistory Library: Westward

Expansion: Thomas Corwin: Against

the Mexican War, p. 336

Helen Hunt Jackson: Document: A

Century of Dishonor. P. 483

Chief Red Cloud: Document: Speech

After Wounded Knee, p. 487

Events

Video: The Oregon Trail, p. 334

Video: War with Mexico, p. 336

Closer Look: Texas From Mexican

Province to U.S. State, p. 338

Video: Treaty of Guadalupe Hidalgo, p.

342

Video: The Gold Rush, p. 343


California, p. 359

Video: Dawes Act, p. 489

Topics

Mexican War: Explore the War with

Mexico, p. 339

Explorer 18: The War with Mexico

Sources

Document: John L. O’Sullivan, The

Great Nation of Futurity, p. 322


The Legends of the Alamo, p. 325



Davy Crocket, p. 325

Santa Anna, p. 325

Father Junipero Serra, p. 326

General Zachary Taylor, p. 335

Events

Manifest Destiny, pp. 320–322, 327–

328


Texas Republic, pp. 322–324

Adam-Onis Treaty, p. 323

Oregon Trails, pp. 332–334

Mexican War, pp. 335–343

Treaty of Guadalupe Hidalgo, p. 341

Gadsden Purchase, p. 341

The Gold Rush, pp. 343–344


Rush, pp. 358–360


360–362

Little Big Horn, pp. 484–485

Homestead Act, p. 487

Dawes Act, p. 489

Topics

Westward Expansion, pp. 320–348

Expansion in the Pacific, p. 346

Native Americans, pp. 480–487



51

AP U.S. History


By the People


Related Thematic

Learning Objectives

(Continued)

Period 5: 1844–1877

Key Concept 5.1

(Continued)

MyHistory Library: Conquest of the Far

West: Zitkala on Her First Day at

Boarding School in Indiana, p. 490

History Bookshelf: Davy Crockett,

Advice to Politicians (1833)

(Continued)

Sources

Map 11-3: Westward Trails, p. 332

American Voices: The Letters of

Narcissa Whitman, p. 333

Thinking Historically: Considering

Henry David Thoreau, p. 337

American Voices: Report from

Wounded Knee, p. 488

Key Concept 5.2: Intensified by expansion and deepening

regional divisions, debates over slavery and other economic,

cultural, and political issues led the nation into civil war.

CHAPTER 13

I. Ideological and economic differences

over slavery produced an array of

diverging responses from Americans in

the North and the South.





American identity.









society.




institutions.

A) The North’s expanding

manufacturing economy relied on

free labor in contrast to the

Southern economy’s dependence on

slave labor. Some Northerners did

not object to slavery on principle but

claimed that slavery would

undermine the free labor market. As

a result, a free-soil movement arose

that portrayed the expansion of

slavery as incompatible with free

labor.

pp. 391-398, 439



52

AP U.S. History


By the People


Related Thematic

Learning Objectives

(Continued)

B) African American and white

abolitionists, although a minority in

the North, mounted a highly visible

campaign against slavery,

presenting moral arguments against

the institution, assisting slaves’

escapes, and sometimes expressing

a willingness to use violence to

achieve their goals.

pp. 364-375, 392-402 (Continued)

NAT-1.0; POL-2.0; WXT-1.0;

CUL-2.0

C) Defenders of slavery based their

arguments on racial doctrines, the

view that slavery was a positive

social good, and the belief that

slavery and states’ rights were

protected by the Constitution.

pp. 365-368, 395-399

II. Debates over slavery came to

dominate political discussion in the

1850s, culminating in the bitter election

of 1860 and the secession of Southern

states.










A) The Mexican Cession led to

heated controversies over whether

to allow slavery in the newly

acquired territories.

pp. 383-386

B) The courts and national leaders

made a variety of attempts to

resolve the issue of slavery in the

territories, including the

Compromise of 1850, the Kansas–

Nebraska Act, and the Dred Scott

decision, but these ultimately failed

to reduce conflict.

pp. 385-396



53

AP U.S. History


By the People


Related Thematic

Learning Objectives

(Continued)

C) The Second Party System ended

when the issues of slavery and anti-

immigrant nativism weakened

loyalties to the two major parties

and fostered the emergence of

sectional parties, most notably the

Republican Party in the North.

pp. 391-392, 396-399 (Continued)

NAT-2.0; POL-1.0

D) Abraham Lincoln’s victory on the

Republicans’ free-soil platform in the

presidential election of 1860 was

accomplished without any Southern

electoral votes. After a series of

contested debates about secession,

most slave states voted to secede

from the Union, precipitating the

Civil War.

pp. 402-409


Period 5: 1844–1877

Key Concept 5.2




MyHistory Library: An Age of Reform:

Harriet Beecher Stowe: Uncle Tom’s

Cabin, p. 389

Document: Abraham Lincoln Argues

that the United States Cannot Be a

“House Divided,” p. 398


John Brown’s Raid, p. 402



Henry Clay, pp. 385, 386

John C. Calhoun, pp. 385, 386

Harriet Beecher Stowe, pp. 388–389

Abraham Lincoln, pp. 398–399

Stephen A. Douglas, pp. 398–399

John Brown, pp. 399–402



54

AP U.S. History


By the People


Related Thematic

Learning Objectives

(Continued)

Period 5: 1844–1877

Key Concept 5.2

(Continued)

Events

Document: The Fugitive Slave Act, p.

385

Video: The Compromise of 1850, p.

390

Video: The Dred Scott Decision, p. 395

Video: The Lincoln-Douglas Debates,

p. 398

Document: John Brown Speaks at His

Trial, p. 401

Topics

Secession: Document: When

Historians Disagree: What Caused the

Nation to Break Apart? p 397

Activity: The Sectional Crisis, p. 404


Explorer 19: The Civil War

Sources

Document: Runaway Slave

Advertisements, p. 387

Document: A Southern Scholar

Critiques Uncle Tom’s Cabin, p. 388

Document: The Supreme Court Rules

in Scot v. Sandford, p. 396


What Caused the Civil War? p. 408

History Bookshelf: Northern State

Defies Fugitive Slave Act (1855)

History Bookshelf: Uncle Tom's Cabin:

Tom's Arrival at Legree's Plantation

(Continued)

Events


Wilmot Proviso, p. 384

Compromise of 1850, p. 385

Fugitive Slave Act, pp. 386, 387

Uncle Tom’s Cabin, p. 388

Kansas-Nebraska Act, pp. 389–391

Republican Party, pp. 391–392

The Dred Scott Decision, pp. 395–396

Election of 1860, 402–407

Topics

Secession, pp. 383-399

Sources

Thinking Historically: Uncle Tom’s

Cabin, p. 389

American Voices: Lydia Maria Child

and Governor Henry A. Wise, Letters

Regarding John Brown, 1859, p. 400



55

AP U.S. History


By the People


Related Thematic

Learning Objectives

Key Concept 5.3: The Union victory in the Civil War and the

contested reconstruction of the South settled the issues of

slavery and secession, but left unresolved many questions

about the power of the federal government and citizenship

rights.

CHAPTERS 14, 15

I. The North’s greater manpower and

industrial resources, the leadership of

Abraham Lincoln and others, and the

decision to emancipate slaves

eventually led to the Union military

victory over the Confederacy in the

devastating Civil War.





American identity.




and overseas.

A) Both the Union and the

Confederacy mobilized their

economies and societies to wage the

war even while facing considerable

home front opposition.

pp. 413-417, 425-429

B) Lincoln and most Union

supporters began the Civil War to

preserve the Union, but Lincoln’s

decision to issue the Emancipation

Proclamation reframed the purpose

of the war and helped prevent the

Confederacy from gaining full

diplomatic support from European

powers. Many African Americans fled

southern plantations and enlisted in

the Union Army, helping to

undermine the Confederacy.

pp. 413-425



56

AP U.S. History


By the People


Related Thematic

Learning Objectives

(Continued)

C) Lincoln sought to reunify the

country and used speeches such as

the Gettysburg Address to portray

the struggle against slavery as the

fulfillment of America’s founding

democratic ideals.


NAT-1.0; WOR-2.0

D) Although the Confederacy

showed military initiative and daring

early in the war, the Union

ultimately succeeded due to

improvements in leadership and

strategy, key victories, greater

resources, and the wartime

destruction of the South’s

infrastructure.

pp. 414-420, 428-432, 434-440

II. Reconstruction and the Civil War

ended slavery, altered relationships

between the states and the federal

government, and led to debates over

new definitions of citizenship,

particularly regarding the rights of

African Americans, women, and other

minorities.














society.




A) The 13th Amendment abolished

slavery, while the 14th and 15th

amendments granted African

Americans citizenship, equal

protection under the laws, and

voting rights.

pp. 440, 451-458

B) The women’s rights movement

was both emboldened and divided

over the 14th and 15th amendments

to the Constitution.

pp. 456-458



57

AP U.S. History


By the People


Related Thematic

Learning Objectives

(Continued)

C) Efforts by radical and moderate

Republicans to change the balance

of power between Congress and the

presidency and to reorder race

relations in the defeated South

yielded some short-term successes.

Reconstruction opened up political

opportunities and other leadership

roles to former slaves, but it

ultimately failed, due both to

determined Southern resistance and

the North’s waning resolve.

(Continued)

pp. 456-472

(Continued)

NAT-2.0; POL-3.0; WXT-1.0;

CUL-3.0

D) Southern plantation owners

continued to own the majority of the

region’s land even after

Reconstruction. Former slaves

sought land ownership but generally

fell short of self-sufficiency, as an

exploitative and soil-intensive

sharecropping system limited blacks’

and poor whites’ access to land in

the South.

pp. 450-451, 461-465

E) Segregation, violence, Supreme

Court decisions, and local political

tactics progressively stripped away

African American rights, but the

14th and 15th amendments

eventually became the basis for

court decisions upholding civil rights

in the 20th century.

pp. 465-472, 540-548



58

AP U.S. History


By the People


Related Thematic

Learning Objectives


Period 5: 1844–1877

Key Concept 5.3



Closer Look: Lincoln Visits McClellan,

p. 419

Abraham Lincoln: Document: Defines

His Position on Slavery and the War,

p. 420

Closer Look: Black Union Soldiers,

p. 425

Events

MyHistory Library: The Civil War: The

Emancipation Proclamation, p. 423

Draft Riots: Document Testimony from

Victims of New York’s Draft Riots, p.

428

Video: Gettysburg: The Turning Point,

p. 430

Video: The Surrender at Appomattox

Court House, p. 440

Document: A Former Slave Seeks the

Help of the Freedmen’s Bureau, p. 449

Document: the Civil Rights Act of

1866, p. 452

Document: The Thirteenth,

Fourteenth, and Fifteenth

Amendments to the Constitution, p.

457

Sharecropping: Document: A

Sharecrop Contract, p. 464



General McClellan, pp. 417, 419, 429,

430, 436

Abraham Lincoln, pp. 419, 420–423,

428, 429, 440

Robert E. Lee, pp. 430, 436

Ulysses S. Grant, pp. 431, 434

Jefferson Davis, p. 434

Andrew Johnson, pp. 450, 453, 454

Thaddeus Stevens, pp. 451, 455

Events

Manassas, p. 415

Merrimack and Monitor, pp. 417–418

Emancipation Proclamation, pp. 422–

423

Gettysburg, pp. 429–430

Table 14.1: Major Battles of the Civil

War, p. 437

Freedmen’s Bureau, p. 448

Fifteenth Amendment, p. 456

Sharecropping, pp. 461–462

Jim Crow Laws, p. 472

Topics

Civil War, pp. 413–442

Reconstruction, pp. 446-472



59

AP U.S. History


By the People


Related Thematic

Learning Objectives

(Continued)

Period 5: 1844–1877

Key Concept 5.3

(Continued)

Topics

Civil War: Explore the Civil War, p.

439

Video: Presidential Reconstruction, p.

450

Activity: Reconstruction, p. 469

Explorer 19: The Civil War

Explorer 20: Reconstruction

Sources

Document: Lewis Douglass Describes

the Battle of Fort Wagner, 1863, pp.

424

MyHistory Library: The Civil War:

Abraham Lincoln’s Gettysburg

Address, 1863, p. 430


Understanding Reconstruction, p. 447

History Bookshelf: African American

Troops in the Civil War: Retaliation in

camp (1864)

History Bookshelf: The Civil War:

Three Letters from the Front (1862)

(Continued)

Sources

Map 14-1: Major Civil War Battles,

1861-1862, p. 416

American Voices: Susie King Taylor,

“Reminiscences of My Life in Camp,” p.

424

American Voices: Cornelia Hancock:

“Letters of Cornelia Hancock,” p. 431

American Voices: John Roy Lynch, The

Work of Reconstruction, 1869, p. 460



60

AP U.S. History


By the People


Related Thematic

Learning Objectives

PERIOD 6: 1865–1898

Key Concept 6.1: Technological advances, large-scale

production methods, and the opening of new markets

encouraged the rise of industrial capitalism in the United

States.

CHAPTERS 17, 18

I. Large-scale industrial production —

accompanied by massive technological

change, expanding international

communication networks, and pro-

growth government policies —

generated rapid economic development

and business consolidation.





society.





to economic issues.







and overseas.

A) Following the Civil War,

government subsidies for

transportation and communication

systems helped open new markets

in North America.

pp. 490-503

B) Businesses made use of

technological innovations, greater

access to natural resources,

redesigned financial and

management structures, advances in

marketing, and a growing labor

force to dramatically increase the

production of goods.

pp. 509-520

C) As the price of many goods

decreased, workers’ real wages

increased, providing new access to a

variety of goods and services; many

Americans’ standards of living

improved, while the gap between

rich and poor grew.

pp. 520-525, 531-536



61

AP U.S. History


By the People


Related Thematic

Learning Objectives

(Continued)

D) Many business leaders sought

increased profits by consolidating

corporations into large trusts and

holding companies, which further

concentrated wealth.


WXT-1.0; WXT-2.0; WXT-3.0;

WOR-2.0

E) Businesses and foreign

policymakers increasingly looked

outside U.S. borders in an effort to

gain greater influence and control

over markets and natural resources

in the Pacific Rim, Asia, and Latin

America.

pp. 525-527

II. A variety of perspectives on the

economy and labor developed during a

time of financial panics and downturns.

pp. 512-523, 548-565 WXT-1.0: Explain how different labor




society.





to economic issues.





A) Some argued that laissez-faire

policies and competition promoted

economic growth in the long run,

and they opposed government

intervention during economic

downturns.

pp. 512-520

B) The industrial workforce

expanded and became more diverse

through internal and international

migration; child labor also increased.

pp. 527-536

C) Labor and management battled

over wages and working conditions,

with workers organizing local and

national unions and/ or directly

confronting business leaders.

pp. 554-565



62

AP U.S. History


By the People


Related Thematic

Learning Objectives

(Continued)

D) Despite the industrialization of

some segments of the Southern

economy — a change promoted by

Southern leaders who called for a

“New South” — agriculture based on

sharecropping and tenant farming

continued to be the primary

economic activity in the South.


WXT-1.0; WXT-2.0; CUL-4.0

III. New systems of production and

transportation enabled consolidation

within agriculture, which, along with

periods of instability, spurred a variety

of responses from farmers.












A) Improvements in mechanization

helped agricultural production

increase substantially and

contributed to declines in food

prices.

pp. 548-552

B) Many farmers responded to the

increasing consolidation in

agricultural markets and their

dependence on the evolving railroad

system by creating local and

regional cooperative organizations.

pp. 548-554

C) Economic instability inspired

agrarian activists to create the

People’s (Populist) Party, which

called for a stronger governmental

role in regulating the American

economic system.

pp. 552-554



63

AP U.S. History


By the People


Related Thematic

Learning Objectives


Period 6: 1865–1898

Key Concept 6.1



Thomas Edison: Document: The

Success of the Electric Light, 1880, p.

511

Video: The Gilded Men, p. 515

William Jennings Bryan: Document:

Cross of Gold Speech, p. 553

Jacob S Coxey: Document: Address of

Protest, p. 559

Events

Video: The New American City, p. 522

Chinese Exclusion Act: Document, p.

530

Closer Look: Group of Emigrants from

Eastern Europe

The Grange: Document: The

Proceedings of … Husbandry, p. 549

Video: The Populist Party, p. 553

Video: the Knights of Labor, p. 556

Topics

Urbanization: Cites of Immigrants and

States of Segregation, p. 527;

Activity: Cities and Factories at the

Turn of the Century, p. 533

Immigration: Activity: Immigrants and

Migrants in the Early Twentieth

Century, p. 527; Closer Look:

Immigration to the United States,

1870-1915, p. 527



Thomas Edison, pp. 510–511

Henry Ford, pp. 511–512

Cornelius Vanderbilt, pp. 513–515

Andrew Carnegie, pp. 514–518

John D. Rockefeller, pp. 515–518

William Jennings Bryan, pp. 553–554

Samuel Gompers, p. 556

Events


Panic of 1873, p. 513

Chinese Exclusion Act, p. 529

Sweatshops, p. 533

The Grange, p. 548

Populism, pp. 552–553

The Knights of Labor, p. 556

Haymarket Strikes, pp. 557–558

The Triangle Shirtwaist Fire, p. 563

Ludlow Massacre, p. 565

Topics



Labor Unions, pp. 548-565



64

AP U.S. History


By the People


Related Thematic

Learning Objectives

(Continued)

Period 6: 1865–1898

Key Concept 6.1

(Continued)

Explorer 21: Foreign-Born Population

Explorer 22: Labor Strikes and

Disputes

Explorer 39: The Populist Movement

Sources

MyHistory Library: The Rise of

Industrial America: Mark Twain, from

The Gilded Age, p. 512


Were They Robber Barons or

Benefactors? P. 514


Industrial America: Henry George,

Progress and Poverty, p. 521

Document: Lee Chew, Life of a

Chinese Immigrant, p. 532

History Bookshelf: Farmer's Rights:

The Popular Crusader (1892)

History Bookshelf: Anti–Chinese

Discrimination: Yick Wo v. Hopkins

(1886)

(Continued)

Sources

American Voices: Andrew Carnegie,

Wealth, p. 519

American Voices: Sadie Frowne, A

Polish Sweatshop Girl, 1906, p. 529

Thinking Historically: The Pull of

Nostalgia, the Push to Continue,

p. 534

American Voices: Mary E Lease,

Women in the Farmers’ Alliance,

p. 551

American Voices: Mother Jones,

“Victory at Arnot.” P. 562



65

AP U.S. History


By the People


Related Thematic

Learning Objectives

Key Concept 6.2: The migrations that accompanied

industrialization transformed both urban and rural areas of

the United States and caused dramatic social and cultural

change

CHAPTERS 16, 17

I. International and internal migration

increased urban populations and

fostered the growth of a new urban

culture.





national identity.









American life.

A) As cities became areas of

economic growth featuring new

factories and businesses, they

attracted immigrants from Asia and

from southern and eastern Europe,

as well as African American migrants

within and out of the South. Many

migrants moved to escape poverty,

religious persecution, and limited

opportunities for social mobility in

their home countries or regions.

pp. 527-536, 645-649

B) Urban neighborhoods based on

particular ethnicities, races, and

classes provided new cultural

opportunities for city dwellers.

pp. 572-579

C) Increasing public debates over

assimilation and Americanization

accompanied the growth of

international migration. Many

immigrants negotiated compromises

between the cultures they brought

and the culture they found in the

United States.

pp. 530-536, 572-579



66

AP U.S. History


By the People


Related Thematic

Learning Objectives

(Continued)

E) In an urban atmosphere where

the access to power was

unequally distributed, political

machines thrived, in part by

providing immigrants and the

poor with social services.


NAT-4.0; MIG-1.0; MIG-2.0

F) Corporations’ need for managers

and for male and female clerical

workers as well as increased

access to educational

institutions, fostered the growth

of a distinctive middle class. A

growing amount of leisure time

also helped expand consumer

culture.

pp. 520-523



67

AP U.S. History


By the People


Related Thematic

Learning Objectives

II. Larger numbers of migrants moved

to the West in search of land and

economic opportunity, frequently

provoking competition and violent

conflict.





American identity.









American life.














North America.

A) The building of transcontinental

railroads, the discovery of mineral

resources, and government policies

promoted economic growth and

created new communities and

centers of commercial activity.

pp. 490-493

B) In hopes of achieving ideals of

self-sufficiency and independence,

migrants moved to both rural and

boomtown areas of the West for

opportunities, such as building the

railroads, mining, farming, and

ranching.

pp. 490-503

C) As migrant populations increased

in number and the American bison

population was decimated,

competition for land and resources

in the West among white settlers,

American Indians, and Mexican

Americans led to an increase in

violent conflict.

pp. 479-503

D) The U.S. government violated

treaties with American Indians and

responded to resistance with military

force, eventually confining American

Indians to reservations and denying

tribal sovereignty.

pp. 479-490



68

AP U.S. History


By the People


Related Thematic

Learning Objectives

(Continued)

E) Many American Indians

preserved their cultures and

tribal identities despite

government policies

promoting assimilation, and

they attempted to develop

self-sustaining economic

practices.


NAT-1.0; POL-3.0; MIG-2.0;

GEO-1.0; WOR-1.0


Period 6: 1865–1898

Key Concept 6.2




West: Chief Red Cloud: Speech after

Wounded Knee, p. 487

Video: Boss Twead, p. 573

Events

Video: The Dawes Act, p. 489

Video: The Transcontinental Railroad,

p. 491

Closer Look: Railroad and the Buffalo,

p. 493


530

Topics

Western Expansion: Explore the New

Economy of the West, p. 497





1870-1915, p. 527



Chief Joseph of the Nez Perce, p. 484

General George Armstrong Custer, p.

485

Annie Oakley, p. 503

Boss Tweed, p. 573

Events


Medicine Lodge Creek Treaty, p. 481

Wounded Knee, pp. 485, 488

Homestead Act, p. 487

Dawes Act, p. 489

Transcontinental Railroad, pp. 490–

492


Topics

Western Expansion, pp. 479–506


Urbanization, pp. 572–579



69

AP U.S. History


By the People


Related Thematic

Learning Objectives

(Continued)

Period 6: 1865–1898

Key Concept 6.2

(Continued)

Explorer 21: Foreign-Born Population

Explorer 23: New Economy of the

West, 1850-1893

Explorer 25: Settlement in the United

States, 1900

Explorer 26: Immigrants and Migrants

in the Early Twentieth Century

Sources


West: Helen Hunt Jackson, A Century

of Dishonor, p. 483


West: Zitkala on Her First Day at

Boarding School in Indiana, p. 490


West: Frederick Jackson Turner, The

Significance of the American Frontier

in American History, p. 492

Document: Lee Chew, Life of a

Chinese Immigrant, p. 532

MyHistory Library: The Progressive

Era: George Washington Plunkitt,

Honest Graft, p. 574

History Bookshelf: Credit

Mobilier/Union Pacific Railroad Scandal

– (1873)

(Continued)

Sources

American Voices: Paruasemena (Ten

Bears), Speech at Medicine Lodge

Creek Treaty Meeting, p. 482

American Voices: Charles W. Allen,

Report from Wounded Knee, p. 488



Thinking Historically: The Pull of

Nostalgia, the Push to Continue, p.

534



70

AP U.S. History


By the People


Related Thematic

Learning Objectives

Key Concept 6.3: The Gilded Age produced new cultural and

intellectual movements, public reform efforts, and political

debates over economic and social policies.

CHAPTERS 17, 19

I. New cultural and intellectual

movements both buttressed and

challenged the social order of the Gilded

Age.

pp. 509-536 CUL-1.0: Explain how religious groups






institutions.

A) Social commentators advocated

theories later described as Social

Darwinism to justify the success of

those at the top of the

socioeconomic structure as both

appropriate and inevitable.

pp. 519, 570

B) Some business leaders argued

that the wealthy had a moral

obligation to help the less fortunate

and improve society, as articulated

in the idea known as the Gospel of

Wealth, and they made philanthropic

contributions that enhanced

educational opportunities and urban

environments.

pp. 519, 570

C) A number of artists and critics,

including agrarians, utopians,

socialists, and advocates of the

Social Gospel, championed

alternative visions for the economy

and U.S. society.

pp. 568-583



71

AP U.S. History


By the People


Related Thematic

Learning Objectives

II. Dramatic social changes in the period

inspired political debates over

citizenship, corruption, and the proper

relationship between business and

government.

pp. 543-554, 568-583 NAT-2.0: Explain how interpretations of
















A) The major political parties

appealed to lingering divisions from

the Civil War and contended over

tariffs and currency issues, even as

reformers argued that economic

greed and self-interest had

corrupted all levels of government.

pp. 548-554, 583-595

B) Many women sought greater

equality with men, often joining

voluntary organizations, going to

college, promoting social and

political reform, and, like Jane

Addams, working in settlement

houses to help immigrants adapt to

U.S. language and customs.

pp. 577-583

C) The Supreme Court decision in

Plessy v. Ferguson that upheld racial

segregation helped to mark the end

of most of the political gains African

Americans made during

Reconstruction. Facing increased

violence, discrimination, and

scientific theories of race, African

American reformers continued to

fight for political and social equality.

pp. 543-548



72

AP U.S. History


By the People


Related Thematic

Learning Objectives


Period 6: 1865–1898

Key Concept 6.3



MyHistory Library: Political

Realignments: Ida B. Wells-Barnett:

False Accusations from the Red

Record, p. 546

MyHistory Library: Political

Realignments: William Jennings

Bryan: Cross of Gold Speech, p. 553

Video: Theodore Roosevelt, p. 584

Events

The Grange: Document: The

Proceedings of … Husbandry, p. 549

Video: The Populist Party, p. 553

Video: The Nineteenth Amendment, p.

581

Topics

Populist Movement: Activity, p. 553

Explorer 25: Settlement in the United

States, 1900

Sources

Document: The People’s Party

Platform, p. 553


Era: Excerpt from Twenty Years at Hull

House

History Bookshelf: Booker T.

Washington, On Self Help (1895)

History Bookshelf: Herbert Spencer,

Social Darwinism (1857)



Booker T. Washington, p. 546

W.E.B. DuBois, p. 546

NAACP, p. 548

William Jennings Bryan, pp. 553–554

Jane Addams, p. 578

Events

Plessy v. Ferguson, p. 544

Niagara Movement, p. 546

Social Darwinism, p. 570

Social Gospel. P. 581

Sherman Antitrust Act, p. 585

Topics

Prohibition, pp. 580–581

Conservation, pp. 586–588

Sources


Wealth, p. 519

American Voices: Debating Booker T.

Washington’s “Cast Down Your

Buckets Where You Are” Speech.

p. 547

American Voices: Twenty Years at Hull

House, p. 579



73

AP U.S. History


By the People


Related Thematic

Learning Objectives

PERIOD 7: 1890–1945

Key Concept 7.1: Growth expanded opportunity, while

economic instability led to new efforts to reform U.S. society

and its economic system.

CHAPTERS 17, 19, 21, 22

I. The United States continued its

transition from a rural, agricultural

economy to an urban, industrial

economy led by large companies.

pp. 510-527, 633-649 WXT-2.0: Explain how patterns of




to economic issues.








American life.

A) New technologies and

manufacturing techniques helped

focus the U.S. economy on the

production of consumer goods,

contributing to improved standards

of living, greater personal mobility,

and better communications systems.

pp. 510-512

B) By 1920, a majority of the U.S.

population lived in urban centers,

which offered new economic

opportunities for women,

international migrants, and internal

migrants.

pp. 633-649

C) Episodes of credit and market

instability in the early 20th

century, in particular the Great

Depression, led to calls for a

stronger financial regulatory

system.

pp. 653-655, 663-682



74

AP U.S. History


By the People


Related Thematic

Learning Objectives

II. In the Progressive Era of the early

20th century, Progressives responded to

political corruption, economic instability,

and social concerns by calling for

greater government action and other

political and social measures.




















A) Some Progressive Era journalists

attacked what they saw as

political corruption, social

injustice, and economic

inequality, while reformers, often

from the middle and upper

classes and including many

women, worked to effect social

changes in cities and among

immigrant populations.

pp. 568-583

B) On the national level,

Progressives sought federal

legislation that they believed would

effectively regulate the economy,

expand democracy, and generate

moral reform. Progressive

amendments to the Constitution

dealt with issues such as prohibition

and woman suffrage.

pp. 583-595, 636-645

C) Preservationists and

conservationists both supported the

establishment of national parks

while advocating different

government responses to the

overuse of natural resources.

pp. 586-588



75

AP U.S. History


By the People


Related Thematic

Learning Objectives

(Continued)

D) The Progressives were divided

over many issues. Some

Progressives supported Southern

segregation, while others ignored its

presence. Some Progressives

advocated expanding popular

participation in government, while

others called for greater reliance on

professional and technical experts to

make government more efficient.

Progressives also disagreed about

immigration restriction.

pp. 589-595, 651-657

(Continued)

POL-2.0; POL-3.0; GEO-1.0;

CUL-3.0

III. During the 1930s, policymakers

responded to the mass unemployment

and social upheavals of the Great

Depression by transforming the U.S.

into a limited welfare state, redefining

the goals and ideas of modern American

liberalism.

pp. 663-683 POL-1.0: Explain how and why political












society.





to economic issues.

A) Franklin Roosevelt’s New Deal

attempted to end the Great

Depression by using government

power to provide relief to the poor,

stimulate recovery, and reform the

American economy.

pp. 667-675, 679-682

B) Radical, union, and populist

movements pushed Roosevelt

toward more extensive efforts to

change the American economic

system, while conservatives in

Congress and the Supreme Court

sought to limit the New Deal’s

scope.

pp. 675-683



76

AP U.S. History


By the People


Related Thematic

Learning Objectives

C) Although the New Deal did not

end the Depression, it left a legacy

of reforms and regulatory agencies

and fostered a long-term political

realignment in which many ethnic

groups, African Americans, and

working-class communities identified

with the Democratic Party.

pp. 670-672, 679-682 (Continued)

POL-1.0; POL-3.0; WXT-1.0;

WXT-2.0


Period 7: 1890–1945

Key Concept 7.1



Thomas Edison: Document: The

Success of the Electric Light, 1880, p.

511


Era: Upton Sinclair: The Jungle, p. 571

Video: Boss Tweed, p. 573

Video: Theodore Roosevelt, p. 584

Woodrow Wilson: Document: from The

New Freedom, p. 593

MyHistory Library: The Great

Depression & The New Deal: Franklin

D. Roosevelt: Fireside Chat, p. 668

MyHistory Library: The Great

Depression & The New Deal: Frances

Perkins: Social Security Act. P. 679

Events

Video: The New American City, p. 522


530

Closer Look: Group of Emigrants from

Eastern Europe, p. 530

Video: The Nineteenth Amendment, p.

581



Thomas Edison, pp. 510–511

Henry Ford, pp. 511–512

Theodore Roosevelt, pp. 568–569,

571, 584–585, 588

Ida M. Tarbell & Upton Sinclair, p. 572

Boss Tweed, pp. 573–574

Jane Addams, p. 578

William Howard Taft, p. 589

Woodrow Wilson, pp. 592–593

Carrie Chapman Cat, p. 640

Calvin Coolidge, pp. 665

Herbert Hoover, pp. 666–667

Franklin D. Roosevelt, pp. 667–6683

Mary McLeod Bethune. P. 672

Events

Significant Events, p. 510


Social Darwinism, p. 570

Prohibition, pp. 580–581, 637–640

Social Gospel, pp. 581–583

Sherman Antitrust Act, p. 585

Federal Trade Commission, p. 594

Palmer Raids, p. 635



77

AP U.S. History


By the People


Related Thematic

Learning Objectives

(Continued)

Period 7: 1890–1945

Key Concept 7.1

(Continued)

Video: Women’s Rights, p. 642

Video: The Great Migration, p. 646

The Great Depression: Video, p. 665;

Activity, p. 666

The New Deal: Video, p. 667; Closer

Look: The New Deal and Water, p. 670

Topics





1870-1915, p. 527

Urbanization: Video: Cites of

Immigrants and States of Segregation,

p. 527

Progressive Movement: Video: What

Was the Progressive Education

Movement? P. 578; Activity: The Age

of Progressivism

Explorer 40: The Progressive Era

Sources


Were They Robber Barons

Benefactors? P. 514

History Bookshelf: Eighteenth

Amendment: Prohibition of

Intoxicating Liquor

History Bookshelf: Jane Addams,

“Ballots Necessary for Women”

(Continued)

Harlem Renaissance, p. 645

Great Depression, pp. 664–666

New Deal, pp. 667–679

Topics



Politics, pp. 572–575

Progressivism, pp. 580–596

Growth of Government, pp. 667–

Sources


Wealth, p. 519



American Voices: Jane Addams,

Twenty Years at Hull House, 1910, p.

579

American Voices: Letter to Eleanor

Roosevelt, April 20, 1935, p. 668



78

AP U.S. History


By the People


Related Thematic

Learning Objectives

Key Concept 7.2: Innovations in communications and

technology contributed to the growth of mass culture, while

significant changes occurred in internal and international

migration patterns.

CHAPTERS 21, 22

I. Popular culture grew in influence in

U.S. society, even as debates increased

over the effects of culture on public

values, morals, and American national

identity.















institutions.





A) New forms of mass media, such

as radio and cinema, contributed to

the spread of national culture as well

as greater awareness of regional

cultures.

pp. 642-645

B) Migration gave rise to new forms

of art and literature that expressed

ethnic and regional identities, such

the Harlem Renaissance movement.

pp. 645-649

C) Official restrictions on freedom of

speech grew during World War I, as

increased anxiety about radicalism

led to a Red Scare and attacks on

labor activism and immigrant

culture.

pp. 634-636

D) In the 1920s, cultural and

political controversies emerged as

Americans debated gender roles,

modernism, science, religion, and

issues related to race and

immigration.

pp. 633-657



79

AP U.S. History


By the People


Related Thematic

Learning Objectives

II. Economic pressures, global events,

and political developments caused sharp

variations in the numbers, sources, and

experiences of both international and

internal migrants.

pp. 619-624, 645-653 CUL-4.0: Explain how different group












American life.

A) Immigration from Europe reached

its peak in the years before World

War I. During and after World War I,

nativist campaigns against some

ethnic groups led to the passage of

quotas that restricted immigration,

particularly from southern and

eastern Europe, and increased

barriers to Asian immigration.

pp. 619-624, 651-653

B) The increased demand for war

production and labor during World

War I and World War II and the

economic difficulties of the 1930s led

many Americans to migrate to urban

centers in search of economic

opportunities.

pp. 645-649, 708-710

C) In a Great Migration during and

after World War I, African Americans

escaping segregation, racial

violence, and limited economic

opportunity in the South moved to

the North and West, where they

found new opportunities but still

encountered discrimination.

pp. 645-649, 736-738

D) Migration to the United States

from Mexico and elsewhere in the

Western Hemisphere increased, in

spite of contradictory government

policies toward Mexican immigration.

pp. 530-532, 612-614, 703-704, 738



80

AP U.S. History


By the People


Related Thematic

Learning Objectives


Period 7: 1890–1945

Key Concept 7.2



MyHistory Library: The Twenties:

Margaret Sanger: Family Planning, p.

644

Nicola Sacco and Barolomeo Vanzetti:

Document: Court Statements, p. 653

Events

MyHistory Library: World War I:

Abrams v. The United States, 1919, p.

621

Video: The Great Migration, p. 646

Video: The Harlem Renaissance, p.

648

Topics

Video: Women’s Rights, p. 642

Immigration: Activity: Immigration

and Migrants in the Early Twentieth

Century, p. 652

Explorer 26: Immigrants and Migrants

in the Early Twentieth Century

Explorer 27: World War I

Sources


Eugene Kennedy, A “Doughboy”

Describes the Fighting Forces, p. 622


Robert and Helen Lynd, The

Automobile Comes to Middleton, p.

624



Woodrow Wilson, pp. 619

Marcus Garvey, pp. 648–649

Events

Committee on Public Information, p.

620

Sedition Act, p. 621

Espionage Act, p. 622

The Red Summer, p. 634–636

Palmer Raids, p. 635

Teapot Dome, p. 640

The Great Migration, pp. 645–646

Harlem Renaissance, pp. 647–649

Immigration Restriction, pp. 651–652

War Production, pp. 708–709

Topics

World War I, pp. 615–629

Prohibition, pp. 637–640

Sources

Thinking Historically: Limiting Free

Speech, p. 623

American Voices: Mathew Chopin,

“Advancing Over the Top and Carrying

Wounded Comrade Under Shell-Fire,”

p. 624

Thinking Historically: Understanding

Different Perspectives on Women’s

Rights, p. 641



81

AP U.S. History


By the People


Related Thematic

Learning Objectives

(Continued)

Period 7: 1890–1945

Key Concept 7.2

(Continued)


Debating Immigration, 1921, p. 652

History Bookshelf: The Harlem

Renaissance: George Schuyler Argues

against“ Black Art” (1926)

History Bookshelf: Executive Orders

and Senate Resolutions on the Teapot

Dome Scandal (1920)

(Continued)

American Voices: Ellen Wells Page, A

Flapper’s Appeal, p. 643

American Voices: Alain Locke: Voices

of the Harlem Renaissance, p. 647

Key Concept 7.3: Participation in a series of global conflicts

propelled the United States into a position of international

power while renewing domestic debates over the nation’s

proper role in the world.

CHAPTERS 20, 23

I. In the late 19th century and early

20th century, new U.S. territorial

ambitions and acquisitions in the

Western Hemisphere and the Pacific

accompanied heightened public debates

over America’s role in the world.





States.




and overseas.

A) Imperialists cited economic

opportunities, racial theories,

competition with European empires,

and the perception in the 1890s that

the Western frontier was “closed” to

argue that Americans were destined

to expand their culture and

institutions to peoples around the

globe.

pp. 602-607, 609-614



82

AP U.S. History


By the People


Related Thematic

Learning Objectives

(Continued)

B) Anti-imperialists cited principles

of self-determination and invoked

both racial theories and the U.S.

foreign policy tradition of

isolationism to argue that the U.S.

should not extend its territory

overseas.


NAT-3.0; WOR-2.0

C) The American victory in the

Spanish–American War led to the

U.S. acquisition of island territories

in the Caribbean and the Pacific, an

increase in involvement in Asia, and

the suppression of a nationalist

movement in the Philippines.

pp. 606-609

II. World War I and its aftermath

intensified ongoing debates about the

nation’s role in the world and how best

to achieve national security and pursue

American interests.





American identity.

NAT-3.0: Analyze how ideas about




States.




and overseas.

A) After initial neutrality in World

War I, the nation entered the

conflict, departing from the U.S.

foreign policy tradition of

noninvolvement in European affairs,

in response to Woodrow Wilson’s call

for the defense of humanitarian and

democratic principles.

pp. 615-624

B) Although the American

Expeditionary Forces played a

relatively limited role in combat, the

U.S.’s entry helped to tip the

balance of the conflict in favor of the

Allies.

pp. 622-624



83

AP U.S. History


By the People


Related Thematic

Learning Objectives

C) Despite Wilson’s deep

involvement in postwar negotiations,

the U.S. Senate refused to ratify the

Treaty of Versailles or join the

League of Nations.


NAT-1.0; NAT-3.0; WOR-2.0

D) In the years following World War

I, the United States pursued a

unilateral foreign policy that used

international investment, peace

treaties, and select military

intervention to promote a vision of

international order, even while

maintaining U.S. isolationism.

pp. 657-660

E) In the 1930s, while many

Americans were concerned about

the rise of fascism and

totalitarianism, most opposed

taking military action against the

aggression of Nazi Germany and

Japan until the Japanese attack

on Pearl Harbor drew the United

States into World War II.

pp. 683-689, 692-698



84

AP U.S. History


By the People


Related Thematic

Learning Objectives

III. U.S. participation in World War II

transformed American society, while the

victory of the United States and its allies

over the





States.





national identity.







and overseas.

A) Americans viewed the war as a

fight for the survival of freedom and

democracy against fascist and

militarist ideologies. This perspective

was later reinforced by revelations

about Japanese wartime atrocities,

Nazi concentration camps, and the

Holocaust.

pp. 692-721

B) The mass mobilization of

American society helped end the

Great Depression, and the country’s

strong industrial base played a

pivotal role in winning the war by

equipping and provisioning allies and

millions of U.S. troops.

pp. 697-702, 707-710

C) Mobilization and military service

provided opportunities for women

and minorities to improve their

socioeconomic positions for the

war’s duration, while also leading to

debates over racial segregation.

Wartime experiences also generated

challenges to civil liberties, such as

the internment of Japanese

Americans.

pp. 697-707



85

AP U.S. History


By the People


Related Thematic

Learning Objectives

(Continued)

D) The United States and its allies

achieved military victory through

Allied cooperation, technological and

scientific advances, the contributions

of servicemen and women, and

campaigns such as Pacific “island-

hopping” and the D-Day invasion.

The use of atomic bombs hastened

the end of the war and sparked

debates about the morality of using

atomic weapons.


NAT-3.0; NAT-4.0; CUL-3.0;

WOR-2.0

E) The war-ravaged condition of

Asia and Europe, and the

dominant U.S. role in the Allied

victory and postwar peace

settlements, allowed the United

States to emerge from the war

as the most powerful nation on

earth.

pp. 730-733, 739-741



86

AP U.S. History


By the People


Related Thematic

Learning Objectives


Period 7: 1890–1945

Key Concept 7.3



Video: Queen Liliuokalani, Coup in

Hawaii

Woodrow Wilson: Document: The

Fourteen Points, p. 626

Henry Cabot Lodge: Document:

Lodge’s Objections to Treaty of

Versailles, p. 628

Video: Hitler and Roosevelt, p. 688

MyHistory Library: World War II:

Franklyn D. Roosevelt: The Four

Freedoms, p. 695

Events

Video: The Spanish-American War, p.

606; Activity, p. 607

Closer Look: Cuba: USS. Maine, p,

607

Video: War in the Philippines, p. 608

Video: Signing the Treaty of

Portsmouth, p. 611

Video: Japanese Internment, p. 706

Activity: World War II in Europe, p.

711

Topics

Imperialism: Video: The American

Empire, p. 605

World War I: American Entry into

WWI, p. 615



Queen Liliuokalani, p. 604

William McKinley, pp. 605, 606

Woodrow Wilson, p. 612, 618, 619

Adolph Hitler, p. 684

Neville Chamberlain, p. 686

Charles Lindbergh, p. 688

Franklyn D. Roosevelt, p. 695

Harry Truman, pp. 716, 717

Events


Alaska, pp. 603–604

Hawaii, pp. 604–605

The Spanish-American War, pp. 606–

609

Panama Canal, pp. 609–611

Fourteen Points, p. 626

Treaty of Versailles, pp. 628–629

Four Freedoms, p. 695

Pearl Harbor, p. 697

Japanese Internment, pp. 704–707

D-Day, p. 713

Holocaust, p. 714

Manhattan Project, p. 717

Topics

Imperialism, pp. 603–614

World War I, pp. 615–630

World War II, pp. 683–689, 692–721



87

AP U.S. History


By the People


Related Thematic

Learning Objectives

(Continued)

Period 7: 1890–1945

Key Concept 7.3

(Continued)

World War II: Video: The Origins of

World War II, p. 688; Video: World

War II, p. 697

Explorer 24: The Spanish-American

War

Explorer 27: World War I

Explorer 30: World War II - Europe

Explorer 31: World War II - Pacific

Sources

MyHistory Library: World War I: The

Zimmerman Telegram, p. 618


Eugene Kennedy, A “Doughboy”

Describes the Fighting Forces, p. 622


What Led the Senate to Reject the

Treaty of Versailles, p. 629


Virginia Snow Wilkinson, From

Housewife to Shipfitter, p. 702


Rudolph Hoess, The Holocaust

Memoirs from the Commandant of

Auschwitz, p. 714

History Bookshelf: Letters to and from

the Battlefront (1941–1944)

History Bookshelf: Woodrow Wilson,

The Fourteen Points (1918)

(Continued)

Sources

American Voices: Woodrow Wilson,

War Message, p. 619

Thinking Critically: Limiting Free

Speech, p. 623

American Voices: Mathew Chopin,

“Advancing Over the Top and Carrying

Wounded Comrade Under Shell-Fire,”

p. 624

American Voices: Kathy O’Grady,

“What Did You Do in the War,

Grandma?,” p. 703

Thinking Historically: The Decision to

the Drop the Atomic Bomb, p. 719



88

AP U.S. History


By the People


Related Thematic

Learning Objectives

PERIOD 8: 1945–1980

Key Concept 8.1: The United States responded to an

uncertain and unstable postwar world by asserting and

working to maintain a position of global leadership, with far-

reaching domestic and international consequences.

CHAPTERS 24, 25, 26

I. United States policymakers engaged

in a Cold War with the authoritarian

Soviet Union, seeking to limit the

growth of Communist military power

and ideological influence, create a free-

market global economy, and build an

international security system.

pp. 739-758, 761-769 WXT-2.0: Explain how patterns of




to economic issues.




and overseas.

A) As postwar tensions dissolved the

wartime alliance between Western

democracies and the Soviet Union,

the United States developed a

foreign policy based on collective

security, international aid, and

economic institutions that bolstered

non-Communist nations.

pp. 741-756

B) Concerned by expansionist

Communist ideology and Soviet

repression, the United States sought

to contain communism through a

variety of measures, including major

military engagements in Korea and

Vietnam.

pp. 741-756, 762-768

C) The Cold War fluctuated between

periods of direct and indirect military

confrontation and periods of mutual

coexistence (or détente).

pp. 741-756, 762-768, 846

\



89

AP U.S. History


By the People


Related Thematic

Learning Objectives

D) Postwar decolonization and the

emergence of powerful nationalist

movements in Asia, Africa, and the

Middle East led both sides in the

Cold War to seek allies among new

nations, many of which remained

nonaligned.


WXT-2.0; WOR-2.0

E) Cold War competition extended to

Latin America, where the U.S.

supported non-Communist regimes

that had varying levels of

commitment to democracy.

pp. 762-766, 802-805

II. Cold War policies led to public

debates over the power of the federal

government and acceptable means for

pursuing international and domestic

goals while protecting civil liberties.

pp. 747-751, 754-756, 766-768, 775-

778





States.












and overseas.

A) Americans debated policies and

methods designed to expose

suspected communists within the

United States even as both parties

supported the broader strategy of

containing communism.

pp. 747-751, 775-778

B) Although anticommunist foreign

policy faced little domestic

opposition in previous years, the

Vietnam War inspired sizable and

passionate antiwar protests that

became more numerous as the war

escalated, and sometimes led to

violence.

pp. 813-823, 829-831



90

AP U.S. History


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Learning Objectives

C) Americans debated the merits of

a large nuclear arsenal, the military-

industrial complex, and the

appropriate power of the executive

branch in conducting foreign and

military policy.

pp. 761-764, 775-776 (Continued)

NAT-3.0; GEO-1.0; WOR-2.0

D) Ideological, military, and

economic concerns shaped U.S.

involvement in the Middle East, with

several oil crises in the region

eventually sparking attempts at

creating a national energy policy.

pp. 755, 766, 843, 848-851, 869-870


Period 8: 1945–1980

Key Concept 8.1



Document: Joseph R. McCarthy,

Wheeling, West Virginia Speech, p.

747

Document: Winston Churchill, Iron

Curtain Speech, 1946, p. 743

Document: Winston Churchill, Iron

Curtain Speech, 1946, p. 743

Events

Video: Vietnam, p. 815

Topics

Video: The Origins of the Cold War, p.

741

Video: The Truman Doctrine and the

Marshall Plan, p. 745

Video: McCarthyism and the Politics of

Fear, p. 748

Explorer 32: The Korean War

Explorer 34: The Vietnam War



Harry Truman, pp. 742-744, 751-753,

756,

Joseph Stalin, p. 742

Winston Churchill, pp. 739, 743

Joseph R. McCarthy, pp. 747, 748,

749

Dwight D. Eisenhower, pp. 749, 756-

757, 761, 762-766

Nikita Khrushchev, p. 765-766, 768,

802-803, 804

Events

The Berlin Airlift, p. 744

Korean War, pp. 751-753

Vietnam War, pp. 763, 813-819, 829-

831, 847, 848

Suez Crisis, p. 766

Bay of Pigs, p. 802



91

AP U.S. History


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Learning Objectives

(Continued)

Period 8: 1945–1980

Key Concept 8.1

(Continued)

Sources

Document: The Truman Doctrine,

1947, p. 743

History Bookshelf: At the Beginning of

the Cold War (1946)

History Bookshelf: Cold War Fears:“

The Unfinished Work” (1946)

History Bookshelf: The Cold War:

George Kennan, Containment (1947)

History Bookshelf: Cold War: Joseph

R. McCarthy, Search for Communist

Infiltrators (1950)

History Bookshelf: Cold War:

Memorandum to President Truman

(1946)

History Bookshelf: Executive

Discussions on the Cuban Missile Crisis

(1962)

(Continued)

Cuban Missile Crisis, pp. 802, 803-804

Camp David Accords, pp. 851-852,

869

Topics

Containment, p. 742-743

The Truman Doctrine, pp. 743, 744,

751

Iron Curtain, p. 743

Marshall Plan, pp. 743, 744, 762

Warsaw Pact, p. 746

Red Scare, p. 747-751

House Committee on Un-American

Activities (HUAC), p. 749

Anti-war Movement/Opposition to the

War, pp. 818-819, 829-831

SALT II and ABM, p. 832, 850, 851

Sources

Photograph of American and Soviet

Soldier, p. 741

Photography of Berlin Airlift, p. 744

American Voices: Paul Thomas Coe,

“Vietnam Letters,” p. 817



92

AP U.S. History


By the People


Related Thematic

Learning Objectives

Key Concept 8.2: New movements for civil rights and liberal

efforts to expand the role of government generated a range

of political and cultural responses.

CHAPTERS 25, 26

I. Seeking to fulfill Reconstruction-era

promises, civil rights activists and

political leaders achieved some legal

and political successes in ending

segregation, although progress toward

racial equality was slow.

pp. 778-791, 799-813, 819-823 NAT-1.0: Explain how ideas about




American identity.

NAT-2.0: Explain how interpretations of









national identity.





A) During and after World War II,

civil rights activists and leaders,

most notably Martin Luther King Jr.,

combatted racial discrimination

utilizing a variety of strategies,

including legal challenges, direct

action, and nonviolent protest

tactics.

pp. 778-791

B) The three branches of the federal

government used measures

including desegregation of the

armed services, Brown v. Board of

Education, and the Civil Rights Act of

1964 to promote greater racial

equality.

pp. 778-791, 799-813

C) Continuing resistance slowed

efforts at desegregation, sparking

social and political unrest across the

nation. Debates among civil rights

activists over the efficacy of

nonviolence increased after 1965.

pp. 819-823, 837-840



93

AP U.S. History


By the People


Related Thematic

Learning Objectives

II. Responding to social conditions and

the African American civil rights

movement, a variety of movements

emerged that focused on issues of

identity, social justice, and the

environment.





national identity.




















A) Feminist and gay and lesbian

activists mobilized behind claims for

legal, economic, and social equality.

pp. 833-840

B) Latino, American Indian, and

Asian American movements

continued to demand social and

economic equality and a redress of

past injustices.

pp. 835-841

C) Despite an overall affluence in

postwar America, advocates raised

concerns about the prevalence and

persistence of poverty as a national

problem.

pp. 775-778, 806-813, 828-829

D) Environmental problems and

accidents led to a growing

environmental movement that

aimed to use legislative and public

efforts to combat pollution and

protect natural resources. The

federal government established new

environmental programs and

regulations.

pp. 795-799, 828-829



94

AP U.S. History


By the People


Related Thematic

Learning Objectives

III. Liberalism influenced postwar

politics and court decisions, but it came

under increasing attack from the left as

well as from a resurgent conservative

movement.

pp. 806-854 POL-1.0: Explain how and why political












A) Liberalism, based on

anticommunism abroad and a firm

belief in the efficacy of government

power to achieve social goals at

home, reached a high point of

political influence by the mid-1960s.

pp. 806-813

B) Liberal ideas found expression in

Lyndon Johnson’s Great Society,

which attempted to use federal

legislation and programs to end

racial discrimination, eliminate

poverty, and address other social

issues. A series of Supreme Court

decisions expanded civil rights and

individual liberties.

pp. 806-813, 778-780, 801, 837-840

C) In the 1960s, conservatives

challenged liberal laws and court

decisions and perceived moral and

cultural decline, seeking to limit the

role of the federal government and

enact more assertive foreign

policies.

pp. 827-829, 841-844

D) Some groups on the left also

rejected liberal policies, arguing that

political leaders did too little to

transform the racial and economic

status quo at home and pursued

immoral policies abroad.

pp. 795-799, 819-823



95

AP U.S. History


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Learning Objectives

E) Public confidence and trust in

government’s ability to solve social

and economic problems declined in

the 1970s in the wake of economic

challenges, political scandals, and

foreign policy crises.

pp. 827-828, 837-852 (Continued)

POL-1.0; POL-2.0; POL-3.0

F) The 1970s saw growing clashes

between conservatives and liberals

over social and cultural issues, the

power of the federal government,

race, and movements for greater

individual rights.

pp. 826-842, 846-854


Period 8: 1945–1980

Key Concept 8.2



Video: African-American Women and

the Struggle for Civil Rights, p. 781

Video: Malcolm X, p. 791

Rev. Dr. Martin Luther King, Jr.,

MyHistory Library: An Affluent

Society: Letter from a Birmingham Jail

Events

Video: Rev. Rev. Dr. Martin Luther

King, Jr.’s Speech: “I Have a Dream,”

p. 786


Society: Brown v. Board of Education

of Topeka Kansas


Society: Montgomery Bus Boycott



Thurgood Marshall, p. 778

Rosa Parks, pp. 780-782

Rev. Dr. Martin Luther King, Jr., pp.

781-782, 784, 785-786

Thinking Historically: The Many Faces

of the Civil Rights Movement, p. 783

Lyndon B. Johnson, pp. 806-813

Events

Brown v. Board of Education, pp. 778-

780, 827

Phyllis Schlafly and Defeat of the ERA,

p. 841

Woodstock, p. 840-841



96

AP U.S. History


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Related Thematic

Learning Objectives

(Continued)

Period 8: 1945–1980

Key Concept 8.2

(Continued)

Topics

Video: Photographing the Civil Rights

Movement, p. 785

The Civil Rights Movement, p. 790

Explorer 33: The Civil Rights

Movement

Sources

Document: President Eisenhower Uses

the National Guard to Desegregate

Central High School, p. 780

Document: Julian Bond, Sit-ins and

the Origins of SNCC, p. 784

Document: Fannie Lou Hamer, Voting

Rights in Mississippi, p. 788

MyHistory Library: The Sixties: Silent

Spring

MyHistory Library: The Sixties: Black

Power

MyHistory Library: The Sixties: The

War on Poverty

History Bookshelf: The Abortion Issue:

Roe v. Wade (January 22, 1973)

History Bookshelf: Martin Luther King,

Jr., “Conscience and the Vietnam War”

(1967)

History Bookshelf: The Gay Liberation

Front, Come Out (1970)

History Bookshelf: War on Poverty,

President Lyndon Johnson Speech

(1964)

(Continued)

Topics

Civil Rights Movement, pp. 778-791

Students demonstrations and

organizations, pp. 783-784, 795, 797,

798

The War on Poverty and the Great

Society, pp. 806-813

Conservative Reaction of the 1960s,

pp. 827-828

Women’s Movement, pp. 833-835

American Indian Movement, pp. 835,

837, 839

Stonewall and Gay/Lesbian Rights, p.

840

Counterculture, pp. 840-841

Religious Right, p. 842

Sources

American Voices: Fannie Lou Hamer,

“Testimony to the Credentials

Committee,” p. 788

Thinking Historically: Rachel Carson’s

Silent Spring, p. 798

American Voices: Lyndon B. Johnson,

“Great Society Speech,” p. 807

American Voices: Three Views on

Women’s Rights, p. 836-837

Thinking Historically: The Young Lords

and the Origins of Political Movements

in the 1970s, p. 838



97

AP U.S. History


By the People


Related Thematic

Learning Objectives

Key Concept 8.3: Postwar economic and demographic

changes had far-reaching consequences for American society,

politics, and culture.

CHAPTERS 24, 25, 26

I. Rapid economic and social changes in

American society fostered a sense of

optimism in the postwar years.

pp. 730-741, 766-777, 828-829, 843-

844












American life.

A) A burgeoning private sector,

federal spending, the baby boom,

and technological developments

helped spur economic growth.

pp. 730-741

B) As higher education opportunities

and new technologies rapidly

expanded, increasing social mobility

encouraged the migration of the

middle class to the suburbs and of

many Americans to the South and

West. The Sun Belt region emerged

as a significant political and

economic force.

pp. 730-741, 766-777, 843-844

C) Immigrants from around the

world sought access to the political,

social, and economic opportunities in

the United States, especially after

the passage of new immigration

laws in 1965.

pp. 810-811, 884-885



98

AP U.S. History


By the People


Related Thematic

Learning Objectives

II. New demographic and social

developments, along with anxieties over

the Cold War, changed U.S. culture and

led to significant political and moral

debates that sharply divided the nation.

pp. 731-738, 747-751, 769-778, 827-

829, 833-842











institutions.




A) Mass culture became increasingly

homogeneous in the postwar years,

inspiring challenges to conformity by

artists, intellectuals, and rebellious

youth.

pp. 731-736, 769-777, 795-799, 840-

842

B) Feminists and young people who

participated in the counterculture of

the 1960s rejected many of the

social, economic, and political values

of their parents’ generation,

introduced greater informality into

U.S. culture, and advocated changes

in sexual norms.

pp. 775-777, 796-797, 833-841

C) The rapid and substantial growth

of evangelical Christian churches

and organizations was accompanied

by greater political and social

activism on the part of religious

conservatives.

pp. 773-775, 801, 827-828, 842, 882-

884



99

AP U.S. History


By the People


Related Thematic

Learning Objectives


Period 8: 1945–1980

Key Concept 8.3




Two View of Phyllis Schlafly, p. 841

Events

Document: Roe v. Wade, p. 835

Topics

Video: Protest, Counterculture, and

the Antiwar Movement during the

Vietnam Era, p. 818

Closer Look: Inflation, p. 843

Sources

Closer Look: Cold War Bomb Shelter,

p. 733

MyHistory Library: The Sixties: John F.

Kennedy Inaugural Address, p. 769

MyHistory Library: The Sixties:

Excerpt from a Vietnam Experience


Conservatism: Vietnamization

History Bookshelf: George Ball's

Dissenting Opinion on Vietnam (1965)

History Bookshelf: Martin Luther King,

Jr., “Conscience and the Vietnam War”

(1967)

History Bookshelf: Testimony by

Members of the First Marine Division

at the Winter Soldier Investigation,

January 31 and February 1, 1971



Billy Graham, p. 774

Phyllis Schlafly, pp. 841-842

John F. Kennedy, pp. 709-805

Events

The Great Migration, pp. 736-738

Topics

Returning Veterans, pp. 733, 734, 797

Growth of Middle Class, pp. 733-736

Immigration, pp. 738, 884-885

Impact of Media/Television, pp. 770-

772

Conformity/nonconformity/dissent, pp.

775-778, 795-797, 833-835, 840-842

Religion, pp. 773-775, 801, 842, 882-

884

Sources

Thinking Historically: Observations on

Levittown and Other Suburbs, p. 736

American Voices: Newton H. Minow,

Television and the Public Interest,

p. 771



100

AP U.S. History


By the People


Related Thematic

Learning Objectives

PERIOD 9: 1980–Present

Key Concept 9.1: A newly ascendant conservative

movement achieved several political and policy goals during

the 1980s and continued to strongly influence public

discourse in the following decades.

CHAPTERS 28, 29

I. Conservative beliefs regarding the

need for traditional social values and a

reduced role for government advanced

in U.S. politics after 1980.

pp. 862-867, 901-904 POL-1.0: Explain how and why political
















to economic issues.

A) Ronald Reagan’s victory in the

presidential election of 1980

represented an important milestone,

allowing conservatives to enact

significant tax cuts and continue the

deregulation of many industries.

pp. 852-853, 862-867, 878-880

B) Conservatives argued that liberal

programs were counterproductive in

fighting poverty and stimulating

economic growth. Some of their

efforts to reduce the size and scope

of government met with inertia and

liberal opposition, as many

programs remained popular with

voters.

pp. 864-867, 878-880

C) Policy debates continued over

free-trade agreements, the scope of

the government social safety net,

and calls to reform the U.S. financial

system.

pp. 898-904



101

AP U.S. History


By the People


Related Thematic

Learning Objectives


Period 9: 1980–Present

Key Concept 9.1



Ronald Reagan: Document: First

Inaugural Address, p. 863

MyHistory Document: Globalization:

Bill Clinton: Health Care Proposals, p.

900

Hilary Clinton: Document: Speech on

Health Care, p. 900

Events

Video: Ronald Reagan on the Wisdom

of Tax Cuts, p. 865

Video: Bill Clinton Sells Himself to

America, p. 899

Topics

Reagan Revolution: Explore the

Reagan Revolution, p. 876

Explorer 42: The Reagan Revolution

Sources

Document: Ronald Reagan: The

AirTraffic Controllers Strike, p. 866

History Bookshelf: Ronald Reagan,

“Speech on the Challenger Disaster”

(January 28, 1986)

History Bookshelf: Ronald Reagan,

Speech to the House of Commons

(1982)



Ronald Reagan, pp. 852–853, 862–

870

Colin Powell, 870

Jean Kirkpatrick, p. 871

Pat Robertson, p. 883

Events


Supply-Side Economics, p. 864

Tax Cuts, p. 865

Air Traffic Controllers Strike, p. 866

Strategic Defense Initiative, p. 868

Iran-Contra, p. 872

Culture Wars, pp. 882–884

Health Care Debate, pp. 900–901

Topics

Reagan Revolution, pp. 862–904

Sources

American Voices: Jesse Jackson and

Pat Robertson-Presidential Candidates,

p. 877

Thinking Historically: A Changing

World Economy, p. 879

American Voices: Republican Contract

with America, p. 902



102

AP U.S. History


By the People


Related Thematic

Learning Objectives

Key Concept 9.2: Moving into the 21st century, the nation

experienced significant technological, economic, and

demographic changes.

CHAPTERS 29, 30

I. New developments in science and

technology enhanced the economy and

transformed society, while

manufacturing decreased.

pp. 909–919, 938-943 WXT-1.0: Explain how different labor




society.





to economic issues.




A) Economic productivity increased

as improvements in digital

communications enabled increased

American participation in worldwide

economic opportunities.

pp. 909-919

B) Technological innovations in

computing, digital mobile

technology, and the Internet

transformed daily life, increased

access to information, and led to

new social behaviors and networks.

pp. 911-918

C) Employment increased in service

sectors and decreased in

manufacturing, and union

membership declined.

pp. 898, 904, 909-910, 918

D) Real wages stagnated for the

working and middle class amid

growing economic inequality.

pp. 878-880, 864-867, 938-941, 943-

945



103

AP U.S. History


By the People


Related Thematic

Learning Objectives

II. The U.S. population continued to

undergo demographic shifts that had

significant cultural and political

consequences.

pp. 897-904, 909-911, 944-949 NAT-4.0: Analyze relationships among




national identity.












American life.

A) After 1980, the political,

economic, and cultural influence of

the American South and West

continued to increase as population

shifted to those areas.

pp. 901-904, 910-911, 919, 941-943,

947-949

B) International migration from Latin

America and Asia increased

dramatically. The new immigrants

affected U.S. culture in many ways

and supplied the economy with an

important labor force.

pp. 884-887

C) Intense political and cultural

debates continued over issues such

as immigration policy, diversity,

gender roles, and family structures.

pp. 880-885



Key Concept 9.2



Bill Clinton: Video: Sells Himself to

Americans, p. 899

Hillary Clinton: Document: Speech on

Health Care, p. 900

Barack H. Obama: Document: A More

Perfect Union, p. 942



Ronald Reagan, pp. 878

Michael Milken, p. 878

Anita Hill, p. 897

Rodney King, p 897–898

Bill Clinton, p. 899

Al Gore, p. 910

Barack Obama, pp. 941–942



104

AP U.S. History


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Related Thematic

Learning Objectives

(Continued)


Key Concept 9.2

(Continued)

Events

Document: Bill Clinton, Health Care

Proposals, p. 900

Video: The Historical Significance of

the 2008 Presidential Election, p. 943

Video: The Los Angeles Riots

Topics

Video: The Clinton Years, p. 909

Economics: Document: When

Historians Disagree: Does the U.S.

Economy Need More or Less,

Government Intervention, p. 940

Explorer 37: The 2000 Election

Sources


Making Sense of Anita Hill’s Testimony

against Clarence Thomas, p. 897

MyHistory Document: Globalization:

Bill Clinton, Answers to the Articles of

Impeachment, p. 909

Audio: The Audacity of Hope by

Barack Obama, p. 948

History Bookshelf: Dirty Politics in the

2008 Election

Nancy Pelosi, Inaugural Address as

History Bookshelf: First Woman

Speaker of the House (2007)

(Continued)

Events

Culture Wars, pp. 882–884

AIDS, pp. 887–888


NAFTA, p. 901

Defense of Marriage Act, p. 903

Impeachment of Bill Clinton, p. 909

The Election of 2000, 910

Internet, p. 916

Google, p. 917

Financial Crisis, 938


Tea Party, p. 944

Occupy Wall Street, p. 945

2012 Election, p. 947

Topics

Economics, pp. 878–880, 938–941,

945


Healthcare, pp. 900–901, 943

Technology, pp. 912–918

Sources

Think Historically: A Changing World

Economy, p. 879

American Voices: Immigrant

Experiences in the United States, p.

886

American Voices: Republican Contract

with America, p. 902

Think Historically: Same-Sex Marriage,

p. 946



105

AP U.S. History


By the People


Related Thematic

Learning Objectives

Key Concept 9.3: The end of the Cold War and new

challenges to U.S. leadership forced the nation to redefine its

foreign policy and role in the world.

CHAPTERS 29, 30

I. The Reagan administration promoted

an interventionist foreign policy that

continued in later administrations, even

after the end of the Cold War.

pp. 868-875, 892-896, 904-908 WOR-2.0: Analyze the reasons for, and



and overseas.

A) Reagan asserted U.S. opposition

to communism through speeches,

diplomatic efforts, limited military

interventions, and a buildup of

nuclear and conventional weapons.

pp. 868-875

B) Increased U.S. military spending,

Reagan’s diplomatic initiatives, and

political changes and economic

problems in Eastern Europe and the

Soviet Union were all important in

ending the Cold War.

pp. 868-875

C) The end of the Cold War led to

new diplomatic relationships but also

new U.S. military and peacekeeping

interventions, as well as continued

debates over the appropriate use of

American power in the world.

pp. 892-896, 904-908



106

AP U.S. History


By the People


Related Thematic

Learning Objectives

II. Following the attacks of September

11, 2001, U.S. foreign policy efforts

focused on fighting terrorism around the

world.










States.












and overseas.

A) In the wake of attacks on the

World Trade Center and the

Pentagon, the United States

launched military efforts against

terrorism and lengthy, controversial

conflicts in Afghanistan and Iraq.

pp. 922-934

B) The war on terrorism sought to

improve security within the United

States but also raised questions

about the protection of civil liberties

and human rights.

pp. 924-925, 928-929

C) Conflicts in the Middle East and

concerns about climate change led

to debates over U.S. dependence on

fossil fuels and the impact of

economic consumption on the

environment.

pp. 929-934

D) Despite economic and foreign

policy challenges, the United

States continued as the world’s

leading superpower in the 21st

century.

pp. 924-926, 947-949



107

AP U.S. History


By the People


Related Thematic

Learning Objectives



Key Concept 9.3



Video: Oliver North Hearing, p. 873

George H. W. Bush: Document: Gulf

War Address, p. 895

George W. Bush: Document: Address

to the Nation, p. 924

Events

Activity: Afghanistan and Iraq, p. 930

Iraq Invasion: Document: George W.

Bush, Address to the Nation on the

Iraq Invasion, p. 931

Topics

Terrorism: Document: George W.

Bush: Address to Congress, p. 925

Explorer 36: Conflict in the Middle East

Explorer 38: Afghanistan and Iraq

Sources


Did Ronald Reagan End the Cold War?

P. 875Document: U.S. v. Timothy

James McVeigh, Sentencing, p. 906

History Bookshelf: George W. Bush,

Address to Congress (September 20,

2001)



Ronald Reagan, pp. 852-853, 862-

867, 878-880

Nancy Reagan, p. 868

Robert McFarlane, p. 870

Muammar Gaddafi, p. 870

Oliver North, pp. 872–873

Mikhail Gorbachev, p. 873-875, 892,

893-894

George W. Bush, pp. 922–926, 929-

934

Osama Bin-Laden, p. 907-908, 924

Events

Sanctions on Poland and Soviet Union,

p. 868

Funding Solidarity, p. 868

Iran-Contra, pp. 870, 872–873

September 11, 2001, pp. 922-926,

950

War in Afghanistan and Iraq, pp. 929-

930

Topics

Expanding the military, pp. 865, 868

Strategic Defense Initiative/”Star

Wars”, 868-869, 873-875

Undermining Communism, p. 868

Middle East, pp. 869, 870

Funding “Freedom Fighters” in

Afghanistan, p. 870



108

AP U.S. History


By the People


Related Thematic

Learning Objectives

(Continued)


Key Concept 9.3

(Continued)

War on Terror at Home, p. 928-929

Conflicts in the Middle East, pp. 929-

934

Sources

Map: The United States and the Middle

East, p. 869

Map: The United States and the

Americas, p. 871

American Voices: “9/11 Memories”, p.

925

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