AP United States History Syllabus

“I find, the harder I work, the more luck I have.” -Thomas Jefferson

Instructor:Ms. Watsonewatson@sau29.orgRoom 325 ext. 3325

Course Overview:AP U.S. History covers the spectrum of American history from pre-Columbian days to the present. Using chronological and thematic approaches to the material, the course exposes students to extensive primary and secondary sources and to the interpretations of various historians. The course is structured chronologically, divided into 9 units. Each unit includes one or more of the nine periods and/or key concepts outlined in the AP U.S. History curriculum framework.

Key Themes:While the course follows a narrative structure supported by the textbook and audiovisual materials, the following seven themes described in the AP U.S. History Course and Exam Description are woven throughout each unit of study:

1. Identity (ID) 2. Work, Exchange, and Technology (WXT) 3. Peopling (PEO) 4. Politics and Power (POL) 5. America in the World (WOR) 6. Environment and Geography (ENV) 7. Ideas, Beliefs, and Culture (CUL)

Historical Thinking Skills:These skills reflect the tasks of professional historians. While learning to master these tasks, AP U.S. History students act as “apprentice historians.”

1. Chronological Reasoning Historical Causation Patterns of Continuity and Change Over Time Periodization

2. Comparison and Contextualization Comparison Contextualization

3. Crafting Historical Arguments from Historical Evidence Historical Argumentation Appropriate Use of Historical Evidence

4. Historical Interpretation and Synthesis Interpretation Synthesis

[CR1a]: Textbook:The main text provides students with a basic overview of the evolving American experience. The text is supplemented by a diverse selection of primary and secondary sources (please see each unit outline for details).

Brinkley, Alan. A Survey: American History. McGraw Hill, 2012. 14th edition (NEW)

[CR1c]: Supplemental Readings : April Morning by Howard FastUncle Tom’s Cabin By Harriet Beecher StoweThe Jungle by Upton SinclairIn Dubious Battle by John SteinbeckA Raison in the Sun by Lorraine HansberryA Century of American Historiography by James M. Banner Jr.

*Please see unit outlines for more details*Supplemental Readings provide the opportunity to enrich content knowledge and apply critical analysis to similar historical interpretations. Students will be required to read 5 additional books outside of class to enrich student learning.

[CR1c]: Supplemental MoviesThe New WorldThe PatriotAmistadThe ConspiratorIron Jawed AngelsCinderella ManThe Pacific and Band of Brothers SeriesWe Were SoldiersHurt Locker

*Please see unit outline for more details.*Students will be given a 2 week period to view films outside of class.*Supplemental movies, in addition, provide an audio/visual format for students as another medium for learning and analysis.*Movies can be rented, watched during campus, before school or after school, or I encourage you to get together and watch them in groups!

Grading:Assessments (Tests) 25%Out of class assignments (Note-taking, readings, Homework) 15%Daily assignments (participation, quizzes, responses, activities) 15%Projects (in-class, group, or book projects) 20%Written Work (DBQ’s, Free response Essays, short answers) 25%

Unit assessment consisting of multiple-choice, matching, True/false and short answer questions will appear on scheduled intervals. There will be 5-6 DBQ’s throughout this course. Essays must be written in black ink and double-spaced or typed on a word processor. Essays will vary in length depending on the topic and are graded on content, use of documentary and outside supporting evidence, grammar, spelling, and evidence of critical thinking. There will also be assigned Free Response questions throughout the course to help students incorporate factual evidence and analytical skills. To help prepare students for the Free Response and DBQ segments of the AP exam there will also be a scattering of timed writing prompts. You will not have access to computers during the exam, so I will assign essays that will have to be hand written, better to prepare now.

Student Responsibilities: (Class Rules)

Respect: Students are responsible to show respect for themselves, their peers, staff, and their learning environment. No profanity or inappropriate language! If you are unable to tolerate the ideas of others you will be removed from this class.

IPOD/Cell Phone: Students are NOT allowed to use cell phones or IPOD’s in class. I don’t ever want to see them period.

Food and Drink: We will not eat during class time. (Please understand that eating in class is a distraction and no exceptions will be allowed.) Students may drink water from a capped bottle only.

Academic Honesty:  Cheating/copying/lying are completely unacceptable and will be dealt with strictly.  All instances of academic dishonesty, however minor will be dealt with according to school wide policies.

Be on Time: If you are not inside the classroom when the bell rings, you are late.

Participation:  Your active class participation is a significant class requirement.  Students will be called upon on a regular basis to provide factual and opinion based responses during class time.  Your lack of preparation or opinion is not an acceptable excuse for failing to participate.  Attendance is also a factor in your participation grade.  If you are habitually absent or tardy, your grade will suffer.  Inappropriate behavior will also result in the loss of participation points.  Participation grades will be given twice per semester.

Absent Work:  Students have the same number of class periods as they were absent to turn in an assignment, which was due the date of their absence. If you are absent the day an assignment is due, it is due the day you return. Only absent work resulting from excused absences will be accepted. Absent work resulting from unexcused absences will not be accepted.  Students are expected, regardless of absence, to be prepared to turn in all current assignments and be up to date on all readings scheduled on the calendar—no exceptions!

Late Work:  I will NOT accept late work. It is your responsibility to turn work in on time. The only time work will not be considered late is in the instance of severe illness or a previously arranged situation with me.

Summer Curriculum: Period 1491-1607

APUSH will cover the time period from the discovery of America to the present. This course will demand a sizable amount of reading, both from the text as well as primary and secondary sources. You will need to take advantage of the time of this summer and do some outside reading. Remember, you accepted this course and all it entails. You are accountable for your own learning.

Accordingly, we begin with the enclosed summer assignment due on the 1 st day of school:

1. Book Project. This assignment will provide you with a base of knowledge in early American history that will allow this AP US History class to move quickly into AP curriculum when school begins next school year. Please see attached book list and assignment. Be prepared to discuss and share on the first day of school. You will have all summer to finish the assignment.

2. Online Text Book Assignment: In addition to your summer reading, you will be responsible for reading chapters 1-2 from www.digitalhistory.com . Please follow the directions attached

3. The People’s History of the United States, Chapter 1. Please read the excerpt and answer the questions.

4. Writing Prompt. Using the following sources (The Landscape of History, The Information-Literate Historian, and Doing History), answer the following prompt: What is history, what is historiography, and what is the relationship between the two? Each questioned should be answered in it’s own paragraph. The overall response must be thoughtful, fully developed, and well supported. If you reference any of the sources specifically you will need to use internal citations and include a bibliography. Make sure you do not plagiarize!

Jenny L. Presnell, The Information-Literate Historian. (New York: Oxford University Press, 2007), 86-90.

John Gaddis, The Landscape of History. (New York: Oxford University Press, 2002), 1-16.

Michael J. Galagano, J. Chris Arndt, and Raymond Hyser. Doing History: Research and Writing in the Digital Age. (Boston MA, Cengage Learning, 2012), 1-18 .

Unit Title: Exploration and Colonization (1491-1754)

Themes: ID, WXT, PEO, POL, WOR, ENV

Unit Description:Early contacts among groups in North America, and North American societies in the context of the Atlantic World; Spanish exploration and the development of colonies in the Americas; the rise of the English as an imperial power, including the conflict with the Spanish; initial English colonial settlements, including successes and failures, and the unique attributes of each of the colonies; the evolution of relations between the colonies and England, including the debate over citizenship and representation.Essential Questions

Key Content/ Concepts

Skills Instructional Activities

Assessments

1. In what ways did later colonization efforts attempt to learn from earlier experiences?2. To what extent was there religious freedom in the colonies?3. Explain the causes of the conflict between the British and the Native Americans and French in 1754.4. How did the war change the geopolitical standing of each group by the end of the war?

-Explorers-Colonization (France, Spain, England)-Colonial Regional Differences-Native American encounters-Jamestown vs. Roanoke-Puritanism-Salem Witch Trial

-DOK- all levels-Readings- Primary and Secondary informational texts-Writing-Discussion-Presentation

-Close Readings-DBQ (Document Based Question)-FRQ (Free Response Questions) Early encounters between American Indians and European colonists led to a variety of relationships among the different cultures. Analyze how the actions taken by BOTH American Indians and European colonists shaped those relationships in TWO of the following regions. Confine your answers to the 1600s. A) New England B) Chesapeake C) Spanish Southwest D) New York and New France [CR11]-Film Analysis – The New World,-Forum Discussion- Salem Witch Trials

-FRQ-DBQ-Unit Exam-Daily writing assignments-Participation

Common VocabularyEncomienda, Mercantilism, Separatists, Anne Hutchinson, John Winthrop- “City Upon a Hill”, King Philip’s War- Metacomet, Quakers, Roger Williams, Mayflower Compact, Middle Passage, Pequot War, Cotton Mather, Stono Rebellion, Bacon’s Rebellion Mercantilists.CR1b: Resources and/or Materials: The course provides opportunities for students to analyze evidence about the past

from diverse sources, such as written documents, maps, images, quantitative data (charts, graphs, tables), and works of art.— Appropriate use of historical evidenceTextbook: American History chapters 1-3, “The New World” (2005), Exploration ppt., The Mayflower Compact, The Declaration by Nathaniel Bacon, “The Causes and Results of King Philip’s War” by Edward Randolph, Colonial Beginnings ppt., “Nightmare in Jamestown” video, John Smith’s Letter to Queen Anne regarding Pocahontas, Article: Roanoke the Lost Colony, Excerpts from the Virginia Slave Laws, Puritans in America ppt., John Winthrop’s “Model of Christian Charity”, Trial and Interrogation of Anne Hutchinson, “Unsolved Mysteries: Salem Witch Trials” videoSample Student Activities:1. Students will analyze Spanish, French, and English empire building by completing an Empire Comparison Chart. During this process they will analyze a population and economic activity map of all three empires. (ID-1) (WXT-1)(PEO-1)(POL-1)(WOR-1)(ENV-2)(CUL-1) [CR1b] [CR11]2. Compare and Contrast the colonies of Roanoke and Jamestown. Explain why Roanoke failed while Jamestown succeeded.3. Document Analysis: Were the Puritans selfish or selfless?4. Forum Discussion: What caused the Salem Witch Crisis?5. [CR7]. Document Analysis: What caused the Salem Witch Crisis? Using the DBQ Project, students will analyze 13 documents, including Salem Court Records, Exodus 22:18, Cotton Mather, Image: examination of a witch, examination of Bridget Bishop, Chart: marital status, Map of Salem 1692.6. [CR6]- Source Interpretation. Did Pocahontas save John Smith? Students will analyze the following documents: John Smith, A True Relation of such occurrences and accidents of note as hath happened in Virginia Since the First Planting of that Colony, 1608.; John Smith, General History of Virginia, New England and the Summer Isles, 1624.; Paul Lewis, The Great Rogue: A Biography of Captain John Smith,1966, (172-173).; and J.A. Leo Lemay, The American Dream of Captain John Smith, 1991, to determine if she did save his life. Students will need to determine which historical interpretation is most convincing.

Unit Title: American Revolution (1754-1800) Themes: ID, WXT, PEO, POL, WOR, CULUnit Description:Political and social causes of the French and Indian War; military engagements and consequences of the French and Indian War; growing tensions between the colonies and Parliament over taxation and representation; diplomatic relations between the colonies, the British Parliament, and the French strategies of both sides in the Revolutionary war, and the course of the battles; origins and structure of the Articles of Confederation; political, social and economic challenges of the Critical Period; circumstances surrounding the Constitutional Convention and the structure of the Constitution; and argument over ratification and the development of the Bill of Rights.Essential Questions Key Content/

ConceptsSkills Instructional

ActivitiesAssessments

1. Was the American Revolution inevitable?2. To what extent could either side have contributed to a peaceful resolution to their differences?4. In what ways was the Articles of Confederation designed to correct the perceived injustices of the colonial era?4. What were the resulting strengths and weaknesses of the document?

- Causes of the American Revolution-Who fired the first shot?-Declaring Independence-American Revolutionary War-Forming the new nation-Constitution

-DOK- all levels-Readings- Primary and Secondary informational texts-Writing-Discussion

-Close Readings-DBQ (Document Based Question)-FRQ (Free Response Questions)-Film Analysis – The Patriot,-Reading of April Morning by Howard Fast

-FRQ-DBQ-Unit Exam-Quizzes-Daily writing assignments-Participation

Common VocabularyProclamation of 1763, Albany Plan of Union, Pontiac’s Rebellion, Stamp Act, Declaratory Act, Committee of Correspondence, Boston massacre, Tea Act, Coercive Acts, Thomas Paine’s Common Sense, Second Continental Congress, Declaration of Independence, Tories and Loyalists, Battles of: Saratoga, Trenton and Yorktown, Pease of Paris, Articles of Confederation, The Constitution, Continentals, Shay’s Rebellion, Northwest Ordinance, Constitutional Convention of 1787, 3/5’s compromise, Virginia plan, New Jersey plan, Connecticut compromise (Great Compromise), bicameral legislation, federalists v. antifederalists, National bank, The Federalist Papers, Whiskey Rebellion, federalism1b: Resources and/or Materials: The course provides opportunities for students to analyze evidence about the past from diverse sources, such as written documents, maps, images, quantitative data (charts, graphs, tables), and works of art.— Appropriate use of historical evidence

Textbook: American History chapters 4-6, “The Patriot” (2000), April Morning, The Pontiac Manuscript, Thomas Paine’s Common Sense, Prologue to War ppt., What caused the American Revolution historiography lesson?, HBO series John Adams episode 1, Thomas Preston account to Boston massacre, 2 images comparing the Boston Massacre, John Dickinson “Speech against independence,” Declaration of Independence ppt., Declaration of Independence, Major Battles of American Revolution map, Gordon Wood “Radicalism of the American Revolution,” Articles of Confederation ppt., The Constitutional Convention ppt., Federalist #10, John Winthrop “The antifederalist argument,” The Constitution.Sample Student Activities:

1. Students use PHIA to analyze one or more of the sources below during an in-class writing assignment. [CR1b] [CR7] Benjamin Franklin, “Join, or Die” Cartoon, Map of Proclamation of 1763, Excerpts from Thomas Paine’s, Common Sense, Excerpt from the Declaration of Independence, Excerpts from the Articles of Confederation, Federalist No. 10, Anti-Federalist No. 5, Abigail Adams’s letters to John Adams, Diagram of Hamilton’s Financial Plan.2. Historiography: Interpreting viewpoints. What caused the American Revolution. (Historian A: 1950, Historian B: 1967, Historian C: 1940)3. Causation (students will construct a cause / effect chart tracing the causes and effects of the American Revolution). [CR8]4. Source interpretation. Who fired the first shot? Students will analyze 9 primary source accounts from the battles of Lexington and Concord to determine (if possible) who fired the first shot? [CR6]5. Gordon Wood. How radical was the American Revolution? Do you agree or disagree with Wood?5. Simulation. Using the Articles of Confederation to pass laws. Focus: Why do the Articles of Confederation fail?6. Compare and Contrast (students will construct a Venn diagram identifying similarities and differences between the Federalist and Antifederalist). [CR11]

Unit Title: The Early Nation (1789-1848) Themes: ID, WXT, PEO, POL, WOR, ENVUnit DescriptionBirth of a new nation and struggle for identity; growing pains of the New Republic; Jeffersonian Republicanism, including policies regarding the Bank, Louisiana, Aaron Burr, and foreign relations; and elections from 1789 to 1812. Growing pains of the New Republic; foreign relations between the United States and France and Britain; causes and course of the War of 1812; political, social, and economic aftermath of the War of 1812, including the death of the Federalist Party, the emergence of the Second Bank of the United States, and the conflict over internal improvements; the contested election of 1824 and the end of the Era of Good Feeling; tariffs and the specter of nullification; major decisions of the Marshall Court; the Monroe Doctrine and the growth of the United States in regional politics; and the rise of immigration and nativism. Circumstances surrounding the elections of 1824 and 1828; rise of the Jacksonian Democratic party, including its beliefs, policies, and important members; and the Four Main Crises of the Age of Jackson: the expanding view of democracy (spoils system, rotation in office), the Native American question (court cases and Indian removal), the nullification crisis, and economic issues of the period (Second Bank of the United States and the Panic of 1837). Trends in westward expansion, specifically independence in Texas and statehood issues involving slavery; life on the trail; Oregon and California; border crisis involving Mexico and the Mexican War; and negotiation of the Treaty of Guadalupe-Hidalgo and shifting power structure in North America.

Essential Questions

Key Content/Concepts

Skills Instructional Activities

Assessments

1. In what ways did the United States government work to achieve stability, both domestically and internationally during the 1790s?2. To what extent were the Jacksonian Democrats truly the guardians of the Constitution, political democracy, individual liberty, and equality of economic opportunity?3. In what ways did the conflicts over nullification and the bank point to the larger sectional, economic, and political tensions in the Jacksonian age?4. What were the issues in the debate over the admission of Texas to the Union?5. How did the gold

-Early Political Parties-Jeffersonian Democracy-Lewis and Clark-War of 1812-Monroe Doctrine and Diplomacy-Jacksonian Democracy-Indian Removal-Mexican American War

-DOK- all levels-Readings- Primary and Secondary informational texts-Writing-Discussion

-Close Readings-DBQ (Document Based Question)-FRQ (Free Response Questions)-Film Analysis- Amistad

-FRQ-DBQ--Unit Exam-Daily writing assignments-Participation

rush and the establishment of the Oregon Trail contribute to manifest destiny and the growing sectional crisis?

Common VocabularyBurr Conspiracy, Hartford Convention, Impressment, John Marshall (Marshall Plan), Marbury v. Madison, Second Great Awakening, The Embargo Act, Tecumseh, Adams Onis Treaty, Lowell System, Henry Clay (Economic System), Missouri Compromise, Monroe Doctrine, Seminole War, Tallmadge Amendments, Bank War, Indian Territories, Nicholas Biddle, Nullification, Panic of 1837, Spoils System, Trail of Tears, Whigs, Webster-Hayne Debates

Resources and/or Materials: The course provides opportunities for students to analyze evidence about the past from diverse sources, such as written documents, maps, images, quantitative data (charts, graphs, tables), and works of art.— Appropriate use of historical evidence

Textbook: American History chapters 7-9, Development of political parties, Alexander Hamilton’s Economic Proposal, T. Jefferson’s “First Inaugural Address,” Jeffersonian Era ppt., Lewis and Clark video, T. Jefferson’s “Views concerning Native Americans,” Jefferson on “Freedom of Religion,” Jefferson v. Hamilton, Tecumseh and William Henry Harrison, War of 1812 video and primary sources, “The Star-Spangled Banner” Activity, Resolutions of the Hartford Convention, The Monroe Doctrine, Jacksonian Democracy ppt., “The Change Agent” article, Andrew Jackson’s Indian Removal, John Ross “The Trail of Tears,” America Story of Us: Westward,Sample Student Activities:1. Students will map how different social groups were affected by the Louisiana Purchase before 1860 by using region, race, and class as their tools of analysis. (PEO-3)(WOR-5)(ENV-3)(ENV-4) [CR4] [CR8]2. Students will be divided into groups to do presentations on Temperance, Abolition, Women’s Suffrage, and Workers’ Rights. Each presentation will include a poster created in the style of the era and an analysis of primary sources related to the topic. (POL-3)(CUL-5)3. Using primary sources, determine if Francis Scott Key accurately portrayed the events at Fort McHenry during the War of 1812.4. Does the Monroe Doctrine still affect foreign policy today?5. Document Analysis: How democratic was Andrew Jackson?6. After looking at the textbook, Reginald Horseman’s Race and Manifest Destiny, and speeches/proclamations of leaders (Herrera, Polk, Sloat) at the time, students have a classroom debate on the question, "Was the Mexican War a justified act of self defense or an unjustified act of imperialism, and are there comparisons to the present wars in Iraq and Afghanistan?” [CR13b]

Unit Title: Sectionalism, Civil War and Reconstruction (1820-1877)

Themes: WXT, POL, CUL, ID, WOR, ENV

Unit Outline:Trends in immigration, urbanization, industrialization; social and cultural reactions to the industrial age, including the Second Great Awakening, utopian movements, and reformers; reform movements involving treatment of the poor, the blind, the deaf, the insane, and criminals; the temperance movement; reform movements involving civil rights, including the status of slaves and women; and artistic and philosophical movements of the age, including the Hudson River School, romantic authors, and transcendentalists. Outbreak of the military conflict between north and south, and the course of the war; political, diplomatic, social, and economic consequences of the war, north and south; religion and the abolitionist cause; the Emancipation Proclamation and its effects on the war effort and the slave population; and generals and leadership during the crisis, north and south. Competing models for Reconstruction: Presidential, Congressional, and White Southern; the assassination of President Lincoln and its implications for Reconstruction and the policies of Andrew Johnson; military occupation of the south; the emergence of black republican governments; impeachment of Andrew Johnson; Radicalization of Reconstruction; 13th, 14th and 15th Amendments, white resistance, the KKK and the spiral of violence; and readmitting southern states, the Grant scandals, the restoration of conservative white governments, and the gradual denial of black rights in the South.

Essential Questions

Content/Concepts Skills Instructional Activities

Assessments

1. What were the larger social goals of the reformers, and to what extent were they successful in achieving these?2. At what point did secession become inevitable?3. In what ways and to what extent did the nature of warfare change as a result of the Civil War?4. To what extent was Congressional Reconstruction a success?

-Industrial Revolution-Antebellum South-Peculiar Institution of Slavery-Sectionalism-Causes of war-The War-Reconstruction

-DOK- all levels-Readings- Primary and Secondary informational texts-Writing-Discussion-Presentation

-Close Readings-DBQ (Document Based Question)-FRQ (Free Response Questions)-Film Analysis – The Conspirator-Reading of Uncle Tom’s Cabin by Harriet Beecher Stowe-Interactive Poster- Civil War

-FRQ-DBQ--Unit Exam-Daily writing assignments-Participation-Presentation

Common Vocabulary“Cult of Domesticity,” Canal System, Factory System, Lowell System, Know-Nothings, Denmark Vesey, Gabriel Prosser, Nat Turner, “Sambo,” Slave Codes, Amistad, Harriet Beecher Stowe, Horace Mann, Ralph Waldo Emerson, Seneca Falls, Transcendentalism, William Lloyd Garrison, Abraham Lincoln, Compromise of 1820 and 1850, Dred Scott, Free-Soil Party, Harpers Ferry, John Brown, Polk, Kansas-Nebraska Act, Popular Sovereignty, The Alamo, Emancipation Proclamation, Gettysburg, Greenbacks, Jefferson Davis, March to the Sea, Robert E. Lee, Ulysses S. Grant, Andrew Johnson, Black Codes, Booker T. Washington, Carpetbaggers

and Scalawags, Compromise of 1877, 13-15 Amendments, Freedmen’s Bureau, KKK, Radical Republicans, Sharcropping, Wade-Davis Bill

Resources/Materials: The course provides opportunities for students to analyze evidence about the past from diverse sources, such as written documents, maps, images, quantitative data (charts, graphs, tables), and works of art.— Appropriate use of historical evidence

Textbook: American History chapters 10-15, “Amistad,” “The Conspirator,” Biography of America: Industrial Revolution, Harriet Hanson Robinson “The Lowell Textile Workers,” “The Cult of Domesticity,” America Story of Us: Division, Denmark Vesey activity, The Peculiar Institution of Slaver ppt., George Fitzhugh “The Sociology of the South,” Significant Antebellum Events ppt., What Caused the Civil War ppt., Ken Burns’ The Civil War episode #1, Hinton Helper “The Impending Crisis,” Civil War map activity, Civil War student teaching project, Modern Marvels: Civil War Technology, The Emancipation Proclamation, Abraham Lincoln’s 2nd Inaugural Address, Biography of America: Civil War, Biography of America: Reconstruction, Reconstruction ppt., Amendment Analysis project, Henry Grady “The New South,”Sample Student Activities:1. What is the truth? Source interpretation- Denmark Vesey2. Students will analyze a map of the Election of 1860 and develop a thesis statement summarizing the significance of the election results. (ID-5)(PEO-5)(POL-3)(POL-5)(POL-6) [CR1b]3. Lincoln and the Republicans- What caused the war? Source Analysis.4. Historiography- interpreting viewpoints. What caused the Civil War? From 1865-today.5. The students will present the South’s main arguments to justify secession. CR4 (ID-5)(PEO-5)(POL-3)(POL-5)(POL- 6)(ENV-3)6. Bloom’s taxonomy interactive poster project.7. Students analyze the factors that led to Abraham Lincoln’s issuance of the Emancipation Proclamation and its resulting impacts on the Union’s war effort. [CR8]8. Helping to move on? An analysis of Reconstruction amendments.

Unit Title: Gilded Age and Progressives (1865-1920)

Themes: WXT, PEO, POL, WOR, ENV, CUL

Unit OutlineSocial and economic effects of post-bellum industrialization in the North and the South; impact of an unregulated economy on the development of heavy industry and the emergence of business tycoons; case studies on Rockefeller, Carnegie, Morgan, and Vanderbilt; westward expansion as seen in the context of the railroad industry and emerging economic interests; conflicts between Native Americans and settlers, ranchers, miners; and military conflicts with Native Americans. Industrialization, urbanization, and cultural transformations; cultural effects of deregulation, industrialization, and westward expansion; urbanization and the competing ideals of city and rural life in America; immigration, minority rights, and a rigid class system; corruption and machine politics in state and local governments; the rise of agrarian discontent and the Populist response; and competing arguments about the proper role of government in this era, leading to an introduction of Progressive ideals. Progressivism defined, goals of Progressivism, and types of Progressives; muckrakers, social reform, and the use of the media to achieve social, economic, and political goals; radical movements, the IWW and Socialist Party, the changing role in government (including state and local); role of Presidents Roosevelt, Taft, and Wilson in promoting Progressive agendas at the federal level; and successes and failures of the Progressive Era. Industrialization, urbanization, and cultural transformation; domestic and global challenges and the creation of mass culture; early expansionism, from Young America to the Chilean and Venezuelan conflicts; Mahan, Coaling Stations, the building of the United States navy, and initial imperialistic efforts, including Hawaii; American involvement and influence in the Spanish-American War, the Filipino Insurrection, and the Panamanian Crisis; Mexico, American involvement, the Tampico Incident, and Pancho Villa; and non-intervention in European affairs at the outbreak of the first World War.

Essential Questions

Content/Concepts Skills Instructional Activities

Assessments

1To what extent is “The Gilded Age” an apt description of the time period?2. To what extent did state/federal governments attempt to regulate big business during the last quarter of the nineteenth century?3. What were the root causes of the progressive movement?4. Is it accurate to describe Roosevelt, Taft, and Wilson as progressives? Who was the most progressive and why? The least?5. What were the chief arguments of the imperialists and

-Gilded Age-Populism-American Imperialism-Progressives-Foreign Policy

-DOK- all levels-Readings- Primary and Secondary informational texts-Writing-Discussion-iMovie

-Close Readings-DBQ (Document Based Question)-FRQ (Free Response Questions)Students write a FRQ on the role the acquisition of natural resources has played in U.S. foreign policy decisions sincethe late 19th century. Were resources the driving force in this expansion? (ENV-5) [CR4] [CR5]-Film Analysis – The Wizard of Oz,The Men Who Built America-Student Project- iMovies on

-FRQ-DBQ--Unit Exam-Daily writing assignments-Participation-iMovie

anti-imperialists; what was the particular significance of the Roosevelt corollary?

Inventors-The Jungle

Common VocabularyDawes Act, Frederick Jackson Turner, Homestead Act, Wounded Knee, Little Bighorn, American Federation of Labor, Andrew Carnegie, Edward Bellamy, Eugene Debs, Gospel of Wealth, Haymarket, Henry Ford, Horatio Alger, Horizontal Integration, John D. Rockefeller, J.P. Morgan, Knights of Labor, National Labor Union, Pullman Strike, Social Darwinism, Vertical Integration, Wright Brothers, WTCU, Ashcan School, “City Beautiful,” Darwinism, D.W. Griffith, Jacob Riis, Tammany Hall, Upton Sinclair, William Tweed, Yellow Journalism, Boxer Rebellion, Farmer’s Alliance, Foraker Act, “Free Silver,” Interstate Commerce Act, Jacob Coxey, Mary Lease, “Open Door” Policy, Platt Amendment, Populism, Sherman Anti-trust Act, The Grange, William McKinleyResources/Materials: The course provides opportunities for students to analyze evidence about the past from diverse sources, such as written documents, maps, images, quantitative data (charts, graphs, tables), and works of art.— Appropriate use of historical evidence

Textbook: American History chapters 16-19, American Industrialization ppt., Henry George “Progress and Poverty,” Edward Bellamy “Looking Backward,” Andrew Carnegie “The Gospel of Wealth,” Case Study: John D. Rockefeller, The Men Who Build America, Gilded Age Politics ppt., Populism, William Jennings Bryan “Cross of Gold,” The Wizard of Oz, The Jungle by Upton Sinclair, “The Seeds of Progress” documentary, Progressive Era ppt., Jane Addams “On the Fight Against Poverty,” Jacob Riis “How the Other Half Lives,” American Imperialism ppt., Should the United States Annex the Philippines?, “The New Manifest Destiny,” DBQ (2012), FRQ (2007)Sample Student Activities:1. Document Comparison and Analysis – Purpose, Historical Context, Intended Audience, Author’s Point of View (PHIA) Students use PHIA to analyze one or more of the sources below during an in-class writing assignment [CR1b] [CR7] “The Bosses of the Senate” cartoon, Images from Jacob Riis’ How the Other Half Lives, Petition to the Ohio state legislature against women suffrage, Andrew Carnegie, “Wealth”, Excerpts from Twenty Years at Hull House, Excerpts from The Jungle.2. Causation (students will construct a cause / effect chart tracing the causes and effects of the Growth of Big Business). [CR8]3. Progressive Social Reformers’ Attitudes toward Immigrants Lesson – Reading excerpts from Jane Addams (2), Louise de Koven Bowen, and Hilda Satt Polacheck, students will decide if the progressive social reformers were generous and helpful or condescending and judgmental towards immigrants. Students will list three main points and give evidence of their support for each side. [CR13a]4. Compare and Contrast (students will construct a Venn diagram identifying similarities and differences between the New and Old South). [CR11]5. Students will analyze Theodore Roosevelt by completing a presidential profile chart (Roosevelt’s role in theSpanish American War and the development of National Parks will be emphasized). (POL-6)(ENV-5) [CR4]6. Students use material from census data about immigration to make presentations on different ethnic and national groups and the creation of the Immigration Act 1924. (PEO-7) [CR4]7. Gallery Presentations: Major Strikes: Pullman, Homestead ect…8. Progressive Reform Poster Project9. Document Analysis: Should the US have annexed the Philippines?

Unit Title: Modern Era Emerges (1898-1940) Themes: WXT, PEO, POL, WOR, CULUnit OutlineDomestic and global challenges and the creation of mass culture; initial opposition to American involvement in the First World War; the Lusitania, the Sussex Pledge, the Zimmerman Telegram, and unrestricted submarine warfare; the course of the war, before and after American involvement; Civil Rights for Americans during and after the war; the Treaty of Versailles and the Senate fight over ratification and the League of Nations; Warren G. Harding, Normalcy, and the end of the Progressive Era; and social, political, economic, and cultural trends during the 1920s. Economic trends in the wake of the First World War, and the collapse of the world economy; the Stock Market Crash, crop failures, and the collapse of the banking industry by 1932; the Bonus Army, Hoovervilles, and the social crisis surrounding the election of 1932; FDR, Hundred Days, the First and Second New Deals, and the recasting of the role of government; court challenges to the New Deal programs, and other dissenting voices, including economic and religious critics; the overall effects of the New Deal programs on the economy, politics, and the popular understanding of the role of government in American society.

Essential Questions

Content/Concepts Skills Instructional Activities

Assessments

1. How did regional relations evolve during this period? What were the events and policies that culminated in the decision to go to war in 1917?2. In what ways were the League fight and the Red Scare emblematic of the shift in America’s worldview in the years following the Great War?3. What is the purpose of government?4. To what extent did the writers and artists of the Twenties reflect and challenge traditional American values?5. What were the underlying causes of the Great Depression and the initial attempts by the Hoover administration to mitigate its effects? To what extent did

-WWI-Roaring 20s-The Great Depression-Women’s Rights-The Red Scare

-DOK- all levels-Readings- Primary and Secondary informational texts-Writing-Discussion-Presentation

-Close Readings-[CR7] DBQ (Document Based Question)Analyze major changes and continuities in the social and economic experiences of African Americans who migrated from the rural South to urban areas in the North in the period 1910-1930.-FRQ (Free Response Questions)Students will write an essay on the following FRQ: To what extent were the policies of the New Deal a distinct turning point in U.S. history, and to what extent were they merely an extension of Progressive Era policy goals? Confine your answer to programs/ policies that addressed the specific needs of

-FRQ-DBQ--Unit Exam-Daily writing assignments-Participation

the reforms of the New Deal truly transform the role of government, and to what extent did they merely build upon an earlier foundation?

American workers. [CR10]-Film Analysis – Cinderella Man, Lost Battalion, Boom, Bust- In Dubious Battle by John Steinbeck

Common VocabularyDollar Diplomacy, Pershing, Great Migration, League of Nations, Lusitania. Vanzetti Trial, Palmer Raids, Red Scare, Roosevelt Corollary, Lodge, 14 Points, Treaty of Versailles, Alliances, Zimmerman Telegram, Harlem Renaissance, Hoover, KKK, Hughes, Lost Generation, National Origins Act of 1924, Scopes Trial, Teapot Dome, Black Tuesday, Bonus Army, Hoovervilles, Okies, Scottsboro case, New Deal

Resources and/or Materials: The course provides opportunities for students to analyze evidence about the past from diverse sources, such as written documents, maps, images, quantitative data (charts, graphs, tables), and works of art.— Appropriate use of historical evidence

Textbook Chapters 21-24, Video- 1910s, Map WWI, WWI PPT., Lost Battalion, The Zimmerman telegram, The Sussex Ultimatum, All Quiet on the Western Front, Should the U.S. join the League of Nations, Henry Cabot Lodge- Opposes the League of Nations, Wilson’s 14 Points, America Story of Us: Boom and Bust, Roaring 20s ppt., William Allen White: The Red Scare Un-American, Sacco and Vanzetti Reading, Great Depression ppt., Whatdunnit simulation, FDR: 1st inaugural address, Obama looks to history for economic message, Huey Long: Share our WealthSample Student Activities:1. Document analysis: What caused WWI?2. Students will write an essay comparing Wilson’s Neutrality document to George Washington’s, and discuss the changes, if any, in the context in which U.S. foreign policy was made. [CR13b]3. Students will participate in a class debate over the question: “Should civil liberties be preserved during wartime”? (students will draw on both primary and secondary articles, as well as info from the textbook, to articulate their position with regard to the prompt). [CR3]4. Document Analysis: Should the U.S. join the League of Nations?5. Source Interpretation: Are Sacco and Vanzetti innocent or Guilty?Students will analyze the following map: Immigration to the United States 1901-20 (PEO-6)6. Periodization (students will construct a periodization chart in which they identify a beginning and ending date / event for the New Deal Era; next they will identify specific details which reinforce / contradict commonly held beliefs of the period). [CR10]7. Digital History: The Great Depression Statistics in maps—maps include data from 1920, 1930, and 1940 that focus on wealth and income broken down by race and gender. What do the numbers say? Not say? In small groups, students will draw conclusions and share results with the large group. [CR1b]8. Simulation. Whatdunnit? The Great Depression.9. Students will participate in a small group seminar over the New Deal and its critics (critical thinking questions based on the reading will be discussed, students identify the main points and thesis of the authors, they will offer critiques of the arguments and offer their own interpretation and analysis of the readings as well as others within their group, with connections to the present). [CR3]

Unit Title: WWII- Cold War (1945-1990) Themes: ID, PEO, POL, WOR, CULUnit OutlineAmerican isolationism in the 1930s, the Neutrality Acts, and the slow drift toward intervention by 1941; Pearl Harbor, involvement in the War, mobilization, and its effects on American economy, society, and politics; civil liberties during the war, especially the status of Japanese Americans; the course of the war in the Pacific and in Europe, including the dropping of the atomic bomb and the end of the war; and diplomacy during the war, from the Atlantic Charter to the Potsdam Conference. The emergence of two opposing superpowers; containment, the Marshall Plan, NSC-68, and the growing military and economic burden of the Cold War; initial conflicts in Greece and Turkey produce the Truman Doctrine as a cornerstone of U.S. foreign policy; division of Korea, the invasion of the south in 1950 and the course of the Korean Conflict; the role of the United States in Cold War conflicts in Egypt, Hungary, French Indochina, and Cuba; and Kennedy and the Cold War: Bay of Pigs, Berlin, and the Space Race. Dien Bien Phu, Ho Chi Minh, the assassination of Diem, and the growth of American involvement in French Indochina; the Gulf of Tonkin incident and the expansion of American involvement in the war; the course of the war from 1964 to 1975, including bombing campaigns of the North, the Tet Offensive, the incursion into Cambodia, the Paris Peace Accords, and the Fall of Saigon; and American support for and opposition to the war in Vietnam, and its effects on the political, economic, and social situation in the United States during this time.

Essential Questions

Content/Concepts Skills Instructional Activities

Assessments

1. How does war impact society?2. What is the purpose of government?3. How and why do beliefs change?

-WWII-European Theater-Pacific Theater-Cold War-Korean War-Vietnam

-DOK- all levels-Readings- Primary and Secondary informational texts-Writing-Discussion-Presentation

-Close Readings-DBQ (Document Based Question) “What were the causes which prompted the Cold War fears of the American people to the aftermath of the Second World War? How successfully did the administration of Eisenhower address these fears? Confine your answer to the period 1948 – 1961.” Students will do a HIPP analysis (historical context, intended audience, point of view, and purpose) over the following documents in the document packet. Students will be required to develop an argument with a thesis statement, supported by

-FRQ-DBQ--Unit Exam-Daily writing assignments-ParticipationLINKED:• School-Wide Rubric

relevant historical evidence [CR5], with a connection of the prompt to the broader context [CR12], and utilizing synthesis by connecting the prompt to another context. [CR13b]-FRQ (Free Response Questions)-Film Analysis – The Pacific, Band of Brothers, We Were Soldiers

Common VocabularyD-day, Enola Gay, Guadalcanal, Hiroshima, Nagasaki, Holocaust, Korematsu, Luftwaffe, Manhattan project, Midway, Okinawa, Relocation Centers, Rosie the Riveter, Zoot Suits, Alger Hiss, Containment, MacArthur, Fair Deal, HUAC, McCarthy, Rosenbergs, Marshall Plan, NATO, UN, Warsaw Pact, Castro, Cuban Missile Crisis, Sputnik, Bay of Pigs, Black Power, Great Society, Medicaid, Medicare, New Frontier, Nixon, Kennedy, Tet Offensive, Viet CongResources and/or Materials: The course provides opportunities for students to analyze evidence about the past from diverse sources, such as written documents, maps, images, quantitative data (charts, graphs, tables), and works of art.— Appropriate use of historical evidenceTextbook Chapters 26-29, Types of governments notes, WWII timeline activity, Film-1940s, Intro to WWII and U.S. involvement ppt., America Bio of Us: WWII, The U.S. and the Holocaust, Hiroshima and Nagasaki ppt., Should the U.S. drop the bomb?, Atomic Café, Cold War notes, Modern Battlefields: Korea, Cuban Missile Crisis, Should the U.S. have fought in Vietnam?, Vietnam ppt., Harry S. Truman: The Truman Doctrine; John F. Kennedy’s inaugural address (1961); graph: U.S. Military Forces in Vietnam and Casualties (1961-81), Gulf of Tonkin Resolutions, Vietnam War protest songs, Franklin D. Roosevelt, “Day of Infamy Speech”, Excerpts from Korematsu v. United States, President Truman’s “Decision to Drop the Atomic Bomb” documents

Sample Student Activities:1. Japanese Internment Lesson – Students will develop arguments on the topic, “Why were Japanese Americans interned during World War II?” Students will analyze the following: 1) a U.S. Government clip on Japanese interment (http://www.archive.org/details/Japanese1943); 2) the Munson Report and Harry Paxton Howard, “Americans in Concentration Camps,” from The Crisis; and 3) The Korematsu v. United States ruling and “Personal Justice Denied: The Report of the Commission on Wartime Relocation and Internment of Civilians.” For each document, students will complete the following: 1) reasons for internment suggested by this document and 2) evidence from this document to support these reasons. For each round develop a hypothesis on “Why were Japanese Americans interned during World War II?” [CR13a]2. Document Analysis: Was Truman justified in dropping the Atomic Bombs?3. Periodization (students will construct a periodization chart in which they identify a beginning and ending date / event for the Cold War; next they will identify specific details which reinforce / contradict commonly held beliefs of the period). [CR10]4. Students will examine John Lewis Gaddis’ interpretation of the origins of the Cold War by reading “The

Return of Fear” a selection from The Cold War, A New History. They will answer the question, “Did the Cold War begin after the Russian revolution or WWII?” Justify your answer. (POL-6)(WOR-7)(CUL-5) [CR10]5. Students will participate in a small group seminar over Containment during the Cold War (critical thinking questions based on the reading will be discussed, students identify the main points and thesis of the authors, they will offer critiques of the arguments and offer their own interpretation and analysis of the readings as well as others within their group, with connections to the present). [CR3]6. Document Analysis: Should the U.S. have fought the Vietnam War?

Unit Title:1950s-present. Social and cultural + Modern Events (1950-today)

Themes: ID, WXT, PEO, POL, WOR, ENV, CUL

Unit OutlineTrends in popular media and culture during the 1950s and 1960s; the Red Scare and its impact on cultural conformity, and the backlash against that conformity during the 1960s; the modern civil rights movement, including Brown v. Board, the Montgomery Bus Boycott, Sit- Ins, the Civil Rights Act and Voting Rights Act, Dr.Martin Luther King, Malcolm X, Huey Newton, the Black Panthers; civil rights movements by other groups, including women, Native Americans, and gays; post-war religious trends; youth and farm workers; and baby-boomers and the emergence of anti-institutionalism. Increasing prosperity and global responsibilities after WWII; globalization and redefining national identity; creation of the Environmental Protection Agency; Watergate, the resignation of President Nixon, and the emerging distrust of government; expanding role of the popular media; modern religion and political activism; Reaganism: deregulation, increase in military spending, and the Iran-contra scandal; liberalism on the wane: the Republican Revolution of 1994, the Impeachment of President Clinton; Rodney King and Anita Hill; Welfare Reform Act of 1996; the election of 2000, terrorism and the wars in Afghanistan and Iraq, and emerging questions about civil liberties and the role of the federal government during a time of war; trends in immigration; and the election of 2008.

Essential Questions

Content/Concepts Skills Instructional Activities

Assessments

1. To what extent was it a continuation of past movements?2. What were the high and low points of the Civil Rights Movement, from 1954 to 1968, and to what extent were the civil rights of African Americans extended?3. To what extent were the Reagan/Bush presidencies successful in rolling back reforms of the New Deal and Great Society and in reshaping the role of government?4. To what extent was America transformed by societal changes—from television to race relations to AIDS and crack cocaine?

- Beats- 1960s- Civil Rights- 1970s- 1980s- 1990s- Islamic

Fundamentalism/Terrorism

-DOK- all levels-Readings- Primary and Secondary informational texts-Writing-Discussion-Presentation

-Close Readings-DBQ (Document Based Question)-FRQ (Free Response Questions)Students will write an essay comparing the Civil Rights movements of the 1950s and 60s with the Civil Rightsmovements of the Progressive Era, focusing on the southern, northern, and western regions of the U.S. (ID-8)[CR11]- Reading :A Raison in the Sun-Film Analysis: Hurt Locker

-FRQ-DBQ--Unit Exam-Daily writing assignments-Participation

5. How did the role of the President change in the years from the Watergate scandal through the terrorist attacks of September 11th?Common VocabularyAIM, Betty Friedan, Counterculture, Ford, Kissinger, NOW, New Left, OPEC, Roe vs. Wade, Agnew, Stagflation, SDS, Vietnamization, Watergate, Wounded Knee, Khomeini, Clinton, Bush, Ford, Glasnost, Iran-Contra, Carter, Gorbachev, Moral Majority, New-conservatism, Perestroika, Reaganomics, Reagan, Perot, Hussein, Sunbelt, SDI, Tiananmen Square, AIDS, Gore, Al Qaeda, Greenspan, Obama, W. Bush, McCain, Lewinsky, NAFTA, Bin Laden, TalibanResources and/or Materials: The course provides opportunities for students to analyze evidence about the past from diverse sources, such as written documents, maps, images, quantitative data (charts, graphs, tables), and works of art.— Appropriate use of historical evidence

Textbook Chapters 30-33, Banner Chapters-, McCarthy witch-hunts, The Good House-Wife, 1950s Quiz, Film: Breaking boundaries testing limits, 1960s ppt., Film: Kennedy assassination-beyond the conspiracy, Civil Rights ppt., 1960s ppt., What was Watergate?, Nixon Report Card, Film 1980s, 1980s ppt., Reagan 1st inaugural address, film 1990s, Islamic Fundamentalism, Persian Gulf War, 9/11- 102 minutes, Review materials, Excerpts from The Feminine Mystique, Martin Luther King Jr., “Letter from a Birmingham Jail”,

Sample Student Activities:1. Coffee House Lesson – After reading and discussing beatnik poetry (Allen Ginsberg, Lawrence Ferlinghetti, Gregory Corso, and Gary Snyder), students will write their own beatnik poems on an issue of the 1950s.2. Source Interpretation: Kennedy Conspiracy3. Students will participate in a small group seminar over the Civil Rights movement (critical thinking questions based on the reading will be discussed, students identify the main points and thesis of the authors, they will offer critiques of the arguments and offer their own interpretation and analysis of the readings as well as others within their group, with connections to the present). [CR3]4. Students will participate in a class debate over the question: “Were the 60’s a time of radicalism”? (students will draw on both primary and secondary articles, as well as info from the textbook, to articulate their position with regard to the prompt). [CR3]5. Document Analysis: Nixon’s domestic and international challenges.6. Students use PHIA to analyze one or more of the sources below during an in-class writing assignment. [CR1b] [CR7] • Jimmy Carter, “Crisis of Confidence” • 1980s car advertisements • Ronald Reagan, “Remarks on the Air Traffic Controllers’ Strike” • Bill Clinton’s First Inaugural Address • George W. Bush, Republican nomination acceptance speech • Ronald Reagan, “Evil Empire” • Ronald Reagan, “Support for the Contras” • George W. Bush, “Presidential Address, September 20, 2001” • Creation of Homeland Security Department documents • Bill Clinton, “Address on Health Care Reform” • Barack Obama, “Address to Congress on Health Care”7. Students will analyze the international and domestic effects of the Iranian Hostage Crisis by creating and completing an effects graphic organizer. CR4 (POL-6)(WOR-8)8. Students use a graphic organizer to compare and contrast the causes and goals of each act as described in excerpts from the 1924, 1965, and 1990 Immigration Acts. They ask what was the same and what was different in each historical period about the debate over immigration. (PEO-7) [CR4] [CR9]9. Document Analysis: Were there great gains made in the struggle for social and political equality?10. Students will complete a compare and contrast chart of 1980s conservative and New Deal philosophies on

the role of government. (WXT-8)11. Politics and Partisanship Lesson – Students will evaluate Presidents Clinton, Bush, and Obama with a T-Chart citing positive and negative aspects of their presidencies and assign each president a grade with a brief explanation of their criteria. Next, for each president, students will pick one event listed and compare it to an event from the 20th century. Then they will compare each president with another president prior to 1992. Finally, they will chart how the three presidents view the following topics: civil rights, immigration, technology, the economy, and the environment. [CR9]12. Compare and Contrast (students will construct a Venn diagram identifying similarities and differences between the 60’s, 70’s, and 80’s). [CR11]13. Source criticism: 9/11- Was the U.S. justified in going to war in Iraq?