APUSH Syllabus

SYLLABUS: ADVANCED PLACEMENT U.S. HISTORY

COURSE DESCRIPTION:

This intensive course of study covers United States history from Exploration to modern day America. This course is for students of exceptional ability and high achievement. It will entail a rigorous program of reading, research, and writing. Solid reading and writing skills, along with a willingness to devote considerable time to homework and study, are necessary to succeed. Emphasis is placed on critical and evaluative thinking skills, essay writing, interpretation of original documents, and historiography. It is strongly recommended that the student be in Honors or Advanced Placement English. The AP US History class is divided into two semesters on a 4x4 block schedule. The 1st semester is a Seminar for AP US History and 2^nd semester is the AP US History class. Seminar in AP US History covers from Exploration through 1900 and the 2^nd Semester AP US History covers the 20^th and early 21^st century as well as the major writing portion of the class. Seminar in AP US History is a prerequisite to take AP US History. Each class meets in 90 minute blocks for 90 days.

COURSE TEXTS AND READINGS:

Divine, Robert A., et al. America Past and Present AP Edition. Revised 7^th edition. New York: Pearson/Longman. 2005. ISBN 0-321-24380-3.

Smith, James L., Ideas That Shape a Nation. Revised 2^nd edition. Las Cruces, NM: Suncrest Publications. 2000. ISBN 0-9701589-1-2.

Maderas, Larry and SoRelle, James M. Taking Sides: Clashing Views on Controversial Issues in American History Vol I and II. 6^th edition. Guilford, Conn.: Dushkin Publishing Group, Inc. 1995. ISBN 1-56134-326-9 and 1-56134-327-7.

Maderas, Larry and SoRelle, James M. Taking Sides: Clashing Views on Controversial Issues in American History Vol. I and II. 7^th edition. Guilford, Conn.: Dushkin/McGraw Hill. 1997. ISBN 0-697-37529-3 and 0-697-37533-1.

McClellan, Jim R. Historical Moments: Changing Interpretations of America’s Past, Vol. I and II. Guilford, Conn.: Dushkin Publishing Group, Inc. 1995. ISBN 1-56134-114-2 and 1-56134-115-0.

Grob, N. Gerald and Billias, George Athan. Interpretations of American History: Patterns and Perspectives Vol. I and II. 6^th edition. New York: The Free Press/ McMillan. 1992. ISBN 0-02-912685-1 and 0-02-912686-X

Garrety, John A. ed. Historical Viewpoints Vol. I and II. 6^th edition. New York: HarperCollins Publishers Inc. 1991. ISBN 0-06-042280-7 and 0-06-042281-5.

Ingui, Mary Jane Capozzoli. Barrons Study Keys: EZ 101 Vol. I and II. Hauppauge, NY: Barron’s Educational Series, Inc. 1993. ISBN0-8120-4737-0 and ISBN0-8120-4937-3.

Heffner, Richard D. A Documentary History of the United States. 5^th edition. New York: Mentor/Penguin. 1991. ISBN 0-451-62413-0.

Various articles and handouts.

CLASSROOM POLICIES, PENALTIES FOR MISBEHAVIOR, GRADES, AND ATTENDANCE:

These items were addressed in the class policies and contract that was sent home the first day of class to be read and signed by the parent and the student. Extra copies are available from the teacher upon request.

UNIT ASSIGNMENT SHEET:

Each APUSH student will receive a sheet outlining the dates of reading assignments and test dates at the beginning of each unit. Extra copies are available upon request.

COURSE OBJECTIVES:

1. To learn to read critically and improve reading comprehension.

2. To learn to write persuasive essays logically and use historical facts and data to support arguments or positions.

3. To learn to read, evaluate, interpret and apply data from original documents, including cartoons, graphs, letters, etc.

4. To learn and develop strategies to effectively; deal with the objective portion of the Advanced Placement Exam.

5. To compile a vocabulary list that will help facilitate passing the Advanced Placement Exam.

6. To master a broad body of historical knowledge.

7. To demonstrate an understanding of historical chronology

8. To differentiate between histiographical schools of thought.

9. To effectively use analytical skills of evaluation, cause and effect, compare and contrast.

10. To learn to work effectively in cooperative settings to produce products and solve problems.

COURSE REQUIREMENTS –

Students will:

1. Master 70% of the objectives.

2. Complete summer assignments for class preparation.

3. Participate in class – class discussions and group work.

4. Read and report on one book each quarter.

5. Complete all teacher assigned writing projects.

6. Complete one major teacher assigned project each quarter.

7. Read and report on several outside articles assigned by the teacher.

8. Take the A.P. exam at the year’s end.

9. Take and pass the state E.O.C. test.

INTERNET RESOURCES:

http://apcentral.collegeboard.com/

http://www.loc.gov/

http://historymatters.gmu.edu/

http://www.digitalhistory.uh.edu/

http://www.pbs.org

http://www.cnn.com/SPECIALS/

http://www.ourdocuments.gov

http://www.PHSchool.com/advanced

http://ed.sc.gov/agency/offices/cso/standards/ss/

http://www.scdiscus.org/

Cold War Hot Links www.stmartin.edu/~dprice/cold.war.html

Civil Rights: A Status Report www.ghgcorp.com/hollaway/civil.htm

American Immigration www.immigration-usa.com/resource.html

The Vietnam War www.historyplace.com/unitedstates/vietnam

Bill Clinton www.interlink-cafe.com/uspresidents/42nd.htm

Instructional Philosophy:

The course will extend the eleventh grade student’s understanding of their nation, political and economic system, and the world around them through an exploration of events, places, and people throughout time. They will become informed citizens of the world, able to critically judge the past, present and future of our country. They will demonstrate an understanding of the major developments in the United States from the earliest human settlements through the modern era. Students will be introduced to the art of note taking, writing, research, oral presentation, and interpretation of original documents as well as improving their test taking skills. Student assessment will be based on a variety of assessments including group work, oral and written research projects, completion of individual homework and daily class work, and formal assessment of student’s knowledge of important historical concepts.

High school standards for United States History and Constitution are organized under ten thematic strands. The objectives and suggested classroom activities will be followed. We will stress literacy, mathematics, and technology. For further information on the South Carolina/ National Social Studies Standards, please refer to web page: http://www.state.sc.us/sde/standards.

Organization:

Unit assignment sheets will be provided every two to three weeks. Daily reading assignments and discussion questions for outlining will be included. Reading quiz and unit test dates will be noted. Students are responsible for keeping up with reading assignments and being aware of, and ready for, quizzes and tests. Class will be a combination of lecture, group work, discussion, simulations, debates, student questions, student portfolios and student presentations. Periodically, student essays, reports, or presentations will be required. All essays will be scored according to the 9-point rubric included in the syllabus.

Each unit will be organized around an essential question (EQ) related to the content. Approximately once each nine-week period, students will produce a product or performance, individually or in groups, based on those essential questions. These projects will be fully explained on the unit reading schedules.

Tests:

Reading tests will be given over each chapter. Most are timed in class multiple choice tests; a few are take home tests with essay question. The Unit tests will be a combination of objective and essay questions given over each unit, with most of the questions coming from released AP tests. The Unit tests will be cumulative in nature with items from past units included.

Discussion Questions (DQs):

Discussion questions are meant to direct students to the major themes of the units of study. Students should prepare a thesis statement and an essay outline for each question.

Comprehensive Class Exam:

At the end of the first semester, all students will take a semester final exam. At the end of the second semester, all students, will be required to take a comprehensive exam (the state exam) covering the entire year’s course. This comprehensive exam, which will be considered in computing final grades, will be given after the AP Exam. Students are encouraged to participate in the AP review sessions prior to the exams.

Course Outline—Semester 1: Seminar in AP US History

Unit 1: Colonial History (3 Weeks)

Time Period: 1450 – 1754

Readings:

Text, Divine, America Past and Present. Chapter 1 – 3.

The Columbian Exchange – Biological and Cultural Consequences of 1492, Crosby, assigned chapters.

The First Americans, Newsweek Fall/Winter 1991

Rediscovering America, U.S. News and World Reports Oct., 1998

Taking Sides 6^th ed. Introduction: The Study of History

Topic: Was Colonial Culture Uniquely American? Pages 2-21

Nash, Gary B. from Race, Class, and Politics: Essays on American Colonial and Revolutionary Society (University of Illinois Press, 1986)

Fischer, David Hackett, from Albion’s Seed: Four British Folkways in America (Oxford University Press, 1989)

Barron’s book E-Z 101: pages 1 – 24.

Ideas That Shape a Nation: Pages 45 – 64 (New England Puritans and Roger Williams)

MAJOR TOPICS IN THE STUDY OF THE UNIT I AP:

THREE WORLDS MEET (1450 – 1600)

1. Background to understanding the “Great Convergence”

a. Europe in the 15^th century

b. Pre-colonization American societies

c. African societies in the 15^th century

d. The Columbian exchange

2. Iberian conquest and colonization

a. Causes and extent of Iberian conquest

b. Effects of Iberian conquest

THE COLONIAL ERA (1600 – 1754)

1. The 17^th century Planting of New Societies

a. Major differences among the Spanish, Portuguese, French, and the English colonies

b. Main characteristics of different English colonies in North America

2. The 18^th century Maturing of Colonial Societies

a. Population growth

b. Rapid economic development

c. British Imperial policy

d. Religious diversity, The Great Awakening

e. Development of political ideas

f. Rise of slavery and African-American culture

SOUTH CAROLINA STATE STANDARDS:

Standard USHC-1: The student will demonstrate an understanding of the settlement of North America.

Indicator

USHC-1.1 Summarize the distinct characteristics of each colonial region in the settlement and development of America, including religious, social, political, and economic differences. (H, E, P, G)

Unit Essential Question: How did the interaction of different cultures create

a new society in North America?

Major Assignments and Assessments:

Circle of knowledge assignment – 1 chapter of The Columbian Exchange. 1 Directed essay: The Growing Religious Tolerance in America and 1 synthesis essay: Where, When and How; Early Man in the Americas. Class Produced Notes: for class on a particular colony that is assigned by teacher with information included on – founder, date of charter, economic information, type of colonial government, important historical information up to revolution, reasons for colonization, colonial institutions that originate in colony, capital and chief settlements, and when and how did the colony become a royal colony. A student produced illustrated pamphlet for recruiting settlers to the colony from Europe. Discovery assignment 1 - Using colonial maps for dealing with the differences and similarities of the 3 colonial sections. 1 Create a graphic organizer: that displays the distinct characteristics of each colonial region in America. 2 Create a graphic organizer: Showing the reason for the growth of religious freedom and pluralism in the American colonies. Discovery assignment 2 – using documents to summarize the philosophies of Puritanism, The Great Awakening, and the Enlightenment. Discovery assignments 3 & 4 using documents to draw information from to answer questions related to colonial exploitation and the British colonial policy of salutary neglect. Class simulation - the Trial of Anne Hutchinson.Create a multimedia presentation that examines two or more sponsors of European overseas exploration. Summarize their backgrounds, compare their motives, and include the aspects of national and religious rivalries.

Documents: Mayflower Compact

Maryland Act of Religious Toleration

William Penn’s law

Rhode Island Charter

Fundamental Orders of Connecticut

Class debate topic: Was Colonial Culture Uniquely American

DBQ: New England and Chesapeake Regions or Democracy in Colonial Wethersfield, Conn.

3 chapter reading tests

Unit Objective Test

Unit 2: The Revolutionary Epoch (3 Weeks)

Time Period: 1754 – 1783

Readings:

Text, Divine, et al., Chapters 4 – 6.

Taking Sides 6^th ed.

Topic: Was the American Revolution a Conservative Movement? Pages 112 - 129

Degler, Carl N. from Out of Our Past: The Forces That Shaped Modern America, 3^rd ed. (Harper and Row, 1970)

Wood, Gordon S. from The Radicalism of the American Revolution (Alfred A. Knopf, 1991)

Taking Sides 7^th ed.

Topic: Was the American Revolution Primarily a Struggle for Power? Pages 118 – 139

Draper, Theodore from A Struggle for Power: The American Revolution (Times Books, 1996)

Bailyn, Bernard from The Ideological Origins of the American Revolution (Belknap Press, 1967)

Ideas That Shape a Nation: Pages 15 – 44 (Hobbes, Locke, and Rousseau)

Documentary History: 9 -19

Thomas Paine’s Common Sense

Declaration of Independence

MAJOR TOPICS IN THE STUDY OF THE UNIT II AP: THE REVOLUTIONARY ERA (1754 – 1783)

1. The Causes of the Revolution

a. Effects of the Seven Years war

b. English imperial policies

c. Colonists reactions and motives

d. Roles of revolutionary leaders

2. Establishment of Government

a. Art. of Confederation

b. Dec. of Independence

3. The Revolutionary War

a. Advantages and disadvantages of contestants

b. Central Role of Washington

c. Impact of the French Alliance

d. Role of Africans and American Indians

e. The war’s main stages

f. How leaders arose from all classes

h. War’s effect on home front

4. The Revolutionary Settlement

a. Main provisions of the peace treaty

b. Effects of war and its settlement Northwest

SC STATE STANDARDS:

Standard USHC-2: The student will demonstrate an understanding of the establishment of the United States as a new nation.

Indicators

USHC-2.1 Summarize the early development of representative government and political rights in the American colonies, including the influence of the British political system, the rule of law and the conflict between the colonial legislatures and the royal governors. (P, H)

USHC-2.2 Explain the impact of the Declaration of Independence and the American Revolution on the American colonies and on the world at large. (H, P, E)

USHC-2.3 Explain the development and effectiveness of the Articles of Confederation. (H, P)

Unit Essential Question: What factors led to the establishment of the United

States as a new nation?

Major Assignments and Assessments:

1 Directed essay: The Colonies by 1763 – A New Society? 1 Persuasive essay: How revolutionary was the American Revolution? Chart a timeline: of events from1763 to 1776 explaining the rationale for English colonial policy actions and the subsequent reaction of the American colonist (indicate the content of the acts and the impact on colonial unity). Include everything from the Proclamation of 1763 through Thomas Paine’s Common Sense. Answer discovery questions:on why 1763 and 1776 were such turning points in colonial history. 1 Document analysis: Declaration of Independence. 2. Doc analysis: The Articles of Confederation. Article Review: Read J. Franklin Jameson’s The American Revolution Considered as a Social Movement; fill out an Article Review summary sheet including the author’s evidence and conclusion. Compare and contrast Jameson’s view with Beard’s and Degler’s. Categorizing information: Take series of facts about the articles of confederation and explain why they are significant, put them into 3 or 4 categories and label categories, use categories and information to construct a thematic statement for a persuasive essay on the effectiveness of the Articles of Confederation. 1 Balanced Essay: “Mercantilism was actually more favorable to the colonies than to Great Britain.” Assess the validity of this statement. 1 Synthesis essay: Write an essay on how the decision to declare American independence from Great Britain was reached. Who was involved, what events led up to the decision, how did they decide what to include in the Declaration of Independence, and how did the colonists inform Great Britain of this declaration? 1 Create a Chart: that illustrates the political rights of citizens of the American colonies. Include how gender, property ownership, religion, and legal status affect political rights. Hypothesize what it would be like to live the United States if one of these restrictions were still in place today.

Class debate topic: Was the American Revolution primarily a struggle for power?

DBQ: 2005 - Results of the American Revolution or 1985 - Articles of Confederation

3 chapter reading tests

Unit Objective Test

Unit 3: The Constitution and the New National Government (3 Weeks)

Time Period: 1783 - 1815

Readings:

Text, Divine, et al., Chapters 7 and 8

Taking Sides 7^th ed.

Topic: Were the Founding Fathers Democratic Reformers? Pages 140 – 161.

Roche, John P. from “The Founding Fathers: A Reform Caucus in Action,” American Political Science Review (December 1961)

Young, Alfred F. from “The Framers of the Constitution and the ‘Genius’ of the People” Radical History Review (vol. 42, 1988)

E – Z 101 - Pages 46 – 64.

Ideas That Shape a Nation: Pages 77 – 136 (The Federalist, The Anti-Federalist, Washington, Madison, Jefferson, and Hamilton)

Documentary History: Pages 19 – 85

Constitution of the United States

Federalist No. 10

Letters from Jefferson and Hamilton to Washington on the

constitutionality of the Bank of the United States

Washington’s Farewell Address

Jefferson’s 1^st Inaugural Address

Marbury v. Madison

U.S. History Packet I Handouts

MAJOR TOPICS IN THE STUDY OF THE UNIT III AP: NATION BUILDING (1783 – 1815)

1. Forming a national government

a. Weaknesses of the Articles of Confederation

b. Participants and interests at Philadelphia

c. Main issues and resolutions at Philadelphia

d. Central compromise on slavery

e. Main arguments in ratification debates

f. The Bill of Rights

2. Crisis and resolution

a. The Hamilton-Jefferson debate

b. Origins of the two-party system

c. Impact of the French Revolution

d. Role of presidential leadership

e. Origins of judicial review

SC STATE STANDARDS:

Indicators

USHC-2.4 Summarize the creation of a new national government, including the new state constitutions, the country’s economic crisis, the Founding Fathers and their debates at the Constitutional Convention, the impact of the Federalist Papers, and the subsequent ratification of the Constitution. (H, P)

USHC-2.5 Analyze underlying political philosophies, the fundamental principles, and the purposes of the United States Constitution and the Bill of Rights, including the ideas behind the separation of powers and the system of checks and balances and the influence of the Magna Carta, the English Bill of Rights, and the colonial charters. (P, H)

USHC-2.6 Compare differing economic and political views in the conflict between Thomas Jefferson and Alexander Hamilton that led to the emergence of the American two-party political system. (P, H, E)

USHC-2.7 Summarize the origins and the evolution of the United States Supreme Court and the power it has today, including John Marshall’s precedent-setting decisions such as that in Marbury v. Madison. (H, P)

Unit Essential Question: How have the decisions made by the Founding Fathers at the constitutional convention and in the early years of the new national government influenced the development of American society politically, economically and socially?

Major Assignments and Assessments:

1 Guided Reading assignment: The Constitution of the United States. 1 balanced essay: What was the impact of westward expansion on the new government and public policy? 1 Take Home Essay: “In the late 1700’s the Power of the National Government was greatly expanded at the expense of the states” Evaluate this statement using Hamilton’s economics, Constitutional Convention, and the development of political parties. 1 case study: Students will use contending points of view and brief quotes to determine how the Founding fathers made compromises about the presidency at the Constitutional convention. (This is a small group activity using a decision making tree). 1 discovery lesson: use The Federalist #15, #39, # 51, #70, and # 78 to answer a series of questions about the documents. 2 discovery lesson: use excerpts from several anti-federalist including Patrick Henry, George Clinton, “The Federal Farmer” and others to examine ideas of the opposition to the new Constitution. 3 discovery lessons: use a timetable of events leading up to the Constitutional Convention and Washington’s inauguration to gather information for questions. 1 role playing exercise: the student will take the part of either Jefferson or Hamilton and explain their positions on a variety of topics related to foreign and domestic policy in the Washington Administration. 1 charting activity: list fears associated with the Constitution and show provisions to calm the fears in the compromises. 1 synthesis essay: Why can the Constitution be best described as a “bundle of compromises”

Class debate topic: Were the Founding Fathers Democratic Reformers?

DBQ: 1998 - Federalist and Democratic Republicans strict constructionalist?

2 chapter reading tests

Unit Objective Test

Unit 4: The Era of Good Feelings and Jacksonian Democracy (2 Weeks)

Time Period: 1815 - 1840

Readings:

Text, Divine et al, Chapters 9 – 10

Taking Sides 7^th ed.

Topic: Was Antebellum Reform Motivated by Humanitarian Goals? Pages 204 – 223.

Tyler, Alice Felt from Freedom’s Ferment: Phases of America’s Social History from the Colonial Period to the Outbreak of the Civil War (University of Minnesota Press, 1944)

Donald, David from Lincoln Reconsidered: Essays on the Civil War Era (Vintage Books, 1956)

E – Z 101 - Pages 65 – 75.

Ideas That Shape a Nation: Pages 137 – 158 (John Marshall and Alexis de Tocqueville)

Documentary History: Pages 86 – 109

Monroe Doctrine

Veto of the Bank Renewal Bill – Andrew Jackson 1832

Webster’s 2^nd Reply to Hayne 1830

U.S. History Packet Handouts

MAJOR TOPICS IN THE STUDY OF THE UNIT IV AP: THE AGE OF JACKSON (1815 – 1840)

The Trans-Appalachian West

a. Population and territorial expansion

b. Military campaigns and treaty negotiations with American Indians of the Old Northwest

c. Jackson’s Indian policy and removal of the five southern nations

d. Role of the West in promoting more democratic politics and a more egalitarian society

2. Election of 1824 and the founding of Jackson’s Democratic Party

a. Jackson’s Administration:

Spoils System

Nullification

Bank War

Cherokee Removal

3. Political Change

a. Increasing popular participation in state and national politics

b. Jacksonian Democracy: accomplishments and limits

SC STATE STANDARDS:

Standard USHC-3: The student will demonstrate an understanding of the westward movement and the resulting regional conflicts that took place in America in the nineteenth century.

Indicators

USHC-3.1 Explain the impact and challenges of westward movement, including the major land acquisitions, people’s motivations for moving west, railroad construction, the displacement of Native Americans, and the its impact on the developing American character. (H, G, E)

Unit Essential Question: How has the “Age of the Common Man” and the developments that expanded opportunities for white men influenced the way the United States has been shaped politically, economically and socially?

Major Assignments and Assessments:

1 discovery assignment use textbook and assigned documents to answer teacher questions on the role of the judiciary in the creation of the national state. 1 Brief court cases: McCulloch v. Maryland, Dartmouth College v. Woodward, Gibbons v. Ogden, and Worchester v. Georgia. Nationalism project: create multimedia project tying together the development of nationalism in American society during the era of “good – feelings”. Project will include Political developments, Economic developments and Cultural developments. Document analysis: on the 1^st Industrial Revolution (The End of Homespun-the Early Industrial Revolution and The Early Industrial Revolution-Maintaining a Sense of Community). 1 Chart: complete chart and answer questions on the growth of democracy from Jeffersonian democracy to Jacksonian democracy topics include Political, Economic, Social, and Religious change (tie in with earlier assignment on Wethersfield, Conn. to show the evolution and of democracy as an ongoing process) 1 Persuasive essay: Does Jacksonian democracy live up to its reputation as the era of the common man? 1 Cartoon analysis: using the National Archives template to analyze and answer questions on King Andrew the 1^st political cartoon. 1 Synthesis question: to what extent did a unified nation state materialize in the United States in the years before 1830? 1 create posters: on one of the following social developments from the 1820s to the 1850s:

Scientific and technological developments

Transportation and sectional interdependence

Labor and labor organizations

Social reforms and reformers

Utopian societies

Religious developments

Immigration

Class debate topic: Was Antebellum Reform Motivated by Humanitarian Goals?

DBQ: 1980 - Cherokee Removal or 2002 - Jacksonian Reformers in the Age of the Common Man

2 chapter reading tests

Unit Objective Test

Unit 5: Manifest Destiny and the Growing Sectionalism (3 Weeks)

Readings:

Text, Divine et al., Chapters 11 – 13

Taking Sides 7^th ed.

Topic: Was the Mexican War an Exercise in American Imperialism? Pages 250 – 275.

Acuna, Rodolfo from Occupied America: A History of Chicanos, 3^rd ed. (Harper and Row, 1988)

Graebner, Norman A. from “The Mexican War: A Study in Causation”, Pacific Historical Review (August 1980)

E – Z 101 - Pages 76 – 107.

Ideas That Shape a Nation: Pages 159 – 178 (Henry David Thoreau and Elizabeth Cady Stanton)

Documentary History: Pages 110 – 118

The First Issue of The Liberator

The Seneca Falls Declaration of Sentiments

Handouts

MAJOR TOPICS IN THE STUDY OF THE UNIT V AP: THE WESTWARD MOVEMENT (1835 – 1850)

1. Geographic and Demographic Expansion

a. The rapid expansion of settlements in the Old Northwest

b. The development of pre-industrial towns is Ohio and Indiana

The Trans-Mississippi West

a. Territorial acquisitions

b. The War with Mexico and its significance

c. The Doctrine of Manifest Destiny

d. The overland migrations

e. White and black Americans, American Indians, Asians, and Mexicans in interaction

f. Economic, social, and political impact of the West on the growing nation

3 Religion and Reform

a. Religious roots of reformers in the Second Great Awakening

b. The several strains of reform and the role of individual leaders: temperance, public education, abolitionism, and women’s rights

c. Nativism and the rise of the American Party

d. Legacies and connections to later reform periods of the Progressive and New Deal eras

SC STATE STANDARDS:

Indicators

USHC-3.2 Explain how the Monroe Doctrine and the concept of manifest destiny affected United States’ relationships with foreign powers, including the role of the Texas Revolution and the Mexican War. (H, E, P, G)

USHC-3.3 Compare economic development in different regions of the country during the early nineteenth century, including agriculture in the South, industry and finance in the North, and the development of new resources in the West. (E, H, G)

USHC-4.1 Compare the social and cultural characteristics of the North, the South, and the West during the antebellum period, including the lives of African Americans and social reform movements such as abolition and women’s rights. (H, P, G)

Unit Essential Question: How did the expansion of the US into the west lead

to regional conflicts in the 1800’s?

Major Assignments and Assessments:

1 complete discovery packet: on Reform and Reformers in the Jacksonian period. 1 Map activity: Use map of the U.S. to track and mark the growth of the United States as it expands from the Revolution and the Treaty of Paris 1783 to the Gadsden purchase in 1853. Fill in accompanying chart showing date acquired, previous owner and circumstances of the acquisition. 1 Document analysis and categorizing information activity: The Mexican War – Was it in the National Interest. 1 Persuasive Writing Activity: using arguments for and against American expansion write a speech to give on the floor of the U.S. Senate stating your position on the War with Mexico and American Manifest Destiny. 1 Simulation: Students will read documents and letters about issues related to the United States difficulties with Mexico and then divide into 3 groups to write speeches for and against the war declaration; the third group is the undecided and they should bring questions for debate on the issue. 1 reading charts and graphs: Students will read a series of charts and graphs to answer questions about the growth of nativism in the US during the 1840s and 1850s. 2 reading charts and graphs: use a series of charts and graphs to answer questions and use factual information to understand the reality and myths related to slavery in the US prior to the Civil War in New Perspectives on Slavery assignment.

Class debate topic: Was the Mexican War an Exercise in American Imperialism?

DBQ: N/A

3 chapter reading tests

Unit Objective Test

Unit 6: The Sectional Crisis, the American Civil War and Reconstruction (3 Weeks)

Time Period: 1850 – 1877

Readings:

Text, Divine et al., Chapters 14 – 16

Taking Sides 7^th ed.

Topic: Have Historians Overemphasized the Slavery Issue as a Cause of the Civil War? Pages 278 – 297.

Sibley, Joel H. from The Partisan Imperative: The Dynamics of American Politics Before the Civil War (Oxford University Press, 1985)

Holt, Michael F. from The Political Crisis of the 1850’s (John Wiley and Sons, 1978)

Topic: Was Reconstruction a Success? Pages 360 – 381.

Stampp, Kenneth M. from The Era of Reconstruction, 1865 – 1877 (Alfred A. Knopf, 1965)

Foner, Eric from Reconstruction: America’s Unfinished Revolution, 1863 – 1877 (Harper & Row, 1988)

E – Z 101 - Pages 76 – 107.

Ideas That Shape a Nation: Pages 179 – 210 (John C. Calhoun, Frederick Douglas, and Abraham Lincoln)

Documentary History: Pages 115 – 163

John C. Calhoun’s Speech on Slavery 1850

Dred Scott v. Sanford

Lincoln’s 1^st Inaugural Address

Emancipation Proclamation

Gettysburg Address

Lincoln’s 2^nd Inaugural Address

U.S. History Handouts

MAJOR TOPICS IN THE STUDY OF THE UNIT VI AP: CIVIL WAR AND RECONSTRUCTION (1850 – 1877)

1. Slavery and the Old South

a. Origins and the growth of the slave system

b. Impact of technology

c. Westward migration and new slave states

d. The economic and social structure of the southern society

e. Slave life: work, family, religion, laws and resistance

f. Justifications offered by slaveholders for the slave system

2. The Coming of the Civil War

a. Exploring cause in history

b. North and South: likenesses and differences of the two regions

c. Impact of westward expansion

d. Why attempts at compromise failed

e. Coalescing of anti – slavery interests in the Republican Party

f. How Lincoln’s election led to secession and war

3. “The War of the Rebellion”

a. The importance of leadership: Lincoln, Davis, Lee, and Grant

b. The two sides: strengths and weaknesses

c. The major stages and campaigns

d. Life and death of the soldier

e. Life and disruption on the home front

f. Emancipation; promise and limits

g. Lincoln the leader and “narrator:” Gettysburg and the Second Inaugural Address

4. Reconstruction

a. The consequences of the assassination of Lincoln

b. Reconstruction amendments and legacy

c. Postwar conditions in the South

d. Economic conditions of the freed slaves

e. Retreat from Reconstruction

f. Achievements of reconstruction

g. Overall effects and the legacy of the Civil War and Reconstruction

SC STATE STANDARDS:

Standard USHC-4: The student will demonstrate an understanding of the causes and the course of the Civil War and Reconstruction in America.

Indicators

USHC-4.2 Explain how the political events and issues that divided the nation led to civil war, including the compromises reached to maintain the balance of free and slave states, the successes and failures of the abolitionist movement, the conflicting views on states’ rights and federal authority, the emergence of the Republican Party and its win in 1860, and the formation of the Confederate States of America. (H, P)

USHC-4.3 Outline the course and outcome of the Civil War, including the role of African American military units; the impact of the Emancipation Proclamation; and the geographic, political, and economic factors involved in the defeat of the Confederacy. (H, G, E, P)

USHC-4.4 Summarize the effects of Reconstruction on the southern states and the roles of the Thirteenth, Fourteenth, and Fifteenth Amendments in that era. (H, P)

USHC-4.5 Summarize the progress made by African Americans during Reconstruction and the subsequent reversals brought by Reconstruction’s end, including the creation of the Freedmen’s Bureau, gains in educational and political opportunity, and the rise of anti–African American factions and legislation. (H, E, G, P)

Unit Essential Question: How did events leading to, through, and following the

Civil War change the United States forever?

Major Assignments and Assessments:

1 directed essay: Write a structured essay on Fanaticism in the Fifties. 1 Venn diagram to compare the lives of African Americans before and after the American Civil War. 1 make a chart comparing the policies of the major candidates in the election of 1860 on the major issues of the day. 1 map reading activity: Use electoral map of 1860 to answer discovery questions. 1 synthesis essay: use structured essay to explain why Lincoln was one of the most successful American crisis in Abraham Lincoln: Sectional President as Preserver of the Union. 1 discovery activity: Use series of documents on Reconstruction and categorize into two categories of views those who criticize Reconstruction as a failure and the “tragic Era” and the revisionist historians who point to reconstruction as a success that laid the foundation for future reforms and change. 1 discovery activity on the Development of Sharecropping and Black Legal Equality versus the Social Reality of African Americans after the Civil War. 1 complete an outline: on The Civil War and Reconstruction as a Turning Point in American History, students should cover the political, economic, and social consequences. 1 Simulation: of congressional hearings in the post Civil War to determine Reconstruction policy in the south. Students, in groups, consider options and create a Reconstruction policy to answer the following questions:

1. What is the primary goal of Reconstruction? Reunification, punishment, civil rights, other?

2. What should be done to ex-Confederates?

3. What should be done for the freedmen?

4. Who should be able to vote and hold office in the new Southern state governments?

5. What requirements must be met before states regain full rights and representation?

6. How should the Southern economy be restored?

7. What role should Union troops play in policing, governing, or rebuilding the South?

2 persuasive essays each dealing with the opposing points of view on: Was slavery the main cause of the Civil War?

Class debate topic: Was Reconstruction a success?

DBQ: The Civil War and Reconstruction as a Revolution

3 chapter reading tests

Unit Objective Test

Teacher review content:

Military strategies, strengths and weaknesses, events and outcomes

The home front, North and South

mobilizing manpower, finances, public opinion

social, economic, and political impact of war

Presidential vs. congressional Reconstruction plans and actions

Economic development: The New South?

1877 Compromise and Home Rule

Booker T. Washington’s and W.E.B. Du Bois’s leadership styles and programs

Native Americans

Plains Wars and reservation policy

Dawes Act

Comparison of reform attitudes toward African Americans and Native Americans in the late 19th century.

Unit 7: Populism and the Response to the Rise of Big Business and Big Government (4 Weeks)

Readings:

Text, Divine et al., Chapters 17 – 20

Taking Sides 7^th ed. Vol.II

Topic: Did William M. Tweed Corrupt Post – Civil War New York? Pages 24 – 45.

Callow, Alexander B. Jr. from The Tweed Ring (Oxford University Press, 1966)

Hershkowitz, Leo from Tweed’s New York: Another Look (Anchor Press 1977)

Topic: Were 19^th Century Entrepreneurs Robber Barons? Pages 46 – 71.

Tipple, John from “Big Businessmen and a New Economy,” in The Gilded Age (Syracuse University Press, 1970)

Chandler, Alfred D. Jr. from “The Beginnings of ‘Big Business’ in American Industry,” Business History Review (Spring 1959)

E – Z 101 vol. II - Pages 1 – 46.

Ideas That Shape a Nation: Pages 214 - 284 (Adam Smith, Karl Marx, William Graham Sumner, Henry George, Thorstein Veblen, Eugene V. Debs, & Frederick Jackson Turner)

Documentary History: Pages 163 – 208

Walt Whitman’s Democratic Vistas

Andrew Carnegie Wealth

Frederick Jackson Turner The Significance of the Frontier in American History (1893)

Populist Party Platform (1892)

William Jennings Bryan’s Cross of Gold Speech (1896)

U.S. History Packet Handouts: The 2^nd Industrial Revolution, the Labor Movement, the Gilded Age, Agrarian revolt and Populism, Urbanization and Immigration, Westward Expansion: the Last Frontier and Native Americans

MAJOR TOPICS IN THE STUDY OF UNIT VII AP: THE SECOND INDUSTRIAL REVOLUTION (1865 – 1900)

1. Transformation of the Economy in the Late 19^th century: inventions, advent of heavy industry, and consolidation of large scale corporations.

2. A Changing society

a. Immigration: its sources, motives, and consequences

b. Education: its role in advancing literacy and a national culture

c. Urbanization and its social and cultural effects

d. Labor: changes in the work place and the rise of the union movement

3. The Modernization of Agriculture

a. Mechanization and the increased farm productivity

b. The disruptive effects of modernization on farm families and communities

c. The plight of farmers and the rise of populism

The development of the Trans-Mississippi West
1. The Homestead Act of 1866 and expanded migration to the Plains
2. The Second Great Removal of the American Indians
3. Development of the western ranching and mining frontiers
Politics in the Gilded Age
1. Corruption
2. Urban “bossism” and mass politics
3. The civil service system

SC STATE STANDARDS:

Standard USHC-5: The student will demonstrate an understanding of major social, political, and economic developments that took place in the United States during the second half of the nineteenth century.

Indicators

USHC-5.1 Summarize developments in business and industry, including the ascent of new industries, the rise of corporations through monopolies and corporate mergers, the role of industrial leaders such as John D. Rockefeller and Andrew Carnegie, the influence of business ideologies, and the increasing availability of consumer goods and the rising standard of living. (E, H)

USHC-5.2 Summarize the factors that influenced the economic growth of the United States and its emergence as an industrial power, including the abundance of natural resources; government support and protection in the form of tariffs, labor policies, and subsidies; and the expansion of international markets associated with industrialization. (E, G, H, P)

USHC-5.3 Explain the transformation of America from an agrarian to an industrial economy, including the effects of mechanized farming, the role of American farmers in facing economic problems, and the rise of the Populist movement. (H, E, P)

USHC-5.4 Analyze the rise of the labor movement, including the composition of the workforce of the country in terms of gender, race/ethnicity, and skills; working conditions for men, women, and children; and union protests and strikes and the government’s reactions to these forms of unrest. (H, E)

USHC-5.5 Explain the causes and effects of urbanization in late nineteenth-century America, including the movement from farm to city, the continuation of the women’s suffrage movement, and the migration of African Americans to the North and the Midwest. (H, G, E, P)

USHC-5.6 Explain the influx of immigrants into the United States in the late nineteenth century in relation to the specific economic, political, and social changes that resulted, including the growth of cities and urban ethnic neighborhoods, the restrictions on immigration that were imposed, and the immigrants’ responses to the urban political machines. (H, G, P, E)

Unit Essential Question: How did industrialization and immigration impact the United States in the late 19^th and early 20^th centuries?

Major Assignments and Assessments:

3 map activities: Overcoming Geography: the Settlement of the West, The American West: When Cattle was King and The Development of the Railroads. 2 graphic organizers: Toward a Monopoly: Vertical and Horizontal Integration and Problems of the Cities use original documents to fill in the graphic organizers and then use information to write and introductory paragraph on the two issues. 1 Analyze and interpret cartoons on The Politics of the Gilded Age-write a thematic statement summarizing the main idea of each of the 4 cartoons and then develop a paragraph showing the relationship between big business and the government in the Gilded Age. 1 newspaper article: Using different eyewitness accounts of soldiers, Native Americans, and ordinary citizens write a newspaper account of the Sand Creek Massacre. 1 Analyze and interpret graphs and charts on the growing economic crisis of the late 19^th century. 1 discovery assignmenton The Philosophy of the Industrialists using documents and political cartoons to summarize and answer questions about laissez-faire capitalism, Social Darwinism, and the Gospel of Wealth. 1 analyze documents assignment: Use documents to complete charts on the labor unions in the late 19^th and early 20^thcenturies include the NLU, Knights of Labor, American Railway Union, AFL, IWW, & CIO. 1 essay write an essay explaining the difficulties labor unions had and why the A.F. of L. was successful where the others failed. 2 discovery assignments: The Farmers Dilemma- To Produce or Not to Produce and The Populist Movement- The Value of Third Parties. 1 Create a time line that follows one Native American nation from the year of the Louisiana Purchase (1803) through the end of the nineteenth century. Include federal and state policies toward the Native American nation, the reservation system, and Native American responses to mining and railroad construction. 1 Discovery assignment on immigration “old vs. new”, “push-pull factors and living conditions for the new immigrants. 1 simulation: The farming game, plan a farming operation on the Great Plains over a 3 year period from 1884 – 1886. 1 Power Point Project required elements:

Report of news articles on incidents or events during the late 1800s

Biographical feature story on an important personality of the period

Editorial

Political cartoons

Period appropriate advertisements

Class debate topic: Were political machines and bosses necessarily such a bad thing for American political democracy

DBQ: 2000 - How successful was organized labor between 1865 and 1900?

4 chapter reading tests

Unit Objective Test

Semester 1 Finals

Semester 2

Unit 8: The Progressive Era (2 Weeks)

Time Period: 1890 – 1920

Readings:

Text, Divine et al., Chapters 22 – 23

Taking Sides 7^th ed.

Topic: Did Booker T. Washington’s Philosophy Betray the Interests of African Americans? Pages 122 – 147.

Spivey, Donald from Schooling for the New Slavery: Black Industrial Education, 1868 – 1915 (Greenwood Press 1978)

Harlan, Louis R. from “Booker T. Washington and the Politics of Accommodation” in Black Leaders of the Twentieth Century (University of Illinois Press)

Topic: Did the Progressives Fail? Pages 148 – 171.

Abrams, Richard M. from “The Failure of Progressivism” in The Shaping of the Twentieth Century, 2d ed. (Little, Brown 1971)

Link, Arthur S. and Richard L. McCormick from Progressivism (Harlan Davidson, 1983)

E – Z 101 - Pages 47 – 64.

Ideas That Shape a Nation: Pages 287 – 296. (Woodrow Wilson)

Documentary History: Pages 219 – 239.

Theodore Roosevelt’s New Nationalism

Woodrow Wilson’s New Freedom

The Jungle by Upton Sinclair

U.S. History Topic Packet Handouts

MAJOR TOPICS IN THE STUDY OF AP UNIT VIII: THE PROGRESSIVE

MOVEMENT (1890 – 1920)

1. Urban middle-class reformers lead a call for change

a. Muckrakers

b. Women’s issues and roles

c. Political corruption and reforms

d. Consumer and environmental protection

e. Business and labor issues

2. Teddy Roosevelt, Taft, and Wilson administrations respond to Progressive movement

3. Patrician reformers

4. Teddy Roosevelt/Taft/Wilson: Conservatives as Progressives (reform to preserve)

5. Progressivism legacies and connections to later reform periods of the New Deal

and the Great Society era

SC STATE STANDARD:

Indicator

USHC-5.7 Compare the accomplishments and limitations of the progressive movement in effecting social and political reforms in America, including the roles of Theodore Roosevelt, Jane Addams, W. E. B. DuBois, and Booker T. Washington. (H, P, E)

Unit Essential Question: What were the social, political, and economic effects of progressive reform in the United States at the turn of the century?

Major Assignments and Assessments:

1 Character journal and essay based on readings in The Jungle. 1 comparative reading assignment read and compare contrasting views of W.E.B. DuBois and Booker T. Washington on Divergent Paths to Equality for African Americans. 1 class presentation research the lives of progressive reformers and prepare a 3 minute presentation on the ideas on reform and the values that your particular progressive reformers. 1 discovery packet on progressivism: included charts on the Square Deal and a comparative chart on New Freedom and New Nationalism, Progressivism-Liberal reform or Conservative Reaction, interpretive readings on the philosophy of progressivism, comparative reading on the ideas of the social Darwinist, socialist and the progressives, selections on Jane Addams and the settlement house movement, the changing role of women, Mark Twain, and the Spoon River Anthology.

Class debate topic: Were the Progressives truly liberal reformers or were they a conservative backlash against populism and socialism?

DBQ: 2003 form B – Effectiveness of the Progressive reformers and the federal government.

2 chapter reading tests

Unit Objective Test

Teacher review content:

Agrarian Revolt

Post-war problems

Attempts to organize

Election of 1896

Immigration and urbanization in the late 19th century

Social and cultural developments of the late century

Urban middle-class reformers lead a call for change

Muckrakers

Women’s issues and roles

Political corruption and reforms

Consumer and environmental protection

Business and labor issues

Teddy Roosevelt, Taft, and Wilson administrations respond to Progressive movement

Unit 9: American Imperialism and the Flawed Attempt at Collective Security (2 Weeks)

Time Period: 1890 – 1920

Readings:

Text, Divine et al., Chapters 21 & 24,

Taking Sides 7^th ed.

Topic: Was Woodrow Wilson a Naïve Idealist? Pages 172 – 195.

Kissinger, Henry from Diplomacy (Simon & Schuster, 1994)

Link, Arthur S. from “The Higher Realism of Woodrow Wilson,” Journal of Presbyterian History (March 1963)

Article: Kohler, David R. and James W. Wensyel, “America’s First Southeast Asian War: The Philippine Insurrection” American History Illustrated(January/February1990)

E – Z 101 - Pages 65 – 87.

Ideas That Shape a Nation:

Documentary History: Pages 208 – 219 and 239 -255.

Alfred T. Mahan’s The United States Looking Outward (1890)

Woodrow Wilson’s War Message to Congress (1917)

Woodrow Wilson’s Pueblo Speech on The League of Nations (1919)

U.S. History Packet Handouts: Imperialism and World War I

MAJOR TOPICS IN THE STUDY OF UNIT IX AP: AMERICAN IMPERIALISM ANDTHE FLAWED ATTEMPT AT COLLECTIVE SECURITY THE EMERGENCE OF THE UNITED STATES AS A WORLD POWER (1890 – 1920)

1. The American Version of Imperialism

a. Causes of the new imperialism

b. Debating imperialism: the Philippines

c. Expansionism and intervention in the Far East and Latin America

2. The United States in World War I

a. Causes and responsibilities for the war

b. Factors in the United States’ entry in 1917

c. The military side of World War I

d. The War’s impact on the home front

e. Postwar peacemaking: American role

SC STATE STANDARDS:

Standard USHC-6: The student will demonstrate an understanding of foreign developments that contributed to the United States’ emergence as a world power in the twentieth century.

Indicators

USHC-6.1 Analyze the development of American expansionism, including the change from isolationism to intervention, the rationales for imperialism based on Social Darwinism and expanding capitalism, and domestic tensions. (H, G, E)

USHC-6.2 Explain the influence of the Spanish-American War on the emergence of the United States as a world power, including reasons for America’s declaring war on Spain, United States interests and expansion in the South Pacific, debates between pro- and anti-imperialists over annexation of the Philippines, and changing worldwide perceptions of the United States. (H, G, E)

USHC-6.3 Compare United States foreign policies in different regions of the world during the early twentieth century, including the purposes and effects of the Open Door policy with China, the United States role in the Panama Revolution, Theodore Roosevelt’s “big stick diplomacy,” William Taft’s “dollar diplomacy,” and Woodrow Wilson’s “moral diplomacy.” (H, G, E)

USHC-6.4 Outline the causes and course of World War I, focusing on the involvement of the United States, including the effects of nationalism, ethnic and ideological conflicts, and Woodrow Wilson’s leadership in the Treaty of Versailles and the League of Nations. (H, P)

Unit Essential Question: How did the US emerge as a world power in the

early 20^th century?

Major Assignments and Assessments:

1 document analysis on the changing American foreign policy and the changing climate of imperialism. 1discovery assignment on the causes of the Spanish American War. 1 map activity charting and marking America’s protectorates and territories in the late 19^th and early 20^th centuries. 1 interpreting cartoons on the changing American policy towards Latin America in the Roosevelt, Taft and Wilson administrations and 1 interpreting cartoons on the cause of the United States involvement in W.W.I 1 directed essay on American participation on the eve of the United States entry into W.W.I. 1 set of W.W. I review questions. 1 discovery assignment and interpretation analysis of the Wilson’s stated goals in the 14 Points and the reality of the “peace without victory” embodied in the Versailles Treaty. 1 persuasive essay: To what extent did the United States achieve the objectives that led it to enter the First World War.?

World War I Position Statement:

Students evaluate documents and make reports and position statements on whether the U.S. claim to be fighting a war to “make the world safe for democracy” was a valid claim. Groups evaluate the following sets of documents and readings:

1. U.S. neutrality statements, submarine warfare experiences, Zimmerman Note, Fourteen Points

2. U.S. trade and loan figures, Nye Commission report

3. Fourteen Points, Wilson War Message, Versailles Treaty negotiations (U.S. positions)

4. U.S. home front: gains and opportunities for women and minorities, treatment of German–Americans, Espionage and Sedition Acts

Students represent major developments on the home front by producing a newspaper consisting of: editorials, advertisements, reports of information, political cartoons, and feature articles

Class debate topic: Was Woodrow Wilson responsible for the “failure” of the American foreign policy in the early 20^th century and the return to isolationism in the 20s and 30s?

DBQ: 1994 - Imperialism versus “manifest destiny”

2 chapter reading tests

Unit Objective Test

Teacher review content:

Reasons for new interest in world affairs

Spanish–American War

Cuban situation and U.S. reaction

Treaty provisions

Philippine annexation—debate and results

Open Door Policy, Teddy Roosevelt’s “Big Stick” Diplomacy

Roosevelt Corollary and applications

Panama intervention and canal building

Nobel Peace Prize

Taft’s Dollar Diplomacy

Wilson’s “Moral” or “Missionary” Diplomacy

Relations with Panama, Mexico, Haiti, Philippines

Neutrality, 1914–1917

World War I as a war to “make the world safe for democracy”

Various interpretations of U.S. motives in World War I

World War I at home

Economic impact

Harassment of German Americans

Women and minorities

Espionage and Sedition Acts

Business and Labor relations

Creel Committee—wartime propaganda war boards

Treaty negotiations and Senate rejection of Versailles Treaty

Unit 10: The Return to “Normalcy” and the New Deal – Between the Wars (3 Weeks)

Readings:

Text, Divine et al., Chapters 25 – 26

Taking Sides 7^th ed.

Topic: Were the 1920’ an Era of Social and Cultural Rebellion? Pages 198 – 219.

Leuchtenburg, William E. from The Perils of Prosperity, 1914- 32 (University of Chicago Press, 1958)

Shannon, David A. from Between the Wars: America, 1919-1941 (Houghton Mifflin, 1965)

Topic: Was the New Deal an Effective Answer to the Depression? Pages 220 – 241.

Biles, Robert from A New Deal for the American People (Northern Illinois University Press, 1991)

Best, Gary Dean from Pride, Prejudice, and Politics: Roosevelt Versus Recovery, 1933 – 1938 (Praeger, 1991)

E – Z 101 - Pages 88 – 124.

Ideas That Shape a Nation: Pages 297 – 316 (Franklin D. Roosevelt & John Maynard Keynes)

Documentary History: Pages 255 – 286.

Herbert Hoover’s Rugged Individualism (1928)

Franklin D. Roosevelt’s First Inaugural Address (1933)

NLRB v. Jones and Laughlin Steel Corporation (1937)

Helvering et al. v. Davis (1937)

West Coast Hotel Co. v. Parrish (1937)

U.S. History Packet Handouts

MAJOR TOPICS IN THE STUDY OF UNIT X AP: THE RETURN TO NORMALCY AND THE NEW DEAL (1919 – 1939)

1. Economic Change and Ramifications

2. The Social and Cultural Scene

3. Domestic Politics and Foreign Relations

4. Origins of the Great Depression

Economic dislocations of World War I
Governmental policies of the 1920s
The stock market Crash of 1929

5. Effects of the Depression on the people and society

6. The New Deal: Major approaches and programs

7. Evaluation of the New Deal

Successes and failures
The continuing debate

SC STATE STANDARDS:

Standard USHC-7: The student will demonstrate an understanding of the economic boom-and-bust in America in the 1920s and 1930s, its resultant political instability, and the subsequent worldwide response.

Indicators

USHC-7.1 Explain the social, cultural, and economic effects of scientific innovation and consumer financing options in the 1920s on the United States and the world, including the advent of aviation, the expansion of mass production techniques, the invention of new home appliances, and the role of transportation in changing urban life. (H, E)

USHC-7.2 Explain cultural responses to the period of economic boom-and-bust, including the Harlem Renaissance; new trends in literature, music, and art; and the effects of radio and movies. (H, E)

USHC-7.3 Explain the causes and effects of the social conflict and change that took place during the 1920s, including the role of women and their attainment of the right to vote, the “Red Scare” and the Sacco and Vanzetti case, the resurgence of the Ku Klux Klan, immigration quotas, Prohibition, and the Scopes trial. (H, P)

USHC-7.4 Explain the causes and effects of the stock market crash of 1929 and the Great Depression, including the disparity in incomes, limited government regulation, stock market speculation, and the collapse of the farm economy; wealth distribution, investment, and taxes; government policies and the Federal Reserve System; and the effects of the Depression on human beings and the environment. (H, E, G, P)

USHC-7.5 Compare the first and second New Deals as responses to the economic bust of the Great Depression, including the rights of women and minorities in the workplace and the successes, controversies, and failures of recovery and reform measures such as the labor movement. (H, P, E)

Unit Essential Question: What were the factors and consequences of the boom

and bust period of the 1920’s and 1930’s?

Major Assignments and Assessments:

Political Action/Policy Letter: Students identify one economic problem in the United States today. They research how the government dealt with that same or a similar problem during the 1920s or 1930s. They then write a letter to a local, state, or national political leader suggesting a course of action on the problem, citing evidence to support a suggested action based on their evaluation of the 1920s or 1930s policy. Option/extra credit 1 topic study assignmentProhibition- The Noble Experiment. 2 circle of knowledge assignments: Literature of the Twenties-prepare a report on your artist form the “Lost Generation” of American writers and share with your assigned small group (Fitzgerald, Hemingway, Sinclair Lewis, Langston Hughes, Anzia Yezierska) and Researching the Twenties-be prepared your report on your area of research and present your topic to the class (Politics and government, Economics, Cultural clashes, diplomacy and foreign affairs, mass culture, social change, protest movements, and judicial decisions) 1 black history month project: Great Migration , Jazz and the Harlem Renaissance. 1 brainstorming, categorizing and time line activity: The Causes of the Depression. Book reviews: The Great Gatsby, The Sun Also Rises, The Grapes of Wrath or Only Yesterday. 1 discovery packet on various aspects of the 1920: Urbanization in the 1920s (charts and graphs), reading H.L. Mencken on the Scopes trial and the fundamentalist Christians, documents on “The Business of America” in the 1920s, documents on Nativism in the 1920s, Flappers and vamps – The New American Woman in the 1920’s, poetry readings from the Harlem Renaissance (moods and themes). 1 document analysis and comparison of communism, socialism, fascism, and capitalism in The 1930s: Changing Fashions in Government. 1 document analysis study for DBQs: (1984)-Roosevelt and Hoover-a Document Based Question 1 chart on New Deal programs categorizing (relief, reform, and recovery) and description. 1 cartoon analysis: The New Deal: Overhaul or Overthrow? (What is FDR trying to do here? And others) 1 persuasive essay: How successfully were the programs of the New Deal in solving the problems of the Great Depression? Assess with respect to TWO of the following: relief, reform, or recovery

Class debate topic: Were the 1920’ an Era of Social and Cultural Rebellion?

DBQ: 2003 – Franklin Roosevelt and the Responses to the Great Depression or 1986 – The 1920s as a period of tension between clashing cultures.

2 chapter reading tests

Unit Objective Test

Teacher review content:

The 1920s:

Post-war recession and agricultural problems

Intolerance

KKK

Immigration restriction

Sacco and Vanzetti

Prohibition and Organized Crime

Jazz Age culture, Youth Rebellion, Literature of Disillusionment

Business growth and consolidation, credit, advertising

Harding, Coolidge, Hoover administrations

Scandals

Trickle-Down Economics

“Business of America is Business”

Boom and Bust in the Stock Market

Foreign Policy

The 1930s:

Hoover’s v. Roosevelt’s approaches to the Depression

New Deal Legislation—Effectiveness and Criticisms

Supreme Court Reactions and Court Packing Plan

Dust Bowl and Demographic Shifts

Extremist alternatives: Coughlin, Long, Townsend

Political Party Alignment — the new Democratic Coalition

Impact of the Great Depression on various population groups

Unit 11: World War II and “The Sword of Damocles” – Nuclear Diplomacy and the Onset of the Cold War (3 Weeks)

Time Period: 1939 - 1960

Readings:

Text, Divine et al., Chapters 27 – 28

Taking Sides 7^th ed.

Topic: Was it Necessary to drop the Atomic Bomb to End World War II.

Maddox, Robert James from “The biggest Decision: Why We Had to Drop the Atomic Bomb,” American Heritage (May/June 1995)

Berstein, Barton J. from “The Atomic Bombing Reconsidered,” Foreign Affairs (January/February 1995)

E – Z 101 - Pages 125 – 146.

Ideas That Shape a Nation:

Documentary History: Pages 286 – 304.

Franklin D. Roosevelt’s Four Freedoms speech (1941)

The Atlantic Charter (1941)

The Marshall Plan (1947)

William Faulkner’s 1949 Nobel Prize for Literature Acceptance speech

U.S. History Packet Handouts: World War II

MAJOR TOPICS IN THE STUDY OF UNIT XI AP: WORLD WAR II ANDTHE

COLD WAR (1939 – 1961)

1. The Origins of World War II.

The rise of Fascism and Nazism.
Militarism and imperialism in Japan.
Aggression and appeasement.
The American entry into the war.

2. World War II: The Military Side.

Period of intense danger.
The turnaround.
The elements of victory.

3. World War II on the American Home Front.

Economic changes and effects.
Social changes.
Internment of Japanese-Americans.

4. Wartime Planning for Postwar International Cooperation and Peace.

Atlantic Charter
Bretton Woods Conference
Tehran and Yalta agreements

5. The United States as a Superpower.

Origins of the Cold War.
Superpower competition in Europe and Asia.

6. The Immediate Postwar Era.

Postwar prosperity
Anti-Communism at home.
The Truman and Eisenhower years.

Standard USHC-8: The student will demonstrate an understanding of the impact of World War II on United States’ foreign and domestic policies.

Indicators

USHC-8.1 Analyze the United States’ decision to enter World War II, including the rise and aggression of totalitarian regimes in Italy under Benito Mussolini, in Germany under Adolf Hitler, and in Japan under Hideki Tojo; the United States’ movement from a policy of isolationism to international involvement; and the Japanese attack on Pearl Harbor. (H, P)

USHC-8.2 Summarize and illustrate on a time line the major events and leaders of World War II, including the Battle of the Bulge and the major battles at Midway, Normandy, Iwo Jima, and Okinawa; the turning points of the war for the Allies; the dropping of atomic bombs on Hiroshima and Nagasaki; and the roles of Franklin D. Roosevelt, Winston Churchill, Joseph Stalin, and Charles de Gaulle. (H)

USHC-8.3 Summarize the impact of World War II and war mobilization on the home front, including war bond drives, rationing, the role of women and minorities in the workforce, and racial and ethnic tensions such as those caused by the internment of Japanese Americans. (H, E)

USHC-8.4 Summarize the responses of the United States and the Allies to war crimes, including the Holocaust and war crimes trials. (H)

USHC-8.5 Explain the lasting impact of the scientific and technological developments in America after World War II, including new systems for scientific research, medical advances, improvements in agricultural technology, and resultant changes in the standard of living and demographic patterns. (H, G, E)

Unit Essential Question: What were the causes and the lasting impact of World

War II on the United States and the world?

Major Assignments and Assessments:

1 create a timeline of events between the wars that lead to America’s involvement in W.W.II. 1 document study and historical interpretation: Pearl Harbor-Interpretations of History 1 discovery packet including: Japanese-American Internment, The United States and the Holocaust, and Analyzing World War Conferences. 1 map analysis activity: using maps to answer questions about World War II war strategies in North Africa, Italy, the European theatre, and the Pacific. 1 original document analysis on a series of ads and magazine fillers about World War II and its effects on the homefront.

Class debate topic: Was the United States justified in its use of the atomic bomb?

DBQ: The United States and the decision to drop the bomb, diplomatic measure or military measure?

2 chapter reading tests

Unit Objective Test

Teacher review content:

U.S. response to aggression—neutrality legislation, Lend-Lease Act

Pearl Harbor and U.S. response

Military Strategy

Germany First

Second Front Debate

Island Hopping

Atomic Bomb

Home Front

Relocation of Japanese Americans

Women and Minorities in the Workplace

Demographic Impact

Wartime Diplomacy and Cooperation

Atlantic Charter (Compare to Fourteen Points)

Wartime Conferences

United Nations Founding and Participation

Splintering of Wartime Alliance and Adoption of Containment

Berlin and German Division

Truman Doctrine

Marshall Plan

NATO

Korea

Unit 12: Redefining and Coping with the “American Century” Post War America at Home and Abroad (3 Weeks)

Time Period: 1945 - 1981

Readings:

Text, Divine et. al., Chapters 29 – 31

Taking Sides 7^th ed.

Topic: Were the 1950s America’s “Happy Days”? Pages 294 – 317.

Dubofsky, Melvin and Athan Theoharis from Imperial Democracy: The United States Since 1945, 2d ed. (Prentice Hall, 1988)

Miller, Douglas T. and Marion Nowak from The Fifties: The Way We Really Were (Doubleday, 1977)

Topic: Did the Civil Rights Movement Improve Race Relations in the United States? Pages 318 – 341.

Weisbrot, Robert from Freedom Bound: A History of America’s Civil Rights Movement (Plume Books, 1990)

Wicker, Tom from Tragic Failure: Racial Integration in America (William Morrow, 1996)

E – Z 101 - Pages 147 – 197.

Ideas That Shape a Nation: Pages 329 – 400 (William O. Douglas, Martin Luther King Jr., Malcolm X, Betty Friedan, Cesar Chavez, American Indian Movement, and Rachel Carson)

Documentary History: Pages 304 – 396.

Chief Justice Warren’s Majority opinion in Brown v. Board of Education (1954)

Dwight D. Eisenhower’s Farewell Address (1961)

John F. Kennedy’s Inaugural Address (1961)

John F. Kennedy’s Strategy of Peace speech (1963)

John F. Kennedy’s Civil Rights speech (1963)

Martin Luther King’s Letter from the Birmingham Jail (1963)

Lyndon Baines Johnson’s Great Society speech (1964)

National Organization of Women’s Statement of Purpose (1966)

Lyndon B. Johnson’s Power of the Media speech (1968)

Edward R. Murrow’s Radio and Television News speech (1958)

Edward R. Murrow’s Television and Politics speech (1959)

Spiro T. Agnew’s The Importance of Television News speech (1969)

Gerald R. Ford’s Inaugural Address (1974)

Justice Potter Stewart’s Freedom of the Press Speech (1974)

Justice Blackmun’s Majority opinion in Roe v.Wade (1973)

U.S. History Packet Handouts:

MAJOR TOPICS IN THE STUDY OF UNIT XII AP: THE AMERICAN DREAM, HARSH REALITIES, AND THE MALAISE IN AMERICA (1961 – 1981)

1. Domestic Programs of Kennedy and Johnson

2. The Civil Rights and Women’s Movement of the 1960’s

3. Foreign Policy in the Kennedy and Johnson Administrations

4. New Immigration Policies

5. Religion in America: Diversity and Issues

6. Nixon and the “New Federalism”

7. The Watergate Affair

8. Changing Economic Relationships in the Post-Vietnam Years

9. United States’ Foreign Policy Since The Vietnam War

10. American Civilization in the Contemporary World and The Challenge of the New Century

SC STATE STANDARDS:

Standard USHC-9: The student will demonstrate an understanding of the social, economic, and political events that impacted the United States during the Cold War era.

Indicators

USHC-9.1 Explain the causes and effects of social and cultural changes in postwar America, including educational programs, expanding suburbanization, the emergence of the consumer culture, the secularization of society and the reemergence of religious conservatism, and the roles of women in American society. (H, E)

USHC-9.2 Summarize the origins and course of the Cold War, including the containment policy; the conflicts in Korea, Africa, and the Middle East; the Berlin Airlift and the Berlin Wall; the Bay of Pigs and Cuban missile crisis; the nuclear arms race; the effects of the “Red Scare” and McCarthyism; and the role of military alliances. (H, G, P)

USHC-9.3 Summarize the key events and effects of the Vietnam War, including the Gulf of Tonkin Resolution and the Tet offensive; the protests and opposition to the war; and the policies of presidents John Kennedy, Lyndon Johnson, and Richard Nixon. (H, P, G)

USHC-9.4 Compare the domestic and foreign policies of the period—including Kennedy’s New Frontier, Johnson’s Great Society, and Nixon’s establishment of environmental protection and rapprochement with China—as well as relations with the Soviet Union and the continuing crises in the Middle East under all administrations from Harry Truman to Jimmy Carter. (H, G, P)

USHC-9.5 Explain the movements for racial and gender equity and civil liberties, including their initial strategies, landmark court cases and legislation, the roles of key civil rights advocates, and the influence of the civil rights movement on other groups seeking ethnic and gender equity. (H, P)

Unit Essential Question: What were the important social, economic, and political events

of the Cold War era?

Major Assignments and Assessments:

1 document analysis: The Cold War Revisited. 1 document and cartoon analysis: read Truman Doctrine speech (3/12/47) and review cartoons on containment and answer the discovery questions. 1 discovery assignment packet including: Korean Inquiry, McCarthyism and the Climate of Fear, Vietnam in 21 Questions, The Black Revolution- civil rights in the 1960s and 70s, The Crimes of Watergate, The Women’s Movement and reform, Native Americans-the Forgotten Minority, Social History the 50s, 60s, and 70s. 1 chart activity: comparing the New Frontier and the Great Society programs and legislative initiatives. 1 Graphic organizer: economic recovery and prosperity after World War II. 1 persuasive essay: To what extent did the decade of the 1950’s deserve its reputation as an age of political, social, and cultural conformity? 1 synthesis essay: Assess the success of the United States policy of containment in Asia between 1945 and 1975.

1 Take Home [Create a chart] Compare the presidential policies of Truman through Carter regarding:

Nature of the Cold War—ideological vs. power struggle

Containment in Europe

Asia

Middle East

Latin America

Neutralism/nonalignment

Cuban Missile Crisis

Vietnam

Class debate topic: Have television and other media outlets been important in positively influencing American social, political, and economic life since 1945?

DBQ: 1995 - Civil Rights or 2001 – Eisenhower administration and Cold War fears

3 chapter reading tests

Unit Objective Test

Teacher review foreign policy content:

Eisenhower

Liberation, not containment

John Foster Dulles

Massive retaliation

Asia policies:

Korea

Southeast Asia — Geneva Accords and aid to South Vietnam

Peaceful Coexistence — Khrushchev’s visit

U-2 Incident

Kennedy:

Flexible response

Aid for social and economic development

Peace Corps

Alliance for Progress

Southeast Asia military and economic aid

Bay of Pigs and Cuban Missile Crisis

Johnson:

Vietnam War

Nixon/Ford:

Vietnamization

Nixon Doctrine

China Card

Detente

Carter:

Human rights policies

Camp David Accords

Panama Canal Treaties

SALT II, Afghanistan, and Olympic boycott

Iran Revolution and hostage crisis

Teacher Review Domestic policy Content:

Truman’s administration

Fair Deal

GI Bill of Rights

Taft–Hartley Act

22nd Amendment

1948 election

Loyalty program

Eisenhower’s administration

McCarthyism

Modern Republicanism

Highway construction

Brown v. Board of Education of Topeka

Warren Court

Kennedy/Johnson administrations

Civil Rights Movement: Popular and government response

War on Poverty and Great Society programs

Counterculture and anti-establishment movements

Unit 13: The Reagan Revolution, the Collapse of the Soviet Union, and the Bridge to Tomorrow (2 Weeks)

Time Period: 1981 – Present day

Readings:

Text, Divine, Chapters 32 – 33

Taking Sides 7^th ed.

Topic: Were the 1980’s a Decade of Greed? Pages 380 – 396.

Phillips, Kevin from The Politics of Rich and Poor: Wealth and the American Electorate in the Reagan Aftermath (Random House, 1990)

Reynolds, Alan from “Upstarts and Downstarts,” National Review (August 31, 1992)

E – Z 101 - Pages 198 - 210.

Ideas That Shape a Nation: Pages 317 – 326 (Ronald Reagan) and 401 – 410 (Alvin Toffler)

Documentary History: Pages 396 – 415

Senator Barry Goldwater on Conservatism, Religion and Politics (1981)

Ronald Reagan Inaugural Address (1981 & 1985)

Gov. Mario Cuomo’s Keynote Address at 1984 Democratic Convention - A Case for the Democrats 1984: a Tale of Two Cities

U.S. History Packet Handouts: Reagan, Bush, Clinton and Bush II

SC STATE STANDARDS:

Standard USHC-10: The student will demonstrate an understanding of developments in foreign policy and economics that have taken place in the United States since the fall of the Soviet Union and its satellite states in 1992.

Indicators

USHC-10.1 Summarize key events in United States foreign policy from the end of the Reagan administration to the present, including changes to Middle East policy, the impact of United States involvement in the Persian Gulf, and the rise of global terrorism. (P, H, G)

USHC-10.2 Summarize key economic issues in the United States since the fall of communist states, including recession, the national debt and deficits, legislation affecting organized labor and labor unions, immigration, and increases in economic disparity. (E, H, P)

Unit Essential Question: What major domestic and foreign developments have impacted

the US in the last two decades?

Major Assignments and Assessments:

1 Create a DBQ: Choose an issue or development in the 1980s – 21^st century. Develop a question, and select and arrange documents relevant to answering the question. Your score is determined by the significance of the issue, clarity of the question, and relevance of the documents used in answering the question.

Class debate topic: Have corporations and the Religious Right taken control of political life in the United States?

DBQ: N/A

2 chapter reading tests

Unit Objective Test

Teacher review content:

Reagan:

Foreign policy

“The Evil Empire”

Strategic Defense Initiative (SDI)

End of the Cold War

Crisis and scandal: Middle East and Latin America

Reaganomics

Bush:

Desert Storm

Panama

Savings and Loan Industry bailout

Clinton:

Peace and Prosperity

Scandals and Impeachment

Toward a New Tomorrow:

Immigration

Education

Technological change

Environmental concerns

Terrorism

Federalism and expanding power of the national government

Urbanization

Unit 14: Review for AP exam (3 weeks)

We will spend class time reviewing time periods, doing topic traces, working on generalizations, time lines, cause and effect activities, playing review games, timed writing assignments and completing 2 past released AP examinations.

After the exam, prepare for the state E.O.C. test and work on the unit: Myth and Reality - American History and the Cinema

APUSH Seminar and AP United States History Pacing Guide

Pacing Guide (based on 2 unit course taught on a block schedule for 180 days)

United States History is a core course required for graduation and is taken in the eleventh grade year. This instructional planning guide is based on South Carolina Academic Standards.

Unit One: Settlement in North America 15 periods

Unit Essential Question: How did the interaction of different cultures create

a new society in North America?

Standard USHC-1: The student will demonstrate an understanding of the settlement of North America.

Indicator

USHC-1.1 Summarize the distinct characteristics of each colonial region in the settlement and development of America, including religious, social, political, and economic differences. (H, E, P, G)

MAJOR TOPICS IN THE STUDY OF THE UNIT I AP: THREE WORLDS MEET (1450 – 1600)

1. Background to understanding the “Great Convergence”

a. Europe in the 15^th century

b. Precolonization American societies

c. African societies in the 15^th century

2. Iberian conquest and colonization

a. Causes and extent of Iberian conquest

b. Effects of Iberian conquest

MAJOR TOPICS IN THE STUDY OF THE UNIT II AP: THE COLONIAL ERA (1600 – 1754)

1. The 17^th century Planting of New Societies

a. Major differences among the Spanish, Portuguese, French, and the English colonies

b. Main characteristics of different English colonies in North America

2. The 18^th century Maturing of Colonial Societies

a. Population growth

b. Rapid economic development

c. British Imperial policy

d. Religious diversity, The Great Awakening

e. Development of political ideas

f. Rise of slavery and African-American culture

Unit Two: US as a New Nation 15 periods

Unit Essential Question: What factors led to the establishment of the United

States as a new nation?

Standard USHC-2: The student will demonstrate an understanding of the establishment of the United States as a new nation.

Indicators