AP U.S. History
AP U.S. History
Ms. Emami
The content of this course is based on learning objectives within the AP US History Curriculum Framework which are organized under the following seven themes: Identity (ID), Work, Exchange and Technology (WXT), Peopling (PEO), Politics & Power (POL), America in the World (WOR), Environment and Geography – Physical & Human (ENV), Ideas, Beliefs and Culture (CUL). AP U.S. History is intended to develop student's abilities to think like and do the work of historians.
Resources
Harmon, J. (2005). Teaching Marbury v. Madison Special Focus in United States Government and Politics Mastering the Core skills. Collegeboard.
McPherson, J. (1988). Battle Cry of Freedom. Oxford, Oxford University Press. Great Speeches Abraham Lincoln. (1991). Dover Thrift Editions.
Mann, C.C. (2006). 1491: New Revelations of the Americas Before Columbus. Vintage. Parrington, V.L. (1955). Main Currents in American Thought. Norman, University of Oklahoma Press.
Remini, R.V. (1999). Andrew Jackson. HarperPerennial.
Turner, F.J. The Frontier in American history.
The Choices for 21st Century Education Program Fourth Edition. (2008). Watson Institute for International Studies, Brown University. www.choices.edu (CP)
www.HistoricalThinkingMatters.org (HTM)
University of California, Irving, History Project.
http://www.humanities.uci.edu/history/ucihp/tah/index.php (UCIHP)
http://ed.ted.com/lessons?category_id=521 (TE)
http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/maps/introduction.html (LGM)
http://historymatters.gmu.edu/ (HM)
http://ashp.cuny.edu/ (ASHP)
http://picturinghistory.gc.cuny.edu/mtr.php (PH)
http://nationalhumanitiescenter.org/pds/amerbegin/amerbegin.htm (NHC)
http://mlk kpp01.stanford.edu/index.php/kingpapers (MLK)
Summer Reading
Secondary Source: Frederick Jackson Turner, The Frontier in American History
Part I A Colonizing People 1491-1754
Unit 1 New World Encounters 1491-1608 (2 weeks)
Secondary Sources: (AS) Chap.1: New World Encounters, selections Diamond, Guns Germs & Steel, Mann, C.C. 1491: New Revelations of the Americas Before Columbus, (RP) James Axtell Imagining the Other: First Encounters, (NHC) America Beginnings: Contact, Exploration
Primary sources: Christopher Columbus from the journal of the first voyage 1492 & letter to lord Sanchez 1493, (RP) Jesuit Observations on the enslavement of Native American Women 1633, 1710, Fr. Paul le Jeune Brief Relation of the Journey to New France 1633, (Wheeler) German woodcuts 1509, Portuguese oil on panel 1550, French engravings 1575, 1590, 1591, French engraving 1600, (NHC) America Beginnings Mexica & Tlaxcala: Accounts of the Spanish arrival in Mexico, the 1500s, Maya: Account of the Spanish arrival in the Yucatan, 1520s, Ho-Chunk: Account of the French arrival near Lake Michigan, 1634, Micmac: Statement to a French missionary in Canada, ca. 1680, (LGM) Zoom into Maps. Exploration, Discovery
Writing/Essay Activity: How can we understand contact, cooperation, and conflict between Native Americans and European colonists in the colonial era? Students will: make an argument for the multiple causes and effects of conflict and cooperation between Native Americans and Europeans in the 15th & 16th centuries (POL-1) (PEO-4) (ENV-4), compare Native American Histories before Conquest and European Perceptions of the "New World" (PEO-1), compare how Europeans and Native American relationships changed after their initial encounters, compare European’s interpretation of the natural world with Native American accounts (ID-4) (CUL-1) (Appropriate use of Historical Evidence), evaluate Diamond & Mann’s Theses and its
implications for understanding Native American Narratives, the concept of “the New World” and ideas of Western superiority (Periodization, Historical interpretation, and Synthesis), and evaluate how these encounters fit into the broader issues of imperial competition, environmental transformations, transatlantic connections, and the development of North American societies in the colonial period (Contextualization (WOR-1) (ENV-1)).
Unit II A Colonizing People 1607-1739 2 weeks (End of September)
Secondary Sources: (AS) Chap.3: Putting Down Roots, (RP) T.H. Breen & Stephen Innes Anthony Johnson: Patriarch on Pungoteague Creek, Virginia DeJohn Anderson, Migrants & Motives: Religion and the Settlement of New England 1630-1640, Peter H. Wood Patterns of slave resistance, (NHC) America Beginnings, 3. Settlement 4. Power, Making of African American Identity, Freedom, Enslavement
Primary sources: (RP) Richard Frethorne's letter home, John Winthrop's A Model of Christian Charity, The Stranger on Slave Recreation (1772), Anne Bradstreet's Thoughts on her husband and children, (NHC) selected sources: American Beginnings Settlement and Power, Making of African American Identity: Freedom, Enslavement
Museum Exhibit Activity: Students will: compare Virginia and New England’s motives for colonization, and compare the experiences of White, Native American, and Africans in the Virginia and New England colonies in the 16th & 17th centuries (ID-5) (WXT-4) (POL-1) (WOR-1) (ENV 2), select a group such as women, Native Americans African Americans from the Virginia and New England Colonies and describe their experiences using artifacts, documents, portraits, stories and maps (appropriate use of historical evidence (PEO-1) (PEO-4) (CUL-2)). Students will then write an essay reflecting on why they selected the artifacts that they did, what perspectives they were trying to represent, how they synthesized contradictory evidence (Periodization, Historical Interpretation, and Synthesis), and evaluate how regional development impacted the national development of the United States (Contextualization (ID-4) (PEO-5)).
Unit III Colonies in an Empire 1690-1763 America 2 weeks (Mid-October)
Secondary sources: (AS) Chap.4: Colonies in an Empire, (RP) Harry S. Stout American Awakener, (TE) Bissetta, A. Historical Role Models, (HBO) JA 1: Join or Die, (UCHIP) Excerpt from Gordon Wood’s The Radicalism of the American Revolution, (NHC) Becoming American
Primary sources: (RP) Jonathan Edwards, Sinners in the hands of an angry god, Newspaper Masthead October 1765, (UCHIP) Franklin’s Thirteen Virtues from Benjamin Franklin’s Autobiography, Philadelphia Contributionship Fire Mark, 1752-1753, Excerpts from John Trenchard & Thomas Gordon, Cato’s Letters, 1720 – 1723, (NHC) Becoming American selected sources, (AS) Map of North America before 1754, Map of North America after 1763
Essay/Writing Activity: Students will: make an argument for the multiple causes that fostered or hindered the growth of the British Atlantic colonies from 1690 to 1763 (ID-5) (WXT-2)(WXT-4) (WXT-6)(POl-1)(WOR-1)(WOR-2)(ENV-2), compare how the inhabitants’ concepts of liberty, rights, equality, and independence were affected by the colonies’ growth and what "American" meant to the diverse peoples of North America in 1763 (Appropriate use of Historical Evidence (ID-1)), explain the central ideas that distinguished the eighteenth- from seventeenth-century American colonies, explain how these ideas were shaped, and evaluate how they influenced the colonists' perception of themselves and their relationships with God, with
each other, and with Britain (CUL-2) (CUL-4), evaluate and synthesize the interpretations of Woods, Stout, and Bissetta (Periodization), and interpret how the concepts of the Enlightenment and Great Awakening fit into the larger story of Independence, Emancipation, and Democratization (Contextualization).
Part II A Revolutionary People 1763-1810
Unit IV American Revolution 1763-1791 3 weeks (1st week of November)
Secondary sources: (AS) Chap. 5: The American Revolution, (RP) Alfred F. Young, George Robert Twelves Hewes: the revolution and the rise of popular politics, (ED) Labaree, B. The Story behind the Boston Tea party, (HBO) JA II: Independence & III: Don’t Tread on Me IV:
Reunion, (RP) Nash, Thomas Peters: Millwright and Deliverer, Colin G. Calloway The Revolution in Indian country, (OYC) Freeman. The American Revolution, The Articles of Confederation. (CP) A More Perfect Union: American Independence and the Constitution Case studies: Settling the National Debt, The Pirates of North Africa, Soldiers in Time of Peace, The Treaty of Paris of 1783, Debtors, Creditors, and Paper Money, Western Lands, Trends toward Democratization: Trend 1. Relocation of State Capitals Chart, Trend 2. Shifting patterns of slave ownership Chart, Trend 3. Development of State Bill of Rights Chart, Trend 4. Changes in Voter Qualifications Chart, Trend 5. Land Ownership and the Distribution of Wealth Chart, Trend 6. Expansion of State-Chartered Banks chart, Trend 7. Decline of Indentured Servitude
Primary sources: (RP) John Andrews to William Barrell On the Boston Tea Party, A brief narrative of the ravages of the British and Hessians at Princeton, Jefferson The Declaration of Independence, Paine Common Sense, Judith Sergeant Murray, On the equality of the sexes, Benjamen Banneker Letter to Thomas Jefferson on the African American Intellect 1791, The Articles of Confederation, Little Turtle On the treaty of Greenville 1795, Tecumseh On Land cessions 1810, (LG) Military map set (American revolution)
Debate Activity: Students will: analyze the leading problems facing the young American republic and evaluate the structure of the Articles of the Confederation in relationship to these problems, analyze a series of case studies in order to make an argument about the government’s approach to the problems and if the confederate system functioned to promote the overall good of the republic (POL-2) (WOR-2)(WOR-5)(ENV-3), analyze a series of Trends Charts to determine how America’s independence from Britain contributed to the trend (Appropriate use of Historical Evidence), compare founding father’s agendas with that of middle class women, white working class men, African American men, African American Women, Native Americans (appropriate use of historical evidence (ID-1) (ID-4)(WXT-2)(WXT-4)(WXT-6)(CUL-2)(CUL-4), synthesize Nash, Labaree & Young’s interpretations of the process of politicization and the multiple competing motivations among those who participated in the Revolution (Periodization, Appropriate use of Historical Evidence), compare the Articles of Confederation to political structures today, and evaluate how the struggles facing the young republic fit into the broader process of Democratization and Emancipation (Contexualization).
Unit V The Republican Experiment & Ascendency 1787-1815 3 weeks (End of November)
Secondary Sources: (CP) A More Perfect Union: American Independence and the Constitution, The Road to the Constitutional Convention, The Great Debate: Ratifying the Constitution of 1787, Two Hundred Years of Constitutional Change (HBO) JA V: Unite or Die, VI: Unnecessary War (TE) Judy Walton The Making of the American Constitution & The historical audacity of the Louisiana Purchase, Belinda Stutzman A 3-minute guide to the Bill of Rights & How is Power Divided in the United States Government, Kenneth C. Davis The Oddities of the First American Election & Inventing the American Presidency, (APUSG) Harmon Marbury v. Madison, (CP) Challenge to the New Republic: The War of 1812, The New Nation, Setting Precedents in a dangerous world, The Failure of peaceable coercion, The War and its Consequences
Primary Sources: (RP) Brutus Second Essay Opposing the Constitution, The Constitution of 1787, (FTR) Madison Federalist 45 1788, (RP) Hector St. John de Crevecoeur, The American Belisarius 1790s, (FTR) Jefferson from First Inaugural Address 1801, from Marbury v. Madison 1803, Lewis & Clark from Journals of Exploration 1804-1805, Tecumseh Appeal to the Choctaws and Chickasaws 1811
Writing/Essay Activity: Students will: compare America’s concept of self-governance and how it changed from 1776-1789 ((WXT-2) (WXT-4)(CUL-2)(CUL-4) Appropriate use of Historical Evidence), evaluate the implications of westward migration for national unity (ENV-4), explain and analyze the road to the Constitutional Convention and the ratification of the United States Constitution of 1787, evaluate Beard’s Economic Interpretation of the American Revolution and analyze its significance in understanding the framers of the Constitution (Periodization, Historical Interpretation, and Synthesis, Appropriate use of Historical Evidence), evaluate the policies and actions of the first 3 administrations (POL-2)(POL-5)(WOR-2), make an argument for the multiple causes and effects of the War of 1812 (WXT-6)(WOR-5), explain and evaluate Constitutional changes and interpretations over the last 200 years (Contextualization).
Part III An Expanding People 1815-1877
Unit VI Nationalism, Expansion & the Rise of the Cotton Kingdom 1819- 1850 2 weeks (2nd week of Dec)
Secondary Source: (HBO) JA VII: Peacefield, (AS) Chap.10: The Triumph of White Men’s Democracy, McPherson Chap.1: The United States at MidCentury, (OYC) Blight Lectures: 2. Southern Society 3. A Southern World view 4. A Northern World view 5. Legacies of the Mexican War and the Compromise of 1850 (RP) Robert A. Gross Culture and Cultivation: Agriculture and Society in Thoreau’s Concord, Shultz, God, and Workingmen: popular religion and the Formation of Philadelphia’s Working Class, 1790-1830, Unchained Memories
Primary sources: (FTR) J. Q. Adams Reflections on the Missouri Question 1820, from McCulloch v. Maryland 1819, Monroe from The Monroe Doctrine 1823, Nat Turner from Confessions 1831, Tocqueville from A letter to Countess de Tocqueville 1831, J. Ross from The Chiefs Annual Message 1831, from Worcester v. Georgia 1832, Morse from Imminent Dangers to the Free Institutions of the United States 1835, Finney from Lectures on Revivals of Religion 1835, Sojourner Truth from Address to the Woman’s Rights Convention, Akron, Ohio 1851, Thoreau from Walden 1854, Fuller from Woman in the 19th century 1845,(RP) Resolutions of the Journeymen Carpenters/Resolutions of the Master Carpenters 1845
Writing/Essay Activity: Students will: make an argument for the multiple causes and effects of expansion and migration, transportation and the market economy, nationalism, and the rise of the cotton kingdom (POL-2)(WOR-5)(CUL-2)(ID-2)(ID-5)(WXT-2)(WXT-5)(ENV-4)(WOR-3)(PEO 5)(PEO-2)(PEO-6), compare Northern, Southern and Western perspectives on Clay’s American System, the Missouri Compromise, the Monroe Doctrine, the Tariff of 1828, the Nullification Crisis, and The Marshal court) (Appropriate use of Historical Evidence (ID-1)(WXT-6)(POL-5)), evaluate the impact of the Transcendentalists, The Temperance, Women’s & Abolition Movements (WOR-6)(POL-3)(POL-6), analyze and evaluate the pressures on Native American societies, and evaluate Tocqueville’s conclusions on American Democracy and how they reflect the changes to American Democracy in the early to mid 19th c. (Interpretation & Synthesis, Periodization, Contextualization).
Unit VII Manifest Destiny, The Sectional Crisis and a House divided 1848-1860 2 weeks (1st week of January)
Secondary Source: (AS) Chap.13: An Age of Expansionism, McPherson Chaps.2-5, charts: The Southern Economy, The Election of 1860 & Southern Secession, (OYC) Blight Lectures: 6. Kansas Nebraska Act & the Birth of Republican Party 7. Impending Crisis of the Union 8. John Brown Hero or Terrorist? 9. Election of 1860 & the Secession crisis, (RP) Elliot J. Gorn, “Gouge and Bite, Pull Hair and Scratch”: The Social Significance of Fighting in the Southern Backcountry, Malcolm Rohrbough No Boy’s Play: Migration and Settlement in Early gold Rush California, (NHC) The Making of African American Identity: Community, Identity
Primary Sources: (RP) The Stuart Bennet dual 1819, William Swain’s letter from the California Goldfields 1850, (NHC) The Making of African American Identity: Community, Identity, The Compromise of 1850, H.B. Stowe from Uncle Tom’s Cabin 1852, (FTR) F. Douglas from Narrative of the Life of Frederick Douglas 1845, from Dred Scott v. Sanford 1857, Helper from The Impending Crisis of the South 1857, Abraham Lincoln & Stephen Douglas from The Lincoln Douglas Debates 1858
Timeline Activity: Students will: make an argument for the causes and effects of the Mexican American War (ID-2)(ID-5)(WXT-2)(WXT-4)(WOR-5)(WOR-6), analyze and evaluate the Wilmot Proviso, The Compromise of 1850, Kansas Nebraska Act, the Know-Nothing (American) Party, the Republican Party, the Lecompton Controversy, The Dred Scott case, the debates over the morality of slavery, The South’s crisis of fear, Harper’s Ferry 1859, John Brownism & Helperism and the election of Lincoln 1860 to design a timeline that shows the precipitants, preconditions, and triggers that lead to disunion (Appropriate use of Historical Evidence, Periodization, Historical Interpretation and Synthesis, Contextualization (PEO-5) (POL-3) (POL-6) (ENV-3) (ENV-4) (CUL-2) (CUL-5)).
Unit VIII Disunion & Reconstruction 1860-1877 2 weeks (3rd week of January)
Secondary Sources: (AS) Chap.15: Secession & Civil War, Chap.16: The Agony of Reconstruction, (OYC) Blight Lectures: 26 Race and Reunion: The Civil War in American Memory 27 Legacies of the Civil War (RP) Gilpin Faust Husbands & Wives: Southern Marriages during the Civil War, Eric Foner African Americans in Public Office During the Era of Reconstruction: A Profile, Spielberg Lincoln, (TE) Kearns Learning from Past Presidents, (NHC) The making of African American Identity: Emancipation
Primary Sources: (RP) Taylor Reminiscences of an Army laundress 1902, Anderson A letter “To my Old Master...”, (NHC) The making of African American Identity: Emancipation, Dubois The Souls of Black Folks Chap.1: Of Our Spiritual Strivings, Chap.14: Of the Sorrow Songs (LGM) Zoom into Maps. Military map set (Civil War)
Essay/Writing Activity: Students will: Interpret the legacies of the Civil War (ID-2)(ID-5) (WXT-5)(WXT-6),(PEO-5)(POL-6)(WOR-5)(WOR-6)(ENV-3)(ENV-4)(CUL-3)(CUL-5)(CUL 6)(CUL-7), and evaluate how they are products of their age (Appropriate use of Historical Evidence, Periodization, Historical Interpretation and Synthesis, Contextualization).
Part IV An Industrializing People
Unit VIIII The West and the building of an Industrial society (1849-1901) 2 weeks (First week of February)
Secondary Sources: (AS) Chap.17: The West, Chap.18: The Industrial Society, Chap.19: Towards an Urban Society, (RP) David Nasaw Talking & Singing Machines, Parlors, and Peep Shows: Popular amusements in turn of the century America, Christine Stansell Women children and the uses of the streets: Class and gender conflict in New York City, 1850-1860, Jack Chen The Chinese Link a Continent and a Nation, Bruce Palmer The Southern populist critique of American Capitalism, Elizabeth Ewen Immigrant Women in the City, Jacqueline Jones A bridge of bent backs and laboring muscles: the rural south 1880-1915 (LGM) Zoom into Maps. Travel and Transportation & Migration and settlement
Primary Sources: (RP) John T. Rapier The agricultural labor force in the south 1880, Richard K. Fox, Coney Island Frolics 1883, Lucy Larcom, An Idyll of Work 1884, Lee Chew, Life of a Chinese Immigrant 1903, The Omaha platform of the Populist Party 1892, Rose Gollop Cohen A Young Immigrant in New York City 1918, (UCHIP) Emigrants [i.e. immigrants] landing at Ellis Island, U.S. inspectors examining eyes of immigrants, Political Cartoon: The Americanese wall - as Congressman [John Lawson] Burnett would build it, California vigilante committee correspondence to John Stephens, 5 September 1856, The Chinese Exclusion Act 1882, Wong Turn: Certificate of residence, Census Report Excerpt: Statistical Atlas of the United States, based upon the 1890 census by Henry Gannett, Immigration figures for 1903, F. E. Clark Don't bite the hand that's feeding you, Our immigrants at Ellis Island
Propaganda Poster Activity: Students will: explain how many immigrants arrived, in the late 1800s and early 1900s, and where they settled, compare multiple perspectives on immigration in order to make an argument for the challenges that the new immigrants faced, and the ways in which Nativists targeted specific immigrant groups, influenced immigration legislation, and affected perceptions of new immigrant groups who entered the United States, evaluate how these encounters fit into the broader issue of immigration, evaluate how it fits into current debates on immigration and make a series of propaganda posters that reflect the different perspectives both from this era and in contemporary debates (Appropriate use of Historical Evidence, Periodization, Historical Interpretation and Synthesis, Contextualization(ID-2)(ID-5-7)(WXT3,5- 8)(PEO-3,5-7)(POL-3,5,6)(WOR2,3,6)(ENV-5)(CUL3,5)).
Unit X Beyond Manifest Destiny: America Enters the Age of Imperialism (1867- 1902) 1 week (2nd week of February)
Secondary Sources: (RP) Judy Yung Unbound feet: Chinese Immigrant Women in Early Twentieth-Century San Francisco, (CP) Beyond Manifest Destiny: America Enters the Age of Imperialism: The Question of Annexation, The Origins of Global Power, The Changing United States, Looking Outward, “The Final Competition of Races”, Spreading the American Way Overseas, The Spanish American War, Imperialism’s Bitter Fruit, (ASHP documentaries) Savage Acts: Wars, Fairs, and Empire 1898-1904
Primary Sources: (CP) Emma Lazarus The New Colossus, Thomas Bailey Aldrich Unguarded Gates, T. Roosevelt Expansion of White Races, F.A. Walker Restrictions of Immigration, M. Twain Innocents Abroad, H.C. Lodge Race & Immigration, W.G. Sumner The Proposed Dual Organization of Mankind, Political Cartoons, Selections from the Black Press on American Imperialism, Selections from T. Roosevelt speeches and writings, R. Kipling The White Man’s Burden, from Plessy v. Ferguson 1896
Essay/Writing Activity: Students will: make an argument for the multiple causes and effects of imperialism, nationalism, national interests, and World's Fairs during the period 1898- 1904, analyze and compare the different multiple perspectives on U.S. expansion at the turn of the twentieth century, compare with imperialism in the colonial period, and evaluate how these encounters fit into the broader issues of imperial competition, environmental transformations, foreign policy initiatives, and the development of Modern American society (Appropriate use of Historical Evidence, Periodization, Historical Interpretation and Synthesis, Contextualization (ID-3,5)(WXT3,6)(PEO-3,5)(POL-3,5,6)(WOR-3,6,7)(ENV-5)(CUL3,5-7)).
Part V A Modernizing People
Unit XI Progressivism, WWI & a 2nd Industrial Revolution (1894-1928) 1 week (3rd week of February)
Secondary Sources: (AS) Chap.23: From Roosevelt to Wilson in an Age of Progressivism, 25 Transition to Modern (RP) Peter Wild John Muir the Mysteries of Mountains, Mary Murphy Messenger of the New Age: Station KGIR in Butte, (CP) To End All Wars: World War I and the League of Nations Debate: Scourge of War, Securing the Peace, The Legacy of the League, Lawrence, The Great Migration: An American Story, (ASP) Heaven will Protect the Working Girl
Primary sources: (RP) Advertisements 1925, 1927, John Muir Mount Ritter 1911, Hughes The Negro Speaks of Rivers 1921, Sea Calm, Arna Bontemps, Reconnaissance, Sterling Plumpp, Poem, Mississippi Griot, Marcus Garvey, (FTR) Jacob Riis: Five Cents a Spot, A Black-and-Tan Dive, Dens of Death, Police Station Lodger, Tenement Yard, In a Sweat Shop, Gladden, The Social Gospel 1902, Addams, from The Subjective Necessity for Social Settlements 1892, Sinclair, from The Jungle 1906, Schneiderman Working Women and the Vote 1912, Wells from Lynch Law in America 1900, Tillman The Use of Violence against Southern Blacks 1900, The Niagara Movement, Declaration of Principles 1905, Roosevelt from Message to Congress 1901,
Wilson from The New Freedom 1913, Du Bois Returning From War 1919, Palmer, from The Case against the Reds 1920, White, The Red Scare Is Un-American 1920, from The Scope Trial 1925, Carter Family Wildwood Flower, Duke Ellington Take The A-Train
Museum Exhibit Activity: Students will: make an argument for the causes and effects of progressive philosophy and the reform movements of the period, compare the interpretations of government officials, activists and workers such as: T. Roosevelt, W. Wilson U. Sinclair, W. Gladden & J. Addams, analyze how workers challenged the effects of industrial capitalism, analyze and evaluate the methods women used to improve working conditions in factories during the Progressive Era, analyze and evaluate the impact of the Great Migration, the Harlem Renaissance and WWI upon African American identity, evaluate the Rural Counterattack, the Red Scare, the rebirth of the KKK and Immigration Restrictions and evaluate how these encounters fit into the broader issues of freedom, democratization, the struggles between labor and capital, and immigrants and identity (Appropriate use of Historical Evidence, Periodization, Historical Interpretation and Synthesis, Contextualization (ID-6,7)(WXT3,5-7)(PEO-3,6,7)(POL 3,5,6)(WOR-3)(ENV-5)(CUL5-7)).
Unit XII The Great Depression, the New Deal & WWII (1932-1945) 1 week (end of February)
Secondary Sources: (AS) Chap.26: FDR & the New Deal, (RP) Edward R. Ellis What Depression did to People, Lewis A. Erenberg The Crowd goes wild: The youth culture of Swing, (CP) Ending the War against Japan: Science, Morality, and the Atomic Bomb, WWII & the Atomic Bomb, The Decision and the Consequences
Primary Sources: (RP) Meridel LeSueur, Despair of Unemployed Women 1932, Franklin D. Roosevelt, First Inaugural Address, 1933, Benny Goodman Explains Swing 1939, FDR State of the Union Speech 1941, (AG) Norman Rockwell’s visual interpretation of FDR’s Four Freedoms, The Powers of Persuasion Poster Art from WWII General Motors 1941, Dr. Seuss February 1942 for the New York newspaper, Images from Japanese American Relocation Digital Archives Collection at Calisphere.org
Poster Design Activity: Students will: make an argument for the multiple causes and effects of the Great Depression, the New Deal, and WWII, compare multiple interpretations of Freedom during this era, and compare with ideas of freedom from past eras such as Jefferson’s, Lincoln’s, analyze and evaluate propaganda posters from this era, analyze and evaluate justifications for denying freedom, compare with African American struggles for Freedom, evaluate how it fits into the broader issue of Freedom and Civil Rights (Appropriate use of Historical Evidence, Periodization, Historical Interpretation and Synthesis, Contextualization (ID-3,6-8)(WXT3,6- 8)(PEO-6,7)(POL-3-7)(WOR-4,6,7)(ENV-5)(CUL5-7)).
Unit XIII The Cold War (1945-1962) 2 weeks (2nd week of March)
Secondary Sources: The Atomic Café, (CP) The Origins of the Cold War: U.S. Choices After WWII, Comparison of Deaths and Explosive power in bombings Chart, International Politics in the Postwar world comparing the Great powers 1945-1950, (RP) Kenneth T. Jackson The Drive-In Culture of Contemporary America, Virtual JFK
Primary Sources: (RP) Restrictions of Levittown late 1940s, JFK Inaugural Address 1961, (CP) Forty years of U.S. Cuban relations cartoon, letters from Khrushchev to Castro Oct 22, 1962,
From Castro to Khrushchev Oct 26, 1962, from Khrushchev to Kennedy Oct 26, 1962, Oct 27, 1962, from Kennedy to Khrushchev Oct 27, 1962, Castro to Khrushchev Oct 31, 1962, Khrushchev to Kennedy Dec 10, 1962, Kennedy to Khrushchev Dec 14, 1962
Debate Activity: Students will: make an argument for the causes and effects of the Presidency in matters of war and peace, compare Kennedy with Adams, Jefferson, Monroe, T.Roosevelt, W. Wilson, F.D.Roosevelt, Truman, and evaluate the legacies of manifest destiny, imperialism, compare American foreign policy decisions, evaluate the concept of mission and containment, and evaluate how it fits into the broader issue of foreign policy, war and peace, and power (Appropriate use of Historical Evidence, Periodization, Historical Interpretation and Synthesis, Contextualization (ID-3)(WXT3,8)(POL-5,6)(WOR-5,7,8)(ENV-5)(CUL7)).
Unit XIV Affluence, Anxiety, & Turbulence (1960-1968) 3 weeks (1st week of April)
Secondary Sources: (CP) The Limits of Power The United States in Vietnam, (RP) Maurice Isserman & Michael Kazin The Making of the 1960’s Youth Culture, Vicki Ruiz Claiming Public Space: Mexican Women in 20th c. America, Allen J. Matusow The Vietnam War, the Liberals, and the Overthrow of LBJ, Robin D. G. Kelley After Civil Rights: The African American working and middle classes, Eyes on the Prize 10 The Freedom March from Selma to Montgomery, 15 Poor People’s Campaign 16 Vietnam and the Civil Rights Movement, When We Where Kings, The Fog of War, Letters from Vietnam, U.S. Forces in Vietnam chart, Gulf of Tonkin incident Chart
Primary Sources: (CP) Brown v. Board of Education 1954, Baldwin, Nobody Knows my name: A Letter from the South 1961, (RP) Students for a Democratic Society The Port Huron Statement 1962, (MLKRI) Martin Luther King Letter from Birmingham Jail April 1963, (RP) Enriqueta Longeaux y Vasquez, A Chicana Critique of the Chicano Movement 1969, Lyndon B. Johnson Commencement Address at Howard University 1965, Clifford Memorandum to President Johnson March 4, 1968, Speech by President Nixon Nov. 3, 1969, delivered over national television, Speech by President Nixon April 7, 1971, on National Television, Agreement on Ending the War and Restoring the Peace in Vietnam signed January 27, 1973, Songs of the Vietnam War, Ione Malloy Southie won’t go 1975
Essay/Writing Activity: Students will: make an argument for the causes and effects of the Civil Rights movements, compare the perspectives of different men and women of different Civil Rights movements with different Government Officials, and analyze the issues that framed the debate on U.S. policy in Vietnam, compare multiple perspectives on the Vietnam war including activists and government officials, compare popular culture perspectives on the Vietnam war through the music of different cultures, evaluate the values that were at stake at critical junctures for U.S. policy in Vietnam, and evaluate how these struggles fit into the broader issues of Civil Rights (especially the LGBT movement), Foreign policy, democratization and power (Appropriate use of Historical Evidence, Periodization, Historical Interpretation and Synthesis, Contextualization (ID-6-8)(WXT3)(PEO-6)(POL-3-7)(WOR-4,7,8)(ENV-5)(CUL5-7)).
Unit XV Reaction & Post-Modern America (1969-present) 2 weeks (3rd week of April)
Secondary Sources: (AS) Chap.31: The Rise of a New Conservatism 1969-1988, Chap.32: To the 21st Century, 1989-2009 Voting on the Equal Rights Amendment Map showing ratification, (LG) Zoom into Maps. Environmental Maps (RP) Juliet B. Schor The insidious cycle of work and spend, Patricia Morrisroe, Yuppies-The New Class 1985, Inside Job, (CP) International Trade: Competition and Cooperation in a Globalized World, Responding to Terrorism: Challenges for Democracy, Historical State of the Union Addresses, Scholars Online: Global Environmental
Problems: Implications for U.S. Policy, the U.S. in Afghanistan, China, International Trade, U.S. role in a changing world, Responding to Terrorism
Primary Sources: (FTR) Reagan, The “Evil Empire” 1983, Marshall Reflections on the Bicentennial of the United States Constitution 1987, B.H. Obama 2nd Inaugural Address 2013, Article II Section III of the U.S. Constitution, B.H. Obama State of the Union Address 2013, Trends in global manufacturing trade since 1948, maps and data on nuclear weapons stockpiles, multiple charts and graphs on humanity's impact on the global carbon cycle.
Debate Activity: Students will: explore significant moments in twentieth-century State of the Union Addresses and identify important historic themes and evaluate President Obama’s 2013 State of the Union address, compare the Tonkin Gulf resolution with the incident that sparked the declaration of war against Mexico in 1846, congressman Lincoln’s spot resolutions, the sinking of Battleship Maine in Havana Harbor 1898 and subsequent Spanish American War, the attack on destroyer Greer by a German submarine 1941, the weapons of mass destruction and U.S. led war against Iraq, and the current issues concerning weapons of mass destruction in Iran and North Korea, analyze and evaluate contrasting policy options on: Global Environmental Problems, nuclear weapons, U.S. in Afghanistan, China, International Trade, U.S. role in the world and Responding to Terrorism (Appropriate use of Historical Evidence, Periodization, Historical Interpretation and Synthesis, Contextualization (WXT3,6,8)(PEO-7)(POL-3,5,6)(WOR-4,8)(ENV 5)(CUL5)).