AP United States History
Capital High School, Santa Fe, NM 87507
Teacher: Beverly Larson
This course satisfies the N.M. U.S. History and AP credit requirements for graduation. One credit is given.
Prerequisite: There are no prerequisites for AP US History.
Course Description: Advanced Placement U.S. History is a college-level introductory course that examines the nation’s political, diplomatic, intellectual, cultural, social, and economic history from 1491 to the present. A variety of instructional approaches are employed and a college-level textbook is supplemented by primary and secondary sources.
The course focuses on the development of historical thinking skills (chronological reasoning, comparing and contextualizing, crafting historical arguments using historical evidence, and interpreting and synthesizing historical narrative) and an understanding of content learning objectives organized around seven themes: American and National Identity (NAT), Politics and Power, Work (POL), Exchange and Technology (WXT), Culture and Society (CUL), Migration and Settlement (MIG), Geography and the Environment (GEO), American in the World (WOR).
Unit Activities:
Cornell Notes: Students prepare Cornell Notes on textbook readings within each Historical Period. Notes are to be focused/guided by a teacher prepared Essential Question (Quarter 1 chapters) drawn from AP U.S. History’s Historical Thinking Skills 1-9. [Causation; Continuity & Change over Time; Periodization; Comparison; Contextualization; Historical Argumentation; Appropriate use of Relevant Historical Evidence; Interpretation; and Synthesis] The Essential Question must be answered and evidence presented in a summary paragraph that presents a thesis and introduces the evidence in support. Notes must include appropriate definitions or explanations of Key Terms selected from AP U.S. History’s seven major themes: American and National Identity (NAT), Politics and Power, Work (POL), Exchange and Technology (WXT), Culture and Society (CUL), Migration and Settlement (MIG), Geography and the Environment (GEO), American in the World (WOR).
Summary Charts: Students summarize each unit using major themes of the course, as appropriate to the topic [American and National Identity (NAT), Politics and Power, Work (POL), Exchange and Technology (WXT), Culture and Society (CUL), Migration and Settlement (MIG), Geography and the Environment (GEO), American in the World (WOR)]. Summary charts are used in essay preparation.
Lectures and discussions of topics: Students will participate in structured discussions.
Socratic Seminars and Philosophical Chairs: Based on course topics and primary and/or secondary source readings. Fishbowl style seminars allow students to both participate in analytical discussions and to analyze their team’s arguments.
Primary Source Analysis: Using HIPPO format (Henry 2016), students analyze the assigned primary sources and write explanatory statements for each analysis point: H (historical context - when and where produced, influences from other contemporaneous events, reliability of the source), I (intended audience, effect of audience on the text, reliability of the text based on intended audience), P (purpose - content, key points made in document, format and medium, reliability of document based on purpose), P (authorship, point of view of author, reliability of document based on author’s status, omissions in the document based on author’s POV), O (organization - usability of document in an essay or in historical analysis, limitations of the document).
DBQ Analysis: Students analyze DBQ prompts, read and analyze each document provided as to Author’s Point of View; Intended Audience; Purpose of Document; and, Historical context. Students will then create a thesis statement and introductory paragraph addressing the prompt.
Chapter Exams: An exam will be given at the end of each chapter of the textbook to test for reading comprehension. Test questions are objective multiple choice questions that follow the material covered in the textbook.
Daily Reading Questions: Daily reading questions address the material in the course syllabus and textbook using the historical thinking skills of argumentation, comparison, contextualization, causation, continuity and change over time, and perodization. Answers are one half to one page in length and address critical thinking skills in course syllabus.
Philosophical Chairs: Individually, students analyze primary and/or secondary source documents on the same topic. Students compare and contrast the disparate view-points expressed in the documents, and, given the evidence presented, and in the context of the applicable historical period, determine which side of the argument they agree with. Students then form two groups representing each side of the argument. Persuasive oral arguments are exchanged by selected students from each group. At anytime during oral statements, students may change sides by moving into the opposing group and stating their justification for their reversal of opinion.
Comparative History Assignment: Students will compare how the historical issues they are currently studying, were covered by select American historians in the past. Students will then analyze how earlier interpretations are different from the interpretation presented in textbook or other assigned source.
Six Degrees of Separation: Students will be provided with two events spanning decades, but related by their theme. They will select six events in chronological order that link the first event in the series with the last. Students will write the name of each selected event, and use their research and knowledge of the time period to create an argument to support the events selected. Students must emphasize both cause and effect and/or demonstrate continuity or change over time in their linking. This assignment provides students with the opportunity to observe continuity and change over time.
Skills Practice: Use of historical thinking skills in history is practiced through use of the exercises in Henry (2015, 2016), Irish (2015) and Stacey and Heller (2015). These include all the critical thinking skills used in APUSH (interpretation, comparison, causation, argumentation, content and sourcing, interpretation, comparison, contextualization, and synthesis. Special emphasis will be given to development of AP thesis statement statements and synthesis of data. All curricular requirements [CR 1-14 are covered. These activities are organized around AP U.S. History’s seven major themes—American and National Identity (NAT), Politics and Power, Work (POL), Exchange and Technology (WXT), Culture and Society (CUL), Migration and Settlement (MIG), Geography and the Environment (GEO), American in the World (WOR) and are designed to develop the student’s historical thinking skills.
Grading: Students are responsible for keeping track of their own grades through the Santa Fe Public School’s “Power School” attendance/grades program. Graded work includes the assignments and activities as described in this syllabus. Each assignment is given a point value based on difficulty. Students are scored following traditional grading (90-100% A, 80-89% B, 70-79% C, 60-69% D, less than 60% F).
Primary Textbook [CR 1a]
David M. Kennedy, Lizabeth Cohen, and Thomas A. Bailey, American Pageant 16th Ed., Wadsworth/Cengage, 2015 (Referred to as Pageant throughout syllabus)
Supplementary Skills Books [CR1a]
Henry, Michael. Threads of History, A Thematic Approach to Our Nation’s Story for AP US History. West Milford, NJ: Sherpa Learnng, 2015.
Henry, Michael. US History Skillbook, Practice and Application of Historical Thinking Skills for AP US History, 3rd Edition. West Miford, NJ: Sherpa Learning, 2016.
Irish, John. Historical Thinking Skills, A Workbook for US History. NY,NY: Norton, 2015.
Primary Sources [CR 1b]
The American Spirit, Vol. 1: To 1877 & Volume 2: 1877 to Present, Thomas A. Bailey and David M. Kennedy, 10th ed., Houghton Mifflin Co., 2002.
Stacy, Jason and Stephen Heller. Documenting US History. Bedford, MA: St. Martin’s Press, 2015
Ravitch, Diane. The American Reader, Words That Moved a Nation. NY,NY:William Morrow, 2000.
gilderlehrman.org. Gilder Lehrman Institute of American History. Accessed August, 2016.
Secondary Sources - Samples [CR 1c]
Allen F. Davis and Harold D. Woodman, eds. Consensus in American History, D. NY:NY: C. Heath and Co., 1984.
Berlin, Ira, Many Thousands Gone, The First Two Centuries of Slavery in North America. Cambridge, MA:Harvard University Press, 1998.
Chernow, Ron. Alexander Hamilton. NY:Penguin, 2005.
Dudley, William and John C. Chalberg, eds. Opposing Viewpoints in American History: From Colonial Time to Reconstruction, Volume 1. Farmington Hills, MI: Greenhaven Press, 2006.
Dudley, William and John C. Chalberg, eds. Opposing Viewpoints in American History: From Reconstruction to the Present, Volume 2. Farmington Hills, MI:Greenhaven Press, 2006.
Ellis, Joseph. American Sphinx, The Character of Thomas Jefferson. NY,NY: Vintage, 1998.
Ellis, Joseph. Founding Brothers, The Revolutionary Generation. NY,NY:Vintage, 2002.
Gaddis, John Lewis. The Cold War, A New History. NY,NY: Penguin, 2005.
Garraty, John, ed. Historical Viewpoints, Vol. 1 & 2, 9th ed., NY,NY: Longman Publishers, 2003.
Goodwin, Doris Kearns. The Bully Pulpit, Theodore Roosevelt and the Golden Age of Journalism. NY,NY:Simon & Schuster, 2013.
Goodwin, Doris Kearns, Team of Rivals, the Political Genius of Abraham Lincoln. NY,NY:Simon & Schuster, 2006.
Goodwin, Doris Kearns. No Ordinary Times, Franklin and Eleanor Roosevelt, the Home Front in WWII. NY,NY: Simon & Schuster, 1995.
Hymowitz, Carol and Michaele Weissman, The History of Women in America, NY,NY: Bantam Doubleday, 1990.
Meacham, Jon. American Lion, Andrew Jackson in the White House. NY,NY: Random House, 2009.
Meacham, Jon. Thomas Jefferson, The Art of Power. NY,NY:Random House, 2013.
Morgan, Edmund. American Slavery, American Freedom, Francis Parkman Prize Edition. NY: Norton, (1975) 2005.
Shi, David E. and George B. Tindall. America, A Narrative History, 10th edition. NY, NY: Norton, 2016.
Wood, Gordon. The Radicalism of the American Revolution. NY,NY:Vintage Reprint, 1993.
Zinn, Howard. A People’s History of the United States. New York: Harper Perennial Modern Classic, 2005.
PERIOD 1: 1491–1607–Pageant Chapters 1-3
On a North American continent controlled by American Indians, contact among the peoples of Europe, the Americas, and West Africa created a new world. [CR-2]
Cornell Notes: Students prepare Cornell Notes on CH 1-3 readings.
E.Q.: How did Religion, Trade, and Technology provided the reasons and means for 16th century European exploration? (Historical Causation).
Key Terms: Beringian Land Bridge (MIG); Columbian Exchange (GEO); Encomienda System, Asiento System (WXT); Henry the Navigator, Christopher Columbus, compass, printing press Treaty of Tordesillas, slave trade (WOR); Bartolome de Las Casas, Valladiod Debate, Juan Sepulveda (CUL).
Daily Questions: Students review their Focused Cornell Notes and assigned text readings from Historical Period1 to answer daily reading question.
Primary Source Analysis: Using HIPPO format, students analyze the assigned primary sources and write explanatory statements for each analysis point: Historical Context, Intended Audience, Purpose, Point of View, Organization/Use.
Bartolome de Las Casas Brief Account of the Destruction of the Indies (1542), Juan de Sepuvada Concerning the Just Causes of the War against the Indians (1547),Transcript of the Spanish Trial in the Aftermath of a Pueblo Revolt (1598), Pope Paul II, Papal Bull Sublimes Deus (1537), Richard Hakluyt Calls for Empire, Jacques Cartier Voyage to the St. Lawrence (1608), John Smith The Generall Historie of Virginia (1624).
Socratic Seminar: Fishbowl style seminar on use of “City on a Hill Metaphor throughout US History, from Winthrop to Ronald Reagan to Donal Trump. [CR9] [CR11] (SYN) (COT)
Summary Charts and Compare and Contrast Essay: Based on their Cornell Notes & Primary Source Analysis above, students prepare summary charts and write compare and contrast essays on Native American cultures (ENV). This essay serves as unit exam. [CR 13] [CR 14]
Reading Exams: Objective exams for each chapter of textbook.
Historical Thinking Skills: Assignments from Henry (2016) and Stacy and Heller (2015).
PERIOD 2: 1607–1754–Pageant, Chapters 3-6
Europeans and American Indians maneuvered and fought for dominance, control, and security in North America, and distinctive colonial and native societies emerged. [CR-2]
Cornell Notes: Students prepare Cornell Notes on CH 3-6 readings.
E.Q.: Compare and Contrast the role of religion in the founding of the Spanish colonies of the 16th century with that of the English Colonies of the 17th century.
Key Terms: professions- religion, law, medicine, Great Awakening, George Whitefield, Benjamin Franklin, religious toleration (CUL); subsistence farming (ENV); John Peter Zenger, Andrew Hamilton, Enlightenment, colonial charters - Royal, Proprietary (POL).
Daily Reading Questions: Students review their Cornell Notes and assigned text readings from Historical Period 2 to answer daily reading questions.
Primary Source Analysis: Using HIPPO format, students analyze the assigned primary sources and write explanatory statements for each analysis point: Historical Context, Intended Audience, Purpose, Point of View, Organization/Use.
Samuel de Champlain Description of the French Fur Trade (1608), John Rolfe Letter on Jamestown Settlement (1618), The Mayflower Compact (1620), John Winthrop A Model of Christian Charity (1630), Nathaniel Bacon Declaration against Governor William Berkeley (1676), Virginia Slave Laws (1662-1669), South Carolina Slave Code (1740), Letter from a Gentleman of the City of New York on Leisler’s Rebellion (1689), Benjamin Franklin Poor Richard’s Almanack (1739), George Whitfield Marks of a True Conversion (1739), Jonathan Edwards Sinners in the Hands of an Angry God (1741).
Socratic Seminar: Fishbowl Socratic Seminar on Howard’s Zinn’s interpretation of Bacon’s Rebellion and the association of slavery and racicism.. [CR5][CR6] (CUL)
Philosophic Chairs: Students work in groups of four to produce posters that encourage European settlers to migrate to New England colonies, Middle colonies, Chesapeake colonies or Southern Colonies/Carolina. [CR-7] (MIG)
Summary Charts and Compare and Contrast Essay: Based on their Cornell Notes & Primary Source Analysis above, students prepare summary charts and write compare and contrast essays on causes and effects of settlement in New England, Middle colonies, Chesapeake, Carolina (MIG). This essay serves as unit exam. [CR14]
Reading Exams: Objective exams for each chapter of textbook.
Historical Thinking Skills: Assignments from Henry (2016) and Stacy and Heller (2015).
PERIOD 3: 1754–1800 – Pageant, Chapters 7-10
British imperial attempts to reassert control over its colonies and the colonial reaction to these attempts produced a new American republic, along with struggles over the new nation’s social, political, and economic identity. [CR-2]
Cornell Notes: Students prepare Cornell Notes on CH 7-10 readings.
E.Q.: What were the causes of the American Revolution? Evaluate its significance. What were the issues facing the emerging republic? (POL)
Key Terms: Albany Plan, Seven Years War, Whigs, parliamentary sovereignty, virtual representation, Boston Massacre, committee of correspondence, Coercive Acts, First Continental Congress, Second Continental Congress, Loyalists, Virginia Plan, Federalists, Bill of Rights. (POL)
Daily Reading Questions: Students review their Cornell Notes and assigned text readings from Historical Period 3 to answer daily reading questions.
Primary Source Analysis: Using HIPPO format, students analyze the assigned primary sources and write explanatory statements for each analysis point: Historical Context, Intended Audience, Purpose, Point of View, Organization/Use.
Benjamin Franklin, Testimony Against the Stamp Act (1766), Thomas Jefferson, “Original Rough Draught”of the Declaration of Independence and final version (1776), Patrick Henry, “Give Me Liberty or Give Me Death”(1775), The Articles of Confederation (1777), The Debates in the Federal Convention of 1787 reported by James Madison: June 15, The Alien and Sedition Acts (1798), The Virginia and Kentucky Resolutions (1798, 1799), Thomas Paine, Common Sense (1776), Constitution of the United States (1789).
Six Degrees of Separation: Here are two events spanning decades, but related by their theme: Proclamation Line of 1763 and the Treaty of Pairs (1783). Select six events in chronological order that link the first event in the series with the last. Write the name of each selected event, and use your research and knowledge of the time period to create an argument to support the events selected. You must emphasize both cause and effect and/or demonstrate continuity or change over time in their linking. [CR4] (POL)
Reading Exams: Objective exams for each chapter of textbook.
Historical Thinking Skills: Assignments from Henry (2016) and Stacy and Heller (2015).
Unit Exams: An objective exam will be given covering events covered in Units 1-3.
PERIOD 4: 1800–1848–Pageant, Chapters 11-17,
The new republic struggled to define and extend democratic ideals in the face of rapid economic, territorial, and demographic changes. [CR-2]
Cornell Notes: Students prepare Cornell Notes on CH 11-17 readings.
E.Q.: Evaluate the issues facing the growth of mass democracy (POL) and subsequent effects on sectionalism (POL,ENV), society (CUL) and westward expansion (MIG). Key Terms: republicanism, Marbury v, Madison, Alexander Hamilton, Era of Good Feeling, Jacksonian Democracy, nullification, Bank War Louisiana Purchase, Missouri Compromise, Trail of Tears Barbary War, Embargo Act, War of 1812, Adams-Onis Treaty, Monroe Doctrine, American System, Panic of 1837.
Daily Reading Questions: Students review their Cornell Notes and assigned text readings from Historical Period 4 to answer daily reading questions.
Primary Source Analysis: Using HIPPO format, students analyze the assigned primary sources and write explanatory statements for each analysis point: Historical Context, Intended Audience, Purpose, Point of View, Organization/Use.
Jefferson's First Inaugural Address (1801), Hamilton Versus Jefferson on Popular Rule (1780’s-1820’s), Hamilton versus Jefferson over States Rights (1780’s-1820’s), Seneca Fall Declaration of Rights (1848), Elizabeth Cady Stanton Address to the Legislature of New York on Women’s Rights (1854), Sojourner Truth Address to the Ohio Women’s Rights Convention (1851), Henry Thoreau On Civil Disobedience (1849).
Summary Charts and Compare and Contrast Essay: Based on their Cornell Notes & Primary Source Analysis above, students prepare summary charts and write COT essays on growth of mass democracy and westward expansion. (POL, MIG, ENV, CUL). This essay serves as unit exam. [CR14]
Reading Exams: Objective exams for each chapter of textbook.
Historical Thinking Skills: Assignments from Henry (2016) and Stacy and Heller (2015).
PERIOD 5: 1844–1877–: Pageant,Chapters 18-22
As the nation expanded and its population grew, regional tensions, especially over slavery, led to a civil war — the course and aftermath of which transformed American society. [CR-2]
Cornell Notes: Students prepare Focused Cornell Notes on Ch 18-22 readings.
Daily Reading Questions: Students review their Cornell Notes and assigned text readings from Historical Period 5 to answer daily reading questions.
Primary Source Analysis: Primary Source Analysis: Using HIPPO format, students analyze the assigned primary sources and write explanatory statements for each analysis point: Historical Context, Intended Audience, Purpose, Point of View, Organization/Use. A Catechism for Slaves (1854)"Frederick Douglass's Paper," June 2, 1854, from The Southern Episcopalian (Charleston, S.C., April, 1854), Nat Turner, The Confession of Nat Turner (1831), John L. O’Sullivan, "Annexation" (1845), Thomas Corwin, "Against the Mexican War" (1847), Abraham Lincoln, "A House Divided" (1858), John C. Calhoun, Proposal to Preserve the Union (1850), Abraham Lincoln, First Inaugural Address (1861), Abraham Lincoln, Second Inaugural Address (1865), The Emancipation Proclamation (1863).
Philosophical Chairs: Support or refute this statement: The Civil War was an inevitable outcome of the American Revolution. Students present argument for and against the inevitability of the American Civil War. [CR-5]
DBQ Analysis: Students will complete the 2009 DBQ re: African Americans in the Civil War. [CR13] [CR14]
Reading Exams: Objective exams for each chapter of textbook.
Historical Thinking Skills: Assignments from Henry (2016) and Stacy and Heller (2015).
PERIOD 6: 1865–1898–Pageant, Chapters 23-27
The transformation of the United States from an agricultural to an increasingly industrialized and urbanized society brought about significant economic, political, diplomatic, social, environmental, and cultural changes. [CR-2]
Cornell Notes: Students prepare Cornell Notes on CH 17-19 readings.
E.Q.: How were Social Darwinism and the Gospel of Wealth used to justify the dominant economic and social order of the Gilded Age?
Key Terms: Wounded Knee, Dawes Severalty Act, Exodusters, National Grange, vertical integration, horizontal integration, trust, Social Darwinism, Gospel of Wealth, Knights of Labor, American Federation of Labor, Homestead Strike, new immigrants, WCTU, National Women’s Suffrage Association, Civil Rights Cases, settlement houses (CUL, WXT).
Daily Reading Questions: Students review their Cornell Notes and assigned text readings from Historical Period 6 to answer daily reading questions.
Primary Source Analysis: Primary Source Analysis: Using HIPPO format, students analyze the assigned primary sources and write explanatory statements for each analysis point: Historical Context, Intended Audience, Purpose, Point of View, Organization/Use. John D. Rockefeller Cartoon (1901), Platform for the Anti-Imperialist League (1899), Fredrick Jackson Turner, “The significance of the Frontier in American History”(1893), Andrew Carnegie, The Gospel of Wealth (1889), Mark Twain, “To the Persons Sitting in Darkness”(1901), Jacob Ris How the Other Half Lives (1890), People’s Party Platform (1892), Jane Addams Twenty Years at Hull House (1900), Chinese Exclusion Act (1882), Edward Bellamy Looking Backward (1887), Robert LaFollette The Danger Threatening Representative government (1897), Daniel DeLeon What Means This Strike? (1898).
Essay: Students write an essay on the question: To what extent was American expansion driven by a quest for resources after 1900? [CR 4] [CR 14] (ENV)
Reading Exams: Objective exams for each chapter of textbook.
Historical Thinking Skills: Assignments from Henry (2016) and Stacy and Heller (2015).
PERIOD 7: 1890–1945–Pageant, Chapters 28-34
An increasingly pluralistic United States faced profound domestic and global challenges, debated the proper degree of government activism, and sought to define its international role. [CR-2]
An increasingly pluralistic United States faced profound domestic and global challenges, debated the proper degree of government activism, and sought to define its international role. [CR-2]
Cornell Notes: Students prepare Cornell Notes on CH 28-34 readings.
E.Q What social and political changes resulted from the US being propelled on to the world stage as a result of involvement in World Wars I and II and the Great Depression? Key Terms: isolationism, imperialism, yellow journalism, Anti-Imperialist League, Open Door Policy, progressivism, Niagara Movement, NAACP, Women’s Trade Union League, IWW, social justice movement, Socialism, Hepburn Act, New nationalism, New freedom, Federal Reserve Act, Clayton Anti-Trust Act, Muller v. Oregon (1908), Roosevelt Corollary, “dollar diplomacy”, moral diplomacy, U-Boat, Freedom of the Seas, Selective Service Act, Trench Warfare, Committee on Public Information, Espionage Act, Sedition Act, Fourteen Points, League of Nations, Jazz Age, Flapper, Harlem Renaissance, Marcus Garvey, W.E.B. Dubois, Booker T. Washington, Red Scare, prohibition, Klu Klux Klan, National Origins Quota Act, Scopes Trial, New Deal, Great Depression, Hundred days, TVA, NRA, AAA, CCC, WPA, Social Security Act, Wagner Act, Kellogg-Briand Pact, Axis Powers, neutrality acts, Lend-Lease, Pearl Harbor, Unconditional surrender, D-Day, Manhattan Project
Daily Reading Questions: Students review their Cornell Notes and assigned text readings from Historical Period 7 to answer daily reading questions.
Primary Source Analysis: Primary Source Analysis: Using HIPPO format, students analyze the assigned primary sources and write explanatory statements for each analysis point: Historical Context, Intended Audience, Purpose, Point of View, Organization/Use. Maps of Spanish American War 1898-1899, illustrations of Destruction of U.S.S. Maine and Dewey at Manila, Map of the American Empire c, 1900, Map of Foreign Born Population, 1890 Alfred Thayer Mahan, The Interest of America in Sea Power (1898), Howard Cosby, “The Real Whiteman’s Burden (1899), William Summer, from “On Empire and the Philippines”(1898), Eugene v. Debs, from “the Outlook for Socialism in America”(1900), Mary Antin, from “The Promised Land”(1912), W.EB. Du Bois from “Of Mr. Booker T. Washington and Others”(1903), Upton Sinclair from The Jungle (1905), Jane Adams from Ballots Necessary for Women (1906),Theodore Roosevelt ‘The New Nationalism (1910), Woodrow Wilson Remarks to the Senate (1917), Kellogg-Briand Pact (1928), Franklin Roosevelt State of the Union Address (1944), Franklin Roosevelt Four Freedoms (1941).
DBQ Analysis: DBQ re: How the differing policies of Hoover & Roosevelt toward the proper role of government reflected the debate between 1880-1939 on citizenship, economics, and the public welfare. Indicate how specific events reflected the world-wide Depression of the 1930’s. [CR 12] [CR 8]
Comparative History Graphic Organizer: Student will use their text and Historical Viewpoints, Vol. 1, to create a graphic organizer, which contrasts and compares differing historical interpretations on the success of the New Deal. [CR 6]
Reading Exams: Objective exams for each chapter of textbook.
Historical Thinking Skills: Assignments from Henry (2016) and Stacy and Heller (2015).
PERIOD 8: 1945-1980 - Pageant, Chapters 35-38
As the United States transitioned to a new century filled with challenges and possibilities, it experienced renewed ideological and cultural debates, sought to redefine its foreign policy, and adapted to economic globalization and revolutionary changes in science and technology. [CR-2]
Cornell Notes: Students prepare Cornell Notes on Ch 35-38 readings.
E.Q.: How did the Cold War alter foreign policy and domestic politics from 1945 through 1980? Key Terms: Iron Curtain, arch Plan, containment, Truman Doctrine, Marshall Plan, NATO, Berlin Airlift, Nation Security Act (1947), NSC-68, HUAC, McCarthyism, Dien Bien Phu, military-industrial complex, baby boom, Montgomery bus boycott, SCLC, SNCC, New Frontier, Bay of Pigs, Great Society, Medicare, Voting Rights Act of 1967, SDS, NOW, Tet offensive.
Daily Reading Questions: Students review their Cornell Notes and assigned text readings from Historical Period 8 to answer daily reading questions.
Primary Source Analysis: Primary Source Analysis: Using HIPPO format, students analyze the assigned primary sources and write explanatory statements for each analysis point: Historical Context, Intended Audience, Purpose, Point of View, Organization/Use. Churchill’s “Iron curtain Speech”(1946), Truman Doctrine (1947), Ronald Reagan, Testimony before HUAC (1947), Brown v. Board of Education of Topeka Kansas (1954), The southern Manifesto (1956),Executive discussions on the Cuban Missile crisis (1962), George Ball, “A Compromise Solution in South Vietnam”, Tonkin Gulf Resolution Message (1968), Civil Rights Act of 1965. Dwight Eisenhower Farewell Address (1961), Nikita Khrushchev Diplomatic Cable to Fidel Castro (1962), Students for a Democratic Society Port Huron Statement (1962), Betty Friedan The Feminine Mystique (1963), Martin Luther King Jr I Have a Dream (1963), Rachel Carson Silent Spring (1962), Abbie Hoffman Steam This Book (1970), Phyllis Schlaffly Interview with the Washington Star (1976).
Philosophical Chairs: Students take sides and then present persuasive arguments on the proposition: Debates over immigration in the early 20th century are the same debates over immigration today. [CR10] [CR-13]
Philosophical Chairs: Origins of the Cold War class debate: Some scholars argue that the Cold War started with the Russian Revolution. Examine primary and secondary sources and two groups make a case for the Cold War starting in 1945 or 1917. [CR12] [CR1b]
Reading Exams: Objective exams for each chapter of textbook.
Historical Thinking Skills: Assignments from Henry (2016) and Stacy and Heller (2015).
PERIOD 9: 1980 – Present - Pageant, Chapters 39-41
As the United States transitioned to a new century filled with challenges and possibilities, it experienced renewed ideological and cultural debates, sought to redefine its foreign policy, and adapted to economic globalization and revolutionary changes in science and technology. [CR-2]
Cornell Notes: Students prepare Focused Cornell Notes on Ch 39-41 readings.
E.Q.: How did the conservative resurgence change the economic and social policies of the United States between 1980 and 2008? Key Terms: Moral Majority, Neo-conservatism, affirmative action, EPA, detente, SALT, Watergate, OPEC, global warming/climate change, ERA, Roe v. Wade (1973), gay liberation movement, AIDS, Camp David Accords, Iranian hostage crisis, supply-side economics, ADA, Desert Storm, NAFTA, Contract with America, war on terror, unilateralism, weapons of mass destruction, Al Qaeda, Second Gulf War.
Daily Reading Questions: Students review their Cornell Notes and assigned text readings from Historical Period 8 to answer daily reading questions.
Primary Source Analysis: Primary Source Analysis: Using HIPPO format, students analyze the assigned primary sources and write explanatory statements for each analysis point: Historical Context, Intended Audience, Purpose, Point of View, Organization/Use. Photo, Kent State demonstrations, Map, Conflict in the Middle East 1945-1997, Paul Craig Roberts, The Supply-Side Revolution (1984), Ronald Reagan, Support for the Contras (1984), President Clinton First Inaugural Address (1993), George W. Bush, from National Security Strategy of the United States (2002), Morning in America TV Commercial, Ronald Reagan Speech at the Berlin Wall (1987), Francis Fukuyama The End of History? (1989), Barak Obama Address to Congress on Health Care (2011), Sam Schlinkert Facebook Is Invading Your Phone (2013).
Political Cartoon: Students create individual political cartoons with an accompanying editorial paragraphs arguing for or against the Second Gulf War in Iraq. [CR 4] [CR7] (WXT)
Reading Exams: Objective exams for each chapter of textbook.
Historical Thinking Skills: Assignments from Henry (2016) and Stacy and Heller (2015). Review assignments from Irish (2015).
Unit Exams: A comprehensive exam in practice for the APUSH will be given: The exam will have three components: analytical multiple-choice questions (MC), 4 analytical short answer questions (SA), and a document based question (DBQ).