AP United States History Course Syllabus - Mr. Brown ...ibkeithbrown.weebly.com/uploads/1/0/1/4/10143018/ap_u.s._history... · AP United States History Course Syllabus 1 ... The Turbulent

AP United States History Course Syllabus

1

Course Description:

The Advanced Placement United States History course is designed to provide students with the analytical skills and factual knowledge necessary to deal critically with the problems and materials in U.S. History. The program prepares students for intermediate and advanced college courses by making demands upon them equivalent to those made by full-year introductory college courses. Students will learn to assess historical materials – their relevance to a given interpretive problem, reliability, and importance – and to weigh the evidence and interpretations presented in historical scholarship. An AP U.S. History course should thus develop the skills necessary to arrive at conclusions on the basis of an informed judgment and to present reasons and evidence clearly and persuasively in essay format. – 2010 College Board

Course Overview:

While names and dates are very important in the study of history, the volume of information covered within the AP U.S. History class will require students to focus on major events and historical themes. There will be a balance between teaching factual knowledge and critical analysis. As such, students will spend significant time reading and interpreting primary source materials and producing document-based analytical essays. This will be both a challenging and rewarding educational opportunity. Success in this course requires seriously committed students who are willing to work far above the level required in a regular high school history class. Students must be willing to shoulder the responsibility for the class work in a mature and diligent manner.

Text:

Divine, Breen, Fredrickson, Williams, Gross & Brands. America Past and Present 7th Edition. Pearson 2005.

Additional Readings:

Berridge, G.R., Maurice Keens-Soper, T.G. Otte. Diplomatic Theory From Machiavelli to Kissinger.

Palgrave 2001.

Franklin, John Hope, Alfred A. Moss, Jr. From Slavery to Freedom: A History of African Americans, 8th Edition.

McGraw Hill 2000.

Henretta, James A., David Brody, Lynn Dumenil. Documents to Accompany America’s History, 6th

Edition. Bedford/St. Martins 2008.

Schulzinger, Robert D., U.S. Diplomacy Since 1900, 5th Edition. Oxford 2002.

Tindall, George Brown, David E. Shi. America: A Narrative History, 5th Edition. Norton 1999.

**In an effort to present differing viewpoints and historical interpretation, additional resources provided by the

teacher will be utilized from time to time; such as articles, primary source documents, and excerpts from various

texts.


2

Major Course Themes:

The following themes are designed to encourage students to think conceptually about the American past and

to focus on historical change. The themes will drive students’ study of history; unit discussions and

assessments will be structured from the themes.

American Diversity and American Identity

Evolution of an American Culture

Development of Economic, Social, and Political Institutions and Reform Movements

Demographic Changes with emphasis on Migration and Immigration patterns

American Government, Politics, and Citizenship

Slavery and Its’ Legacies in North America

Development of American Foreign Policy

Globalization and Competition Among Countries

Course Objectives:

Students will:

Exhibit mastery of extensive historical content

Interpret historical context and evidence in developing and defending basic arguments and positions

Explore and differentiate between competing historic interpretations

Analyze and Interpret various primary source documents

Demonstrate an effective use of analytical skills of evaluation, cause-and-effect relationships, and

compare and contrast

Prepare for and pass the AP U.S. History Exam

Student Evaluation:

Homework/Assigned Readings: You should plan on spending time each night on material from this class. Homework is work that you do on your time. It is your responsibility to get your homework completed before coming to class.

Daily Reading Quizzes, Class Lectures & Discussions: Students are expected to read ahead of the class lectures (see course calendars for assigned reading). You will have daily reading quizzes from the text reading. These will be given in the first 10 minutes of each class and will count on your grade. I also expect students to take notes on all class lectures and discussions. Failure to do this will result in a loss of participation points.

Unit Tests: Students will take a test at the conclusion of each unit of study (see course map for unit-breakdown). These test will consist of two parts that follow the same format as the College Board Exam: Unit Multiple Choice Section:

Each multiple-choice section will cover several chapters from the text and will consist of 50 multiple-choice questions. Each multiple-choice test is worth 100 total points.


3

Unit Essay Section:

Each unit test will include on essay written to a prompt that requires students to use facts from the chapter reading and information from class lectures. To encourage quality note taking practices, students may use their own (handwritten – no copies/printouts) notes on the essay section. The essays will be graded on the 9-point AP rubric to prepare students for the College Board Exam. Each essay is worth 100 total points.

Quarterly Review Test: Students will take a review test at the end of each quarter. The tests will consist of multiple-choice questions and essay questions dealing with all material covered in the given quarter (See course calendars for term review dates). In-Class Essays: Throughout the course, students will learn how to write effective essays for the AP test. All essays will be done in class and will be timed as they are on the AP test: 60 minutes for Document-Based Question (DBQ’s) and 35 minutes for Free Response Essays (see course info. website for more information on AP Test Essays). DBQ’s will count as 200 points and free response essays will count as 100 points. All essays will be graded on the 9-point AP rubric.

Class Participation: I strongly encourage positive class participation. Be prepared to actively participate in classroom discussions on a daily basis.

Academic Dishonesty: All students are expected to adhere to the highest standards of personal honesty in their work. Work that is presented for credit must be original. See the student handbook for academic dishonesty descriptions and procedures.

Course Support:

I take pride in my students and I am always willing to help ensure student success. I am available to meet with students and parents to support their efforts in any way I can. I appreciate parents calling in advance to make an appointment.

I maintain a course website that is filled with information and resources to support the material covered in this class. Take advantage of practice quizzes, documents, sample test questions and essays, and much more by visiting the course website often. Students and Parents will also find course calendars that include material to be covered, assignments, quizzes, essays, test, and more that are happening in class.


4

Curriculum Calendar:

FIR

ST S

EMES

TER

Firs

t Q

uar

ter

Un

it

1 New World Encounters 2-29

New World Experiments: England’s Seventeenth-Century Colonies 30-59 U

nit

2

Putting Down Roots: Opportunity and Oppression in Colonial Society 60-91

Experience of Empire: Eighteenth-Century America 92-123

The American Revolution: From Elite Protest to Popular Revolt 124-155

Un

it

3 The Republican Experiment 156-189

Democracy in Distress: The Violence of Party Politics 190-217

Seco

nd

Qu

arte

r

Un

it

4

Republican Ascendancy: The Jeffersonian Vision 218-245

Nation Building and Nationalism 246-271

The Triumph of White Man’s Democracy 272-299

Master’s and Slaves 300-327

Un

it

5

The Pursuit of Perfection: The Second Great Awakening 328-357

An Age of Expansionism 358-385

The Sectional Crisis 386-418

Secession and the Civil War 418-449

SEC

ON

D S

EMES

TER

THIR

D Q

UA

RTE

R U

nit

6

The Agony of Reconstruction 450-479

The West: Exploiting an Empire 480-509

The Industrial Society 510-537

Toward an Urban Society 538-571

Political Realignments in the 1890’s 572-599

Un

it

7

Toward Empire 600-625

The Progressive Era 626-653

From Roosevelt to Wilson in the Age of Progressivism 654-687

The Nation at War 688-717

Un

it

8 Transition to Modern America 718-747

Franklin D. Roosevelt and the New Deal 748-775

FOU

RTH

QU

AR

TER

Un

it

9

America and the World, 1921-1945 776-805

The Onset of the Cold War 806-835

Affluence and Anxiety 836-855

The Turbulent Sixties 856-891

Un

it

10

A Crisis in Confidence, 1969-1980 892-925

The Republican Resurgence 926-960

America in Flux 960-997


5

Curriculum Overview:

Unit 1 – A Clash of Cultures: Pre-Columbian American through Early European

Colonization

Overview:

During the sixteenth century the Spanish, French, and English explored the Americas, displaced Native American cultures, and established colonies in the Western Hemisphere. These changes forced both cultures to adapt and change, though Native American cultures often suffered the most in these early exchanges. In the seventeenth century, different and sometimes disparate groups of English settlers established several colonies in North America. The English way of colonization differed from that of the Spanish in that English colonization did not emanate from a desire to create a centralized empire in the New World.

Text:

- Chapter 1 – New World Encounters (pages 2-29) - Chapter 2 – New World Experiments: England’s Seventeenth-Century Colonies (pages 30-59)

Primary Source Analysis:

Christopher Columbus, Letter to Luis de Sant’ Angel (1493) Henry VII, First Letters Patent Granted to John Cabot and His Sons (1496) Thomas Mun, from England’s Treasure by Foreign Trade (1664) Bartolomé de Las Casas, "Of the Island of Hispaniola" (1542)

Themes:





Objectives:

After mastering this unit, Students will be able to:

1. Discuss the sophistication of the cultures of the Mayans, Aztecs, Toltecs, and Algonquians and show the impact of the Columbian Exchange on the Native Americans.

2. List the changing social conditions and new scientific discoveries that resulted in European

voyages of discovery. 3. Describe the economic, political, social, and religious factors of the Spanish colonial system,

as well as the impact of this system on the Native peoples. 4. Compare the motives, elements, problems, and impact of the French colonial empire in

North America with that of the Spanish. 5. Describe the different motivations for immigration from England to the New World in the

sixteenth century.


6

6. Describe the impact of diversity on the settlement of the Middle Colonies. 7. Show the importance of tobacco plantations in the social, economic, and political life of the

colony of Virginia. 8. Compare the motives for colonizing Georgia with those for colonizing the other colonies.

Unit 2 –A History of Colonial America: Growth, Dissent, and Independence

Overview:

The character of the early English settlements varied because of regional factors. A common language and heritage helped pull English American settlers together, however. By the 1690s, Parliament began to establish a uniform set of rules for an expanding American empire, bringing the colonies into closer contact with the “motherland.” Between 1763 and 1783, Americans increasingly rebelled against English rule, declared independence, and finally won the military struggle against the British, establishing the United States of America.

Text:

- Chapter 3 – Putting Down Roots: Opportunity and Oppression in Colonial Society (pages 60-91) - Chapter 4 – Experience of Empire: Eighteenth-Century America (pages 92 – 123) - Chapter 5 – The American Revolution: From Elite Protest to Popular Revolt (pages 124-155)


Alexander Falconbridge, The African Slave Trade (1788) Jonathan Edwards, from "Some Thoughts Concerning the Present Revival of Religion in New

England" (1742) J. Hector St. John Crèvecoeur, “What Is an American?” (1782) Benjamin Franklin, "Observations Concerning the Increase of Mankind, Peopling of Countries,

&c." (1751) James Otis, The Rights of the British Colonies Asserted and Proved (1763) Thomas Jefferson, “Original Rough Draught” of the Declaration of Independence (1776) Peter Oliver, Origin and Progress of the American Rebellion (1781) “Virginia Nonimportation Resolutions” (1769) Benjamin Franklin, Testimony Against the Stamp Act (1766)

Themes:








http://wps.ablongman.com/wps/media/objects/1481/1517385/primarysources3_5_3.html

http://wps.ablongman.com/wps/media/objects/1481/1517385/primarysources3_5_3.html


7

Objectives:


1. Explain the reasons for the growth and social stability of the New England colonies. 2. Discuss the roles, obligations, and rights of colonial women in both New England and the

Chesapeake. 3. Explain how conditions in the northern colonies eroded European concepts of social rank

and fostered social mobility. 4. Account for the similarities and differences in development between the New England and

Chesapeake colonies. 5. Discuss the reasons for the growth of slavery and the slave trade in the English colonies of

North America. 6. Discuss the different conditions for slaves in the American colonies and the factors that

contributed to the construction of a distinctive and lasting African-American culture. 7. Explain the historical significance of colonial uprisings in the seventeenth century. 8. Evaluate the causes of the Salem witchcraft hysteria in the 1690s. 9. Discuss reasons for colonial economic expansion and patterns of settlement. 10. Describe the influence of the Great Awakening on American religion, common interest, and

“nationality.” 11. Explain the rise of the colonial assemblies and the governing problems they faced. 12. Discuss the different advantages and disadvantages of the British American colonists and

the French in the wars for mastery of the North American continent. 13. Summarize the “fruits of victory” for the British and also the possible seeds of discontent

and distrust in Britain's relationship with the colonies. 14. Ascertain the reasons behind the evolving American identity of the colonists even while

they became more closely connected to England during the eighteenth century. 15. Explain why both the American gentry and the common folk supported the American

Revolution. 16. Describe each of the fundamental principles and the “politics of virtue” of the American

perspective on imperial politics. 17. Trace the Townshend duties from their origins through the American resistance to their

repeal. 18. Trace the growing conflict between the colonists and the North ministry from the Tea Act

through the fighting at Lexington and Concord. 19. Analyze the American decision to declare independence from the convening of the Second

Continental Congress to the Declaration of Independence. 20. Analyze the role of diplomacy in the success of the American Revolution.

Unit 3 – The Republican Experiment: Birth of American Government

Overview:

After the Revolution, Americans tried to construct practicing governments based on republican principles. A debate in the first United States Senate in 1789 over what title to use when addressing George Washington as president revealed the range of political questions to be considered by early politicians, and perhaps foreshadowed later attitudes adopted by rival groups over the proper roles and powers of the new government.


8

Text:

- Chapter 6 – The Republican Experiment (pages 124-189) - Chapter 7 – Democracy in Distress: The Violence of Party Politics (pages 190-217)


Articles of Confederation (1777) The Virginia, or Randolph, Plan (1787) Publius (James Madison), Federalist Paper #10 (1788) Henry Knox, Letter to George Washington (1786) Thomas Jefferson, Letter to James Madison (1794) Thomas Jefferson, "The Kentucky Resolutions” (1798) The Alien and Sedition Acts (1798) Alexander Hamilton, Final Version of “An Opinion on the Constitutionality of an Act to

Establish a Bank” (1791)

Themes:






Objectives:


1. Describe the conflict among American Republicans of the 1780s over the relative importance of liberty as opposed to order.

2. Delineate the types and extent of the social and political changes brought by the American Revolution.

3. Describe the post-revolutionary positions on slavery in both the North and the South. 4. Specify the post-revolutionary changes in the expectations, rights, and roles of American

women. 5. Describe the major sources and principles of the earliest American constitutions. 6. Trace the development of the movement for a new constitution from the Annapolis

convention through Shays’ Rebellion to the Philadelphia convention of 1787. 7. Identify the major differences between the Virginia and New Jersey Plans, then describe the

compromise on the issues by the delegates at the convention. 8. Describe the conflict over slavery and its resolution by the delegates to the Philadelphia

convention. 9. Identify the major issues separating the Federalists and Antifederalists. Describe and

evaluate the positions taken by each. 10. Trace the ratification process from the organization of the opposing sides to June 1788. 11. Evaluate George Washington's strengths and weaknesses as president.


9

12. Compare and contrast the political and economic philosophies advocated by Alexander Hamilton with those of Thomas Jefferson

13. Describe the XYZ Affair and its impact on domestic politics, specifically explaining the intent and results of the Alien and Sedition Acts, as well as the Kentucky and Virginia Resolutions.

14. Summarize the accomplishments of the Federalists while they were in power. 15. Explain the factors that contributed to the downfall and demise of the Federalist party. 16. Explain the description of the election of 1800 as a "peaceful revolution."

Unit 4 – A Growing Nation: Nation Building and Nationalism

Overview:

As president, however, Jefferson interpreted the Constitution broadly to accommodate the Louisiana Purchase, increased federal power to enforce the embargo of 1807, and led the country to the brink of war. Some Jeffersonian democrats theoretically declared their passion for liberty and equality. A great surge of westward expansion and economic development, accompanied by soaring nationalist fervor, characterized the United States after the War of 1812. Marquis de Lafayette’s return to the United States in 1824 facilitated widespread support for his tour of the nation, he had helped win independence. His declarations praising the young nation’s success further fed nationalist sentiment.

Text:

- Chapter 8 – Republican Ascendancy: The Jeffersonian Vision (pages 218-245) - Chapter 9 – Nation Building and Nationalism (pages 246-271) - Chapter 10 – The Triumph of Whiteman’s Democracy (pages 272-299) - Chapter 11 – Master’s and Slave: The Antebellum South (pages 300-327)


Thomas Jefferson, “First Inaugural Address” (1801) Constitutionality of the Louisiana Purchase (1803)

“The Western Country,” Extracts from Letters Published in Niles’ Weekly Register (1816)

Henry Clay, “Defense of the American System” (1832) The Force Bill (1833) Female Industry Association, from the New York Herald (1845) John L. O’Sullivan, "The Great Nation of Futurity" (1845) Elizabeth Dixon Smith Greer, Journal (1847-1850)

Themes:








10

Objectives:


1. Describe the condition and advances of the American economy in this era. 2. List the goals of Jefferson as president and evaluate his success in accomplishing them. 3. Explain the circumstances and consequences of the Louisiana Purchase. 4. Describe the background, results, and significance of the Marbury v. Madison decision

(1803). 5. Analyze the causes, conduct, and outcome of the War of 1812. 6. Analyze the factors that contributed to the rise of nationalism after the War of 1812. 7. Describe the process by which western lands were organized and sold. 8. Understand why families moved westward and the living conditions they faced. 9. Explain the development of a national transportation network and its contribution to a

market economy. 10. List and explain the reasons why the South became the world's greatest cotton producer. 11. Develop the main issues of sectional disturbance that accompanied the Missouri

Compromise. 12. Explain the perceived international conditions that led to the Monroe Doctrine as well as

the specific intent of this statement. 13. Describe how the diffusion of political power among the masses encouraged reform

initiative and inspired new literary, artistic, and professional trends. 14. Determine the political characteristics and personality traits that contributed to Jackson's

image as a "man of the people." 15. Summarize the problems encountered under Jackson's Indianremoval policy. 16. Contrast the arguments put forth by the states' rightists and the unionists regarding the

nullification crisis. 17. Evaluate Jackson's strategy in "killing the Bank" and his use of state banks as depositories 18. Understand the reasons for political realignment in the 1830s and the emergence of the

Whigs. 19. Paraphrase both the blessings and perils of American democracy according to Toqueville. 20. Offer an overview of the complicated and diverse institution of slavery. 21. Explain the arguments and issues surrounding the profitability and efficiency of slavery. 22. Describe the daily lives of a typical planter, a small slave holder, a yeoman farmer, and a

mountaineer. 23. Explain the various methods used by slaves to resist the oppression of their masters.

Unit 5 – The Pursuit of Perfection: Manifest Destiny, Sectionalism, and Secession

Overview:

Social and economic upheaval in the early nineteenth century resulted in religious fervor, moral

reform, and sometimes confusion that divided communities and undermined established

institutions. Abolitionism, one of the most prominent reform movements of the era, challenged the

central facet of southern society and contributed to political conflict and eventually civil war.


11

Text:

- Chapter 12 – The Pursuit of Perfection: The Second Great Awakening (pages 328-357) - Chapter 13 – An Age of Expansionism (pages 358-385) - Chapter 14 – The Sectional Crisis (pages 386-418) - Chapter 15 – Secession and the Civil War (pages 419-449)


"Fredrick Law Olmstead on the South" (1856 and 1860)

George Fitzhugh, "The Blessings of Slavery" (1857) Nat Turner, Confession (1831)

Lyman Beecher, Six Sermons on Intemperance (1828)

Ralph Waldo Emerson, “Self-Reliance” (1841) Elizabeth Cady Stanton, Declaration of Sentiments (1848) Roger B. Taney, The Dred Scott Decision (1857) Abraham Lincoln, Debate at Gatesburg, Illinois (1858) Harriet Beecher Stowe, from Uncle Tom’s Cabin (1852) John Dooley, Passages from a Journal (1863) W. Jefferson Davis, Address to the Provisional Congress of the Confederate States of America

(1861) Mary Boykin Chesnut, A Confederate Lady’s Diary (1861) United States Sanitary Commission, Sketch of Its Purposes (1864) Abraham Lincoln, Second Inaugural Address (1865)

Themes:







Objectives:


1. List the factors that caused the Second Great Awakening and discuss the differences between the revivalism that swept the South and the North.

2. Show how the religious revivals became reform movements and why. 3. Explain the purpose of public education according to Horace Mann. 4. Describe the factors and events that led to the rise of the women's rights movement. 5. Describe the conditions of the western "borderlands" of the 1830s as well as the factors

attracting American settlers. 6. Explain the causes, events, and results of the Texas revolution.


12

7. Discuss the importance of the Santa Fe and Oregon Trails in expanding American trade and settlement.

8. Discuss the rationale for expansion as expressed in the doctrine of manifest destiny. 9. Summarize the causes, events, and outcomes of the Mexican War, including the experiences

of "Hispanic America." 10. Describe the series of resolutions that resulted in the Compromise of 1850. 11. Explain the motivations for and the consequences of the KansasNebraska Act of 1854. 12. Contrast the intent and results of the Ostend Manifesto. 13. Analyze the reasons for shifting political alignments in this era, specifically: (a) the rise and

fall of the FreeSoil party, (b) the disintegration of the Whig party, (c) the appearance and brief success of the KnowNothing party, and (d) the emergence and victory of the Republican party.

14. Trace the development of attempts to win Kansas by the proslavery and antislavery forces, noting specifically: (a) the "sack of Lawrence," (b) the role of John Brown, and (c) the Lecompton Constitution.

15. Discuss the effects of social and cultural sectionalism in preparing the path for southern secession.

16. Discuss the background, final decision, criticisms, and implications of the Dred Scott case of 1857.

17. Contrast the positions taken by Republican Abraham Lincoln and Democrat Stephen Douglas in the debates held for the Illinois Senate race of 1858.

18. Explain the intensification of southern fears regarding a possible Republican victory in the election of 1860, especially in light of John Brown's 1859 raid on Harpers Ferry, Virginia, and the 1860 contest for Speaker of the House.

19. Contrast the various historical interpretations that have been advanced to explain the reasons for southern secession.

20. Explain why Lincoln was so effective as the Union's wartime leader and compare him to Jefferson Davis.

21. Analyze the opposing strategies of the Civil War and the advantages of each side at the outset of the conflict.

22. Define the concept of "total war," then explain its effect on the efforts of the North and the South to mobilize their home fronts for the war effort.

23. Describe the experience of soldiering in the Civil War. 24. Explain why "King Cotton Diplomacy" failed. 25. Trace and explain Lincoln's gradual movement toward the emancipation of the slaves. 26. Describe the lasting effects of the Civil War on the nation. 27. List and describe the principal social and economic changes that accompanied the Civil War.

Unit 6 – Reconstruction and the Gilded Age: 1865 – 1900

Overview:

After the Civil War, the South and the nation as a whole faced a difficult period of rebuilding its government and economy and of dealing with the newly freed African Americans. By their centennial of 1876, Americans were rapidly developing their society. Most important in this development was an increase in industrialism and the effects of that industrialism on American culture and society. The development of American cities radically altered the nation's social environment and problems.


13

Text:

- Chapter 16 - The Agony of Reconstruction (pages 450-479) - Chapter 17 – The West: Exploiting and Empire (pages 480-509) - Chapter 18 – The Industrial Society (pages 510-537) - Chapter 19 – Toward and Urban Society (page 538-571) - Chapter 20 – Political Realignments in the 1890’s (pages 572-599)


“Address from the Colored Citizens of Norfolk, Virginia, to the People of the United States” (1865)

James C. Beecher, Report on Land Reform in the South Carolina Islands (1865, 1866) James T. Rapier, Testimony Before U.S. Senate Regarding the Agricultural Labor Force in the

South (1880) Albion W. Tourgee, Letter on Ku Klux Klan Activities (1870) Lydia Allen Rudd, Diary of Westward Travel (1852) Joseph G. McCoy, Historic Sketches of the Cattle Trade of the West and Southwest (1874) Horace Greeley, An Overland Journey (1860) Helen Hunt Jackson, from A Century of Dishonor (1881) Benjamin Harrison, Report on Wounded Knee Massacre and the Decrease in Indian Land

Acreage (1891) Andrew Carnegie, from "The Gospel of Wealth" (1889) Edward Bellamy, from Looking Backward (1888) Address by George Engel, Condemned Haymarket Anarchist (1886)

The New York Times, Review of Opening Night at Coney Island (1904) Upton Sinclair, The Jungle (1905)

Adna Weber, The Growth of Cities in the Nineteenth Century (1899) Charlotte Perkins Gilman, “If I Were a Man” (1914) Interstate Commerce Act (1887) William Jennings Bryan, Cross of Gold Speech (1896)

Themes:







Objectives:


1. Contrast the presidential and congressional wartime reconstruction programs.


14

2. Explain how Andrew Johnson's background shaped his attitudes and policies on Reconstruction.

3. Summarize the goals of Radical Reconstruction and evaluate the success with which these goals were achieved.

4. Define the sections of the Fourteenth Amendment and understand why its enforcement was crucial to Reconstruction efforts.

5. Define the southern systems of contract labor and sharecropping with emphasis on their effects upon African Americans.

6. Analyze the failings of the Fifteenth Amendment. Consider how it might have been improved?

7. Evaluate Grant's handling of the major problems of his administration: the money question, enforcement of Reconstruction, and governmental corruption.

8. Discuss the Black Codes. How were they like slavery? How were they unlike slavery? 9. Discuss the role of violence and groups like the Ku Klux Klan in Reconstruction. 10. Discuss the enactment of Jim Crow laws and their impact on the South. 11. Evaluate Reconstruction in terms of its successes and failures for the nation as a whole and

for Black Americans in particular. 12. Describe the geographic and climatic conditions of the four major regions of settlement

between Missouri and the Pacific. 13. Distinguish the basic cultural features of the Pueblo, Plains, California, and Northwestern

tribes. 14. Analyze the various factors that ended tribal life for the Native Americans. 15. Explain the United States' policies toward Native Americans and the results of those

policies. 16. Discuss the motives that stimulated migration to the West. 17. Trace the boom-and-bust development of the open range cattle industry. 18. Describe the problems faced by early farmers of the Great Plains and the new methods with

which they addressed their problems. 19. Describe and assess the varying interpretations of the importance of the West in American

history. 20. Discuss each of the major factors that contributed to the rapid industrialization of

18701900. 21. Describe the principal economic and social effects of the railroad from1865-1900 and trace

the building of the American railroad network from 1865-1900. 22. Compare and contrast the policies and methods of the Knights of Labor and the American

Federation of Labor. 23. Discuss the violence that emerged from employer/employee conflict and assess the role of

the U.S. government in restoring order. 24. Trace the journeys of the new immigrants from their places of origin to America and explain

their adaptation to urban stresses and their effect on American cities. 25. Identify and describe the major problems of American central cities in the Victorian era. 26. Explain and evaluate the operation of the early political "machines." 27. Compare and contrast the educational and civil rights policies of Booker T. Washington and

W. E. B. Du Bois. 28. Describe the principal tenets of Social Darwinism and the opposing reform theory, including

some of the specific arguments of major proponents of each view. 29. Trace the rise of professional social workers in the settlement houses and in the depression

of 1893. 30. Identify and describe the legislation passed by the Republican party in 1890 and the voters'

response to that "billion dollar Congress."


15

31. Detail the establishment of the Populist party, its platform, and its first presidential election. 32. Evaluate the role of the election and administration of William McKinley in the emergence

of modern urban, industrial government and politics.

Unit 7 – The Progressive Era and American Imperialism

Overview:

As the American frontier “closed,” many in America pushed for new frontiers of an empire for exploration, settlement, and new markets. From the mid-1890s through World War I, progressives challenged the status quo and sought changes in the nation’s society, politics, economy, culture, and environment.

Text:

- Chapter 21 – Toward Empire (pages 600-625) - Chapter 22 – The Progressive Era (pages 626-653) - Chapter 23 – From Roosevelt to Wilson in the Age of Progressivism (pages 654-687) - Chapter 24 – The Nation at War (pages 688-717)


Henry Cabot Lodge, “The Business World vs. the Politicians” (1895) Josiah Strong, Our Country (1885) Frederick Winslow Taylor, “A Piece-Rate System” (1896) Helen M. Todd, “Getting Out the Vote” (1911) Ida B. Wells, “Lynch Law in America” (1900) Jane Addams, Twenty Years at Hull House (1910) Louis Brandeis, Other People’s Money and How the Bankers Use It (1913) William Graham Sumner, What the Social Classes Owe to Each Other (1883) National American Woman Suffrage Association, Mother’s Day Letter (1912) Herbert Croly, Progressive Democracy (1914) Woodrow Wilson, from The New Freedom (1913) Theodore Roosevelt, from The New Nationalism (1910) Edward Earle Purinton, “Big Ideas from Big Business” (1921) Warren G. Harding, Campaign Speech at Boston (1920) Letters from the Great Migration (1917)

Themes:








16

Objectives:


1. Analyze how and why United States territorial expansion in the 1890s differed from the nation's earlier expansionist moves.

2. Explain the economic, strategic, and intellectual factors sparking American interest in overseas expansion in the latter nineteenth century.

3. Illustrate how the United States reasserted the Monroe Doctrine and promoted Pan-American interests during this era.

4. Describe the causes, major events, and consequences of the Spanish-American War. 5. List and explain the factors contributing to the growth of American newspapers in the

1890s, noting especially the popularity of "yellow journalism." 6. Describe the causes, course, and consequences of the Philippine-American War (1899-

1902). 7. Explain the origin and purpose of the Open Door policy in China. 8. Relate the purposes and results of "muckraking" to the broader movement of

progressivism. 9. Discuss the factors that contributed to a progressive movement of reform from 1890 to

1920. 10. Discuss the contributions made and benefits derived by women, African Americans,

Mexican Americans, and immigrants to the nation's economic expansion during the Progressive Era.

11. Explain the origins and purposes of the Niagara Movement and the National Association for the Advancement of Colored People (NAACP).

12. Discuss the new methods employed by industrialists to increase productivity, job safety, and worker satisfaction.

13. Explain how the effects of mass production and mass entertainment altered the lifestyles and tastes of Americans.

14. Describe the various types of experimentation in the fine arts in America during this era. 15. Analyze Roosevelt's attitude toward the trusts and the role of the federal government in

trade issues and labor disputes. 16. Summarize the progressive measures of the Roosevelt presidency, with emphasis on

railroad regulation, food and drug regulation, and conservation. 17. Examine the participation of women in the social-justice movement and in the efforts to

bring about prohibition and women's suffrage. 18. Define the basic theory and attitude behind Wilson's New Freedom. 19. Discuss the new role of the United States in Latin America and the various diplomatic

approaches of Roosevelt, Taft, and Wilson. 20. List and explain the causes of the war in Europe and American reactions to the war. 21. Understand the factors that brought the U.S. into the war and the extent to which German

belligerence in the North Atlantic was responsible. 22. Specify the steps by which America mobilized for war. 23. Reflect on American disillusionment and the decline of the progressive spirit as the 1920s

set in.


17

Unit 8 – The Coming of a Great Depression

Overview:

The 1920s were marked by rapid economic and urban growth as well as rapid social change, inspiring tensions as rural America resisted many of these far-reaching changes. After a great rise in the stock market, the 1929 crash brought about an economic depression, which had to be dealt with first by Hoover and then by Franklin Delano Roosevelt.

Text:

- Chapter 25 – Transition to Modern America (pages 718-747) - Chapter 26 – Franklin D. Roosevelt and the New Deal (pages 748-775)


Bartolomeo Vanzetti, Court Statement (1927) Comprehensive Immigration Law (1924) Herbert Hoover, Speech at New York City (1932) Franklin Delano Roosevelt, Speech at San Francisco (1932) Father Charles E. Coughlin, "A Third Party" (1936) Huey Long, "Share Our Wealth" (1935)

Themes:








Objectives:


1. Explain the elements of the economic changes of the 1920s. 2. List the weaknesses of the American economy in the 1920s. 3. Discuss the impact of the rise of the city. 4. Analyze the key elements of the literary movement of the 1920s. 5. Discuss the impact and import of the Harlem Renaissance. 6. Explain the causes of the "great bull market" and the stock market crash. 7. Describe the material and psychological effects of the Great Depression. 8. Discuss President Hoover's attempts to end the Depression. 9. Analyze the New Deal legislation passed in the "Hundred Days." 10. Differentiate between Roosevelt's programs for relief and recovery. 11. List and evaluate New Deal reforms.


18

12. Compare and contrast the programs of the various critics of the New Deal. 13. Show how the New Deal affected labor, women, and minorities. 14. Discuss the factors that ended the New Deal.

Unit 9 – America and the World: From WWII to Cold War

Overview:

Refusing to assume an important role in world affairs after the end of World War I, the United States became more and more isolationist throughout the 1920s. In the 1930s, as conflict brewed in Europe and Asia, the United States’ commitment to isolationism grew deeper until 1941 when Nazism and Japanese imperialism forced a foreign policy reversal and entrance into the Second World War At the conclusion of World War II, the United States remained highly involved in world affairs and took a leading role in maintaining world order.

Text:

- Chapter 27 – America and the World, 1921-2945 (pages 776-805) - Chapter 28 – The Onset of the Cold War (pages 806-835) - Chapter 29 – Affluence and Anxiety (pages 836-855) - Chapter 30 – The Turbulent Sixties (pages 856-891)


A. Philip Randolph, “Why Should We March?” (1942)

The Atlantic Charter (1941)

Franklin Delano Roosevelt, Annual Message to Congress (1941) George F. Kennan, “Long Telegram” (1946) Joseph R. McCarthy, from Speech Delivered to the Women’s Club of Wheeling, West Virginia

(1950) Ronald Reagan, Testimony Before the House Un-American Activities Committee (1947) Kenneth MacFarland, “The Unfinished Work” (1946) Ladies Home Journal, “Young Mother” (1956) Brown v. Board of Education (1954) Charles Sherrod, Student Nonviolent Coordinating Committee Memorandum (1961) Lyndon B. Johnson, Commencement Address at Howard University (1965) Donald Wheeldin, “The Situation in Watts Today” (1967)

John F. Kennedy, Cuban Missile Address (1962)

Lyndon B. Johnson, Remarks upon Signing the Immigration Bill (1965)

Themes:








19

Objectives:


1. Summarize the foreign policy of the United States in the 1920s. 2. Explain the causes and effects of the isolationism of the 1930s. 3. Trace the background of war in Europe in the 1930s. 4. Discuss the factors that led to conflict in Asia. 5. Discuss the military strategy that stopped the advance of the Germans. 6. Discuss the changes the war brought about in domestic economic development. 7. Explain the impact of war on American politics. 8. Evaluate the performance of the United States in wartime diplomacy. 9. Discuss the Allied strategy of the last days of World War II. 10. Discuss the seeds of Soviet-American tension fostered by the war.

11. Discuss the Marshall Plan and the Truman Doctrine. 12. Explain the rise and fall of McCarthyism in the United States from 1950 to 1954. 13. Evaluate Eisenhower's success or failure in waging the Cold War. 14. Explain the expansion of the Cold War in the 1950s into Asia, the Middle East, and Latin

America. 15. Explain how Levittown was symptomatic of American conformity and consumerism of the

postwar years. 16. Describe the problems of reconverting to a peacetime economy and the reasons for the

surge of the economy after 1946. 17. Discuss the objectives, victories, and failures of the civil rights movement in the 1950s. 18. Summarize the contributions of Martin Luther King Jr. to the civil rights movement during

the 1950s. 19. Explain the effects of suburban life on American families and American women in particular. 20. What was the baby boom and how did it impact the nation? 21. Describe the critics that emerged to the consumer culture that dominated the nation. 22. Identify the reasons why the pace of desegregation of the schools was slow. 23. Analyze Kennedy's attitude toward the Cold War and nuclear armaments and the possible

long-term consequences vis-à-vis the Soviet Union. 24. Summarize the main events and results of the Bay of Pigs landing and the Cuban missile

crisis. 25. Understand the reasons for America's buildup of military strength in Vietnam and how this

escalation undermined the Johnson administration. 26. Describe the escalation of America's involvement in the Vietnam War from 1961 to 1968. 27. Analyze the key features of the cultural rebellion of the 1960s.


20

Unit 10 – A Changing Society: 1969 – 2001

Overview:

A charismatic politician who stressed reduced government, balanced budgets, protection of family values, and peace through increased military spending, Reagan capitalized on suburban middle-class resentment against increased taxes, welfare expenditures, and government regulation and emerged as the perfect Republican candidate. The United States in the 1990s was characterized by a growing economy, changing demographics, and new foreign policy concerns. With the tragic events of September 11, 2001, the threat of international terrorism emerged as the primary national concern.

Text:

- Chapter 31 – A Crisis in Confidence, 1969-1980 (pages 892-925) - Chapter 32 – The Republican Resurgence (pages 926-960) - Chapter 33 – America in Flux (pages 961-997)


Jimmy Carter, The "Malaise" Speech (1979) Ronald Reagan, First Inaugural Address (1981) Paul Craig Roberts, The Supply-Side Revolution (1984) Patricia Morrisroe, “The New Class” (1985) George Bush, Address to the Nation Announcing Allied Military Action in the Persian Gulf

(1991) Ronald Reagan, Address to the National Association of Evangelicals (1983) Bill Chappell, Speech to the American Security Council Foundation (1985)

Themes:








Objectives:


1. Explain Nixon's first term goals and accomplishments in domestic affairs. 2. Discuss the objectives of Nixon's foreign policy and his strategy for ending the Vietnam War. 3. Assess the impact of the Watergate controversy on the American political system.


21

4. Compare and contrast the approaches taken by presidents Ford and Carter to correct America's economic problems.

5. Account for the public disenchantment with Carter that resulted in his oneterm presidency. 6. Analyze Carter's successes and failures in dealing with foreign affairs. 7. Discuss the reasons for a conservative resurgence and the election of Ronald Reagan in

1980. 8. Identify the victories as well as the disappointments of Reagan's first-term domestic

policies. 9. Discuss Reagan's first-term approach to the Soviet Union, the arms race, and options for the

future. 10. Analyze the success of Reagan's foreign policies in the Middle East and Central America. 11. Explain the events of the Iran-Contra affair. 12. Explain the pressing domestic problems that preoccupied the Bush administration. 13. Discuss the reasons for and results of the Persian Gulf War in 1991. 14. Describe the series of events that signaled an end to the Cold War. 15. Analyze the causes and the results of those changes in the American population during the

latter twentieth century and early twenty-first century. 16. Trace the development of the Internet through the dot.com boom and bust.

17. Discuss the challenges multiethnic diversity poses for the "melting pot" theory of America. 18. Evaluate the impact of American economic policies during the 1980s and early 1990s. 19. Explain the economic alliance of Alan Greenspan and Bill Clinton and its impact on Clinton's

economic policies. 20. Evaluate the performance of George W. Bush as president in terms of both domestic and

foreign affairs. 21. Assess the impact of the events of September 11, 2001 on the U.S. and the world. 22. Speculate on the possibility of an "American Century."