MUNCY SCHOOL DISTRICT US... · Miller, Kenneth, Document-Based Assessments Activities for U.S. History Classes. J. Weston Walch, 1999. Foner, Eric, New American History Critical Perspectives

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Curricular requirements Page(s)

CR1a The course includes a college level U.S. History textbook. 3

CR1b The course includes diverse primary sources consisting of written documents, maps, images, quantitative data (charts, graphs, tables), and works of art.

5,6,8,10,12

CR1c The course includes secondary sources written by historians or scholars interpreting the past

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CR2 Each of the course historical periods receives explicit attention 2+

CR3 The course provides opportunities for students to apply detailed and specific knowledge (such as names, chronology, facts, and events) to broader historical understandings.

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CR4 The course provides students with opportunities for instruction in the learning objectives in each of the seven themes throughout the course, as described in the AP U.S. History curriculum framework.

5,7,8,9,10,12,13

CR5 The course provides opportunities for students to develop coherent written arguments that have a thesis supported by relevant historical evidence –Historical argumentation

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CR6 The course provides opportunities for students to identify and evaluate diverse historical interpretations.

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CR7 The course provides opportunities for students to analyze evidence about the past from diverse sources, such as written documents, maps, images, quantitative data, and works of art.

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CR8 The course provides opportunities for students to examine relationships between causes and consequences of events or processes –historical causation

4,8,12

CR9 The course provides opportunities for students to identify and analyze patterns of continuity and change over time and connect them to larger historical process or themes. –Patterns of change and continuity over time

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CR10 The course provides opportunities for students to investigate and construct different models of historical periodization. -periodization

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CR11 The course provides opportunities for students to compare historical developments across or within societies in various chronological and geographical contexts. -Comparison

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CR12 The course provides opportunities for students to connect historical developments to specific circumstances of time, place, and to broader regional, national, or global processes. -Contextualization

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CR13a The course provides opportunities for students to combine disparate, sometimes contradictory evidence from primary sources and secondary works in order to create a persuasive understanding of the past.

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CR13b The course provides opportunities for students to apply insights about the past to other historical contexts or circumstances, including the present.

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MUNCY SCHOOL DISTRICT

MUNCY JUNIOR/SENIOR HIGH SCHOOL

Course Syllabus

General Information

REVIEWED: 2014-15 PREPARED BY: Beth Baker COURSE TITLE: AP US History GRADE 11 & 12

COURSE NUMBER: 240 CREDIT:1

LENGTH: 1 year MEETINGS/CYCLE:6/6

Course Overview

This course provides students with a learning experience equivalent to an introductory

college survey course of United States History. We meet 5 times a week for 48 minutes

each day the first semester and two periods or 96 minutes the second semester. The

course relies primarily on developmental lessons, daily homework, quizzes, projects and

multiple choice and essay exams. This class is open to all students who have the desire to

learn and grow in their historical knowledge.

The goal of this course is to prepare the students for the AP Exam in the spring as well as

develop the skills necessary to be successful in their academic endeavors. Throughout

the year students will focus on practical knowledge of U.S. history, developing historical

thinking skills, critical thinking skills and activities, analysis of historical documents and

effective writing techniques.

This course examines the evolution of the American republic from the initial European

expansion into North America to the present. The course will emphasize a series of key

themes throughout the year. These themes have been determined by the College Board

as essential to a comprehensive study of United States history. The course will focus on

those themes throughout the year with emphasis the how they are interrelated and there

influence on American History.

Major Themes of the Course

These themes are identified, analyzed, critically thought about, written about and

discussed

National Identity (ID): Evaluating the development of both national identity and

group identities in the United States. Understanding the roles of race, class, ethnicity, and gender in the history of the United States

Work, Exchange and Technology (WXT): Evaluate and examine the ways that

various economic developments have influenced American society.

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Peopling (PEO): Examine why and how various people moved to, from and

within the United States and how they adapted to their new social and physical

environments.

Politics and Power (POL): Evaluate and debate the role of the state in society

and its potential as an active agent for change.

America in the World (WOR): Analyze and focus on the global context in

which the United States originated and developed, as well as the influence of the

United States on world affairs.

Environment and Geography – Physical and Human (ENV): Examine the role

of the environment, geography and climate in both constraining and shaping

human actions.

Ideas, Beliefs and Culture (CUL): Evaluate the role that ideas, beliefs, social

mores and creative expression have played in shaping the United States.

Course Materials

Kennedy, David M., Cohen, Lizabeth, Bailey, Thomas A. The American Pageant, 13th

ed. (New York: Houghton Mifflin, 2007). * Source for the Content Objectives. [CR1a]

Newman, John J., Schmalbach, John M. United States History, Preparing for the

Advanced Placement Examination. (AMSCO School Publications, INC.)

Davidson and Lytle, After the Fact: the Art of Historical Detection (New York: McGraw-

Hill, 2004)

Garraty, John, Historical Viewpoints (New York: Longman, 1997)

Hofstador, Richard. The American Political Tradition. (New York: 1989)

Miller, Kenneth, Document-Based Assessments Activities for U.S. History Classes. J.

Weston Walch, 1999.

Foner, Eric, New American History Critical Perspectives of the Past. (Temple University

Press, 1997) [CR1c]

Schweikart, Larry and Michael Allen. A Patriot’s History of the United States. New

York: Sentinel, 2004

Dudley, William and John Gjerde. Opposing Viewpoints, 2 vols. Farmington Hills:

Greenhaven Press, 2007

There will also be various articles and handouts from time to time provided by the

teacher.

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Curriculum Objectives and Tentative Course Schedule

Unit I: Settlement of the Americas Period 1: (1491-1607)

Essential Questions:

Understand how the native populations developed unique social, political and economic

structures by adapting and transforming diverse environments.

Explain how the arrival of Europeans in the Western Hemisphere in the 15th

and 16th

centuries triggered extensive demographic and social changes.

Required Reading: Pageant Chapter 1-2

Themes: Peopling, Environment and Geography

Key Discussion Topics: Meso-American culture and their encounters with the European culture,

purposes of colonization, factors that lead to the establishment of English colonies.

Assessments and Activities: Test on the summer reading, writing assignment.

Students will be divided into groups and each will be given a different pre-contact native

population to research. As part of the presentation, groups will create a visual showing

the social, political and economic structures and interaction with the environment and

other groups.

Students will complete a Chart comparing England, France and Spain during the period

of exploration and colonization. Once the chart is completed, students will write and

essay on the following: Analyze the cultural and economic responses of TWO of the

following groups of North America before 1750. A.) British B.)French C.) Spanish

(WOR-1)

David Stannard, “The American Holocaust: Columbus and the Conquest if the New

World.” Students will evaluate his thesis, evidence and reasoning and respond in and

essay on the demographic and economic changes among the Native American

populations as a result of European colonization. [CR1c] [CR8]

Student will complete a Columbian Exchange Chart which includes the exchange of

animals, plants, diseases, and human migrations with special focus on small pox, sugar,

slaves, horses and religion. (POL-1)(ENV-1)[CR12]

Using SOAPS students will analyze; Christopher Columbus: Letter to Ferdinand and

Isabella of Spain. (CUL-1) [CR7]

Students will Analyze the European view of the Native American using primary source

documents: Juan Gines de Seplveda (1547) and Bartoleme de Las Casas (1552). (PEO-

4)(WXT-1)(POL-1)(CUL-4) [CRb1][CR7]

Unit II: Colonial History to (1607-1754) Period 2: 1607-1754


Evaluate the factors that contributed to the regional differences in the British colonies

Analyze the imperial goals, cultures, and North American environments that lead

Europeans to develop diverse patterns of colonization

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Required Reading: Pageant Chapter 2-5; The Planting of English America, Settling the

Northern Colonies, American Life in the 17th

Century, And Colonial Society on the Eve of

Revolution.

Themes: Peopling, Environment and Geography, Ideas, Belief’s and Culture

Key Discussion Topics: Comparison of southern, middle and New England colonies (social,

political, economic), evaluate the cultural differences between Americans, Europeans, and

Africans.

Assessments and Activities: Recruitment papers and posters for various colonies; reading

quizzes; primary documents; New England and Chesapeake DBQ

Reading and note taking for chapters 1-5 in the American Pageant.

Students write a letter for a friend about the assigned relocation service

Salem Witch Trials document packet

Students will map triangular trade.(ID-6)(WXT-1)(WXT-2)(PEO-1) [CR4]

Students will use there Columbian Exchange Charts, Map of Triangular Trade and

Nash’s Article on slavery as the bases of discussion on the validity of studying American

Colonies as part of the Atlantic world. [CR3]

Various Documents: Mayflower Compact, Model of Christian Charity, Letter from and

Indentured Servant Richard Frethorne, Narrative of the Life Olauadh Equiano

Articles from Opposing Viewpoints focusing on sourcing and contextualization “A

Defense of the Salem Witch Trials” and Cotton Mather “An Attack on the Salem Witch

Trials. [CR1b]

Historical Scholarship Analysis: Gary Nash, “Black People in a White Peoples Country.”

Students will analyze Nash’s argument, evaluate his thesis, evidence and reasoning and

respond in an essay. They will then participate in a seminar focusing on the article and

the student responses. [CR1c]

Students will complete the DBQ from the 2010 exam on the culture and politics of the

Puritans. [CR5]

Students will compare and contrast the Enlightenment and the Great Awakening by

completing and discussing an Idea Comparison Chart

FRQ (2008): Analyze how the actions taken by both American Indians and Europeans

colonist shaped the relationships in TWO of the following regions. Confine your answers

to the 1600’s . (ID-4)(PRO_4)(POL-1) [CR5]

A.) New England

B.) Chesapeake

C.) Spanish Southwest

D.) New York and New France [CR11]

Unit III: The American Revolution (1754-1783) Period 3: 1754-1800 [CR2]


In order to understand the economic and political relationship between England and its colonies

that would ultimately lead to the American Revolution, the student will be able to:

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Understand how the British victory over France led to new conflicts among the British

government, the North American colonist, and American Indians.

Identify the social, political and economic causes and results of war and the American

Revolution.

Required Reading: Pageant Chapters 6-8, Declaration of Independence, portions of Common

Sense.

Themes: Politics and Power, Environment and Geography, Ideas Beliefs and Culture

Key Discussion Topics: Reevaluation of the colonial relationship with Great Britain; the origins

of resistance; the British response, the ultimate decision for independence.

Assessments and Activities: DBQ on the American Revolution, Test on chapters 6-8, and “Who

Fired the Frist Shot?” eyewitness accounts at Lexington and Concord.

DBQ: In what ways did the French and Indian War alter the political, economic, and

ideological relations between Britain and its American colonies? Students will utilize the

information from lesson and articles to answer prompt: “The Real First World War and

the Making of America” by Fred Anderson [CR5]

Have the student write an essay, “Who was the real patriot?” after reading several articles

and documents such as Gordon Wood, Gary Nash, Mohawk leader Joseph Brandt and

Patrick Henry.

Using Multiple Perspectives Chart, students will analyze primary source documents from

the Boston Massacre which will allow students to analyze the perspectives of the colonist

and the British.[CR6] [CR13a]

Using SOAPS students will analyze the following primary sources and determine what

they tell us about race, class, gender and nationality in the late 18th

century: Paul Revere’s

version of the Boston Massacre, John Trumbull, Benjamin West, The Battle of Bunker

Hill, The Declaration of Independence, James Madison Defends the Constitution, John

Andres to William Barrell Letter Regarding the Boston Tea Party [CR1b]

Students will work in groups to address the following prompt: How did the economic,

geographic and social factors encourage the growth of slavery as an important part of the

southern colonies between 1607-1775?

Students will list 10 events that led directly to the Revolution. They will defend their

choices, and then pick one event that made the Revolution inevitable.

DBQ (2005): “To what extent did the American Revolution fundamentally change

American society?” [CR5]

End of the first marking period

Unit IV: The Republican Experiment (1781-1789) Period 3 con’t: 1745-1800


In order to recognize the importance of the forging of the American nation, the student will be

able to:

Discuss the influence of new ideas about politics and society led to debate with in society

that lead to experiments with new governmental structures.

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Understand how the social, political and economic influences called for revisions to the

Articles of Confederation and led to a stronger central government.

Required Reading: Pageant Chapters 9; The Confederation and the Constitution -10; Launching

the Ship of State in Pageant, Selected Federalist Papers, And Selected Chapters from the

Founding Brothers: The Revolutionary Generation by Joseph Ellis.

Themes: Ideas Beliefs and Culture, Politics and Power.

Key Discussion Topics: The importance of Shay’s Rebellion, evaluate the strengths and

weaknesses of the Articles of confederation, Analyze the impact of the ratification of the

Constitution on the American political system.

Assessments and Activities: DBQ on the Articles of Confederation, Documents on the

ratification process in which the students will then hold a debate on the ratification process, New

Republic Times News Paper Project.

Students will use primary and secondary sources on the Articles of Confederation and

U.S. Constitution and then debate the degree to which the constitution reflected and

emerging sense of American national identity. (ID-1)[CR4]

Students will a compare and contrast the Articles of Confederation with the Constitution

using a comparison chart. Then students will write an FRQ: Evaluate the extent to which

the Articles of Confederation were effective in solving the problems of the new nations.

What promises of republicanism did the Articles offer?

Students will analyze H.W. Brand’s, “Miracle at Philadelphia” through an essay and class

discussion.

Unit V: The Federalist Era (1788-1800) Period 3 con’t: 1754-1800 [CR2]


Compare and contrast the administrations of Washington and Adams in the first years of

the republic.

Analyze the continued debate over the balance of power between liberty and a strong

central government.

Required Reading: Pageant Chapter 10; Launching a New Ship of State, Washington’s

Farwell, and Selected Chapters from the Founding Brothers: The Revolutionary Generation by

Joseph Ellis. Documents Excerpts: Alien and Sedition Act.

Themes: Ideas, Beliefs and Culture, Politics and Power, National Identity.

Key Discussion Topics: Should the political opposition have the right to criticize a president’s

foreign policy?

Assessments and Activities: Reading Quizzes and Test on Chapter content, Free Response

Essay on the Federalist and the Republicans.

Students will write an essay on the following” Analyze the contributions of TWO of the

following in helping establish a stable government after the adoption of the Constitution:

John Adams, Thomas Jefferson, and George Washington.

Evaluate excerpts from John Winthrop, Cotton Mather and George Washington about

American exceptionalism. Did the time period of these writing reflect differences, if any,

of the concept of American exceptionalism?

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Students will compare and contrast the ideologies of Hamilton and Jefferson in terms of

the role of government, individual rights, and economic destiny of the United States.

After reading Linda Kerber’s, “The Fear of the Federalist” and Drew McCoy’s “Fears of

the Jeffersonian Republicans” [CR6]

Unit VI: Jeffersonian Republicanism and the Era of Good Feelings (1801-

1828) Period 4: 1800-1844

Essential Questions: To understand the peaceful transition of power from the Federalist to the Republicans and the

federal government’s role in domestic and foreign policies, the student will be able to:

Evaluate Jefferson’s Revolution of 1800

Evaluate the impact of the Madison administration in regard to the causes and results of

the War of 1812

Characterize the major accomplishments of the Monroe administration regarding foreign

policy and domestic issues.

Explain the impact that social technology

Required Reading: Pageant Chapters 11; The Triumphs and Travails of the Jeffersonian

Republic, 12; The Second War for Independence and the Upsurge of Nationalism, Documents on

the Embargo Act, Thomas Jefferson and Sally Hemings a debate, Louisiana Purchase,

Themes: National Identity, Environment and Geography, Politics and Power.

Key Discussion Topics: Discuss the peaceful exchange of power, analyze Jefferson ideals and

determine if he held true to them, evaluate the impact John Marshall had on American

government and culture, evaluate the impact of the War of 1812, the rise of nationalism and

sectionalism, the demise of the Federalist Party.

Assessments and Activities: Reading quizzes, Unit Tests, reading journals with essential

questions, Free Response Questions.

Supreme Court Cases: each student will research a landmark court case and present a

brief to class.

Map Skills activity: Battles of the War of 1812.

Students will research and write an epitaph for Richard Allen.

Students will analyze the following quantitative charts:

o Graph: American Export Trade: 1790-1815

o Graph: Distribution of Slave labor (1850)

o Table: Wealth in Boston 1687-1848 [CR1b]

Using SOAPS Students will Analyze the following Primary Sources: Memoirs of a

Monticello Slave and The Harbinger: The Female Workers of Lowell.(WXT-5) [CR1b]

Students will map how different social groups were affected by the Louisiana Purchase

before 1860 by using region, race, and class as their tools of analysis. (PEO-3)(WOR-

5)(ENV-3)(ENV-4)[CR4] [CR8]

DBQ from 2005 on Republican Motherhood and Cult of Domesticity.(CUL-2)

Unit VII: The Jacksonian America (1828-1840) Period 4: 1800-1844

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In order to understand the development and evolution of democratic institutions in the United

States, students will be able to:

Explain how the new republic struggled to define and extend democratic ideals in the

face of rapid economic, territorial, and demographic changes

Evaluate the impact the Supreme Court decisions had on ability of the Federal

government to assert its power.

Explain the causes and results of the reform movements in the United States during the

early to mid-19th

century.

Required Reading: Pageant Chapter 13; The Rise of Mass Democracy, Chapter 14; Forging the

National Economy, Chapter 15; The Ferment of Reform and Culture. Documents: The Bank

Veto, Maysville Road Veto, Declaration of Sentiments, Lowell Factory Rules and others.

Themes: Politics and Power, National Identity.

Key Discussion Topics: The rise of mass democracy and the two party system, the Second Great

Awakening, the rise of the market economy, the impact of immigration and the increase of

nativism, the bank war, Indian removal, and other social reform movements.


questions, DBQ on Jackson and Social Reform.

Students will assume the role of a reformer and then create dairy entries from a follower

of an assigned reformer.

Historical Scholarship; Ira Berlins, “I will be heard: William Lloyd Garrison and the

Struggle Against Slavery”. Students will analyze Berlin’s argument and evaluate his

thesis, evidence and reasoning. [CR5]

John F. Marszalek, “Andrew Jackson: Flamboyant Hero of the Common Man.” Students

will analyze the author’s argument and evaluate his thesis, evidence, and reasoning, and

respond to these in an essay. Students will then participate in a seminar focusing on the

article and student responses. [CR1c]

Students will analyze the accomplishments of Fredrick Douglass by completing and

Impact of the Individual Chart. (POL-3)(CUL-5)

Students will participate in a simulation called “The Untimely Death of Andrew Jackson”

They will have list of suspects and clues left at the crime scene. Using the suspect list

and the clues they will then reconstruct the conspiracy and then complete a written police

report and present it to the rest of the class.

Students are given an assignment to research one antebellum reform movement and

explain how it fit into broader patterns of antebellum reform. (POL-3) [CR4]

Students will read Nancy Cott’s, “The Market Revolution and Changes in Women’s

work” and Daniel Walker Howe’s, “the changes Wrought by cotton, transportation and

Communication.”

Students will read sources in a DBQ on the Mexican American War and then engage in a

classroom debate on President Polk’s motives for entering the war.(WOR-5) [CR4]

Unit VIII: Manifest Destiny and Sectionalism (1844-1860) Period 5: 1844-1877

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Evaluate the political, economic and cultural effects that territorial expansion had on the

United States by creating regional divisions.

Analyze the issues involving slavery and potential disunion during the late 1840’s and

through the decade of the 1850’s.

Evaluate the causes and results of the Mexican American War.

Required Reading: Pageant Chapter 16; The South and the Slavery Controversy, Chapter 17;

Manifest Destiny and Its Legacy, Chapter 18; Renewing Sectional Struggle, Chapter 19; Drifting

Towards Disunion.

“The Madness of John Brown” After the Fact.

Documents Packet on slavery: Helper, Calhoun, Douglas, Fitzhugh, Grayson, etc.

Themes: Environment and Geography, National Identity.

Key Discussion Topics: The political impact of popular sovereignty, Dred Scott, growing

support of abolition, John Brown, sectionalism, regional developments, slavery, causes of the

civil war.


questions, two DBQ’s one on the Mexican American War and the other on the 1850’s.

Students will analyze a map of the elections of 1848, 1852, 1856, and 1860 and develop a

thesis summarizing the significance of these elections and the development of

sectionalism.(ID-5)(PEO-5)(POL-3)(POL-5)(POL-6) [CR1b]

Using SOAPS, students will analyze the following documents and images

o Doc: Across the Plains with Catherine Sager Pringle

o Doc: A White Southerner Speaks out Against Slavery

o Doc: George Fitzhugh: Blessings of Slavery

o Doc: Abraham Lincoln :House Divided

o Doc: Mary Boykin Chestnut: A Confederate lady’s Diary

o Image: Poster Uncle Tom’s Cabin

o Image: A handbill warning against slave catchers

Students will present the South’s main arguments to justify succession. (ID-5)(PEO-

5)(POL-3)(POL-5)(POL-6)(ENV-3)

Students will read the article “White Southerners Defense of Slavery” They will then

analyze the moral, political, and economic arguments for slavery.

Utilizing information from presentations, articles and textbooks, students will write an

assay addressing the question: Assess the moral arguments and political actions of those

opposed to the expansion of slavery in the context of TWO of the following:

o A.) Missouri Compromise

o B.) Mexican War

o C.) Compromise of 1850

o D.) Kansa Nebraska Act

FRQ: In what ways did developments in transportation bring about economic and social

change in the U.S. in the period 1820-1860?

End of the First Semester.

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Unit IX: The American Civil War and Reconstruction (1860-1877) Period 5: 1844-1877


Evaluate how the Civil War changed the relationship between the states and the federal

government.

Explain how these changes relate to the Constitution of the United States.

Explain why reconstruction failed and how its failure influenced the lives of African

Americans who lived in the South.

Required Reading: Pageant: Chapter 20; Girding for War, Chapter 21; The Furnace of Civil

War, Chapter 22; The Ordeal of Reconstruction. The American Political Tradition; (Chapter 5)

Abraham Lincoln, “The View from the Bottom Rail” After the Fact.

Themes: National Identity, Politics and Power, Ideas, Beliefs and Culture.

Key Discussion Topics: Secession and war, leadership, emancipation, reconstruction issues and

plans, economic development in the South, and social equality, the “crime” of ` 76 and the

compromise of `77.


questions, Document shuffle, DBQ, Was the Civil War inevitable.

Working in groups and using the following articles as a basis for their arguments,

students will have a class discussion focused on the question: “What caused the Civil

War?”

o Magazine of History, “The Economic Origins of the Civil War” by Marc Egna

o “The Political origins of the Civil War” by Jonathan Earle

o “Slavery, the Constitution, and the Origins of the Civil War” by Paul Finkelman

“Reading like a Historian” lesson: Students chart the evolution of Northern attitudes

toward freedmen during reconstruction by analyzing two Thomas Nast cartoons 10 years

apart.

Students will analyze the presidency of Abraham Lincoln by completing a President

Profile Chart.

Unit X: The Gilded Age; The West, American Industrialization and the Advent of

Urban and Rural America (1865-1900) Period 6: 1865-1898


Explain the issues that transformed the western frontier and the treatment so the

American Indians.

Explain the factors that lead to the transformation of the United State from and

agricultural based society to an increasingly industrialized and urbanized society.

Analyze the impact this transformation had economically, politically, socially and

environmentally.

Required Reading: Pageant: Chapter 23; Political Paralysis, Chapter 24; Industry Comes of

Age, Chapter 25;America Moves to the City, Chapter 26; The great West, Chapter 27;Empire

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and Expansion, The Robber Baron Concept in American History by Hal Bridges, Edison vs

Westinghouse: An Epic Struggle.

Themes: Work, Exchange and Technology.

Key Discussion Topics: Western settlement, laissez faire and social Darwinism, the rise of

industrialists and labors response, immigration, woman’s movement, urbanization of America.

Assessments and Activities: Reading quizzes, Unit Tests, DBQ and FRQ’s, reading journals

with essential questions.

Interpreting statistics: Using data from Digital History website on farming in the Gilded

Age, student will sue APPARTS to discuss their findings in small groups and report their

conclusion to the class. [CR1b]

Students will compare and contrast the competing interest of labor and capital by

completing a Competing Interest Chart. (WXT-5)(wxt-6)(WXT-7) [CR4]

Students will evaluate the effectiveness of the Knights of Labor and the Grange in

achieving their goals.(WXT-7)

Historical scholarship Analysis: The Robber Baron Concept in American History by Hal

Bridges. Students will analyze Bridges argument, evaluate his thesis, evidence and

reasoning and respond to these in an essay. Students will participate in a seminar

focusing on the article and student responses.

Students will analyze a map: major Indian battles and Indian reservations (1860-1900)

and then compose an essay evaluating the effects of westward expansion on Native

American peoples.

Using SOAPS, students will analyze the following primary sources:

o Doc: Horace Greeley: An Overland Journey

o Doc: Tragedy at Wounded Knee (1890)

o Doc: The Gilded Age (1880)

o Image: Cartoon on Standard Oil Monopoly

o Quantitative visual: Table, Hand v. Machine Labor on the farm (1880)[CR1b]

Historical scholarship Analysis: Robert Utley, “Sitting Bull and the Sioux Resistance”

from Portrait of America. Students will analyze Utley’s argument, evaluate his thesis,

evidence and reasoning and respond to these in an essay. Students will participate in a

seminar focusing on the article and student responses.[CR8][CR1c]

Using Multiple Perspectives Chart, students will analyze the economic, political and

social impact of imperialism. [CR6][CR13a]

FRQ: Students will read pg 69-82 from Major Problems in American History about

workers and unions. Students will then answer the following; choose two of the following

organizations and explain their strategies for advancing the interests of the workers. To

what extent were these organizations successful in achieving their objectives? Confine

your answer to the period from 1875-1925. A.) Knights of Labor B.) American

Federation of Labor C.) Socialist Party of America D.) Industrial Workers of the World

Beginning of the Final Marking Period

Unit XI: The Progressive Era & American Foreign Policy (1900-1917) Period 7: 1890-1945

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Explain how progressive reformers responded to economic instability, social inequity,

and political corruption by calling for government in the economy.

Evaluate the impact of the closing of the frontier had on the American psyche

economically, politically and socially.

Explain the reasons for oversees expansionism in the late 19th

century and the economic,

political consequences.

Required Reading: Pageant: Chapter 28; Progressivism and the Republican Roosevelt, Chapter

29; Wilson Progressivism; Chapter 30; The War to End War, excerpts from “the Jungle,”

Themes: Ideas, Beliefs and Culture, Politics and Power, American in the World.

Key Discussion Topics: Progressivism, Trust-busting, Muckrakers, state and local reforms,

woman’s movement.


questions, & DBQ.

Analyze documents from the census and immigration charts from 1890, 1900,1910,1920;

maps of urban growth; Statements from Jane Addams on reform; photos from Jacob Riis

and Lewis Hines;

Students will write an essay comparing and contrasting progressive era reform with the

antebellum reform movements. (WXT-7)(WXT-8)(PEO-6)(CUL-6)[CR9]

Students will analyze Theodore Roosevelt’s by completing a presidential profile chart.

(POL-6)(ENV-5)[CR4]

Students will write an essay comparing Wilson’s neutrality document to George

Washington’s, and discuss the changes, if any, in the context in which U.S. foreign

policy was made.

World War I simulation focusing on the U.S. entrance into the War. Students working in

small groups will answer the following: “Was the World War I an extension of the

Progressive Movement”

Using Excepts from Decision Making and Multiple Perspectives Organizer students will

analyze and evaluate the Failure of the United States to ratify the Treaty of Versailles

Using SOAPS, Students will analyze the following primary sources

o Document: Newton B. Baker: Treatment of the German Americans

o Document: Eugene Kennedy: A doughboy describes the fighting

o Images: Liberty Loan posters and other propaganda

o Images: Recruiting Posters

Unit XII: The Roaring 20’s (1920’s) Period 7: 1890-1945


Evaluate the impact of new technologies which led to social transformations that

improved the standard of living for many, while contributing to increased political and

cultural conflicts.

Describe the domestic and foreign policies of the 1920’s.

Required Reading: Pageant: Chapter 31; American Life in the “Roaring Twenties”, Chapter 32;

The Politics of Boom and Bust, Hoover’s Rugged Individualism.

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Themes: America in the World, Ideas, Beliefs and Culture.

Key Discussion Topics: The Red Scare, immigration, the Republican Presidents and Rugged

individualism, Politics of Boom and Bust.


questions. Readings on Sacco and Vanzetti, African American authors from the Harlem

Renaissance

1920’s Theme Dinner: students will research a historical character from the 1920’s, plan

the menu, arrange the seating, and prepare questions for the dinner conversation.

FRQ: Analyze the roles that women played in Progressive Era reforms from the 1880’s

through the 1920’s. Focus your essay on TWO of the following: Politics, Social

conditions, labor and working conditions.

FRQ: Analyze the origins and outcomes of the intense cultural conflicts pf the 1920’s. In

your response, focus on two of the following: Immigration, Prohibition, Religion

Using SOAPS, Students will analyze various primary sources and images from the

1920’s

o Images: Advertisements for the automobile and household products

o Image: Immigration map 1900-1920

o Documents: Rugged Individualism

Unit XIII: The Great Depression (1929-1940) Period 7: 1890-1945 [CR2]


Analyze the causes of the Great Depression.

Compare and contrast the administrative efforts of Hoover and FDR to bring the United

States out of the depths of the Depression.

Did Franklin Roosevelt’s New Deal undermine the constitutional principles of separation

of powers and checks and balances?

Evaluate the impact that the New Deal had on minorities in the 1930s.

Did the New Deal effectively end the Great Depression and restore prosperity?

Required Reading: Chapters 33; The Great Depression and the New Deal, Chapter 34; FDR

and the Shadow of War. FDR’s First Inaugural Address,

Themes: Work, Exchange and Technology.

Key Discussion Topics: Compare and contrast the attempts of both Hoover and FDR at bringing

the United States out of the Great Depression. FDR and the First 100 days, relief, recovery and

reform, critics of the New Deal, The Supreme Court and the New Deal.


questions, and DBQ, Document Shuffle.

Digital History: Great Depression statistics in maps – maps include data from the 1920,

1930, 1940 that focus on wealth and income broken down by race and gender. What do

the numbers say? Not say? In small groups, students will draw conclusions and share

results with the large group. [CR1b]

Debate topic: What the New Deal and effective answer to the Great Depression?

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Essay: To What extent were the policies of the New Deal a distinct turning point in U.S.

history, and to what extent were the merely an extension of Progressive Ear policy goals?

[CR10]

Students working in groups will present the goals and accomplishments of New Deal

Programs. Students will interview two adults about the role of Social Security and the

FDIC then trace the history of these programs to the present and comment on how those

programs reflect the nature of the U.S. semi-welfare state. (WXT-8)(CUL-6)[CR9]

Unit XIV: The Second World War (1921-1945) Period 7: 1890-1945


Evaluate the events leading up to World War II.

Did United States foreign policy during the 1930s help promote World War II? Or: Could

the United States have prevented the outbreak of World War II?

Analyze the impact of the home front in the United States’ victory in World War II?

Was the treatment of Japanese Americans during World War II justified or an unfortunate

setback for democracy?

Required Reading: Chapter 34 & Chapter 35; America in World War II

Themes: America in the World, National Identity, Environment and Geography.

Key Discussion Topics: Evaluate the effects of isolationism, pacifism and neutrality on

American foreign policy, the home front, effects on women and minorities, decision and

consequence of dropping the bomb.


questions, and DBQ,

Debate on Truman and the dropping of the bomb.

Using a series of primary documents, students will evaluate and address the question:

Why were Japanese Americans interned during the WWII?

Students will examine the American home front during WWII by analyzing “The War of

the Machines”, a selection from David Kennedy’s Freedom from Fear.

Unit XV: The Cold War and 1950’s Prosperity (1945-1959) Period 8: 1945-1980


Explain the origins of the Cold War.

Evaluate the reactionary culture that was beginning to develop during the 1950’s.

Was the 1950s a time of great peace, progress, and prosperity for Americans?

Required Reading: Chapter 36; The Cold War Begins, Chapter 37; The Eisenhower Era, “Were

the 1950’s America’s Happy Days’?”, Brown v. Board, Eisenhower Farewell Speech.

Themes: National Identity, America in the World, Politics and Power.

Key Discussion Topics: The Cold War in Europe, Post War prosperity and the Baby Boom,

Communism, McCarthyism, beginnings of the Civil Rights Movement

Assessments and Activities: Reading quizzes, Unit Tests, and DBQ and FRQ’s.

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Students working in pairs will create a presentation on one of the pioneers of Rock and

Roll that will include two songs by artist and historical analysis.

Video: Duck and Cover. Students will interpret the message of, the reasoning behind and

evaluate the effectiveness of the videos.

Unit XVI: The 1960’s the Era of Protest and Reform Period 8: 1945-1980


Evaluate the importance of societal shifts, domestic programs, and foreign policy during

the 1960’s.

Analyze the causes and results of the American Civil Rights Movement.

Evaluate the reasons for the development of the “counter culture”.

Analyze the causes and the results of American involvement in the Vietnam War.

Required Reading: Chapter 38; The Stormy Sixties,

Themes: Ideas Beliefs and Culture, Environment and Geography.

Key Discussion Topics: Counter Culture, Vietnam War, the War on Poverty and the Great

Society, the Power Movements (Black, Women’s, Gay, Green & Indian, etc.)

Assessments and Activities: Reading quizzes, Unit Tests, and DBQ and FRQ’s, Oral history

project; interview a family member from the Vietnam War.

Students will analyze the following maps: Divided Europe, Southeast Asia War.

Students will compare and contrast the Korean War and the Vietnam Wars by completing

a conflict comparison chart.

Student will debate the following: Was there a fundamental contradiction between LBJ’s

efforts to stop communism abroad and renew America through the Great Society.

Students will write an essay comparing the Civil Rights movements of the 1950’s and

1960’s with Civil Rights movement of the Progressive Era, focusing on the southern,

northern and western regions in the U.S. (ID-8) [CR11]

Students will analyze the Presidency of Richard Nixon by completing a Presidential

Profile Chart.

Students will compare and contrast the Korean and Vietnam War by completing a

conflict comparison chart.

Show the DVD 1968 and then ask student to summarize the developments and

characteristics of social and political movements in the United States for that year. To

what extent were events in the United States connected to what was happening in Paris,

Prague and Mexico City? [CR12]

Unit XVII: The 1970’s Period 8: 1945-1980


Evaluate the causes and the impact the fall of the Nixon administration had on American

society.

Characterize society under the ford and Carter administrations.

Required Reading: Chapter 39; The Stalemated Seventies

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Themes: National Identity, Politics and Power, Ideas, Beliefs and Culture.

Key Discussion Topics: Watergate, Vietnam escalation and the end of the war, economic

stalemate, desegregation and affirmative action, the oil crisis, election of Jimmy Carter, Iran

hostage crisis.

Major Assessments: Reading quizzes, Unit Tests, and DBQ and FRQ’s.

Unit XVIII: The 1980’s and Beyond: Conservatism Triumphant Period 9: 1980 -present


Analyze the social trends of the 1980s and 1990s and evaluate the role of the United

States in world affairs.

Evaluate the societal and foreign policy changes under the Reagan and Bush

administrations

Evaluate the Clinton Administration regarding domestic and foreign policy of the 90s.

Analyze issues, both domestic and foreign, facing the United States today and in the

future.

Required Reading: Chapter 40; The Resurgence of Conservatism, Chapter 41; America

confronts the Post-Cold War Era.

Themes: Politics and Power, America in the World.

Key Discussion Topics: Reaganomics, events leading to the end of the Cold War, the Persian

Gulf War, election of Clinton.

Major Assessments: Reading quizzes, Unit Tests, and DBQ and FRQ’s.

Using a graphic organizer to compare and contrast the causes and goals of each act

described in excerpts from the 1924, 1965, and 1990 Immigration Acts.(PEO-7)

[CR4][CR9]

Students will examine different genres of music and then present to the class how their

music helps us understand national politics and cultural changes and continuities.

Using documents provided which evaluates employment, compensation, and household

data from the 1970’s through the 2000’s; students will write an essay arguing whether the

American Dream existed.

Course Requirements and Expectations

Textbooks and outside reading assignments

Summer assignments.

Evaluation of different documents, quotes and graphs charts, cartoons, etc. of the

different time periods

Free Response position papers, using documents, for each of the different periods.

Quizzes will used to evaluate readings

A test is administered after each topic is completed.

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