AP Audit Syllabus
Course Title: Advanced Placement United States History
Textbook:Boyer, Paul S., et al. The Enduring Vision, Lexington, Ma. McDougal
Littell. 2004.Reading the American Past: Selected Historical Documents (Vols. 1 and 2) by Michael P. Johnson. Boston MA. Bedford/St. Martin’. 2005. Third edition
Course Description:The Advanced Placement course in United States History is designed to provide the student 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 introductory college courses. Students learn to assess historical materials and to weigh the evidence and interpretations presented in historical scholarship. The course also develops the skills necessary to arrive at conclusions based on informed judgment and to present reasons and evidence clearly and persuasively in both written and oral form.
Course Requirements:Teacher Expectations
• By virtue of choosing this course, it is assumed that the student is capable of college level work or, at least, motivated to work consistently toward achieving and maintaining performance at that level. Class meetings are reserved largely for lecture, discussion, individual and small group study, presentations, and evaluation. Accordingly, the vast majority of assignments must be completed on your own time. However, more structure is provided than typical for college courses in recognition of the fact that the course is taught to high school students. The main point is student responsibility. The list below includes expectations that are more specific.
• HONOR CODE: Atlanta Public Schools ARE REQUIRED to sign the attached Honor Code and abide by its terms. Students found in violation of the Honor Code are subject to both academic and disciplinary penalties. School policy has defined “plagiarism” as “the use of another’s words or ideas and the presentation of them as though they are entirely one’s own. Acts of plagiarism include but are not limited to using words or ideas from a published source without proper documentation; using the work of another student (e.g., copying another student’s homework, composition or project); using excessive editing suggestions of another student, teacher, parent, or paid editor.
• Attendance: Excessive or regular absences (10% or more) will almost certainly result in poor academic performance and/or failure. Tardiness is not permitted and is punishable according to school tardy policy.
• Preparation and “homework”: Procrastination is the initial challenge of the course. Students will receive a unit syllabus (attached) with daybyday assignments and class activities approximately every two weeks. Following this syllabus is essential for maintaining proper pace. On average, students will be expected to:
Read 100 pages per weekDevote time to studying class notesConduct research Review for examinations.
Students who fail to devote 710 hours of time outside of class per week will almost certainly fall behind. Please note particularly the items below:
Students will find the lack of regular, graded “homework” seductive in that they will not be immediately accountable for reading and studying. There are no “daily grades” to compensate for poor scores on major assignments. Students are expected to maintain an orderly, comprehensive notebook of class materials.
• Participation: The nature of this course requires that all students be inquisitive, contribute to class discussions, and be willing and able to respond appropriately to questions posed by the instructor. Students will periodically be required to participate in group activities such as document studies, presenting group conclusions, and serving as discussion leader on outside readings and/or other types of activities. While there is no “participation grade”, per se, students who are active participants have had greater success in this course than “passive” learners have.
• Outside Reading: In addition to the issued text, students need to obtain and read copies of each of the following for the History Book Club. Meetings are Thursday afternoons and Friday mornings. There can be no more than one absence per semester.Semester I
Love and Hate in Jamestown Founding Brothers Andrew Jackson: His Life and Times For Cause and Comrades
Semester II Modern Medea Triangle A Hour Before Daylight Eleanor and Harry
Writing: It is assumed that all AP students are competent writers. Nonetheless, some class time will be devoted to the mechanics and style involved in historical writing and, more generally, analytical writing. Special instruction and practice is devoted to interpreting historical documents (in part for the document based question the DBQ – on the AP Exam). It is worth noting that essays comprise at least 50% of all major examinations, often more.
i. The Advanced Placement Exam: • As a student enrolled in this course, it is required that you
take the AP exam in May. Students will not receive the weighted grade for the course unless they take the exam.
• A significant amount of the course work is designed to assist the development of the knowledge and skills necessary to score well on the exam.
• Students who perform well in the course will perform well on the exam.
Note: Students who do not have a passing average in the course prior to the exam administration must pay the cost of the exam.
b. Testing and Evaluation
i. Unit Tests: Unit Tests consist of multiple choice and “free response” essay items covering social, political, economic and cultural topics from the units outlined in the course overview. These tests assess student understanding of concepts, themes, historiography, and basic factual knowledge in United States history.
ii.Outside Readings: Normally, tests are given on the major outside readings. These tests typically consist of objective and subjective questions and are designed to determine both the level of factual knowledge the student has gained as well as the understanding of the author’s theme(s) the student attained. Seminars or other assessment formats, book reviews for example, may be substituted for exams at the discretion of the instructor.
iii. Position papers: Position papers are historical research essays (8001000 words) written on significant historiographical themes in U.S. History. The student must develop a thesis supported by significant, relevant and accurate data from their own independent research. A list of topics and further information will be provided.
iv. Discussions, Debates and Seminars: Discussion is a preferred method of instruction and evaluation, as it requires the student to assess and present historical arguments. Discussions normally involve student presentation of issues from outside reading sources. As evaluation instruments, discussions guidelines and a grading rubric are provided for each such discussion.
v. Mid term and final exams: At the end of the semester, students will take a cumulative multiple choice final exam.
vi. Miscellaneous: Periodically other assignments will be given based on the instructor’s assessment of student needs. These take a variety of forms, including but not limited to document studies and a variety of activities involving class presentations and research.
b. Grading: a. Student will be graded according to traditional county
scoring policy. i. Unit and/or alternative assessments: 40 %ii.Homework, In Class and Minor Assessments: 10%iii. Writing Assessments: 25%iv. Notebook Assessments: 10%v. Final Assessment: 15%
b. Numerical grades are earned according to the Fulton County School System grading scale as follows:
i. A = 90% 100%ii.B = 80% 89%iii. C = 70% 79%
4. F = 69% and belowNOTE: A seven point “bonus” will be added to passing averages by the Fulton County School System at the end of each semester.
c. Semester Objectives:a. General Objectives
1.Improve geographical skills.2. Improve analysis skills.3. Develop several reading strategies.4. Improve writing skills, particularly those related to
historical/analytical composition.5. Develop a personal notetaking strategy.6. Develop an understanding of historiography.7. Improve critical thinking skills.8.Develop a strong factual base of knowledge in United States History.
9.Understand major themes running throughout the course of United States History.
10.Develop a sufficient understanding of U.S. History, at both the factual and conceptual levels, to ensure success on the yearend Advanced placement Exam, as well as other mandated assessments such as the State of Georgia End of Course Test (EOCT) in U.S. History and Georgia High School Graduation Test (GHSGT) in social studies.
B. Georgia High School Graduation Test Objectives
US.2 The student will identify and describe the native inhabitants the Europeans found in the New World.
US.3 The student will trace European exploration and rivalry in the discovery and settlement of the New World.
US.4 The student will analyze the events and scientific changes that led to the founding of the “New World”.
US.5 The student will trace and describe the explorations in the “New World”.
US.6 The student will analyze the factors that led to the colonization of the continent of North America.
US.8 The student will identify and analyze the social and economic patterns that developed in the American colonies.
US.9 The student will identify and analyze the causes of the American Revolution.
US.10 The student will identify and analyze the Declaration of Independence.
US.11 The student will describe the major events of the Revolutionary War.
US.12 The student will compare and contrast the Articles of Confederation with the Constitution of the United States.
US.13 The student will analyze the Bill of Rights in the Constitution as it applies to citizens of the United States today.
US.14 The student will analyze the principles of U.S. Government.US.15 The student will trace and describe the growth of the young nation.
US.16 The student will examine the concept of “Manifest Destiny” as it applies to U.S. history.
US.17 The student will trace the growth and role of the political parties of the U.S.
US.18 The student will identify and examine the intellectual, cultural and geographical development of the young nation.
US.19 The student will identify and analyze the causes and events leading to the Civil War.
US.20 The student will examine the results of the Civil War and Reconstruction.
US.21 The student will trace the development of the Industrial Revolution in the United States (both of them!).
US.22 The student will examine the growth of major U.S. cities.US.24 The student will identify and compare the experiences of minorities
in the United States from 18701910.US.25 The student will describe and analyze the intellectual and cultural
growth in the United States from 18701910.US.26 The student will trace and analyze the developments that led to
America’s emerging as a world power.US.27 The student will analyze the role of reform movements as a political
force in American politics.US.28 The student will identify the causes and describe the effects of
World War I on the United States. US.29 The student will analyze social changes in America from 1900
1937.US.30 The student will analyze the role of business in the growth of the
United States, 19001937.E.7 The student will identify characteristics of the American economic
system and analyze the role of economic incentives for producers and consumers.
E.14 The student will describe the development of organized labor in the American economy and will identify and analyze current issues facing organized labor.
E.21 The student will describe the structure and organization of the banking system and the effects on the economy of the Federal Reserve System’s implementation of monetary policy.
US.32 The student will analyze economic causes and effects of the Crash of 1929.
US.33 The student will examine and analyze the causes and effects of New Deal policy from 1932 to the present.
US.34 The student will analyze the causes and effects of World War II.US.35 The student will trace the causes and effects of the Cold War
period.US.36 The student will evaluate the social protest movements and the
demand for reforms in the postWorld War period to the present.US.37 The student will examine the role of U.S. foreign relations after
World War II.US.40 The student will examine the intellectual, cultural and technological
changes of the postWorld War period to the present.E.8 The student will differentiate among traditional, command and
market economies with regard to such characteristics as the ownership of property, distribution of wealth, role of government and role of economic incentives.
E.23 The student will explain why countries trade and how economic specialization promotes foreign trade and interdependence among nations.
Course OutlineFirst Semester
UNIT I: The Formative Years, 1607 1763(Chapters 14, pp.2121)
Day/WeekWeek I Assignment and Reading
M Course Introduction
TW The Transition From the Medieval World to the Modern World: An Inductive Approach
Discussion: The five paragraph essay format Lecture: England and the Age of Exploration, 14921600
(continued)Reading: The Enduring Vision,
1. pp. 1621, North American Peoples on the Eve of European Contact
2. pp. 2433, African and European Peoples
TF Document StudyReading: The Enduring Vision,
1. pp. 1621, North American Peoples on the Eve of European Contact
2. pp. 2433, African and European PeoplesDocument Study continuedReview: Colonial America by 1700Reading: The Enduring Vision
1. pp. 3342, Europe and the Atlantic World, 14401600
2. pp. 4251, Footholds in North America, 15121625
Week IIM In Class Essay
Reading: The Enduring Vision1. pp. 5568, The New England Way2. pp. 6875: Chesapeake Society
TW Lecture: “From Colonies to Provinces: The Maturation of Colonial Society”
Reading: The Enduring Vision1. pp. 7578: The Spread of Slavery: The
Caribbean and CarolinaLecture: “From Colonies to Provinces”, continuedMap Exercise: Three Colonial SectionsReading: The Enduring Vision,
1. pp. 7882: The Middle Colonies2. pp. 8287: Rivals for North America
TF Discussion Groups Reading: The Enduring Vision
1. pp. 8994, Rebellion and War, 166017132. pp. 94109, Colonial Economies and Societies,
16601750
Week II
M Unit Test I: Multiple Choice
TW MC FeedbackUnit I Essay given
UNIT II: The Era of the Revolution, 1763 1789(Chapters 56, pp. 122193)
Day/Week Assignment/Activity/Reading
TF Lecture: British Colonial Administration and Supervision Lecture: British Colonial Administration and Supervision, continued.
Document Study: The Navigation Acts and MercantilismReading: Enduring Vision
3. pp. 109114, Competing for a Continent4. pp. 114121, Public Life in British America,
16891750
Week IIIM Labor Day: No School!!
TW Unit I Essay Returned with FeedbackLecture: Cause and Effect: The Great War for Empire and the First
Imperial CrisisReading: Enduring Vision
1. pp. 123128, The Triumph of the British Empire, 17501763
2. pp. 128139, Imperial Revenues and Reorganization, 17601766
Document Study: American Unity and IdentityReading: Enduring Vision
1. pp. 139145, Resistance Resumes, 17661770
TF Discussion: American Unity and IdentityReading: Enduring Vision
1. pp. 145149, The Deepening Crisis, 17701774Lecture: The Second Imperial Crisis, 17731775Reading: Enduring Vision
1. pp. 149156, Toward Independence, 17501776
Week IV
M Discussion: The Ideological Origins of the American RevolutionComparison and Contrast Activity: The Balance of Forces
Reading: Enduring Vision1. pp. 159164, The Prospects of War
TW Review: Military History of the RevolutionLecture: Results of the RevolutionReading: Enduring Vision
1. pp. 164173, War and Peace, 177617832. pp. 173178, Revolution and Social
Change Review: Social, Political and Economic Results of the Revolution
Reading: Enduring Vision1. pp. 178185, Forging New Governments2. pp. 185192, Toward a New Constitution,
17861788
TF Lecture: The Critical Period, 17831789Reading: Enduring Vision
1. pp. 185192, Toward a New Constitution, 17861788
Review: Economic pressures in the postwar yearsLecture: The Critical Period (Continued)
Week V
M Discussion Groups: Was the American Revolution A Conservative Movement?
Reading: Taking Sides, Issue 6 Discussion Groups: Were the Founding Fathers Democratic
Reformers? Taking Sides, Issue
TW Unit Test II MC
TF Unit II Essay Timed
Week V
UNIT III: The Early Republic, 17891840(Chapters 79, pp. 195282)
M Lecture: “The Washington Administration”Reading: The Enduring Vision,
1. pp. 195198, Constitutional Government Takes Shape, 17891796
TW Reading: The Enduring Vision,1. pp. 198203, Hamilton and the Formulation
of Federalist Policies, 17891794Lecture: Foreign Policy and “Party” Politics
Reading: The Enduring Vision, 1. pp. 203210, The United States on the World
Stage, 17891796
TF Discussion: Washington’s Farewell AddressLecture: The Adams Administration Document Study: The Alien and Sedition Acts and the Virginia and
Kentucky Resolutions
Reading: The Enduring Vision, 1. pp. 210216, The Emergence of Party politics,
17931800
Week VI
M Teacher WorkdayReading: The Enduring Vision,
1. pp. 216225, Economic and Social Change
TW Discussion: The Compact Theory and Nullification Lecture: “The ‘Revolution’ of
1800” Reading: The Enduring Vision, 1. pp. 227235, The Age of Jefferson
Lecture: Jefferson, Madison and the War of 1812Reading: The Enduring Vision,
1. pp. 235243, The Gathering Storm
TF Discussion Group: The Battle of New OrleansReading: The Enduring Vision,
1. pp. 243247, The War of 1812
Week VIIM Discussion and Review: The Death of Federalism
Lecture: The Rise of American Nationalism: (“Economic Nationalism: The American System”)
Reading: The Enduring Vision, 1. pp. 247253, The Awakening of American
NationalismTW OPEN – Catch Up Day or Free Response Essay Writing
TF Lecture: The Rise of American Nationalism: (“Judicial Nationalism: The Marshall Court”)
(“John Quincy Adams and Nationalistic Foreign Policy”)
Week VIII
M Lecture: Nationalism and Sectionalism: (“The Missouri Compromise and the Politics of Slavery”)
TW Discussion Group: 1. Did Jefferson “outfederalize” the Federalists”?2. Was Jefferson Committed to Bringing an End to
Chattel Slavery?”
TF Unit Test III Multiple Choice with Essay
Week IX
Unit IV: The Age of Jacksonian Democracy, 18241860 (Chapters 1012, pp. 285374)
M Nineteenth Century America Through Images Reading: Enduring Vision
1. pp. 256262, Westward Expansion2. pp. 262264, The Growth of the Market Economy
TW Lecture: The Second Party System and the Era of “Jacksonian Democracy”
Reading: Enduring Vision1. p.p.. 264270, The Transportation Revolution:
Steamboats, Canals, and Railroads2. pp. 270274, Industrial Beginnings3. p.p. 274277, Equality and Inequality4. pp. 277282, The Revolution in Social Relationships
TF Lecture: Jackson’s Bank War Reading: Enduring Vision
1. The Rise of Democratic Politics, 18241840, pp. 287294
2. The Bank Controversy and the Second Party System, 18331840, pp.
294299 Lecture: The Nullification Crisis and Ambiguities of the Second
Party System Reading: Enduring Vision
1. The Age of Reform, pp. 3033142. The Rise of Popular Religion, pp. 315320
Week XM Lecture: Origins of Manifest Destiny Reading: Enduring Vision
1. Newcomers and Natives, pp. 3783842. The West and Beyond, pp. 384394
TW Lecture: Destiny and the War with Mexico, 18401848 Reading: Enduring Vision
1. The Mexican War and It’s Aftermath, 18461848, pp. 394 404
Review
TF Discussion Group: “Was Nineteenth Century U.S. Foreign Policy Imperialistic?”Taking Sides, Issue #12 (3rd and 9th Ed.)Discussion Group: “Were Abolitionists Unrestrained Fanatics? Taking Sides, Issue # 14 (3rd Edition), Issue #10 (9th
Ed.)
M Unit IV Multiple Choice
TW Inclass DBQ (counting as Unit IV Essay)
TF Introduction: The Antebellum South: A Seminar Reading:
1 .“Was the Antebellum South a Unique Section?”Taking Sides, Issue # 15 (3rd Edition)
2. King Cotton, pp. 346351
Week XI
M Socratic Preparation
Reading: Enduring Vision 1. The Social Groups of the White South, pp. 3513562. Social Relations in the White South, pp. 356362
TW Socratic PreparationReading: Enduring Vision
1. Life Under Slavery, pp. 3623692. The Emergence of an AfricanAmerican Culture, pp. 369
374
TF Socratic Discussion
Week XIIUNIT V: Expansionism, Sectionalism, Civil War and Reconstruction, 18401877
(Chapters 1316, pp. 377508)
M Lecture: The Politics of Slavery, 18541860Reading: The Enduring Vision1. The Compromise of 1850, pp. 4084142. The Collapse of the Second Party System, 1853
1856, pp. 414421
TW Lecture: The Failure of CompromiseReading: The Enduring Vision1. The Crisis of the Union, 18571860, pp. 4214272. The Collapse of the Union, 18601861, pp. 427
434Lecture: The Balance of Forces and Civil War Strategy and TacticsReading: The Enduring Vision, 1. Mobilizing for War, pp. 4394432. In Battle, 18611862, pp. 443452
TF PBS Series “The Civil War”
Week XIIIM Lecture: The Issue of Emancipation
Reading: The Enduring Vision,3. Emancipation Transforms the War, 1863, pp. 452
4604. War and Society, North and South, pp. 460468
T Catch Up Day
THANKSGIVING HOLIDAY
M PBS Series “The Civil War”Reading: The Enduring Vision,1. The Union Victorious, 18641865, pp. 468474
TW Lecture: Reconstruction: The Unfinished RevolutionReading: The Enduring Vision1. Reconstruction Politics, 18651868, pp. 4774882. Reconstruction Governments, pp. 488492Lecture: The Unfinished Revolution (continued)Reading: The Enduring Vision1. The Impact of Emancipation, 492500
TF Lecture: RedemptionReading: Enduring Vision3. New Concerns in the North, 18681876, 5005044. Reconstruction Abandoned, 18761877, pp. 504
508
Week XIVM Battle Field Reconstruction #1
Discussion Group: 1. Have Historians Overemphasized Slavery as a
Cause of the Civil War?Taking Sides, Issue 14
TW Discussion Group:1. Did Lincoln Free the Slaves?Taking Sides, Issue 162. Is Robert E. Lee Overrated as a General?Taking Sides, Issue 15
Battle Field Reconstruction #2Discussion Group:Was Reconstruction a “Splendid Failure”?Taking Sides, Issue 17
TF Unit Test V: Multiple Choice
Week XVM Unit V Feedback
TW Semester DBQ Timed
TF Final Exam Review
Week XVI
Final Exams
Second Semester, 2007
UNIT VI: The Rise of Industrial America, 18651900(Chapters 17200, pp. 511606)
Unit VI: The Gilded AgeChapters 17, 18 19, and 20
Week I Assignment and Reading
M Syllabus Review and Class ExpectationsReading: The Enduring Vision
1. Native Americans and the TransMississippi West, pp. 513523
2. Settling The West, pp. 523529
TW Lecture: The Indian “Problem”Reading: The Enduring Vision
1. Exploiting The Western Landscape, 530536 2. The West of Life and Legend, pp. 536539
Lecture: The Rise of Corporate CapitalismReading: The Enduring Vision
1. The Rise of Corporate America, pp. 5445572. The New South, pp. 557560
TF Corporate Capitalism continuedReading: The Enduring Vision
1. Urban Expansion, pp. 6026142. The Urban Challenge, pp. 614623
Lecture: The Rise of American LaborReading: The Enduring Vision
1. Factories and the Work Force, pp. 560565 2. Labor Unions and Industrial Conflict, pp. 565 672Week II
M MLK Holiday
Student Presentations: Urban America by 1900Reading: The Enduring VisionChapter 19
Reading: The Enduring Vision1. The Character of Industrial Change, pp. 568
5822. The New South, pp. 582587
TW Lecture: Gilded Age PoliticsInterpreting Visuals: The Cartoons of Thomas Nast and Late Nineteenth Century AmericaReading: The Enduring Vision
1. Party Politics in an Era of Social And Economic Upheaval, pp. 609615
2. Politics of Privilege, Politics of Exclusion, pp. 615624
Lecture: The Farm Protest MovementReading: The Enduring Vision
3. The 1890’s: Politics in a Depression Decade, pp. 624627
4. The Watershed Election of 1896, pp. 627629
TF Document Studies on Labor OR the Farm Protest Movement
Week III
M Exam Review
TW Unit VI Exam
TF Unit VI Essay
Week IVUNIT VII: Imperialism, Progressivism and the “Great War”, 18771920
(Chapters 2022, pp. 609708)
Excerpts from several outside sources will be provided for you. Please allow time to complete them according to the schedule.
M Lecture: The Reforming and Expansionist “Impulses” in U.S. History Reading: The Enduring Vision1. Expansion Stirrings and War with Spain, 1878 1901, pp. 629637Discussion: Imperialism in CartoonsReading: The Enduring Vision1. Defining America’s World Role, 19021914, pp.
678683
Week IV
TW Lecture: Origins of ProgressivismReading: The Enduring Vision1. Progressives and Their Ideas, pp. 6426462. State and Local Progressivism, pp. 646657Lecture: Origins of Progressivism (continued)Reading: The Enduring Vision
1. Blacks, Women and Workers Organize, pp. 657662
TF Lecture: Three Progressive PresidentsReading: The Enduring Vision1. National Progressivism, Phase I: Roosevelt and
Taft, 19011913, pp. 6626702. National Progressivism, Phase II: Woodrow
Wilson, 19131917, pp. 670673Lecture: Three Progressive Presidents, cont’d.Reading: The Enduring Vision
Week V
M Document Study on MuckrakersReading: The Enduring Vision
TW Lecture: Origins of the First World War Reading: The Enduring VisionDocument Study: From Neutrality to WarReading: The Enduring VisionLecture: Wilsonian “Moral Diplomacy” and the Treaty of Versailles
TF PowerPoint: Mobilizing for WarReview
Week VI
M Debates: 1. Booker T. Washington v. W.E.B. DuBois:
Whose strategy was most appropriate? Reading: Various excerpts from Du Bois andWashington2. Was Woodrow Wilson a Naive Idealist?
Reading: Taking Sides, Issue TBA
TW Unit Test VII (MC and Essay)
UNIT VIII: “Normalcy”, Depression and “New Deal”, 19201939(Chapters 2324, pp. 711778)
TF Unit Test VII FeedbackReading: Enduring Vision:
1. pp. 765766: Racism and Red Scare2. pp. 766768: The Election of 1920
3. pp. 793798: A Society in Conflict 4. pp. 770777: A New Economic Order 5. pp. 777781: Republicans in Power
Lecture: Four Themes of the “Roaring Twenties”
Week VII
M Lecture: “Materialism and the Politics of Prosperity”
Reading: Enduring Vision: 1. pp. 781788, “Mass Society, Mass
Culture”2. pp. 788793, “Cultural Ferment and
Creativity”
TW Lecture/Discussion: Literature and the Arts in the 1920’sReading: Enduring Vision:
1. Chapter 26: pp. 846855: The American Cultural Scene in the 1930’s
Lecture: Causes of the Great DepressionReading: Enduring Vision:
4. pp. 798804, Hoover at the Helm 5. pp. 804814, Crash and Depression
TF Discussion: The Impact of the Depression Reading: Enduring Vision: CHAPTER 26
2. pp.836846, “The American People in a Depression Decade”
Lecture: “FDR, the New Deal and Political Realignment”
Reading: Enduring Vision:1. pp. 814821, “The New Deal
Takes Shape”2. pp. 821830, “The New Deal
Changes Course”
Week VIII
M American Political Tradition: RooseveltLecture: The Second New Deal
TW Document Study: The Effectiveness of the New Deal
Reading: Enduring Vision:1. pp. 830836, “The New Deal Comes to a Close”
Discussion and Review: The Political and Social Legacy of the New Deal
TF Unit Test VIII: Multiple Choice with Essay
UNIT IX: The Second World War and the Cold War, 19391960(Chapters 2527, pp. 781872)
Week IXM Unit Test VIII Feedback
Reading: The Enduring Vision1. pp. 855865 “The United States in a
Menacing World”Lecture: “Isolationism: The Fortress America Mentality, 19201939”Reading: The Enduring Vision 1. pp. 866873 “Into the Storm, 19391941”
TW Video clips of WWIIReading: The Enduring Vision 1. pp. 873878 “America Mobilizes for War”Lecture: “Allied Military Strategy”Document Study: America Moves Toward War, 19391941Reading: The Enduring Vision 1. pp. 878887, “War and American Society”
TF Video: The World at War, “Pacific”Reading: The Enduring Vision 1. pp. 887893, “The Battlefront, 19421944”
Week XM Group Activity: The Decision to Use the Atomic
BombReading: The Enduring Vision1. pp. 893897, “Triumph and Tragedy, 1945”
TW Lecture: “Origins of the Cold War”
Reading: The Enduring Vision1. pp. 900906,”The Postwar Political Setting”Lecture: “Major Crises of the Cold War”Reading: The Enduring Vision1. pp. 906915, “Anticommunism and
Containment
TF Reading: The Enduring Vision1. pp. 915920, “The Truman Administration at
Home2. pp. 920926, “The Politics of
Anticommunism”Discussion: Was the Cold War Inevitable?Reading: The Enduring Vision1. pp. 928934, “The Eisenhower Presidency”2. pp. 934939, “The Cold War Continues”
Week XIM Review
TW Unit Test IX: MC
Unit X: From Conformity to Counterculture, 19601968(Chapters 2829, pp. 875918*)
*Through section 3, “The Politics of Upheaval”
Day/Date
TF Lecture: JFK: “One Shining Moment”0Reading: The Enduring VisionChapter 301. pp. 960966, “The New Frontier”2. pp. 966971, “New Frontiers Abroad”Lecture: The Civil Rights Movement, 19541964Reading: The Enduring Vision
1. pp. 971977, “The Great Society”2. pp. 977983, “The Changing
Struggle for Equality”
Week XIIM Lecture: The Civil Rights Movement, 1964
1968Civil Rights Movement Document Study
Reading: The Enduring Vision 1. pp. 983988, “The Lost Crusade in
Vietnam”
TW Lecture: Vietnam Reading: The Enduring VisionChapter 311. pp. 990999, “The Rise and Fall of the
Youth Movement”2. pp. 9991003, “1968: The Politics of Strife”Lecture: 1968
TF PBS Video: LBJ
Week XIIIM Review
TW Unit Test X: Multiple Choice
Spring Break through 4107
Week XV
Unit XI: Cynicism and “Dealignment” and The Reagan “Revolution”: Contemporary America 19682004(Chapters 2932, pp. 9181022)
M Unit Test X Feedback
TW Unit Test X FRE Essay
TF Lecture: The Imperial PresidencyReading: The Enduring Vision1. pp. 10031011, “Nixon and World Politics”3. pp. 10111017, “Domestic Problems and
Divisions
Week XVIM Excerpts from All the President’s Men
TW Lecture: WatergateReading: The Enduring Vision1. pp. 10171020, “The Crisis of the
Presidency”The Nixon Years via Herblock
TF Lecture: The Expansion of the Civil Rights Movement (women, Hispanics, American Indian Movement)
Recommended