AP® United States History - Pasco School District



AP® United States History

Marty Froelich M. Ed.

Rm. 2024D

AP® U.S. History is a challenging course that is meant to be the equivalent of a freshman college course and can earn students college credit. It is a two-semester survey of American history from the age of exploration and discovery to the present. This survey of American history emphasizes the development and changing nature of American society. Solid reading and writing skills, along with a willingness to devote considerable time to homework and study, are necessary to succeed. Emphasis is placed on critical and evaluative thinking skills, essay writing, interpretation of original documents, and historiography.

Course Objectives

Students will:

a. study selected historical themes and their context and significance in various time periods

b. demonstrate an understanding of historical chronology

c. use historical data, visual images, films, and maps to support an argument or position

d. learn how to approach history critically and be able to analyze and evaluate competing sources

of historical information

e. analyze, interpret and apply data from primary sources, including cartoons, graphs, letters, etc.

f. effectively use analytical skills of evaluation, cause and effect, compare and contrast

g. work effectively with others to produce products and solve problems

h. be prepared for the AP U.S. History Exam

Textbook:

1. Kennedy, David M., Lizabeth Cohen, and Thomas A. Bailey. The American Pageant:

A History of the Republic (Boston: McDougal Littell/Houghton Mifflin, 2002).

Additional Resources

1. Davis, Allen and Harold Woodman. Conflict and Consensus in American History (New York:

Houghton Mifflin, 1997).

2. Grob, Gerald N., George A. Billias. Interpretations of American History: Patterns

and Perspectives Volume 1,II New York: The Free Press, 1972).

3. Madras, Larry and James M. SoRelle. Taking Sides: Clashing Views in American History,

Twelfth Edition, Volumes I, II (New York: McGraw-Hill/Dushkin Publishing, 2004)

4. Roberts, Randy and James S. Olson. American Experiences: Readings in American History

(New York: Addison-Wesley Publishers, 1998)

5. Schlesinger, Arthur M.. The Cycles of American History (Mariner Books, 1999).

6. Various articles and handouts

Recommended/required Supplementary Text:

* Newman, John J. and John M. Schmalbach, United States History: Preparing for the Advanced Placement

Examination, Revised Edition (New York: Amsco School Publications, 2004)

Materials:

Students are expected to have a large three ring binder to organize important assignments and study guides and a spiral notebook specifically for US History. Binder with the spiral notebook will be needed daily.

Expectations:

Due to the nature and pace of the course, students will be required to do the bulk of the reading outside of class. Students are responsible for their own learning and success in the course and, ultimately, on the AP US History Exam. Motivated, disciplined students who enjoy history can expect to thrive. While good attendance and completing homework are essential to success, they are not enough. Content must be mastered and learning demonstrated on exams, essays, discussions/debates, and projects. There is a heavy emphasis on writing as half the AP Exam is based on essay writing. Students will be expected to complete a culminating project assigned after the AP Exam and due the final week of the semester.

Classroom expectations:

Courteous and respectful behavior is expected and imperative for the appropriate learning environment. Students must be in class and seated ready for the entry activity by the time the bell rings. All work handed in to be graded must be the work of the student or in the case of group work, the group. Plagiarism will result in a failing grade of zero on any assignment where students present the work of others for their own. Typical sources for plagiarism is the work of other students, information downloaded off the internet (not quoted), or work from a publication (not quoted). Parents will be contacted in the case of plagiarism. This syllabus is a contract; by accepting the syllabus and enrolling in this course you are consenting to the terms and contracting to be part of this course.

Organization:

Unit assignment sheets will be provided every two to four weeks. Daily reading assignments and discussion questions for outlining will be included. Quiz and test dates will be noted. Students are responsible for keeping up with reading assignments and being aware of, and ready for, quizzes and tests. Class will be a combination of lecture, group work, coverage of discussion questions, debate, research and reflection, simulations and student questions and review activities. Periodically, student essays, reports, or presentations will be required. All essays will be scored according to the rubric included in the syllabus.

Each unit will be organized around one or more essential questions (EQs) related to the content. Students will periodically produce a product or presentation, individually or in groups, based on those essential questions. These projects will be fully explained in each unit reading schedule.

Essential (Discussion) Questions (EQs):

Discussion questions are meant to direct students to the major themes of each unit. Students should prepare a thesis statement and an essay outline for each question. Each group of students will be responsible for turning in a single set of discussion question outlines and may divide the work in any manner they wish. Each unit’s discussion questions will be scored from between 25 and 50 points (depending on the length of the unit), and the score will be divided among the group members as appropriate. Periodically group members will have an opportunity to share discussion question outlines in small groups or with the entire class.

Class Exams:

Tests will be a combination of objective and essay questions. There will be six sets of exams (one for each unit) during the First Semester. Throughout the school year, there will be short, timed practice multiple-choice tests. There will be 5 sets of exams (one for each unit) during the Second Semester. The time after the last unit will be devoted to in-class review for the AP® exam and then preparation for the state Classroom Based Assessment. Students are required to attend and participate in the additional weekly AP® review sessions prior to the exam that are conducted before or after school. Towards the end of Second Semester, all students will be required to take the AP® U.S. History exam. Before Final Exams and after the AP® U.S. History exam, students will complete the Classroom Based Assessment (CBA) to meet Washington State Social Studies Requirements. Final Exam will include student’s project presentation and one in class Document Based Essay Question.

Course Outline—Semester 1

Unit 1: European Settlement of the New World (2 Weeks)

Readings:

American Pageant, Chapters 1–5

Conflict and Consensus, vol. 1, James Henretta, “Wealth, Authority, and Power”

Unit 1 Handouts

Themes:

1. Culture: Diverse individual and collective expressions through literature, art, philosophy, music, theater,

and film throughout U.S. history.

2. Globalization: Engagement with the rest of the world from the fifteenth century to the present: colonialism,

mercantilism, global hegemony, development of markets, imperialism, and cultural exchange.

Content:

Motives and methods of colonization: Spain, France, and Britain

Push-pull factors bringing colonists to the New World

Comparison and contrast of Southern, middle, and New England political, economic, social, and religious patterns

Cultural differences between Americans and Europeans

Major Assignments and Assessments:

Develop a chart explaining the financing, motivation for founding, and political, social, and economic organization of each area: (a) the plantation colonies; (b) New England; (c) the middle colonies. Include a definition of “joint stock,” “proprietary,” and “Royal” or “Charter” colonies, the degree of self-government and extent of participation, economic base, labor, opportunities for social and political mobility, education, etc. What elements did all these colonies have in common? What major differences existed? What accounts for the differences? (This question draws from American Pageant, pp. 13–37, 54–72, and Conflict and Consensus, pp. 36–50.)

DBQ: New England and Chesapeake Regions

Unit 2: War and Independence (3 Weeks)

Readings:

Text, Chapters 6–8

Conflict and Consensus, vol. 1, American Revolution: Wood, Morgan, and Norton, “The Radicalism of the American Revolution”, “Conflict and Consensus in the American Revolution”, “Women in the Revolution”

Unit 2 Handouts

Themes:

1. Globalization: Engagement with the rest of the world from the fifteenth century to the present: colonialism,

mercantilism, global hegemony, development of markets, imperialism, and cultural exchange.

2. Politics and Citizenship: Colonial and revolutionary legacies, American political traditions, growth of

democracy, and the development of the modern state; defining citizenship and struggles for civil rights.

3. War and Diplomacy: Impact of war on American foreign policy and on politics, economy, and society.

Content:

Mercantilism—costs and benefits for Britain and colonies, British policy changes, post-1763,

Emerging colonial cooperation and decision for independence, Military victory and terms of the Treaty of Paris

Major Assignments and Assessments:

1. Take-home Essay: “Mercantilism was actually more favorable to the colonies than to Great Britain.” Assess

the validity of this statement.

2. British Policy Chart (Acts of War): Create a chart detailing the various British policies enacted following

the Seven Years’ War (Proclamation of 1763 through the Intolerable Acts). Indicate the content or

provisions of these acts, the colonial response and the impact on growing colonial unity, and the impact of

the experience on post-independence governance. Include the Proclamation of 1763, Grenville Acts,

Townsend Duties, Committees of Correspondence, Tea Act, Boston Tea Party, Intolerable Acts (detail), First

Continental Congress, Samuel Adams, and Sons of Liberty.

3. Analyze role of propaganda as evidence by differing images on the Boston Massacre (p. 129)

Unit 3: Young America (2 Weeks)

Readings:

Text, Chapters 9–10

Gerald N. Grob, George A. Billias. Interpretations of American: Patterns and Perspectives, Volume One: Parrington, Borden and Fischer, “The Federal Era: Hamiltonian or Jeffersonian?”

Unit 3 Handout

Themes:

1. Politics and Citizenship: Colonial and revolutionary legacies, American political traditions, growth of

democracy, and the development of the modern state; defining citizenship and struggles for civil rights.

2. Culture: Diverse individual and collective expressions through literature, art, philosophy throughout U.S.

history.

Content:

Government under the Articles of Confederation—Successes and failures, Constitutional

Convention (Personalities, Compromises, Controversies, Ratification), Hamilton vs. Jefferson-Federalists and Anti-federalists, British–French conflict and its impact on American politics (Trade, Diplomacy, Alien and Sedition Acts), Jefferson’s “Revolution of 1800”, Changes in Party Positions

Major Assignments and Assessments:

1. Devise a visual graphic that compares the powers (strengths and weaknesses) of the Articles of

Confederation to the Constitution.

2. Debate viewpoints of the Federalists and Anti-Federalists and their needs in a

constitution.

DBQ: Articles of Confederation

Unit 4: War and National Growth (3 Weeks)

Readings:

Text, Chapters 11–15, 17

Interpretations of American: Patterns and Perspectives, Volume One: Mathews, Gusfield, and Thomas, “Mid-Nineteenth-Century Reform: Creative or Futile?”

Unit 4 Handout

Themes:

1. Culture: The dimensions of cultural conflict within American society.

2. Globalization: Engagement with the rest of the world from the fifteenth century to the present: colonialism,

mercantilism, global hegemony, development of markets, imperialism, and cultural exchange.

3. Politics and Citizenship: American political traditions, growth of democracy, and the development of the

modern state..

4. War and Diplomacy: Impact of war on American foreign policy and on politics, economy, and society.

Content:

Louisiana Purchase, Diplomatic Problems, War of 1812 (Causes, Conduct, Consequences, Era of Good Feelings), Rise of Nationalism, Diplomatic Achievements,

Marshall Court rulings and precedents, Monroe Doctrine, Election of 1824 and the founding of Jackson’s Democratic Party, Jackson’s Administration (Spoils System,

Nullification, Bank War, Cherokee Removal), Manifest Destiny and the War with Mexico, Immigration; social, political, and economic developments; and reform movements, 1820-1850, Transportation and sectional interdependence, Labor and labor organizations, Social reforms and reformers, Utopian societies, Religious developments.

Major Assignments and Assessments:

1. Brown University “Choices” activity: War of 1812

2. Groups create a chart to compare and contrast the political positions of the following key leaders and their political parties (Hamilton, Jefferson, and Jackson) concerning: who should be entrusted with government, definition of democracy, role of federal government, interpretation of Constitution, attitude towards business, application of tariffs, position on foreign affairs, role of Bank of U.S., which region(s) of country benefited most from their rule, and their attitude towards minorities.

DBQ: Cherokee Removal OR DBQ: Reforms Expand Democratic Ideals

Unit 5: Sectional Divisions Lead to War-Civil War (4 weeks)

Readings:

Text, Chapters 16, 19-22

Conflict and Consensus, vol. 1, on slavery: Stampp, Fogel, and Engerman, Beard, McPherson,

Boorstin, and Foner, “A Troublesome Property”, The Quality of Slave Labor and Racism”, “The Second American Revolution”, “The Civil War and the Spirit of Compromise”

Unit 5 Handout

Themes:

1. Politics and Citizenship: American political traditions, growth of democracy, and the development of the

modern state; defining citizenship and struggles for civil rights.

2. War and Diplomacy: Impact of war on American foreign policy and on politics, economy, and society.

3. History of slavery and its legacies.

Content:

Slavery as a social and economic institution, The politics of slavery (Missouri Compromise, Abolitionists, Compromise of 1850, Kansas–Nebraska Act and Bleeding Kansas, Dred Scott Decision, Lincoln–Douglas Debates, John Brown’s Raid, Election of 1860), Civil War (Military strategies, strengths and weaknesses, events and outcomes, The home front, North and South, mobilizing manpower, finances, public opinion; social, economic, and political impact of war).

Presidential vs. congressional Reconstruction plans and actions, Economic development: The New South, 1877 Compromise and Home Rule.

Major Assignments and Assessments:

1. Character journals and essay: Students choose a persona and maintain a journal of experiences

from 1850 through Reconstruction. The final activity is to write an essay evaluating whether

the problems between the sectional regions could have been solved by compromise or whether

the Civil War was a necessary step in American history. Students will use their experiences as

their persona when writing their journals. This assignment is due at the end of the unit.

And/or

2. Students, in groups, consider options and create a Reconstruction policy to answer the following questions:

1. What is the primary goal of Reconstruction? Reunification, punishment, civil rights, other?

2. What should be done to ex-Confederates?

3. What should be done for the freedmen?

4. Who should be able to vote and hold office in the new Southern state governments?

5. What requirements must be met before states regain full rights and representation?

6. How should the Southern economy be restored?

7. What role should Union troops play in policing, governing, or rebuilding the South?

DBQ: John Brown as Martyr OR DBQ: Political Disputes Solved Through Compromise

Unit 6: Industrial Revolution, Agricultural Development and Labor (4 weeks)

Readings:

Text, Chapters 23-26, and 29

Conflict and Consensus Vol. 2: Josephson, Hacker, Hofstadter, and Pollack, “The Robber Barons”, “Captains of Industry”, “Populism: Nostalgic Agrarianism”, “Populism: Realistic Radicalism”

Bold Spirit: Linda Lawrence Hunt

Unit 6 Handout

Themes:

1. Culture: Diverse individual and collective expressions through literature, art, philosophy and the dimensions

of cultural conflict within American society.

2. Globalization: Engagement with the rest of the world from the fifteenth century to the present: colonialism,

mercantilism, global hegemony, development of markets, imperialism, and cultural exchange.

3. Politics and Citizenship: Colonial and revolutionary legacies, American political traditions, growth

of democracy, and the development of the modern state; defining citizenship and struggles for civil rights.

Content:

Gilded Age politics (Party alignment, Political corruption and reform), Industrial growth, Government support and action, Business tycoons (methods, accomplishments, philosophies), Native Americans (Plains Wars and reservation policy, Dawes Act), Rise of organized labor (Changing conditions, Unions, leaders, methods, successes and failures), Agrarian Revolt (Post-war problems, Attempts to organize), Election of 1896,

Immigration and urbanization in the late 19th century, Social and cultural developments of the last century,

Urban middle-class reformers lead a call for change (Muckrakers, Women’s issues and roles, Consumer and environmental protection, Business and labor issues), Booker T. Washington’s and W.E.B. Du Bois’s leadership styles and programs, Comparison of reform attitudes toward African Americans and Native Americans in the late 19th Century, Teddy Roosevelt, Taft, and Wilson administrations respond to Progressive movement.

Major Assignments and Assessments:

Group Newspaper Assignment—required elements (Report of news articles on incidents or events during the late 1800s, Biographical feature story on an important personality of the period, Editorial, Political cartoons, and Period appropriate advertisements)

OR

Bio-boards— “muckraking” presentation on a period issue

DBQ: Booker T. Washington and W.E.B. Du Bois OR DBQ: Environment Shapes the West OR

DBQ: Farmer’s Problems OR DBQ: Effectiveness of Progressive Reformers

Course Outline—Semester 2

Unit 7: America As A World Power (3 Weeks)

Readings:

Text, Chapters 27-28, 30-31

Interpretations of American History: Patterns and Perspectives Volume Two: LaFeber and Linderman, “American Imperialism: Economic Expansion or Ideological Crusade?”

Unit 7 Handout

Themes:

1. Culture: Diverse individual and collective expressions through literature, art and philosophy.

2. Globalization: Engagement with the rest of the world: colonialism, mercantilism, global hegemony,

development of markets, imperialism, and cultural exchange.

3. Politics and Citizenship: Colonial and revolutionary legacies, American political traditions, growth

of democracy, and the development of the modern state; defining citizenship and struggles for civil rights.

4. War and Diplomacy: Armed conflict from the pre-colonial period to the twenty-first century; impact

of war on American foreign policy and on politics, economy, and society.

Content:

Reasons for new interest in world affairs.

Spanish–American War (Cuban situation and U.S. reaction, Military preparedness and action, Treaty provisions), Philippine annexation—debate and results, Open Door Policy, Teddy Roosevelt’s “Big Stick” Diplomacy, Roosevelt Corollary and applications, Panama intervention and canal building, Nobel Peace Prize, Taft’s Dollar Diplomacy, Wilson’s “Moral” or “Missionary” Diplomacy, Relations with Panama, Mexico, Haiti, Philippines, Neutrality--1914–1917, World War I as a war to “make the world safe for democracy”, U.S. motives in World War I, World War I at home (Economic impact, Harassment of German Americans, Women and minorities, Espionage and Sedition Acts, Business and Labor relations, Creel Committee—wartime propaganda), Treaty negotiations and Senate rejection of Versailles Treaty.

Major Assignments and Assessments:

Political Cartoons: Students create one cartoon representing pro-annexation sentiment and one representing anti-annexation sentiment.

Student newspaper: World War I on the home front:

Students represent major developments on the home front by producing a newspaper consisting of: editorials, advertisements, reports of information, political cartoons, and feature articles.

DBQ: Imperialism OR DBQ: Versailles Treaty

Unit 8: 1920s–1930s (3 Weeks)

Readings:

Text, Chapters 32-34

Interpretations of American History: Patterns and Perspectives Volume Two: Leuchtenburg and Dawley, “The New Deal: Revolution or Restoration?”

Unit 8 Handout

Themes:

1. Culture: Diverse individual and collective expressions through literature, art and philosophy,

and the dimensions of cultural conflict within American society.

2. Globalization: colonialism, mercantilism, global hegemony, development of markets, imperialism, and

cultural exchange.

3. Politics and Citizenship: American political traditions, growth of democracy; defining citizenship and

struggles for civil rights.

4. Economic trends: The effects of capitalist development, labor and unions, and consumerism.

Content:

Post-war recession and agricultural problems, Intolerance, KKK, Immigration restrictions,

Sacco and Vanzetti, Prohibition and Organized Crime, Jazz Age culture, Youth Rebellion, Literature of Disillusionment, Business growth and consolidation, credit, advertising, Harding, Coolidge, Hoover administrations, Scandals, Trickle-Down Economics, “Business of America is Business”, Boom and Bust in the Stock Market, Foreign Policy, Hoover’s v. Roosevelt’s approaches to the Depression, New Deal Legislation—Effectiveness and Criticisms, Supreme Court Reactions and Court Packing Plan, Dust Bowl and Demographic Shifts, Extremist alternatives (Coughlin, Long, Townsend), Political Party Alignment — the new Democratic Coalition, Impact of the Great Depression on various population groups

Major Assignments and Assessments:

Stock market simulation

And/or

Create a DBQ: Choose an issue or development in the 1920s or 1930s. Develop a question, and select and arrange documents relevant to answering the question. The score is determined by the significance of the issue, clarity of the question, and relevance of the documents used in answering the question.

DBQ: Cultural Conflicts in the 1920s OR DBQ: Hoover and Roosevelt as conservatives or liberals

Unit 9: World War II and Origins of the Cold War (2 Weeks)

Readings:

Text, Chapters 35–38

Interpretations of American History: Patterns and Perspectives Volume Two: Gaddis and Brands, “America and the Cold War: Containment or Hegemony?”

Unit 9 Handout

Themes:

2. Globalization: Engagement with the rest of the world from the fifteenth century to the present:

colonialism, mercantilism, global hegemony, development of markets, imperialism, and cultural exchange.

3. Politics and Citizenship: Colonial and revolutionary legacies, American political traditions, growth of

democracy, and the development of the modern state; defining citizenship and struggles for civil rights.

4. War and Diplomacy: Armed conflict from the pre-colonial period to the twenty-first century; impact

of war on American foreign policy and on politics, economy, and society.

Content:

U.S. response to aggression—neutrality legislation, Lend-Lease Act

Pearl Harbor and U.S. response

Military Strategy:

Germany First

Second Front Debate

Island Hopping

Atomic Bomb

Home Front:

Relocation of Japanese Americans

Women and Minorities in the Workplace

Demographic Impact

Wartime Diplomacy and Cooperation

Atlantic Charter (Compare to Fourteen Points)

Wartime Conferences

United Nations Founding and Participation

Splintering of Wartime Alliance and Adoption of Containment

Berlin and German Division

Truman Doctrine

Marshall Plan

NATO

Korea

Major Assignments and Assessments:

1. Group or individual reports on comparisons and contrasts of aspects of World War I and World

War II: Neutrality policies, Home front developments and regulations, Economic controls,

Labor relations, Women and minorities, Civil liberties, Demographic changes, Manpower and

financial mobilization efforts, Relations with allies—wartime and communications, Wartime

goals—Fourteen Points and Atlantic Charter/League and U.N. post-war role in world affairs

2. Take a Stand

Group debate and position statements on:

-Reasons for relocation—national security or racism?

-Decision to drop the atomic bombs—military necessity, nationalism, or Cold War diplomacy?

3. Story Boards on Cold War issues

4. Create a DBQ:

Students select an issue, create a question, and select documents to create a DBQ on the Cold War. Scores are based on the significance of the issue, clarity of the question, and the relevance of documents used in answering question.

5. Brown University “Choices” activities for post-WWII policy decisions from “The Origins of the Cold War: U.S. Choices After WWII.”

DBQ: A-Bomb OR DBQ: American Foreign Policy-1920 to 1941

Unit 10: Post–War Domestic Issues (2 Weeks)

Readings:

Text, Chapters 39-42

Interpretations of American History: Patterns and Perspectives Volume Two: Garrow, Huggins, and Carson, “The Civil Rights Movement: Top Down or Bottom Up?”

Unit 10 Handout

Themes:

1. Culture: Diverse individual and collective expressions through literature, art, philosophy, music, theater,

and film throughout U.S. history; popular culture, clothing styles, and the dimensions of cultural conflict

within American society.

2. Globalization: Colonialism, mercantilism, global hegemony, development of markets, imperialism, and cultural exchange.

3. Politics and Citizenship: American political traditions, growth of democracy, and the development of

the modern state; defining citizenship and struggles for civil rights.

4. War and Diplomacy: Impact of war on American foreign policy and on politics, economy, and society.

Content:

Truman’s administration:

Fair Deal

GI Bill of Rights

Taft–Hartley Act

22nd Amendment,

1948 election

Loyalty program

Eisenhower’s administration:

McCarthyism

Modern Republicanism

Highway construction

Brown v. Board of Education of Topeka

Warren Court

Kennedy/Johnson administrations:

Civil Rights Movement: Popular and government response

War on Poverty and Great Society programs

Counterculture and anti-establishment movements

Major Assignments and Assessments

1. Civil Rights Leaders and Tactics: Students read position statements by various civil rights leaders including Booker T. Washington, W. E. B. Du Bois, Marcus Garvey, Martin Luther King Jr., Jesse Jackson, Malcolm X, Stokely Carmichael, and Elijah Muhammad. Students create a chart that identifies these leaders’ philosophies, programs, and strategies for action. They will then evaluate which policies were most effective and why in an essay.

2. Student newspaper: Post WWII Domestic Issues

Students represent major developments on domestic issues after WWII by producing a newspaper consisting of: editorials, advertisements, reports of information, political cartoons, and feature articles

DBQ: Civil Rights

Unit 11: Foreign Policy—Eisenhower to Reagan (3 Weeks)

Readings:

Text, Chapters 38-42

Arthur Schlesinger. The Cycles of American History (Mariner Books, 1999): Chapter 8 “Why the Cold War?”

Unit 11 Handout

Themes:

1. Globalization: Engagement with the rest of the world: colonialism, mercantilism, global hegemony, development of markets, imperialism, and cultural exchange.

2. Politics and Citizenship: American political traditions, growth of democracy, and the development

of the modern state; defining citizenship and struggles for civil rights.

3. War and Diplomacy: Impact of war on American foreign policy and on politics, economy, and society.

Content:

Eisenhower:

Liberation, not containment

John Foster Dulles

Massive Retaliation

Asia policies:

Korea

Southeast Asia — Geneva Accords and aid to South Vietnam

Peaceful Coexistence — Khrushchev’s visit

U-2 Incident

Kennedy:

Flexible response

Aid for social and economic development

Peace Corps

Alliance for Progress

Southeast Asia military and economic aid

Bay of Pigs and Cuban Missile Crisis

Johnson:

Vietnam War

Nixon/Ford:

Vietnamization / Nixon Doctrine

China Card

Detente

Carter:

Human rights policies

Camp David Accords

Panama Canal Treaties

SALT II, Afghanistan, and Olympic boycott

Iran Revolution and hostage crisis

Reagan:

“The Evil Empire”

Strategic Defense Initiative (SDI)

End of the Cold War

Major Assignments and Assessments

1. Cold War Grid—Compare the presidential policies of Truman and Reagan regarding:

Nature of the Cold War—ideological v. Power Struggle

Containment in Europe

Asia

Middle East

Latin America

Neutralism/Nonalignment

2. Story Boards on various Cold War issues

3. Brown University “Choices” activities for post-WWII policy decisions from “The Cuban Missile Crisis: Considering Its Place in Cold War History” and “The Limits of Power: The United States in Vietnam”

Unit 12: Post Exam Activity (2 Weeks)

Complete the Washington State Classroom Based Assessment culminating project.

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