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Table of ContentsPurpose???????Curricular RequirementsPagesCR1a The course includes a college-level U.S. history textbook.1, 3CR1b The course includes diverse primary sources consisting of written documents, 2, 3, 4, 8, 9, 10, 12, maps, images, quantitative data (charts, graphs, tables), and works of art.15, 17, 19, 23, 24?CR1c The course includes secondary sources written by historians or or scholars 2, 3, 8, 9, 10, 12, 15, Interpreting the past.17, 19, 23, 24CR2 Each of the course historical periods receives explicit attention.2, 3, 5-24CR3 The course provides opportunities for students to apply detailed and specific 2, 3, 5-24 knowledge (such as names, chronology, facts, and events) to broader historical understandings. ?CR4 The course provides students with opportunities for instruction in the learning2, 8, 10, 21, 22, 25, 26 objectives in each of the seven themes throughout the course, as described in the AP U.S. History curriculum framework.CR5 The course provides opportunities for students to develop coherent written2, 3, 5-24 arguments that have a thesis supported by relevant historical evidence. ? — Historical argumentation?CR6 The course provides opportunities for students to identify and evaluate diverse2, 3, 5-24 historical interpretations. — Interpretation?CR7 The course provides opportunities for students to analyze evidence about the 2, 3, 5, 22 past from diverse sources, such as written documents, maps, images, ? quantitative data (charts, graphs, tables), and works of art. — Appropriate use of historical evidence?CR8 The course provides opportunities for students to examine relationships between2, 3, 5, 17 causes and consequences of events or processes. — Historical causation?CR9 The course provides opportunities for students to identify and analyze patterns of2, 3, 5-24 continuity and change over time and connect them to larger historical processes ? or themes. — Patterns of change and continuity over time ?CR10 The course provides opportunities for students to investigate and construct2, 3, 5-24 different models of historical periodization. — Periodization ?CR11 The course provides opportunities for students to compare historical2, 3, 5-24 developments across or within societies in various chronological and ? geographical contexts. — Comparison ?CR12 The course provides opportunities for students to connect historical 2, 3, 5-24 developments to specific circumstances of time and place, and to broader ? regional, national, or global processes. — Contextualization?CR13a The course provides opportunities for students to combine disparate, 2, 3, 5-24 sometimes contradictory evidence from primary sources and secondary works ? in order to create a persuasive understanding of the past. ?CR13b The course provides opportunities for students to apply insights about the past 2, 3, 5-24 to other historical contexts or circumstances, including the present. ?APUSH is a college-level introductory course which examines the political, diplomatic, intellectual, cultural, social, and economic history of the US from 1491 to the present. A variety of instructional approaches are employed and a college level textbook is supplemented by primary and secondary sources.The course requirements assume a high level of interest and competence. Students should expect, for example, that the reading and writing load will be heavier than most high school history classes. It requires seriously committed students who are willing to work far above the level required in a “regular” high school history class. I expect everyone in this class to attend all the time, to come prepared all the time, to participate all the time in a constructive and cooperative manner, and to shoulder the responsibility for the class work in a mature and diligent way without whining and complaining. This is a difficult course with potentially great benefits. You should also anticipate that a course like this one demands that students develop and sharpen their analytical thinking, writing, and reading skills, and that they learn a good deal about the critical nature of the discipline of history. The intellectual skills and interests you can develop in AP courses ‐‐ critical reading, analyzing data sets, synthesizing evidence to develop new insights, etc.‐‐ will equip you for lifelong learning.The two biggest requirements is that students need to be willing and able ‐ “willing” to be motivated to study and learn on the college level and “able” to keep up with the course because it moves rapidly and covers a lot of ground. AP US History will give you the background and preparation that will prove beneficial in a wide range of college courses. By taking the APUS History course AND the AP exam at the end of the course, your college(s) will be able to recognize that you have learned college‐level material and deserve credit and/or advanced placement for meeting that challenge. This will also show the colleges that you are not only “puffing” up your transcript with AP classes but that you are willing to take the AP Exam as a completion of the course. The capstone of the year, of course, is the AP US HISTORY EXAM in May.The redesigned APUSH course will allow me to – (1) use a variety of teaching strategies to address differentiated instruction needs that apply to different learning styles and needs, (2) use a variety of instruction methods including guided discussions, role playing scenarios, projects, and cooperative learning activities. Students will be encouraged to not only focus on historical events but to relate their learning to present-day political, cultural, and world events. Furthermore, students will also see the broader picture of history by looking at local/regional historical events and their relationship to the broader historical picture. Along the way, there will also be time for topics with some in-depth analysis. “Essential questions” will be used to frame class discussions and themes in unit study. They will be used to guide reading and writing assignments. My overall goal is for students to gain an appreciation for the historical narrative and to see connections of the past to the present.In addition to the seven course themes, nine historical time periods, and historical thinking skills various strategies will be employed to help students grasp the historical narrative. Various readings of primary and secondary sources will be used in each unit. Time will be devoted to practice writing skills (DBQ, Long Essay, and short answer essay questions). Students will maintain a reading log of their textbook and assigned readings. Quizzes and unit exams will be used to assess student learning of various topics.Skills Developed: In each unit, students will get practice developing the following content-driven skills: Crafting Historical Arguments from Historical Evidence (including Historical Argumentation and Appropriate Use of Relevant Historical Evidence), Chronological Reasoning (including Historical Causation, Patterns of Continuity and Change over Time, and Periodization), Comparison and Contextualization, and Historical Interpretation and Synthesis.In addition, class activities and assignments will address the following academic skills: Reading for comprehension and recall, improving study skills in preparation for assessments, improving formal writing skills (addressed below), improving public speaking skills in class discussions and activities, and improving skills of map reading and interpretation.ResourcesMain textbookAmerica’s History for the AP Course – 8th edition, 2014 – Henretta et alTextbook resources: Annotated Teacher’s edition, Test Bank, Teacher’s resource CD to accompany America’s History Alternate books for selected readings - Howard Zinn’s – A People’s History of the United States and Voices of a People’s History of the United States;Kennedy, David M. and Lizabeth Cohen.?The American Pageant, 15th edition. Cengage, 2012; Fraser, James W. By the People: A History of the United States. 1st Ed. AP Ed. Pearson, 2014;?Newman, John J. and John M. Schmalbach. United States History: Preparing for the Advanced Placement Examination. 3rd Ed. Amsco School Publications, 2015.Primary DocumentsGoing to the Source – The Bedford Reader in American History Vols. 1-2 (2012) America Firsthand- Vol. 1-2 (2012)Secondary SourcesInterpretations of American History Patterns and Perspectives – Vols. 1-2 (2000) American Experiences: Readings in American History Vols.1-2 (2008)SchoolMy school operates on a modified-block, 9-period A/B/C week schedule – regular classes are 50 minutes in length, but APUSH is taught in 2-period, 100 minute blocks. My school is a turnaround, innovation school with a majority-minority student population (67% Hispanic, 25% African-American, 4% other/two or more races, 3% white and 1% Asian), of which 90% are eligible for free/reduced lunch.APUSH is offered to sophomores. Some students have begun taking AP Human geography in the 9th grade. Students who take APUSH generally enroll in AP Language. The district assists in paying for ? of the cost of the AP exam for all students, and additional assistance is available for students eligible for free/reduced lunch. Unit Study Plan ActivitiesEach unit will contain activities from the following list:Lecture and discussion of topics - Students will participate in discussions based on course topics. Students will receive periodic quizzes and exit slips to demonstrate understanding and to gauge growth with content.Reading Log – students will keep a composition book with a reading strategy of a 150 word summary of the unit sections in the textbook, identification of 3 to 4 terms with definitions, and two questions that are raised in the section.Primary Source Analysis - Students analyze primary sources using a worksheet crafted for this purpose.Point of View - Students are provided with opposing viewpoints expressed in either primary or secondary source documents and in writing must determine thefollowing:The Thesis:? What is the main argument of each author?The Evidence:? Looking at the supporting evidence, analyze whether they are logically interpreted by the authors. Do they clearly support the thesis?Critical Analysis:? What do the sources add to your own understanding of the topic?? What points are strongly made and well documented?Final Analysis:(Your opinion is expressed here without the use of any form of the pronoun “I”.)? Which of the sources makes the most convincing case and why? For each source, complete thesis, evidence, and critical analysis sections.History in the Making Assignments - Students will compare a past event, issue, leader, person with an event, issue, leader person in another time period and to examine the age-old assumption of “history repeating itself.” Students will look at trends and make comparisons and contrasts.DBQ Deconstruction - Students, working in groups, will read the sources from and debate the question posed by the DBQ. After writing responses to several DBQs during the first 3 quarters, students will work in pairs to create “new” DBQ question supported by documents and a list of possible outside information.Six Degrees of Separation - Students will be provided with two events spanning decades, but related by their theme. They will select six events in chronological order that link the first event in the series with the last. Students will write the name of each selected event, and use their research and knowledge of the time period to create an argument to support the events selected. Students must emphasize both cause and effect and/or demonstrate continuity or change over time in their linking. There will be at least one Six Degrees assignment per unit. Some events can and will include environmental impact data. This assignment provides students with the opportunity to observe continuity and change over time.Chronological Reasoning Lesson - Students are provided with ten events, in no particular chronological order, which they will then place in order, naming the decade in which each occurred. Students will complete the exercise by providing the following: (1) Identify the period in which these occur; (2) Identify continuity and change over time exemplified by the selections; and (3) Identify the theme(s) under which these issues and developments might be categorized.Units of StudyEach unit of study will address the themes and concept questions as related to the time period:IdentityIdentity????????How has the American national identity changed over time??Work, Exchange, and Technology?????How have changes in markets, transportation, and technology affected American society?Peopling??????How have changes in migration and population patterns affected American life??Politics and Power???????How have various groups sought to change the federal government’s role in Americanpolitical, social, and economic life??????America in the World??????How has U.S. involvement in global conflicts set the stage for domestic social changes?Environment and Geography??????How did the institutions and values between the environment and Americans shape variousgroups in North America???????Ideas, Beliefs, and Cultures??????How have changes in moral, philosophical, and cultural values affected U.S. history? In addition, each the course of study over the year will address the 9 historical thinking skills:Chronological Reasoning??????? Historical Causation?? Patterns of Continuity and Change Over Time????? Periodization???????Comparison and Contextualization?????? Comparison???????? Contextualization???????Crafting Historical Arguments from Historical Evidence???? Historical Argumentation??????? Appropriate Use of Historical Evidence?????Historical Interpretation and Synthesis?????? Interpretation???????? Synthesis???????Units of Study:Period 1 – 1491-1607??????SETTLEMENT AND EXPANSION OF AMERICA????Gold, glory, and God??????Time frame – 4 daysTextbook Chapters: 1-2 – “Colliding Worlds” – “American Experiments”??Major Topics:?? Early contacts among groups in North America, and North American societies in thecontext of the Atlantic World?? Spanish exploration and the development of colonies in the Americas?? the rise of the English as an imperial power, including the conflict with the Spanish? initial English colonial settlements, including successes and failures, and the uniqueattributes of each of the colonies?? the evolution of relations between the colonies and England, including the debate overcitizenship and representation; and the military conflicts with the French, culminating inthe French and Indian War.???Essential Questions:?? Why did North America become a target for colonization in the 16th century??? What role did disease and religion play in colonization??? In what ways did later colonization efforts attempt to learn from earlier experiences? Towhat extent was there religious freedom in the colonies??? Explain the causes the conflict between the British and the Native Americans and Frenchin the 16th century and early 17th century.????????????? Identity?? How did the identities of colonizing and???? indigenous American societies change as a???? result of contact in the Americas????????????Work, Exchange, andHow did the Columbian Exchange—the? Technology?mutual transfer of material goods,????commodities, animals, and diseases—????affect interaction between Europeans and????natives and among indigenous peoples in????North America???????????Peopling??Where did different groups settle in the????Americas (before contact) and how and????why did they move to and within the????Americas (after contact)???????????Politics and Power?How did Spain’s early entry into?????colonization in the Caribbean, Mexico, and????South America shape European and?????American developments in this period????????????America in the WorldHow did European attempts to dominate????the Americas shape relations between????Native Americans, Europeans, and????Africans???????????Environment and GeographyHow did pre-contact populations of North????America relate to their environments?????How did contact with Europeans and????Africans change these relations in North????America???????????Ideas, Beliefs, and CulturesHow did cultural contact challenge the????religious and other values systems of????peoples from the Americas, Africa, and Europe???Primary Document Analysis: de las Casas “Destruction of the Indies”, biographies: de lasCasas, Columbus???Readings: Students read an excerpt from “1491” by Charles C. Mann, an excerpt fromHoward Zinn’s A People’s History of the United States??DBQ Deconstruction: Teacher created DBQ on the Columbian Exchange. Students write anessay in which they evaluate the impact of the Columbian Exchange on Native Americans inNorth America during the 16th century.??Six Degrees of Separation: From 1491 to Jamestown – show how these two items areconnected by 6 events/items (Illustrate this on a 8 ? x11 or 11x17 sheet of paper)Unit Activities: Class discussions on the rise of the English state, the Glorious Revolution, and the French and Indian War. Debate on Separatists, Puritans, Quakers, and the Crown. Document analysis activity: the Mayflower Compact. Historical interpretations lesson: Adam Smith and the Market System. (POL-3) [CR4] [CR5][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.?????????Period 2 – 1607-1754??????COLONIAL LIFE OF AMERICA??????Land, growth, and opportunitiesTime frame – 8 daysTextbook Chapters: 3 and 4 – “British Atlantic World” and “Growth, Diversity, and Conflict”??Major Topics:?? Growing trade; servant labor (indentured servants and slavery)?? political, geographic, economic differences across the colonies?? conflict with Native Americans?? immigration?? early cities?? role of women, education, religion and culture?? growing tensions with the British???Essential Questions:?? Explain the causes the conflict between the British and the Native Americans and French in 1754.?? How did the war change the geopolitical standing of each group by the end of the war????????????? Identity??What were the chief similarities and????differences among the development of English,????Spanish, Dutch, and French colonies in America??Work, Exchange, and How did distinct economic systems, most notably a slavery system based on African labor, develop in British North America? What? Technology?was their effect on emerging cultural and????and regional differences???????????Peopling??Why did various colonists go to the New World? How did the increasing integration of ????the Atlantic world affect the movement of peoples between its different regions???????????Politics and Power?In what ways did the British government seek to exert control over its American colonies in????the 17th and 18th centuries???????????America in the WorldHow did the competition between European????empires around the world affect relations among exert control over its American colonies????in North America???????????Environment and GeographyHow and why did the English North American ????colonies develop into distinct regions???????????Ideas, Beliefs, and CulturesHow did the expansion of cultural contact that took place with permanent colonization alter????conditions in North America and affect intellectual and religious life, the growth of trade, and the shape of political institutions???Primary Document Analysis: “Sinners in the Hands of an Angry God” by Jonathan Edwards; anindentured servant’s letter home; Bacon’s Manifesto; The Maryland Toleration Act; a letterabout Small Pox Inoculation; map of a Puritan town; painting of a colonial Virginia tobaccofarm; and colonial export chart broken down by region and products.??Secondary Source: American Experiences – “The Devil in Salem” (Peggy Robbins)?History in the Making: History in the Making, Chapter 8, “Witchcraft in the Colonies.”Students will document the key facts of the witchcraft trials and analyze the significance ofthis event in Salem and relate it to the McCarthy era in the early 1950s. Students will outlinehow the witchcraft trials help us understand the nature of knowledge, gender roles, andpatriarchy in the colonial era and examine how “history repeats itself” with JosephMcCarthy.??DBQ Deconstruction: In groups, students will read the sources from the Chesapeake/MBC1993 DBQ and work on a strategy to write a response to the DBQ prompt. Focus: thesisstatement in the introduction, use of documents, incorporation of outside information.??Six Degrees of Separation: From Jamestown to the French and Indian War. (Illustrate thison a 8 ? x11 or 11x17 sheet of paper)Unit Activities: Class discussions on the Second Great Awakening and utopian societies. Reformers Checklist Group Activity. In-class document analysis activity: “Declaration of Sentiments” Seneca Falls Convention of 1848. Historical interpretations lesson: Walt W. Rostow’s stages of economic growth. After reading the work of historians Richard Hofstadter and Ronald G. Walters, students are asked to write an essay agreeing or disagreeing with Hofstadter’s arguments by referencing one reform movement from the antebellum or progressive eras. (POL-3) [CR4] [CR5][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.Period 3 – 1754-1800??????UNITY and IDENTITY – ROAD TO WAR AND THECREATION OF A NEW NATION???Protests, freedom, andindependence ??????Time frame – 9 daysTextbook Chapters: 5-8 – “The Problem of Empire” – “Making War and Republican Governments” ” – “Hammering out a Federal Republic ” – “Creating a Republican Culture” ??Content:?? Colonial society before the war for independence and colonial rivalries? the Seven Years’ War?? the Road to Revolution (and the concepts of unity and identity)?? role of women before, during, and after 1776? Articles and a Constitution and early political rights and exclusions?Primary Source Analysis: Speeches at Fort Pitt by Tecumseh, Declaration of Rights andGrievances, Letters from a PA Farmer, Common Sense, The Declaration of Independence,The American Crisis, A Proclamation of Shaysite Grievances, The United StatesConstitution, The Federalist #45, Jefferson’s First Inaugural, Washington’s FarewellAddress, KY and VA Resolutions, map of Northwest Ordinance/Slavery abolition (from APexam), and two artists’ contrasting views of the Boston Massacre.?Biographies: Olaudah Equiano, Thomas Hutchinson, Joseph Brant?Drawing on primary sources, students engage in a debate over the question, “Did the Revolution assert British rights, or did it create an American national identity?”History in the Making - Chapter 12 (Lexington and Concord) and Chapter 14 (Women in theRevolutionary War).Essential Questions:?? Was the American Revolution inevitable? ? To what extent could either side have contributed to a peaceful resolution to theirdifferences?? Analyze the ways in which the colonists used both legal and extra-legal means ofprotesting. Which tactic proved more successful and why?? In what ways was the Articles of Confederation designed to correct the perceivedinjustices of the colonial era? What were the resulting strengths and weaknesses of thedocument? ? In what ways did the United States government work to achieve stability, bothdomestically and internationally during the 1790s?? Should the Alien and Sedition Acts be viewed as unconstitutional, or were they just anearly example of hardball politics?? How effective was the United States in responding to the geopolitical challenges it facedduring this period????????????? Identity??How did different social group identities????evolve during the revolutionary struggle?????How did leaders of the new United States attempt to form a national identity? ??????????Work, Exchange, andHow did the newly independent United? Technology??States attempt to formulate a national economy???????????Peopling??How did the revolutionary struggle and its????aftermath reorient white-American Indian????relations and affect subsequent population????movements???????????Politics and Power? How did the ideology behind the?????revolution affect power relationships????between different ethnic, racial, and ?????social groups????????????America in the WorldHow did the revolution become an????international conflict involving competing????European and American powers???????????Environment and GeographyHow did the geographical and????environmental characteristics of regions????opened up to white settlement after 1763????affect their subsequent development???????????Ideas, Beliefs, and CulturesWhy did the patriot cause spread so????quickly among the colonists after 1763?????How did the republican ideals of therevolutionary cause affect the nation’s????political culture after independence???Fish Bowl Exercise: “Women and the Revolution” by Mary Beth Norton, “A Revolution toConserve” by Clinton Rossiter, and “The Transit of Power” by Richard Hofstadter.Classroom discussion on these articles (assign to three groups – group article in the center –rest of class on the outside observing and asking questions)DBQ Deconstruction and FRQ practice: In groups, students will read the sources from the1999 Unity/Identity DBQ and work on a strategy to write a response to the DBQ prompt.Focus: thesis statement in the introduction, use of documents, incorporation of outsideinformation. Students will write an essay on the prompt. FRQ: Evaluate the extent to whichthe Articles of Confederation were effective in solving the problems of the new nation.What promises of republicanism did the Articles offer? (do this as in in-class write)Six Degrees of Separation: Treaty of Paris 1763 to Declaration of Independence 1776 – howdid this happen in a span of 13 years and 1781-1789 Articles of Confederation to theConstitution – how did this happen in a short span of 8 years (Illustrate these on a 8 ? x11 or11x17 sheet of paper)Meeting of the Minds: Each student will research an individual from an assigned era inpreparation for an in-class role-playing exercise. (note cards used for personal biography anditems for discussion) The discussion will be guided by questions that relate to both the eraand the themes of AP U.S. History.Period 4 – 1800-1848??????NEW REPUBLIC and DEMOCRATIC IDEALS????Factions, transitions, and challenges??????Time frame – 8 daysTextbook Chapters: 9-12 – “Transforming the Economy” – “A Democratic Revolution” –“Religion and Reform” – “The South Expands: Slavery and Society”??Content:? politics in the early republic - parties and votes; reforms and socialmovements; culture and religion?? definition of democratic practices and expansion of the vote? territorial and demographic growth? market capitalism and slavery with the role of the federal government in slavery and theEconomy? growth of immigration and cities?? women and Seneca Falls?? territorial expansion and Mexican War (and the role of the media in war coverage)Primary Source Analysis: Letter to Mercy Otis Warren, The Indian Prophet and HisDoctrine, The Monroe Doctrine, The Nullification Proclamation, Worcester v. GA, SelfReliance, Declaration of Sentiments and Resolutions, The Spot Resolution, Polk’s WarMessage, map of the spread of the 2nd Great Awakening, and contrasting illustrations ofthe “Trail of Tears.” Narrative of the Life of Frederick Douglass, Accounts about PoorWhites, Fugitive Slave Law, Dred Scott v. Sanford, The Impending Crisis in the South? “The Cult of True Womanhood” by Barbara Welter? “Consensus and Ideology in the Age of Jackson” by Edward Pessen? excerpts from Zinn’s Voices of People’s History? excerpt from the life of Solomon NorthupEssential Questions? Were the policies of the United States government new or merely a continuation ofpolicies already in place?? How did the addition, and settlement, of southern and western lands contribute to thepolitical struggle that resulted in the Civil War?? To what extent did the cotton boom fundamentally transform southern society,economically and culturally?? In what ways was the emergence of the factory economy of the north beneficial to theregion and the nation?? What were the negative aspects of the new economy?? Why is this period often considered the golden age for American transportation?? How was the issue of slavery continuing to divide the nation? What were theconstitutional challenges with slavery? How was compromise on this issue beginning tounravel????????????? Identity??How did debates over American????democratic culture and the proximity ofmany different cultures living in closecontact affect changing definitions of????national identity????????????Work, Exchange, andHow did the growth of mass? Technology?manufacturing in the rapidly urbanizing????North affect definitions of and????relationships between workers, and those????for whom they worked? How did thecontinuing dominance of agriculture andthe slave system affect southern social,????political, and economic life???????????Peopling??How did the continued movement of????individuals and groups into, out of, and????within the United States shape thedevelopment of new communities and the????evolution of old communities???????????Politics and Power?How did the growth of ideals of mass?????democracy, including such concerns as????expanding suffrage, public education,abolitionism, and care for the needy ?????affect political life and discourse????????????America in the WorldHow did the United States use diplomatic????and economic means to project its powerin the western hemisphere? How didforeign governments and individuals????describe and react to the new American nation???????????Environment and GeographyHow did environmental and geographic????factors affect the development of????sectional economics and identities???????????Ideas, Beliefs, and CulturesHow did the idea of democratization????shape and reflect American arts, literature,????ideals, and culture???Antebellum Dinner for Eight – student will choose an Antebellum reformer and research that person (info on notecards) and then be grouped in groups of eight and engage in dinnerconversations about pre-Civil War reform in America. Following the dinner exercise,students will reflect on Seneca Falls—in what ways was it a consequence of pre-1848 reform activities and what did it contribute to the movement for women’s rights afterwards? Students will be asked to write a 750+ word essay that makes an argument in response to this double sided question. DBQ Deconstruction and FRQ practice: In groups, students will read the sources from one of the following DBQs – 2002 Reform, 2005 Women, 2010 Form B Territorial Expansion. In place of writing the entire essay this writing exercise will be analysis of documents, creating a list of possible outside information, writing the introduction, and a brief outline of the essay. Focus: thesis statement in the introduction. This way all three DBQs can be used in an abbreviated form. FRQ: there may also be an FRQ practice as an in-class write. Six Degrees of Separation: from The Liberator and The North Star to Uncle Tom’s Cabin and Twelve Years a Slave – how was the issue of slavery developing in the United States prior to the Civil War (consider both Northern and Southern points of view) Period 5 – 1844-1877??????A NATION DIVIDED AND THE FALLOUT OF RECONSTRUCTION????Division, secession, and restoration??????Time frame – 10 daysTextbook Chapters: 13-15 – “Expansion, War, and Sectional Crisis” – “Two Societies” – “Reconstruction”Content: Tensions over slavery; reform movements; politics and the economy; culturaltrends; Transcendentalism and Utopianism; the Civil War, rights of freedmen and women,Reconstruction, and freedmen’s bureau; and the KKK. Focus on white supremacy beforeand after the Civil War.Primary Source Analysis: the Lincoln-Douglas Debates and Lincoln’s first and secondinaugural addresses (tracing his view on slavery), map delineating southern secession, andtwo paintings of “Manifest Destiny.”Students look at several works by Transcendental writers including “Black Slaveowners” byPhilip Burnham and “John Brown: Father of American Terrorism” by Ken Chowder, anddiscuss the ways their ideas both reflected mainstream values and offered up a“counterculture.” Which trajectory was stronger?History in the Making: History in the Making, Chapter 22 (Slavery in America), Chapter 24(John Brown at Harper’s Ferry), and Chapter 28 (Birth of the Ku Klux Klan).Essential Questions? In what ways did the debates over immigration and expansion merely mask the conflictover slavery?? At what point did secession become inevitable? Provide supporting evidence for why youbelieve the Civil War could have been avoided before that point—or not.? To what extent did the assassination of Abraham Lincoln contribute to more harshReconstruction policies?? Trace the ways in which Congress attempted to secure rights for freed slaves and thesteps southern states took to obstruct Congressional actions.? In what ways did the impeachment of Andrew Johnson reveal the fault lines of American politics in the years following the Civil War??How did the scandals of the Grant Administration undermine the goals ofReconstruction?? To what extent was Congressional Reconstruction a success????????????? Identity??How did migration to the United States????change popular ideas of American Identityand citizenship as well as regional andracial identities? How did the conflicts thatled to the Civil War change popular ideasabout national, regional, and racial????identities throughout this period????????????Work, Exchange, andHow did the maturing of northern? Technology?manufacturing and the adherence of the????South to an agricultural economy change????the national economic system by 1877???????????Peopling??How did the growth of mass migration to????the United States and the railroad affect????settlement patterns in cities and the West???????????Politics and Power?Why did attempts at compromise before ?????the war fail to prevent the conflict? To????what extent, and in what ways, did theCivil War and Reconstruction transformAmerican political and social?????relationships????????????America in the WorldHow was the American conflict over????slavery part of larger global events???????????Environment and GeographyHow did the end of slavery and????technological and military developments????transform the environment and????settlement patterns in the South and the West???????????Ideas, Beliefs, and CulturesHow did the doctrine of Manifest Destiny????affect debates over territorialexpansionism and the Mexican War? Howdid the Civil War struggle shape????Americans’ beliefs about equality,????democracy, and national destiny???DBQ Deconstruction: 2005 Form B Road to Civil War DBQSix Degrees of Separation: From The Compromise of 1850 to the Election of 1860 and BullRun to the Compromise of 1877Chronological Reasoning Lesson: Students look at the evolution of public policies relatedto slavery and racial inequality up to 1877. After making a list - Jefferson and Sally Hemming- end of the importation of slaves into the US in 1808 - slave rebellions - WilliamWilberforces’s work on ending slavery in Great Britain - anti-slavery movement - blacksfighting in the Civil War - Constitutional Amendments 13-14-15 - Civil Rights acts andlegislation during Reconstruction - sharecropping, and the end of Reconstruction - studentswill write an essay to explain the evolution and moments when change occurred withslavery and the status of blacks in America up to 1877.Unit Activities: Class discussions on Union and Confederate generals, wartime diplomacy, and turning points in the war. Student led simulation of a joint press conference with Presidents Lincoln and Davis, June 30, 1863. Debate on civil liberties during wartime. Document analysis activity: the Gettysburg Address and Lincoln’s Second Inaugural Address. Historical interpretations lesson: economic, political, and ideological interpretations of the causes and effects of the Civil War. Students analyze the factors that led to Abraham Lincoln’s issuance of the Emancipation Proclamation and its resulting impacts on the Union’s war effort. [CR8][CR8]—The course provides opportunities for students to examine relationships between causes and consequences of events or processes. — Historical causation?Period 6 – 1865-1898??????THE RADICAL TRANSFORMATION OF THE UNITED STATES????Growth, wealth, and challenges??????Time frame – 10 daysTextbook Chapters: 16-20 – “Conquering a Continent” “Industrial America: Corporationsand Conflicts”- “The Victorians Make the Modern” – “Civilization’s Inferno – the Rise andReform of Industrial Cities” – “Whose Government – Politics, Populists, and Progressives”??Content:?? The 1877 Railroad strike? rise of labor unions and the Populist Party?? big themes of industrialization, urbanization, immigration, and Indian wars? Political party challenges?Primary Source Analysis: The New South, The New South Investigated, The AtlantaCompromise, A Century of Dishonor, The Frontier in American History, Wealth, Organizing Women Workers, Our Country, The Lure of the City, Chinese Exclusion Act, A BlackWoman’s Appeal for Civil Rights, Populist Party Platform, The Money Question, The Crossof Gold, The March of the Flag, The Open Door in China, map of the overseas possessions of the U.S., and a variety of Thomas Nast political cartoons. After reading “Reconstruction” by McPherson, “The Robber Barons” by Josephson, and“The Robber Barons Bum Rap” by Klein, students create an editorial letter to appear in theNY Times.Extra Readings: Howard Zinn Voices of People’s History Reader “Mother Jones – Agitation:The Greatest Factor for Progress” - “Ludlow Massacre” by Woody Guthrie – “RememberLudlow” by Julia May CourtneyEssential Questions? To what extent did state/federal governments attempt to regulate big business duringthe last quarter of the nineteenth century?? How was the growing push for unionization impacting workers and the workplace? In what ways did growth and excesses during the Gilded Age lay the foundation for theneed of reform movements and organizations attempt to solve the social problemsfacing U.S. society?? How was America being shaped by old and new immigration patterns?? To what extent was society “reformed” by these efforts????????????? Identity??How did the rapid influx of immigrants????from other parts of the world than????northern and western Europe affectdebates about American national identity????????????Work, Exchange, andHow did technological and corporate? Technology?innovations help to vastly increase????industrial production? What was the????impact of these innovations on the lives of????working people? ??????????Peopling?? How and why did the sources of migration???? to the United States change dramatically????during this period???????????Politics and Power?How did the political culture of theGilded Age reflect the emergence of new corporate power? How successful?????were the challenges to this power??????Why did challenges to this power fail????????????America in the WorldHow did the search for new global markets????affect American foreign policy and????territorial ambitions???????????Environment and GeographyIn what ways, and to what extent, was the????West “opened” for further settlement????through connection to eastern political,????financial, and transportation systems???????????Ideas, Beliefs, and CulturesHow did artistic and intellectual????movements both reflect and challenge the????emerging corporate order???DBQ Deconstruction: a teacher-generated DBQ on The Gilded Age (this could also turninto a student group exercise to create an original DBQ on the Gilded Age) Students write aFRQ on the role the acquisition of natural resources has played in U.S. foreign policydecisions since the late 19th century. Were resources the driving force in this expansion?Six Degrees of Separation: Political Parties – philosophies, growth and challenges from1877 to 1900.Period 7Period 7 – 1898-1945??????AMERICA ON THE STAGE – AT HOME AND AROUND THE WORLD????Expansion, growth, and power??????Time frame – 13 daysTextbook Chapters: 21-24 – “An Emerging World Power” – “Cultural Conflict, Bubble, andBust” – “Managing the Great Depression, Forging the New Deal” – The World at War”??Content:?? Industrialization and technology, mass production and mass consumerism, and radio andMovies?? Harlem Renaissance?? Native American culture and boarding schools;? political parties and the transition from classical liberalism to New Deal liberalism with the capitalist crisis of the 1930s and WWII? demographic shifts, the role of women and nonwhites, and battles for economic rights. ? The role of the US on the world stage – Spanish American War to World War II? The excesses of the “Roaring Twenties”? The troubling times of the Great Depression? The role of government in controlling the economy in the 1920s and 1930s through the end of World War II in 1945 Primary Source Analysis: Scientific Management, The Jungle, Muller v. Oregon,The Zimmermann Note, The War and the Intellectuals, The Sacco and Vanzetti Case, TheGreat Black Migration, Government and Business, FDR’s 1st Inaugural, Roosevelt’s CourtPacking Plan, The Four Freedoms, Korematsu v. United States, The Atomic Bombing ofHiroshima-The Public Explanation, New Deal political cartoons (pro and con), and graphshowing economic cycles during the Great Depression through WW II.Essential Questions? In what ways were American relations with Mexico a demonstration of the United Statesas the dominant power in the hemisphere?? How did regional relations evolve during this period?? What were the events and policies that culminated in the decision to go to war in 1917?? Assess Woodrow Wilson in terms of his wartime leadership and his vision for a post warworld. In what ways were the League fight and the Red Scare emblematic of the shift inAmerica’s worldview in the years following the Great War?? Were the major social issues and conflicts of the Twenties uniquely modern, or were theymerely continuations of earlier issues and conflicts?? To what extent did the writers and artists of the Twenties reflect and challengetraditional American values?? What were the underlying causes of the Great Depression and the initial attempts by theHoover administration to mitigate its effects?? To what extent did the reforms of the New Deal truly transform the role of government,and to what extent did they merely build upon an earlier foundation? What was theevolution of the conflict between FDR and the Supreme Court from the beginning of hisfirst term to the beginning of the Second World War?? What were the major arguments made by New Deal critics?? To what extent did Americans accept and approve of the changes wrought by New Dealpolicies and legislation?? How did FDR reconcile his own beliefs about intervention with the isolationist mood ofthe country at the time?? Citing leaders, battles, and other events, what were the high points, low points, andturning points of the war in Europe?? Citing leaders, battles, and events, what were the high points, low points, and turning points of the war in the Pacific?? To what extent can the two wars be compared in terms of (a) treatment of minorities, (b)opportunities for women, (c) civil liberties, and (d) plans for the post-war order? Trace thecourse of diplomatic relations between allies from the beginning of the war to the end.How did the goals and strategies change over time?? What were the arguments for and against dropping the atomic bomb in 1945????????????? Identity??How did continuing debates over????immigration and assimilation reflectchanging ideals of national and ethnicidentity? How did class identities change in????this period????????????Work, Exchange, andHow did movements for political and? Technology?economic reform take shape in this period,????and how effective were they in achieving????their goals???????????Peopling??Why did public attitudes towards????immigration become negative during this????time period? How and why did peoplemigrate within the U.S. during this time????period???????????Politics and Power?How did reformist ideals change as they were taken up by reformers in?????different time periods? Why did opposition????emerge to various reform programs????????????America in the WorldWhy did U.S. leaders decide to become????involved in global conflicts such as the????Spanish American War, World War I, andWorld War II? How did debates overintervention reflect public views of????America’s role in the world???????????Environment and GeographyWhy did reformers seek for the????government to wrest control of the????environment and national resources from????commercial interests???????????Ideas, Beliefs, and CulturesHow did “modern” cultural values evolve in????response to developments in technology?????How did debates over the role of women inAmerican public life reflect changing social????realities???Unit Activities: Students use documents made by the Socialist Labor Party, Emma Goldman, and the IWW and make an argument for the validity of the radical ideas and movements that came out of the industrial age. (WXT-6) [CR4][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.Students use material from census data about immigration to make presentations on different ethnic and national groups and the creation of the Immigration Act 1924. (PEO-7) [CR4][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.Class discussions on the role of muckrakers and on third party candidacies in the Progressive Era. In-class debate focusing on the strengths and weaknesses of the Progressive mind set, as well as the successes and failures of Progressive programs. In-class document analysis: excerpts from The Jungle by Upton Sinclair and The History of the Standard Oil Company by Ida Tarbell. (WOR-7) [CR4][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.Class discussions on the origins of the Great Depression, on the Hundred Days, and on New Deal critics. Student directed role-playing activity about the Court Packing Plan. Document analysis activity: Images of the Great Depression and the New Deal. Using the SOAPSTone handout (includes properly citing sources per Chicago Manual of Style format), students analyze and contrast oral histories from the Great Depression, such as Studs Terkel’s Hard Times and the WPA slave narratives. [CR7][CR7]—The course provides opportunities for students to analyze evidence about the past from diverse sources, such as written documents, maps, images, quantitative data (charts, graphs, tables), and works of art. — Appropriate use of historical evidenceRon Olson’s Thesis Paper - Women’s Suffrage – trace the role of the women’s movement from Abigail Adams “Remember the Ladies” to Alice Paul - students will examine a series ofprimary and secondary sources and write a 750+ word essay examining the impact of thewomen’s rights movement on women gaining the right to vote in 1919History in the Making: History in the Making, Chapter 32 (The Sinking of the USS Maine),Chapter 36 (Causes of the Stock Market Crash), and Chapter 39 (Japanese Internment).Examine the role of local history with Japanese Internment (Bainbridge Island to Manzanar)and the role of the 442nd Army troop in Europe in WW II.DBQ Deconstruction: DBQ on how the different policies of FDR and Hoover toward theproper role of government reflected five decades of debates about citizenship, economicrights, and the public good. Be sure to indicate how specific policies reflect the globaleconomic crisis of the 1930s. (Alternate DBQ assignment – a teacher created DBQ onTruman’s decision to drop the bombs on Hiroshima and Nagasaki in August 1945)Six Degrees of Separation: From The Sinking of the Maine to Hiroshima. Students willexamine the growing role of the US on the world state in foreign affairs. (another possibility– examine the growing role and changes with women and minorities in US society from1900 to 1945) (Illustrate this on a 8 ? x11 or 11x17 sheet of paper)?Period 8 – 1945-1980??????PROSPERITY CHALLENGES AT HOME AND INTERNATIONAL TENSIONS ABROAD????Fears, threats, and dreams??????Time frame – 12 daysTextbook Chapters: 25-29 – “Cold War America” – “Triumph of the American Class” –“Walking into Freedom Land: the Civil Rights Movement” – “Uncivil Wars: Liberal Crisis andConservative Rebirth” – “The Search for Order in an Era of Limits” Content:? The atomic age? the affluent society and suburbs? discrimination, the Other America, and the African American Civil Rights movementVietnam and U.S. imperial policies in Latin America and Africa? the Beats and the student, counterculture, antiwar, women’s, Chicano, American Indian,and gay and lesbian movements? summer riots and the occupation of Alcatraz? LBJ’s Great Society and the rise of the New Right? 1968 – a watershed year in American society? Ronald Reagan and the rise of poverty? Trust and loss of trust in American government and leadership? Scandals and challenges in American government? the Cold War and U.S. role in the worldEssential Questions? In what ways was the Marshall Plan an attempt to avoid the mistakes that had beenmade after the Treaty of Versailles?? To what extent did relations break down between the United States and the Soviet Unionin the wake of the Second World War?? In what ways did the containment policy and the fallout from the Chinese Revolutioncontribute to the culture of fear and conservatism during the 1950s?? In what ways were the Bay of Pigs, the Space Race, and the Cuban Missile Crisis related?? What were the high and low points of the Civil Rights Movement, from 1954 to 1968, andto what extent were the civil rights of African Americans extended?? How did the role of students evolve during this period????????????? Identity??How did the African-American Civil Rights????movement affect the development ofother movements based on asserting therights of different groups in Americansociety? How did American involvement inthe Cold War affect debates over????American national identity????????????Work, Exchange, andHow did the rise of American? Technology?manufacturing and global economic????dominance in the years after World War II????affect standards of living among and????opportunities for different social groups???????????Peopling??How did the growth of migration to and????within the United States influence????demographic change and social attitudes????in the nation???????????Politics and Power??????How did the changing fortunes of????liberalism and conservatism in theseyears affect broader aspects of social?????and political power????????????America in the WorldWhy did Americans endorse a new????engagement in international affairs during????the Cold War? How did this belief change????over time in response to particular events???????????Environment and GeographyWhy did public concern about the state of????the natural environment grow during this????period, and what major changes in public????policy did this create???????????Ideas, Beliefs, and CulturesHow did changes in popular culture reflect????or cause changes in social attitudes? How????did the reaction to these changes affect????political and public debates??Unit Activities: Class discussions on the war in Korea and the Cuban Missile Crisis. The McCarthy Project: student-directed simulation activity examining the fear and suspicion during the Red Scare.Students write a six to eight–page essay that examines the evolution of ideas and policies related to the environment from 1900 to 1975. The essay must use at least six secondary sources and make an argument about why the environment became worthy of regulation by 1970. (ENV-5) [CR4]In-class document analysis: excerpt from “The Sources of Soviet Conduct,” by George Kennan. Students working in small groups compare the underlying causes of WWI, WWII, and the Cold War and make an argument that U.S. foreign policy in the 20th century did or did not promote democratic governments around the world. (WOR-7) [CR4][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.Primary Source Analysis: The Marshall Plan, The Organization Man, Massive Retaliation,Brown v. Board of Education of Topeka, The Other America, Letter from Birmingham Jail,Black Power, Vietnamizing the War, The War Powers Act, The Port Huron Statement, TheSharon Statement, chart illustrating the statistics of the draft during the Vietnam War andthe casualty rate of same, and political cartoons (pro and con) of the “Reagan Revolution.”(also video clips from Eyes on the Prize (condensed version) and the Tom Brokawdocumentary 1968)Origins of the Cold War class debate or fish bowl: Some scholars argue that the Cold Warstarted with the Russian Revolution. Examine primary and secondary sources and make acase for the Cold War starting in 1945 or 1917. Examine the goals of the USSR and the USfrom 1945-1991 and the possibility of a nuclear war.History in the Making: Chapter 44 (McCarthyism) and Chapter 45 (Desegregation and theCivil Rights Movement).DBQ Deconstruction: DBQ on the Cold War or the Civil Rights MovementSix Degrees of Separation – From 1968 (Vietnam War and Civil Rights) to the Iran HostageCrisis (444 days ending on January 20, 1981) scandals at home and challenges abroad – lookat the changing and challenging role of the US at home and abroad?Period 9 – 1980- the present??????GROWTH AND CHALLENGES OF THE AMERICAN ENTERPRISE – AT HOME AND ABROAD????Critics, challenges, and questions??????Time frame – 4 daysTextbook Chapters: Textbook Chapters: 30-31 – “Conservative America and the Ascent”– ”Confronting Global and National Dilemmas”Content:Summary of Reagan’s domestic and foreign policiesBush Sr. and the end of the Cold WarClinton as a New Democrattechnology and economic bubbles and recessions, race relations, and the role of womenchanging demographics and the return of povertyrise of the prison industrial complex and the war on drugs9/11 and the domestic and foreign policies that followedObama: change or continuity?Primary Source Analysis: Listen America, The Evil empire, The Cold War is Over, The Axis ofEvil, The New Segregation, Beyond Gender, Bowling Alone, Couch Potato Democracy,Getting Right a Dangerous World, and political cartoons (pro and con) on the Patriot Act.Author’s Thesis Paper and ATP 2: “The Man Who Broke the Evil Empire” by Peter Schweizerand “E Pluribus Unum” by Arthur Schlesinger.You Be the Judge and YBTJ 2: The Patriot Act vs. Amendment IV of the Constitution, andObamacare Verdict vs. Dissent to the Obama ruling.History in the Making: History in the Making, Chapter 51 (The Modern Feminist Movement)and Chapter 53.Students use a graphic organizer to compare and contrast the causes and goals of each actas described in excerpts from the 1924, 1965, and 1990 Immigration Acts.DBQ Deconstruction: Teacher created DBQ on the Challenges of the Cold War in the 1980sto 1991. FRQ teacher generated writing practice with the creation of a strong president(how can a particular event shape a president) – for this exercise examine George W. Bushand his response to the events of 9/11.Unit Activities: Class discussions on the Reagan Revolution, the collapse of communism, and modern immigration. Debate on Ford’s pardon of Nixon, and the rise of the New Right. Document analysis activity: Contract with America.Using Lisa McGirr’s Suburban Warriors, students map the ideas and strategies of the New Right and compare this movement to earlier moments (1880s, 1920s, 1950s) of conservative activism. What values remained constant over this long period of time? (CUL-7) [CR4][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.Six Degrees of Separation: From Containment to “Tear Down This Wall” (Cold War 1946-1991 – divided Europe to the fall of the USSR) – and - The Reagan Revolution to the Election of Barack Obama – 1981-2012 (challenges and changes on the political landscape)??_________________________________________________________________________________ ................
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