Lower Dauphin School District



|Curricular Requirements |Pages |

|CR1a The course includes a college-level U.S. history textbook. |2 |

|CR1b The course includes diverse primary sources consisting of written documents, maps, images, |3,11 |

|quantitative data (charts, graphs, tables), and works of art. | |

|CR1c The course includes secondary sources written by historians or scholars interpreting the past|3,12 |

|CR2 Each of the course historical periods receives explicit attention. |3,4,5,6,7,8,9,10,11,12,13,14,15, |

|CR3 The course provides opportunities for students to apply detailed and specific knowledge (such |6 |

|as names, chronology, facts, and events) to broader historical understandings. | |

|CR4 The course provides students with opportunities for instruction in the learning objectives in |3,6,9,11,15 |

|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 written arguments that have|4,5,6,7,11,13.14 |

|a thesis supported by relevant historical evidence. — Historical argumentation. | |

|CR6 The course provides opportunities for students to identify and evaluate diverse historical |12,13 |

|interpretations. —Interpretation | |

|CR7 The course provides opportunities for students to analyze evidence about the past from diverse|4,6 |

|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 between causes and |9 |

|consequences of events or processes. — Historical causation | |

|CR9 The course provides opportunities for students to identify and analyze patterns of continuity |12 |

|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 construct different models |13 |

|of historical periodization. — Periodization | |

|CR11 The course provides opportunities for students to compare historical developments across or |6,15 |

|within societies in various chronological and geographical contexts. — Comparison | |

|CR12 The course provides opportunities for students to connect historical developments to specific|3.15 |

|circumstances of time and place, and to broader regional, national, or global processes. — | |

|Contextualization | |

|CR13a The course provides opportunities for students to combine disparate, sometimes contradictory|6,9 |

|evidence from primary sources and secondary works in order to create a persuasive understanding of| |

|the past. | |

|CR13bThe course provides opportunities for students to apply insights about the past to other |6 |

|historical contexts or circumstances, including the present. | |

AP UNITED STATES HISTORY SYLLABUS

COURSE OVERVIEW:  A.P. United States History is a challenging course that is meant to be the equivalent of a freshman college course and can earn students college credit if they take and pass the AP Exam each May.  It is a two-semester survey of American History from the Age of Exploration to the present.  Solid reading and writing skills, along with a willingness to devote considerable time to reading and studying, are necessary to succeed.  Emphasis is placed on critical and evaluative thinking skills, essay writing, interpretation of original documents and histography. In addition, to the topics listed above, the course will emphasize a series of key themes throughout the year. The themes will include discussions of Identity (ID), Work, Exchange, and Technology (WXT), Peopling(PEO), Politics and Power (POL), America in the World (WOR), Environment and Geography(ENV), Ideas, Beliefs and Culture (CUL). In addition, to the themes mentioned above, students will be required through discussion to think conceptually about the American past and to focus on historical change over time. Each unit includes one or more of the nine periods and/or key concepts outlined in the AP U.S. History curriculum framework.

Skills Development: In each unit, students will get practice developing the following content driven skills: Crafting and Historical Arguments from Historical Evidence(including Historical Causation, Patterns of Continuity and Change Over Time, and Periodization), Comparison and Contextualization, and Historical Interpretation and Synthesis. The class will demand a focus on writing at a collegiate level.

Primary Source Analysis Activities: To be truly meaningful, the study of history requires primary source analysis. For this reason, most units in this course provide students with the opportunity to read and interpret a diverse selection of primary source materials. The teacher introduces each document, and then students (either alone or in groups) read, interpret, and discuss the document, noting the style, language, intent, and effect. These activities help students become more familiar with primary sources, and develop their abilities to read, understand, and use these sources. As a result, students are better prepared to respond to DBQs on the AP U.S. History exam.

TEXT:  The American Nation; 14th edition by John Garraty (2012) (CR1a)

In addition, other primary and secondary sources from the internet and books will be used to supplement the text and will appear after each unit. Most used the American Spirit 10th ed. (2002) (CR1b), Howard Zinn, A People’s History of the United States; Forrest McDonald, We The People, Novus Ordo Seclurem, and States Rights and Union. (CR1c) Additionally, Numerous Charts, Graphs, Political Cartoons and Art will be used as well. (CR1b)

Additionally, students will be required to be able to access a computer. This requirement allows them to access Moodle to do online homework projects. If you don’t have internet access at home the student needs to make arrangements with me to use a school computer to finish the online portion of the class.

Red lines are for Essential Questions

Blue is for Moodle Activities

COURSE OUTLINE:

Summer Reading: Charles Mann: 1491 (Excerpts) and the American Spirit 10ed: Bartoleme las Casas Defends the Indians; Hernando de Soto Encounters the Indians of the Southeast; Francisco Coronado Explores the Southwest (CR1b)

Must Answer Essential Questions on Moodle due by test day for each unit

ESSAY TESTS AND SHORT ANSWER MAY INCLUDE MATERIAL FROM PREVIOUS PERIODS!!!!!! (CR2)

Unit I First Contact (Period 1 1491-1607) (Prologue + Chapter 1) (CR2)

1. Course Intro and Map of US (collect summer reading questions)(assign Raynal Question and Zinn Reading)

2. Discussion of Big Count v. Small Count (Discussion of summer reading) (CR1c)

3. Discussion of Raynal and Zinn Readings: Analyze Perspective: Was Columbus a mass murder from the Spanish view and the Indian view? See Summer Readings (Handout id’s) (Write Essay using text and Zinn that explores the evolution of Identity based on race, ethnicity, and nationality. (CR4) (ID4)

LEQ - What impact did the European incursions into the Americas have on the Native Americans?

4. Discussion of the Atlantic World, Meso-America, and Southwest. Discussion to include: Triangle of Trade, Encomienda System, Slavery, Maize, Great Basin, Pueblo Rebellion. How to do a Short Answer Questions.

5. Short Answer Question on Native Americans 1492-1650 due Dealing with Contextualization (CR12) Discussion Colombian Exchange

LEQ- What was the impact of trade between the New World and Europe and what role did African Slavery play within this relationship.

6. Quiz Map and MC

Themes: ID, WXT, PEO, WOR, ENV

Readings:  Zinn: A People’s History of the United States [excerpt from chapter 1], Summer Readings

UNIT II Early Colonial (Chap. 1 - 2) (Period 2 1607-1754) (CR2)

Moodle: Model of Christian Charity and Pocahontas picture

1. Lecture: Early VA. (Assign Chart on Spanish, French, Dutch and Swedish Settlements)

2. (Moodle due on Model of Christian Charity) (CR7) Lecture / Discussion: Plymouth and Winthrop

3. Lecture: New England (assign thesis / outline #1)

4. Lecture: Middle Colonies

5. (Thesis/Outline #1 due) Discussion of thesis/outline #1 (Although the New England and Chesapeake regions were both settled largely by people of English origin, by 1700 the regions had evolved into two distinct societies. Why did this difference in development occur?) (CR5)

6. (Moodle due on Pocahontas picture) (CR7) Lecture: Southern States (assign thesis/outline #5)

7. Discussion of Slavery from Readings (CR7) (Charts Due)

LEQ - What were the similarities and differences between the developments of the New England, Middle Atlantic, Chesapeake, and Southern colonies?

8. Test MC, and Short Answer (Pueblo, Bacon, and Stono Rebellions)

Themes: ID, WXT, PEO, WOR, CUL, ENV

Readings:  John Winthrop: Model of Christian Charity (); Pocahontas picture (); The American Spirit: The Starving Time, John Cotton Describes New England’s Theocracy, Anne Hutchinson is Banished, A Servant Describes His Fate, Slavery is Justified

Period 3 1754-1800 will include Unit’s III and IV (CR2)

UNIT III America's War for Independence (Chap. 3, and 4)

Extra Credit: Timeline – The student will make a typed timeline of 35 major events that are found in the first three units. If it is not TYPED you will not receive Credit!!!!! Due day of the MC test

Moodle: Declaration of Independence and Locke side by side

1. (Thesis/outline #5 due) Discussion of thesis/outline #5 (For the period before 1756, analyze the ways in which Britain’s policy of salutary neglect influenced the development of American society.) (CR5)

2. Lecture: French and Indian War – Political and Social causes and the War

LEQ - How did Salutary Neglect and the French and Indian War impact the development of the American colonies towards Independence?

3. Readings on the Enlightenment and Great Awakening: Discuss in class.

LEQ - How did the Enlightenment and the Great Awakening impact the intellectual movement towards Independence?

4. Our problems with Great Britain (students research the problems and write up the problems on sheets of paper during the first 10 minutes of class then we discuss) (concentration on English liberties and Acts)

LEQ - What were our problems with Great Britain and how did they begin our path towards revolution?

5. Lecture: Early War for Independence (assign thesis/outlines #3 & 6)

6. Discussion: Declaration of Independence

7. Lecture: War for Independence

8. (Thesis/outline #3, & 6 due) Discussion: Thesis/outline #6 (Analyze the extent to which the American War for Independence represented a radical alteration in American political ideas and institutions. Confine your answer to the period 1775-1789.) #3(Discuss the United States as it existed under the Articles of Confederation. How did its strengths and weaknesses impact the new country?) (CR5)

LEQ - How did the War for Independence and the Declaration of Independence represent a radical alteration in American political ideas and institutions?

9. Discussion of the Articles of Confederation: Theme: Discussion will be based on the following questions: What was the basic structure of government under the Articles of Confederation? What were the strengths and weaknesses of the Articles? What were these strengths and weaknesses attributed to? What type of social reform took place after the Revolution? What impact did the Revolution have on women in American society? Describe the Land Ordinances and why were they important? Analyze how changing religious ideals, Enlightenment beliefs, and republican thought shaped the politics, culture, and society of the colonial era through the early Republic. (CR4) (CUL4)

LEQ - What were the strengths and weaknesses of the American government under the Articles of Confederation?

10. Test MC and Short Answer (Handout Zinn and McDonald Readings)

11. Test Essay (Questions 1, 7 and 10) (Handout Taking Sides) (CR5)

Themes: ID, WXT, PEO, POL, CUL

Readings: from the American Spirit: Ben Franklin Analyzes the Population, George Whitefield fascinates Franklin, Conflicting Versions of the Outbrake, The Unreliable Militia; For the Record: Edwards 2nd Edition: Some thoughts Concerning the Present Revival of Religion, John Locke: The Second Treatise on Civil Government, Virginia Statute of Religious Liberty, The Articles of Confederation, Paine: Common Sense (), and Declaration of Independence ()

UNIT IV Federalist Era (Chap. 5)

Moodle: Federalist and Anti-federalists and Cato (CR13b)

1. Lecture/Discussion: Why the Constitution was needed (Excerpt from Novous Ordo Seclorum: Forrest McDonald) Discussion of Beard’s and McDonald’s Economic Interpretations (CR 6, CR13a)

2. Taking Sides (Issue 6 “Were the Founding Fathers Democratic Reformers) (group work and Discussion) (CR4) (POL5)

3. Same + Debate (assign essay #5) (CR3)

4. (Thesis/outline # 5 due) Discussion of #5 (“The Declaration of Independence issued a call for a democratic government of equal citizens that was rejected by the writers of the Constitution, who created an aristocratic government that benefited only the wealthy few.” Assess the validity of this statement.) (CR5)

5. (Moodle Due on Federalists) Discussion: Federalists v. Anti-federalists (Federalists v. Anti-Federalist Papers) (CR7)

LEQ - Why did the American government change from the Articles of Confederation to the Constitution and how democratic was the Constitution?

6. Lecture: Washington and Hamilton’s Financial System

7. (Thesis/outline #6 due) Discussion of essay #6 (Compare and contrast the arguments of Jefferson and Hamilton for and against the constitutionality of the Bank of the United States.) (CR11)

7. Lecture: Jefferson, Hamilton and Adams

LEQ - What were the basic differences between Hamilton and Jefferson on how they viewed the development of the United States?

8. Lecture: Adams presidency

LEQ - What were the major events of the Washington and Adams’ Presidencies?

9. Test MC and Short Answer

10. Test Essay (questions 1, 2, and 8)

Themes: ID, WXT, PEO, POL, WOR

Readings: For the Record: Debate on Slavery at the Constitutional Convention; The American Spirit: Alexander Hamilton v. Thomas Jefferson on Popular Rule, Jefferson Duped by Hamilton, Hamilton v. Jefferson on the Bank, Constitution in text, Economist Article from 2014 on Economic Collapse 1791, McDonald: Novus Ordo Seclorum, and We the People [small excerpts], Zinn’s, A People’s History of the United States (Section based on Beard’s Economic Interpretation of the Constitution) Federalist 10, and 51, Washington’s Farewell Address and Synopsis of Addison’s Cato

Period 4 1800-1848 Will include Units V and VI (CR2)

UNIT V Jeffersonian Democracy and Nationalism (chap. 6, 7 & the Marshall Court) (9 days) (44)

1. Lecture the election of 1800 and lecture on Marbury v. Madison

2. Lecture: LA. Purchase and the election of 1804 (assign essays 2 &3)

LEQ - What are the essential components of Jeffersonian Revolution of 1800?

3. Lecture: Embargo, impressments and the election of 1808

4. (Thesis/outlines 2 and 3 due) Discussion of thesis/outlines 2 and 3 (#2 Which political philosophy, Jeffersonian or Hamiltonian, had the greatest impact on American History during the period 1792 through 1820? #3 For 22 years 1790-1812 the foreign policy of two Federalists presidents (Washington and Adams) and two Republican presidents (Jefferson and Madison) had consistently focused on a single aim: avoid war with a European power while at the same time defending U.S. neutral rights at sea. Finally, however, a majority of Republicans including the president decided in 1812 to abandon the policy of peace and neutrality in order to fight a war against Great Britain. Assess the reasons for the Republicans change in policy.) (CR5)

LEQ - How would you characterize Thomas Jefferson’s implementation of Jeffersonianism?

5. Discussion: Finish essay 3 and Lecture on the War of 1812

LEQ - How did the War of 1812 impact and change America?

Lecture: Supreme Court and Monroe (Online)

LEQ - How would you characterize Madison and Monroe’s presidencies and how does this impact the Federalists?

6. Test MC and Short Answer

7. How to do a DBQ (Take home 1998 DBQ due next day)

8. (DBQ due) Go over and discuss DBQ.

Themes: ID, WXT, PEO, POL, WOR

Readings: from the American Spirit: Jefferson stretches the Constitution to buy Louisiana, Marbury v. Madison and McCulloch v. MD

UNIT VI The Rise of the American Economy and Jacksonian America (chap. 8, 9 and 10) (11 days) (52)

Extra Credit: Timeline – The student will make a typed timeline of 35 major events that are found in the Units IV, V and VI. If it is not TYPED you will not receive Credit!!!!! Due day of the MC test

Moodle: Questions on Chapter 8, Lecture on Economy from my website and the Trail of Tears ()

1. Lecture: The elections of 1824-28 and the rise of Jackson (assign Short Answer Question)

2. Research Jacksonian Democracy and bring into class the major tenets of Jacksonian Democracy. Discuss

LEQ - What are the major tenets of Jacksonian Democracy and how did they come about?

3. Lecture: Jackson, Calhoun and the Bank

4. Lecture: End of Jackson, Van Buren and Harrison

5. (Moodles due) Discussion Questions (Cherokee and the Depression) (Readings) Theme: Discussion will be based on the following questions: What events surrounded the Indian removal? What was the Trail of Tears? What was the Specie Circular? How did Jackson’s economic policies lead to the depression? Why did the Whig Party form and what was the basic tenets of their ideology? Was Jacksonian democracy really democratic? Who was excluded from it?

6. Short Answer Question due –Discussion of Question below[pic]

LEQ - What were the major political, social and economic impacts of the Jacksonian period?

7. (Reading from Democracy in America) Discussion of Reading

LEQ - What are the social and political conclusions of Democracy in America and do they have relevancy on today?

8. Lecture: The Second Great Awakening

9. Discussion of the reform movements: Theme: Discussion will be based on the following movements: Temperance, Abolitionist, Women’s Rights, Mentally Insane and Utopias (Assign DBQ for tomorrow)

LEQ - How did the Second Great Awakening and the different reform movements impact the development of America’s social consciousness?

10. DBQ due, Go over scoring

11. Test MC and Short Answer

Themes: ID, PEO, POL, WOR

Readings: Tocqueville: Democracy in America (excerpt), from For the Record: William Lloyd Garrison: Declaration of Sentiments of the American Anti-Slavery Society, Declaration of Sentiments and Resolutions;

Period 5 1844-1877 Will include units VII, VIII (CR2)

Unit VII Expansion and Slavery (Chap. 11-13)

1. Lecture: Tyler, Polk and Manifest Destiny (Handout DBQ students Read Sources and prepare to debate / discuss the motives for the Mexican American War.) (CR4) (WOR5)

2. Debate / Discuss Mexican War from DBQ

LEQ - In what ways did the concept of Manifest Destiny lead to the war with Mexico?

3. Lecture: Compromise of 1850 (Assign Discussion questions)

LEQ - What are the major tenets and impact of the Compromise of 1850?

4. Discussion Questions: Slavery and Immigration: Theme: Discussion will be based on the following questions: What was the difference between the North and the South economically? Why were slaves being shipped from the Border States to the Deep South? What would have to take place to keep the price of slaves high? Describe the life of slaves and there masters. What was life like for the poor wage earner in the north? What was the transportation revolution and what impact did it have on the north? In what ways did developments in transportation bring about economic and social change in the United States in the period 1820-60? In what ways and to what extent was industrial development from 1800 to 1860 a factor in the relationship between the northern and southern states? What impact did immigration have on America in the 1840’s and 1850’s? How did internal migration impact the movement to the Civil War?

5. (Moodle due) Same + Discussion using Primary and Secondary Sources on working conditions in both South and North. (CR13)

LEQ - What were the major impacts that immigration, migration, slavery and transportation had on the development of the US during this timeframe?

6. Lecture: The coming of the Civil War

7. Lecture: Same (assign DBQ 2006B) (Assign opposing viewpoints 30 A & B and 31 A & B Slavery and Causes of the Civil War)

8. Split class in two parts and debate 30 and 31(CR8)

LEQ - What were the political, social and economic realities that made the Civil War inevitable?

9. Test MC

Themes: ID, PEO, POL WXT, WOR

Readings: From The American Spirit: Wage Slavery in New England, Comparing Wage Labor and Slave Labor, A Slave Women’s Tale, James Hammond Proclaims Cotton King; Excerpts from The Road to Disunion by William Freehling

UNIT VIII Civil War and Reconstruction (Chap. 14-15) (12 days) (74)

Moodle: Civil War Movies

1. Lecture: Election of 1860

2. Lecture/Discussion: The Civil War v. The War of Northern Aggression

3. Lecture/Discussion: Civil War

4. Same

5. (Moodle due) Same

LEQ - What were the major political, military, social and economic impacts from the Civil War?

6. Lecture: Reconstruction (assign thesis/outlines 1 and 2)

7. Lecture: Johnson and Impeachment

LEQ - How did Congress, and the president deal with the process of Reconstruction?

8. Lecture: Grant’s presidency

LEQ - How would you characterize Grant’s presidency?

9. (Thesis/outlines 1 and 2 due) Discussion of thesis/outlines 1 and 2 (1.Explain why and how the role of the federal government changed as a result of the Civil War with respect to the following during the period 1861-77.

Race relations

Economic development

Westward expansion)

2. What political, economic and social reforms were achieved by Republican governments in the South between 1866 and 1877?)

10. Discussion questions Theme: Discussion will be based on the following questions: What is the New South? How were blacks treated in the south after reconstruction? What role did the Supreme Court play in limiting the rights of African-Americans? What were the major cases? What was Booker T. Washington’s approach?

11. Test MC

12. Test Essay (Questions 1, 5, and 7) (Study Questions due tomorrow)

Themes: ID, POL, WOR, ENV, CUL

Music: The Band: “The Night They Drove Old Dixie Down”

Readings:

Period 6 1865-1898 will include Units IX, and X

UNIT IX West and the Gilded Age (Chap.16,17, 18 and 19)

Extra Credit: Timeline – The student will make a typed timeline of 35 major events that are found in units VII, VIII and IX. If it is not TYPED you will not receive Credit!!!!! Due day of the MC test

Moodle on Thomas Nast Cartoons and Song by Pogues “Thousands are Sailing”

1. Discuss Study Questions on the West: Name the location and name of five important Native American tribes in the West. What was the concentration policy and why was it beneficial to whites? What was the reservation policy? How did the Dawes Servality Act impact Native Americans? Describe the Ghost Dance and what took place at Wounded Knee? How did the railroads, the gold and silver strikes, and the Homestead Act contribute to development of the West? Describe the cattle kingdoms, use of barbed wire and the bonanza farms.

2. Lecture: On the growth of Big Business and the Battle with Labor Unions

3. (Thesis/outline #1 due) Discussion of thesis/outline #1 (Analyze the impact of the following on the American industrial worker between 1865 and 1900.

Government actions

Immigration

Labor Unions

Technological changes (CR4) (WTX5)

LEQ - In what ways were industrial workers impacted by both industrialization and the industrial owners?

4. (Thesis/outline #2 due) Discussion of thesis/outline #2 (A number of writers and reformers in the period between1865-1900 discussed the growing gap between wealth and poverty in the United States. Compare and contrast the following authors’ explanations for this condition and their proposals for dealing with it.

Henry George, Progress and Poverty

Edward Bellamy, Looking Backward

Andrew Carnegie, The Gospel of Wealth

Laurence Gronlund, The Cooperative Commonwealth) (CR5)

LEQ - How did laissez-faire impact American society and how did writers and reformers examine the growing disparity between rich and poor?

5. 5. Graded Discussion (Society and Culture during the Gilded Age) Theme: Discussion will be based on the following questions: What was life like for the middle class at the end of the 1800’s? What was the difference between skilled and unskilled workers? What was life like for women? What were the characteristics of working class families? How did immigration impact American cities? Describe and analyze the problems in urban areas. What leisure time activities were present in this timeframe? Identify the following: Nativism, Social Gospel, Social Darwinism, Settlement Houses, Jane Addams, John Dewey and realism in art.

6. Same

LEQ - How would you describe society and culture during the Gilded Age?

7. In class DBQ (2000 DBQ)

8. Test MC and Short Answer (is on cartoon)(CR1b)

Themes: ID, WXT, PEO, POL, CUL, ENV

Reading: Nast Cartoons, The American Spirit: Chief Joseph’s Lament, Sodbusters in Kansas, Four Views of the Statue of Liberty, The Shock of Darwinism, Capital v. Labor, Andrew Carnegie’s Gospel of Wealth, The Nation Challenges Carnegie

Period 7 1890-1945 will include Units X, XI, XII and XIII (CR2)

UNIT X Populism and Progressivism (Chap. 20- 21) (10 days) (96)

Moodle: Triangle Shirtwaist Factory and W.E.B Dubois v. Booker T Washington writing assignment

1. Lecture: Hayes to Cleveland (assign thesis/outline #1)

LEQ - What influence did the Gilded Age presidents and politics have on American development?

2. Go over 2000 DBQ (Assign Short Answer)

3. Lecture: The elections of 1896 and 1900

4. Lecture: Agrarian Discontent + Early Progressives

LEQ - What are the essential components and reasons for the emergence of the Populist movement?

5. Discussion of Jungle and Triangle Fire with Political Progressivism

6. Lecture: TR and Taft (assign thesis/outline #3)

7. Lecture: Election of 1912 and Wilson

8. Short Answer due – Discussion of Short Answer question on Progressivism looking at 2 differing historians views. (CR11) (CR1c)

LEQ - What are the major components of the Progressive movement and why were they successful?

9. Test MC

10. Test Essay

Themes: WXT, PEO, POL, WOR, ENV, CUL

Readings: Bryan: Cross of Gold Speech () , Sinclair: Jungle (excerpt), Photos, From The American Spirit: Coin’s Financial School, Jacob Riis Goes Slumming, Account of the Triangle Shirtwaist Factory Fire Claims 146 Lives, Roosevelt Defends the Forest and Child Labor in the Coal Mines

UNIT XI Imperialism and the Great War (Chap. 23-24) (7 days) (103)

Moodle on American Imperialism in Central America and Caribbean + Evaluate Roosevelt’s Corollary with The Platform for the Anti-Imperialist League

1. Lecture: Imperialism and Spanish American War

2. Same

LEQ - What were the reasons for and the outcomes of American Imperialism?

3. Lecture: Prezi background on WWI

4. Lecture: WWI

5. Same plus home front

LEQ - How did America become embroiled in WWI and what were the consequences of the war?

6. Read and discuss parts of All Quiet on the Western Front and the Treaty of Versailles

7. Lecture: Treaty of Versailles

LEQ - Why did Wilson push for the Treaty of Versailles and why did it ultimately fail to pass the senate?

8. Test MC (Take Home Short Essay: Was the Spanish American War the turning point in American Foreign Policy) (CR10)

Themes: ID, POL, WOR

Readings: Platform of the Anti-Imperialist League () , Remarque: All Quiet on the Western Front (excerpts) Eyewitness to History: Somme, Woodrow Wilson: The 14 Points () ,From The American Spirit: Roosevelt Launches a Corollary, Creel Spreads Fear Propaganda, The Text of Article X

UNIT XII Twenties, Depression, and New Deal (24, 25 & 26 up to isolationism) (10 days) (113)

Extra Credit: Timeline – The student will make a typed timeline of 35 major events that are found in units X, XI, and XII. If it is not TYPED you will not receive Credit!!!!! Due day of the MC test

Moodle: New Deal Project

1. Prezi: The Life in the 1920’s

2. Prezi: Life in 1920’s (assign Thesis/outline #7)

LEQ - In what ways were the 1920’s an age of conformity and an age of rebellion?

3. Lecture: Politics of the 1920’s and The Stock Market Crash

4. Lecture: Stock Market Crash (assign thesis/outline #1)

LEQ - How did the Stock Market crash impact America economically and socially?

5. Economist Article Ap. 12 2014 “The slumps that shaped modern finance” Students will analyze and debate the Depressions of 1792,1825,1857,1907 and 1929. (CR11) (Group Lists of New Deal Programs)

6. New Deal Project Taking Sides Debate) (Groups in class) (CR6)

7. New Deal Project

8. New Deal Project (Thesis Outline Due) (3. Evaluate the New Deal in terms of its own stated goals: relief, recovery, and reform.) (CR5)

LEQ - How did the ideological, economic and political developments of FDR’s New Deal impact the length of the Great Depression and what lessons does this teach us today?

9. Same + Must answer discussion questions below

10. Discussion of the Second New Deal: Theme: Discussion will be based on the following questions: What were the two major pieces of legislation of the Second New Deal? Who was John Maynard Keynes and what were his ideas about dealing with the depression? Describe the election of 1936. Why did FDR try to pack the Supreme Court and what was the outcome of this? What was the end of the New Deal? What impact did the New Deal have for women, African-Americans and Indians?

LEQ - What was the impact of the New Deal on minorities and the poor after 1936?

11. Test MC

12. Test Essay

Themes: ID, WXT, PEO, POL, WOR, CUL

Readings: Music: Jazz (Audio), FDR: First Inaugural Address (Audio), Reinhold Niebuhr: After Capitalism - What?, Amity Shales: FDR is a Great Leader but his Economic Plan Isn’t One to Follow, Frank Friedel: FDR A Rendezvous With Destiny, The American Spirit: Huey Long Wants Every Man to be a King, Margret Sanger Campaigns for Birth Control

Period 8 1945-1980 will include Units XIII, and XIV (CR2)

UNIT XIII World War II and the Cold War (Chap. End of 27, 28 & 29) (13 days)(126)

Moodle: World War II pictures

1. Prezi: Road to WWII

13. Same

14. Prezi: American Isolationism and WWII (Pictures)

LEQ - How did European appeasement, combine with American Isolationism to lead the World back towards a World War?

4. Prezi: WWII 1940-44 (assign DBQ on Hiroshima)

5. Prezi: End of WWII

6. Discussion of the reasons for the Cold War

7. DBQ on Hiroshima

LEQ - What was the outcome of World War II and how did it impact both Europeans and American’s?

8. Discussion of DBQ (Pictures)

9. Lecture Early Cold War (assign Short Answers on Migration and Life in the 1920’s and 1950’s)

10. Lecture: Korean War

11. (Short Answers Due) Discussion of internal migration and Discussion of life in the 1920’s v. 1950’s (CR9)

12. Movie: Red Nightmare

13. Discussion of Movie and compare 1950’s with 1919

LEQ - What were the political, social, military and economic impacts of the Cold War on American and World society?

14. Test MC

15. Test Essay

Themes: ID, WXT, PEO, POL, WOR

Readings: Movie Clips: Saving Private Ryan; Korematsu v. U.S.; From the American Spirit: Secretary Marshall Speaks at Harvard, George Kennan Proposes Containment, The World Through Soviet Eyes

UNIT XIV Kennedy, Vietnam, Civil Rights to Watergate (Chap. 29-30)

Moodle: Social Questions, Beatles Music, Civil Rights, Vietnam and Kent State

1. Lecture: The election of 1960 and Kennedy

2. Lecture: Kennedy and Johnson (Kennedy assassination)

3. (Civil Rights Moodle due) Lecture: Civil Rights (1930-60)

4. Lecture: Same

LEQ - How did the Kennedy and Johnson administrations impact America’s views on poverty, the economy and civil rights?

Life in the 1960’s (Beatles Moodle due)

5. Lecture: Vietnam

6. Same (Baker readings)(Vietnam Moodle Due)

7. (Thesis/outline Due) Discussion of thesis/outline and what was taking place in Paris at the same time.(CR12) (“1968 was a turning point in American history.” Assess the validity of that statement in reference to the following.

Vietnam War

Civil Rights

National Politics

8. (Moodle due on Kent State) Discussion: Nixon, and Ford

9. Students Analyze 1960’s and 1970’s Women’s Movement and Environmental Movements with their early 20th Century counterpart (CR11)(CR4) (ENV5)

LEQ - In what ways did the Vietnam War become a turning point in American History?

policy?

9. DBQ Vietnam

10. Carter’s Presidency

12. Test MC Short Answer (Migration of African-Americans, Suburbanization and urbanization from 1865 to present) (CR4) (PEO3)

Themes: ID, WXT, POL, CUL, ENV

Readings: Billy Holiday: Strange Fruit with music, Alabama Literacy Test, George Wallace: The Civil Rights Movement, US v. Heart of Atlanta Motel, “I Have a Dream” Mark Baker: Nam (excerpts), and Music by 1960/70’s artists, Vietnam Pictures, From the American Spirit: Michael Harrington Discovers Another America, Students for a Democratic Society Issues a Manifesto, Phyllis Schlafly Upholds Traditional Gender Roles, Betty Friedan Has Second Thoughts

Period 9 will include Unit XV (CR2)

XV Reagan to Present (Chap. 30-33)

Extra Credit: Timeline – The student will make a typed timeline of 35 major events that are found in units XIII, XIV, and XV. If it is not TYPED you will not receive Credit!!!!! Due day of the MC test

1. Discussion: Reagan (Assign Thesis/Outline)

2. Lecture: Reagan and Bush

3. (Thesis/ Outline due) Discussion of thesis outline (Reagan’s policies won the Cold War. Assess the validity of that statement. Students should use facts from 1970-1991.)

4. Discussion: Readings on Neoconservatism

4. Discussion of Clinton and W. Bush

5. Same

6. The World the last 10 years Discussion

7. Write an essay looking at the reasons for income inequality during the late 1800’s to the early 21st Century and what has been done to curb it as well as what has exasperated the phenomena? (CR13b)

8. Test MC and Short Answer

LEQ - How did the post Vietnam presidents deal with the economy, foreign policy and domestic policy.

Themes: ID, WXT, PEO, POL, WOR, ENV, CUL

Readings: The American Spirit: Editor Irving Kristol Defines Neoconservatism, Four Views on the End of the Cold War, The Supply Side Gospel, and Can the United States Still be a Nation of Immigrants

UNIT XVI Review for AP Exam (10 days) (150)

Review:  You should start your personal review by April 1.  We will review for 2 weeks prior to the exam. Our review will consist of 4 days of thesis/outlines (2-3 per day) with many of the thesis outlines covering multiple periods of time and themes so the student can see a change over time, 2 days of multiple choice testing, 3 days of short answer and 1 DBQ

UNIT XVIII AFTER AP EXAM DISCUSSIONS (12 DAYS)

This consists of selected topics and readings:

GRADING

100 TO 90% = A

89 TO 80%   = B

79 TO 70%   = C

69 TO 60%   = D

BELOW 60% = F

GRADES ARE BASED ON:

1. TESTS

Multiple Choice (usually 50 questions per test)

Essay (one per test when noted)

DBQ’s (mixed into 6-7 units during the year

Short Answer

2. THESIS / OUTLINES and Short Answers (You are to write your thesis paragraph and outline your paragraphs of body for the assigned essay questions in class. We then will discuss these essay questions as a class.)

3. DISCUSSIONS (These discussions are graded by participation and content. The teacher will help discussion along if needed.)

4. CLASS PARTICPATION (Mostly from the discussions that take place after the AP Exam. The discussions range over a wide variety of topics including current events, Economist articles, history mysteries, historical scholarship, and current European problems.

5. EXTRA CREDIT TIMELINES (6) Students will make a typed timeline worth 5 points

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