Unit I: The West and the New South



Course Description:

This course is the 2nd year of a two year course in Advanced Placement American History. It is designed to give the student an in depth knowledge of American History. This course will start with a study of the American West and the Post-Reconstruction South and continue up until the present. Attention will be given to political institutions, diplomacy, economic trends, social, and cultural developments as well as broad themes in American history.

Textbooks:

America: Past and Present, Robert Divine, Longman, 5th Edition, 1999.

United States History, John J. Newman and John M. Schmalbach, AMSCO School Publications, New York, 1998.

Primary Source books:

American Spirit, Thomas Bailey and David Kennedy, D. C. Heath and Company, Eleventh Edition, 2006

Great Issues in American History; Volumes I and II, Richard Hofstadter and Beatrice Hofstadter, Vintage, New York, 1982.

Assessment:

Tests and exams will be given every two or three weeks. The tests will usually consist of essay (either FRQ or DBQ) only or FRQ essays and multiple choice combined. The essays listed after each unit will be given either as tests or as homework. Some tests will be given as take home exams.

Unit I: The West and the New South (1877-1900)

A.. The Building of the Transcontinental Railroad and its impact-the Race, land grant subsidies, Union Pacific and Central Pacific, Promontory Point, Chinese workers.

B. Mining and Cattle Frontiers- Gold Rush, silver strikes, boomtowns, Miner’s Tax, barbed wire, cattle drives, Cowboys and the national myth.

C. The Farming Frontier-Homestead Act, water supply, sodbusters, the changing climate, Frederick Jackson Turner’s Frontier Thesis.

D. Plains Indian Culture and Resistance-nomad versus settled culture, Treaty of Fort Laramie, Little Big Horn. Chief Joseph, Wounded Knee.

E. Government Policy toward Indians-Reservations, Assimilation, Carlisle School, Dawes Severalty Act, continuing poverty.

F. The New South-Poverty and Progress, sharecropping, cycles of debt and poverty, Farmers Alliances, George Washington Carver.

G. Jim Crow South-Segregation, 14th Amendment, Plessy v. Ferguson, lynchings.

H. Farm Problems-overproduction, falling prices. Grange Movement, Interstate Commerce Act. Ocala Platform.

Major Themes Addressed:

-American Identity, Economic Transformations, Environment, Diversity, War and Diplomacy, Slavery and its Legacies, Reform, Demographic Changes.

Sources:

Readings from Frederick Jackson Turner’s Frontier Thesis, A Century of Dishonor, Articles by Henry Grady on the New South, W.E.B. Dubois’s The Souls of Black Folk, Booker T. Washington, Wabash v. Illinois.

Essays: Students will write the following essays.

1. DBQ Essay from the (1983) exam some of the problems that many farmers in the late nineteenth century (1880-1900) saw as threats to their way of life. Using the documents and your knowledge of the period, (a) explain the reasons for agrarian discontent and (b) evaluate the validity of the farmers' complaints

2. FRQ (1999) How were the lives of the Plains Indians in the 2nd half of the 19th century affected by technological developments and government actions?

3. Explain how THREE of the following developments of the West from the 1850s to 1900; miners, cattlemen, farmers, immigrants, Indians, cities.

Unit II: Rise of Industrial America (1865-1900)

A. Railroads-Innovation, competition and consolidation, Credit Mobilier scandal,

B. Inventors and inventions-Edison, Menlo Park, Morse, Westinghouse, Bessemer process

C. Rise of big business-statistical analysis, steel industry, Trusts, Anti-trust movement, C

D. Philosophies of big Business-Laissez Faire Capitalism, Horatio Alger, Social Darwinism, Protestant/Puritan work ethic, Capitalism, American individuality

E. Robber Barons v. Captains of Industry-Vanderbilt, Rockefeller, Carnegie and Morgan, Gospel of Wealth.

F. Effects of Industrialization-Gap between the classes, Rise of the Middle Class, Conspicuous Consumption, working poor, environment and industrialization.

G. Workers/Child Labor-inequalities of pay, etc., Lewis Hine Photographs.

H. Struggle for Labor Unions-Molly Maguires, (K of L)Knights of Labor, Terrance Powderly, (ALF) American Federation of Labor, Samuel Gompers,

I. Unions-Great Railroad Strike, Haymarket riot, Homestead strike, Pullman Strike.

J. Socialism-Eugene Debs, IWW, Why America rejected Socialism?

Major Themes Addressed:

-Economic Transformations, Demographic Changes, Globalization, Reform, Environment.

Sources:

Readings from Horatio Alger, Carnegie’s Gospel of Wealth, Hebert Spencer, Rev. Russell Conwell’s Acres of Diamonds, Howard Zinn, Ida Tarbell’s McClure’s Magazine articles on Standard Oil, , David Ricardo, Samuel Gompers and various political cartoons from the day .

Essays: Students will write the following essays

1. DBQ Essay from the (2000) exam, How successful was organized labor in improving the position of workers in the period from 1875 to 1900? Analyze the factors that contributed to the level of success achieved

2. FRQ Essay (1994). Compare and contrast the attitudes of THREE of the following toward the wealth that was created in the US during the late 19th century

Andrew Carnegie, Eugene Debs, Horatio Alger, Booker T. Washington, Ida Tarbell

3. FRQ (1998) Analyze the impact of any TWO of the following on the American industrial worker between 1865 and 1900.

Government actions, Immigration, Labor unions, Technological changes

Unit III: Growth of Cities and American Culture

A. Immigration-New v. Old Immigration, push and pull factors, Ellis Island,

B. Immigrant communities-Jewish, Chinese, Italian, Greek.

C. Assimilation Debate-Americanization, role of education.

D. Reactions to Immigration-Chinese Exclusion act, Nativism, Gentleman’s Agreement, Literacy tests, American Protective Association, Quotas Acts. Limits on Immigration in the 1920s.

E. Urbanization-Streetcars, Subways, Skyscrapers, Ethnic Slums, Suburbs, Private city v. Public City

F. Urban Slums-tenements, Jacob Riis, How the Other Half Lives, Reform

G. Political Machines-Tammany Hall, Boss Tweed.

H. Early Reform-Social Criticism, Henry George, Edward Bellamy, Settlement Houses, Social Gospel.

I. Education reform- public schools, kindergarten, higher education.

J. Literature and the Arts-realism and naturalism, paintings, architecture, and music.

K. Popular Culture-mass circulation, amusements, Baseball.

Major Themes Addressed:

-American Diversity, National Identity, Politics and Citizenship, Demographic Changes, Urban Life, Social Ills, Culture.

Sources:

Thomas Nast Cartoons, Anti-immigrant cartoons, Mary Antin’s writings, Henry George’s Poverty and Progress, Edward Bellamy’s Looking Backward, How the Other Half Lives, Jane Adams writings, Emma Lazarus’s poem The Golden Door, Late 19th century American paintings-Homer, Eakins, Whistler, etc.

Essays: Students will write the following essays

1. DBQ (1973) Analyze the factors that probably influenced Congress to pass the Immigration Act of 1924.

2. FRQ ( 2001) Describe and account for the rise of nativism in American society from 1900 to 1930

3. Explain how THREE of the following factors changed American cities between 1865 and 1900 Architecture Immigration Government

Transportation Popular Culture

Unit IV: National Politics in the Gilded Age (1877-1900)

A. Politics of the Gilded Age-belief in limited government , campaigns, patronage.

B. Age of Forgettable Presidents-Hayes, Garfield, Arthur, Cleveland, Harrison.

C. Major Issues of the day-Panic of 1893, Coxey’s Army Civil Service Reform, Currency and Tariffs.

D. Rise of the Populists-Farmers grievances, Money standard, election of 1892

E. Election of 1896-Goldbugs v. Silverbugs, Wizard of Oz, End of Jeffersonian (and Jacksonian) Politics.

Major Themes Addressed:

-Politics and Citizenship, Environment, Reform, American Identity, Economic Transformations.

Sources:

Writings of George Washington Plunkett, W.H. (Coin) Harvey, William Jennings Bryan Cross of Gold Speech, articles by Richard Hofstadter, Movie: Wizard of Oz

Essays: Students will write the following essays

1. FRQ (1995) Analyze the reasons for the emergence of the Populist movement in the late 19th century

2. In what ways were the late 19th century Populists the heirs of the Jacksonian Democrats with respect to overall objectives AND specific proposals for Reform

3. “The low quality of American politics during the Gilded Age resulted because the best people did not go into national politics”

-Assess the validity of this statement

Unit V: The Progressive Movement

A. Origins of the Progressive Movement-Social Gospel, middle class roots, Frederick Taylor, Scientific management.

B. The Muckrakers, Ida Tarbell, Jacob Riis, Lincoln Steffans, etc.

C. Case Study-Upton Sinclair’s The Jungle, New Laws. Pure Food and Drug Act, Meat Inspection Act, consumer movement

D. Case Study-Triangle Factory Fire-Rising of the Twenty Thousand, New Laws

E. Reform of Political System-Political Machines, “Honest Graft,” Pendleton Act, Wisconsin idea, 17th Amendment.

F. Presidential Progressives-Teddy Roosevelt “Square Deal,” Trust Buster, Elkins Act, Conservation, Hepburn Act.

G. Presidential Progressives-Howard Taft, Trust Busting, Election of 1912.

H. Presidential Progressives-Woodrow Wilson’s New Freedom, Anti-Trust legislation.

I. African Americans in the Progressive Era- W.E.B. Dubois v. Booker T. Washington, Niagara Movement, Founding of the NAACP

J. Women’s Suffrage Movement-Carrie Chapman Catt, NAWSA, Alice Paul, 19th Amendment

Major Themes Addressed:

-Demographic Changes, Politics and Citizenship, Form, Slavery and its Legacy in North America, Culture, Religion, Environment.

Sources:

Upton Sinclair’s The Jungle, W.E.B. DuBois’s The Souls of Black Folk, Lincoln Steffans’ The Shame of the Cities, writings of Arthur M. Schlesinger Jr. and Gabriel Kolko, Court Cases; Munn v Illinois.

Essays: Students will write the following essays

1. DBQ (1989) Booker T. Washington and W.E.B. DuBois offered different strategies for dealing with the problems of poverty and discrimination faced by Black Americans at the end of the nineteenth and beginning of the twentieth centuries. Using the documents and your knowledge of the period 1877-1915, assess the appropriateness of each of these strategies in the historical context in which each was developed.

2. DBQ (1997) To what extent did economic and political developments as well as assumptions about the nature of women affect the position of American women during the period 1890-1925?

3. “The Progressive movement resulted in a series of lasting reforms and influenced US government for much of the 20th century.” Assess the contribution of THREE of the following to the Progressive movement Middle class Muckrakers

philosophy of pragmatism presidential leadership scientific management

Unit VI: Age of Imperialism

A. “New Imperialism” causes-International Darwinism, Missionaries, Captain Mahan’s theories, Role of the Press

B. Causes of the Spanish-American War-Yellow Press, jingoism, Cuban Revolt, DeLome Letter, Sinking of the USS Maine, Teller Amendment

C. The War and its results-Platt Amendment, Puerto Rico, Hawaii

D. Debate over Imperialism-Philippines, Insurgency, Emilio Aguinaldo.

E. Teddy Roosevelt and Latin America-Roosevelt Corollary, Big Sick, Panama Canal, Hay-Pauncefote Treaty, Malaria. Venezuela and Dominican Republic.

F. US Imperialism in Asia-Boxer Rebellion, Open Door Policy, Russo-Japanese War, Great White Fleet, Root Takahira Agreement.

G. Howard Taft and Dollar Diplomacy-Nicaragua insurrection

H. Woodrow Wilson and Moral Diplomacy-promotion of democracy-interventions in Haiti and Mexico

Major Themes Addressed:

-War and Diplomacy, Globalization, American Diversity, Economic Transformations.

Sources:

Writings of Josiah Strong, Alfred Thayer Mahan, Henry Cabot Lodge, Theodore Roosevelt, various geographical maps, various political cartoons of the time period. Newspapers by Joseph Pulitzer and William Randolph Hearst.

Essays: Students will write the various essays

1. DBQ (1975) Analyze the factors that influenced the Senate in ratifying the Treaty of Paris in 1899 and assess their relative significance. Your analysis and assessment should take into account the complexities and/or contradictions presented by the evidence.

2. DBQ (1994) To what extent was late nineteenth-century and early twentieth century United States expansionism a continuation of past United States expansionism and to what extent was it a departure?

3. “Both the Mexican War and the Spanish-American War were premeditated affairs resulting from deliberately calculated schemes of robbery on part of a superior power against weak and defenseless neighbors.” Assess the validity of this statement

Unit VII: World War I

A. War Begins in Europe and US Neutrality

B. Causes of US entry into World War I-ethnic influences, loans and trade with Allies, British Propaganda, German Submarine Warfare. Zimmerman telegraph

C. US in WWI-Making the War Safe for Democracy-Wilson’s Crusade.

D. World War I on the Home front- Mobilizing the Economy and Public Opinion, The Draft, Black and Women’s contribution, American Expeditionary Force.

E. The Versailles Treaty-Wilson’s Fourteen Points, League of Nations, Opposition to the Treaty, Clause X.

Major Themes Addressed:

-War and Diplomacy, Politics and Citizenship, Economic Transformations, Globalization, American Identity.

Sources:

Zimmerman telegraph, Allied Propaganda cartoons and images, War Propaganda and War Bond Posters, The Fourteen Points, Debates on the League of Nations.

Essays:

1. DBQ (1991) It was the strength of the opposition forces, both liberal and conservative, rather that the ineptitude and stubbornness of President Wilson that led to the Senate defeat of the Treaty of Versailles.

2. FRQ (1995) Assess the relative influence of THREE of the following in the American decision to declare war on Germany in 1917 German Naval Policy American economic interests Allied Propaganda America’s claim to world Power Woodrow Wilson’s idealism

3. Explain the impact of US involvement in World War I on THREE of the following; Women African-Americans Labor Unions

Civil Liberties Business

Unit VIII-The 1920s

A. The US Turns Inward-The Red Scare, Palmer Raids, Sacco and Vanzetti trial, Return of the Klu Klux Klan, Immigration Restrictions.

B. Scopes Trial-modernity v. tradition, rural v. urban, science v. religion.

C. Return to Normalcy-the Republican Decade, laissez faire policies, Harding, Teapot Dome, Coolidge, Election of 1928 and Hoover.

D. Temperance/Prohibition movement-alcohol in America from 1600’s to present

E. Harlem/Black Renaissance-Northern Migration, Jazz music, Poetry, Marcus Garvey

F. The New Women-19th Amendment, Flappers, revolution in morals.

G. New Ways of Life-Charles Lindberg’s flight and Ford Model T Car and the Radio as symbols of a New Age. Roaring Twenties. Literature of Alienation, Lost Generation,

H. Business in the 1920s-farmers problems, consumer spending, unrestricted stock market, increased productivity, labor problems, uneven distribution of wealth.

Major Themes Addressed:

-American Diversity, American Identity, Culture, Demographic Changes, Economic Transformations, Politics and Citizenship, Reform, Religion, Slavery and its Legacy.

Sources:

Writings by Frederick Lewis Allen’s Only Yesterday, Arthur M. Schlesinger Jr., Hemingway, F. Scott Fitzgerald, Poems by Countee Cullen, Langston Hughes, Claude McKay, Music by Louis B. Armstrong, Play Inherit the Wind.

Essays: Students will write the following essays

1. DBQ (1986) The 1920's were a period of tension between new and changing attitudes on the one hand and traditional values and nostalgia on the other. What led to the tension between old and new AND in what ways was the tension manifested?

2. FRQ (1999) In what ways did economic conditions and developments in the arts and entertainment help create the reputation of the 1920s as the Roaring Twenties?

3. “While many Americans were enjoying economic prosperity during the 1920s, there was also increasing social conflict.” Assess the validity of this statement with reference to THREE of the following Klu Klux Klan

Fundamentalism Prohibition Nativism Sacco & Vanzetti case

Unit IX: The Great Depression and the New Deal (1929-1941)

A. Stock Market Crash-Buying stock on margin, speculation, Black Tuesday.

B. Economic causes of the Great Depression-excessive credit, overproduction, weak farm economy, World Wide Depression.

C. Hard Times under Hoover- Hawley-Smoot Tariff, high unemployment, low productivity, Hoovervilles, Bonus Marchers

D. Election of 1932-Goverrment’s role in the Economy. FDR the Man,

E. Roosevelt’s New Deal-First Hundred days, the 3R’s, Alphabet Soup, Brain Trust and Eleanor, Fireside Chats, 2nd New Deal.

F. New Deal opposition-Demagogues like Fr. Coughlin, Dr. Townsend, Gov. Huey Long, Sick Chicken Case, Supreme Court, “Packing the Court.”

G. Culture during the Great Depression-social realism (Grapes of Wrath book and movie, Photographs of Dorothea Lange) and escapism (Fred Astaire/Ginger Rodgers, King Kong, Gone with the Wind movies ), Dance Marathons, Monopoly board game, Radio shows (The Shadow, Little Orphan Annie) Literature-Steinbeck. Music Lyrics-Woody Guthrie.

Major Themes Addressed:

-Demographic Changes, Economic Transformations, Globalization, Politics and Citizenship, Culture, Environment.

Sources:

Steinbeck’s Grapes of Wrath, Photographs of Dorothea Lange, Writings by Arthur M. Schlesinger Jr., Carl Degler, Richard Hofstadter,

Essays: Students will write the following essays

1. DBQ (1984) President Franklin D. Roosevelt is commonly thought of as a liberal and President Herbert C. Hoover as a conservative. To what extent are these characteristics valid?

2. DBQ (2003) Analyze the responses of Franklin D. Roosevelt’s administration to the problems of the Great Depression. How effective were these responses? How did they change the role of the federal government?

3. Analyze the ways in which the Great Depression altered the American social fabric in the 1930s

Unit X: The Road to World War II (1929-1945)

A. Aggression in the 1930s-Adolf Hitler, Rhineland, Austria, Sudetenland

B. US Isolation and Neutrality-Neutrality Acts, Nye Committee, Spanish American War, Munich Agreement, Japanese invasion of Manchuria,

C. US moves away from Neutrality-Nazi Blitzkrieg, Cash and Carry, Lend-Lease, Destroyers for Bases, Selective Service, Atlantic Charter, Four Freedoms, Oil and Steel Embargo on Japan

D. US Attacked-Pearl Harbor, US Declaration of War

E. Japanese American internment-relocation to the interior, Hawaii exception, Korematsu v. US (1944)

F. WWII on the US Home front-WPB, rationing, Unions, Propaganda, War Bond drives,

G. WWII for Women, African Americans and Minorities-Rosie the Riveter, Tuskegee Airmen, CORE, Navajo code talkers, Japanese-American 442nd Battalion.

H. WWII Diplomacy-wartime conferences-Casablanca, “unconditional surrender,” Tehran, The Big Three. Yalta, Potsdam,

I. Why the Allies won-D-Day, Island hopping. Kamikaze, US Economic Power, US technological superiority, Manhattan Project.

J. Dropping the Atomic Bomb-Students will debate on the necessity of the bombings

K. World War II ends-Nuremberg Trials, Creation of the United Nations, Occupations, Costs of WWII, Legacy.

Major Themes Addressed:

-War and Diplomacy, American Diversity, American Identity, Culture, Demographic Changes, Economic Transformations, Politics and Citizenship, Slavery and its Legacy.

Sources:

Charles Lindberg speech on US Isolation, Roosevelt’s Speeches-Quarantine, Four Freedoms, Declaration of War, Goodbye to Manzanar, WWII cartoons, WWII propaganda posters and images, various maps.

Essays: Students will write the following essays

1. DBQ (1988) The United States decision to drop an atomic bomb on Hiroshima was a diplomatic measure calculated to intimidate the Soviet Union in the post-Second-World-War era rather than a strictly military measure designed to force Japan's unconditional surrender. Evaluate this statement using the documents and your knowledge of the military and diplomatic history of the years 1939 through 1947

2. “President Roosevelt recognized the dangers of fascism early and did all that he could, under the circumstances, to lead the nations away from a policy of isolationism.” Assess the validity of this statement by analyzing THREE of the following US Response to the Panay incident Cash and Carry

Quarantine speech Destroyers-for-bases deal Munich Agreement

3. “Discrimination continued during World War II despite the patriotism of all groups of Americans.” Assess this statement with references to THREE of the following African-Americans Women Mexican-Americans

Native Americans Japanese-Americans

Unit XI: Truman and the Cold War (1945-1952)

A. Post War Issues-GI Bill, Levittown, Baby Boom, Desegregation, Dixiecrats, 1948 Election.

B. Cold War origins-Eastern Europe under USSR domination, Security Buffer/Zone, Soviet troops in Iran, Occupation Zones in Germany, Ideological differences, Iron Curtain Speech.

C. US Response-George Keenan’s Containment Policy, Truman Doctrine, Marshall Plan, Berlin Airlift, NATO.

D. Cold War Turns Hot-China Civil War, Charge “Who Lost China?” 38th parallel, Korean War, Inchon landing, Chinese intervention, Stalemate, Truman v. MacArthur.

E. Cold War At Home-2nd Red Scare, HUAC, Truman Loyalty oaths, Smith Act, Hollywood 10, Alger Hiss, Rosenberg Case, Richard Nixon, Joseph McCarthy, Army-McCarthy hearings

Major Themes Addressed:

-War and Diplomacy, Politics and Citizenship, Demographic Changes, Economic Transformations, American Identity.

Sources:

Churchill’s Iron Curtain Speech, George F. Keenan Containment writings, Truman Doctrine, Smith Act, various maps, Memoirs of Harry Truman, Duck and Cover film.

Essays: Students will write the following essays

1. FRQ (1996) Analyze the influence of TWO of the following in American-Soviet relations in the decade following the Second World War. Yalta Conference

Communist Revolution in China Korean War McCarthyism

2. “The Cold War hostility between the United States and Soviet Union was inevitable” Assess the validity of this statement

3. “Truman was slow to react to the threat of communism, but when he did, he overreacted.” Assess the validity of this statement.

Unit XII: The 1950s and Eisenhower (1952-1960)

A. “The Good Years”-Postwar Prosperity-Suburbs, Consumer Spending, Television, Bomb Shelters, Housewives, Interstate highway system.

B. 1950’s Culture-Youth Culture, Rock and Roll, Elvis Presley, James Dean, Marlon Brando, Beatniks.

C. Civil Rights and Education-Brown Case, All Deliberate Speed, Enforcement of Brown in Little Rock. 1957 Civil Rights Bill.

D. Civil Rights desegregation-Origins of the movement, Rosa Parks, Rev. Martin Luther King, SCLC, Montgomery Bus Boycott.

E. Eisenhower and the Cold War-Peaceful Coexistence, Eisenhower Doctrine, Sputnik, Open Skies, U2 Incident, Fidel Castro, Military-Industrial Complex.

Major Themes Addressed:

-Slavery and its Legacy, Culture, Politics and Citizenship, Economic Transformations, Demographics Changes, Environment, Religion.

Sources:

Sloan Wilson’s The Man in the Grey Flannel suit, William Whyte’s The Organization Man, Galbraith’s The Affluent Society, Brown v. Board of Education of Topeka, Kerouac’s On the Road, Ginsberg The Howl, Rock and Roll Songs and Lyrics.

Essays: Students will write the following essays

1. DBQ (2001) What were the Cold War fears of the American people in the aftermath of World War II? How successfully did the administration of President Eisenhower address those fears?

2. “The chief impetus for the civil rights movement came from African Americans, not from elected officials.” Assess the validity of this statement by analyzing THREE of the following Brown v. Board of Education of Topeka

Montgomery bus boycott Little Rock crisis Sit-ins Civil Rights Act of 1957 and 1960

3. “The 1950s were an era of conformity and complacency.” Give reasons for either agreeing or disagreeing with this statement.

Unit XIII: The 1960s (1960-1969)

A- Kennedy’s New Frontier- Election of 1960, Kennedy’s background, Inauguration speech, Peace Corps, NASA, Alliance for Progress, Death in Dallas.

B- Kennedy and the Cold War-Berlin Wall, Bay of Pigs Disaster, Vietnam, Cuban Missile Crisis.

C- Great Society-Michael Harrington’s The Other America, War on Poverty programs, results.

D- The Courts and Social Change-Warren Court, Judicial Activism, Rights of the Accused, Miranda, Berger Court, Roe v. Wade.

E- Civil Rights movement -Sit-ins, SNCC, Freedom riders, Meredith at Ole Miss, Birmingham, Ala., March on Washington, Freedom Summer, March on Selma,

F- Civil Rights legislation- Johnson’s Passage of Civil Rights Act of 1964, Voting Rights Acts of 1965, 24th Amendment abolition of poll taxes.

G- Changes in Civil Rights movement-Black Power, assassinations of MLK and Malcolm X, Black Panther Party.

H- Vietnam-origins of the war, Domino Theory, Diem, Gulf of Tonkin resolution

I- Vietnam; Johnson’s escalation-Westmorland, Hawks v. Doves, Tet Offensive, Mai Lai,

J- Vietnam; Anti-War Sentiment-Protests, draft dodgers, Vietnam Vets against the War, 1968 Democratic Convention.

K- Vietnam; The End-Nixon’s Peace with Honor, Invasion of Cambodia, Peace Talks, Christmas Bombing, Legacy and Costs.

L- Counterculture- New Left, Port Huron Statement, SDS, Hippies, Rock Music, Drugs, Communes, Sexual Revolution, Haight-ashbury, Woodstock.

Major Themes Addressed:

-War and Diplomacy, Citizenship, American Diversity, American Identity, Reform, Demographic Changes, Culture, Politics and Citizenship, Slavery and its Legacy.

Sources:

Kennedy Inauguration speech, Michael Harrington’s The Other America, MLK’s “Letters from a Birmingham Jail” and “I have a Dream Speech,” Gulf of Tonkin Resolution, Westmorland ‘s memoir, President Johnson’s State of the Union address, Warren Court Decisions, Paul Potter’s Anti-War Speech, Port Huron Statement, Rock Lyrics by Bob Dylan’s The Times they are a Changing and more.

Essays:

1. FRQ (1998) “1968 was a turning point for the United States.” To what extent is this an accurate assessment? In your answer, discuss TWO of the following

Civil Rights Vietnam War National Politics

2. FRQ (1999) Assess the success of the Untied States of Policy of containment in Asia between 1945 and 1975

3. FRQ (2002) How did the African American Civil Rights movement of the 1950s and 1960s address and failures of the Reconstruction?

XIV: The Stalemated Seventies (1970-1980)

A. Richard Nixon Presidency-New Federalism, Southern Strategy, retreat from desegregation, Henry Kissinger, Detente with USSR, visit to China, Oil Embargo.

B. Watergate-CREEP, Washington Post, Saturday Night Massacre, Secret Tapes, Resignation, Gerald Ford, Amnesty.

C. Women’s Movement-Betty Freidan’s Feminist Mystique, Sexual Revolution, National Organization for Women, Equal Rights Amendment, Phyllis Schlafly, Hispanic Civil Rights, Caesar Chavez, American Indian Movement.

D. Environmental Movement-Rachel Carson’s Silent Spring, Earth Day, Clean Air Act, Environmental Protection Agency, Three Mile Island, Exxon Valdez.

E. Carter Presidency-Human Rights Diplomacy, Panama Canal, Camp David Accords, Iran Hostage Crisis, Inflation, “National Malaise speech,”

Major Themes Addressed:

-Environment, Politics and Citizenship, Globalization, Demographic Changes, Economic Transformations, American Diversity, American Identity, Culture, Reform. War and Diplomacy.

Sources:

Memoirs of Richard Nixon, Betty Freidan’s Feminist Mystique, Gloria Steinem at hearings of the Equal Rights Amendment, Rachel Carson’s Silent Spring, Carter’s “National Malaise speech,” Woody Guthrie Lyrics Deportee,

Essays:

1. What were the abuses in the Watergate scandal, and what impact did the issue have on domestic politics in the 1970s?

2. Evaluate the impact of the Nixon, Ford, and Carter administrations on the office of the president.

3. Evaluate whether or not Jimmy Carter’s foreign policy was a success, using FOUR of the following in your analysis: Human Rights Policy Iranian Revolution

Panama Canal treaty Camp David Accords SALT II Treaty

Unit XV: Conservative Challenge (1980 to present)

A. Ronald Reagan-Rise of Conservatism, Barry Goldwater, Tax Payer Revolt, Religious Right, Election of 1980, Moral Majority.

B. Reaganomics-Supply-side economics, tax cuts and spending cuts, deregulation, labor unions, and impact of Reaganomics.

C. Reagan and the Cold War-Military buildup, Evil Empire, Central America, Grenada, Iran-Contra, Gorbachev.

D. George Bush-Berlin Wall, Tiananmen Square, break up of the USSR, end of the Cold War, Panama, Persian Gulf War, “No New Taxes.”

E. Clinton-Election of 1992, Baby Boomers, scandals, internet revolution, foreign policy issues (Bosnia, Haiti, Somalia, North Korea, Israel)

Major Themes Addressed:

-War and Diplomacy, Religion, Reform, Politics and Citizenship, Environment, Globalization, Economic Transformations, Demographic Changes, Culture, American Identity, American Diversity.

Sources:

Speeches of Ronald Reagan, George Bush, Bill Clinton, Mikhail Gorbachev, Margaret Thatcher.

Essays:

1. What were the causes of the rise of the conservative movement in the US politics in the late 20th century?

2. Evaluate the role of each of the following in ending the Cold War: Ronald Reagan

Mikhail Gorbachev George Bush

3. To what extent did economic issues override other concern during the presidencies of (A) George Bush (B) Bill Clinton?

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