AP US History -- Unit IV: Building America (5 weeks)



AP US History -- Unit IV: Building America (5 weeks)

Topics and Text References:*

A. Industrial America in the Late 19th Century

Chapter 24 – Industry Comes of Age—A-1/3

B. Urban Society in the Late 19th Century

Chapter 25 – America Moves to the City—A-1/7

C. Development of the West in the Late 19th Century

Chapter 26 – The Great West and the Agricultural Revolution—A-1/9

D. Populism and Progressivism

Chapter 23 – Political Paralysis in the Gilded Age—A-1/17

Chapter 29 – Progressivism and the Republican Roosevelt—A-1/22

Chapter 30 – Wilson Progressivism at Home and Abroad—A-1/24

Instructional Objectives (College Board):

THE GILDED AGE

• APUSH 8.1 Explain the opportunities and challenges of westward movement after the Civil War.

• APUSH 8.2 Describe the relationship between business and government during the Gilded Age.

• APUSH 8.3 Assess the successes and failures of the labor movement

• APUSH 8.4 Describe the effects of industrialization on life in America.

• APUSH 8.5 Evaluate the contributions of early industrialists to American economic development.

• APUSH 8.6   Describe the changing role of women in post-Civil War America.

• APUSH 8.7 Describe the cultural characteristics of post-Civil War America.

• APUSH 9.2 Evaluate the success of Progressive reforms in addressing social, economic, and political problems of the early twentieth century.

• APUSH 9.3  Explain how the efforts of the working class, women, and African Americans brought about social change

STANDARD OBJECTIVES:

Virginia Standards of Learning

STANDARD VUS.8

The student will demonstrate knowledge of how the nation grew and changed from the end of Reconstruction through the early twentieth century by

a) explaining the relationship among territorial expansion, westward movement of the population, new immigration, growth of cities, and the admission of new states to the Union.

b) describing the transformation of the American economy from a primarily agrarian to a modern industrial economy and identifying major inventions that improved life in the United States.

c) analyzing prejudice and discrimination during this time period, with emphasis on “Jim Crow” and the responses of Booker T. Washington and W.E.B. Du Bois.

d) identifying the impact of the Progressive Movement, including child labor and antitrust laws, the use of labor unions, and the success of the women’s suffrage movement.

Essential Questions:

• What factors influenced American growth and expansion in the late nineteenth and early twentieth century?

• What fueled the modern industrial economy?

• How did race relations in the South change after Reconstruction, and what was the African American response?

• How did the excesses of the Gilded Age contribute to the development of the Progressive Movement?

• What were the goals of Progressives, and what were their accomplishments?

Essential Understandings

• In the late nineteenth and early twentieth centuries, economic opportunity, industrialization, technological change, and immigration fueled American growth and expansion.

• During the period from the Civil War to World War I, the United States underwent an economic transformation that involved a developing industrial economy, the expansion of big business, the growth of large-scale agriculture, and the rise of national labor unions and industrial conflict.

• Discrimination and segregation against African Americans intensified and took new forms in the late nineteenth century

• and early twentieth century.

• African Americans disagreed about how to respond to the developments.

• The period from Reconstruction through the early twentieth century was a time of contradictions for many Americans. Agricultural expansion was accomplished through wars against the Plains Indians, leading to new federal Indian policies. Industrial development brought great fortunes to a few and raised the standard of living for millions of Americans, but also brought about the rise of national labor unions and clashes between industry and labor. Social problems in rural and urban settings gave rise to third-party movements and the beginning of the Progressive Movement.

Required Texts:

David Kennedy, Lizabeth Cohen, and Thomas Bailey. The American Pageant .12th ed. New York: Houghton Mifflin Company, 2002

James W. Davidson and Mark H. Lytle. After the Fact: the Art of Historical Detection. 5th edition. Boston: McGraw Hill, 2005

ADDITIONAL TEACHER RESOURCES

Advanced Placement Teacher’s Manual, 3rd edition (Duke University Talent Identification Program)

The Choices for the 21st Century Education Program (Brown University, 2005)

▪ A More Perfect Union: American Independence and the Constitution

▪ Challenge to a New Republic: The War of 1812

▪ A Forgotten History: The Slave Trade and Slavery in New England

▪ U.S. Immigration Policy in an Unsettled World

▪ Beyond Manifest Destiny: America Enters the Age of Imperialism

▪ To End All Wars: World War I and the League of Nations Debate

▪ Between World Wars: FDR and the Age of Isolationism

▪ Ending the War Against Japan: Science, Morality, and the Atomic Bomb

▪ Origins of the Cold War

▪ The Cuban Missile Crisis: Considering its Place in Cold War History

▪ The Limits of Power: The United States in Vietnam

▪ Responding to Terrorism: Challenges for Democracy

▪ The U.S. Role in a Changing World

Clifton Dorset-Hill, Preparing for the A. P. United States History Examination: A Review Book for Students, Joplin, Missouri: Chalk Dust Press, 2005

Howard Zinn, Anthony Arnove, Voices of a People’s History of the United States, New York: Seven Stories Press, 2004

Kenneth Hilton, Document-Based Assessment Activities for U.S. History Classes, Portland, Maine: J. Weston Walch, 1999

Mary Anne Kovacs, Roberta J. Leach, Douglas E. Miller, John C. Ritter, Advanced Placement U.S. History 2: Twentieth Century Challenges, 1914-1996, The Center for Learning, 2005

Michael Henry, Ph.D., Threads of History: A Thematic Approach to Our Nation’s Story for AP U.S. History, Saddlebrook, New Jersey: The Peoples Publishing Group, Inc., 2006

Michael Henry, Ph.D., apadvantage U.S. History Skillbook, Saddle Brook, New Jersey: The People’s Publishing Group, Inc., 2005

Robert J. Leach, Augustine Caliguire, Advanced Placement U.S. History 1: The Evolving American Nation-State, 1607-1914, The Center for Learning, 2005

The DBQ Project, Document Based Questions in American History, Teacher Resource Binder

The DBQ Project, Mini-Qs in American History—Volume I: 1607-1877, Teacher Resource Binder

The DBQ Project, Mini-Qs in American History—Volume I; 1607-1877, Student Books

The DBQ Project, Mini-Qs in American History—Volume II; 1877-Present, Teacher Resource Binder

The DBQ Project, Mni-Qs in American History—Volume II: 1877-Present, Student Books

Tom Meltzer, Jean Hofheimer Bennett, Cracking the AP U.S. History Exam, 2006-2007 Ed., New York: Random House, 2006

Analyzing Sources:

Morill Act (1862)



Pendleton Act (1883)

(1883)

Carnegie, Wealth (1889)



People’s Party Platform (1896)



W. J. Bryan, Cross of Gold Speech



T. Roosevelt, New Nationalism (1910)



W. Wilson, First Inaugural (1913)



Chinese Exclusion Act (1882)



B. T. Washington, Atlanta Exposition Address



Instructional Strategies:

• The students will participate in whole group, small group, and individual activities to achieve objectives.

• The students will work to summarize, analyze, assess validity, take notes, compare and contrast, examine cause and effect, and complete graphic organizers to achieve objectives.

Assessments:

Historian’s Journal—A-2/4

1. 1. “The Mirror with a Memory”

1. a. Is visual evidence un-biased?

1. 2. “USDA Government Inspected”

1. a. How do individual shape history?

2. b. What role does myth play in American historical memory

Tests:

Multiple Choice Test #8 A-1/15

• Development of the West in the Late 19th Century

• Industrial America in the Late 19th Century

• Urban Society in the Late 19th Century

Multiple Choice Test #9 A-1/31

• Populism and Progressivism

Chapter Reading Quizzes—multiple choice, short answer, or short essay

Free Response Essays – Select one of the following for the Unit IV in-class essay. All choices are released items from previous AP exams—A- 1/31

Political Traditions – “The Progressive Movement of 1901-1917 was a triumph of conservatism rather than a victory of liberalism.” Assess the validity of this statement.

American Identity – Analyze the impact of any TWO of the following on the American industrial worker between 1865 and 1900: government actions, immigration, labor unions, and technological changes.

Culture and Society – “From the 1840s through the 1890s, women’s activities in the intellectual, social, economic and political spheres effectively challenged traditional attitudes about women’s place in society.” Assess the validity of this statement.

Economic Transformation – “Although the economic growth of the United States between 1860 and 1900 has been attributed to a government policy of laissez-faire. It was in fact encouraged and sustained by direct government intervention.” Assess the validity of this statement.

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