WARREN HILLS REGIONAL SCHOOLS: COURSE OF …
|WARREN HILLS REGIONAL SCHOOLS: COURSE OF STUDY/CURRICULUM MAP |
|Teacher: O’Neill |Course: AP US History II |
|MONTH |CONTENT |BENCHMARK |SKILLS |ASSESSMENT |
| |Unit 1: America in the|6.1 |Analyze, synthesize, evaluate primary and |Quiz on WWI |
| |World: World War I | |secondary sources | |
| | | | |DBQ workshop and writing: Treaty of Versailles |
|SEPTEMBER |Unit 2: America in | |Practice skills needed for successful | |
| |the World: The | |completion of AP US exam |Categorization exercise |
| |Interwar Period: | | | |
| |American foreign | |Assess questions of imperialism, business | |
| |policy, 1919-1941 | |considerations, political rationales re: WWI |DBQ: from 2004 AP exam, form B: How and for what |
| | | | |reasons did US foreign policy change between 1920 |
| | | |Compare Wilson and Bush’s vision of US’s role |and 1941? [CR8] |
| | | |in the world | |
| | | | | |
| | | |Assess effect of isolationism in failing to | |
| | | |prevent US from becoming involved in foreign | |
| | | |wars; assess application of neutrality; | |
| | | |determine whether two world wars are a) an | |
| | | |exercise in balance of power politics, b) | |
| | | |solutions to unsustainable demographic | |
| | | |patterns, or c) the logical result of managed | |
| | | |economies | |
|OCTOBER |Unit 3: America in the|6.1 |Analyze, synthesize, evaluate primary and |FRQ brainstorm and thesis practice: Assess FDR’s |
| |World: World War II | |secondary sources |efforts to deal with the dangers of fascism and lead|
| | | | |the nation away from a policy of isolationism in the|
| |Unit 4: America in the| |Practice skills needed for successful |context of TWO of the following: Panay incident; |
| |World: The Beginning | |completion of AP US exam |Cash and carry; Quarantine speech; |
| |of the Cold War | | |Destroyers-for-bases deal [CR8] |
| | | |Assess: The transition from peace to war was | |
| | | |slowed by citizens’ memories of World War I. |Conceptual Identification with Annotation: choice |
| | | |The US’s entrance into WWII was desirable from |of political cartoons by Dr. Seuss [See Appendix B] |
| | | |a geopolitical standpoint. |[CR7] |
| | | |The US’s decision to drop the atomic bomb was | |
| | | |justified. [CR1, CR, CR6] |Multiple choice exam |
| | | | | |
| | | |Analyze propaganda |DBQ practice: from the 2000 AP exam: How |
| | | | |successful was organized labor in improving the |
| | | |Evaluate: |position of workers in the period from 1875 to 1900?|
| | | |The USSR, led by a paranoid dictator, tried to |Analyze the factors that contributed to the level of|
| | | |take over the world; the US had to defend |success achieved. [CR8] |
| | | |democratic capitalist values (Tindall | |
| | | |1249-1250). | |
| | | |Truman and the Americans were imperialists with| |
| | | |a belligerent, activist foreign policy that | |
| | | |attempted to establish American hegemony. | |
| | | |Truman exaggerated the Soviet threat to justify| |
| | | |military buildup (Tindall 1249-1250). | |
| | | |The Soviet Union and the United States were | |
| | | |both to blame for the rising tensions in the | |
| | | |aftermath of World War II. | |
| | | |Proxy wars played important roles in the | |
| | | |standoff between the USSR and US. [CR1, CR3, | |
| | | |CR6] | |
| | | |Identify concept of containment | |
|NOVEMBER |Unit 5: America in the|6.1 |Analyze, synthesize, evaluate primary and |Double-Entry Journal on …and a hard rain fell |
| |World: Vietnam | |secondary sources | |
| | | | |Categorization exercise: based on readings by |
| |Unit 6: America in the| |Practice skills needed for successful |Steel, Gaddis, Kirkpatrick [CR6] |
| |World: The End of the | |completion of AP US exam | |
| |Cold War and The | | |Multiple choice exam |
| |Post-Cold War World | |Evaluate: | |
| | | |Vietnam was a proxy war in the Cold War. |Free-Response Question Exam: choice of two |
| | | |The US was unable to fulfill its desired |questions on the Cold War [CR8] (sources: 2004 AP |
| | | |purpose in Vietnam. |exam and 2002 AP exam) |
| | | |Protest at home doomed the war effort. [CR1, | |
| | | |CR3, CR6] | |
| | | | | |
| | | |Doing history: “Doing History Through…”: LBJ’s| |
| | | |decision to escalate: | |
| | | | |
| | | |isions/index.html | |
| | | | | |
| | | |Critical listening and questioning: Discussion | |
| | | |with author John Ketwig about Vietnam, his | |
| | | |book, and his thoughts on the US’s role in the | |
| | | |world [CR1-3] | |
| | | | | |
| | | |Conceptual identification: historiography | |
|DECEMBER |Unit 7: America at |6.1 |Analyze, synthesize, evaluate primary and |Scopes Trial: DBQ: |
| |Home: The Roaring ’20s| |secondary sources |(docs located in Scopes folder in AP assignments) |
| | | | | |
| |Unit 8: America at | |Practice skills needed for successful |Annotation: Consumer Culture [See Appendix F] [CR2,|
| |Home: The Great | |completion of AP US exam |CR4, CR7] |
| |Depression and the New | | | |
| |Deal | |Analyze data on consumer culture and |DBQ practice: from the 1986 AP exam: 1920s [CR8] |
| | | |prohibition | |
| | | | |Social Security DBQ: |
| | | |Assess: “The 1920s was a period of change and |(also available in New Deal folder under AP |
| | | |reaction.” |Assignments) |
| | | | | |
| | | |Identify causes of the Depression |DBQ practice: from the 1984 AP exam: Hoover and |
| | | | |Roosevelt: Liberal or Conservative? OR from the |
| | | |Assess role of New Deal in responding to the |2003 AP exam: Effectiveness of FDR’s responses to |
| | | |Depression |the Great Depression [CR8] |
| | | | | |
| | | |Interpret data on the impact of the Depression |Multiple choice exam |
| | | | | |
|JANUARY |Unit 9: America at | 6.1 |Analyze, synthesize, evaluate primary and |FRQ round robin: |
| |Home: Politics and | |secondary sources |Describe THREE of the following and analyze the ways|
| |Society, 1940-1960 | | |in which each of the three has affected the status |
| | | |Practice skills needed for successful |of women in American society since 1940: changing |
| |Unit 10: America at | |completion of AP US exam |economic conditions; rebirth of an organized women’s|
| |Home: Civil Rights | | |movement; advancements in reproductive technology; |
| | | |Assess: “During and after WWII, women and |persistence of traditional definitions of women’s |
| | | |minorities experienced significant progress |roles |
| | | |toward equality.” | |
| | | | |“The 1950sdeserve its reputation as an age of |
| | | |Assess: “Though the nation’s prosperity is |political, social, and cultural conformity.” Assess|
| | | |usually said to have increased after WWII, an |the validity of the statement. |
| | | |economic divide was emerging.” | |
| | | | |Analyze the appeal of Dwight D. Eisenhower to voters|
| | | |Identify post-War social changes. |in the 1950s. |
| | | | | |
| | | |Explain the conflict between state and federal |(from the 2003 AP exam): Compare and contrast US |
| | | |power in the civil rights era, and connect this|society in the 1920s and the 1950s with respect to |
| | | |conflict to previous eras in history. |TWO of the following: race relations; role of |
| | | | |women; consumerism [CR8] |
| | | |Identify key leaders and events in the Civil | |
| | | |Rights movement; identify and assess strategies|Rosa Parks document analysis: |
| | | |of nonviolence and militarism. | (also available in |
| | | | |Civil Rights folder under AP assignments) |
| | | |Examine and draw conclusions about data re: | |
| | | |Civil Rights era society |Cartoon analysis: political cartoons from Herb |
| | | | |Block on issues of civil rights (from Herblock’s |
| | | | |History: Political cartoons from the crash to the |
| | | | |millennium”: |
| | | | |
| | | | |s.html) [CR7] |
| | | | | |
| | | | |FRQ: “African-Americans in the South during the |
| | | | |Reconstruction period was treated better socially |
| | | | |and politically than at any other time until the |
| | | | |1960s.” Assess the validity of the statement. [CR8]|
|FEBRUARY |Unit 11: America at |6.1 |Analyze, synthesize, evaluate primary and |Political cartoon analysis: Herb Block on Watergate|
| |Home: Rebellion and | |secondary sources |[CR7] |
| |Reaction: the 1960s | | | |
| |and 1970s | |Practice skills needed for successful |FRQ round-robin: In what ways did the Great Society |
| | | |completion of AP US exam |resemble the New Deal in its origins, goals, and |
| |Unit 12: America at | | |social and political legacy? Cite specific programs|
| |Home: Innovations and | |Assess the successes of the New Frontier and |and policies in support of your arguments. |
| |Divisions in a | |the Great Society; identify obstacles to |Identify THREE of the following and analyze to what |
| |Globalizing Society: | |success. |extent each of the three accurately reflected the |
| |1970-2000 | | |accomplishments with which they were associated: |
| | | |Provide examples of reactions against the |the Return to Normalcy; the Fair Deal; the New |
| | | |Vietnam War and the homogenization of society. |Frontier; the Great Society. |
| | | | |Analyze the relative importance of Supreme Court |
| | | |Explain the importance of the 1968 presidential|decisions and congressional action during the 1950s |
| | | |election. |and 1960s in bringing about significant change in |
| | | | |the civil rights of African-Americans. |
| | | |Draw conclusions about the long term impacts of|(from 2003 AP exam, form B): Describe and account |
| | | |Watergate. |for changes in the American presidency between 1960 |
| | | | |and 1975, as symbolized by Kennedy’s “Camelot,” |
| | | |Examine and assess data re: women and |Johnson’s Great Society, and Nixon’s Watergate. In |
| | | |employment, and re: presidential politics. |your answer, address the powers of the presidency |
| | | | |and the role of the media. [CR8] |
| | | |Analyze political cartoons for historical | |
| | | |content, irony, analogy, use of symbols. |FRQ: “Progress of women and minorities toward |
| | | | |greater civil rights spurred a conservative |
| | | |Identify trends re: the economy, medicine, the |backlash.” Assess the validity of the statement. |
| | | |environment, and women and minorities between |[CR8] |
| | | |1970 and 2000. Analyze data re: these trends. | |
|MARCH |Unit 12, con’t |6.1 |Analyze, synthesize, evaluate primary and |Multiple choice quiz |
| | | |secondary sources | |
| | | | |FRQ practice: “A decade characterized by ‘Greed is |
| | | |Practice skills needed for successful |Good’ was supplanted by a growing desire to help the|
| | | |completion of AP US exam. |poor in the 1990s.” Assess the validity of the |
| | | | |statement. [CR8] |
| | | |Assess Reagan’s legacy in regards to the | |
| | | |economy, income disparity, and the role of | |
| | | |government. | |
| | | | | |
| | | |Evaluate the significance of Reagan and Bush | |
| | | |appointees to the Supreme Court. | |
| | | | | |
| | | |Determine whether Clinton was essentially part | |
| | | |of the conservative insurgency or a reaction | |
| | | |against it. | |
|APRIL |Unit 14 con’t: review |6.1 |Analyze, synthesize, evaluate primary and |Multiple choice, taken at home, in class, and/or in |
| |for AP US exam | |secondary sources |special after school sessions: |
| | | | |Barron’s “Model A” exam |
| | | |Practice skills needed for successful |Barron’s “Model B” exam |
| | | |completion of AP US exam |Released AP US History exam: 1988 |
| | | | |Released AP US History exam: 1996 |
| | | |Free-Response Questions: [CR8] |Released AP US History exam: 2001 |
| | | |brainstorming, categorization, and | |
| | | |thesis-creation on a number of AP US History |Thematic Review Project [CR5] |
| | | |exam prompts | |
| | | |Handout: outline of US History (to be | |
| | | |completed by student) [CR1-4] | |
| | | |Handout: major Supreme Court cases and brief | |
| | | |summaries [CR1] | |
| | | |Handout: presidential terms, with listing of | |
| | | |major events [CR1] | |
| | | |Handout: topic outline and themes in US | |
| | | |history [CR5] | |
|MAY |Unit 14 con’t: review |6.1 |Analyze, synthesize, evaluate primary and |Birth of the Modern: papers and presentations |
| |for AP US exam | |secondary sources | |
| | | | | |
| |Special projects on the| |Practice skills needed for successful | |
| |20th century | |completion of AP US exam | |
|JUNE |Special projects on the|6.1 |Research a special topic in 20th c. history. |Birth of the Modern: papers and presentations |
| |20th century, con’t | |Analyze and evaluate primary sources. | |
| | | |Synthesize findings in a presentation or | |
| | | |written document. | |
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