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ADVANCED PLACEMENT UNITED STATES HISTORY SYLLABUS

Course Description

This course is a college-level survey of United States History designed to give advanced students sufficient preparation to successfully complete the Advanced Placement United States History Examination in May 2011. Students will learn about American history from before the European colonization to the current time. Students will analyze and evaluate historical events, people, and ideas. They will use higher-level thinking skills to synthesize the information they receive from reading and lecture to further their understanding of U.S. History. Students will be able to pass the A.P. Exam after being thoroughly prepared for it in my class. Furthermore, students will be challenged to read against the grain and truly comprehend primary sources. Also, students will be asked to appreciate different sides of political and social issues to better understand history.

Course Objectives

While students will be asked to remember some dates and persons of interest, the

majority of learning taking place will focus on critical thinking skills and developing

their own opinion on the historical topics covered. Also, I will emphasize political,

social, economic, and intellectual developments throughout American history and how

they intertwine. Finally, I will stress reading comprehension and test taking strategies

that have proven to be beneficial and successful for A.P. students. In addition, emphasis will be placed on classroom discussion, debate, and collaborative

projects. Students will learn how to interpret various primary sources, and we will

discuss how historiography has been influenced by the different social and political

movements throughout history. Students will be able to judge for themselves how much

an author or other primary source was affected by outside influences. The following

categories will be studied throughout each historical period covered in my class:

• SOCIAL: human groups, relations, gender, ethnicity, class, culture, values,

beliefs, and religious systems

• POLITICAL: organization of power, government, laws, leadership, democracy,

and equality

• ECONOMIC: material needs, production, distribution, and consumption

• INTELLECTUAL: technology, philosophy, science, and technological

Development

Analyzing Evidence and Interpretations Presented in Historical Scholarship

(Component 9)

Students in A.P. U.S. History will have to analyze evidence and interpretations presented in historical scholarship. The historical scholarship that students may analyze and interpret include

but are not limited to the works listed below:

Blackmon, Douglas A. Slavery by Another Name: The Re-Enslavement of Black

Americans from the Civil War to World War II. New York: Random House Inc.,

2008.

Bloom, Sol, Director General. The Story of the Constitution. Washington D.C.: United

States Constitution Sesquicentennial Commission, 1937.

Boyer, Paul S., et al. The Enduring Vision. The Fifth Edition. Toronto: D.C. Houghton

Mifflin Company, Inc., 2004.

Brokaw, Tom. The Greatest Generation. New York: Random House, Inc., 1998.

Bundy, William. A Tangled Web: The Making of Foreign Policy in the Nixon Presidency.

New York: Hill and Wang, 1998.

Cary, John H., et al. The Social Fabric. Eighth Edition. New York: Longman, 1999.

Chandrasekaran, Rajiv. Imperial Life in the Emerald City: Inside Iraq’s Green Zone.

New York: Vintage Books, 2006.

Colbert, David. ed., Eyewitness to America: 500 Years of America in the Words of Those Who

Saw It Happen, Pantheon Books, 1997.

DeVoto, Bernard, ed., The Journals of Lewis and Clark. Boston: Houghton, Mifflin, & Co.,

1953, pp. 207-209.

Douglass, Frederick. The Narrative of the Life of Frederick Douglass. New York: Dover

Publications, 1995.

Farber, David. The Age of Great Dreams: America in the 1960s. New York: Hill and

Wang, 1994.

Frankl, Viktor E. Man’s Search for Meaning. New York: Simon & Schuster Inc., 1984.

Garver, John W. Face Off: China, the United States, and Taiwan’s Democratization.

Seattle: University of Washington Press, 1997.

Goddard, C. Roe, Passe-Smith, John T., Conklin, John G. eds. International Political Economy.

Boulder: Lynne Rienner Publishers, Inc., 1996.

Greenburg, Jan Crawford. Supreme Court: The Inside Story of the Struggle for

Control of the United States Supreme Court. New York: Penguin Press, 2007.

Hanson, J.T., Owen, A. Susan, and Madden, Michael Patrick. Parallels: The Soldier’s

Knowledge and the Oral History of Contemporary Warfare. New York:

Walter de Gruyter, Inc., 1992.

Hawthorne, Nathaniel. The Scarlet Letter. New York: Penguin Books, Inc., 1986.

Hightower, Jim. There’s Nothing in the Middle of the Road but Yellow Stripes and Dead

Armadillos. New York: Harper Collins Publishers, Inc., 1997.

Holbrooke, Richard. To End a War. New York: Random House, Inc., 1998.

Hunt, Michael H. Lyndon Johnson’s War. New York: Hill and Wang, 1996.

Karnow, Stanley. Vietnam: A History. New York: Penguin Books, Inc., 1997.

Madaras, Larry, and James M. SoRelle. Taking Sides: Clashing Views on Controversial

Issues in American History, Volumes One and Two. Guilford, CT: Dushkin

Publishing Group Inc., 2002.

Mather, Cotton. The Wonders of the Invisible World: Being an Account of the Tryals of Several

Witches Lately Excecuted in New-England. Amherst, WI, 1862, pp. 13-28.

Panunzio, Constantine. The Soul of an Immigrant. The Macmillan Company, 1921.

Rakove, Jack N. James Madison and the Creation of the American Republic. New York:

Harper Collins Publishers, 1990.

Locke, John. Two Treaties on Government.

Machiavellie, Niccolo. The Prince. Indianapolis: Hackett Publishing Company, Inc., 1995.

Richardson, James D., ed., A Compilation of the Messages and Papers of the Presidents, 1787-

1897. Washington, D.C.: 1896, 2: pp. 576-591.

Salinger, J.D. The Catcher in the Rye. Boston: Little, Brown and Company, 1951.

Scott, James M. Deciding to Intervene: The Reagan Doctrine and American Foreign Policy.

Durham: Duke University Press, 1996.

Steinbeck, John. The Grapes of Wrath. New York: Penguin Books, Inc., 1976.

Tang, Truong Nhu. A Viet Cong Memoir: An Inside Account of the Vietnam War and

Its Aftermath. New York: Vintage Books, 1985.

Wollstonecraft, Mary. A Vindication of the Rights of Women. New York: Dover

Publications, Inc., 1996.

Zinn, Howard. A People’s History of the United States New York: Harper Perennial,

2005.

Specific Reading Assignments

* Enduring Vision (chapters 1-4); “Serving Time in Virginia” (After the Fact); “The

Otherside” (Native American perspective on Jamestown, Virginia); and “The Root of the Problem” (impact of Africans in Jamestown) Time Magazine, April 2007.

*Zinn, Howard. A People’s History of the United States New York: Harper Perennial,

2005. (Chapters. 5, 12, and 16.)

* “Were the Founding Fathers Democratic Reformers?” (Taking Sides, Volume I)

* “People’s Choice” (Smithsonian, October 2005); “Trail of Tears” and “Utopian

Communes” (The Social Fabric, Volume I)

* Chapter 5 (The American Political Tradition); “Did Abraham Lincoln Free the Slaves?”

and “Was It Wrong to Impeach Andrew Johnson?” (Taking Sides, Volume I)

* “Did the Progressives Fail?” (Taking Sides).

* “The Cold War” (American Issues); “The GI Bill of Rights” (Social Fabric Volume II);

“Were the 1950s America’s ‘Happy Days’?” (Taking Sides, Volume II)

* “Will History Forgive Richard Nixon?” (Taking Sides, Volume II)

* “Were the 1980s a Decade of Greed?” (Taking Sides, Volume II)

Analysis & Interpretation of Primary Sources – Component 10

Students in A.P. U.S. History will have to also analyze, interpret, and apply a wide variety of primary sources, such as documentary materials, maps, statistical tables, works of art, and pictorial and graphic materials based on the historical information covered in the class. Students will use these primary sources in lectures, in seminar discussions, as document based questions, as free-response questions, as sources for writing assignments, and as quotations and visuals on AP-style, multiple-choice questions. The primary sources that students will have to analyze, interpret, and apply include but are not limited to the following sources:

Documentary Materials

* Mayflower Compact

* Charters of the Virginia Company of London

* “An Essay Concerning Human Understanding” by John Locke

* “Two Treatises on Government” by John Locke

* “Sinners in the Hands of an Angry God” by Jonathan Edwards

* Proclamation of 1763

* Stamp Act

* “Common Sense” by Thomas Paine

* “Give Me Liberty, Give Me Death” by Patrick Henry

* Virginia Declaration of Rights

* Declaration of Independence

* Articles of Confederation

* Virginia Statute of Religious Freedom

* Treaty of Alliance

* Treaty of Paris

* “Virginia Plan of Government” drafted by James Madison

* “The Federalist Papers” by Alexander Hamilton, John Jay, & James Madison

* United States Constitution

* Washington’s Farewell Address

* Marbury v. Madison United States Supreme Court Majority Opinion

* Missouri Compromise of 1820

* McCulloch v. Maryland United States Supreme Court Majority Opinion

* Monroe Doctrine

* Articles from William Lloyd Garrison antislavery newspaper, The Liberator

* Articles from the antislavery newspaper, the North Star

* Seneca Falls Declaration of Sentiments and Resolutions

* Compromise of 1850

* Kansas-Nebraska Act of 1854

* Scott v. Stanford United States Supreme Court Majority Opinion

* “Civil Disobedience” Henry David Thoreau

* “Abraham Lincoln” by Nathaniel Hawthorne

* Emancipation Proclamation

* “Gettysburg Address” by Abraham Lincoln

* Plessy v. Ferguson United States Supreme Court Majority Opinion

* Chinese Exclusion Act of 1882

* Sherman Anti-Trust Act

* Clayton Anti-Trust Act

* Treaty of Versailles

* “Fourteen Points” by Woodrow Wilson

* Immigration Restriction Act of 1921

* Hawley-Smoot Tariff Act of 1930

* Franklin Delano Roosevelt’s 1933 Inaugural Address

* Social Security Act of 1935

* Lend-Lease Act

* Franklin Delano Roosevelt’s Address to the Nation – Delivered December 8th, 1941

* Brown v. Board of Education United States Supreme Court Majority Opinion

* “I Have a Dream” by Martin Luther King

* “Letter from Birmingham Jail” by Martin Luther King

* Civil Rights Act of 1964

* Voting Rights Act of 1965

* Ronald Reagan’s Speech in front of the Brandenburg Gate at the Berlin Wall -

Delivered June 12th, 1987

Works of Art

* Paintings of Georgia O’Keefe

* Paintings of Jacob Lawrence

Works of Music

* Music of Aaron Copland

* Music of George Gershwin

Maps

* Perry-Castaneda Library Collection: Historical Maps of the United States from the

University of Texas

* Glencoe-McGraw Hill Maps

* Prentice Hall Maps

Statistical Tables

* Various charts and tables from Statistical Abstract of the United States will

be used.

Pictorial & Graphic Materials

* A wide variety of pictorial and graphic materials, such as political cartoons will be

utilized throughout this course. The works of Thomas Nast, among other political

cartoonists, will be presented throughout the course on a regular basis.

Specific Reading Assignments or Special Related Activities

* Students are given a series of sermons which they must analyze and compare to the

ideas behind Old Light, New Light, and Traditional Puritan views, and are asked

to justify their answers.

* Categorizing - Students are introduced in this lesson to the concepts of

categorizing documents, recognizing bias in documents, and gleaning historical

evidence from documents. In this activity, the causes of the American Revolution

are examined from the British, the American, and the Tory perspectives. In these

small-group sessions, groups of four or five students are provided with a packet

of 6 to 7 documents. Each group is asked to distribute documents equitably,

determine the “document messages,” deciphering the categories into which the

documents fall, and submit a group report on the articles.

* War of 1812 Simulation – Students will do research using a WebQuest on the War of

1812 where they must analyze several sources, including numerous primary

sources, regarding why we went to war, the outcome of the war, and their

position in support of either war hawks or doves. They will then take on the roles

of representatives as either war hawks or doves and then must develop

speeches on their position. The activity culminates with a vote on declaring war

against Great Britain.

* Take-Home DBQ- Students will compare the relative effectiveness of U.S. foreign

policy toward Great Britain and France under Washington and Adams versus under Jefferson and Madison (1800–1815).

* Mexican War Analysis – Students divide into groups and are given a packet of

documents on the outbreak of the Mexican War. They are asked to determine whether the United States or Mexico is more responsible for the hostilities.

*Kansas-Nebraska Debate—Students will examine primary sources regarding the

Kansas-Nebraska Act and then must choose whether they favor the act or are

against it. They then will work with other classmates to debate the issue in a

formal debate acting as if they are members of Congress during the 1850s.

* Categorizing – Student groups are asked to categorize and analyze documents

representing a series of events of the 1850s, 1860s, and 1870s through the eyes of freedmen, a Ku Klux Klan member, Thaddeus Stevens, and W.E.B. DuBois.

* Civil War Photographs – This exercise is based on the Library of Congress site, “Does

the Camera Ever Lie?” The website introduces students to the skills necessary for deconstructing photographs. Here they will find, for example, several cases of the same scene being depicted from multiple angles, with the same dead soldiers being portrayed as both Union and Confederate casualties. Students are able to discuss how visual evidence can be manipulated.

*Atomic Bomb Analysis—students will work in groups doing a WebQuest based

research assignment. They will examine various primary sources and secondary

sources regarding the development of the atomic bomb, the justification given for

dropping the bomb, and how an act is considered a war crime. They then must

decide as a group whether that are in favor of dropping the bomb on Japan or

against its use. They must create a multimedia presentation demonstrating their

argument as they try to persuade fellow classmates to agree with their position.

*A.P. Exam Review—students will work in groups to create multimedia presentations

instructing fellow classmates on teacher-chosen topics throughout U.S. history as

part of their exam review. They will act as if they are presenting symposium

lectures on specific topics in a conference atmosphere. They will do this several

times throughout the year to develop both their presentation skills but also to

build on their cumulative knowledge.

Frequent Practice in Writing Analytical & Interpretive Essays Based on Free

Response Questions, Primary Sources, Etc – Components 11 & 12

Students in A.P. U.S. History will frequently write analytical & interpretive essays based

on primary source materials (for example, Document-Based Questions). While some of

the assignments required for this essential skill are listed below, the instructor reserves

the right to add more assignments that measure and assess the student’s ability to write

analytical and interpretive essays based on primary source materials:

Assignment A: Historical writing exercise “What Defines Us As Americans?”

Assignment B: American Revolution--Loyalists vs. Patriots DBQ

Assignment C: Sectionalism DBQ

Assignment D: Manifest Destiny DBQ

Assignment E: Effects of Reconstruction DBQ

Assignment F: Rise of Industrialization and Big Business DBQ

Assignment G: Social and Economic Problems of the Gilded Age: Robber Barons or

Industrial Statesmen-- DBQ

Assignment H: World War I DBQ

Assignment I: World War II DBQ

Assignment J: Controversial Court Cases of the 1950 and 1960s DBQ

Assignment K: Free Response Essay on the Effects of Washington’s Presidency—

Explain the effects of George Washington’s Presidency on successive

presidencies.

Assignment L: Free Response Essay on Sectional Crisis—Was the Civil War

Inevitable?

Assignment M: Students will find and document historical research after being given a

List of items to find. They will create their own DBQ (students will develop their own essential question, procure their documents to show both sides of their question, write a rationale for each document chosen, develop a rubric for scoring the DBQ, and write an introductory paragraph for their DBQ.

Assignment N: Free Response Essay—Compare and contrast the presidencies of

Roosevelt and Wilson.

Assignment O: Free-Response Essay on the 1950s society—To what extent did the

decade of the 1950s deserve its reputation as an age of political, social, and

cultural conformity?

Assignment P: Free-Response Essay on the Cold War—To what extent was the U.S.

successful in preventing the spread of communism around the world?

Assignment Q: Vietnam War DBQ—Comparing the government’s policies toward the

Vietnam War against the public’s.

Course Procedures

• Reading: Students will be required to read 1-2 chapters per week as well as a

variety of outside readings of historical documents and articles provided by the

instructor. Students will keep a Double-entry Journal of class readings and must be prepared to discuss the readings in class.

• Review: There will 10-15 minutes of class time devoted to reviewing previous

course material covered during the first semester. Review could consist of an

overall theme based question, several specific multiple-choice type questions, reconstructing student notes, or an essay writing assignment.

• Notes: Students are expected to take notes during classroom discussions and

lectures. Students will be required to keep their notes in an organized binder.

Also, students will be encouraged to take notes while reading the chapters in the

textbook and other outside reading sources.

• Documents: Students will learn to analyze and interpret a variety of historical

documents, maps, charts, graphs, statistical tables, pictures, and private journals

for content, meaning, and usefulness. Students will often be asked to prepare

notes or lists of important facts regarding the document being analyzed.

• Writing: Students will be writing, on average, an essay a week throughout the

year. DBQs and Free Response Essays will be the type of essays written to

prepare the students for the AP Examination. In addition, critiques and

summaries of various historical writings, perspective journal entries or editorials

will be assigned throughout the year.

• Chapter Quizzes: Students will take a quiz on each chapter. A student’s

personal chapter notes may generally be used on the quizzes. Chapter quizzes

may also include information from additional assignments that are due at the same time as the chapter quiz.

• Multi-Chapter Tests: Tests will generally cover 3-4 chapters of materials and class

notes. These multiple choice tests will range from 75-100 questions and will contain actual AP test questions. Tests will also contain some review questions from earlier chapters and topics. Furthermore, tests will have several short answer questions (4-5 sentence responses) where students will identify and explain the significance of an event, person, or idea.

• Late Work: This is a college class and late work is simply not accepted.

• Makeup Assignments: Students should check their syllabus and the class make-up

folder for any work missed, and it is the responsibility of the student to obtain any necessary handouts from the make-up folder to complete the missed work. Since students will have a syllabus of work due, students who miss a class should come prepared for the next class regardless of an absence. No makeup work will be given or accepted for unauthorized absences from class and students will receive a zero on those assignments.

• Makeup Tests and Quizzes: Any student absent on a test date must make up the

test within the following 2 class days. Please note that all tests will be made up after school. A student who is absent the day before a test will still be required to take the test on the assigned day. Of course, if any student has an unauthorized absence from class on a test date, the test may not be made up and the student will receive a zero on the test.

• Academic Honesty: ALL academic work is expected to be the legitimate,

truthful work of each student. Cheating and plagiarism will not be tolerated.

Cheating or plagiarism will result in a zero on the assignment, parent contact, a

disciplinary referral, and a loss of respect. Please note that those students who

allow others to copy their work are equally guilty of cheating and will raeceive

equal consequences.

Primary Text

Kennedy, D. M., Cohen, L., & Bailey, T.A. The American Pageant. New York:

Houghton Mifflin Company, 2002.

Supplementary Texts

Faragher, John Mack, Susan Armitage, Mari Jo Buhle, & Daniel Czitrom. Out of Many:

A History of the American People. New York: Prentice Hall, 1997.

Weinstein, Allen and David Rubel. The Story of America: Freedom and Crisis from

Settlement to Superpower. New York: DK Publishing, 2002.

A variety of other primary and secondary sources will be used during the course.

Grading Scale

100-93 = A

92-84 = B

83-76 = C

76-69 = D

Below 69 = F

Grading Percentages

Tests = 25% of the Total Nine Weeks Grade

Essays (DBQ’s and Free Response) = 25% of the Total Nine Weeks Grade

Class work= 25% of the Total Nine Weeks Grade

Quizzes, Double-entry Journals, and Chapter Assignments = 25% of the Total Nine Weeks

Grade

A.P U.S. History Semester I Course Outline

I. Unit 1: Founding the New Nation

A. Chapter 1: New World Beginnings, 33,000 B.C.-A.D. 1769

1. Lesson 1: The First Americans

a. Topic 1: Pre-Columbian Era

b. Topic 2: Christopher Columbus

c. Topic 3: Cortés Defeats the Aztecs

2. Lesson 2: Europe and the Impulse for Exploration

a. Topic 1: Commerce

b. Topic 2: Technological Factors

c. Topic 3: Rise of Nation-States

d. Topic 4: Exchanges

3. Lesson 3: Spanish and French Exploration

a. Topic 1: Spanish Explorers

b. Topic 2: French Explorers

c. Topic 3: Mission System

B. Chapter 2: The Planting of English America, 1500-1733, Chapter 3: Settling the

Northern Colonies, 1619-1700

1. Lesson 4: The First English Settlements

a. Topic 1: The Jamestown Colony

b. Topic 2: The Plymouth Colony

2. Lesson 5: The Northern Colonies

a. Topic 1: Massachusetts Bay Colony

b. Topic 2: The Puritan Religion

c. Topic 3: Dissention in the Bay Colony

3. Lesson 6: The Middle Chesapeake and Southern Colonies

a. Topic 1: New York and New Jersey

b. Topic 2: Pennsylvania and Delaware

c. Topic 3: Maryland, Carolina, and Georgia

C. Chapter 4: American Life in the Seventeenth Century, 1607-1692, Chapter 5:

Colonial Society on the Eve of Revolution, 1700-1775, and Chapter 6: The Duel for North America, 1608-1763

1. Lesson 7: Colonial Life

a. Topic 1: Origins of Slavery

b. Topic 2: Diversity

c. Topic 3: Family and Social Life

2. Lesson 8: Scientific and Religious Transformations

a. Topic 1: The Enlightenment

b. Topic 2: The Great Awakening

3. Lesson 9: The French and Indian War

a. Topic 1: North American Alliance

b. Topic 2: Proclamation of 1763

II. Unit 2: The New Nation Forms

A. Chapter 7: Road to Revolution, 1763-1775

1. Lesson 10: Imperial Reorganization

a. Topic 1: Stamp Act

b. Topic 2: The Townshend Duties

c. Topic 3: Boston Tea Party

2. Lesson 11: Philosophy of the American Revolution

a. Topic 1: Political

b. Topic 2: Social

B. Chapter 8: The American Revolution, 1775-1783

1. Lesson 12: The Declaration of Independence

a. Topic 1: The Continental Congress

b. Topic 2: The Great Declaration

2. Lesson 13: The Revolutionary War

a. Topic 1: Major Battles

b. Topic 2: The War Continues with French Allies

c. Topic 3: Peace of Paris (1783)

3. Lesson 14: The Articles of Confederation

a. Topic 1: Forming a Confederation

b. Topic 2: Social Revolution

4. Lesson 15: The Confederation Faces Challenges

a. Topic 1: International Relations

b. Topic 2: Land Ordinances in the Old Northwest

c. Topic 3: Shay's Rebellion

C. Chapter 9: The Confederation and the Constitution, 1776-1790 and Chapter 10:

Launching the New Ship of State, 1789-1800

1. Lesson 16: Philadelphia Convention

a. Topic 1: Organizing the Convention

b. Topic 2: State' Plans

c. Topic 3: Compromise Reigns

2. Lesson 17: Federalists versus Anti-Federalists

a. Topic 1: Ratification of the Constitution

b. Topic 2: Washington is Elected President

c. Topic 3: Bill of Rights

3. Lesson 18: Development of the Two-party System

a. Topic 1: Hamiltonians vs. Jeffersonians

b. Topic 2: Federalists and Democratic-Republicans

c. Topic 3: Washington's Farewell Address

4. Lesson 19: John Adams

a. Topic 1: XYZ Affair

b. Topic 2: Alien and Sedition Act

c. Topic 3: Election of 1800

III. Unit 3: America's Growing Pains

A. Chapter 11: The Triumphs and Travails of the Jeffersonian Republic, 1800-1812

and Chapter 12: The Second War for Independence and the Upsurge of Nationalism, 1812-1824

1. Lesson 20: Jefferson as President

a. Topic 1: The Louisiana Purchase

b. Topic 2: Lewis and Clark

c. Topic 3: The Aaron Burr Conspiracy

d. Topic 4: Marbury v. Madison

2. Lesson 21: War of 1812

a. Topic 1: Jefferson's Embargo

b. Topic 2: Election of Madison

c. Topic 3: The War

B. Chapter 12: The Second War for Independence and the Upsurge of

Nationalism, 1812-1824 cont.

1. Lesson 22: James Monroe

a. Topic 1: The Era of Good Feelings

b. Topic 2: The Missouri Compromise

c. Topic 3: John Marshall

d. Topic 4: The Monroe Doctrine

2. Lesson 23: A Growing National Economy

a. Topic 1: The Growth of America

b. Topic 2: The Growth of Industry

c. Topic 3: The Effects of Industry

3. Lesson 24: The Transportation Revolution

a. Topic 1: Westward Movement

b. Topic 2: Innovative Transportation

4. Lesson 25: King Cotton

a. Topic 1: Cotton is King

b. Topic 2: Southern Culture

c. Topic 3: Condition of Slaves

C. Chapter 13: The Rise of Mass Democracy, 1824-1840

1. Lesson 26: Democracy and the 'Common Man'

a. Topic 1: Election of 1824

b. Topic 2: Election of 1828

c. Topic 3: New Political Parties

2. Lesson 27: Nullification Crisis

a. Topic 1: Tariff of 1828

b. Topic 2: South Carolina

c. Topic 3: Tariff of 1832 and Clay's Compromise

3. Lesson 28: The Bank of the United States

a. Topic 1: Nineteenth Century Banking

b. Topic 2: The Bank

c. Topic 3: Jackson and the Bank War

4. Lesson 29: Indian Removal

a. Topic 1: Native Americans and the New Republic

b. Topic 2: The Indian Removal Act

c. Topic 3: Jackson and Van Buren

D. Chapter 14: Forging the National Economy, 1790-1860 and Chapter 15: The

Ferment of Reform and Culture, 1790-1860

1. Lesson 30: Transcendentalism, Religion, and Utopian Movements

a. Topic 1: Transcendentalism

b. Topic 2: The Second Great Awakening

c. Topic 3: Utopian Movements

2. Lesson 31: Reform Crusades

a. Topic 1: Humanitarian Reforms

b. Topic 2: Social Reforms

c. Topic 3: Women's Right

d. Topic 4: Abolitionism

IV. Unit 4: The Only Recourse: War

A. Chapter 17: Manifest Destiny and Its Legacy, 1841-1848, Chapter 18:

Renewing the Sectional Struggle, 1848-1854, and Chapter 19: Drifting Toward Disunion, 1854-1861

1. Lesson 32: Manifest Destiny

a. Topic 1: The Oregon Country

b. Topic 2: The Annexation of Texas

c. Topic 3: The Mexican American War

d. Topic 4: California Gold

2. Lesson 33: Decade of Crisis

a. Topic 1: Slave Resistance

b. Topic 2: The Compromise of 1850

c. Topic 3: Uncle Tom's cabin

d. Topic 4: The Ostend Manifesto

3. Lesson 34: The Approaching War

a. Topic 1: Kansas-Nebraska Act

b. Topic 2: Dred Scott Decision

c. Topic 3: Lincoln-Douglas Debate of 1858

d. Topic 4: John Brown's Raid

B. Chapter 16: The South and the Slavery Controversy, 1793-1860, Chapter 18:

Renewing the Sectional Struggle, 1848-1854, Chapter 19: Drifting Toward Disunion, 1854-1861, Chapter 20: Girding for the War: The North and the South, 1861-1865, and Chapter 21: The Furnace of Civil War, 1861-1865

1. Lesson 35: Secession

a. Topic 1: Election of 1860

b. Topic 2: Southern Succession

c. Topic 3: Mobilization

2. Lesson 36: The Civil War

a. Topic 1: Military Strategy

b. Topic 2: The Battles

c. Topic 3: The Economy during the Civil War

3. Lesson 37: Abolition of Slavery

a. Topic 1: Lincoln and Civil Liberties

b. Topic 2: Emancipation Proclamation

c. Topic 3: Thirteenth Amendment

4. Lesson 38: Ramifications of the Civil War

a. Topic 1: Election of 1864

b. Topic 2: Effects of the War on the South

c. Topic 3: Reconstruction Begin

A.P U.S. History Semester 2 Course Outline

V. Unit 5: Picking up the Pieces

A. Chapter 22: The Ordeal of Reconstruction, 1865-1877

1. Lesson 39: Presidential and Congressional Reconstruction Plans

a. Topic 1: Presidential Reconstruction

b. Topic 2: The Black Codes

c. Topic 3: Congressional Reconstruction

2. Lesson 40: The End of Reconstruction

a. Topic 1: Impeachment of Johnson

b. Topic 2: The Reconstructed South

c. Topic 3: Reconstruction Ends

I. Unit 6: New Frontiers

A. Chapter 26: The Great West and the Agricultural Revolution, 1865-1896

1. Lesson 41: The New South

a. Topic 1: Economic Diversification

b. Topic 2: Political Changes

c. Topic 3: Race Relations in the New South

2. Lesson 42: Focus on the West

a. Topic 1: Migration Westward

b. Topic 2: Mining

c. Topic 3: Building and Influence of the Railroads

3. Lesson 43: Confrontations with Native Americans

a. Topic 1: Native Americans

b. Topic 2: Indian Resistance

c. Topic 3: Effects of the Indian Wars

4. Lesson 44: Cattle, Frontiers, and Farming

a. Topic 1: Cattle, Cowboys, and Beef Barons

b. Topic 2: Farming on the Plains

c. Topic 3: The Far West

5. Lesson 45: End of the Frontier

a. Topic 1: Growth of the West

b. Topic 2: The Frontier Passes into History

c. Topic 3: Farming Becomes a Business

B. Chapter 23: Political Paralysis in the Gilded Age, 1869-1896 Chapter 24:

Industry Comes of Age, 1865-1900

1. Lesson 46: Gilded Age Scandal and Corruption Consequences

a. Topic 1: The Tweed Ring and Machine Politics

b. Topic 2: Corruption in Business and Government

2. Lesson 47: Consumer Culture

a. Topic 1: Postwar Industrial Expansion

b. Topic 2: Entrepreneurs

c. Topic 3: The Government Steps In

3. Lesson 48: Rise of Unions

a. Topic 1: Workers in America

b. Topic 2: Union Organizations

c. Topic 3: Major Strikes

C. Chapter 25: America Moves to the City,1865-1900

1. Lesson 49: Growth of Cities

a. Topic 1: Chinese Immigrants

b. Topic 2: New Immigration

c. Topic 3: Reaction to New Immigration

2. Lesson 50: Life in the City

a. Topic 1: Appeal of the City

b. Topic 2: Squalid Side of the City

c. Topic 3: Social Development

II. Unit 7: Isolationist to World Power

A. Chapter 26: The Great West and the Agricultural Revolution, 1865-1896 cont.

and Chapter 29: Progressivism and the Republican Roosevelt, 1901-1912

1. Lesson 51: Agrarian Revolt

a. Topic 1: The People's Party

b. Topic 2: The Election of 1892

c. Topic 3: The Election of 1896

2. Lesson 52: The Progressive Impulse

a. Topic 1: Origins of Progressivism

b. Topic 2: Municipal, State, and National Reforms

c. Topic 3: Social Alternatives

d. Topic 4: Women and Blacks in America

3. Lesson 53: The Progressive Presidents

a. Topic 1: Roosevelt's Square Deal

b. Topic 2: Taft Administration

c. Topic 3: Wilson's New Freedom

B. Chapter 27: The Path of Empire, 1890-1899 and Chapter 28: America on the

World Stage, 1899-1909

1. Lesson 54: McKinley and Roosevelt

a. Topic 1: China

b. Topic 2: Spanish-American War

c. Topic 3: Panama Canal

d. Topic 4: Roosevelt Corollary

2. Lesson 55: Taft and Wilson

a. Topic 1: Dollar Diplomacy

b. Topic 2: Central America and the Caribbean

c. Topic 3: The Mexican Revolution

III. Unit 8: The U.S. at War

A. Chapter 30: Wilsonian Progressivism at Home and Abroad, 1912-1916, Chapter

31: The War to End War, 1917-1918, and Chapter 32: American Life in the Roaring Twenties, 1919-1929

1. Lesson 56: US Entry into WWI

a. Topic 1: US Neutrality

b. Topic 2: Subs

c. Topic 3: Mobilizing the Nation for War

2. Lesson 57: Peace Conferences

a. Topic 1: Wilson's Fourteen Point

b. Topic 2: Treaty of Versailles

c. Topic 3: Defeat of Treaty in US

3. Lesson 58: Social Tensions

a. Topic 1: Red Scare

b. Topic 2: Nativism and Racism

c. Topic 3: Religion

d. Topic 4: Prohibition

e. Topic 5: New Culture

B. Chapter 33: The Politics of Boom and Bust, 1920-1932 and Chapter 34: The

Great Depression and the New Deal, 1933-1939

1. Lesson 59: Causes and Consequences

a. Topic 1: America's Economy Roar

b. Topic 2: Harding

c. Topic 3: Coolidge

d. Topic 4: Hoover

e. Topic 5: The Depression

2. Lesson 60: The New Deal

a. Topic 1: Roosevelt Election

b. Topic 2: New Deal Programs

c. Topic 3: Critics and Challenges

C. Chapter 35: Franklin D. Roosevelt and the Shadow of War, 1933-1941 and

Chapter 36: America in World War II, 1941-1945

1. Lesson 61: The Failures of Diplomacy

a. Topic 1: Attempts at Collective Security

b. Topic 2: Diplomacy of 1930s

c. Topic 3: The Rise of Fascism and Militarism

d. Topic 4: American Isolationism

2. Lesson 62: The Second World War

a. Topic 1: The Military Harbingers

b. Topic 2: The Diplomatic Response

c. Topic 3: Outbreak of WW II

d. Topic 4: The United States Enters the War

3. Lesson 63: The Home Front

a. Topic 1: Military and Economic Mobilization

b. Topic 2: Women and Minorities

c. Topic 3: Wartime Propaganda

d. Topic 4: Japanese Internment

4. Lesson 64: Wartime Diplomacy

a. Topic 1: The Grand Alliance

b. Topic 2: The Yalta Conference

c. Topic 3: The Allied Victory

d. Topic 4: The Aftermath of World War II

IV. Unit 9: The Cold War

A. Chapter 37: The Cold War Begins, 1945-1952

1. Lesson 65: End of War

a. Topic 1: Potsdam Conference

b. Topic 2: Truman's Domestic Policy

c. Topic 3: Election of 1948

2. Lesson 66: Containment

a. Topic 1: U.S.-Soviet Relations

b. Topic 2: Truman Doctrine and the Marshall Plan

c. Topic 3: Berlin Airlift

d. Topic 4: NATO

3. Lesson 67: Conflict in Asia

a. Topic 1: Revolution in China

b. Topic 2: Korean War Buildup

c. Topic 3: Korean War

d. Topic 4: Korean War Aftermath

4. Lesson 68: Red Scare-Again

a. Topic 1: 'Un-American' Activities

b. Topic 2: The Hunt for Subversives

c. Topic 3: McCarthyism

B. Chapter 38: The Eisenhower Era, 1952-1960 and Chapter 39: The Stormy

Sixties, 1960-1968

1. Lesson 69: Internal Improvements

a. Topic 1: Domestic Concerns

b. Topic 2: Rebuilding Urban America

c. Topic 3: Space Race

2. Lesson 70: Foreign Policy

a. Topic 1: John Foster Dulles

b. Topic 2: Eisenhower and Khrushchev

c. Topic 3: CIA vs. Anti-U.S. Government

d. Topic 4: Vietnam

V. Unit 10: Turbulent Decades

A. Chapter 39: The Stormy Sixties, 1960-1968 cont.

1. Lesson 71: Challenging Jim Crow

a. Topic 1: Brown v. Board of Education

b. Topic 2: Civil Unrest

c. Topic 3: March on Washington

2. Lesson 72: Consequences of the Civil Rights Movement

a. Topic 1: Civil Right Legislation

b. Topic 2: Affirmative Action and Force Busing

c. Topic 3: Rise of Black Power

3. Lesson 73: Baby Boom

a. Topic 1: Population Growth

b. Topic 2: Postwar Consumer Culture

c. Topic 3: The Sunbelt

4. Lesson 74: Material Culture

a. Topic 1: Music

b. Topic 2: Television and Movies

c. Topic 3: Family Life

VI. Unit 11: Toward a New Century

A. Chapter 39: The Stormy Sixties, 1960-1968 cont. and Chapter 40: The

Stalemated Seventies, 1968-1980

1. Lesson 75: JFK

a. Topic 1: The New Frontier of Politics

b. Topic 2: The New Frontier Abroad

c. Topic 3: The New Frontier at Home

2. Lesson 76: LBJ

a. Topic 1: Great Society

b. Topic 2: Counterculture

c. Topic 3: Urban Unrest

3. Lesson 77: Nixon and Foreign Policy

a. Topic 1: Election of 1968

b. Topic 2: Vietnam

c. Topic 3: Foreign Affairs

4. Lesson 78: Nixon and Domestic Issues

a. Topic 1: The Supreme Court

b. Topic 2: The Nixon Economy

c. Topic 3: Watergate

B. Chapter 41: The Resurgence of Conservatism, 1980-2000 and Chapter 42:

The American People Face a New Century

1. Lesson 79: Ford, Carter, and Reagan

a. Topic 1: Gerald Ford

b. Topic 2: Jimmy Carter

c. Topic 3: Ronald Reagan

2. Lesson 80: Moving into a New Millennium

a. Topic 1: George Bush

b. Topic 2: Bill Clinton

c. Topic 3: George W. Bush

d. Topic 4: The Changing American Society

Review for Exam, AP US History Exam May 2011

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