Timothy Rosinbum
Advanced Placement United States History
Room#: C211
Voice Mail: 623-376-3243
Email: [email protected]
Website: https://dvusd.org/mrhs-trosinbum
Course Description:
This course provides students with the analytic skills and historical literacy necessary to deal critically
with the events, issues and trends of American History. It prepares students for future academic
success by incorporating college level historical interpretation and writing practices that will support
student success on the Advanced Placement Exam taken in May and ready them for college level
courses post high school graduation. Consequently, accelerated credit is earned for this course for a “C”
or above, and some colleges even offer college credit for a superior score on the A.P. Exam. This course
will study U.S. History from the Colonial Period to at least the 1980’s using various teaching methods
that include: research, discussion, oral participation, simulation, debate, readings, cooperative groups,
etc. This course is aligned with Arizona Common Core Standards and/or national standards and
supports the school wide efforts to increase students’ achievement.
Course Standards and Objectives:
By the time the student completes this course of study the student will know or be able to perform the
following:
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11.
Use research skills to interpret historical data.
Explain the causes and effects of European exploration and colonization of America.
Examine the economic, political and social effects of the American Revolution.
Trace the geographic, political, social and economic transformations as a result of Westward
Expansion.
Analyze the causes and immediate and long term effects of the Civil War and Reconstruction.
Describe the various ways that United States emerged as a modern nation in the 19th century.
Explain the causes and consequences of the Great Depression and American involvement in
World War II.
Examine American foreign and domestic policies after World War II.
Compare and contrast historical happenings to contemporary events.
Read complex texts for key ideas and details, while integrating their knowledge and own ideas
into the analysis of the text.
Write in a wide variety of styles using research and prior knowledge to create synthesized and
complete arguments.
Classroom Rules and Consequences:
In order to maintain an excellent learning climate, students will be expected to adhere to the following:
Respect others. “Others” includes fellow students, the teacher, substitutes, guests, everyone.
We will speak our minds with tact and courtesy, and we will listen carefully.
Be prepared. Students will come to class on time and have all required materials, including
supplies and completed homework.
- Respect the classroom. No food, drinks, gum, or candy is allowed in the classroom.
- Follow school rules. All school rules, as outlined in the student handbook, will be enforced.
Consequences for not following the above guidelines may include any and all of the following:
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- parental contact.
- detention before or after school.
- immediate removal from the classroom.
- referral to the office.
With the exception of extreme behaviors that warrant immediate response, it is my policy to warn
students first and discuss their behavior before assigning consequences.
Integrity and Character Counts: Integrity is vital to the learning environment. Cases of cheating and
plagiarism will be handled in accordance with the MRHS student handbook. While there are many
different ways to cheat or plagiarize, please be aware that activities such as sharing material, copying
work, and posting information on a web site are considered cheating. Students who choose to cheat
and/or plagiarize will receive no credit for that work and will face further consequences as outlined in
the Student Handbook.
Grading:
The work students will do is divided into four categories. The description below shows the categories
and the percentage weight assigned to each in calculating the semester grade.
1. Assessments
= 60%
This includes all culminating projects, oral presentations, unit exams, quizzes, and essays.
2. Homework / Classwork / Notebook / Participation
= 15%
All assignments will align with unit objectives.
3. Fall Summer Work/Spring Culminating Project
= 5%
4. Final Exam
= 20%
Homework:
Homework will be assigned to promote the understanding of unit objectives. All homework
assignments are due at the beginning of class.
Extra Credit / Late Work:
No extra credit is ever offered, and no late work is ever accepted for credit.
Report Cards: In an effort to conserve resources and harness the capacity of our electronic grade
reporting program (PowerSchool) district schools will no longer print hard copies of report cards unless
requested by individual parents. To request a hard copy of your student’s report card, please contact
the front office at 623-376-3000. To receive your PowerSchool login, please stop into the office with a
valid photo ID.
Power School Online Access: Grades and attendance may be accessed 24 hours a day online with your
Power School access code. Access codes are available in the Counseling Office or Front Desk Monday –
Friday 7:00 AM– 3:30 PM. You may check student progress regularly on the PowerSchool site using the
same login for one or more students. For Mountain Ridge parents/guardians without home computer
access, a computer with guest log-in capability is available in the Counseling Conference Room.
Academic Assistance: In addition to the Academic Prep times built into our schedule each week,
additional assistance/tutoring is provided on a weekly basis both by MRHS and individually by
instructors. Those dates and times will be posted in the classroom and/or on my website at the start of
each week. I will demonstrate to the students how to find availability each week. I also encourage your
son/daughter to write down my availability each week in their Mountain Ridge planner (provided by the
school) so that you too are aware of my weekly availability.
Makeup Policy/Excused Absences: It is the student’s responsibility to check the make-up board after an
absence for information on missed work, tests, or quizzes. One day is given to makeup work (including
tests and quizzes) for each day with an excused absence. Any student swept and wanting credit for an
assignment missed must turn in the assignment the same day that they are swept. The student is also
responsible for getting the next day’s assignment on the day that he/she is swept. Work or tests missed
because of an unexcused absence may be turned in, but will not be awarded points.
Long Term Project Policy: A long-term project is a project that is assigned at least two weeks before the
day it is due. Long term projects are due at the beginning of the hour on the assigned date as defined in
writing in advance by the teacher. If turned in at the office, projects must be time-stamped to be
officially submitted. There are no exceptions to this policy and this supersedes the make-up policy. If
the student is absent or the class does not meet that day, the project is still due on the day assigned. If
the project is not turned in on the due date and on time the student will not receive credit for the
assignment.
Retake Policy: The policy for retakes in the Social Studies Department is that one test may be retaken
per semester with proof of remediation. Remediation and retake date and time will be determined by
and scheduled with the teacher.
Excused and Unexcused Absences: After an excused absence, a student has one school day for each day
missed to make up work/tests, regardless of the number of days absent. If many days were missed,
please schedule an appointment with me to formulate a plan for the completion of make-up work.
Make-up work for extended absences (over 3 days) may be requested through the Counseling Office
and picked up there.
Class work missed as a result of an unexcused absence will result in a zero for that day. This includes
quizzes, tests, labs, projects, participation points, etc. that were completed that day
Recommended Supplies for this Course: Binder, pencils, blue and black pens, highlighters, notebook
paper and other miscellaneous school supplies are recommended supplies for the course.
Technology: Because we are becoming a technology rich campus, we are expanding the use of
technology as a learning tool. Electronic devices will be increasingly integrated into the curriculum to
reinforce critical thinking, collaboration, and cognitive engagement. I will designate during which
activities students may use an electronic device, and I will articulate how the device should be used
appropriately. If a violation of the stipulated use occurs, consequences will be enforced in accordance
with the Mountain Ridge Student Handbook. While we strive to maintain a safe environment, Mountain
Ridge is not responsible for lost or stolen devices brought from home.
Advanced Placement U.S. History
Advanced Placement U.S. History is a college-level introductory course which examines the nations’
political, diplomatic, intellectual, cultural, social, and economic history from 1491 to the present. A
variety of instructional approaches are employed and a college level textbook is supplemented by
primary and secondary sources.
Each unit will contain a mix of the following activities and is subject to change based on the needs of
the students. Other activities may be included at the needs of the students:
Lecture and discussion of topics: Students will participate in discussions based on course topics.
Reading quiz content is embedded in class discussions.
Primary Source Analysis: Students analyze primary sources on which they identify, analyze, and
evaluate each of the sources. Students analyze the sources for two or more of the following features
using the acronym “Are you HAPPI?”: H-historical context, A-audience (intended), P-purpose, P- Point of
View, I-Info to support question (like on a DBQ), ?-the “so what?” which is the significance of the source.
(Appropriate use of historical evidence.)
Author’s Thesis Paper and ATP 2: Students are provided with opposing viewpoints expressed in either
primary or secondary source documents and in writing must determine the following:
The Thesis:
• What is the main argument of each author?
The Evidence:
• Looking at the supporting evidence, analyze whether they are logically interpreted by the
authors. Do they clearly support the thesis?
Critical Analysis:
• What do the sources add to your own understanding of the topic?
• What points are strongly made and well documented?
Final Analysis: (Your opinion is expressed here without the use of any form of the pronoun “I”.)
• Which of the sources makes the most convincing case and why?
For each source, complete the thesis, evidence, and critical analysis sections.
You Be the Judge and YBTJ 2: Students analyze disparate primary source documents on the same
topic. Students then compare and contrast the viewpoints expressed in the documents, and—
supported by the evidence presented, and in the context of the historical period—determine which
authors made the better case.
DBQ Deconstruction: Students, working in groups, will read the sources from and debate the question
posed by the DBQ.
Six Degrees of Separation: Students will be provided with two events spanning decades, but related by
their theme. They will select six events in chronological order that link the first event in the series with
the last. Students will write the name of each selected event, and use their research and knowledge of
the time period to create an argument to support the events selected. Students must emphasize both
cause and effect and/or demonstrate continuity or change over time in their linking. There will be at
least one Six Degrees assignment per unit. Some events can and will include environmental impact
data. This assignment provides students with the opportunity to observe continuity and change over
time.
Pro Se Court: Students will argue the merits of two historical arguments, while a third student will ask
them questions so that they can defend their position. The third student is the “judge,” and she or he
will render a final verdict on the historical issue.
Chronological Reasoning Lesson: Students are provided with ten events, in no particular chronological
order, which they will then place in order, naming the decade in which each occurred.
Students will complete the exercise by providing the following:
1. Identify the period in which these occur;
2. Identify continuity and change over time exemplified by the selections; and 3. Identify the
theme(s) under which these issues and developments might be categorized.
Celebration of Learning: An exam, known as a Celebration of Learning, will be given at the end of each
unit. The exam will have a mix of four components: analytical multiple choice questions (MC) that are
mostly stimulus based to mimic the AP U.S. History Exam, analytical short answer questions (SA), a free
response essay (FRQ) and/or a document based question (DBQ). Each component of the exam will
emphasize the application of historical thinking skills to answer the question. Information from prior
units is often a critical component of the response.
These activities are organized around AP U.S. History’s seven major themes—Identity
(ID), Work, Exchange and Technology (WXT), Peopling (PEO), Politics & Power (POL),
America in the World (WOR), Environment and Geography–Physical & Human (ENV), Ideas, Beliefs and
Culture (CUL)—and are designed to develop the student’s historical thinking skills.
Grading Criteria
Students’ grades will be determined by teachers and self-evaluation. Students are responsible for
keeping track of their own grades. Graded work will include reading quizzes, unit exams, writing
assignments, projects, oral presentations and assignments. Specific assignments and activities are
described in the unit outline below.
Reading Quizzes: Students will periodically take “reading quizzes” on the chapter assignments. These
quizzes are integrated into class discussions.
Primary Textbook
The American Pageant, David M. Kennedy, Lizabeth Cohen, and Thomas A Bailey, 13th ed.,
Wadsworth/Cengage, 2006.
Primary Sources
American Issues: A Documentary Reader, Charles M. Dollar and Gary W. Reichard, 1st ed., Random
House, 1988.
For the Record, Vol. 1 and 2, David Shi and Holly Mayer, W. W. Norton, 2004.
Opposing Viewpoints, Vol. 1 & 2, William Dudley and Thomson Gale, 2007.
The American Spirit: United States History as Seen by Contemporaries, Vol. 1 & 2, Thomas A. Bailey and
David M. Kennedy, 6th ed., D. C. Heath & Co., 1987
Secondary Sources
A People’s History of the United States, Howard Zinn.
A Sense of History, ed. American Heritage, IBOOKS Inc., 2003.
American Colonies: The Settling of North America, Alan Taylor, Penguin Books, 2001.
Conflict and Consensus in American History, edited by Allen F. Davis and Harold D. Woodman, D. C.
Heath and Co., 1984.
From Slavery to Freedom, 8th ed., John Hope Franklin and Alfred A. Moss, Jr., Alfred A. Knopf, New York,
2003.
Historical Moments: Changing Interpretations of America’s Past, Vol. 1 & 2, Jim McClellan, 1st ed.,
Dushkin McGraw-Hill, 2000.
Historical Viewpoints, Vol. 1 & 2, edited by John A. Garraty, 9th ed., Longman Publishers, 2003.
History In the Making, Kyle Ward, New Press, 2007.
Only Yesterday, Frederick Lewis Allen, Harper Perennial, 2000.
Portrait of America, Vol. 1 & 2, Stephen B. Oates, 7th ed., Houghton Mifflin, 1999.
The American Presidency, edited by Alan Brinkley, 1st ed., Houghton Mifflin Harcourt, 2005.
The History of Women in America, Carol Hymowitz and Michaele Weissman, Bantam Doubleday, New
York, 1990., 0-553-26914-3.
Unit 1: 1491-1607- The American Pageant, Chapters 1-2
Content: Geography and environment; Native American diversity in the Americas; Spain in the
Americas; conflict and exchange; Columbian Exchange.
Primary Source Analysis:
Sources: Woodcuts from the settling of Jamestown and photos of Native American jewelry and pottery;
A letter describing Native Americans; and a map of American Indian pre-1492 demographics.
Author’s Thesis Paper and ATP 2: Students read an excerpt from “1491” by Charles C. Mann and an
excerpt from the Kennedy textbook and argue this question: What were the pre-Columbian Americas
really like?
You Be the Judge and YBTJ 2: Using the sources of Juan Ginés de Sepulveda Belittles the Indians (1547)
and Bartolomé de Las Casas Defends the Indians (1552) the students will determine which author had
the best argument based on the evidence cited and the historical context. [Historical thinking skill:
Contextualization]
History in the Making: Columbian Exchange by Alfred Crosby article. Students will use the skill of
comparison to examine the Kennedy textbook account of the Columbian Exchange with the article.
Six Degrees of Separation: From 1491 to Jamestown.
Review: Students will use these questions, based on the themes, to review for the unit test.
Identity
How did the identities of colonizing and indigenous American
societies change as a result of contact in the Americas?
How did the Columbian Exchange—the mutual transfer of
Work, Exchange, material goods, commodities, animals, and diseases—affect
and Technology interaction between Europeans and natives and among
indigenous peoples in North America?
Peopling
Where did different groups settle in the Americas (before
contact) and how and why did they move to and within the
Americas (after contact)?
Politics and
Power
How did Spain’s early entry into colonization in the Caribbean,
Mexico, and South America shape European and American
developments in this period?
America in the
World
How did European attempts to dominate the Americas shape
relations between Native Americans, Europeans, and Africans?
Environment
and Geography
How did pre-contact populations of North America relate to their
environments? How did contact with Europeans and Africans
change these relations in North America?
Ideas, Beliefs,
and Cultures
How did cultural contact challenge the religious and other values
systems of peoples from the Americas, Africa, and Europe?
Unit I Celebration of Learning: This unit test will be completed with Unit 2 Celebration of Learning.
Unit 2: 1607-1754- The American Pageant, Chapters 2-6
Content: English, French, and Dutch settlements; and the Atlantic economy, growing trade; unfree
labor; political differences across the colonies; conflict with Native Americans; immigration; early cities;
role of women, education, religion and culture; and growing tensions with the British.
Primary Source Analysis: “Sinners in the Hands of an Angry God” by Jonathan Edwards; an indentured
servant’s letter home; The Maryland Toleration Act; a letter about Small Pox Inoculation; map of a
Puritan town; painting of a colonial Virginia tobacco farm; and colonial export chart broken down by
region and products; passenger lists from different colonial regions.
You Be the Judge and YBTJ 2: Students compare and contrast John Winthrop from Letter to His Wife vs.
Pond from Letter to His Father
DBQ Deconstruction: In groups, students will read the sources from a DBQ on the Puritans and engage
in debate on the open ended question provided by the DBQ. As a take home assignment, students will
write a thesis statement and outline their arguments.
Six Degrees of Separation: From Jamestown to the French and Indian War.
Review: Students will use these questions, based on the themes, to review for the unit test.
Identity
What were the chief similarities and differences among the
development of English, Spanish, Dutch, and French colonies in
America?
How did distinct economic systems, most notably a slavery
Work, Exchange, system based on African labor, develop in British North America?
and Technology What was their effect on emerging cultural and regional
differences?
Peopling
Why did various colonists go to the New World? How did the
increasing integration of the Atlantic world affect the movement
of peoples between its different regions?
Politics and
Power
In what ways did the British government seek to exert control
over its American colonies in the 17th and 18th centuries?
America in the
World
How did the competition between European empires around the
world affect relations among the various peoples in North
America?
Environment
and Geography
How and why did the English North American colonies develop
into distinct regions?
Ideas, Beliefs,
and Cultures
How did the expansion of cultural contact that took place with
permanent colonization alter conditions in North America and
affect intellectual and religious life, the growth of trade, and the
shape of political institutions?
Unit 2 Celebration of Learning: Multiple Choice questions and a possibility of short answer, FRQ and/or
DBQ. Unit 1 content is included in this exam.
Unit 3: 1754-1800- The American Pageant, Chapters 7-10
Content: Colonial society before the war for independence; colonial rivalries; the Seven Years War;
pirates and other democrats; role of women before, during, and after 1776; Articles of Confederation
and a Constitution; and early political rights and exclusions.
Primary Source Analysis: Speeches at Fort Pitt by Tecumseh, Declaration of Rights and
Grievances, Letters from a PA Farmer, Common Sense, The Declaration of Independence, A Proclamation
of Shaysite Grievances, The United States Constitution, Washington’s Farewell Address, KY and VA
Resolutions, map of Northwest Ordinance/Slavery abolition (from AP exam), and two artists’ contrasting
views of the Boston Massacre. Drawing on primary sources, students engage in a debate over the
question, “Were the American colonists justified in asserting their independence from Great Britain, and
did their independence rest on their rights as British subjects or their new American identity?” (ID-1,
WOR-2)
Author’s Thesis Paper and ATP 2: “Women and the Revolution” by Mary Beth Norton and “A
Revolution to Conserve” by Clinton Rossiter.
You Be the Judge and YBTJ 2: Jefferson from the Kentucky Resolutions vs. Washington’s
Farewell Address, Madison from The Federalist #10 vs. Henry at the VA Ratifying
Convention, Hamilton from Report on Manufactures vs. Jefferson from Notes on the State of VA.
Pro Se Court: In pods of three, students argue if the Articles of Confederation should be amended or
discarded based on readings and primary sources. One student argues for each side as the third student
is the judge of the issue, asking questions.
Review: Students will use these questions, based on the themes, to review for the unit test.
Identity
How did different social group identities evolve during the
revolutionary struggle? How did leaders of the new United
States attempt to form a national identity?
Work, Exchange,
and Technology
How did the newly independent United States attempt to
formulate a national economy?
Peopling
How did the revolutionary struggle and its aftermath reorient
white-American Indian relations and affect subsequent
population movements?
Politics and
Power
How did the ideology behind the revolution affect power
relationships between different ethnic, racial, and social groups?
America in the
World
How did the revolution become an international conflict
involving competing European and American powers?
Environment and
Geography
How did the geographical and environmental characteristics of
regions opened up to white settlement after 1763 affect their
subsequent development?
Why did the patriot cause spread so quickly among the colonists
Ideas, Beliefs, and
after 1763? How did the republican ideals of the revolutionary
Cultures
cause affect the nation’s political culture after independence?
Unit 3 Celebration of Learning: Multiple Choice questions and a possibility of short answer, FRQ and/or
DBQ.
Unit 4: 1800-1848- The American Pageant, Chapters 11-15
Content: Politics in the early republic, parties and votes; reforms and social movements; culture and
religion; market capitalism and slavery; growth of immigration and cities; women and Seneca Falls;
reform movements; cultural trends; Transcendentalism and Utopianism.
Primary Source Analysis: Letter to Mercy Otis Warren, The Indian Prophet and His
Doctrine, The Monroe Doctrine, The Nullification Proclamation, Worcester v. GA, Self
Reliance, Declaration of Sentiments and Resolutions, map of the spread of the 2nd Great Awakening, and
contrasting illustrations of the “Trail of Tears.”
Author’s Thesis Paper and ATP 2: “The Cult of True Womanhood” by Barbara Welter, “Consensus and
Ideology in the Age of Jackson” by Edward Pessen, and “Marbury v. Madison” by John Garraty, and
“Harlan, KY” by Malcolm Gladwell.
You Be the Judge and YBTJ 2: Hayne from Speech in the Senate vs. Webster from Reply to Hayne,
Boston Daily Advertiser from Defense of the Bank vs. Jackson from Veto of the Bank Bill.
Topical Presentations: Using one of the seven themes of identity; work, exchange and technology;
peopling; politics and power; America in the world; environment and geography; and ideas, beliefs and
culture, students prepare a topical presentation that encompasses an aspect of the young republic
and/or antebellum periods. Presentations require the use of a creative prop(s), design elements and
original research from primary and secondary sources.
History in the Making: History in the Making, Chapter 18 (The Trail of Tears)
Students will reflect on Seneca Falls—in what ways was it a consequence of pre-1848 reform activities
and what did it contribute to the movement for women’s rights afterwards? Write a five page essay that
makes an argument in response to this double sided question.
DBQ Deconstruction: 2002 DBQ on Reform Movements.
Six Degrees of Separation: From Jefferson’s “Revolution” to the Reform Era.
Review: Students will use these questions, based on the themes, to review for the unit test.
Identity
How did debates over American democratic culture and the
proximity of many different cultures living in close contact affect
changing definitions of national identity?
Work, Exchange,
and Technology
How did the growth of mass manufacturing in the rapidly
urbanizing North affect definitions of and relationships between
workers, and those for whom they worked? How did the
continuing dominance of agriculture and the slave system affect
southern social, political, and economic life?
Peopling
How did the continued movement of individuals and groups into,
out of, and within the United States shape the development of
new communities and the evolution of old communities?
Politics and
Power
How did the growth of ideals of mass democracy, including such
concerns as expanding suffrage, public education, abolitionism,
and care for the needy affect political life and discourse?
America in the
World
How did the United States use diplomatic and economic means
to project its power in the western hemisphere? How did
foreign governments and individuals describe and react to the
new American nation?
Environment and
Geography
How did environmental and geographic factors affect the
development of sectional economics and identities?
Ideas, Beliefs, and How did the idea of democratization shape and reflect American
Cultures
arts, literature, ideals, and culture?
Unit 4 Celebration of Learning: Multiple Choice questions and a possibility of short answer, FRQ and/or
DBQ.
Unit 5: 1844-1877- The American Pageant, Chapters 16-22
Content: Tensions over slavery; reform movements; politics and the economy; territorial expansion and
Mexican War the Civil War, rights of freedmen and women, Reconstruction, and freedmen’s bureau;
and the KKK. Focus on white supremacy before and after the Civil War, the rights of freedmen and
women; Reconstruction; freedmen’s bureau.
Primary Source Analysis: Narrative of the Life of Frederick Douglass, Accounts about
Poor Whites, Fugitive Slave Law, Dred Scott v. Sanford, The Spot Resolution, Polk’s War Message, The
Impending Crisis in the South, Hospital Sketches, the Lincoln-Douglas Debates, map delineating
southern secession, and two paintings of “Manifest Destiny.”
Author’s Thesis Paper and ATP 2: Students look at several works by Transcendental writers including
“Black Slaveowners” by Philip Burnham and “John Brown: Father of American Terrorism” by Ken
Chowder, and discuss the ways their ideas both reflected mainstream values and offered up a
“counterculture.” Which trajectory was stronger?
You Be the Judge and YBTJ 2: Fitzhugh from Cannibals All vs. Weld from Slavery As It Is,
Webster from Seventh of March Speech vs. Calhoun from 3/4/1850 Speech in the Senate, Whitman
from Leaves of Grass vs. Hawthorne from American Notebooks, Lincoln from Speech at Alton, Ill., vs.
Douglas vs. Speech at Alton, Ill.
You Be the Judge and YBTJ 2: Report from Joint Committee on Reconstruction vs.
Johnson from Veto of Reconstruction, and E. Merton Coulter from The South During Reconstruction vs.
Carl N. Degler from Out of Our Past.
History in the Making: History in the Making, Chapter 22 (Slavery in America), Chapter 24 (John Brown
at Harper’s Ferry), and Chapter 28 (Birth of the Ku Klux Klan).
Students use SOAPSTone to look at Polk’s War message and debate whether that message was a change
or continuation of U.S. attitudes and foreign policy.
DBQ Deconstruction: Students write an essay based on the 2010 AP DBQ on Territorial Expansion
and/or 2009 DBQ on African Americans in the Civil War.
Six Degrees of Separation: From The Liberator to the Compromise of 1877.
Chronological Reasoning Lesson: Students look at the evolution of public policies related to slavery and
racial inequality to 1877. After making a list, students write an essay to explain the evolution and
moments when change occurred and why.
Review: Students will use these questions, based on the themes, to review for the unit test.
Identity
How did migration to the United States change popular ideas of
American Identity and citizenship as well as regional and racial
identities? How did the conflicts that led to the Civil War change
popular ideas about national, regional, and racial identities
throughout this period?
Work, Exchange,
and Technology
How did the maturing of northern manufacturing and the
adherence of the South to an agricultural economy change the
national economic system by 1877?
Peopling
How did the growth of mass migration to the United States and
the railroad affect settlement patterns in cities and the West?
Politics and
Power
Why did attempts at compromise before the war fail to
prevent the conflict? To what extent, and in what ways, did
the Civil War and Reconstruction transform American political
and social relationships?
America in the
World
How was the American conflict over slavery part of larger global
events?
Environment and
Geography
How did the end of slavery and technological and military
developments transform the environment and settlement
patterns in the South and the West?
How did the doctrine of Manifest Destiny affect debates over
Ideas, Beliefs, and territorial expansionism and the Mexican War? How did the
Civil War struggle shape Americans’ beliefs about equality,
Cultures
democracy, and national destiny?
Unit 5 Celebration of Learning: Multiple Choice questions and a possibility of short answer, FRQ and/or
DBQ.
Unit 6: 1865-1900- The American Pageant, Chapters 23-26
Content: The 1877 Railroad strike; rise of labor unions and the Populist Party; general themes of
industrialization, urbanization, immigration, and imperialism; and Indian wars, the Spanish American
War, and conquests in the Pacific.
Primary Source Analysis: The New South, The New South Investigated, The Atlanta
Compromise, A Century of Dishonor, The Frontier in American History, Wealth, Organizing Women
Workers, Our Country, The Lure of the City, Chinese Exclusion Act, A Black Woman’s Appeal for Civil
Rights, Populist Party Platform, The Money Question, The Cross of Gold.
Author’s Thesis Paper and ATP 2: After reading “Reconstruction” by McPherson, “The Robber Barons”
by Josephson, and “The Robber Barons Bum Rap” by Klein, students hold an in-class debate arguing for
or against annexation of Cuba after the Spanish-American War and create an accompanying editorial
paragraph to appear in the NY Times. (WOR-7)
Students may write a FRQ on the role the acquisition of natural resources has played in U.S. foreign
policy decisions since the late 19th century. Were resources the driving force in this expansion? (ENV-5)
You Be the Judge and YBTJ 2: Plessy v. Ferguson vs. Harlan from Dissent on Plessy v.
Ferguson, Grady from The New South vs. Washington from The Race Problem, Turner from The
Significance of the Frontier vs. MacDonald from Rugged Individualism, and Lloyd from Wealth Against
Commonwealth vs. Nevins from John D. Rockefeller.
History in the Making: History in the Making, Chapter 29 (Eugene V. Debs and the Pullman Strike) and
Chapter 30 (Immigration).
Six Degrees of Separation: From The Homestead Act to the Battle of Wounded Knee.
Review: Students will use these questions, based on the themes, to review for the unit test.
Identity
How did the rapid influx of immigrants from other parts of the
world than northern and western Europe affect debates about
American national identity?
Work,
Exchange, and
Technology
How did technological and corporate innovations help to vastly
increase industrial production? What was the impact of these
innovations on the lives of working people?
Peopling
How and why did the sources of migration to the United States
change dramatically during this period?
Politics and
Power
How did the political culture of the Gilded Age reflect the
emergence of new corporate power? How successful were the
challenges to this power? Why did challenges to this power fail?
America in the
World
Environment
and Geography
Ideas, Beliefs,
and Cultures
How did the search for new global markets affect American foreign
policy and territorial ambitions?
In what ways, and to what extent, was the West “opened” for
further settlement through connection to eastern political,
financial, and transportation systems?
How did artistic and intellectual movements both reflect and
challenge the emerging corporate order?
Unit 6: Celebration of Learning: Multiple Choice questions and a possibility of short answer, FRQ and/or
DBQ.
Unit 7: 1890-1945- The American Pageant, Chapters 27-35
Content: The March of the Flag, The Open Door in China, map of the overseas possessions of the U.S.,
and a variety of Thomas Nast political cartoons. The formation of the Industrial Workers of the World
and the AFL; industrialization and technology, mass production and mass consumerism, and radio
and movies; Harlem Renaissance; Native American culture and boarding schools; political parties and
the transition from classical liberalism to New Deal liberalism with the capitalist crisis of the 1930s;
and WW II, demographic shifts, the role of women and nonwhites, and battles for economic rights.
Primary Source Analysis: The March of the Flag, The Open Door in China, map of the overseas
possessions of the U.S., and a variety of Thomas Nast political cartoons; scientific Management, The
Jungle, Muller v. Oregon, The Zimmermann Note, The War and the Intellectuals, The Sacco and Vanzetti
Case, The Great Black Migration, Government and Business, FDR’s 1st Inaugural, Roosevelt’s Court
Packing Plan, The Four Freedoms, Korematsu v. United States, The Atomic Bombing of Hiroshima-The
Public Explanation, New Deal political cartoons (pro and con), and graph showing economic cycles
during the Great Depression through WWII.
Author’s Thesis Paper and ATP 2: “Theodore Roosevelt” by Morris, “The Most Scandalous President” by
Anthony, and “The Big Picture of the Great Depression” by Garraty.
History in the Making: History in the Making, Chapter 32 (The Sinking of the USS Maine), Chapter 36
(Causes of the Stock Market Crash), and Chapter 39 (Japanese Internment).
DBQ Deconstruction: DBQ on how the different policies of FDR and Hoover toward the proper role of
government reflected five decades of debates about citizenship, economic rights, and the public good.
Be sure to indicate how specific policies reflect the global economic crisis of the 1930s.
Six Degrees of Separation: From The Sinking of the Maine to Hiroshima.
Review: Students will use these questions, based on the themes, to review for the unit test.
Identity
How did continuing debates over immigration and assimilation
reflect changing ideals of national and ethnic identity? How did
class identities change in this period?
Work, Exchange,
and Technology
How did movements for political and economic reform take
shape in this period, and how effective were they in achieving
their goals?
Peopling
Why did public attitudes towards immigration become negative
during this time period? How and why did people migrate within
the U.S. during this time period?
Politics and
Power
How did reformist ideals change as they were taken up by
reformers in different time periods? Why did opposition emerge
to various reform programs?
America in the
World
Why did U.S. leaders decide to become involved in global
conflicts such as the Spanish American War, World War I, and
World War II? How did debates over intervention reflect public
views of America’s role in the world?
Environment and
Geography
Why did reformers seek for the government to wrest control of
the environment and national resources from commercial
interests?
Ideas, Beliefs, and How did “modern” cultural values evolve in response to
Cultures
developments in technology? How did debates over the role of
women in American public life reflect changing social realities?
Unit 7 Celebration of Learning: Multiple Choice questions and a possibility of short answer, FRQ and/or
DBQ.
Unit 8: 1945-1989- The American Pageant, Chapters 36-39
Content: The atomic age; the affluent society and suburbs; discrimination, the Other America, and the
African American Civil Rights movement; Vietnam and U.S. imperial policies in Latin America and Africa;
the Beats and the student, counterculture, antiwar, women’s, chicano, American Indian, and gay and
lesbian movements; summer riots and the occupation of Alcatraz; LBJ’s Great Society and the rise of the
New Right; Ronald Reagan and the rise of poverty; and the Cold War and U.S. role in the world.
Primary Source Analysis: The Marshall Plan, The Organization Man, Massive Retaliation, Brown v. Board
of Education of Topeka, The Other America, Letter from Birmingham Jail, Black Power, Vietnamizing the
War, The War Powers Act, The Port Huron Statement, chart illustrating the statistics of the draft during
the Vietnam War and the casualty rate of same
Origins of the Cold War class debate: Some scholars argue that the Cold War started with the Russian
Revolution. Examine primary and secondary sources and make a case for the Cold War starting in 1945
or 1917.
Author’s Thesis Paper and ATP 2: “The Internment of the Japanese” by Rehnquist.
You Be the Judge and YBTJ 2: Truman from The Truman Doctrine vs. Reagan from Tear Down This Wall
speech, and Friedan from The Feminine Mystique vs. Schlafly from A Choice Not An Echo.
History in the Making: Chapter 44 (McCarthyism) and Chapter 45 (Desegregation and the Civil Rights
Movement).
Students are asked to present their research on why the American Indian Movement emerged in the
1960s and not the 1930s.
DBQ Deconstruction: DBQ on the Cold War.
Six Degrees of Separation: From Containment to “Tear Down This Wall.” Using notes and primary
sources, students construct a time line of the civil rights movement from Reconstruction to the
1970s and annotate key turning points in the movement. (POL-7)
Review: Students will use these questions, based on the themes, to review for the unit test.
Identity
How did the African-American Civil Rights movement affect the
development of other movements based on asserting the rights
of different groups in American society? How did American
involvement in the Cold War affect debates over American
national identity?
Work,
Exchange, and
Technology
How did the rise of American manufacturing and global economic
dominance in the years after World War II affect standards of
living among and opportunities for different social groups?
Peopling
How did the growth of migration to and within the United States
influence demographic change and social attitudes in the nation?
Politics and
Power
How did the changing fortunes of liberalism and conservatism in
these years affect broader aspects of social and political power?
America in the
World
Why did Americans endorse a new engagement in international
affairs during the Cold War? How did this belief change over time
in response to particular events?
Environment
and Geography
Why did public concern about the state of the natural
environment grow during this period, and what major changes in
public policy did this create?
Ideas, Beliefs,
and Cultures
How did changes in popular culture reflect or cause changes in
social attitudes? How did the reaction to these changes affect
political and public debates?
Unit 8 Celebration of Learning: Multiple Choice questions and a possibility of short answer, FRQ and/or
DBQ.
Unit 9: 1980-present- The American Pageant, Chapters 40-42
Content: Political cartoons (pro and con) of the “Reagan Revolution.” Summary of Reagan’s domestic
and foreign policies; Bush Sr. and the end of the Cold War; Clinton as a New Democrat; technology and
economic bubbles and recessions, race relations, and the role of women; changing demographics and
the return of poverty; rise of the prison industrial complex and the war on drugs; 9/11 and the domestic
and foreign policies that followed; and Obama: change or continuity?
Primary Source Analysis: Listen America, The Evil empire, The Cold War is Over, The Axis of Evil, The
New Segregation, Beyond Gender, Bowling Alone, Couch Potato Democracy, Setting Right a Dangerous
World, and political cartoons (pro and con) on the Patriot Act.
Author’s Thesis Paper and ATP 2: “The Man Who Broke the Evil Empire” by Peter Schweizer and “E
Pluribus Unum” by Arthur Schlesinger.
You Be the Judge and YBTJ 2: The Patriot Act vs. Amendment IV of the Constitution, and Obamacare
Verdict vs. Dissent to the Obama ruling.
History in the Making: History in the Making, Chapter 51 (The Modern Feminist Movement) and
Chapter 53.
Students use a graphic organizer to compare and contrast the causes and goals of each act as described
in excerpts from the 1924, 1965, and 1990 Immigration Acts. (PEO-7)
Six Degrees of Separation: From The Reagan Revolution to the Election of Barack Obama.
Review: Students will use these questions, based on the themes, to review for the unit test.
Identity
How did demographic and economic changes in American society
affect popular debates over American national identity?
Work,
Exchange, and
Technology
How did the shift to a global economy affect American economic
life? How did scientific and technological developments in these
years change how Americans lived and worked?
Peopling
How did increased migration raise questions about American
identity and affect the nation demographically, culturally, and
politically?
Politics and
Power
How successful were conservatives in achieving their goals? To
what extent did liberalism remain influential politically and
culturally?
America in the
World
How did the end of the Cold War affect American foreign policy?
How did the terrorist attacks of September 11, 2001 impact
America’s role in the world?
Environment
and Geography
How did debates over climate change and energy policy affect
broader social and political movements?
Ideas, Beliefs,
and Cultures
How did technological and scientific innovations in areas such
as electronics, biology, medicine, and communications affect
society, popular culture, and public discourse? How did a
more demographically diverse population shape popular
culture?
Unit 9 Celebration of Learning: Multiple Choice questions and a possibility of short answer, FRQ and/or
DBQ.