GreetingsfutureAPUSHers!
Happyend-of-finalsweek!Beforeyouclosethedooronschool,animportantnoteon
preplanningforsummer:Iamassigningworktosmoothoutourtransitionintothesemester
andprepareyoufortheyear.WelcometoAPU.S.History!
• YouaretoOutlineandmakeKeyTermsforChapter1oftheAPU.S.HistoryTextbook.
InstructionsforOutliningaswellasasampleoutlineareattached,aswellasalistofKey
Termsandinstructionsforthose.
o NOTE:Wearestillworkingongettingonlineaccesstothetextbookforyouall;
fornow,planonusingtheattachedPDFs.
• YouaretochooseONEfromthefollowingoptionstowriteabookreport:TheLongest
Day,Unbroken,orIncidentsintheLifeofaSlaveGirl.Theattacheddocumentslabeled
witheachofthesewillexplainhowtoformatthese.THESEWILLBETURNEDINDURING
YOURFIRSTCLASSPERIODWITHME.
• Youmaywatchafewhistoricalfilmsfromtheattachedlistandwriteareviewperthe
attachedinstructionsforextracreditgoingintotheyear.Trustme,thisisnotabadidea.
APUSHisnotasbadasyouhaveheard.Somesayitisworse!(Completelykidding,thatwasjust
amemorableone-linerfrommyGreekProfessorincollege,andIcouldn’tresistusingithere.)
Thisclasswilltaxyou,butwillalsobeanabsoluteblast:workhardandconsistently,andyou
willwidenyourknowledgeofU.S.History,growinyourabilitytothinkbiblicallyabouthistory
(andothersubjects),andgaincreditsforcollege!Iamalreadyexcitedtobeginthisjourneywith
youall.Fornow,however,enjoyyourtimeoffschool—Ilookforwardtoseeingyouafter
summerwiththeseassignmentsinyourhands,readytojumpin!
Best,
Mr.Greer
—————
[email protected]
SantaClaritaChristianSchool
APU.S.History,WorldHistory,&APGovernment
Outline Instructions
AP US History
Each week you will be required to outline one chapter from the AP US History
textbook, America Past and Present. Your first outline of Chapter 1 is due on
the first day of school. I have included instructions to register for my class, and
access your AP US History book online which can be done as early as June 1st.
I have also included a sample outline so you can see exactly what it is I’m asking for
on your outlines. Make sure you are looking for the “big picture” as you are reading.
It’s not just about “getting through it”, but making an impression on you so you will
remember it. Do not just copy the bolded headlines, bolded key terms, or the first
line of each paragraph to shortcut the process. Instead, review the seven themes of
AP US History and try to make connections!
The themes are:
• American Identity
• Work, Exchange, and Technology (changing markets, transportation, &
technology)
• Peopling (migration patterns, population patterns)
• Politics and Power
• America in the World (diplomatic and economic global contact)
• Environment and Geography
• Ideas, Beliefs, and Culture (moral, philosophical and cultural values)
Ch. 4 Experience of Empire: 18th century America
1) Spanish Borderlands of the 18th century
a. Conquering the Northern frontier
i. Juan de Onate established European communities north of the Rio
Grande in the late 16th c.
ii. The native people drove whites completely out of Mexico
iii. Constructed forts in St. Augustine but failed to attract colonists
iv. St Augustine, 1565, first permanent European settlement in what
would become the United States
v. California never figured prominently in Spanish plans for the New
World initially
vi. Fr. Junipero Serra and Oon Gaspar de Portola organized
permanent missions and presidios (forts) along the coastal
communities
b. Peoples of the Spanish borderlands
i. Outposts grew very slowly
ii. Indian attacks and harsh physical conditions discouraged colonists
iii. Overwhelmingly male, so many males formed relationships with
Indian women, fathering mestizos (Children of mixed race)
iv. Spanish exploited Indians making them slaves
v. Spanish never had resources needed to secure the northern
frontier
vi. Overall, influence of the Spanish can still be seen in urban design
and public architecture in the Southwest today
2) Impact of European Ideas on American culture
a. Provincial Cities
i. Cities (Boston, Newport, New York, Philadelphia, Charles town) 5
largest cities=5% of the colonies population
ii. Focused more on farming and agriculture rather than
manufacturing
iii. People now wanted to fit into the latest English ideas, fashion, and'
entertainment
iv. Merchants transformed commercial profits into architectural profits
v. Grand homes were called Georgian because more British kings
were named George
b. Ben Franklin and American Enlightenment
i. 18 century=Age of Reason
ii. Enlightenment=itellectual revolution that involved the work of
Europe’s greatest minds
iii. For colonists, it brought useful knowledge that improved human life
iv. Ben Franklin-genuine philosopher, person of reason and science,
worked to improve human life
1. Founded the New England Courant - a weekly newspaper
2. Wrote under the name of Silence Doqood
3. denied the existence of God-makmg room for free exercise
of human reason
4. Became a symbol of human progress
v. Economic Transformation
1. An abundance of land and growth of agriculture=economic
success
2. Population increased ten-fold
3. Navigation acts were still in place (more than half of
American goods for export went to Great Britain first)
4. New restrictive acts were added (molasses, fur, white pine,
sugar acts)
5. Acts were not strongly enforced however.
6. Colonial merchants relied on profits made m the West Indies
vi. Birth of Consumer Society
1. Colonist began to rely and bought more English goods
2. American debt continued to grow
3. To help Americans-British merchants began to extend
generous credit
4. 18th century also saw an increase in intercoastal trade
a. South-sent tobacco and rice to New England
b. North-sent meat and wheat to South
c. 30% of trade was done via "coastwise"
5. Results
a. Flood of British imports would erode regional
identities
b. Commerce would "Anglicize" (make more British)
American culture
c. Expanding coastal trade brought colonist into frequent
contact
i. They could exchange ideas
ii. Dozens of new journals carried info about other
colonial events
6. Religious Revivals in Provincial Societies
a. The Great Awakening-series of Protestant Revivals
that greatly impacted ordinary lives
i. 1750-1760s
ii. Most important in MA, CT, RI, PA, NJ, VA
iii. No one denomination or sect
iv. Jonathan Edwards sparked revival-God is
sovereign
v. Eternal fate determined by God
vi. Cannot get to heaven through good works
alone
b. Evangelical Religion
i. George Whitefield-sustained awakening
1. Good speaker
2. Broad audience-welcoming alt
Protestants
3. Tried to make money
ii. Itinerant preachers-evangelical missionary
teachers
1. Most famous Gilbert Tennent
2. People that came to hear itinerants were
called “New Lights"
iii. "Old Lights"-offended by "new light" teaching
1. Offended b/c they felt new lights relied
on too much emotion
iv. Princeton University
1. Founded by Edwards, Whitefield, and
Tennent
v. Results
1. Encouraged ordinary people to speak
up about their salvation
2. Shared an optimism about the future of
America
7. Clash of Political Cultures
a. The English Constitution
i. Wasn't a formal written document
ii. Had 3 parts in theory
1. Monarchy
2. House of Lords
3. House of Commons
iii. Growing collection of laws to protect life,
liberty, and property
iv. In theory, all parts would check and balance to
prevent tyranny
b. Reality of British politics
i. Actual application not balanced
ii. Power was unequally distributed among rich
people
iii. Less than 20% of British males could vote
iv. Colonists naively assumed their government
was based on a balance of power
c. Governing the colonies
i. Colonial governments different from British
models
ii. Controlled by royal governors who had the
powers the king didn't have
1. Right to veto
2. Right to dismiss judges
iii. Council was not an aristocracy line as in
England, body of 12 wealthy colonists selected
by the Board of Trade
iv. Most colonist (up to 95% in MA) could vote
d. Colonial Assemblies
i. Obligated to preserve colonial liberties
ii. Weekly journals were the main source of
communication
1. Independent Reflector
2. Americans normal form of political
rhetoric
iii. Overall assessment
1. Shared a commitment to the
preservation of English Common Law
2. Were almost vigilantes when it came to
preserving their right" to assemble
however
3. Colonial legislators laid the foundation
for a larger cultural identity
8. Century of Imperial War
a. King William's and Queen Anne's War
i. KWW-was in the North
ii. QAW-along a large area of colonies
iii. Both were English vs French, wanted more
land, produced a stalemate
iv. Many natives died fighting along side
European countries
b. King Georges War and It's aftermath
i. 1743-King Georges War-war of Austrian
Succession-Victory over France
ii. Captured Louisbourg (June 1745)
iii. Treaty of Alx-la-chapelle: gave back
Louisbourg which confused and upset
Americans
iv. French didn't wont to surrender. Established
Fort Dusquesne
c. Albany Congress and Bradocks defeat
i. Albany PIan-envisioned formation of Grand
Council which would oversee matters of
defense, western expansion and Indian affairs
ii. Ben Franklin insisted on authorizing council to
tax to cover military expenses.
iii. Required support of crown and assemblies
iv. Assemblies were jealous of the English
authority
v. Albany plan undermined the Crown's power
over American affairs
d. Seven Years War
i. Called the French and Indian war in America
ii. Fought on American soil between the French
and the British
iii. William Pitt
1. Most powerful man in Georges cabinet
2. Took personal command of the army
and navy
3. Recognized that Britain would have to
foot most of the bill, which would create
enormous debt for Britain
4. Selected Jeffrey Amherst and James
Wolfe to lead army
iv. July 26,1758-captured Louisbourg-cutting
Canadas main supply line
v. Sept 1759-climax of the war-Wolfe assaulted
Quebec
vi. Sept 8,1760-Amherst accepted final surrender
from the French
vii. Feb 10,1763-Peace of Paris signed-French
driven from mainland America
e. Perceptions of War
i. Acquired a more intimate sense of America
ii. Drew America in closer contact with Britain
iii. Trained a corp of American officers such as
George Washington
iv. Later-British officials accused America of
ingratitude when they helped expel the French
and then America refused to help pay for the
war
v. Americas perception-they were "junior"
partners in the war effort
Chapter 1:
Bering Straits
Eastern Woodland Tribal Groups
Ferdinand and Isabella
Amerigo Vespucci
Bernal Diaz del Castillo
Bartolome de Las Casas
Samuel de Champlain
Sir Walter Raleigh
Agricultural Revolution
Cardinal Wolsey
Anne Boleyn
Catherine of Aragon
Mary I
Edward VI
Sir Humphrey Gilbert
Sir John Davies
Sir Richard Grenville
John White
Santa Clarita Christian School
AP U.S. History
THE LONGEST DAY
A historical novel by Cornelius Ryan
Read the novel. You may want to attach post-its to places you want to refer
to later in your writing. Before you get too far into the reading, read
through this assignment so you know what you are to be looking for while you
read. After you finish the book, follow the directions below.
A.
The introduction: How can such a book help you understand
something as complex as the strategy of the largest campaign in
World War II. What are the things you need to keep in mind as
you use the book as a resource for understanding World War II as
a whole?
B.
For each of the following characters, General Erwin Rommel, Gen.
Dwight Eisenhower, or Gen. Omar Bradley, describe their feelings
and attitudes toward:
a. The Federal Government
b. The citizens of France
c. Their superiors in battle
d. Their fellow soldiers
e. Their family
C.
Why did this attack come as a “surprise” to the Germans?
D.
What were some of the challenges the Pathfinders ran into from
the very beginning of this campaign?
E.
Describe two examples of what the soldiers experienced in the
first few hours of the D-Day battle (before light)?
F.
On page 127, Mr. Ryan states, “the most sinister enemy in these
opening minutes of D-Day was not man but nature”. What did he
mean by this statement? Make sure to support your answer with
evidence from the book.
G.
From page 133 to page 135 Mr. Ryan tells the story of Priv. John
Steele. After reading his heroic behavior how would you then
define a “hero”?
H.
Many men came back from battle and for numerous years were
either unable, or chose not to talk about their efforts in war.
Many did not want to be glorified as a “hero” because they felt
they were just doing their “duty”. What makes a soldiers’ job
defined as heroic?
I.
Choose three soldiers (characters in the book) and reflect on how
they might respond to this quote by Woodrow Wilson? Cite
specific evidence to support your answer.
a.
“When men take up arms to set other men free, there is
something sacred and holy in the warfare.”
J.
Once again choose three of the soldiers you read about in this
book and answer the following questions: How do they spend the
rest of their lives? In what ways does the war influence their
activities after the war? Evaluate the contributions of each as a
civilian. You will need to go beyond what is in the book and do a
little research (oh the shock of it!).
K.
Does this book make an anti-war or a pro-war statement? Explain
and cite examples to support your position.
Each one of your papers should be typed, double spaced, 12 point font. Each
paragraph should be labeled with the corresponding letter. Each paragraph
should be a minimum of 100 words each. This assignment is due the 1st day of
school. NO EXCEPTIONS! If you are absent that day, send it by carrier
pigeon or “carrier friend,” whichever works. It is due DURING YOUR
CLASS PERIOD.
Unbroken (ISBN: 978-1-4000-6416-8)
By: Laura Hillenbrand
AP US History
Book Report
Book Overview:
On a May afternoon in 1943, an Army Air Forces bomber crashed into the Pacific
Ocean and disappeared, leaving only a spray of debris and a slick of oil, gasoline, and
blood. Then, on the ocean surface, a face appeared. It was that of a young lieutenant,
the plane’s bombardier, who was struggling to a life raft and pulling himself aboard. So
began one of the most extraordinary odysseys of the Second World War.
The lieutenant’s name was Louis Zamperini. In boyhood, he’d been a cunning and
incorrigible delinquent, breaking into houses, brawling, and fleeing his home to ride the
rails. As a teenager, he had channeled his defiance into running, discovering a
prodigious talent that had carried him to the Berlin Olympics and within sight of the
four-minute mile. But when war had come, the athlete had become an airman, embarking
on a journey that led to his doomed flight, a tiny raft, and a drift into the unknown.
Ahead of Zamperini lay thousands of miles of open ocean, leaping sharks, a foundering
raft, thirst and starvation, enemy aircraft, and, beyond, a trial even greater. Driven to
the limits of endurance, Zamperini would answer desperation with ingenuity; suffering
with hope, resolve, and humor; brutality with rebellion. His fate, whether triumph or
tragedy, would be suspended on the fraying wire of his will.
Read the novel. You may want to attach post-its to places you want to refer to
later in your writing. Before you get too far into the reading, read through this
assignment so you know what you are to be looking for while you read. After you
finish the book, follow the directions below.
1.
Even before his wartime travails, Louie Zamperini’s athletic abilities had
already guaranteed him a notable life. Do you think certain people are predisposed
to greatness or do situations bring it out in them?
2.
What do you admire most about Zamperini?
3.
What enables Zamperini to survive the plane crash and POW ordeal? Does he
possess special strengths—personal or physical? Did his training in track, for
instance, make a difference in his resilience?
4.
How do the POW captives help one another survive? How are they able to
communicate with one another? What devices do Zamperini and others use not only
to survive but to maintain sanity?
5.
What do you find most horrifying about Zamperini's captivity?
6.
Does this book make you wonder at mankind's capacity for cruelty? What
accounts for it—especially on the part of the Japanese, a highly cultured and
civilized society? (The same question, of course, has been applied to the Nazis.)
7.
The role of the Hiroshima and Nagasaki bombings in Japan’s surrender and
the U.S.’s ethical justification for them has been the subject of scholarly and
popular debate for decades. Even one of the characters in the book, John Falconer
– a survivor of the Bataan Death March, stated that the Hiroshima bombing was
“beautiful.” What are your thoughts about the bombing after reading the book?
8.
Hillenbrand devotes time to the difficulty of veterans' re-entering life
after the war. She says, "there was no one right way to peace; each man had to
find his own path." What is Zamperini's path? How does his conversion under Billy
Graham help him? What role does his wife, Cynthia, play?
9.
Follow-up to Question 7: Why, after World War II, did the medical
profession fail to acknowledge Post Traumatic Stress Disorder? After all, this was
the mid-20th century, and psychiatry was a fairly established discipline. Plus, the
horrors of World War I were only one generation behind. What took so long?
10.
Did the book evoke empathy or disdain for the Japanese people and culture?
11.
Which Prisoner of War (POW) do you identify with most?
12.
Louie eventually went back to Japan and confronted his tormenter. Would
you have been able to forgive the way Louie did? Is forgiveness a part of the
religious experience Louie had at the revival?
13.
Talk about the parts of the book that made you feel uncomfortable? What
were some of the ”feel good“ moments in this story?
Each one of your papers should be typed, double spaced, 12 point font. Your
answers should be in paragraph form. This should be a minimum of 1300 words,
this is about 13 paragraphs. The final draft of this assignment is due on the 1st
day of school. NO EXCEPTIONS! If you are absent that day, send it by carrier
pigeon or “carrier friend,” whichever works. It is due DURING YOUR CLASS
PERIOD. Your final project should have:
• A title page (Title of the book, Your name, Date, Period, Teacher)
• Final draft of entire book report, written in ESSAY format
Incidents in the life of a slave girl
By Harriet Jacobs
AP U.S. History
Book Report
OVERVIEW:
Linda Brent (Harriet Brent Jacobs) ran away from slavery to make a new life
for herself in the North; the story of her life under slavery, her protracted
flight towards freedom, and the conditions she found once she got there,
make up the structure of Incidents in the Life of a Slave Girl. With the
assistance of Lydia Maria Child, a Northern abolitionist leader, Brent
published her account of the sufferings of slaves and especially slave women
in 1861, at the beginning of the Civil War.
Read the novel. You may want to attach post-its to places you want to refer to
later in your writing. Before you get too far into the reading, read through this
assignment so you know what you are to be looking for while you read. After you
finish the book, follow the directions below.
1) When was this book written and published? By whom? Under what
circumstances? For or to whom was it written? What was Linda Brent's incentive
to write this study? What goals did she hope it would accomplish? (refer to the
notes and introduction at the beginning of the book)
2) By whom was the introduction to the autobiography written? What do you know
about the author of the introduction and her relationship with the author? What is
the significance of this introduction?
3) Linda Brent wrote, "Slavery is terrible for men, but it is far more terrible for
women." Describe the forces that Brent endured as a slave. To what extent were
her experiences shaped by her race (keeping in mind her background as a person of
mixed race)? To what extent were her experiences shaped by her gender? In what
ways did Brent's experiences differ from free white women in both the North and
South, free Black African-American women, and African-American men, both free
and enslaved?
4) Regarding Brent's identification as a "mulatto," or person of mixed African and
European heritage, consider attitudes about both race as a category and women of
color as people. To what extent was her experience affected by her being lightskinned and the descendant of a white planter?
5) What was the relationship between her first mistress, with whom she lived until
the age of twelve, and Linda Brent? To what did Brent attribute the nature of this
relationship?
6) What was the nature of the relationship between Mr. Flint, whom Brent calls "a
hoary-headed miscreant," and Linda Brent? Linda/Harriet asserts many times
throughout the work that slavery, while horrible and degrading for men, is far
worse for women. Why is this the case? What hardships of
are specific to women? Are there hardships specific to men?
slavery
7) Discuss the nature of the relationship between Mrs. Flint, Brent's master's
wife, and Linda Brent. Why did Brent feel sorry for Mrs. Flint? What criticism did
she have of Mrs. Flint's behavior towards herself? For what purpose could Linda
Brent use her pity for Mrs. Flint?
8) In what way does Brent present the African-American family as disrupted by
the institution of slavery? What did slave families do to mediate the intrusion of
masters' and mistresses' demands on them? What accommodations did slave
families make for their own survival? When considering the activities of families,
consider also the varying differences and similarities in the behaviors and
perspectives of fathers, mothers, daughters, sons, and siblings.
9) Linda Brent describes herself as undergoing a sort of "awakening" to her rights
as a person and as a woman after she reached the North and after a friend bought
her to end her pursuit as a fugitive slave. She writes, "The more my mind had
become enlightened, the more difficult it was for me to consider myself an article
of property; and to pay money to those who had so grievously oppressed me seemed
like taking from my suffering the glory of triumph." To what do you attribute the
"awakening" to a sense that she was not property, either by virtue of race or
gender?
10) In what ways does Linda Brent's story illustrate the experiences of AfricanAmerican women in slavery in the nineteenth century? Is this a believable story?
Why or why not? How do the details compare with other information you have
about women's experiences in this period and situation?
11) How typical does her experience seem? If it is atypical, does that decrease its
importance?
12)
What did you know about
slavery in America before you read
this book? How were your knowledge and perceptions of
changed by reading this narrative?
slavery
Each one of your papers should be typed, double spaced, 12 point font. Your
answers should be in paragraph form. This should be a minimum of 1300 words,
this is about 13 paragraphs. The final draft of this assignment is due the 1st day
of school! NO EXCEPTIONS! If you are absent that day, send it by carrier
pigeon or “carrier friend,” whichever works. It is due DURING YOUR CLASS
PERIOD. Your final project should have:
• A title page (Title of the book, Your name, Date, Period, Teacher)
• Final draft of entire book report
AP US History Movie Review
The objective of this assignment is to expand your knowledge of a particular historical
period through the analysis of a related film. It is an opportunity to experience a richer
encounter with history than can be provided by the textbook. You will select a film that
covers some aspect of the subject matter covered in the Advanced Placement United States
History course. The movie could cover an historical event, a prominent historical figure,
institution, or a historical period. Works of fiction are not suitable unless they are part of a
study of a particular historical period. You will be responsible for critically viewing the
work, evaluation how the movie was produced, the sources of the director’s information,
biases, areas of neglect or emphasis, and the author’s point of view. After viewing, you will
prepare a review of the work using the guidelines below. (If you would like to review a film
not on the list, please email me for me for conformation)
Guidelines for Movie Review
1. First sentence should include the name of film, leading actors/actresses/, director, the
date of release, and main point or thesis of the film. (is it based on a book?)
2. A brief summary of the plot.
3. Historical Accuracy – Were the movie characters based on actual people? If so, who were
they and were they and were they treated accurately? Were there any real events (battles,
protests, laws, etc.)? If so, were they historically accurate? If there were no real characters
or events, it was probably a conscious decision on the part of the writers and director. Try to
analyze why reality was omitted. Parenthetically, cite any sources you use.
4. Setting – When and where was the movie set? If several locations were used, were they
all depicted realistically? How long a time span did it cover? Were the houses, furnishings,
foods, tools, music, weapons, clothes, hairstyles, shoes, etc. shown with accuracy? Give
examples of period props you think especially well or especially poorly presented.
5. Evaluation – Provide an evaluation of the film. Don’t just say “I liked it because it was a
good movie” or “I hated it because it was boring.” Examine the strengths and weaknesses of
the movie. Which actors did a good job and which were inadequate? Were there places
where the plot was weak? If the film was done years ago, would it be done differently now?
Why? What would have made the film better? Would you recommend the film to another
student? Use examples from the film to support your points.
6. Must be typed and single spaced; no longer then 1 page in length
7. Suggestions: take a brief list of notes while watching the film and back up your ideas
with specific examples
It is not a bad idea to prepare yourself for United States history by watching
movies over the summer that will prepare you for APUSH by familiarizing you with
some of the events. This is a long chronological list of movies, and some are more
relevant to the history of the time period in which they are set than others, but all
of them either tell a good historical story or do a great job of setting the scene of
the time period in which they are set. Some of these are films I would love to show
during the year but I will not have time for them.
17th Century
The New World (2005) - John Smith, Native Americans
The Crucible (1996) – Salem witch trials; Puritans
18th Century
Last of the Mohicans (1992) – French & Indian War
1776 (1972) - musicial, American independence
The Patriot (2000) – Revolutionary War
19th Century
The Buccaneer (1958) – War of 1812
Amistad (1997) – 1839 slave ship uprising and trial
The Alamo (2004) – 1836 battle of Texas Revolution
September Dawn (2007) - 1850s, Mountain Meadows Massacre, Mormons v Arkansas settlers
Geronimo (1993) - Apache resistance, US/Native American relations
Santa Fe Trail (1940) – Civil War "Eve"
Gone With The Wind (1939) – Antebellum and Civil War South
Gods & Generals (2003) – rise and fall of Stonewall Jackson
Gettysburg (1993) – decisive battle of the Civil War
Gangs of New York (2002) – Civil War era cities and immigrants
Glory (1989) – Civil War; African-American regiment 54th Massachusetts
Dances With Wolves (1990) – Civil War era relations with Native Americans
Birth of a Nation (1915) - Civil War era, Ku Klux Klan
Far & Away (1992) – Immigration, 1860's land rush
The Conspirator (2011) - conspiracy to assassinate Lincoln
The Story of Alexander Graham Bell (1939) - work with the deaf, invention of the telephone
Legend of Hell's Gate (2011) - 1870s Texas
Tombstone (1993) - western frontier towns, Wyatt Earp, Doc Holliday
Wyatt Earp (1994) - western frontier towns, biography of Wyatt Earp
Pat Garrett & Billy the Kid (1973) - western frontier, 1880s New Mexico
The Molly Maguires (1970) – 1876 coal miners strike
Little Big Man (1970) - Native Americans, Custer
Little Big Horn (1951) - Native Americans, Custer
Rough Riders (1997) - Teddy Roosevelt, Spanish-American War
20th Century
Inherit the Wind (1960) – Scopes Monkey Trial
Titanic (1997) - early 1900s class distinctions, sinking of Titanic
The Greatest Game Ever Played (2005) - 1913 US Open (golf)
Flyboys (2006) - World War I, fighter pilots
Iron Jawed Angels (2004) - women's suffrage
Eight Men Out (1988) - Black Sox scandal (baseball)
Once Upon a Time in America (1984) - Prohibition Era, Jewish gangsters
The Newton Boys (1998) - 1920s, train robbery
Matewan (1987) - 1920s, coal miners, unionization
The Untouchables (1987) - 1920s crime, Al Capone
Public Enemies (2009) - 1930s gangsters
Bugsy (1991) - 1930s and 1940s gangsters, growth of Las Vegas
King of the Hill (1993) - Depression Era, boy separated from family
Cinderella Man (2005) - Depression Era boxer
Seabiscuit (2003) - Depression Era horse racing
Tora, Tora, Tora (1970) – Pearl Harbor
Pearl Harbor (2001)– World War II
Band of Brothers (2001) – World War II, 101st Airborne
Schindler’s List (1993)– World War II, concentration camps
Saving Private Ryan (1998) – World War II
Tuskegee Airman (1995) - World War II, African-American pilots
The Longest Day (1962) - World War II, D-Day
Fatman and Little Boy (1989) - Manhattan Project
Midway (1976) - World Way II, Pacific
Flags of Our Fathers (2006) - World War II, Iwo Jima
Wind Talkers (2002) - World War II, Navajo Code
The Right Stuff (1983) – 1950s Cold War, beginning of space race
October Sky (1999) – Post Sputnik
Dr. Strangelove (1964) – Cold War arms race
Quiz Show (1994) - 1950s, fixining game shows, antisemitism
The Long Walk Home (1990) - Montgomery Bus Boycott
The Majestic (2001) – McCarthyism; Hollywood blacklisting
Good Night and Good Luck (2005) - CBS reporter Edmund R Murrow exposes Joe McCarthy
Honeydripper (2007) - 1950s, rural Alabama, music
Pleasantville (1998) – 1950s suburbia
The Game of Their Lives (2005) - 1950s, soccer
Cadillac Records (2008) - 1950s Chicago, music
Mississippi Burning (1998) – Civil Rights
A Time to Kill (1996) – Civil Rights
Thirteen Days (2000) – Cuban Missile Crisis
JFK (1991) – JFK assassination
Bobby (2006) - Robert Kennedy assassination
Apollo 13 (1995) - NASA, space program
October Sky-space program
Eyes on the Prize – Civil Rights movement
Malcolm X (1992) – Black Nationalist leader
Forrest Gump (1994) – various events 1950s through 1980s
We Were Soldiers (2002) - Vietnam War, first phase
Platoon (1986) – Vietnam War
Good Morning Vietnam (1987) – Vietnam War
Made in Dagenham (2010) - female workers walk out in protest of sexual discrimination
All the President’s Men (1976) – Watergate
Nixon (1995) – biography of President Nixon
Frost/Nixon (2008) - post Watergate interviews with President Nixon
Secretariat (2010) - 1970s Triple Crown winner
Norma Rae (1979) - unionizing southern mill workers
Milk (2008) - Harvey Milk, gay activism
Charlie Wilson's War (2007) - US involvement in Afghanistan during Soviet occupation
Blackhawk Down (2001) - US military in Somalia
American History X (1998) – Contemporary racism
Please note that some of these films are "better" than others and more
relevant to our studies. You may want to use IMDB or Rotten Tomatoes to do
a bit of research before you make your selections. Try to watch films that
will expand your knowledge rather than simply entertain! Many films have an
"R" rating. Those of you who are not 17 must include a parent's signature on
film-rated assignments if you choose one that is rated R.