American History 2:
1865-Present
Mr. David Hopkins
2014-2015
Semester 1
Room 255
August
25th/26th
Office Phone: 801-402-4940
Cell: 801-589-0587
Email:
[email protected]
Website:
http://www.davis.k12.ut.us
/Domain/8236
UNIT 1-THE NATIONS’ BEGINNINGS, PRE-HISTORY TO 1824
Methods and Expectations
Read: Thomas Foster, “E Pluribus Unum” (2011)
Activity: E Pluribus Unum
August 27th/28th
In what way does the United States uphold the spirit of E Pluribus
Unum?
The British Colonies in America
United States History, pgs. 9-12
Read: Chris Bray, “What a Militia Meant in Revolutionary America”
(2013)
August 29th/
September 2nd
Why did the end of the Seven Years’ War lead to a conflict between
American colonists and the British Empire? What were some ways in
which the colonists resisted British policies as a united group of 13
colonies from 1763-1776?
Declaring Independence
United States History, pgs. 12-14
Read: Charles Inglis, “The True Interest of America” (1776) &
Thomas Paine, The Crisis, (1776)
Activity: “Key Points of the Declaration of Independence”
September 3rd/4th
Why did the American colonies declare independence from the
British Empire? What uniquely “American” values are expressed in
the Declaration of Independence?
Hands-on-History
“How Revolutionary was the American Revolution?”
Homework Due
Opposing Viewpoints #1- Charles Inglis, “The True Interest of
America” (1776) vs. Thomas Paine, The Crisis, (1776)
September 5th/8th
The Articles of Confederation
United States History, pgs. 15-16
Read: Daniel Gray-“The Causes of Shay’s Rebellion” (1786)
Activity: Revolutionary War Debt Simulation
September 9th/10th
By 1787 why is it believed that America was not fully realized as a
nation? What were the biggest problems with the Articles of
Confederation?
Creating the Constitution
United States History, pgs. 16-20
Read: Timothy Stone, “A Government of Laws” (1792) & Amanda
Foreman, “When Justice Drowns in the Law” (2014)
Activity: “The Constitutional Convention Plans”
September 11th/12th
To what extent was the new U.S. Constitution consistent with the
republican principles of the American Revolution?
The Federalist Era
United States History, pgs. 21-23
Read: “Hamilton and the National Bank of the United States” &
Washington’s Farewell Address (1796)
Chart: Early Political Parties
What key debate (or debates) led to the emergence of political
parties in the 1790’s?
September 15th/16th
Homework Due
Historical Corner-Read George Washington’s Farewell Address
(1796) and write a 300 word letter to him making sure to discuss
the following:
1. Identify the main arguments he makes concerning the role
the US plays in the world.
2. The problems with a party system.
3. The meaning of Liberty.
4. The importance of the proper use of public credit.
The Democratic-Republican Era
United States History, pgs. 23-25 & 26
Read: Thomas Jefferson, “Letter to John Taylor” (1816) & The
Monroe Doctrine (1823)
Activity: Supreme Court Case Analysis Briefing
September 17th/18th
How did the Jeffersonian Era build upon the ideals and values found
in the early United States?
The Industrial & Transportation Revolutions
United States History, pgs. 25-26
Read: John Larsen, “The Market Revolution in Early America,” The
Magazine of History, (2005)
How did the market revolution affect workers of all different classes,
groups, ethnicities, and geographic locations?
Quiz #1
Homework Due
1. Chapter 1 Study Guide
2. Supreme Court Case Analysis Briefing of one of the
following cases:
a. Dartmouth v. Woodward (1819)
http://en.wikipedia.org/wiki/Dartmouth_College_v._
Woodward
b. McCulloch v. Maryland (1819)
http://www.let.rug.nl/usa/documents/18011825/marshall-cases-culloch-v-maryland-1819.php
c. Gibbons v. Ogden (1824)
http://en.wikipedia.org/wiki/Gibbons_v._Ogden
d. Cherokee Nation v. Georgia (1831)
http://en.wikipedia.org/wiki/Gibbons_v._Ogden
September
19th/22nd
UNIT 2-GROWTH AND REFORM, 1800-1860
Jacksonian Democracy
United States History, pgs. 34-38
Hands-on-History: “How Democratic was Andrew Jackson?”
September 23rd/24th
How did the presidency of Andrew Jackson advance political, social,
and economic rights in the United States?
Religion and Reform of the 2nd Great Awakening
United States History, pgs. 39-43, 49-52 & 189-191
Read: Differences Between the 1st and 2nd Great Awakening &
Laurence Veysey, “Perfectionism” (1973)
How did the idea of perfectionism both increase a citizen’s personal
responsibility while at the same time creating more government
involvement in their lives?
September 25th/26th
Homework Due
DBQ #1-How Democratic was Andrew Jackson? Write the
introduction and 1st paragraph of the body of the essay.
The Antebellum South
Read: Calvin Schermerhorn, “The Everyday Life of Enslaved People
in the Antebellum South;” The Magazine of History, (2009)
Optional Reading: “William Byrd’s Diary”
September 29th/30th
How did pro-slavers in the South justify slavery as a “positive good”
in society?
The Abolitionist Movement
United States History, pgs. 44-48
Read: William Lloyd Garrison-The Liberator (1831) & David Von
Drehle “The Emancipation Proclamation and the ‘Right to Rise’”
WSJ (2012)
October 1st/2nd
How was the abolitionist movement in the United States a natural
extension of the philosophies and values of the 2nd Great Awakening?
Manifest Destiny and Westward Migration
United States History, pgs. 53-56
Read: John L. O’Sullivan, “Manifest Destiny” (1845)
Optional Reading: Elliot West, “Families in the West,” The Magazine
of History (1994)
Activity: Painting Analysis of John Gast- American Progress (1872)
What were the causes of Manifest Destiny and how was it a reflection
of Jacksonian Democracy?
October 3rd/6th
Homework Due
Six Degrees of Separation-The ratification of the US Constitution to
1840.
Mexican-American War
United States History, pgs. 56-59
Read: Henry David Thoreau-Civil Disobedience (1846)
What were the basic arguments put forth by protestors of the
Mexican-American War of 1846? How do the protests uphold
American values and the “Spirit of America?”
Quiz #2
October 7th/8th
Homework Due
Chapter 2 Study Guide
UNIT 3-CIVIL WAR, RECONSTRUCTION, AND CIVIL RIGHTS
The 1850’s: The Politics of Slavery
United States History, pgs. 66-70
Read: Jonathan Earle, “The Political Origins of the Civil War,” The
Magazine of History (2011)
Activity: Slavery in the U.S. in 1787, 1824, 1850, 1854, & 1860 Map
Exercise
October 9th/10th
October 13th/14th
How did the United States deal with the slave issue from 1789 thru
1860? How did slavery affect the coming of the Civil War?
Historical Simulation: Syracuse Town Meeting
Homework Due
Syracuse Town Meeting assignment
Election of 1860 and the Secession Crisis
United States History, pgs. 70-78
Read: The Lincoln-Douglas Debates (1858)
Optional: Lincoln’s First Inaugural Address (1861)
Why did the Election of 1860 cause the Civil War? Why did the South
secede?
October 15th/20th
October 21st/22nd
Homework Due
Supreme Court Case Brief
Dred Scott v. Sanford Supreme Court Case Analysis Brief
http://en.wikipedia.org/wiki/Dred_Scott_v._Sandford
Causes of the Civil War
Hands-on-History: “What caused the Civil War?”
A Turning Point: The Battle of Antietam
United States History, pgs. 80-82
Read: Fergus Bordewich, “The Fort Pillow Massacre: An Almost
Forgotten Atrocity of the Civil War” WSJ (2014) & Abraham
Lincoln, The Emancipation Proclamation (1863)
Why is the Battle of Antietam considered by most historians the
turning point of the Civil War?
October 23rd/24th
Homework Due
DBQ #2- What caused the Civil War? Write the introduction and 1st
and 2nd paragraph of the essay.
The Politics of the Civil War
United States History, pgs. 82-85
Read: Abraham Lincoln, The Gettysburg Address (1863) &
Abraham Lincoln, Second Inaugural Address (1865)
October 27th/28th
How did President Lincoln use politics to change the outcome of the
war and bring victory to the Union army?
Presidential Reconstruction & The 13th Amendment
United States History, pgs. 86-88
Read: Allen Guelzo, “How Lincoln Saved the ‘Central Idea’ of
America,” WSJ (2013)
October 29th/30th
November 3rd/4th
Why did Abraham Lincoln fight so passionately to end slavery
through passage of the 13th Amendment instead of by legislative fiat?
Term Final
Radical Reconstruction
United States History, pgs. 88-91
Read: James McPhearson, “Reconstruction: The Second American
Revolution”
November 5th/6th
How did reconstruction change the ideal of what it means to be an
American? Was the founding of the United States complete after
reconstruction ended?
The Civil War Amendments
Read: Allen Guelzo, “The Father of the Second Constitution,” WSJ
(2014) & Kent Woodward, “The Law’s equal protection to all is still
a work in Progress” The Ogden Standard Examiner (2013)
What is the primary argument found in the 14th Amendment? How
did the 14th Amendment change society in the United States?
November 7th/10th
Homework Due
History in the Making: The Birth of the Ku Klux Klan
The New South
United States History, pgs. 156-159
Read: Henry Grady, “The New South” (1886) & Fred Shannon,
“Sharecropping as a way of Life” (1945)
November 11th/12th
How was life in the post-reconstruction South not much different for
African-Americans than it was under the slave system?
Late-19th Century Segregation and Social Tensions
United States History, pgs. 184-189
Read: Leon Litwack, “Jim Crow Blues” The Magazine of History
(2004)
November
13th/14th
How did segregation affect African-Americans in the United States?
The Struggle Against Discrimination
United States History, pgs. 228-232
Who were the primary civil rights leaders of the later 19 th and early
20th century in the United States? What solutions did they propose to
bring equality to all Americans?
Quiz #3
Homework Due
1. Chapter 3 Study Guide
2. Supreme Court Case Analysis-Brief of one of the following
cases:
Plessy v. Ferguson (1896)
http://en.wikipedia.org/wiki/Plessy_v._Ferguson
Civil Rights Cases (1883)
http://en.wikipedia.org/wiki/Civil_Rights_Cases
The Slaughter-House Cases (1873)
http://en.wikipedia.org/wiki/Slaughter-House_Cases
November 17th/18th
November 19th/20th
UNIT 4-INDUSTRIALIZATION IN THE UNITED STATES
Capitalism: A Love Story
United States History, pgs. 100-106
How did the economy of the United States change from 1870-1900?
Why? What businesses changed America from an agriculture
economy to an industrial one?
American Big Business
United States History, pgs. 100-113
Read: Mansel Blackford, “American Manufacturing, 1850-1930: A
Business History Approach” The Magazine of American History
(2010)
What was the impact of corporations on American society?
November 21st/24th
Homework Due
Primary source analysis-Complete a document analysis worksheet
for each of the following:
1. William Byrd’s Diary
2. William Lloyd Garrison-The Liberator (1831)
3. John Gast- American Progress (1872)
4. Henry David Thoreau-Civil Disobedience (1846)
5. Abraham Lincoln, Second Inaugural Address (1865)
6. Edward Bellamy, “An Industrial Utopia”, Looking Backward
(1888)
Labor Organizes
United States History, pgs. 114-121
Read: Edward Bellamy, “An Industrial Utopia”, Looking Backward
(1888)
What was the relationship between labor and management? Why
did it develop the way it did? What strategies were implemented by
labor to gain more economic freedom and rights in society?
Quiz #4
November 25th/
December 1st
Homework Due
Chapter 4 Study Guide
Immigration and Exclusion in the United States
United States History, pgs. 128-135
Read: Josiah Strong, “Anglo-Saxon Supremacy” (1885) & Woodrow
Wilson, “The Literacy Test: An ‘Un-American’ Restriction of
Immigration?” (1917)
Activity: Ellis Island Citizenship Testhttp://www.ellisisland.org/quizzes/quiz_a.asp
December 2nd/3rd
How did immigration to the United States between 1890 and 1920
impact the culture, economy, and society of the country?
United States Immigration Reform (2014)
United States History, pgs. 337-339, 634-635 & 791-795
Read: New York Times-“Transformation of a Town Underscores
Immigrants’ Impact”
Video Activity: “A Closer look at Immigration”http://learning.blogs.nytimes.com/2013/05/21/pathways-toamerica-teaching-about-immigration-changes/?_r=0
December 4th/5th
Class Activityhttp://learning.blogs.nytimes.com/2013/05/21/pathways-toamerica-teaching-about-immigration-changes/?_r=0
American Urbanization
United States History, pgs. 136-143
Read: David Goldfield, “Stages of American Urbanization” The
Magazine of American History (1990) & Andrew Carnegie-Gospel of
the Wealth
Why did the United States experience an urban boom in the late 19 th
century? How did this effect living conditions in the cities?
December 8th/9th
Homework Due
YBTJ- Josiah Strong, “Anglo-Saxon Supremacy” (1885) & Woodrow
Wilson, “The Literacy Test: An ‘Un-American’ Restriction of
Immigration?” (1917)
19th Mass Culture
United States History, pgs. 144-149
Activity: Turning Points in American History: Baseball
What does the development of 19th century mass culture say about
the state of the United States and its people?
Quiz #5
December 10th/11th
Homework Due
Chapter 5 Study Guide
UNIT 5-NATIVE AMERICAN CULTURE AND THE AMERICAN
WEST
U.S. Native American Policy and the Trail of Tears
Read: Thomas Jefferson’s Secret Message to Congress (1803)
How did the United States attempt to deal with the so called “Indian”
problem in the early 19th century?
Homework Due
Congressional Bill-Pretend you are a member of the US Congress
and write a congressional bill aimed at making a significant social,
December 12th/15th
political or economic change in the United States. The issue should
deal with an 18th or 19th century issue.
Clash of Cultures
United States History, pgs. 162-164
How did the colonizing of the American West change the culture of
Native Americans? How did they respond to the change?
December 16th/17th
The End Indian Wars
United States History, pgs. 164-166
Read: President Chester A. Arthur—“Indian Reform Policy” (1881)
December 18th/19th
How did the policy of assimilation impact Native Americans in the
West? Was assimilation successful?
The Closing of the American West
United States History, pgs. 164-168
Read: Frederick Jackson Turner, “Frontier Thesis” (1893)
What does Turner mean when he argues that the American West is
closed? How did this affect all people living in the United States?
January 5th/6th
Homework Due
Six Degrees of Separation-United States Indian policy from 1787
through 1900.
The Transcontinental Railroad
United States History, pgs. 169-172
Read: Rick Ewig, “The Railroad and the Frontier West” The Journal
of American History, (1988)
January 7th/8th
Why was the transcontinental railroad described as the “grandest
enterprise under heaven”? How did it impact the United States?
Utah and the Transcontinental Railroad
What role did the settlers in Utah play in completing the railroad?
How did the railroad impact the culture and the lifestyle of the
Mormons?
Homework Due
Letter to the Editor-Read three of the following newspaper articles
from the Wall Street Journal and reply to each in an eight to ten
sentence paragraph.
January 9th/12th
1. Chris Bray, “What a Militia Meant in Revolutionary America”
(2013)
2. Fergus Bordewich, “The Fort Pillow Massacre: An Almost
Forgotten Atrocity of the Civil War” WSJ (2014)
3. Allen Guelzo, “How Lincoln Saved the ‘Central Idea’ of
America,” WSJ (2013)
4. Allen Guelzo, “The Father of the Second Constitution,” WSJ
(2014)
5. Paul Moreno, “Gold, Greenbacks and Inflation,” WSJ (2013)
6. Melanie Kirkpatrick, “Thanksgiving, 1789” WSJ (2013)
Farming the American West
United States History, pgs. 172-173 & pgs. 197-200
Read: Willa Cather, Oh Pioneers (1913)
Simulation: Farming the America West from 1872-1874
January 13th/14th
How did the Homestead Act impact settlement of the west and
change the lives of people? What were the challenges of farming in
the American West?
Populism and The Revolving Door of Debt
United States History, pg. 196 & pgs. 200-203
Read: Paul Moreno, “Gold, Greenbacks and Inflation,” WSJ (2013) &
William Jennings Bryan-Cross of Gold Speech (1896)
Class Game: Monetary Issues of the 1890’s
January 15th/16th
How was Populism a reaction to income inequality in the United
States during the late 19th century? What did it offer to bring relief to
those people struggling to make a living from the land and in the
factories?
Term Final
Homework Due
Chapter 6 & 7 Study Guide
Unit Activities
Lectures and class discussions: Students will participate in class lectures and discussions
which will take place on a daily basis. Reading quizzes will be indicated on the syllabus and
will include information from study guides, lectures, and class discussions.
Study Guides: Students will be given key vocabulary terms and questions that allow them
to read in the textbook more thoroughly.
Historical Corner: Students will respond in essay form to the arguments made by the
author in a written primary or secondary source, map, artifact, poem, government
document, or work of art.
Historical Simulations: Students will participate in historical simulations that include
primary and secondary sources that will help them make real life connections to the
material studied during the unit.
Primary and Secondary Source Analysis: Students will analyze primary and secondary
sources using a Primary Document Analysis Sheet on which they will identify, analyze, and
evaluate each of the sources.
Opposing Viewpoints: Each unit you will be provided with opposing viewpoints
expressed in either primary or secondary source documents and in writing must determine
the following:
1. Thesis-In complete sentence explain the main argument of each author.
2. Evidence-Using the authors supporting evidence analyze whether they are
logically interpreted by the authors. Do they clearly support their thesis?
Provide examples of why and how.
3. Critical Analysis: What do the sources add to your own understanding of the
topic? What points are strongly made and well documented?
4. Final Analysis: Which of the sources makes the most convincing case and why?
This will be expressed in a five to six sentence paragraph without the use of 1st
or 2nd person pronouns.
You Be the Judge: Read and analyze primary source documents on the same topic then
compare and contrast the arguments expressed in the documents by using supporting
evidence. Determine which author made the better case and explain why and in a 250-300
word essay.
Hands-on-History: Students will read and study articles written by professional
historians, identify and discuss the arguments made by the author and evaluating the
evidence presented.
DBQ Deconstruction: Students will work in groups reading from the sources and debate
the questions posed by the DBQ. They will then write their own essay answering the
question posed.
History in the Making: Students will read how the issues they are studying were covered
by American history textbooks in the past. They will then summarize in a four to five
sentence paragraph each era or time period reflected in the reading. Then in a final five to
six sentence paragraph assess the extent to which earlier interpretations differ from that
presented in their text.
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.