COURSE DESCRIPTION
AP U.S. History is a survey course covering American history from the Pre-Columbian period to the
present. The class is taught with the AP U.S. History curriculum framework, and is designed to prepare
students for the AP U.S. History Exam in May.
Primary Text:
Henretta James A, David Brody and Lynn Dumenil. America’s History, Sixth Edition. New York:
Bedford/St. Martin’s, 2008.
Supplementary Texts and Articles
Brands, H. W. The First American: The Life and Times of Benjamin Franklin. New York: Anchor Books,
2002.
Chowder, Ken. “The Father of American Terrorism”. American Heritage Vol 51.1, 2000.
Crosby, Alfred. “The Columbian Exchange”. The Age of Exploration, History Now 12 (Summer 2007).
Gilder Lehrman Institute of American History.
Davidson, James West and Mark Hamilton Lytle. After the Fact: The Art of Historical Detection, Fourth
Edition, Volume II. Boston: McGraw Hill, 2000.
Ellis, Joseph. Founding Brothers: The Revolutionary Generation. New York: Vintage Press, 2002.
Foner, Eric. “The Emancipation of Abe Lincoln.” New York Times. December 31, 2012.
Frank, Richard B. “Why Truman Dropped the Bomb”. Weekly Standard Vol 10.44. August 8, 2005.
Geiter, Mary. William Penn: Profiles in Power. New York: Pearson Longman, 2000.
Kennedy, David and Thomas Bailey. The American Spirit: United States History as Seen by
Contemporaries, 2 volumes. Boston: D.C. Heath and Company, 1984.
“Lincoln, Race and Slavery”. OAH Magazine of History Vol 21.4, October 2007.
Littlefield, Henry. “The Wizard of Oz: Parable on Populism”, American Quarterly 16 (Spring, 1964), p.
50.
Madaras, Larry. Taking Sides: Clashing Views on Controversial Issues in 20th Century American History.
New York: McGraw Hill/Dushkin, 2006.
Madaras, Larry and James M. SoRelle, Taking Sides: Clashing Views on Controversial Issues in 20th
Century American History, Seventh Edition. New York: McGraw Hill/Duskin, 1997.
1
McClellen, Jim R. Changing Interpretations of America’s Past, 2 volumes. New York: Dushkin/McGraw
Hill, 2000.
Scieszka, John. The True Story of the Three Little Pigs. New York: Puffin, 1996.
Warner, Michael. American Sermons: The Pilgrims to Martin Luther King Jr. New York: The Library of
America, 1999.
Zinn, Howard. A People’s History of the United States. New York: Harper Collins, 2003.
OTHER RESOURCES
“A.P. United States History 2014-2015 Workshop Handbook and Resources”, College Board.
Caliguire, Augustine and Roberta J.Leach. Advanced Placement American History, Volume I: The
Evolving Nation-State. The Center for Learning, 1987.
Stanford History Education Group. Beyond the Bubble. http://beyondthebubble.stanford.edu
Stanford History Education Group. Reading Like A Historian. http://sheg.stanford.edu
Media-DVD-“Eyes on the Prize”. PBS.
Media- Video- “Textiles: Birth of an American Industry”. History Channel.
Media- Video- “Triangle Fire”. American Experience. 2011.
2
Curricular Requirements
CR1a The course includes a college-level U.S. history textbook.
CR1b The course includes diverse primary sources consisting of written
documents, maps, images, quantitative data (charts, graphs, tables0 and works of
art.
CR1c The course includes secondary sources written by historians or scholars
interpreting the past.
CR2 Each of the course historical periods receives explicit attention.
CR3 The course provides opportunities for students to apply detailed and specific
knowledge (such as names, chronology, facts, and events) to broader historical
understandings.
CR4 The course provides students with opportunities for instruction in the
learning objectives in each of the seven themes throughout the course, as described
in the AP U.S. History curriculum framework.
CR5 The course provides opportunities for students to develop coherent written
arguments that have a thesis supported by relevant historical evidence.-Historical
argumentation
Page(s)
1
4,6,8,9,11,13,14,
16,18
1,2
4,6.7,9,10,12,13,15,
17
8.11
5,10,11,13,14,16,17
7,12,15,17
5,7,8,10,12,15,16
CR6 The course provides opportunities for students to identify and evaluate
diverse historical interpretations.-Interpretation
CR7 The course provides opportunities for students to analyze evidence about the
past from diverse sources, such as written documents, maps, images, quantitative
data (charts, graphs, tables) and works of art.-Appropriate use of historical
evidence
CR8 The course provides opportunities for students to examine relationships
between causes and consequences of events or processes.- Historical causation
CR9 The course provides opportunities for students to identify and analyze
patterns of continuity and change over time and connect them to larger historical
processes or themes.-Patterns of change and continuity over time
CR10 The course provides opportunities for students to investigate and construct
different models of historical periodization.-Periodization
CR11 The course provides opportunities for students to compare historical
developments across or within societies in various chronological and geographical
contexts.- Comparison
CR12 The course provides opportunities for students to connect historical
developments to specific circumstances of time and place, and to broader regional,
national, or global processes.- Contextualization
CR13a The course provides opportunities to combine disparate, sometimes
contradictory evidence from primary sources and secondary works in order to
create a persuasive understanding of the past.
CR13b The course provides opportunities for students to apply insights about the
3
5,7,8,10,11,13,15,16
8,13
8,10,17
14
5,7,15,16,18
5,10,12,13,15,16
7,8,11,13,15
11,13,15,18
past to other historical contexts or circumstances, including the present.
UNITS OF STUDY
Each of the nine units based on the periods outlined in the framework will address the seven themes as
they are related to the seven themes. Below are general questions connected to each theme.
Theme
Identity
Work, Exchange,
Technology
Peopling
Politics and Power
America in the
World
Environment and
Geography
Ideas, Beliefs, and
Culture
Essential Question
How has the American national identity changed over time?
How have changes in markets, transportation, and technology affected American
society?
How have changes and population patterns affected American life?
How have various groups sought to change the federal government’s role in
American political, social, and economic life?
How has US involvement in global conflicts set the stage for domestic social
changes?
How did the institutions and values between the environment and Americans shape
various groups in North America?
How have changes in moral, philosophical, and cultural values affected US history?
PERIOD ONE (8 DAYS) 1491-1607
(CR 2)
On the North American continent controlled by American Indians, contact among the peoples of Europe,
the Americas, and West Africa created a new world.
Introduce Historical Thinking Skills in the four skill types (Chronological reasoning, comparison and
contextualization, crafting historical arguments from historical evidence, and historical interpretation and
synthesis). Cover the background of historiography and its relationship to new development revisions of
US History.
READINGS:




America’s History, Chapter 1,
A People’s History, Chapter 1
Crosby, “The Columbian Exchange”
After the Fact-“Serving Time in Virginia: The Perspectives of Evidence in Social History”-
PRIMARY SOURCE

“Sepulveda Belittles the Indians (1547)” and “Las Casas Defends the Indians (1552)” from
American Spirit (CR 1b)
4
Throughout this unit the following essential questions will be addressed:
Identity
How did the identities of colonizing and indigenous American societies change as a
result of contact in the Americas?
Work, Exchange, How did the Columbian Exchange affect interaction between Europeans and natives
and Technology 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?
Politics and
How did Spain’s early entry into colonization in the Caribbean, Mexico, and South
Power
America shape European and American developments in this period?
America in the
How did Europeans attempt to dominate the Americas shape the relations between
World
North Americans, Europeans, and Africans?
Environment and How did pre-contact populations of North America relate to their environments? How
Geography
did contact change these relations?
Ideas, Beliefs,
How did cultural contact challenge the religious and other value systems of peoples
and Culture
from the Americas, Africa, and Europe?
KEY TOPICS
Native American societies before Europeans: Mesoamerica, Mississippi Valley, Eastern Woods, Great
Lakes, Great Plains, Rockies, Southwest,
Patterns of trade, Western Europe: hierarchy, peasant society, Renaissance, Rise of Christianity, Crusades,
Reformation, West Africa: empires/kingdoms, Exploration: Portugal, African slave trade, Spain:
Columbus, Columbian Exchange, Pizzaro, Cortez
ACTIVITIES





Using Stanford’s “Beyond the Bubble” site as daily bell ringers to introduce historical thinking
skills
Students will tell each other the story of the 3 Little Pigs. I will read The True Story of the Three
Little Pigs to the class. We will discuss the differences and the concepts of perspective and
inquiry will be introduced. How can point of view influence a historian’s understanding of an
event? (CR11) (CR12)
Students will read Zinn’s framework of Columbus and write a one page essay comparing his view
to the text. (CR6)
Students will read the two primary source documents and come to class prepared to discuss the
two different points of view (CR7)
Students will read “Columbian Exchange” article and write an essay in which they evaluate the
impact of the Columbian Exchange on Native Americans in North America during the 16th century
(ENV-1)(CR12)(CR4)
5


Examine John Smith’s perspective as a historian when looking at history through baseball. We
will examine the baseball teams in the United States from 1905 to determine different aspects that
can be drawn by an historian by analyzing the names of teams. (CR6)
Multiple Choice questions drawn from the chapter. Long Essay (work on developing a solid
thesis) With the dawn of the 16th century, there came together in Europe both the motivation and
the means to explore and colonize territory across the seas. Discuss this statement with reference
to two of the following:
Religion
Trade
Technology
PERIOD TWO (12 DAYS) 1607-1754
(CR2)
Europeans and American Indians maneuvered and fought for dominance, control, and security in North
America, and distinctive colonial and native societies emerged.
Throughout this unit, the following essential questions will be addressed:
Identity
Work, Exchange,
and Technology
Peopling
Politics and Power
America in the
World
Environment and
Geography
Ideas, Beliefs, and
Culture
How did Britain’s relative indifference to colonial governance help to shape
colonist’s identity as “Americans”?
How did the shortage of labor and increased demand for goods lead to an increase in
the Atlantic slave trade?
Why was there such a concentration of slaves in certain areas of the south?
How did a strong belief in racial superiority contribute to the development of
relationships the colonists had with Africans and Native Americans?
How did the goals and interests of European leaders contribute to a growing
mistrust on both sides of the Atlantic?
How did competition for resources lead to conflicts with Native Americans?
How did patterns of family life and attitudes toward women differ in the northern
and southern colonies?
READINGS:





America’s History- Chapters 2, 3, 4
After the Fact-“The Visible and Invisible Worlds of Salem”Changing Interpretations of America’s Past-Volume 1-“Bacon’s Rebellion
William Penn- Mary Geiter
American Sermons- “Sinner’s in the Hands of an Angry God”- Jonathan Edwards” and “The
Intellectual World”- Samuel Johnson
PRIMARY SOURCE

“A Model of Christian Charity”- John Winthrop
6
KEY TOPICS
Spanish, Dutch, French colonies, England- Mercantilism, Plantation, New England, Brazil and West
Indies, Native conflicts, Rise of Iroquois, Imperial Slave Economy, Northern Maritime Economy, New
Policies of Empire
ACTIVITIES







Students will create a chart comparing/contrasting different aspects of Spanish, Dutch, French,
English colonial objectives. They will analyze a population and economic activity map of all of
the empires. (CR 1b) (CR11)
Students will read “The Invisible Worlds of the Salem Witch Trials” and be placed in three groups.
They will create a thesis based on historical evidence presented in the account and then defend
their beliefs in a group debate.(CR5)
Students will all read Bacon’s Manifesto from Chapter 9 of Changing Interpretations of America’s
Past. We will jigsaw the 11 different versions of additional sources from the text and then
determine if Bacon was a torchbearer of the American Revolution or simply a racist
demagogue?(CR7)
Students will attempt their first DBQ writing from the 1993 test, Although New England and the
Chesapeake region were both settled largely by people of English origin, by 1700 the regions had
evolved into two distinct societies. Why did this difference in development occur? Use the
documents and your knowledge of the colonial period up to 1700 to develop your answer.
Students will read two different chapters from Geiter’s William Penn. They will write a short
essay contrasting how Geiter’s Penn is different than what is listed in our textbook.(CR6)(CR13a)
One half of the students will read the Edward’s sermon and the other half will read Johnson’s
sermon as a prelude to the Great Awakening.
Using Stanford’s “Beyond The Bubble” site as a daily bell ringer to work on historical skills when
time is available
PERIOD THREE (14 DAYS)
1754-1800
CR2
British imperial attempts to reassert control over its colonies and the colonial reaction to these attempts
produced a new American republic, along with struggles over the new nation’s social, political, and
economic identity.
Through this unit the following essential questions will be addressed:
Identity
Work, Exchange,
and Technology
Peopling
America in the
How did the Enlightenment ideas contribute to a growing national identity?
What effects did slavery have on the growing cultural and economic difference
between the regions in North America?
Why did various colonists go the New World?
How did competition between European empires affect relations among the various
7
World
Environment and
Geography
Politics and
Power
Ideas, Beliefs,
and Culture
people in North America?
How and why did the British North American colonies develop into distinct regions?
In what ways did the British government seek to exert control over its American
colonies in the late 17th and 18th centuries?
How did religious zeal contribute to social and cultural development of North
America?
READINGS:



America’s History- Chapters 5-7
Founding Brothers- Joseph Ellis- prelude and various chapters
The First American: The Life and Time of Benjamin Franklin- H.W. Brands-various sections
PRIMARY SOURCE DOCUMENTS






“Common Sense”- Thomas Paine
Declaration of Independence
Articles of Confederation
Federalist #14
“Farewell Address”-George Washington
Marshall court cases
KEY TOPICS
Empire transformed, dynamics of rebellion, Road to Independence, War, Creating Republican Institutions,
Constitution, early issues
ACTIVITIES





Chart- Students will fill in a chart “The Path to Revolution” and write a one page essay with a
thesis- Was the cause of the Revolutionary primarily a political or an economic movement?(CR8)
Shay’s Rebellion- Students will analyze the documents from Stanford’s “Thinking Like an
Historian” and make connections to the Enlightenment impact on the creation of our government
by writing a one page essay with a thesis.(CR7)(CR13a)
Readings- Students will compare how the Founding Fathers were treated by two historians, H.W.
Brands and Joseph Ellis in a one page essay(CR1c)(CR6)
Chart- Students will fill in a chart on the powers contained in the Constitution and compare them
to the Articles of Confederation
Students will read Washington’s “Farewell Address” and analyze it for its main points, as well as
his core values for the United States in the future (unity, political harmony, isolationism, selfdetermination)(CR9)(CR3)
8

DBQ- Students will write the DBQ on the following question; The debate of the Alien and
Sedition Acts of 1798 revealed bitter controversies on a number of issues. Discuss the issues
involved and explain why these controversies developed.
PERIOD FOUR (16 DAYS)
1800-1848
CR2
The new republic struggled to define and extend democratic ideals in the face of rapid economic,
territorial, and demographic changes.
Throughout this unit, the following essential questions will be addressed:
Identity
Work, Exchange,
and Technology
Peopling
America in the
World
Politics and Power
Environment and
Geography
Ideas, Beliefs, and
Culture
How did the debates over American democratic culture and the proximity of many
different cultures living in close contact affect changing definitions of national
identity.
How did the growth of mass manufacturing in the rapidly urbanizing North affect
definition of and relationships between workers and those for whom they worked?
How did agriculture and the slave system affect the southern social, political, and
economic life?
How did the continental 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?
How did the US 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?
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?
How did environmental and geographic factors affect the development of sectional
economics and identities?
How did the idea of democratization shape and reflect American arts, literature,
ideals, and culture?
READINGS



America’s History - chapters 8-11
Changing Interpretations of America’s Past- “Second Thoughts: The Transportation Revolution”
Media- - “Textiles: Birth of an American Industry”
PRIMARY SOURCES


Tallmadge Amendment
“Cult of Domesticity”
9


“The Erie Canal”
“The Trail of Tears”
KEY TOPICS
Capitalist Commonwealth, Democratic Republican culture, Missouri Compromise, 2nd Great Awakening,
American Industrial Revolution, Market Revolution, Social conflicts, Jacksonian Democracy, Religion
and Reform
ACTIVITIES






Video- Students will watch a 7 minute clip of the “Lowell Mill Girls” from the History Channel
and write a one page reflection on their experience
DBQ- Students will write a DBQ from the 2005 test on Republican Motherhood and the Cult of
Domesticity
Essay- Explain how the First Great Awakening in the 18th century and the Second Great
Awakening in the 19th century illustrate both continuity and a change over time.(CR9)
“Reading Like A Historian”- Students will complete an activity on Nat Turner’s Rebellion (CR7)
Jigsaw – Students will read chapter 9 from Changing Interpretations on the Transportation
Revolution. They will jigsaw the 6 different historical viewpoints of secondary sources and list
how the viewpoints have changed over time. They also will prepare to discuss how the country
was divided regarding the funding of internal improvements.(CR6)
Graphic Organizer- Students will develop a graphic organizer which lists all of the different
reform movements that were a part of antebellum America. They will attempt to make
connections with 20th century ideas/beliefs that would have their genesis in this time period.(POL3)(CR10)(CR12)(CR4)
PERIOD FIVE (17 DAYS) 1844-1877 CR2
As the nation expanded and its population grew, regional tensions, especially over slavery, led to a civil
war-the course and aftermath of which transformed American society
Throughout this unit, the following essential questions will be addressed:
Identity
How did migration to the United States change popular ideas of American identity
and citizenship, as well as regional and racial identities?
Work, Exchange, How did the maturing of northern manufacturing and the adherence of the South to an
and Technology 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
Why did attempts at compromise before the war fail to prevent the conflict? To what
Power
extent did the Civil War and Reconstruction transform American political and social
relationships?
10
America and the
World
Environment and
Geography
Ideas, Beliefs,
and Culture
How was the American conflict over slavery part of larger global events?
How did the end of slavery and technological and military developments transform
the environment and settlement patterns in the South and West?
How did the doctrine of Manifest Destiny affect debates over the territorial expansion
and the Mexican War?
READINGS





America’s History- chapters 13-15
A People’s History-Chapter 9
OAH Magazine of History, October 2007- Special issue devoted to Abraham Lincoln- various
primary source documents
American Heritage Magazine, February/March 2000- “The Father of American Terrorism”
Eric Foner-“The Emancipation of Abe Lincoln”- New York Times , December 31, 2012
PRIMARY SOURCE DOCUMENTS





John O’Sullivan- “The Great Nation of Futurity”
“Fugitive Slave Law”
Abraham Lincoln 1st and 2nd Inaugural addresses
“Emancipation Proclamation”
“Gettysburg Address”
KEY TOPICS
Manifest Destiny, Mexican War, Compromise of 1850, Prelude to War, Lincoln, Civil War,
Reconstruction
ACTIVITIES



Students will examine the sources in the DBQ on the Mexican War and engage in a classroom
debate on President Polk’s motives for entering the war. (ID-2)(CR4)
John Brown article- Students will read the article on John Brown and 1)determine his motivation
and 2) if he is the “Father of American Terrorism”. They will attempt to make historical
connections with Brown’s role in the19th century and current
issues/ideologies.(CR1c)(CR13b)(CR3)
Lincoln- Students will read the primary source packet on different view of Abraham Lincoln and
try to “get a handle” on his viewpoints listing 8-10 different ideas. They will then read his 2nd
Inaugural Address and then write a one page essay to determine if Lincoln’s views on slavery
changed during the war.(CR13a)(CR7)
11




Emancipation Proclamation- Students will read the entire Emancipation Proclamation for
homework. They will be separated into groups to determine the purpose of the document. They
will read Foner’s article and engage in a small group discussion of a historian’s understanding of
the document and how it may have affected their understanding from the group’s
perspective.(CR5)(CR6)
Research- Students will use the internet to research “causes of the Civil War interpretations”. They
will examine three different sites, identify the main points of each historian, and see if the time
period may have influenced their interpretation.(CR13a)
DBQ- Students will write a DBQ on In what ways and to what extent did constitutional and social
developments between 1860-1877 amount to a revolution?
Essay- Students will write an essay on: Assess the moral arguments and political actions of those
opposed to the expansion of slavery in the context of TWO of the following:
A)
Missouri Compromise
B)
Mexican War
C)
Compromise of 1850
D)
Kansas-Nebraska Act (CR12)
PERIOD SIX (17 DAYS) : 1865-1898
CR2
The transformation of the United States from an agricultural to an increasingly industrialized and
urbanized society brought about significant economic, political, diplomatic, social, environmental, and
cultural changes.
Identity
Work, Exchange, and
Technology
Peopling
Politics and Power
America in the World
Environment and
Geography
Ideas, Beliefs, and
Culture
How did the rapid influx of immigrants from other parts of the world affect the
debates about American identity?
How did technological and corporate innovations help to vastly increase
industrial production? What was the impact on the lives of working people?
How and why did sources of immigration to the US change dramatically during
this period?
How did the political culture of the Gilded Age reflect the emergence of new
corporate power? How successful were the challenges to this power?
How did the search for new global markets affect American foreign policy and
territory ambitions?
In what ways was the West “opened” for further settlement?
How did artistic and intellectual movements both reflect and challenge the
emerging corporate order?
READINGS




America’s History- chapters 16-19
After the Fact- “The View From the Bottom Rail”
Changing Interpretations of America’s Past Volume 2-“The Haymarket Affair”
“The Wizard of Oz: Parable on Populism”- Littlefield
12

Taking Sides: Clashing Views in United States History, Volume 2: Reconstruction to the Present “Regulation: How Much is Enough”
PRIMARY SOURCES


“Cross of Gold”- Bryant
“Turner Thesis”
KEY TOPICS
The Great Plains, The Far West, Industrial Capital, World of Work, Labor Movement, Urbanization.
Gilded Age Politics, Populism
ACTIVITIES






Graphic Organizer- Students will create a graphic organizer listing and stating the impact on all of
the factors that influenced western migration during the 19th century. Which one had the greatest
impact on that time period? Defend your answer.(CR12)
Life of freed slaves/historical causation- Students will read “The View From the Bottom Up” and
examine two different aspects of the chapter. They will discuss their answers in groups. First, what
problems do historians have when they attempt to analyze slave narratives? What was life like for
the freed men and women in the south during the latter part of the 19th century?(CR1c)(CR7)
Labor issues- Students will read various accounts regarding the “Haymarket Affair” for homework.
They will answer the following question- What were the causes and consequences of this event?
They will come to class to argue the case for and against the guilt of the eight anarchists who were
put on trial in Chicago. The teacher will select which students are on each side.(CR12) (CR13a)
Wizard of OZ allegory- Students will read the Littlefield article and write a one page analysis
regarding the validity of the piece as an effective allegory on populism. Was Baum creating a
political allegory or just writing a children’s story.
“Reading Like A Historian”DuBois/Washington-Students will complete the activity on the
differences between Booker Washington and W.E. Dubois (CR8)
Debate-Regulation-Students will be separated into two groups, one group believes that
government regulation is necessary and the other believes that regulation is excessive and
necessary based on a “Taking Sides” article on government regulation. They will list the top ten
reasons or examples for homework and come to class prepared to debate the topic-Is Government
Regulation Necessary Today?(WXT-6)(CR13b)(CR4)
PERIOD SEVEN (27 DAYS):
1890-1945
CR2
An increasingly pluralistic United States faced profound domestic and global challenges, debated the
proper degree of government activism, and sought to define its international role.
13
Throughout this unit, the following essential questions will be addressed:
Identity
How did WWI (before and after) affect the debate about the role that the United States
should play in global affairs?
Work, Exchange, How did movements for political and economic reform take shape in this period, and
and Technology how effective were they in achieving their goals?
Peopling
Why did public attitudes towards immigration become negative during this time?
Politics and
How did reformists ideals change as they were taken up by reformers in different time
Power
periods? Why did opposition emerge to various reform programs?
America in the
Why did US leaders decide to become involved in global conflict such as the Spanish
World
American War, WWI, and WWII?
Environment and Why did reformers seek for the government to take control of the environment and
Geography
national resources?
Ideas, Beliefs,
How did modern cultural values evolve in response to developments in technology?
and Cultures
How did debates over the role of women in public life reflect changing social
realities?
READINGS




America’s History chapters 20-25
After the Fact-“Dust Bowl Odyssey”
Weekly Standard-“Why Truman Dropped the Bomb”
Media- “Triangle Fire”- American Experience
PRIMARY SOURCES




Various sources on women’s suffrage
Wilson’s Fourteen Point Plan
1933 Roosevelt Inaugural Speech
Various sources on isolationism and intervention before WWII
KEY TOPICS
Progressive Reform, Roots of Expansion, American Empire, WWI, 1920’s, Great Depression and New
Deal, WWI
ACTIVITIES


DBQ- To what extent was late nineteenth-century and early twentieth-century United States
expansionism a continuation of past United States expansionism and to what extent was it a
departure?(WOR-6) (CR4)
Debate- Students engage in a class debate analyzing the extent to which the Spanish-American
War was a turning point in the history of US foreign relations.(CR10)
14









Triangle Shirtwaist Fire- Students will watch a 20 minute clip on the Triangle Fire and the class
will have a discussion on the role that the legislation that develops from this tragedy will have a
massive impact in the future.(CR12)(CR13b)
Students will compare and contrast the differing views on women suffrage by reading primary
source documents and using it as evidence. They will also analyze how changes in gender roles
have related to economic, social and cultural transformation since the late 19th century. (CR11)
“Reading Like a Historian”- Students will analyze the topic involving Jacob Riis’s work. They
will have to provide written documentation to support/refute the evidence that is presented.(CR5)
“Reading Like a Historian”- Students will complete activity regarding the two sides of the Scopes
Monkey Trial(CR5)
Political Cartoons- Students will analyze political cartoons about FDR’s New Deal
Program(CR12)
Dust Bowl- Students will read a chapter in After The Fact about the Dust Bowl and list the causes
and effects of the environmental fiasco.(CR1c)(CR12)
Essay- Students will write an essay that compares Wilson’s Neutrality Document with George
Washington’s Farewell Address regarding why a departure was necessary.(CR11))CR13)
Timeline- In groups students will create a timeline of major foreign policy decisions made by the
United States from 1925-1941. They will examine different viewpoints from primary sources that
support both intervention or isolation. They will then create a persuasive argument that defends
their position and then finally the class will discuss the merits of US involvement from a historical
perspective.(CR7)(CR13a)
Article/DBQ-Half of the students will read the article “Why Truman Dropped the Bomb” and the
other half will examine the DBQ documents on the same topic. They will discuss the article’s
viewpoint if the historian believes that the bomb was necessary and the DBQ group will analyze
the documents from the same viewpoint. Finally, a determination may be made whether the bomb
was for military or political/diplomatic purposes.(CR6)(CR7)
PERIOD EIGHT (22 DAYS):
1945-1980
CR2
After World War II, the United States grappled with prosperity and unfamiliar international
responsibilities while struggling to live up to its ideals.
Throughout this unit, the following essential questions will be addressed:
Identity
Work, Exchange,
and Technology
Peopling
Politics and Power
America in the
World
How did the African-American Civil Rights movement affect the
development of other movements based on asserting the rights of different
groups.
How did the rise of American manufacturing and global economic
dominance in the years after WWII affect the standards of living among and
opportunities for different social groups.
How did the growth of migration to and within the US influence
demographic change and social attitudes in the nation?
How did changing fortunes of liberalism and conservatism in these years
affect broader social and political power?
Why did Americans endorse a new engagement in international affairs
during the Cold War? How did this belief change over time in response to
15
Environment and
Geography
Ideas, Beliefs, and
Culture
particular events?
Why did public concern about the state of the natural environment grow
during this period?
How did changes in popular culture reflect or cause changes in social
attitudes?
READINGS



America’s History- chapters 26-30
Taking Sides: “Was the United States Responsible for the Cold War”
After The Fact-“From Rosie to Lucy”
PRIMARY SOURCES


Kennan- “Containment”
Various sources on Kennedy’s attitudes towards Vietnam
KEY TOPICS
Cold War-Truman and Eisenhower, Age of Influence, Liberal Consensus- Kennedy and Johnson, Civil
Rights, Counterculture, 1968, Nixon, Carter, Ford
ACTIVITIES







Cold War- Students will read and discuss the article “Was the United States Responsible for the
Cold War?”(CR6)(CR10)
Cold War- Students will read Kennan’s containment and discuss why it is important in
understanding Cold War events(CR7)
Role of women in the 1950’s- Students will analyze documents from Reading Like A Historian
and read excerpts from “From Rosie to Lucy” to complete a graphic organizer on the
expectations/stereotypes on women in the 1950’s. (CR10) (CR4)
Essay- Students will write an essay that compares the women’s movement of the 1960’s with the
women’s movement at the turn of the 20th century. They need to examine the nature of ideas,
strategies, and accomplishments of women in both eras. (CR11)
Civil Rights- Students will view clips from Eyes on the Prize. Working in small groups they will
analyze the movement’s early efforts by researching one event/action taken from 1945-1965 and
also examine resistance to the changes offered. The events include desegregation of the armed
forces, Brown, Little Rock, Montgomery Bus Boycott, sit-ins, and freedom rides. They will make
a ten minute presentation to the class.(CUL-7)(CR12)(CR4)
Duck and Cover- Students will watch clips of the atomic hysteria that gripped the US and discuss
the implications of the issue for the US and the world.
Kennedy and Vietnam- Students will examine various primary source documents regarding the
views that John Kennedy had regarding Vietnam. Students will write a FRQ essay on the prompt-
16


Had Kennedy lived, what would have been the implications regarding the extent of the US role in
Vietnam?(CR7)(CR5)
Graphic Organizer- Students will create a graphic organizer, 1968, which will highlight all of the
movements/issues that were tearing the country apart.(CR12)
Anti-War protest songs- Students will listen to a collection of anti-war protest songs that were
famous in the 1960’s and 1970’s and discuss the implications for that time. They will then list and
discuss both pro-American and anti-American/war songs that are popular. Finally, they will
compare/contrast the two time periods to see what the threads are that connect the two if any
exist.(CR13b)
PERIOD NINE (SIX DAYS):
1980-PRESENT
CR2
As the United States transitioned to a new century filled with challenges and possibilities, it experienced
renewed ideological and cultural debates, sought to redefine its foreign policy, and adapted to economic
globalization and revolutionary changes in science and technology.
Throughout this unit, the following essential questions will be addressed:
Identity
Work, Exchange,
and Technology
Peopling
Politics and Power
America in the
World
Environment and
Geography
Ideas, Beliefs, and
Culture
How did demographic changes in America affect popular debates over American
national identity?
How did the shift to a global economy affect American economic life?
How did increased migration raise questions about American identity and affect
the nation demographically, culturally, and politically?
How successful were conservatives in achieving their goals?
How did the end of the Cold War affect American foreign policy? How did the
terrorist attacks of 9/11 impact America’s role in the world?
How did debates over climate change and energy policy affect broader social and
political movements?
How did technological and scientific innovation in areas such as electronics,
biology, and medicine affect society and culture?
READINGS

America’s History- chapters 30-32
KEY TOPICS
Rise of Conservatism, Reagan presidency, Defeating Communism and end of Cold War, Bush Sr, Iraq,
Clinton, Bush Jr. 9/11, Obama


Students to 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) (CR4) (CR9)
Economic data regarding employment, GDP, jobs created, compensation and household income
broken down by race, gender, and education from the 1960’s to 2010 will be examined. Students
17


will write and essay that makes an argument about whether or not the American Dream ever
existed. (CR1b)
Using a graphic organizer, the students will compare the domestic and foreign policies of the
Clinton, Bush Jr, and Obama administrations in a FRQ essay.(CR11)
Students will complete a compare and contrast chart of the New Deal with 1980’s conservatism on
the role of government.(CR13b)
18