ADVANCED PLACEMENT U.S. HISTORY
Course Description and Syllabus
Course Summary
Advanced Placement U.S. History (“APUSH”) is a course is designed to study the major concepts, events, people, and themes of U.S. History, from the founding of the first colonies to the present day, with the goal of learning as much as possible about U.S. History. Our study of U.S. History is primarily chronological with the first semester covering from the Colonial Period through World War One. Second semester will then pick up with the 1920s and follow through to "current" issues.
I will assess your progress in this course by the traditional assessment strategies of pencil and paper testing and essay writing. In addition, you may be required to write creatively, make speeches, role­play, make class presentations, create artistic representations of concepts, and prepare possible projects.
Upon completing this course, you are expected to take the Advanced Placement Examination in United States History, which is given in May. The test is a challenging combination of multiple choice questions and essay questions, which requires you to have a firm grasp of the entire scope of U.S. History.
Course Objectives
Throughout the school year, we will work to:
­­ Master as much factual content from U.S. History as possible;
­­ Understand cause and effect in relation to the chronology of events;
­­ Understand key, recurring themes in American History;
­­ Comprehend , interpret, and evaluate evidence from a variety of sources
­­ Use historical evidence to make reasoned arguments, both orally and in writing;
­­ Effectively prepare for the Advanced Placement Exam in United States History.
The Advanced Placement Test
This course is intended to prepare you to take the Advanced Placement Exam in U.S. History as designed by the College Board. A "qualifying score" (3, 4 or 5 on a scale of 1­5) on this three­
hour exam (multiple choices questions, one DBQ essay question, two free response essay questions) may earn you college credits and/or placement into advanced history classes in the college of your choice. Colleges vary greatly in their treatment of AP Test scores, however, and the benefits you may receive will depend entirely upon the college you attend. You may obtain specific information from your counselor or the career center if you have questions about specific colleges.
Without regard to the uncertainty of collegiate impact, all APUSH students are expected to take the AP Test. One way in which the test is significant for our class is that to prepare, we must finish our general historical coverage by early May. The test covers all of U.S. history, but we won’t know anything specific about the questions to be asked. Thus, we have less time than a regular U.S. History class to learn a greater amount of history. Our pace is necessarily fairly fast, and we will rarely deviate from the coverage timeline established at the beginning of the year as we have little room for flexibility.
Instructional Materials
The basic texts for this course are:
Berkin, et al. Making America (Boston: Houghton Mifflin Co., 1995).
Jordan et al. The Americans (New York: McDougal, Littell & Co., 1996).
Davis, Kenneth C. Don't Know Much About History (New York: Avon Books, 1995).
Madaras and SoRelle. Taking Sides: Clashing Views on Controversial Issues in American
History (Guilford: Dushkin, 1993)
In addition to these books, you will read a variety of both primary and secondary materials, which will be assigned by units during the course of the year. Reading materials may include essays, short stories, letters, government documents, articles and other such items. Films, art, cartoons, etc. may be used as well.
Daily Organization
At the beginning of each unit you will be given a daily schedule which will tell you all of the reading assignments and written work that will be required of you during the weeks of that
unit. You will also generally receive copies of the written assignments at that time.
Reading will be assigned from the textbook and from supplemental readings. If the
schedule for December 4th says read 15­2, that means chapter 15 section 2 should be read by the time you come to class on the 4th. That material may be dealt with directly in class that day or it may provide background information for what we will be doing in class. In any event, you are expected to read even if there is not a written assignment associated with that reading. Sometimes we will begin class with some sort of quiz or writing on the reading assignment(s) for that day.
Written Work
Written assignments for the unit will also appear on the unit schedule. Once again, the assignment will be listed on the day it is due. Late work will not be accepted, except in the case of an excused absence.
You will come to know and love(?) chapter questions. Some of the textbook material we do not deal with directly in class. You read it and learn it outside of class. To help you in that process, I will assign chapter questions for most of the chapters we read in the book (although there are not nearly as many of these assignments during second semester). These questions cover most of the major issues in the chapter but will require you to go beyond simple factual regurgitation. They will require time and effort, so please plan accordingly.
Key Issues / Questions
In the course outline that follows, you’ll find a number of key issues / questions for each of our units of study. We will deal with the issues and/or questions in a variety of ways. At the least, the topics raised will be discussed in class. At times, you will be asked to provide written thoughts on the topics. Occasionally, these issues / questions will be used as prompts for essay writing. In all cases, you need to consider the issues carefully as you’re reading related materials and preparing for class time
Curricular Requirements and/or Themes noted in the left margin of the Course Outline.
CR1
CR2
CR3
CR4
CR5
CR6
CR7
CR8
Study of Political Institutions in U.S. History
Study of Social and Cultural developments in U.S. History
Study of Diplomacy in U.S. History
Study of Economic Trends in U.S. History
Themes and/or Topics as broad parameters for structuring the course.
Students taught to analyze evidence and interpretations presented in historical scholarship.
Instruction in analysis and interpretation of a wide variety of primary sources.
Frequent practice in writing analytical and interpretive essays.
COURSE OUTLINE
FIRST SEMESTER
1) Colonial America (2 weeks)
Text: Berkin, Chapters 1­3
Supplemental Readings:
CR6
CR7
Colonists in Bondage: Indentured Servants in America, by Barbara Bingham
Shaped in the Wilderness: The Americans, by Oscar Handlin
Taking Sides: Was Colonial Culture Uniquely American (Nash vs. Fischer)
Primary Source Documents:
Crevecoeur Discovers a New Man
The Maryland Act of Toleration
Edwards Paints the Horrors of Hell
CR5
Theme Focus:
Identity and Diversity ­­ American development from European roots
­­ Sectional patterns develop
­­ Religion’s foundational role
Key Issues / Questions:
CR1
1) What institutions and values that became part of the United States, can be
traced to the colonial era?
CR2
2) Describe the impact of the Enlightenment and the Great Awakening on
colonial America.
CR4
3) What were the major distinguishing features between the New England,
Middle, and Southern colonies?
CR5
4) In what ways does the pattern of colonization suggest clues to later sectional
conflict?
CR2
5) How much religious tolerance actually existed in the colonies?
CR1
6) What was the policy of “salutary neglect”, and how did the policy influence
both England and the colonies?
CR1
7) To what degree had the colonies attained virtual independence by 1763?
Why was the experience not consistent among all the colonies?
Major Assessments:
CR8
a) Show mastery of general essay structure and organization.
CR2
b) Develop a chart (with specific examples) explaining how and why the colonists
became different from their European roots in:
1) Social Structure and class; 2) Religion; 3) Government; 4) Economy.
2) Revolution (1 1//2 weeks)
Text: Berkin, Chapters 4 and 5
Supplemental Readings:
CR6
CR7
The British Empire and the American Revolution
How Independence was Signed, Sealed and then Delivered, by Marcus Cunliffe
Women and the American Revolution, by Jan Lewis
Taking Sides: Was the American Revolution a Conservative Movement? (Degler
and Wood)
Primary Source Documents:
Franklin Testifies Against the Stamp Act
John Tutor and General Gage on the Boston Massacre
Common Sense
CR5
Theme Focus:
Politics and Citizenship ­­ The Declaration of Independence as both a result and a cause of American political ideals
Key Issues / Questions
CR1
1) In what ways did colonial rule set the stage for greater independence from
England?
CR4
2) Why and in what ways did British colonial policy change beginning in 1763?
3) How and why did a sense of Colonial unity develop between 1763 and 1776?
CR3
4) In what ways did colonists resist British rule in the 1760s and 1770s?
Which methods proved most effective?
5) Assess the role of propaganda in the movement toward independence.
6) What were the critical factors which led to “victory” for the rebellious colonies?
CR6
7) To what extent was the Revolution “revolutionary”? In what ways was it not
really a revolution?
Major Assessments:
CR7
a) Primary Source Analysis: What really happened at the Boston Massacre?
CR6
b) Debate and/or Essay: Was the Declaration of Independence justified based
upon the actions of the British leading up to 1776?
c) Multiple choice test on the Colonial and Revolutionary eras.
CR6
d) Written evaluation of the “historiography” of the American Revolution and how the perspectives on key issues have changed from the Patriot
Historians, to the Progressive Historians, to the Consensus Historians.
3) Confederation, Constitution and the Federalist Era (2 1/2 weeks)
Text: Berkin, Chapters 6 and 7 (section 1)
Supplemental Readings:
The Northwest Ordinance
CR6
CR7
Shays’ Rebellion
Economic Interests of the Members of the Constitutional Convention, by Charles
Beard
The Final Struggle for a Bill of Rights, by Robert Rutland
Primary Source Documents:
Two Treatises on Government
Federalist #10
The Sedition Act
The Virginia Resolution
Washington’s Farewell Address
CR5
Theme Focus:
Politics and Citizenship ­­ Finding our way as a new nation
Key Issues / Questions:
CR5
1) How do the Ordinances of 1785 and 1787 introduce territorial expansion as a
theme in American development?
CR1
2) What were the major sources of problems under the Confederation
government, and how were those problems addressed in the Constitution?
CR5
3) To what extent is it fair to say that the Articles of Confederation was a
backward looking document, while the Constitution was forward looking?
CR5
4) What differing views on sections, federalism, and racial considerations played
out in the Constitutional Convention? Think about the effectiveness of the
Constitution in setting the stage for dealing with these issues in the future.
CR1
5) What are the basic principles and structures of government set forth in the
Constitution? To what extent is the Constitution a revolutionary document?
CR5
6) Why did the protection of individual liberties provide such controversy during
the battle for ratification of the Constitution? Was the resolution effective
for the U.S. in the long term?
CR1
7) To what extent were the “United States” truly united before and after the
drafting of the Constitution?
CR1
8) What precedents for American government were set during the two
presidential terms of George Washington?
CR5
9) Explain the key differences between Federalist and Republican policies and
understand the long­term implications of each.
Major Assessments:
CR8
a) DBQ on the success or failure of the Confederation Government.
CR2
b) Evaluation and application of Constitutional Amendments.
4) Jefferson and the Growth of Nationalism (1 1/2 weeks)
Text: Berkin, Chapters 7, 8 and 9
Supplemental Readings:
CR6
CR8
The Great Chief Justice
An Expansionist’s Dilemma, by Walter LaFeber
Primary Source Documents:
Marshall Sanctions the Bank
Republican and Federalist Editors on the Issue of War
CR5
Theme Focus:
American Identity ­­ Building the national character
War and Diplomacy ­­ Tentative steps onto a world stage
Key Issues / Questions:
CR1
1) Explain the delicate nature of the Marbury v. Madison case, and explain why it
is of such lasting importance to the U.S.
CR5
2) Why did Jefferson call his election the “Revolution of 1800”, and to what
extent was he correct?
CR4
3) How effective were embargo techniques again the British and French, and to
what extent did economic factors influence the direction of foreign policy
in the early 1800s?
CR5
4) To what extent is it accurate to characterize this time period as one of growing
nationalism? What sectional tendencies were also beginning to emerge?
CR1
5) Explain the role of the Supreme Court, under John Marshall, in the
strengthening of the national government.
CR5
6) What types of visible improvements were taking place in the U.S., and what
role did they play in the national or sectional feelings of the era?
CR4
7) Was the Missouri Compromise an act of great statesmanship by Henry Clay,
or was it the papering over of a cancerous growth of slavery?
Major Assessments:
CR6
a) Jefferson Mock Trial: Traitor to his own principles?
CR5
b) Create a chart to compare and evaluate the growth of nationalism vs.
sectionalism.
5) Jackson and the Era of Reform (2 weeks)
Text: Berkin, Chapters 10 and 11
Supplemental Readings:
CR6
CR6
The Jacksonian Revolution, by Robert Remini
Taking Sides: Did the Election of 1828 Represent a Democratic Revolt of the
People? (Remini and McCormick)
CR7
Primary Source Documents:
Jackson’s Veto of the Maysville Road Bill
Jackson Vetoes the Bank Recharter
Seneca Falls Declaration of Sentiments and Resolutions
CR5
Theme Focus:
Reform and Religion ­­ Defining and perfecting America
Economic Transformation ­­ Class struggles as trade and commerce grow
Key Issues / Questions:
CR6
1) One historian has written: “The election of 1824 was the end of one era of
American politics and the beginning of another.” To what extent is this
statement valid?
CR1
system”
2) What were the benefits and liabilities of the introduction of the “spoils CR1
3) Explain the competing arguments on the issue of nullification.
CR4
4) After the tariff crisis of the early 1830s, was there any real possibility of
avoiding civil war in the future?
CR5
5) Were Jackson’s actions as president more in line with Jefferson’s Republicans
or Hamilton’s Federalists?
CR4
6) Did Jackson’s economic policies help or hinder American industrial growth?
CR5
7) In retrospect, by 1840 had the Jacksonian legacy advanced or damaged the
national interest?
CR2
8) How do you explain the sudden and widespread rise in reform movements at
this time?
CR2
9) Explain the role of women in the reform movements of this era. To what
extent were women both essential for, and detrimental to, reform?
and the concept of rotation in office?
Major Assessments:
CR6
a) Jackson Trial: Did he fail to live up to his pledge to uphold the U.S.
Constitution?
CR2
b) Comparative Chart: Relative success of Social Reform movements.
c) Multiple Choice Test on 1800 ­ 1840 era.
d) Free Response Essay: Genuine change in Jacksonian Democracy?
6) Expansion and Manifest Destiny (1 week)
Text: Berkin, Chapter 12
CR7
Primary Source Documents:
Excerpts from “Democracy in America”
CR5
Theme Focus:
Environment ­­ Acquisition of land and resources, “Tragedy of the Commons”?
Growth of Slavery and its Legacies ­­ Extension of slavery divides the nation
Key Issues / Questions:
CR5
1) What factors contributed to the idea of Manifest Destiny? What factors
impeded progress toward the goal implied in this phrase?
CR3
2) What were the areas of conflict between the U.S. and Great Britain during this
time period? Were the resolutions fair to both sides?
CR6
3) Was the War with Mexico an act of American aggression, or a defense of
American soil and principles?
Major Assessments:
CR7
a) Document analysis on the start of the War with Mexico.
7) Sectionalism, Civil War and Reconstruction (3 1/2 weeks)
Text: Berkin, Chapters 13, 14 and 15
Supplemental Readings:
CR6
CR7
North vs. South: States’ Rights
Johnny Reb and Billy Yank, by Bell Wiley
Chickamauga, by Ambrose Bierce
Taking Sides: Was Reconstruction a “Splendid Failure”? (Foner and Holt)
Primary Source Documents:
The “Blessings” of a Slave
Emancipation Proclamation
CR5
Theme Focus:
Slavery and its Legacies ­­ Crossroads for a nation
American Diversity ­­ What does it mean to be an American”
Key Issues / Questions:
CR6
1) Evaluate this statement: “It is ironic that compromises in American history
have caused so many problems and settled so few. Though it is a
fundamental principle in a democratic system, compromise has led closer
to disunion than any other principle.”
CR2
2) Explain the influence of the novels of Harriet Beecher Stowe and Hinton
Rowen Helper concerning the issue of slavery.
CR1
3) Was secession the ultimate expression of democracy as Southerners
contended, or a rejection of democracy as Lincoln believed?
CR1
4) What factors were most important in Lincoln’s success as a “crisis” leader?
CR1
5) Explain the competing post­war philosophical positions of Lincoln/Johnson,
versus the Republicans in Congress. Which viewpoint seems best for the
country at the time?
CR2
6) Explain the status and role of African­Americans during, and immediately
after the Civil War.
CR6
7) Was Reconstruction a failure?
Major Assessments:
CR8
a) Free Response essay on the compromises prior to the Civil War.
CR4
b) Evaluate the Southern economy after the Civil War from the perspectives of
the former plantation owners, other southern whites, and ex­slaves.
c) Multiple Choice Test on Expansion, Civil War, and Reconstruction.
DR8
d) DBQ on the results of Reconstruction
8) Industrialization, Immigration, and Urbanization (2 weeks)
Text: Berkin, Chapters 16, 17 and 18
Supplemental Readings:
CR6
CR7
Taking Sides: Were 19th Century Entrepreneurs Robber Barons? (Tipple and
Chandler)
Primary Source Documents:
The Gospel of Wealth
Life of a Sweatshop Girl
California Anti­Chinese Convention
CR5
Theme Focus:
American Identity, Culture, and Diversity ­­ Changing who we are
Demographic Changes ­­ Impact of immigration, then and now
Economic Transformation ­­ Bigness comes to the American economy
Key Issues / Questions:
CR4
1) What post­Civil War circumstances created such a favorable economic climate
for the mushrooming of capitalistic interests? Why was the popularity of
labor unions slow in coming?
CR2
2) Why did the builders of the transcontinental railroad use primarily immigrant
labor? What was the probable impact of that work on the immigrants and
on other Americans?
CR4
3) Explain “Social Darwinism” and its role in the post­Civil War era.
CR4
4) Were the practices of the late 19th century American industrialists in
furtherance of, or contrary to, American free enterprise ideals?
CR2
5) Describe the heroes and plots of Horatio Alger novels. Were these reflective
of the spirit of the age, or do they provide a misleading picture of the
times? (or both?)
CR2
6) How was the “New” immigration different from the “Old” immigration? Describe the role played by city politicians as the immigrants adjusted to
their new homes.
CR2
7) What types of reactions were common from Americans to incoming
immigrants? Are things different today?
CR2
8) Explain and evaluate the sometimes competing immigrant goals of
assimilation versus cultural pluralism.
CR5
9) Does the original U.S. national motto of “E Pluribus Unum” remain applicable
at this time?
Major Assessments:
CR8
a) Free Response Essay: Robber Barons or Captains of Industry?
CR4
b) Comparative chart on the major goals, methods and achievements of key labor
unions.
CR6
c) Evaluate Turner’s Frontier Thesis in relation to the average American in the 1890s.
9) Populism and Progressivism (1 1/2 weeks)
Text: Berkin, Chapters 19 and 21
Supplemental Readings:
CR6
CR7
The Farmers’ Dilemma
Taking Sides: Did the Progressives Fail? (Abrams and McCormick)
Primary Source Documents:
Roosevelt Roasts the Muckrakers
CR5
Theme Focus:
Economic Transformations ­­ Labor and consumers fight back
Reform ­­ Dealing with the problems of big business
Key Issues / Questions:
CR4
1) To what extent should the farmer be blamed for his inability to adjust to the
changing economic environment?
2) To what extent were the goals of the Populists incorporated by the major
political parties?
CR2
3) Compare and contrast Populism and Progressivism. What were the major
issues, accomplishments, and failures of each?
CR4
4) By the end of the 19th century, to what extent was there a merging of the
grievances of farmers and urban workers?
CR2
5) What groups were most responsible for the Progressive movement? Evaluate
their relative responsibilities for the successes of Progressivism.
CR5
6) To what extent were the long­term reforms of this time period in response to
specific events as opposed to the gradual evolution of ideas?
Major Assessments:
CR4
a) Political cartoon on farmers and industrialists.
CR8
b) DBQ on Progressivism.
10) Imperialism and World War One (1 week)
Text: Berkin, Chapters 20 and 22
CR7
Primary Source Documents:
Pulitzer Demands Intervention
The White Man’s Burden
The Roosevelt Corollary
Germany’s Submarine Campaign
The Sussex Pledge
CR5
Theme Focus:
War and Diplomacy ­­ Becoming a world power
Globalization ­­ Comparing the 20th century U.S. to what came before
Key Issues / Questions:
CR5
1) Is American imperialism of the late 1800s and early 1900s a logical extension
of “Manifest Destiny”, or is it materially different?
CR1
2) Historically, what have been the roles of the branches of government in the
conduct of foreign policy?
CR3
path? 3) What domestic forces helped steer the U.S. off its traditional isolationistic What were the key issues for debate on U.S. foreign policy at this time?
CR5
4) Explain the arguments used to support U.S. interventionist policy during this
time period. Which ones are still pertinent today, and which have been
replaced?
CR3
5) Explain the efforts of the U.S. to remain “neutral” in World War One. To
what extent was the U.S. not truly neutral?
CR2
6) In what ways did the war work both positively and negatively for minority
groups in the U.S.? What was the overall impact?
CR1
7) In what ways were the Constitution and Bill of rights ignored during the war? Do wartime conditions require a different set of rules than during
peacetime? Are there some rights that should remain inviolable no matter
what happens?
CR3
8) Explain the major differences between the 14 Points and the Versailles Treaty. What did the results of the war mean for U.S. foreign policy in the
subsequent decades?
9) What was the pervasive feeling of Americans at the end of WWI? How does
it compare to the sentiment when the U.S. entered the war? How can the
differences be explained?
Major Assessments:
CR2
a) Write a “third world” response to “The White Man’s Burden”.
CR3
b) Create a timeline showing foreign policy/diplomatic developments from
Washington’s Farewell Address to WWI involvement.
c) Multiple Choice Semester Exam.
SECOND SEMESTER
11) Contrasting Decades: 1920s and 1930s (2 1/2 weeks)
Text: Berkin, Chapters 23, 24 and 25
Supplemental Readings:
Conservatism and Normalcy
CR6
CR7
The Farm Problem
Prosperity: Fact or Myth
Life in the Breadlines, by Karl Monroe
When Time Was Cheap and Things Were Dear
Taking Sides: Was the New Deal an Effective Answer to the Great Depression?
(Leuchtenberg and Best)
Primary Source Documents:
Langston Hughes Poems
The Wasteland
Depression Era Memories
Hoover vs. Roosevelt
CR5
Theme Focus:
Economic Transformation ­­ Contrasting decades
American Identity ­­ In the face of crisis
Politics and Citizenship ­­ Changing the relationship between people and the
government
Culture ­­ Modern popular culture emerges
Key Issues / Questions:
CR4
1) What attitudes and values were exemplified in the administrations of Harding,
Coolidge, and Hoover?
CR2
2) To what extent was the 1920s a decade of conflict between conservatism and
change? How did the conflict reflect prior decades, and how did it
influence subsequent decades?
CR2
3) In what ways did the works of the Harlem Renaissance and the Lost Generation
both reflect and influence American society in the 1920s?
CR4
4) What evidence is there to suggest that the 1920s was truly a “Golden Decade”
of great economic prosperity?
CR4
5) What seeds for the Great Depression were sown during the 1920s? What
factors should have been noticed but were largely ignored?
CR4
6) Describe the major causes of the Great Depression of the 1930s. What did the
depression mean for the daily lives of American people?
CR4
7) Evaluate the philosophical differences between the approaches of Hoover and
Roosevelt to the problems of the depression.
CR1
8) Describe the cooperative and competing roles of the three branches of the
national government during FDR’s first and second terms.
CR4
First
9) Describe the nature of, and reasons for, the major differences between the and Second New Deals.
CR5
10) What were the short­term and long­term effects of the New Deal?
Major Assessments:
CR4
a) Create a chart to evaluate the evident economic problems of the 1920s.
CR7
b) Evaluate documents to assess the strengths and weaknesses of the approaches
of Hoover and Roosevelt to depression problems.
CR8
c) DBQ on the effectiveness of the New Deal.
d) Multiple Choice Test on the 1920s and 1930s.
12) World War II (2 weeks)
Text: Berkin, Chapter 26
Supplemental Readings:
CR6
CR7
Expulsion and Detention
Propaganda to Mobilize Women for World War II, by Susan Mathis
The Decision to Drop the Atomic Bomb
Taking Sides: Was it Necessary to Drop the Atomic Bomb to end WWII?
(Bundy and Sherwin)
Primary Source Documents:
Rosie the Riveter Remembers
Excerpts from “Night” by Elie Wiesel
CR5
Theme Focus:
War and Diplomacy ­­ Role in war and impact at home
Globalization ­­ U.S. takes a preeminent role on the world stage
American Diversity ­­ challenges in the face of global crisis
Key Issues / Questions:
CR3
1) What opportunities did the U.S. have to stem the tide of totalitarianism in
Europe and the Far East in the 1930s? Explain the U.S. reaction to those
opportunities.
CR3
2) To what degree was the U.S. involved with WWII prior to its formal entry in
December, 1941? How does this compare with U.S. actions leading up to
World War One?
CR2
3) In what ways did U.S. involvement in WWII have social impact on the U.S.?
CR2
4) Explain and evaluate the reasons given for the wartime internment of
Japanese­Americans.
CR3
5) What were the major considerations in the decision to drop atomic bombs on
Japan in 1945? Was this a justifiable military measure?
6) In what ways was American sentiment at the end of WWII different from that
which existed at the end of WWI? How are the differences explainable?
CR3
7) What factors caused the immediate post­war rift between the U.S. and its
wartime ally, the Soviet Union?
Major Assessments:
CR7
a) Evaluation: Would the U.S. have gone to war without the attack on Pearl
Harbor?
CR7
b) Document analysis on the Decision to Drop the Atomic Bomb
13) The Cold War and Vietnam (2 weeks)
Text: Berkin, Chapters 27, 29 (section 2), and 30 (sections 1 and 3)
Supplemental Readings:
CR6
CR7
The McCarthy Era of the 1950s
What Should We Tell Our Children About Vietnam?, by Bill McCloud
Primary Source Documents:
McCarthy Upholds Guilt by Association
Letters From Vietnam
CR5
Theme Focus:
War and Diplomacy ­­ Different kinds of war
Globalization ­­ Where does American interest and influence begin and end?
Key Issues / Questions:
CR3
1) Explain how the Truman Doctrine and the Marshall plan fit within the overall
framework of American diplomacy in the late 1940s.
CR2
2) What was the basis for the wave of anti­Communist sentiment that swept the
country in the late 1940s and early 1950s? Explain both the political and
social impact of the Red Scare.
CR3
3) Explain the concept of “the enemy of my enemy is my friend” as a basis for
U.S. foreign policy. What are the logical long­term implications?
CR3
4) What were some of the positive effects of the Cold War on both the U.S. and
the Soviet Union?
CR3
5) What events helped bring an easing of tensions and the beginning of the end of
the Cold War?
CR5
6) In what ways was the Vietnam War different from any war the U.S. had
fought in its previous history?
CR2
7) Why did people in the U.S., students in particular, react so strongly against the
war in Vietnam by 1970? What methods of protests were used?
CR2
both
8) How was the war in Vietnam different for the soldiers who fought there ­­ during the war, and on their return to the U.S.?
CR3
9) What major lessons were learned from the U.S. involvement in Vietnam?
Major Assessments:
CR6
positions
a) Create meaningful Cold War propaganda (various options) to express of the U.S. during this conflict.
b) Multiple Choice test on WWWII, Cold War, and Vietnam.
CR8
c) DBQ on the causes of the Cold War
14) Post­War Domestic America and the Civil Rights Movement (3 weeks)
Text: Berkin, Chapters 28, 29, and 30
Supplemental Readings:
CR6
CR7
Breakthrough in Civil Rights
Black Power, by Stokely Carmichael
Taking Sides: Was Martin Luther King, Jr.’s Leadership Essential to the Success
of the Civil Rights Movement? (Meier and Carson)
Primary Source Documents:
Booker T. Washington’s Atlanta Exposition Address
W. E. B. DuBois’ Niagara Address
Letter From Birmingham Jail
Malcolm X Address to Mississippi Youth
CR5
Theme Focus:
Slavery and its Legacies ­­ Facing the issues of race head on
American Identity, Culture, and Diversity ­­ Redefining who we are
Demographic Changes ­­ National growth and movement
Politics and Citizenship ­­ Living up to our national ideals
Key Issues / Questions:
CR5
1) Compare the Fair Deal to the Square Deal and the New Deal. Why is Truman
able to implement some parts of his program, but not others?
CR1
2) Explain the significant changes in the perceptions of the American presidency
that took place between 1960 and 1975.
CR5
3) Compare Ford’s pardon of Nixon with Lincoln’s Reconstruction plan in the
1860s.
CR2
4) What are the major problems (social and economic) which result from
segregation? Is there a different impact from de jure and de facto
segregation?
CR1
5) Use the concept of federalism to explain the roles of national and state
governments in the desegregation battle.
CR2
6) Describe the major views of Martin Luther King on both the motivations for
the Civil Rights Movement, and the best methods to be employed in that
movement.
CR5
7) To what extent have the goals of the Civil Rights Movement been achieved
today? What remains to be accomplished?
Major Assessments:
CR2
a) Create a chart to compare and contrast the major political, economic and social changes, which came in the 1960s and 1970s for African­Americans,
women, and youth.
CR2
b) Create a timeline to show the gains and setbacks for African­Americans from
the end of slavery (1865) to the Brown v. Board of Education case (1954).
CR8
c) DBQ on results of the Civil Rights Movement.
15) Carter, Reagan and Beyond (1 1/2 weeks)
Text: Berkin, Chapters 31 and 32
Supplemental Readings:
Remember the Ladies
CR5
Theme Focus:
Economic Transformations and Globalization ­­ New challenges, old roots
Environment ­­ Facing up to our growth
Politics, Citizenship, and Religion ­­ Finding our way again
Key Issues / Questions:
1) Should Richard Nixon have been pardoned by Gerald Ford? What was gained
and/or lost by Ford’s first major action as president?:
CR3
2) In what ways was foreign policy under Jimmy Carter markedly different from
the major foreign policy focus of other presidents since WWII?
CR4
3) What was the “Reagan Revolution”? To what extent were the proposed
changes new, as opposed to a return to policies of the past?
CR5
4) What events from the past ten years will become focal points in future history
books?
Major Assessments:
CR1
a) Nixon political cartoon focusing on relations with Congress and the Courts.
b) Multiple Choice test on the final two units.
16) AP Test Review (2 weeks)
Text: Berkin, Chapters 1 ­ 32
Supplemental Readings:
100 Top New Stories of the 20th Century
CR5
Theme Focus:
All major themes will be reviewed
Key Issues / Questions:
1) Who?
2) What?
3) Where?
4) When?
5) How?
6) Why?
7) Why not?
Major Assessments:
CR8
a) Practice DBQs and Free Response Essays
CR8
b) AP Test