Advanced Placement U.S. History - Course Syllabus A. Course Description AP U.S. History is a college-level introductory course which examines the nations’ political, diplomatic, intellectual, cultural, social, and economic history from 1491 to the present. As a result, the course entails extensive reading and writing and may require students to meet with the instructor outside of the academic day. The course is designed to provide students with the analytical skills, factual knowledge, and writing abilities necessary for the successful completion of the College Board AP U.S. History Exam. B. Thematic Learning Objectives: College Board – AP US History Course and Exam The content learning objectives for the AP U.S. History course and exam are organized under seven themes, which are topics of historical inquiry to explore throughout the course. Learning Objective by theme Description American and National Identity (NAT) This theme focuses on how and why definitions of American and national identity and values have developed, as well as on related topics such as citizenship, constitutionalism, foreign policy, assimilation, and American exceptionalism. Politics and Power (POL)

This theme focuses on how different social and political groups have influenced society and government in the United States, as well as how political beliefs and institutions have changed over time.

Work, Exchange, and Technology (WXT)

This theme focuses on the factors behind the development of systems of economic exchange, particularly the role of technology, economic markets, and government.

Culture and Society (CUL)

This theme focuses on the roles that ideas, beliefs, social mores, and creative expression have played in shaping the United States, as well as how various identities, cultures, and values have been preserved or changed in different contexts of U.S. history.

Migration and Settlement (MIG)

This theme focuses on why and how the various people who moved to and within the United States both adapted to and transformed their new social and physical environments.

Geography and the Environment (GEO)

This theme focuses on the role of geography and both the natural and human-made environments on social and political developments in what would become the United States.

America in the World (WOR)

This theme focuses on the interactions between nations that affected North American history in the colonial period, and on the influence of the United States on world affairs.

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C. Historical Thinking Skills Categories: College Board – AP US History Course and Exam The following historical thinking skills are meant to be explored throughout the AP U.S. course. Coursework will stress the development of historical thinking skills while learning about the past. Category 1: Analyzing Historical Sources and Evidence  H. thinking skill: Analyzing Evidence, Content and Sourcing  H. thinking skill: Interpretation Category 2: Making Historical Connections  H. thinking skill: Comparison  H. thinking skill: Contextualization  H. thinking skill: Synthesis Category 3: Chronological Reasoning  H. thinking skill: Causation  H. thinking skill: Patterns of Continuity over Time  H. thinking skill: Periodization Category 4: Creating and Supporting a Historical Argument  H. thinking skill: Argumentation D. Textbook Fraser, James W. By the People: A History of the United States. Pearson, 2015. E. Supplementary Readings & Preparatory materials  Select and excerpted primary source readings, secondary source readings, and opinion-editorials to be distributed in class and made available on-line through my website.  Cracking the AP U.S. History Exam. The Princeton Review. F. Summer Reading: Dialectical Journal In response to the content of the book you have selected, you will write your reactions, questions, and objections in your journal. Each entry should be at least a half page long in a composition book, handwritten. You must have at least 30 entries in your journal. Your journal will be due at the end of the first week of school. For each journal entry, you need to:  Quote or paraphrase the sentences or ideas that have grabbed your attention;  Note down the chapter and page number(s) where you encountered them;  Write your answer (your reaction, questions, and or objections). Blood and Thunder: The Epic Story of Kit Carson and the Conquest of the American West. By Hampton Sides. Empire of the Summer Moon: Quanah Parker and the Rise and Fall of the Comanche, the Most Powerful Indian Tribe in American History. By S.C. Gwynne. The Real All Americans. By Sally Jenkins.

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G. 2016 AP US History Exam: Friday, May 5th The exam requires students to apply historical thinking skills and knowledge of content as they respond, in writing, to new short-answer, document-based, and essay questions. Newly designed multiple-choice questions ask students to use their knowledge of content to analyze and interpret primary and secondary sources. The exam is broken down into the following sections with the following emphasis on historical periods: Section

Question type

Number of questions

Timing

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Part A: Multiple choice questions Part B: Short-answer questions Part A: Document-based question Part B: Long essay question

55 questions

55 minutes

Percentage of total exam score 40%

4 questions

45 minutes

20%

1 question

60 minutes

25%

1 question chosen from a pair

35 minutes

15%

II

Historical Period 1 2 3 4 5 6 7 8 9

Date Range 1491–1607 1607–1754 1754–1800 1800–1848 1844–1877 1865–1898 1890–1945 1945–1980 1980–present

Percentage of Instructional time 5% 10% 12% 10% 13% 13% 17% 15% 5%

Percentage of AP Exam 5% 45% (period 2-5) ↓

45% (period 6-8) ↓ 5%

H. AP Exam Scoring AP Exam scores represent students’ achievement in the equivalent college course. While AP scores signify how qualified students are to receive college credit or placement, Colleges and Universities determine their own standards for credit and placement policies. As such, students and parents should consult prospective Colleges and Universities for AP Exam acceptance policies. Test results will be available the first week of July. See the scoring breakdown below:

AP Score 5 4 3 2 1

Qualifications Extremely well qualified Well qualified Qualified Possibly qualified No recommendation

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I.

AP Exam Review Sessions Review sessions for the test will commence during the second semester at a time, frequency, and location (most likely room D116) to be determined.

J.

Course Assessment  Students will participate in a seminar based upon the summer reading of Gordon Wood’s The American Revolution: A History. The seminar will focus upon student responses to assigned questions and a prompt.  Modified Cornell note assignments for each unit. Students will outline assigned readings within the textbook and then create high-level inquiry and review questions based upon content.  Completion of a thematic outline matrix (to be divided over the 4 academic quarters). The matrix will require students to identify and link key events and developments across the 7 AP themes and throughout the 9 AP historical periods.  Completion of content-specific organizational, conceptual, and or comparison charts that will ask students to identify patterns of continuity and change.  Political cartoon analysis. For selected political cartoons, a guide sheet will be completed in order to facilitate analysis and discussion.  Political cartoon presentation assignment. Students will select a political cartoon focusing upon an issue of an historical period. Students will need to identify an AP theme (one of the seven AP themes) present within the cartoon and then give a presentation to the class in which they analyze the cartoon within the parameters of the identified AP theme.  Each unit, students will be assigned a number of edited and unedited primary source readings. Each reading will be accompanied by a series of specific questions intended to facilitate analysis and discussion as well as allow for contextualization of historical events and circumstances.  Each unit, students will be assigned a secondary source reading. Students will complete a secondary source analysis guide that will allow for evaluation of the author’s thesis, evidence, and reasoning. Additional components of the analysis guide will center upon identifying aspects of the 7 AP themes present within the reading and drawing connections (synthesis) between the reading and previously assigned primary source readings. Students will conclude with a seminar focusing upon student responses.  Creation of a documentary radio podcast on the Federalist-Antifederalist debate that allows for comparison and or contextualization of historical events and developments, as well as allowing for evidence of student insights regarding connections between the past, present, and future (synthesis). This is a group project.  Creation of a documentary video project that allows for comparison and or contextualization of historical events and developments, as well as allowing for evidence of student insights regarding connections between the past, present, and future (synthesis). This is a group project.  Essay exercises centered upon thesis generation, identification of content, and the creation of an essay outline.  DBQ exercises centered upon thesis generation, identification of outside content, document analysis and usage, and the creation of an essay outline.  Document based questions (DBQs) on TBD basis. Students will be expected to incorporate given documents as well as outside information within their response.  Chapter quizzes.  Unit tests consisting of multiple choice questions and one essay response.  A summative review of all primary source documents that have been read over the course of the year. The review will consist of identifying AP themes (ID, WXT, PEO, POL, WOR, ENV, CUL)

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contained within the readings as well as analyzing and drawing conclusions upon patterns of continuity and change present over the course of the readings. K. Course Outline Unit 1: AP Historical period 1 (1491-1607) and period 2 (1607-1754). Content:  Exploration and colonization.  Clash of Native-American and European Cultures.  English America.  Origins of Slavery.  Differentiation: New England, Middle, and Southern Colonies. Readings:  c. 1, 2, 3, 4.  Bartolomé de Las Casas Defends the Indians, 1552.  Laws Pertaining to Slaves and Servants, Virginia 1629-1672.  John Winthrop, A Model of Christian Charity, 1630.  A Dutch Minister Describes the Iroquois, 1634.  Indentured Servitude in Maryland, 1666.  Nathaniel Bacon's Declaration of the People, 1676.  John Locke's Second Treatise of Government, 1690.  Jonathan Edwards, Some Thoughts Concerning the Present Revival Of Religion In New England, 1742.  Charles Chauncy, Seasonable Thoughts on the State of Religion, 1743.  Gary B. Nash, Black People in a White People’s Country, 2003. Major Assignments and Assessments:  Primary source readings (see above) accompanied by discussion questions that will allow for contextualization of historical events and circumstances.  Gary B. Nash, Black People in a White People’s Country, 2003. Completion of secondary source analysis guide that will allow for evaluation of the author’s thesis, evidence, and reasoning. Additional components of the analysis guide will center upon identifying aspects of the 7 AP themes present within the reading and drawing connections (synthesis) between the reading and previously assigned primary source readings. Students will conclude with a seminar focusing upon student responses.  Cornell notes assignment c. 1-4.  Concept comparison chart: Native-American cultural groups (places, chronology, cultural practices/traits - identification of continuity or change within.  Colonies comparison chart: New England, Middle, Southern colonies (identify changes within the political, economic, and social identities of the colonies over colonial period.  DBQ exercise: Puritanism and political, social, and economic development of the New England colonies. Unit 2: AP Historical period 3 (1754 to 1800). Content:  French and Indian War.  Mercantilism.  Causes of Revolution.  Revolutionary War.

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 Articles of Confederation. Readings:  c. 5, 6.  James Otis, The Rights of the British Colonies Asserted and Proved, 1764.  The Stamp Act, March 1765.  Daniel Dulaney, Considerations on the Propriety of Imposing Taxes in the British Colonies, for the Purpose of raising a Revenue, by Act of Parliament, 1765.  The Townshend Revenue Act, June 1767.  Thomas Paine, Common Sense, January 1776.  The Virginia Declaration of Rights, May 1776.  Declaration of Independence, July 1776.  The Articles of Confederation, 1777.  Northwest Ordinance, 1787.  Benjamin Rush, Address to the People of the United States, January 1787.  Madison’s Notes on Debates, May 30, 1787.  Madison’s Notes on Debates, May 31, 1787.  U.S. Constitution, September 17, 1787.  George Mason, Objections to the Proposed Federal Constitution, October 1787.  Publius, Federalist No. 39, January 16, 1788.  Clinton Rossiter, A Revolution to Conserve, 1953.  Carolyn E. Scott, Mercantilism and the American Revolution, 1997. Major Assignments and Assessments:  Cornell notes c. 5 & 6.  Students will participate in a seminar based upon the summer reading of Gordon Wood’s The American Revolution: A History. The seminar will focus upon student responses to assigned questions and prompts.  Primary source readings (see above) accompanied by discussion questions that will allow for contextualization of historical events and circumstances.  Carolyn E. Scott, Mercantilism and the American Revolution, 1997. Completion of secondary source analysis guide that will allow for evaluation of the author’s thesis, evidence, and reasoning. Additional components of the analysis guide will center upon identifying aspects of the 7 AP themes present within the reading and drawing connections (synthesis) between the reading and previously assigned primary source readings. Students will conclude with a seminar focusing upon student responses.  DBQ exercise: P. 191 in text or pre-released AP Exam DBQ on the French & Indian War.  Take home DBQ: American Revolution.  Cause and effect chart: Identify patterns of change within British colonial policy and the resulting colonial responses and ideological developments throughout the timeframe of the period of 1754-1775.  Podcast assignment, Federalist vs. Anti-Federalist: o Federalist 10 o Federalist 22 o Federalist 45 o Federalist 51 o Centinel I o Federal Farmer I o Federal Farmer II

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

o Brutus I Thematic outline matrix number 1. Students will use a matrix with AP themes and AP historical periods as the axes to identify key historical developments in the 7 AP themes over the course of AP historical periods 1-3.

Unit 3: AP Historical period 3 (1754-1800) and period 4 (1800-1848). Content:  The development of the United States Constitution and Bill of Rights.  Jefferson vs. Hamilton, the emergence of political parties, conflict between national power and states’ rights.  Jefferson’s “Revolution of 1800”.  The War of 1812.  Judicial Nationalism.  Sectional specialization and interdependence.  The First Industrial Revolution. Readings:  c. 7, 8, 9.  The Alien and Sedition Acts, 1798.  James Madison, The Virginia Resolution, December 1798.  Thomas Jefferson, The Kentucky Resolutions, December 1799.  The Address of the Danbury Baptist Association & T. Jefferson’s reply, October 7, 1801.  James Madison’s War Message to Congress, June 1, 1812.  President Monroe's Seventh Annual Message to Congress, December 2, 1823 (Monroe Doctrine)  Daniel Walker Howe, What Hath God Wrought: The Transformation of America, 1815-1848, 2007. Major Assignments and Assessments:  Cornell notes c. 7, 8, 9.  Primary source readings (see above) accompanied by discussion questions that will allow for contextualization of historical events and circumstances.  Daniel Walker Howe, What Hath God Wrought: The Transformation of America, 1815-1848? Completion of secondary source analysis guide that will allow for evaluation of the author’s thesis, evidence, and reasoning. Additional components of the analysis guide will center upon identifying aspects of the 7 AP themes present within the reading and drawing connections (synthesis) between the reading and previously assigned primary source readings. Students will conclude with a seminar focusing upon student responses.  Students will engage in an exercise in which they will interpret contrasting historiographies concerning the formation of political values in the United States between 1780 and 1840. Nathan O. Hatch, “The Democratization of Christianity and the Character of American Politics,” 1990 and Gordon S. Wood, Empire of Liberty, 2009).  DBQ exercise: Jeffersonian Policy or War of 1812.  Conceptual comparison chart: Articles vs. Constitution.  Conceptual comparison chart: Federalists vs. Democratic Republican.  Thesis activity: War of 1812, J. Marshall & Supreme Court.  Key Supreme Court Cases: Identify Issues, decisions, and significance of decision. Additionally, explain how the character of the relationship between levels of government and or branches of government changed via evolving Supreme Court precedence:

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o o o o o o o

Marbury v. Madison (1803) Fletcher v. Peck (1810) Martin v. Hunter’s Lessee (1816) McCulloch v. Maryland (1819) Cohens v. Virginia (1821) Gibbons v. Ogden (1824) Worcester v. Georgia (1832)

Unit 4: AP Historical period 4 (1800-1848) and period 5 (1844-1877). Content:  Jackson’s Democratic Party and the emergence of the “Common Man” in American politics.  The South and Slavery.  Moral reform movements.  War with Mexico.  The Politics of Expansion and Manifest Destiny. Readings:  c. 10, 11, 12.  Henry Clay to John Switzer, Ashland, Ohio, 1831.  South Carolina Ordinance of Nullification, November 24, 1832.  Andrew Jackson, Proclamation Regarding Nullification, December 10, 1832.  William Lloyd Garrison, On the Constitution and the Union, December 29, 1832.  Alexis de Tocqueville, Democracy in America, 1835.  John C. Calhoun, Slavery a Positive Good, 6 February 1837.  John L. O’Sullivan, Manifest Destiny, 1839.  James Knox Polk, First Inaugural Address, March 4, 1845.  Elizabeth Cady Stanton, Declaration of Sentiments, July 19, 1848.  John F. Marszalek, Andrew Jackson: Flamboyant Hero of the Common Man, 1998. Major Assignments and Assessments:  Cornell notes c. 10, 11, 12 or Unit 4 Review assignment.  Primary source readings (see above) accompanied by discussion questions that will allow for contextualization of historical events and circumstances.  John F. Marszalek, Andrew Jackson: Flamboyant Hero of the Common Man, 1998. Completion of secondary source analysis guide that will allow for evaluation of the author’s thesis, evidence, and reasoning. Additional components of the analysis guide will center upon identifying aspects of the 7 AP themes present within the reading and drawing connections (synthesis) between the reading and previously assigned primary source readings. Students will conclude with a seminar focusing upon student responses.  Statistical analysis activity/Choropleth mapping: Analyze several sets of Presidential electoral and popular vote data (1824-1836) in order to determine trends in voter participation in Presidential elections as well as draw conclusions on causes and effects.  Listen to a reading of Frederick Douglass’, What to the Negro is the Fourth of July? Students will then discuss Douglass’ ideological legacy within the civil rights movement.  Conceptual comparison chart: Slavery’s opponents and defenders.  Thesis development exercise: Reform Movement, National Unity, Manifest Destiny, Slavery and Expansion.  DBQ exercise: Voter participation 1815-1840 or Territorial expansion 1800-1855.

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Unit 5: AP Historical period 5 (1844-1877) and period 6 (1865-1898). Content:  Sectionalism and the politics of Slavery: 1850-1860.  Secession.  Civil War: causes, strategies, and course.  Presidential vs. Congressional Reconstruction.  Economic development and the New South.  The struggle for equality.  Compromise of 1877. Readings:  c. 13, 14, 15.  Roger E. Taney, Dred Scott v. Sandford, March 6, 1857.  James Henry Hammond, Mudsill Theory, March 4, 1858.  Abraham Lincoln, Letter to J.N. Brown, October 18, 1858.  James Buchanan, State of the Union Address, December 3, 1860.  Abraham Lincoln, First Inaugural Address, March 4, 1861.  Alexander Stephens, “Corner Stone” speech, March 21, 1861.  Abraham Lincoln, Proclamation Calling Militia and Convening Congress, April 15, 1861.  A. Lincoln, Message to Congress on Compensated Emancipation, March 6, 1862.  Abraham Lincoln, Final Emancipation Proclamation, January 1, 1863.  New York Times editorial, The President’s Proclamation, January 3, 1863.  Clement Vallandigham, On the War and Its Conduct, January 14, 1863.  Abraham Lincoln, Proclamation of Amnesty and Reconstruction, December 8, 1863.  The Wade-Davis Manifesto, August 5, 1864.  Report on the Committee on Reconstruction, June 20, 1866.  Paul Finkelman, Slavery, the Constitution, and the Origins of the Civil War, 2011. Major Assignments and Assessments:  Cornell notes c. 13, 14, 15.  Primary source readings (see above) accompanied by discussion questions that will allow for contextualization of historical events and circumstances.  Paul Finkelman, Slavery, the Constitution, and the Origins of the Civil War, 2011. Completion of secondary source analysis guide that will allow for evaluation of the author’s thesis, evidence, and reasoning. Additional components of the analysis guide will center upon identifying aspects of the 7 AP themes present within the reading and drawing connections (synthesis) between the reading and previously assigned primary source readings. Students will conclude with a seminar focusing upon student responses.  DBQ: Slavery and the Civil War.  Conceptual comparison chart: Trace evolving phases of reconstruction policy 1865-1876. Specific focus upon goals, treatment of freedman, process for readmission of states to the Union.  Thesis development activity: The politics of Slavery, 1850-1860.  Thematic outline matrix number 2. Students will use a matrix with AP themes and AP historical periods as the axes to identify key historical developments in the 7 AP themes over the course of AP historical periods 4-5.  Graphic Novel assignment.

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Semester Mid-term Unit 6: AP Historical periods 5 (1844-1877), period 6 (1865-1898), period 7 (1890=1945). Content:  Native American policy.  Settlement of the West.  Rise of Industry & Organized Labor.  Role of government in economic growth, regulation, and reform.  Social, economic, and political impact of industrialization.  Immigration and Urbanization.  Political corruption and the Gilded Age.  Populism. Readings:  c. 16, 17, 18.  Andrew Carnegie, Wealth, June, 1889.  Platform of the Populist Party, 1892.  William Jennings Bryan, Ideals of the Declaration of Independence, 1895.  Plessy V. Ferguson, 1896.  Immigration Restriction League, Literacy and the immigration of “undesirables”, 1903.  Robert M. Utley, Sitting Bull and the Sioux Resistance.  Robert W. Cherney, Entrepreneurs and Bankers: The Evolution of Corporate Empires. Major Assignments and Assessments:  Cornell notes c. 16, 17, 18.  Primary source readings (see above) accompanied by discussion questions that will allow for contextualization of historical events and circumstances.  Robert M. Utley, Sitting Bull and the Sioux Resistance. Completion of secondary source analysis guide that will allow for evaluation of the author’s thesis, evidence, and reasoning. Additional components of the analysis guide will center upon identifying aspects of the 7 AP themes present within the reading and drawing connections (synthesis) between the reading and previously assigned primary source readings. Students will conclude with a seminar focusing upon student responses.  Political cartoon analysis. Topics: industrialization, regulation of business (railroads, trusts, anti-trust laws), unionization, urbanization, and or political corruption during the era of 1865 through 1900. Students will use a guide sheet in order to facilitate analysis and discussion.  DBQ exercise: African Americans in the South 1865-1905 or American Agriculture 18651900.  Political cartoon presentation assignment. Students will select a political cartoon focusing upon an issue related to historical period 6. Students will need to identify an AP theme (one of the seven AP themes) present within the cartoon and then give a presentation to the class in which they analyze the cartoon within the parameters of the identified AP theme. Unit 7: AP Historical period 6 (1865-1898) and period 7 (1890 – 1945). Content:  The changing role of the U.S. in world affairs – from isolationism to world power.  Open Door Policy & Roosevelt’s “Big Stick Diplomacy”.  Spanish-American War (Cuba and the Philippines).

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 The debate over Imperialism.  Wilson’s Moral Foreign Policy and the Mexican Revolution.  U.S. motives in WWI.  WWI on the home front.  Senate rejection of the Treaty of Versailles. Readings:  c. 19, 20.  Henry George, The Paradox of Capitalist Growth, 1879.  Henry Demarest Llyod, The Story of a Great Monopoly, 1881.  Rudyard Kipling, The White Man’s Burden: Kipling’s Hymn to U.S. Imperialism, 1899.  Theodore Roosevelt, The Strenuous Life, April 10, 1899.  The First Open Door Note, Sec. of State John Hay to Andrew D. White, September 6, 1899.  Anti-Imperialist League Platform, 1899.  Theodore Roosevelt, Roosevelt Corollary to Monroe Doctrine, Annual Message before Congress, December 6, 1904.  Who is a Progressive? Theodore Roosevelt, 1912.  William Howard Taft, Dollar Diplomacy, 1912.  Woodrow Wilson, State of the Union Address, December 2, 1913.  Woodrow Wilson, Address at Independence Hall: What is the meaning of Liberty? July 4, 1914.  President Wilson's War Message, April, 1917.  U.S. Espionage Act, June, 15 1917.  The U.S. Sedition Act, May 16, 1918.  Woodrow Wilson, Fourteen Points, January, 1918. Major Assignments and Assessments:  Cornell notes c. 19, 20.  Primary source readings (see above) accompanied by discussion questions that will allow for contextualization of historical events and circumstances.  Conceptual classification chart: 14 Points (classify each point as one of four identified Wilsonian foreign policy goals).  Political cartoon presentation assignment. Students will select a political cartoon focusing upon an issue related to historical period 7. Students will need to identify an AP theme (one of the seven AP themes) present within the cartoon and then give a presentation to the class in which they analyze the cartoon within the parameters of the identified AP theme.  Art Seminar: Students will analyze selected works from the Hudson River school of Art and the Ashcan Realist school of Art and then discuss how the artwork is reflective of changes within the AP themes of identity (ID), work, exchange, and technology (WXT), peopling (PEO), and environment and geography (ENV). Unit 8: AP Historical period 7 (1890-1945). Content:  The Red Scare and Anti-foreignism.  Welfare Capitalism and the Associative State.  The Roaring Twenties.  Isolationism.  Dust Bowl and Demographic shifts.

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 The Great Depression.  Keynesian Economics.  FDR and the New Deal. Reading:  c. 21, 22.  George William Hunter, A Civic Biology: Presented in Problems, 1914.  Mitchell Palmer, The Case against the Reds, 1920.  Warren G. Harding, Return to Normalcy, May 14, 1920.  BUCK v. BELL, Justice Holmes delivered the opinion of the Court, May 2, 1927.  Herbert Hoover, Rugged Individualism, October 22, 1928.  Franklin D. Roosevelt, Commonwealth Club Address, September 23, 1932.  Neutrality Act of 1937.  Franklin D. Roosevelt, Quarantine Speech, October 5, 1937.  Robert B. Reich, John Maynard Keynes His radical idea that governments should spend money they don't have may have saved capitalism, Mar. 29, 1999.  David C. Wheelock, The Great Depression: An Overview.  David A. Lopez, Then and Now: Fed Policy Actions During the Great Depression and Great Recession.  Ben Stein, The Smoot-Hawley Act Is More Than a Laugh Line, May 10, 2009. Major Assignments and Assessments:  Cornell notes c. 21, 22.  Primary source readings (see above) accompanied by discussion questions that will allow for contextualization of historical events and circumstances.  Political cartoon analysis. Topics: Red Scare, Immigration, Jazz Age, Prohibition, Depression, New Deal policies. Students will use a guide sheet in order to facilitate analysis and discussion.  DBQ and or DBQ exercise: FDR and the Great Depression, U.S. policy and Immigration 18801925, or U.S. Foreign Policy changes between 1920-1941.  Concept classification chart: New Deal Programs (focus areas, relief/reform/recovery).  Thematic outline matrix number 3. Students will use a matrix with AP themes and AP historical periods as the axes to identify key historical developments in the 7 AP themes over the course of AP historical periods 6-7. Unit 9: AP Historical period 7 (1890-1945) and period 8 (1945-1980). Content:  U.S. foreign policy: from neutrality to wartime leader.  Civil liberties and civil rights during the war.  Causes, Course, and Consequences of WW II.  Urban migration and population shifts.  Genocide, Holocaust, and Human Rights on a Global Scale.  Origins of the Cold War.  Foreign Policy as Dictated by the Cold War.  The Affluent Society.  Red Scare and McCarthyism. Readings:  c. 23, 24.

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        

Eleanor Roosevelt, Keepers of Democracy, January 1939. Franklin Roosevelt’s Four Freedoms Speech, January 1941. Atlantic Charter, August 14, 1941. Nuremberg Trials Report Appendix D: Control Council Law No. 10. Memorandum from Clark Clifford to President Truman, “American Relations with the Soviet Union”, September 24, 1946. George Kennan to Secretary of State George Marshall (the long telegram), February 22, 1946. Henry A. Wallace to President Truman, “Achieving an Atmosphere of Mutual Trust and Confidence: An Alternative to Cold War Containment”, 1946. Speech by George C. Marshall (The Marshall Plan), June 15, 1947. Joseph McCarthy, Lincoln Day Speech (Enemies from Within), February 9, 1950.

Major Assignments and Assessments:  Cornell notes c. 23, 24.  Primary source readings (see above) accompanied by discussion questions that will allow for contextualization of historical events and circumstances.  After studying the war crimes of WW2, reading the Nuremberg Trials Report, and reading an account of the My Lai massacre, student will conduct a mock trial of fictional individuals accused of War crimes.  Students will examine John Lewis Gaddis’ interpretation of the origins of the Cold War. Within a class seminar, students will discuss the question, “did the cold war begin after the Russian Revolution or WWII?”  Class debate: Concluding the war against Japan or Anti-Communist legislation. Unit 10: AP Historical period 8 (1945-1980). Content:  The emergence of the modern civil rights movement.  Struggle for civil rights.  Cold War confrontations: Asia, Latin America, Europe.  The New Frontier.  The Great Society.  The anti-war movement and the counterculture.  Détente. Readings:  c. 25, 26, 27.  Linda Brown v. Topeka Board of Education, 1954.  The Southern Manifesto, 1956.  President Eisenhower’s Address on Little Rock, 1957.  Martin Luther King, Jr., The Power of Non-violence, 1957.  The Port Huron Statement, 1962.  Malcolm X, Message to Grassroots, 1963.  President Johnson's Message to Congress, August 5, 1964.  Joint Resolution of Congress, August 7, 1964.  Black Panther Party Platform and Program, 1966.  Humberto Fontova , Che Guevara’s Rendezvous With Justice, October 16, 2008.

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Major Assignments and Assessments:  Cornell notes assignment c. 25-27.  Primary source readings (see above) accompanied by discussion questions that will allow for contextualization of historical events and circumstances.  Conceptual mapping assignment: 1st, 2nd, and 3rd worlds.  Begin summative review of all primary source documents that have been read over the course of the year. The review will consist of identifying AP themes (ID, WXT, PEO, POL, WOR, ENV, CUL) contained within the readings as well as analyzing and drawing conclusions upon patterns of continuity and change over the course of the readings).  Begin thematic outline matrix number 4. Students will use a matrix with AP themes and AP historical periods as the axes to identify key historical developments in the 7 AP themes over the course of AP historical periods 8-9.  DBQ: Vietnam War, Johnson’s Great Society, or Cold War 1948-1961. Unit 11: AP Historical period 9 (1980-present). Content:  Watergate and a Crisis of National Leadership.  Changes in the American Economy: the energy crisis and deindustrialization.  The Decline of Liberalism and the Resurgence of Conservatism.  The End of the Cold War.  Persian Gulf War.  Unilateralism vs. multilateralism in foreign policy.  Domestic and foreign terrorism. Readings:  c. 28, 29, 30.  Peter Schweizer, The Man Who Broke the Evil Empire, 1994.  William Glaberson, War on Terrorism Stirs Memories of Internment.  Caspar Weinberger Jr., Reagan’s Strategic Defense Initiative: Looking Back a Quarter of a Century Later, Mar 21, 2008. Major assignments and Assessments:  Cornell notes assignment c. 28-30.  Primary source readings (see above) accompanied by discussion questions that will allow for contextualization of historical events and circumstances.  Peter Schweizer, The Man Who Broke the Evil Empire, 1994. Completion of secondary source analysis guide that will allow for evaluation of the author’s thesis, evidence, and reasoning. Additional components of the analysis guide will center upon identifying aspects of the 7 AP themes present within the reading and drawing connections (synthesis) between the reading and previously assigned primary source readings. Students will conclude with a seminar focusing upon student responses.  Completion of summative review of all primary source documents that have been read over the course of the year. The review will consist of identifying AP themes contained within the readings as well as analyzing and drawing conclusions upon patterns of continuity and change present over the course of the readings.  Completion of thematic outline matrix number 4. Students will use a matrix with AP themes and AP historical periods as the axis to identify key historical developments in the 7 AP themes over the course of AP historical periods 8-9.

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

Documentary video project (group) that allows for comparison and contextualization of historical events and developments, as well as allowing for evidence of student insights regarding connections between the past, present, and future (synthesis).

Post-Test  Finish & present documentary video projects.

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