1 APUSH History Syllabus Course Description: Advanced Placement United States History (APUSH) is a yearlong survey course that

provides an analytical study of our nations past from the age of discovery up until the present day. Students taking this course will be asked to think critically about history and to recognize various themes and patterns that have shaped our nations development. Through this course, students will be provided content, practical knowledge of US History and will practice critical thinking and specific writing processes that will help them to prepare for the AP test. The goal of this course is to prepare students for the AP Exam which will take place on May 12, 2012. Students are not required to take the AP exam. However, APUSH is taught at an accelerated place and is designed to be taught at the college freshman level. Because students have the potential to earn college credit for their AP work, a substantial amount of reading and independent study is expected from all students. Training and preparing students to tackle the free-response section of the AP exam provides the primary focus for the writing portion of this course. Students are required both in class and at home, throughout the year, to do numerous document based questions as well as free response questions. Much attention is paid to the writing process in preparation for the writing portion of the AP exam. Entire periods are devoted to the return and discussion of graded essays, discussions of how to plan and organize ones essay, and the distribution of well-written essays, etc. Advanced Placement United States History Advanced Placement United States History is designed to provide students with the analytical skills and factual knowledge necessary to deal critically with the problems and materials in United States History. Students will analyze historical material, synthesize their own ideas, and evaluate those of others. The AP United States History course will develop the skills necessary to arrive at conclusions on the basis of an informed judgment and to present reasons and evidence clearly and persuasively in essay format. This course is distinguished by a difference in the quality of the work expected, not merely an increase in quantity. From: http://www.ncpublicschools.org/curriculum/socialstudies/ Advanced Placement United States History Text: Kennedy, David M., Cohen, Lizabeth and Bailey, Thomas A. The American Pageant: A History of the Republic Boston: McDougal Littell/Houghton Mifflin, 2005. http://college.hmco.com/history/us/kennedy/am_pageant/12e/students/ Workbook: Piehl, Mel. The American Pageant 12th ed Guidebook: A Manual for Students Volumes 1 and 2 Boston: McDougal Littell/Houghton Mifflin, 2005. McDuffie, J. A., Piggrem, G. W., S.E. Woodworth, S.E. REA's AP US History Test Prep with TESTware Software. Piscataway, NJ: Research and Education. Peiser, Andrew, and Seber, Michael. United States History Preparing for the End of Course Test New York: Amsco, 2005.

2 Supplemental Books: Conlin, Joseph R., Our Land, Our Time A History of the United States Primary Sources. SanDiego: Coronado 1986. Davis, Kenneth C., Don't Know Much About History: Everything You Need to Know About American History but Never Learned New York: HarperCollins, 2003. Howard-Pitney, David. Martin Luther King Jr., Malcolm X, and the Civil Rights Struggle of the 1950's and 1960's: A Brief History in Documents. Boston, MA: Bedford/St. Martin's, 2004. Michener, James A., Centennial. New York: Random House Sinclair, Upton, The Jungle retrieved from http://www.onlineliterature.com/upton_sinclair/jungle/de Tocqueville, Alexis, Democracy in America. New York: HarperCollins, 2000. Smith, Jean Edward. FDR. New York: Random House, 2007. *Other Supplemental Readings and/or handouts may be required as the class progresses * Essays are selected from the workbook, test prep software, AP Central, and other AP teachers websites.

Course Themes: These themes are represented throughout the course and are present in assessments (quizzes, essays, oral questioning, debates, discussions, exams, as well as projects) and have unit discussions and assessments structured around them. America on a world stage Economic Transformations and Globalization National Identity and Citizenship Political Change and Continuity Pluralism and Group Identity Reform American Diversity
The students will: Demonstrate a mastery of a broad body of historical knowledge Use historical evidence to defend and support basic arguments and positions Interpret and draw conclusions from various pieces of historical data including original documents, cartoons, graphs, etc. Analyze documents in order to respond to document based questions (DBQs) Prepare for the writing portion of the exam by learning to analyze documents and use them to respond to a specific question (DBQs) as well as learning to use their own knowledge of a specific time period to respond to a free response question (FRQ) Demonstrate an effective use of analytical skills of evaluation, cause and effect relationships, and compare and contrast Work effectively in groups to produce products, make presentations, and solve problems (If they so choose) prepare for and receive a grade of 3 or higher on the AP US History Exam

Curriculum Calendar
Unit 1 Founding the New Nation Required Reading:

3 CH . 1NEW WORLD BEGINNINGS, 33,000 B.C. A. D. 1769 CH. 2THEPLANTING OF ENGLISH AMERICA, 15001733 CH. 3SETTLING THE NORTHERN COLONIES, 16191700 CH. 4AMERICAN LIFE IN THE 17TH CENTURY, 16071692 CH. 5COLONIAL SOCIETY ON THE EVE OF REVOLUTION, 17001775 CH 6 THE DUEL FOR NORTH AMERICA, 16081763 CH 7 THE ROAD TO REVOLUTION, 17631775 CH 8 AMERICA SECEDES FROM THE EMPIRE, 17751783 Unit 1 Founding the New Nation Discovery and Settlement of the New World A. Europe in the sixteenth century B. Spanish, English, and French exploration 3 C. First English settlements 1. Jamestown Powhatan, Starving Time 2. Plymouth Puritans, Pilgrims Mayflower Compact D. Spanish & French settlements long-term Influence Florida (Georgia buffer), Canada.(fur trade) E. American Indians differences in relationships with British, French, Spanish America and the British Empire (16501754) A. Chesapeake country MD, VA (House of Burgesses), Northeast. NC B. Growth of New England C. Restoration Colonies D. Origins of slavery Bacons Rebellion end of the indentured servant E. Colonies found for religious reasons Colonial Society in the Mid Eighteenth Century A. Social structure 1. Family, life expectancy, ratio of male to female 2. Farm and town life; the economic differences, mercantilism, Adam Smith B. Culture 1. Great Awakening (1st mass movement, grains of self-rule) 2. The American mind diverges from its European cousins minds 3. "Folkways" C. New immigrants The first portion of this class is handled by assigning students a series of tasks in order to deepen their understanding of colonization and the history of America prior to European contact. Additionally, this section addresses how and why Europeans came to the New World and the issues that led to the American Revolution.

4 Students will be required to conduct a jigsaw activity where they read and take notes on a variety of historical documents from the time period that center on major colonial history themes: the Salem Witch trials, Puritan beliefs, differences in colonial regional development, and the African American experience in colonial America. Students will read and discuss documents such as excerpts from John Smiths Historie of Virginia, and the Salem Witch Trials http://www.history.org/foundation/journal/smith.cfm http://law2.umkc.edu/faculty/projects/ftrials/salem/salem.htm Students will be required to read and take notes from the American Pageant textbook as well as complete a series of homework questions from the texts workbook for those chapters. Students will also be quizzed and assessed on their understanding of and ability to interpret both historical documents as well as the required reading. Students will be introduced in these lessons to the concepts of categorizing, analyzing, and recognizing bias in documents as well as gleaning historical evidence from documents. A Document Based Question exam where students will interpret documents in context along with a multiple choice exam concludes this unit.

UNIT II: Building the New Nation, 1776-1860 Required Reading:

CH 9 THE CONFEDERATION AND THE CONSTITUTION, 17761790 CH 10 LAUNCHING THE NEW SHIP OF STATE, 17891800 CH 11 THE TRIUMPH OF AND TRAVAILS OF JEFFERSONIAN DEMOCRACY, 18001812 CH 12 THE SECOND WAR FOR INDEPENDENCE AND THE UPSURGE OF NATIONALISM, 18121824 CH 13 THE RISE OF MASS DEMOCRACY, 18241840 CH 14 FORGING THE NATIONAL ECONOMY, 17901860 CH 15 THE FERMENT OF REFORM AND CULTURE, 1790 1860 Federalist and Anti-Federalist Papers Declaration of Independence Declaration of Sentiments UNIT II: Building the New Nation, 17761860 Road to Revolution A. Anglo-French rivalries and Seven Years' War, Ohio River Valley B. Mercantilism; the Dominion of New England and the end of Salutary Neglect C. Imperial reorganization of 1763 1. Stamp Act 2. Declaratory Act 3. Townshend Acts 4. Boston Tea Party D. Philosophy of the American Revolution The American Revolution (17751783) A. Continental Congress B. Declaration of Independence Jefferson (influence from John Locke), property or pursuit of happiness, Franklin C. The war 1. French alliance, Saratoga, Spain, The Netherlands 2. War and society; Loyalists, womens roles, 3. War economy

5 D. Articles of Confederation problems E. Treaty of Paris 1783 F. Creating state governments, state Bill of Rights 1. Political organization 2. Social reform: women, slavery Constitution and New Republic (17761800) A. Philadelphia Convention: drafting the Constitution secrecy, Madison, document of 5 compromises B. Federalists versus Antifederalists Chart C. Bill of Rights Memorize D. Washington's presidency 1. Hamilton's financial program 2. Foreign and domestic difficulties, France and Britain at War, Spain and New Orleans, Whiskey Rebellion 3. Beginnings of political parties AH and TJ at war E. John Adams' presidency Father of the American Navy 1. Quasi War 2. Alien and Sedition Acts 3. XYZ affair 4. Election of 1800 The Age of Jefferson (18001816) A. Jefferson's presidency 1. Louisiana Purchase and Constitutionality 2. Burr conspiracy 3. The Supreme Court under John Marshall, Marshalls Legacy 4. Neutral rights, impressment, Embargo Act, Ograbme Political Cartoon analysis Macons Bill No. 2 B. Madison C. War of 1812 Mr. Madisons War, Dolley saves a painting, FS Key 1. Causes 2. Invasion of Canada 3. Hartford Convention end of the Federalist Party 4. Conduct of the war 5. Treaty of Ghent 6. New Orleans Jackson becomes a hero Read/play Battle of New Orleans Nationalism and Economic Expansion A. James Monroe Era of Good Feelings, American System, Sectional differences B. Panic of 1819 C. Settlement of the West D. Missouri Compromise Clay E. Foreign Affairs: Canada, Florida(AdamsOns), the Monroe Doctrine F. Election of 1824: End of Virginia dynasty Corrupt Bargain? Just how much did Clay despise Jackson? Age of Jackson (18281848) A. Democracy and the "common man" Define common man 1. Expansion of suffrage, end of property requirement

6 2. Rotation in office Spoils System B. Second party system 6 1. Democratic Party 2. Whig Party C. Internal improvements and states' rights: the Maysville Road veto D. The Nullification crisis 1.Tariff issue Tariff of Abominations SC Exposition 2.The Union: Calhoun and Jackson Peggy Eaton E. The Bank War: Jackson and Biddle, pet banks F. Martin Van Buren 1.Independent treasury system 2. Panic of 1837 causes Creating an America Culture A. Cultural nationalism Education reform/professionalism Mann, Webster, McGuffey Religion; revivalism 2nd Great Awakening Utopian experiments and Mormons, Oneida Community, Brook Farm, Harmony E. Transcendentalists Emerson, Thoreau F. National literature, art, architecture Cooper, Melville, etc. G. Reform crusades 1.Feminism; roles of women in the nineteenth century Mott, Stanton, Seneca Falls 2.AbolitionismGarrison, Douglass, Tubman 3.TemperanceDow 4.Criminals and the insane-Dix Key Discussion Topics The constitutional debate (Anti-Federalist vs. Federalist), Causes and Effects of the War of 1812, Nationalism (Forging a National Identity and Culture), Reform Movements (Causes and Effects) Students will be required to read and take notes from the American Pageant textbook as well as complete a series of homework questions from the texts workbook for those chapters. Students will also be quizzed and assessed on their understanding of and ability to interpret both historical documents as well as the required reading. Students will be given two writing assignments during the course of this unit. One will assess their ability to analyze and interpret documents in order to find historical evidence to support a thesis (DBQ) and the other will test them on their ability to demonstrate historical knowledge by pulling on historical evidence and facts in an essay format in response to a free response question. In addition to the writing assignments, a multiple choice exam will conclude this unit. Document Presentations- Students will be required to read a specific document from this time period and pull out historical evidence to answer a question that will be assigned to them. Students will then have to present their defense of the question along with what they were able to glean in terms of historical evidence from their particular document.

7 UNIT III: Testing the New Nation Required Reading: CH 16 THE SOUTH AND THE SLAVE CONTROVERSY, 17931860 CH 17 MANIFEST DESTINY AND ITS LEGACY, 18411848 CH 18 RENEWING THE SECTIONAL STRUGGLE, 18481854 CH 19 DRIFTING TOWARD DISUNION, 18541861 CH 20 GIRDING FOR WAR: THE NORTH AND THE SOUTH, 18611865 CH 21 THE FURNACE OF WAR, 18611865 CH 22 THE ORDEAL OF RECONSTRUCTION, 18651877 *And other historical documents and excerpts from the time period *excerpts from Uncle Toms Cabin by Harriet Beecher Stowe retrieved from http://www.pinzler.com/ushistory/uncletomsupp.html Key Discussion Topics: The peculiar institution and its impact on the South and its economy; Helperism, abolitionism and North South relations, Free Soilers, North and South relations, Bleeding Kansas, How the Mexican Cession contributed to tensions, the turbulent 1850s, Lincoln, secession, Civil War advantages and disadvantages (North vs. South), Civil War important battles and turning points, the Souths chance of victory, a question of leadership (Lincoln vs. Davi s), emancipation, the sharecropping system, the crime of 76, Compromise of 1877, assassination of Lincoln, Reconstruction and its impact. Activities: Students will be required to read and take notes from the American Pageant textbook as well as complete a series of homework questions from the texts workbook for those chapters. Students will also be quizzed and assessed on their understanding of and ability to interpret both historical documents as well as the required reading. Students will read an excerpt from Uncle Toms cabin in order to understand the nature of slavery and its impact Students will be required to analyze documents from the Civil War and Reconstruction era and write a take home DBQ where they will be allowed to research and write a well thought out response to the following question: To what extent were African Americans better off after Reconstruction than they were before the Civil War? 1860 election results Maps and charts relating to the Civil War A multiple choice test concludes this unit. UNIT III CONTENT: Testing the New Nation Sectionalism A. Economic revolution 1. Early railroads and canals 2. Expansion of business a. Beginnings of factory system b. Early labor movement; women c. Social mobility; extremes of wealth 3. The cotton revolution in the South 4. Commercial agriculture B. The South 1. Cotton Kingdom 2. Southern trade and industry

8 3. Southern society and culture a. gradations of white society b. nature of slavery: "peculiar institution" c. the mind of the South C. The North 1. Northeast industry a. Labor (wage slavery) b. Immigration c. Urban slums 2. Northwest agriculture D. Westward expansion 1. Advance of agricultural frontier 2. Significance of the frontier 3. Life on the frontier; squatters 4. Removal of American Indians Florida Indian Wars, Trial of Tears 8 Territorial Expansion and Sectional Crisis A. Manifest Destiny and mission B. Texas annexation, the Oregon boundary, and California C. James K. Polk and the Mexican War; slavery and the Wilmot Proviso D. Later expansionist efforts The 1850s: Decade of Crisis A. Compromise of 1850 B. Fugitive Slave Act and Uncle Tom's Cabin Little woman who started this great big war. C. Kansas Nebraska Act and realignment of parties 1.Demise of the Whig Party 2.Emergence of the Republican Party D. Dred Scott decision, Taney, and Lecompton crisis E. Lincoln Douglas debates, 1858, Freeport Doctrine, House Divided Speech F. John Brown's raid, Bleeding Kansas G. The election of 1860; Abraham Lincoln H. The secession crisis Civil War Althea Union 1.Mobilization and finance 2.Civil liberties, suspension of habeas corpus 3.Election of 1864, Sherman in Atlanta Sept 1, 1864 B. The South 1.Confederate constitution, slavery and any state can leave Confederacy 2.Mobilization and finance, draft and income tax, greenbacks 3.States' rights and the Confederacy Foreign affairs and diplomacy, Trent Affair, Napoleon III Military strategy, campaigns, and battles E. The abolition of slavery 1.Confiscation Acts 2.Emancipation Proclamation (Antietam) 3.Freedmen's Bureau

9 4.Thirteenth Amendment F. Effects of war on society 1.Inflation and public debt 2.Role of women, at home and as spies 3.Devastation of the South 4.Changing labor patterns Reconstruction to 1877 A. Presidential plans: Lincoln and Johnson, 10% B. Radical (congressional) plans Sumner, Stevens 1.Civil rights and the Fourteenth Amendment 9 2.Military reconstruction, carpetbaggers, scalawags, KKK emerges 3.Impeachment of Johnson, Tenure of Office Act 4.AfricanAmerican male suffrage: the Fifteenth Amendment C. Southern state governments: problems, achievements, weaknesses, Republican D. Compromise of 1877 and the end of Reconstruction, Hayes E. Politics in the New South 1.The Redeemers 2.White and African Americans in the New South, Jim Crow

UNIT IV FORGING AN INDUSTRIAN SOCIETY Required Reading: CH 23: POLITICAL PARALYSIS IN THE GILDED AGE, 18691896 CH 24: INDUSTRY COMES OF AGE, 18651900 CH 25: AMERICA MOVES TO THE CITY, 18651900 CH 26: THE GREAT WEST AND THE AGRICULTURAL REVOLUTION, 18651890 Ch. 27: The Path of Empire, 18901899 *William Jennings Bryans Cross of Gold Speech retrieved from http://historymatters.gmu.edu/d/5354/. Key Discussion Topics: Laissez faire, the Silver Question, A Question of Exploitation; laissez faire and Social Darwinism; the rise of industrialist; labors response; urbanization and immigration; political machines and party bosses; the Social Gospel; the politics of the 1890s; big government Republicans and the rise of the Populist. Activities: Students will be required to read and take notes from the American Pageant textbook as well as complete a series of homework questions from the texts workbook for those chapters. Students will also be quizzed and assessed on their understanding of and ability to interpret both historical documents as well as the required reading. Students will create analyze political cartoons from the time period. Following their examination of political cartoons, we will discuss how to interpret and pull out information from a political cartoon. Students will then be required to create their own political cartoon about something from this unit and present it to the class. FRQ-Students will be given three topics to research from the Gilded Age. Students will be required to write an outline of their essay as if they were pre-planning for that particular essay question. Students will then bring in their outlines and will be required to write an FRQ on one of the three topics in class. A multiple choice test concludes this unit.

10 Mid-Year Exam Our mid-year exam is designed to be a trial run for the actual AP examination in May. Its format is exactly the same as the May exam except that it covers material only to about the year 1900. The exam is given in class and topics reflect the themes of the course laid out in the previous pages.

UNIT IV CONTENT: New South and the Last West A. Politics in the New South 1.The Redeemers 2.White and African Americans in the New South 3.Subordination of freed slaves: Jim Crow B. Southern economy; colonial status of the South 1.Sharecropping, tenant farming 2.Industrial stirrings C. Cattle kingdom 1.Openrange ranching (cheating the Homestead Act) 2.Day of the cowboy Building the Western railroad E. Subordination of American Indians: dispersal of tribes, Nez, Perce, Sioux, Wounded Knee F. Farming the plains; problems in agriculture, winter wheat, overproduction G. Mining bonanza 10 Industrialization and Corporate Consolidation A. Industrial growth: railroads, iron, coal, electricity, steel, oil, banks B. Laissezfaire conservatism 1.Gospel of Wealth, Carnegie 2.Myth of "self-made man" 3.Social Darwinism; survival of the fittest 4.Social critics and dissenters Effects of technological development on worker/workplace Union movement 1.Knights of Labor and American Federation of Labor, Gompers 2.Haymarket, Homestead, and Pullman Urban Society A. Lure of the city Immigration, Southern and Eastern Europe, China City problems 1.Slums, dumbbell tenements 2.Machine politics, Tweed Awakening conscience; reforms 1.Social legislation 2.Settlement houses: Jane Addams and Lillian Wald 3.Structural reforms in government Intellectual and Cultural Movements A. Education 1.Colleges and universities, Morrill Land Grants 2.Scientific advances

11 3.Professionalism and the social sciences B. Realism in literature and art, Ashcan School C. Mass culture 1.Use of leisure, sports 2.Publishing and journalism 3. Catalogs, Sears, Montgomery Ward National Politics, the Gilded Age (18771896) A. A conservative presidency B. Issues 1.Tariff controversy 2.Railroad regulation 3.Trusts Sherman Antitrust Act, use of 14th Amendment by the trusts Agrarian discontent, abuse by the railroads, etc. Crisis of 1890s 1.Populism from the Grange, Granger Laws struck down by the courts 11 2.Silver question 3.Election of 1896: McKinley versus Bryan, Cross of Gold, Hanna

UNIT V STRUGGLING FOR JUSTICE AT HOME AND ABOARD Required Reading: CH 28: AMERICA ON THE WORLD STAGE, 18991909 CH 29: PROGRESSIVISM AND THE REPUBLICAN ROOSEVELT, 19011912 CH 30: WILSONIAN PROGRESSIVISM AT HOME AND ABROAD, 19121916 CH 31: THE WAR TO END WAR, 19171918 CH 32: AMERICAN LIFE IN THE "ROARING TWENTIES," 19191929 CH 33: THE POLITICS OF BOOM AND BUST, 19201932 CH 34: THE GREAT DEPRESSION AND THE NEW DEAL, 19331939 CH 35: FRANKLIN D. ROOSEVELT AND THE SHADOW OF WAR, 19331941 CH 36: AMERICA IN WORLD WAR II, 19411945 * excerpts from Smith, Jean Edward. FDR. New York: Random House, 2007. *other primary sources relating to WII, WWI, and the Progressive Movement Key Discussion Topics: Progressivism; the ideas of the era; the muckrakers; trust-busting; womens suffrage; the Progressive Presidents; state and local reform efforts; the origins and effects of the Great Depression; the imperialist arguments; Dollar Diplomacy; Causes and Effects of WWI; Causes and Effects of WWII; Isolationism, Pacifism, and neutrality and their impact on U.S. foreign policy following WWI; Pearl Harbor; Japaneseand U.S. relations; halting the Germans; winning the war in the Pacific; cultural change during the 1920s,30s and 40s; the decision to drop the atomic bomb; the war on the home front. Activities: Students will be required to read and take notes from the American Pageant textbook as well as complete a series of homework questions from the texts workbook for those chapters. Students will also be quizzed and assessed on their understanding of and ability to interpret both historical documents as well as the required reading. Students will be required to read excerpts from Jean Edward Smiths FDR in order to gain a better understanding of how and why FDR was able to become a one of Americas most

12 memorable Presidents and to better understand why he implemented many of his policies and programs during his administrations. In-class DBQ taken from the 2003 AP exam that will ask students to analyze documents and determine the effectiveness of FDRs new deal programs. Following their essay writing, students will be asked to work in pairs to peer-edit their DBQs. Students will be given sample essays to demonstrate what a 8-9 essay looks like and students will also receive scoring commentary and check list to aid them in this exercise. Students will read excerpts from The Jungle and participate in a whole class discussion on the need for social reform during this era and why the Progressive Movement emerged and what issues it sought to address A multiple choice exam will conclude this unit. UNIT V CONTENT: Struggling for Justice at Home and Abroad Foreign Policy, (18651914) A. Seward and purchase of Alaska Sewards Folly B. The new imperialism 1.Blaine and Latin America 2.International Darwinism: missionaries, politicians, and naval expansionists 3.SpanishAmerican War a. Cuban independence b. Debate on Philippines, insurgency C. The Far East: John Hay and the Open Door D. Theodore Roosevelt Big Stick Policy 1.The Panama Canal 2.Roosevelt Corollary to the Monroe Doctrine 3.Far East E. Taft and Dollar Diplomacy 12 F. Wilson and Moral Diplomacy Wilson Idealist or Realist, moralist/racist Progressive Era A. Origins of Progressivism1. Progressive attitudes and motives 2.MuckrakersTarbell, Steffens, Riis 3.Social Gospel Salvation Army, YMCA 4. Who were the progressives Addams, Dewey, etc. Municipal, state, and national reforms 1.Political: suffrage 2.Social and economic: regulation Socialism: alternatives Black America 1.Washington, Du Bois, and Garvey Atlanta Compromise, Niagara, back to Africa 2.Urban migration 3. Civil rights organizations NAACP E. Women's role: family, work, education, unionization, and suffrage F. Roosevelt's Square Deal 1.Managing the trusts good and bad trusts 2.ConservationPinchot

13 G. Taft 1.PinchotBallinger controversy 2.PayneAldrich Tariff H. Wilson's New Freedom 1.Tariffs 2.Banking reform Federal Reserve Act 3.Antitrust Act of 1914 The First World War A. Problems of neutrality 1.SubmarinesUboats 2.Economic ties to European powers 3. Psychological and ethnic ties German American name changes Mueller to Miller Preparedness and pacifism Mobilization 1.Fighting the war draft 2.Financing the war 3.War boards 4.Propaganda, public opinion, civil liberties Debs, Oliver Wendell Holmes, Creel Wilsons Fourteen Points 1.Treaty of Versailles Big Four, punishment of Germany 2.Ratification fight Wilsons fight and stroke New Era: The 1920s 13 A. Postwar demobilization 1.Red scare 2.Labor strife Republican governments 1.Business creed 2.Harding scandals C. Economic development 1.Prosperity and wealth 2.Farm and labor problems Done culture 1.Consumerism: automobile, radio, movies 2.Women, the family 3.Modern religion 4.Literature of alienation 5.Jazz age 6.Harlem Renaissance Conflict of cultures 1.Prohibition, bootlegging 2.Nativism immigration limitations 3.Ku Klux Klan 4.Religious fundamentalism versus modernists F. Myth of isolation 1.Replacing the League of Nations

14 2.Business and diplomacy Depression (19291933) A. Wall Street crash Depression economy Moods of despair 1.Agrarian unrest 2.Bonus march Hoover Stimson diplomacy: Japan The New Deal A. Franklin D. Roosevelt 1.Background, ideas 2.Philosophy of New Deal B.100 Days; "alphabet agencies" Second New Deal Critics, left and right E. Rise of CIO; labor strikes F. Supreme Court fight G. Recession of 1938 14 H. American people in the Depression 1.Social values, women, ethnic groups 2.Indian Reorganization Act 3.MexicanAmerican deportation 4.The racial issue Diplomacy in the 1930s A. Good Neighbor Policy: Montevideo, Buenos Aires change from dollar diplomacy B. London Economic Conference Disarmament Isolationism: neutrality acts E. Aggressors: Japan (Manchuria/Rape of Nanking), Italy(Ethiopia), and Germany(Austria, Czech.) F. Appeasement peace in our time? G. Rearmament; Blitzkrieg; Lend Lease H. Atlantic Charter FDR& Churchill I. Pearl Harbor 12/07/41 The Second World War A. Organizing for war 1. Mobilizing production 2. Propaganda 3. Internment of Japanese Americans Supreme Court B. The war in Europe, Africa, and the Mediterranean; D Day C. The war in the Pacific: Hiroshima, Nagasaki Diplomacy 1.War aims 2.Wartime conferences: Teheran, Potsdam UNIT VI: Making Modern America 1945Present Required Reading:

15 CH 37: THE COLD WAR BEGINS, 1945-1952 CH 38: THE EISENHOWER ERA, 1952-1960 CH 39: THE STORMY SIXTIES, 1960-1968 CH 40: THE STALEMATED SEVENTIES, 1968-1980 CH 41: THE RESURGENCE OF CONSERVATISM, 1980-2000 CH 42: THE AMERICAN PEOPLE FACE A NEW CENTURY Key Discussion Topics: Cold War in Europe; beginning of atomic diplomacy; containment; crisis in Berlin; the Cold War expands; Korean War and loss of China; the Middle East; McCarthyism and the Cold War at home; JFK and flexible response; Cuban Missile Crisis; The post war economic boom and the rise of suburbs; did the 1950s truly represent the American Dream?; the civil rights struggle; the New Frontier; the Warren Court; the Great Society and War on Poverty; Involvement and escalation in Vietnam; the student revolt; Black Power and Womens Liberation; the election of 1968; the Watergate scandal; the election of 1972; the ending of Vietnam; OPEC and the oil shock; inflation and the new economy; the beginning of affirmative action; setbacks in gains for women; the election of 1976; Carter; Sadat; Khomeini; the disillusionment of the renewed Cold War: Reagan; the Iran-Contra Affair; the War on Terror; Clinton; the ending of the Cold War; American foreign policy in the 20th century (is it different? How has it changed?); the war on Terror; the 2004 election; Americas changing role in the world Activities: Students will be required to read and take notes from the American Pageant textbook as well as complete a series of homework questions from the texts workbook for those chapters. Students will also be quizzed and assessed on their understanding of and ability to interpret both historical documents as well as the required reading. Students will conduct a document Jigsaw using documents from the Cold War era. Students will have 3 in-class writing assignments during this unit. They will have an opportunity to peer edit and see scoring commentary and sample essays that goes along with their essay questions. Essay 1- Presidents who have been notably successful in either foreign affairs or domestic affairs have seldom been notably successful in both. Assess this statement with reference to TWO presidents, on in the nineteenth century, and the other in the twentieth century, giving reasons for success or failure in each case. Essay 2-1968 was a turning point for the United States. To what extent is this an assessment? In your answer, discuss TWO of the following: National Politics Vietnam War Civil Rights Essay 3- Assess the success of the United States policy of containment in Asia between 1945 and 1975. Unit Content: Truman and the Cold War A. Wartime conferences (cont.): Yalta B. Postwar atmosphere; the United Nations Postwar domestic adjustments Dither Taft Harley Act Civil rights and the election of 1948 the armed forces Containment in Europe and the Middle East 1.Truman Doctrine extension

16 of Monroe Doctrine 2.Marshall Plan 3.Berlin crisis Airlift 4.NATO E. Revolution in China, who is to blame? F. Limited war: Korea, MacArthur, MacArthur fired Eisenhower and the Modern Republicanism A. Domestic frustrations; McCarthyism, Nixon, 2nd Red Scare B. Civil rights movement 1.The Warren Court and Brown v. Board of Education reverses Plessey 2.Montgomery bus boycott, Rosa Parks, Emmett Till 3.Greensboro sit-in C. John Foster Dulles's foreign policy 1.Crisis in Southeast Asia 2.Massive retaliation 3.Nationalism in Southeast Asia, the Middle East, Latin America 4.Khrushchev and Berlin American People: homogenized society conformity 1.Prosperity: economic consolidation 2.Consumer culture two cars 3.Consensus of values suburbia E. Space race Sputnik Kennedy's New Frontier; Johnson's Great Society A. New domestic programs 1.Tax cut 2.War on poverty, Great Society programs 3.Affirmative action 4. Civil Rights laws 16 B. Civil rights and civil liberties 1.African Americans: political, cultural, and economic roles 2.The leadership of Martin Luther King, Jr. 3.Resurgence of feminism 4.The New Left and the Counterculture 5.Emergence of the Republican party in the South Segregation now. Segregation forever. 6. MLK, Jr., Malcolm X assassinations C. Foreign Policy 1.Bay of Pigs 2.Cuban missile crisis 3.Vietnam quagmire Nixon A. Election of 1968 a realigning election 1. Vietnam 2. Wallace factor 3. Assassination of RFK B. Nixon Kissinger foreign policy 1.Vietnam: escalation and pullout 2.China: restoring relations 3..Soviet Union: dtente

17 C. New Federalism Supreme Court and Roe v. Wade E. The Supreme Court and the Miranda decision F Oil Crisis 1973OPEC, Yom Kippur War G Watergate crisis and resignation H Ford WIP Whip Inflation Now 1. Fall of Saigon 2. Helsinki Accords I. Election of 1976 1. Jimmy Carter the outsider 2. Ted Kennedy 3. Gerald Ford 4. Ronal Reagan J. Carter Administration 1. Energy Crisis 1979 2. Camp David Accords 3. USSR invades Afghanistan 1980 Olympics 4. Iranian Hostage Crisis New Conservatism, Election of 1980 A. Reagan 1.Tax cuts and budget deficits 2.Defense buildup 3.New disarmament treaties 4.Foreign crises: the Persian Gulf and Central America Iran Contra B. Society 1.Old and new urban problems 2.Asian and Hispanic immigrants 3.Resurgent fundamentalism 4.African Americans local, state, and national politics C. End to the Cold War D. The Gulf War Bush 41 E. Panama and NAFTA F. The 1992 Presidential Election Its the economy, stupid! G. Clinton takes office fight for universal healthcare, perjury charges 1. The American Economy in the 1990s 2. American Foreign Relations in the Clinton Years H. A nation of Immigrants I. The Election of 1996 and the Political Aftermath 1. Dole/Kemp vs. Clinton/Gore 2. Third-party and Independent Candidates a. Perot b. Ralph Nader J. Intimations of Terrorism

18 a. World Trade Center bombing 1993 b. American Embassy bombing in Africa 1998 K. The Presidential Election of 2000 and the War on Terror Bush 43 L. The 2004 Presidential Election 10 Day-Review for the APUSH Exam The review period will include several chapters a night of review and a quiz each day made up of 15 to 20 multiple choice questions taken from prior AP exams. We will go over the quizzes each day in order to review the material. Students will also be required to do a series of DBQs and FRQs during the review period. *Test dates will be posted on the teachers Moodle webpage as well as in class well in advance. *Students will have homework or reading every night. On the rare occasion that there is not an assignment, students are to read over notes. There will be reading assignments other than the main textbook. Students should pay close attention to the due dates posted on the board an online. Quizzes can occur at any time. *Tests/quizzes may be multiple choice, short essay, essay, matching, fill in the blank (maps), and short answer identifications. *Study guide questions for each chapter are linked from the course website. These are to be answered as your notes. Students are also expected to take notes during class. *Students will examine and analyze primary sources as well as learn historiography methods and compare and contrast historiographies by prominent historians. Rules and Expectations 1. be prepared (Bring all necessary materials to class everyday) 2. be on time -Students should be in their assigned place when the tardy bell rings (Students who fail to comply will be marked tardy) 3. be respectful -students should raise their hand in order to be recognized before speaking or leaving their seat -Students are not allowed to eat or drink during class -All students are expected to show respect to other students as well as all school staff -Students should avoid unnecessary classroom disruptions (consequences are listed below) 4. Follow directions -All students should listen to and follow all directions given (Directions for assignments as well as their due dates are not negotiable) 4. be honest -students may not cheat on any assignments, test, homework etc. (Cheating includes but is not limited to making cheat sheets for quizzes and test to be used during assessments, copying another students work, plagiarism, giving answers to other students). Consequences for Breaking Rules 1. 1st offense- WARNING 2. 2nd offense- BREAK DETENTION 3. 3rd offense- PARENT CONTACT and LUNCH DENTION 4. 4th offense- OFFICE REFERRAL 5. 5th offense- CONFERENCE WITH THE PARENT Grades

19 60% =Test (MC, DBQs and FRQs) 20%=Quizzes 20%=Classwork, Homework, other assignments, participation (discussions, debates etc.) Required Materials 1. Textbook (Students should bring their textbook to class every single day.) 2. 3 Ring Binder 4. Regular Notebook Paper 5. Pens and/or Pencils Make Up Work/Late Work It is the students responsibility to turn in all completed work that was missed, as well as schedule a time to make up any quizzes or tests. It is a department rule that all assignments must be made up within 2(two) days of the students absence. Late work will not be accepted.